A new approach to evaluating the well-being of PhD research students

Abstract

This study describes the development of an assessment to evaluate the well-being of PhD researchers using a clinically approved methodology that places the perceptions and experiences of the subject population at the heart of its construction. It identifies and assesses the range and relative importance of seven distinct dimensions which are shown to impact adversely on the perceived wellbeing of student researchers across all stages of their studies. According to the findings, the well-being of doctoral students comprises needs relating to development, facilities, home and health, research, social, supervisor and university. The instrument was found to demonstrate good content validity and internal reliability. Its use offers new insights into the experiences of early career researchers and may inform efforts to better support them. This, in turn, may have a positive impact upon retention levels and future career choices for this research population.

Doctoral students’ well-being: a literature review

“…: Female students’ perceptions of well-beingUSA8 PhD studentsQualitative4. Juniper et al (2012)A new approach to evaluating the well-being of PhD research studentsUK57 PhD students in interviews (34 in focus groups)/1202 in surveyQualitative/quantitative5. Pyhältö and Keskinen (2012)Doctoral students’ sense of relational agency in their scholarly communitiesFinland669 PhD studentsQualitative/Quantitative6.…”

“…Juniper, Walsh, Richardson, and Morley (2012) for example, operationalized the concept of well-being prior to data collection, understanding doctoral student well-being in their quantitative study as “ that part of a researcher’s overall well-being that is primarily influenced by their PhD role and can be influenced by university-based interventions ” (p. 565). This definition is a modification of Juniper’s previous clinical work on the health-related quality of life (HRQL) of persons suffering from asthma (Juniper, 2005).…”

“…HRQL, which is understood as a sense of well-being, should include good health, a secure social and occupational environment, financial security, spirituality, self-confidence, and strong, supportive relationships (Juniper, 2005). Juniper et al’s definition of doctoral student well-being was thus derived from her previous definition of well-being as “that part of a patient’s overall well-being that is primarily determined by health and which can be influenced by healthcare interventions” (Juniper et al, 2012, p. 564; Juniper, 2005). In both the clinical and non-clinical work, Juniper stresses the subjective experience of well-being and that all aspects of day to day functional life ought to be taken into consideration (Juniper et al, 2012; Juniper, 2005).…”

“…Juniper et al’s definition of doctoral student well-being was thus derived from her previous definition of well-being as “that part of a patient’s overall well-being that is primarily determined by health and which can be influenced by healthcare interventions” (Juniper et al, 2012, p. 564; Juniper, 2005). In both the clinical and non-clinical work, Juniper stresses the subjective experience of well-being and that all aspects of day to day functional life ought to be taken into consideration (Juniper et al, 2012; Juniper, 2005). Juniper assesses how work impacts on doctoral student well-being whereas her previous research investigated how disease impacts patient well-being.…”

“…Juniper assesses how work impacts on doctoral student well-being whereas her previous research investigated how disease impacts patient well-being. Based on the previous clinical work, Juniper et al (2012) developed and evaluated a questionnaire that ultimately consisted of seven domains: development, facilities, home and health, research, social, supervisor, and university impacting on doctoral student well-being.…”