Developing Inductions to Support Mental Health and Wellbeing in Doctoral Researchers: Findings from a Qualitative Co-Design Study with Doctoral Researchers and University Stakeholders

Autor/inn/en	Jackman, Patricia C.; Sanderson, Rebecca; Jacobs, Lisa
Titel	Developing Inductions to Support Mental Health and Wellbeing in Doctoral Researchers: Findings from a Qualitative Co-Design Study with Doctoral Researchers and University Stakeholders
Quelle	In: European Journal of Higher Education, 13 (2023) 1, S.62-79 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackman, Patricia C.) ORCID (Sanderson, Rebecca) ORCID (Jacobs, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2021.1992293
Schlagwörter	Doctoral Students; Researchers; Student Research; Logical Thinking; Mental Health; Well Being; Stakeholders; Program Design; Social Support Groups; Orientation; Student Needs; Student Attitudes + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Researcher; Forscher; Studentenforschung; Psychohygiene; Well-being; Wellness; Wohlbefinden; Programme design; Programmaufbau; Programmplanung; Social support; Soziale Unterstützung; Orientierung; Schülerverhalten
Abstract	Concerns about mental health and wellbeing in doctoral researchers have grown in recent years. To address these concerns, preventative strategies that seek to mitigate the onset of poor mental health and wellbeing could be valuable. This article outlines the co-design approach adopted to generate evidence that could inform the design of inductions to support mental health and wellbeing in doctoral researchers. Over a 9-month period, we collaborated with 47 doctoral researchers from 24 institutions and 13 stakeholders from one university, collecting qualitative data via focus groups and follow-up surveys. After analysing our data thematically and making refinements based on feedback from participants, actionable strategies that could be considered in the design of induction programmes for doctoral researchers were generated and captured by five themes: "peer connections"; "supervisor relationships"; "information and resources"; "student services advice and support"; and "training and development." Feedback on the co-design process suggested participants felt positive about their involvement, with the doctoral researchers valuing the opportunity to contribute to the development of the co-designed evidence. Further research is required to examine the efficacy of the identified strategies, but we suggest that co-design shows promise for developing inductions to support mental health and wellbeing in doctoral researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01