Student, academic and professional services staff perspectives of postgraduate researcher well-being and help-seeking: a mixed-methods co-designed investigation
Studies in Graduate and Postdoctoral Education
ISSN: 2398-4686
Article publication date: 5 April 2021
Issue publication date: 2 August 2021
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.
Keywords
Acknowledgements
The research team would like to thank all postgraduate researchers and staff who took part in this study, and the PGR consultative forum for generously sharing their knowledge and experiences. The authors are grateful to postgraduate taught students (EC and LR) who assisted with qualitative data collection.
This work was funded by the Office for Students and Research England, with additional support from the University of Manchester.
Citation
Crook, R., Gooding, P., Whittaker, C., Edge, D., Faichnie, C., Westwood, M. and Peters, S. (2021), "Student, academic and professional services staff perspectives of postgraduate researcher well-being and help-seeking: a mixed-methods co-designed investigation", Studies in Graduate and Postdoctoral Education, Vol. 12 No. 1, pp. 113-130. https://doi.org/10.1108/SGPE-08-2020-0056
Publisher
:Emerald Publishing Limited
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