Projects per year
Abstract
Purpose
This study aimed to address three key gaps in existing knowledge about postgraduate researchers’ (PGRs) wellbeing. It investigated the (i) frequency and nature of depression, anxiety, and wellbeing amongst PGRs, and relatedly, characteristics that convey vulnerability (ii) factors that impact PGR wellbeing, and (iii) 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 wellbeing and higher on measures of anxiety and depression compared with aged-matched groups in the general population. PGR wellbeing 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 wellbeing difficulties. Thematic analysis revealed four domains that impact upon PGR wellbeing: 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.
This study aimed to address three key gaps in existing knowledge about postgraduate researchers’ (PGRs) wellbeing. It investigated the (i) frequency and nature of depression, anxiety, and wellbeing amongst PGRs, and relatedly, characteristics that convey vulnerability (ii) factors that impact PGR wellbeing, and (iii) 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 wellbeing and higher on measures of anxiety and depression compared with aged-matched groups in the general population. PGR wellbeing 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 wellbeing difficulties. Thematic analysis revealed four domains that impact upon PGR wellbeing: 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.
| Original language | English |
|---|---|
| Journal | Studies in Graduate and Postdoctoral Education |
| Publication status | Accepted/In press - 18 Jan 2021 |
Fingerprint
Dive into the research topics of 'Student, academic and professional services staff perspectives of postgraduate researcher wellbeing and help-seeking: a mixed-methods co-designed investigation'. Together they form a unique fingerprint.Projects
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(MCHP) : Manchester Centre for Health Psychology
Peters, S. (PI), Ulph, F. (PI), Arden Armitage, C. (Researcher), Borrelli, B. (Researcher), Bowen, A. (Researcher), Byrne-Davis, L. (Researcher), Edge, D. (Researcher), French, D. (Researcher), Hart, J. (Researcher), Todd, C. (Researcher), Skevington, S. (Researcher), Wearden, A. (Researcher), Cotterill, S. (Researcher), Brooks, J. (Researcher), Brown, L. (Researcher), Bull, E. (Researcher), Cordingley, L. (Researcher), Epton, T. (Researcher), Smith, D. (Researcher), Speer, S. (Researcher), Powell, R. (Researcher), Bartlett, K. (Researcher), Coupe, N. (Researcher), Shepherd, S. (Researcher), Dienes, K. (Researcher), Ghio, D. (Researcher), Hood, A. (Researcher), Lavallee, J. (Researcher), Rowland, C. (Researcher), Benton, J. (Researcher), Goldthorpe, J. (Researcher), McWilliams, L. (Researcher), Keyworth, C. (Researcher), Goulding, R. (Researcher), Loughran, M. (Researcher), Hawkes, R. (Researcher), Kapadi, A. (Researcher), Hurley, R. (Researcher), Leather, J. (Researcher), Musa, C. (Researcher), Angelakis, I. (Researcher), Reid, C. (Researcher), Reid, H. (PGR student), Hulme, L. (PGR student), Hindmarch, S. (PGR student), Plant, S. (Researcher), Peterson, J. (Researcher), Woof, V. (PGR student), Devereux-Fitzgerald, A. (Researcher), Sawyer, C. (Researcher), Wilkes, J. (Researcher), Birtwell, K. (Researcher), Stringer, G. (Researcher), Tang, M. Y. (Researcher), Coupe, N. (Researcher), Hamnett, C. (Support team), Lyons, S. (Researcher), Hulme, L. (PGR student) & Lee, R. (Researcher)
1/09/10 → …
Project: Research