A Qualitative Understanding of Doctoral Students’ Experience of Embodiment

Abstract

Human beings exist in the world ‘bodily’ and their existence is inexorable. International doctoral students’ understanding of themselves and their perspectives of the learning environment is through their embodiment. The purpose of the present research was to understand doctoral students’ embodiment experiences in relation to a culturally and academically diverse university environment. This understanding was gained through the phenomenological lense of qualitative research. For this purpose, thirteen doctoral students were selected through maximum variation sampling from the Austrian public sector universities located in different states. They were doing doctoral studies in various physical and social sciences at different stages of their dissertation. The understanding of the phenomenon was sought through semi-structured interviews. The interviews were recorded, transcribed and analyzed by coding the text and categorizing it into themes that emerged while frequently reading the transcripts. The emerging themes include ‘stress and anxiety, ‘confidence and motivation’ and ‘physical fatigue and exertion’. Most of the students experienced ‘confidence’, ‘encouragement’, ‘depression’, ‘nervousness’, ‘homesickness’, ‘stress’ and ‘frustration’ when asked about ‘lived body’ or corporeality. The study has implications in understanding doctoral students’ ‘bodily’ existence in the universities.

Role of Doctoral Studies on the Relationships Between Select Doctoral Students and Their Partners: A Collective Case Study

“…Many researchers have examined the doctoral studies process and its inherent challenges, looking for ways to improve students' experiences and retention rates, and have identified an abundance of pitfalls and obstacles to the completion of doctoral degrees (Byers et al, 2014(Byers et al, , 2015Gardner, 2009aGardner, , 2009bHunter & Devine, 2016;Lovitts, 2001;Myers, 1999;Park et al, 2021;Schlemper, 2011). Additionally, many researchers have examined the reasons that lead to doctoral student attrition, and they have identified common issues, including the lack of adequate social support systems, work conflict, time management, stress, anxiety, burnout, and depression (Gardner, 2009b;Hunter & Devine, 2016;Liu et al, 2019;Lovitts, 2001;Myers, 1999;Park et al, 2021;Schlemper, 2011;Waheed, 2021). Researchers also have identified methods by which students cope with the rigors of doctoral work (e.g., Ali & Kohun, 2006, 2007Cantu, 2022;Heiss, 1970;Lovitts, 2001;Spaulding & Rockinson-Szapkiw, 2012).…”