Significant events and the role of emotion along doctoral researcher personal trajectories

Abstract

Background: This study focuses on furthering the understanding of doctoral researcher development, through the examination of significant events and application of the trajectories analysis framework. Conducting doctoral studies requires a high level of cognitive, personal and emotional competency. Students experience positive and negative emotions that affect their confidence and their performance, in both their doctoral studies and their personal life. Purpose: The aim of the study was to analyse, in depth, the emotional experiences of doctoral students when faced with different significant events throughout their doctoral studies and examine associations between their emotions and their trajectory. Methodology: A sub-sample of participants from a wider European study of 10 Spanish doctoral students was analysed. To delve into the emotional aspects of the PhD trajectories, a deeper analysis of three cases was carried out. A qualitative interpretative approach of a transversal nature was adopted to analyse, in detail, the type of events and the type of emotions associated along the students' PhD trajectories. Findings: The analysis suggested that, despite the high negative emotions they felt, the participants valued the experiences lived throughout their doctorates and perceived them as mainly positive rather than negative. The most critical situations were linked to methodological and research design decisions that forced the participants to reassess their competencies and address the implications of these decisions in the final outputs of their research. The relationship with their supervisors was valued as crucial for their emotional well-being. The results highlight the relevance of the meaning-making process of the experience and the effect of previous emotions on how students interpret and cope with future events. Conclusions: Identifying specific issues that are emotionally significant and having a better understanding of the role of emotions experienced during the PhD can help to support and enable programme directors and supervisors to establish clearer monitoring and supervision strategies that promote reinforcement, personal validation, visibility of achievements and sustained motivation.

Navigating the neo-academy: Experiences of liminality and identity construction among early career researchers at one Australian regional university

“…Previous reports of the elation of completing one's doctoral research (Peterson, 2011;Weise et al, 2020) similarly resonated with the ECRS in our study, as Cameron's comment illustrates:…”

Individual and Structural Challenges in Doctoral Education: An Ethical Perspective

“…These aspects included doctoral students' motivation and the characteristics of goal-directedness and the concept of self (Bair & Haworth, 2004); intelligence, knowledge, thinking style (Lovitts, 2005); and also, competencies (Cornér et al, 2019;Leijen et al, 2016). Weise et al (2020) found that reassessment of the competencies in the research process due to the pressure to publish was one of the frequent challenges that doctoral students experienced, and that responding to this challenge required "a high tolerance for frustration and the ability to manage negative feelings such as insecurity, rejection, and failure" (p. 15). Also, health and family influenced doctoral students' personal resourcefulness and thus their studies (Katz, 2018;McAlpine et al, 2012) and wellbeing (Cornér et al, 2017;Pyhältö et al, 2012a).…”

“…According to Lee (2008), supervision had the most powerful impact on the doctoral study process. Several authors have previously reported how the quality of supervision influenced the duration of studies, the well-being of doctoral students (Peltonen et al, 2017;Pyhältö et al, 2012a;Weise et al, 2020), their satisfaction with studies, and the development of their competencies (Peltonen et al, 2017;Pyhältö et al, 2012a). Change of supervisors, unmet expectations for communication and guidance, as well as conflicts between supervisors, led to supervisor-related stress (Cornwall et al, 2019).…”

“…It has been suggested that, for doctoral students, the journey towards completing their degree is emotionally and intellectually intense, involving complex challenges (Jones, 2013;Weise et al, 2020), which can be embedded in different systemic levels ranging from individual to structural (Cornér et al, 2019). Some of the challenges experienced during doctoral studies may be ethical in nature.…”