Challenge and hindrance demands of doctoral education: conceptualization, scale development and validation

Abstract

PurposeThe present study develops, conceptualizes and validates a scale based on the transactional stress theory to assess the perceived challenge and hindrance demands of doctoral programs that impact doctoral students’ psychological well-being.Design/methodology/approachThis research employs an exploratory-mixed methodology comprising five phases with a sequential qualitative-quantitative approach. A rigorous scale development process is adopted to validate the instrument’s psychometric properties. The study respondents are Indian full-time doctoral students in the management discipline.FindingsThe findings show that the construct of perceived challenge and hindrance demands is a first-order four-factor and a second-order two-factor model. The study has validated the scale to capture the challenge and hindrance demands of doctoral research programs with the following sub-constructs: doctoral program resource inadequacies, doctoral program ambiguity, doctoral program workload and complexity.Practical implicationsThe recommended challenge demands and hindrance demands (CHD) scale provides a benchmark for doctoral institutes and program supervisors in focussing on research students’ perception of their doctoral education demands to reduce the strain and increase their well-being during their doctoral program journey.Originality/valueHindrance demands adversely influence the motivation resources needed for doctoral education; challenge demands positively impact the research students’ internal resources.

Building capacity and status through transnational joint doctoral programs: a case study in China

“…JDPs can be beneficial for institutions, for doctoral students and supervisors to enrich experience, to build research capacity, reputation as well as networks to share intellectual and social capital (van den hoven and Connell, 2016). Additionally, JDPs have been associated with benefits such as increased well-being and reduced strain for students, as they provide a structured approach to doctoral education (Acharya et al ., 2023).…”

“…More efforts are made to explore an efficient and transparent system (Nerad and Evans, 2014; Sugimura, 2012). It is essential for doctoral programs to address these challenges and provide adequate support to ensure student success and well-being (Acharya et al ., 2023). Evaluation of doctoral programs, including joint programs, is thus crucial for maintaining quality and ensuring student satisfaction (Molassiotis et al ., 2020).…”

The influence of challenge research stressors on research creativity among Chinese doctoral students: a mediated moderation model

“…In recent years, with the continuous expansion of doctoral enrolment, doctoral students are facing increased academic and employment competition, where "no publication means elimination" (Horta and Li, 2022). Challenge research stressors, such as time constraints, substantial responsibilities, heavy research workloads, and research complexity, prevail in the doctoral research environment (Mccauley and Hinojosa, 2020;Acharya et al, 2023;Bran et al, 2023). Especially with the increasing expectations of the country on the quality of doctoral education, various institutions have raised the bar for the research and innovative abilities of doctoral students.…”