Conceptualizing Thriving: An Exploration of Students’ Perceptions of Positive Functioning Within Graduate Education

Abstract

The current wellness crisis among graduate students calls on institutions of higher education to act and advocate for student thriving. While existing research on human thriving provides insight into how this experience of positive functioning can be understood across the lifespan, what it means to thrive within graduate programs—and by extension, how to support students in their ability to thrive within these programs—remains understudied. To address this gap in the literature, this study examined how graduate students describe and understand thriving within their programs of study. We thematically and quantitatively analyzed 2,287 Canadian graduate students survey responses to the question “How would you describe a student who is thriving in your program.” Findings indicate that graduate students conceptualize thriving as a complex and multi-dimensional construct involving both academic and non-academic components. The six overarching themes of achieving, engaging, connecting, balancing, enjoying, and being provide foundation for further exploration and insight into the ways that universities and post-secondary institutions can support students’ positive functioning.

Addressing the unique needs of graduate and professional student leadership identity online, in‐person, and through turbulent times

“…Increased age, additional life experiences, and complexity of responsibilities (Coe‐Nesbitt et al., 2021) account for many of the unique challenges and opportunities post‐baccalaureate students pose for graduate classrooms—all of which affect learning strategy choices (for example, andragogy vs. pedagogy), mental health, application of theory to practice, leadership identity development strategies, and even the role of advising within the graduate leadership programs. It is important that we take these differences into account when building effective and responsive graduate programs.…”

Investigation of Graduate and Doctoral Students' Attitudes towards Postgraduate Education According to Various Variables

“…Postgraduate education is defined as a planned and programmed upper-level education process that allows individuals with undergraduate degrees to acquire research, production, interpretation, evaluation and related professional culture, academic culture and ethical issues at the highest social, cognitive and auditory levels, through institutes in their field of graduation or in the field of science they are interested in (Coe-Nesbitt et al, 2021;İnce & Korkusuz, 2006).…”