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Doctoral capital and well-being amongst Australian PhD students: exploring capital and habitus of doctoral students

Wayne Usher (School of Education and Professional Studies, Griffith University – Gold Coast Campus, Southport, Australia)
Brittany A. McCormack (School of Education and Professional Studies, Griffith University – Gold Coast Campus, Southport, Australia)

Health Education

ISSN: 0965-4283

Article publication date: 1 March 2021

Issue publication date: 15 March 2021

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Abstract

Purpose

The Higher Degree Research (HDR) journey is known for its difficulties, complexities and challenges (Lees-Deutsch, 2020), with many students experiencing multi-faceted issues and concerns (Skopek et al., 2020). Therefore, the purpose of this research is to investigate the relationships that exist between variables, vulnerability factors and doctorial capital of candidates (n = 532) studying at Australian universities (2019).

Design/methodology/approach

A quantitative cross-sectional correlational research design and Bronfenbrenner's socio – ecological framework (personal, home, university, community) was utilised to collect participants' (n = 532) descriptive statistics. Bourdieu's social reproduction theory was used as a lens to examine how experiences, across the PhD candidature, are influenced by several psychosocial factors and doctoral capital.

Findings

From such a dual methodological approach, the findings from this study suggests that (1) age, (2) gender, (3) nationality, (4) financial/work status, (5) years of PhD and (6) attending postgraduate (PG) student events, go to significantly (p < 0.001) impact (positively and negatively) on students' experiences and correspondingly, impacts on their self-confidence, motivation and mental health and well-being status.

Research limitations/implications

Research limitations are related to the recruitment of more doctoral students across more Australian universities. Further research is required from HDR supervisors, so as to “balance” the experiences of the PhD journey in higher education.

Practical implications

In order to succeed in academia and HDR programs, students need to identify with and develop the “right kind of capital” to successfully navigate fields of social and scholarly play. Investigating how the participants perceive their social and scholarly habitus is seen as crucial in helping students to develop positive dispositions relevant to being a doctoral student.

Social implications

The concept of doctoral capital and well-being, amongst Australian PhD students, is under researched and requires further investigation as a precursor to developing more specific policy designs aimed at providing heightened positive learning environments/HDR programs tailored to support doctoral students.

Originality/value

Whilst reforms to improve PhD experiences are well established across the international literature (Geven et al., 2018; Skopek et al., 2020), evidence for Australia is largely missing. It is envisaged, that findings from this research will further assist in the development of quality policies that would go to provide effective services and support for doctoral students within Australian universities.

Keywords

Citation

Usher, W. and McCormack, B.A. (2021), "Doctoral capital and well-being amongst Australian PhD students: exploring capital and habitus of doctoral students", Health Education, Vol. 121 No. 3, pp. 322-336. https://doi.org/10.1108/HE-11-2020-0112

Publisher

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Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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