Focusing the Lens to Share the Story: Using Photographs and Interviews to Explore Doctoral Students’ Sense of Well-being

Abstract

Aim/Purpose: This study explores PhD students’ transition into graduate school, which can be a challenging experience for many. Background: Using photographs and in-depth interviews, this study provides nuanced insight into influences on first-year PhD students’ lived experiences, with a specific focus on these students’ perceptions of doctoral student well-being. Methodology: Twenty-nine first-year biomedical science PhD students from 15 research institutions were asked to take photographs (Participant Produced Images) to illuminate significant influences on their research skill acquisition. The participant-produced photographs were discussed within in-depth phone interviews allowing for a deeper understanding of their lived experiences. Contribution: While students were asked to identify factors influencing their research skill acquisition, unexpectedly, what emerged from these data was students’ clear focus on their concern for their physical and mental well-being. The researchers posit that students’ ability to create a “work-life balance” is the foundation of doctoral student success, especially in the early years of doctoral training. Findings: Findings suggest that it is essential to create a PhD culture in which students feel valued, supported, and nourished, both physically and mentally, for them to develop into successful researchers, teachers, and mentors. Recommendations for Practitioners: Findings suggest that doctoral programs must support a more collaborative work environment for students and help novice students create a work life balance, perhaps by encouraging them to pursue stimulating or fun activities outside their school environment. It is imperative for doctoral students to be confident during their doctoral studies, as a lack of confidence tends to breathe life into poor work habits that stymie well-being and happiness. Recommendation for Researchers: If doctoral programs support a culture that facilitates student well-being, those programs will likely produce happier researchers and teachers who see scholarship and learning as fun. This positive mindset is likely to cascade down within their learning environments and foster positive and productive scholarship and instruction. This mindset and paradigm shift will set a significant precedence for future doctoral learners. Impact on Society: This study encourages and advances timely and “actionable” dialogue around how to better support doctoral students’ sense of well-being, especially in science disciplines. Future Research: Given study results, exploring mental health and well-being issues with faculty can help elevate mental health awareness in academia.

Understanding the mental health of doctoral researchers: a mixed methods systematic review with meta-analysis and meta-synthesis

“…▪ '…pets gave students someone to come home to, and forced them to venture outside of the laboratory and embrace nature and obligations beyond their PhD program.' [50] (p. 207).…”

“…Positive engagement with the broader community was scaffolded by a sense of trust in the supervisor [81]. DRs often felt seen and supported by postdocs, especially where supervisors appeared absent or unsupportive [50].…”

“…In addition to relational aspects, the provision of designated physical spaces on campus or in university buildings also seemed important to being seen [37]. Peers in the university could provide DRs with further physical embodiments of being seen, for example, gift-giving in response to their birthdays or returning from leave [37,50]. Outside of the academic institution, DRs described how being seen by close others could support DRs to be their authentic selves, providing an antidote to the invisible walls of academia [50].…”

“…Peers in the university could provide DRs with further physical embodiments of being seen, for example, gift-giving in response to their birthdays or returning from leave [37,50]. Outside of the academic institution, DRs described how being seen by close others could support DRs to be their authentic selves, providing an antidote to the invisible walls of academia [50]. Good quality friendships within or outside academia could be life-changing, providing a visceral sense of connection, belonging and authenticity that can scaffold positive mental health outcomes during the PhD [39].…”

Needs and expectations of a new learning space: Research students’ perspectives

“…However, more research is needed to understand how research students can better disconnect, briefly or for perhaps longer periods, from their degrees. Some scholars (e.g., Benjamin, Williams, & Maher, 2017) warn that not being able to disconnect from the doctoral pressures can cause serious risks to a student's wellbeing. This aspect should also be considered when designing learning spaces.…”