Peer Support for International Doctoral Students in Managing Supervision Relationships

Lee, Sherrie

doi:10.32674/jis.v7i4.194

Cited by 12 publications

(5 citation statements)

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“…In accordance with the literature, PGRs particularly valued the peer-support approach (Devenish, 2009;Nolan, 2018). Previous research demonstrates its value in international and online cohorts (Berry, 2017;Lee, 2017), and in furthering progress (Kumar & Aitchison, 2019;Meschitti, 2019). We extend these findings to the diverse PGR body as a whole, and to improving mental health literacy and general PGR experience.…”

Section: Discussionsupporting

confidence: 64%

The Researcher Toolkit: a preventative, peer-support approach to postgraduate research student mental health

Homer

Solbrig

Djama

et al. 2021

SGPE

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Purpose Rates of mental ill-health among postgraduate research students (PGRs) are alarmingly high. PGRs face unique challenges and stigma around accessing support. The purpose of this paper is to introduce The Researcher Toolkit: a novel, open-source, preventative approach to PGR mental health. The Toolkit empowers PGRs and promotes positive research culture. This paper describes and evaluates the Toolkit to encourage adoption across the sector. Design/methodology/approach Four workshops were designed by integrating researcher development, critical pedagogy and psychological knowledge of well-being. A diverse group of PGRs co-designed workshops and delivered them to their peers. Workshops engaged 26% of the PGR population (total 116 attendees). PGR Workshop Leaders and attendees submitted anonymous, online feedback after workshops (74 total responses). A mixed-method approach combined quantitative analysis of ratings and qualitative analysis of open-ended comments. Findings Feedback was overwhelmingly positive. Workshops were universally appealing, enjoyable and beneficial and the peer-support approach was highly valued, strongly supporting adoption of the programme in other universities. Findings are discussed alongside wider systemic factors and recommendations for policy. Practical implications The Toolkit translates readily to other UK institutions and can be adapted for use elsewhere. Recommendations for practice are provided. Originality/value The Researcher Toolkit is a novel PGR well-being initiative. Its originality is threefold: its approach is prevention rather than intervention; its content is new and bespoke, created through interdisciplinary collaboration between psychologists, researcher development professionals and PGR stakeholders; and support is peer-led and decentralised from student support services. Its evaluation adds to the limited literature on PGR well-being and peer-support.

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Section: Discussionsupporting

confidence: 64%

The Researcher Toolkit: a preventative, peer-support approach to postgraduate research student mental health

Homer

Solbrig

Djama

et al. 2021

SGPE

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“…Those that do offer insight reveal that interactions with others contribute to what international doctoral students derive from their education. Similar to the findings from domestic doctoral students aforementioned, positive relationships with an advisor, peer, or staff members were associated with interest in faculty positions (Cotterall, 2015; Le & Gardner, 2010; Lee, 2017; Mason & Hickman, 2019).…”

Section: Doctoral Students’ Interests In Academic Careerssupporting

confidence: 74%

Unsettling Experiences: Factors That Discourage International Students From Desiring Research and Teaching Careers

2023

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It is estimated that one-third of students completing their doctoral study in the United States are international. This is notable because the higher education socialization processes for international students are uniquely challenging, yet little scholarship has addressed how these challenges influence doctoral students’ pursuits of faculty careers. Employing multi-institutional data from the U.S. research-intensive universities, this study examined how interpersonal socialization difficulties (based in linguistic challenges, cultural differences, and identity-based bias/discrimination) with peers, faculty, and staff were associated with declined interest in pursuing faculty positions at research-oriented universities and teaching-oriented universities. The results indicated that international doctoral students who experienced interpersonal challenges due to cultural conflicts were more likely to lose interest in faculty positions. U.S. higher education is recommended to help both international doctoral students and people around them to minimize communication difficulties of cultural differences to retain international talents who can be future international faculty.

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“…The benefits of peer support have been confirmed by various studies in academic settings (Bayfield, Colebrooke, Pitt, Pugh, & Stutter, 2020;S. Lee, 2017;Merga & Mason, 2021; T. V.…”

Section: Support From Peersmentioning

confidence: 72%

Women's career in Vietnamese academia: An analysis from multiple lenses

Tran¹

2022

Preprint

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The findings from this study make several contributions to the current literature. First, this study is one of the first to thoroughly examine the gendering process in Vietnam in general, and in Vietnamese academia specifically. The new insights about the gendering process help to pave the way for the development of gender studies in Vietnam, (de)construction women’s careers in Vietnam, and to integrate a minority perspective into mainstream scholarly works. Moreover, my study explores the construction of gender and its impact on women’s experience in the labour market in relation to the imposition of eastern and western knowledge in a developing country whose colonial history is shaped by both eastern and western colonisation. This study will be of interest to any colonial discourse scholars who attempt to challenge the view of the relations between (and among) Western and Eastern countries as binary, fixed and categorial with the West as the colonisers and the East as the colonised.One major limitation of the study is that although the study focuses on the ‘other’ perspective, the Vietnamese academia is treated as homogenous and some factors such as ethnicities or regional culture have not been paid adequate attention. In addition, my study focuses solely on academic women in heterosexual relationships and therefore might overlook the subordination of people with non-heteronormative forms of sexuality.

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Peer Support for International Doctoral Students in Managing Supervision Relationships

Cited by 12 publications

References 0 publications

The Researcher Toolkit: a preventative, peer-support approach to postgraduate research student mental health

The Researcher Toolkit: a preventative, peer-support approach to postgraduate research student mental health

Unsettling Experiences: Factors That Discourage International Students From Desiring Research and Teaching Careers

Women's career in Vietnamese academia: An analysis from multiple lenses

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