The Effort-Reward-Imbalance Among PhD Students – A Qualitative Study

Abstract

Aim/Purpose: The purpose of this paper is to examine the perceived efforts, rewards, motives, and coping strategies of a sample of PhD students in Germany based on tested stress models, the Effort-Reward-Imbalance Model and the Transactional Model of Stress and Coping. Background: Pursuing a PhD can be challenging and stressful. Students face conflicts, isolation, and competition as well as difficulties with their supervisors. However, there is little known about how students perceive their PhD. Methodology: Semi-structured interviews were conducted in 2021 with 21 male and female doctoral students from various fields of research. The recorded interviews were transcribed and analyzed according to Mayring’s qualitative content analysis. Contribution: Little is known about the work stress of PhD students. Most studies focus on single aspects (e.g., the relationship with the supervisor or the heavy workload) and use questionnaires that do not show all aspects causing work stress and how to prevent it. In this study, we examined the elements of work stress and coping strategies by using the Effort-Reward-Imbalance Model and the Transactional Model of Stress and Coping in a theoretical framework. Findings: The analysis yielded two main categories for efforts and three main categories for rewards as well as several sub-categories. Participants persisted in the PhD program for five reasons: an intrinsic motivation, an interest in improving one’s skills, the motivation to become an expert in one’s field, the ability to contribute to research, and because of the flexibility and freedom offered during a PhD. Further, the study analyzed how PhD students cope with stress. Engaging in physical activities or spending time with family and friends were the most common coping strategies used, followed by work routines (like scheduling time for deep work and breaks) and seeking assistance from other PhD students. Recommendations for Practitioners: To decrease the stress factors and negative health outcomes, we recommend incorporating personal as well as organizational measurements in the university setting. Through kick-off events and personal development workshops, PhD students should be made aware of the potential stress factors and coping strategies. Mentoring programs with postdocs can further support the doctoral students. On an organizational level, the knowledge about the elements of work stress should be incorporated in the recruiting process and supervisor workshops. Recommendation for Researchers: As past research has investigated the effects of stress on physiological parameters, the framework of this study proposes the incorporation of the imbalance component into biological stress research. Impact on Society: Understanding the efforts, rewards, and motives for a doctoral degree will help to reduce work stress of PhD students and create a more positive over-all workplace, for example, by improving the relationship between students and their supervisors. Future Research: Additional work is required to explore how the Effort-Reward-Imbalance model and coping strategies could interact and influence different outcomes. As the majority of the participants pursed a PhD degree in psychology, further studies need to be conducted that include other disciplines.

Talent Management of Doctoral Students: Focus on Well-being, or How to Deal with the Mental Health Crisis in Graduate Education

“…Looking at the job demands-resources model, I can point out some of the stressors that cause this ill-being, echoing earlier studies (Mackie & Bates, 2019;Schmidt & Hansson, 2018;Vilser et al, 2022). More than 85% of the participants stated that they do not feel rightly rewarded for their efforts.…”

“…Others look at their physical health and advise organizing health labs or fitness classes (Haynes et al, 2012). Ideas to improve their feeling of relatedness include creating networking workshops or mentoring programmes with postdocs (Vilser et al, 2022), writer's groups (Beasy et al, 2020), support groups (Panayidou & Priest, 2021) that help PhD students to connect and exchange their experiences or peer coaching (Fried et al, 2019;Skaniakos & Piirainen, 2019). Mentoring programmes and support groups can also help to tackle workrelated efforts, such as problems with time and project management, as well as with the scientific approach of the project (Vilser et al, 2022).…”

Effort–reward imbalance in PhD students: Adaptation and validation of the Effort–Reward Imbalance Scale for doctoral students.

“…While PhD students working at the university bear a heavy load of additional tasks, such as preparing teaching materials and supervising theses, external PhD students or those with a scholarship have tasks that differ significantly. These may include job-related work and volunteer activities, in addition to writing their thesis (Vilser, Rauh, et al, 2022). Summing it up, there are a variety of sociodemographic characteristics and PhD-related elements that influence the perception of efforts and rewards.…”

“…PhD students are confronted with extensive efforts—from conducting research and attending classes to teaching and managing administrative responsibilities (Bazrafkan et al, 2016; Vilser, Rauh, et al, 2022). Simultaneously, these students seem to receive little reward for their hard work.…”

Putting PhD students front and center: an empirical analysis using the Effort-Reward Imbalance Model

“…Over the past decades, numerous studies have revealed unfavorable working conditions and high levels of stress for PhD students ( Levecque et al, 2017 ; Sverdlik et al, 2018 ; Vilser et al, 2022 ). Hence, PhD students often face precarious working conditions, financial insecurities, lack of time, and challenges in balancing personal and academic commitments ( Goller and Harteis, 2014 ; de Vries, 2020 ).…”