Student, academic and professional services staff perspectives of postgraduate researcher well-being and help-seeking: a mixed-methods co-designed investigation

Abstract

Purpose This study aimed to address three key gaps in existing knowledge about postgraduate researchers’ (PGRs) well-being. It investigated 1) the frequency and nature of depression, anxiety and well-being amongst PGRs, and relatedly, characteristics that convey vulnerability, 2) factors that impact PGR well-being, and 3) factors that influence help-seeking. Design/methodology/approach The mixed-methods design comprised quantitative and qualitative approaches. Using opportunity sampling, 585 PGRs registered at a large UK University completed an online survey. The perspectives of a purposive sample of academic and Professional Services staff (n = 61) involved in supporting PGRs were sought through in-depth focus groups and semi-structured interviews, which were audio-recorded, transcribed verbatim and analysed using inductive thematic analysis. Findings PGRs scored lower on measures of well-being and higher on measures of anxiety and depression than aged-matched groups in the general population. PGR well-being was positively affected by personal and professional relationships, and negatively affected by academic challenges and mental health problems. Academic supervisors were the primary source of support for students experiencing well-being difficulties. Thematic analysis revealed four domains that impact upon PGR well-being: postgraduate researcher identity; pressures and expectations of postgraduate research; complexity of the supervisor role; and pinch points in postgraduate research. Each domain had associations with help-seeking behaviours. Originality/value This study provides evidence that the PGR experience is perceived to be distinct from that of other students, and this helps understand sources of stress and barriers to help-seeking. It provides a steer as to how higher education institutions could better support the PGR learning experience.

Social support resilience as a protective mental health factor in postgraduate researchers’ experiences: a longitudinal analysis

“…Work by our group, which used both qualitative and quantitative cross-sectionally designed methods, examined the mental health impact of some of the pressures faced by PGR students. We found that 196 (33.4%) and 162 (27.7%) respondents experienced moderate-to-high levels of depression and anxiety, respectively (Crook et al , 2021). These findings replicate those from other studies, nationally and internationally, revealing the high levels of psychological problems present amongst doctoral students.…”

“…Crook and co-workers reported that a third of PGR respondents identified academic challenges (e.g. managing time and other work commitments) as having the greatest negative impact on their well-being (Crook et al , 2021). Milicev and co-workers suggested this may be associated with the ways in which PGRs respond to cumulative academic challenges.…”

Applying theory and research toward reducing suicidality among graduate students and postdoctoral scholars

“…The need for meaningful training of mentors toward a cultural shift within graduate and postdoctoral education has been documented by prior researchers (Crook et al, 2021;Morris, 2021). Specifically, Crook et al (2021) identified how positive supervision experiences make a meaningful difference for postgraduate researchers, but that many supervisors have not had sufficient training.…”

“…The need for meaningful training of mentors toward a cultural shift within graduate and postdoctoral education has been documented by prior researchers (Crook et al, 2021;Morris, 2021). Specifically, Crook et al (2021) identified how positive supervision experiences make a meaningful difference for postgraduate researchers, but that many supervisors have not had sufficient training. Interventions, such as Homer et al's (2021) Researcher Toolkit, focus on fostering well-being and building connections, and offer models for implementing interventions toward institutional cultural change.…”

Research café: an informal learning space to promote research learning experiences of graduate students in a private university of Pakistan

“…For instance, students with different research backgrounds, interests and levels of their studies can interact and learn from each other's experiences and knowledge. Furthermore, peer support groups and learning have proved to be beneficial for student researchers (Crook et al, 2021;Meschitti, 2018) as such interactions not only benefit those seeking help but also provide a sense of SGPE 14,3 fulfilment to those providing support (Jackman et al, 2023). Literature shows that peer mentoring/learning, group study and informal social events can promote collaboration and a sense of belonging, leading to increased engagement and academic success (Boud and Lee, 2005;Cahusac de Caux et al, 2017;Hradsky et al, 2022;Meschitti, 2018).…”