Towards a model of resilience protection: factors influencing doctoral completion

Abstract

This article asks what makes PhD completers resilient and which resilience protection factors help them complete their doctoral programme? A narrative inquiry methodology is applied to capture the experiences of eleven doctoral students who completed their PhDs in the United Kingdom. Data collected from interview conversations were analysed using resilience theory as a lens. We found that for these completers, success did not rely solely on the individual student, nor was the role of supervisors elevated, particularly for social and emotional support. Of importance was the students' family and social network, institutional context and the nature of university central services and how these were available to the completers. The study's contribution to the literature is in showing how the alignment of the completers' personal responses, environmental and social connections and institutional processes was available to build resilience, as we present a model for resilience protection in doctoral students .We hope the findings presented will be of interest to PhD students, supervisors and other academic colleagues in universities globally, as they seek insights into successful PhD completion.

Predictors of UK postgraduate researcher attendance behaviours and mental health-related attrition intention

“…If this is the case, social interventions should still reduce absenteeism, presenteeism, and mental health-related intermission and attrition intention, through improving symptoms. This is in keeping with the resilience protection model of doctoral completion (McCray & Joseph-Richard, 2020 ), which suggests that complex inter-relations between personal, environmental, professional and institutional factors influence successful completion.…”

“…Supervisory relationship stressors and lack of psychological support are associated with attrition intention (Litalien & Guay, 2015 ; Volkert et al, 2018 ), and clear authoritative direction, i.e . supervisor agency, seems important in doctoral completion (McCray & Joseph-Richard, 2020 ). Mental health problems may be a confounding factor here, however, as previous research has found supervisory relationship qualities to predict mental health symptoms (Berry et al, 2021b ) and thus, this should be accounted for in modelling associations with attendance and attrition-related outcomes.…”

Doctoral advisor selection processes in science, math, and engineering programs in the United States

“…The relationship between a doctoral student and their advisor is the foundation of the student's success in completing a Ph.D. (Bair & Haworth, 2004;Barnard & Shultz, 2020;Barnes & Austin, 2009;Burt et al, 2016;Devos et al, 2016;Gardner, 2010;Hilmer & Hilmer, 2007;McCray & Joseph-Richard, 2020;Noy & Ray, 2012;Schlosser & Gelso, 2001;Zhao et al, 2007). Few studies, however, have focused on how these relationships form and, specifically, the facilitation role that doctoral programs play in this process.…”

Seizing balance and success during your PhD experience

“…Supporting this, growing evidence have showed the importance of developing resilience during graduate training, suggesting that resilience is built under a combination of aspects rather than individual coping mechanisms per se (Cantwell et al, 2015; Devos et al, 2016; Mowbray & Halse, 2010). Of highlight, a recent study proposes a model of resilience protection necessary for PhD completion (McCray & Joseph‐Richard, 2020) by identifying several factors that might influence one's ability to build resilience during doctoral performance. The authors postulate that PhD students' success depends on the interrelationship between personal responses, environmental and social connections, and institutional processes.…”

“…Different PhD students will undoubtfully have different cubes, that is, different experiences Mowbray & Halse, 2010). Of highlight, a recent study proposes a model of resilience protection necessary for PhD completion (McCray & Joseph-Richard, 2020) by identifying several factors that might influence one's ability to build resilience during doctoral performance. The authors postulate that PhD students' success depends on the interrelationship between personal responses, environmental and social connections, and institutional processes.…”