The missing piece to changing the university culture

Schillebeeckx, Maximiliaan; Maricque, Brett; Lewis, C.B.

doi:10.1038/nbt.2706

Cited by 104 publications

(79 citation statements)

References 3 publications

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“…the Economist, 2012; Schillebeeckx et al, 2013;Shaw and Ward, 2014;Philips and Heywood-Roos, 2015). These concerns are often related to recent shifts in the organization of academic research, such as increased workloads, intensification and the pace of change (e.g.…”

Section: Mental Health Concerns At Universitiesmentioning

confidence: 99%

Work organization and mental health problems in PhD students

Levecque¹,

Anseel²,

Beuckelaer³

et al. 2017

Preprint

138

211

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Research policy observers are increasingly concerned about the potential impact of current academic working conditions on mental health, particularly in PhD students. The aim of the current study is threefold. First, we assess the prevalence of mental health problems in a representative sample of PhD students in Flanders, Belgium (N=3659). Second, we compare PhD students to three other samples: (1) highly educated in the general population (N=769); (2) highly educated employees (N=592); and (3) higher education students (N=333). Third, we assess those organizational factors relating to the role of PhD students that predict mental health status. Results based on 12 mental health symptoms (GHQ-12) showed that 32% of PhD students are at risk of having or developing a common psychiatric disorder, especially depression. This estimate was significantly higher than those obtained in the comparison groups. Organizational policies were significantly associated with the prevalence of mental health problems. Especially work-family interface, job demands and job control, the supervisor’s leadership style, team decision-making culture, and perception of a career outside academia are linked to mental health problems.

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Section: Mental Health Concerns At Universitiesmentioning

confidence: 99%

Work organization and mental health problems in PhD students

Levecque¹,

Anseel²,

Beuckelaer³

et al. 2017

Preprint

138

211

View full text Add to dashboard Cite

show abstract

“…PhD students dwell in a world of high anxiety (Ali & Kohun, 2006;Levecque et al, 2017) and their anxiety often stems from self-imposed mental struggles and issues produced during their PhD experiences (Schillebeeckx, Maricque, & Lewis, 2013). First-year PhD students in particular are susceptible to anxiety for several reasons.…”

Section: Socialization Into a World Of High Anxietymentioning

confidence: 99%

Focusing the Lens to Share the Story: Using Photographs and Interviews to Explore Doctoral Students’ Sense of Well-being

Benjamin

Williams

2017

IJDS

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Aim/Purpose: This study explores PhD students’ transition into graduate school, which can be a challenging experience for many. Background: Using photographs and in-depth interviews, this study provides nuanced insight into influences on first-year PhD students’ lived experiences, with a specific focus on these students’ perceptions of doctoral student well-being. Methodology: Twenty-nine first-year biomedical science PhD students from 15 research institutions were asked to take photographs (Participant Produced Images) to illuminate significant influences on their research skill acquisition. The participant-produced photographs were discussed within in-depth phone interviews allowing for a deeper understanding of their lived experiences. Contribution: While students were asked to identify factors influencing their research skill acquisition, unexpectedly, what emerged from these data was students’ clear focus on their concern for their physical and mental well-being. The researchers posit that students’ ability to create a “work-life balance” is the foundation of doctoral student success, especially in the early years of doctoral training. Findings: Findings suggest that it is essential to create a PhD culture in which students feel valued, supported, and nourished, both physically and mentally, for them to develop into successful researchers, teachers, and mentors. Recommendations for Practitioners: Findings suggest that doctoral programs must support a more collaborative work environment for students and help novice students create a work life balance, perhaps by encouraging them to pursue stimulating or fun activities outside their school environment. It is imperative for doctoral students to be confident during their doctoral studies, as a lack of confidence tends to breathe life into poor work habits that stymie well-being and happiness. Recommendation for Researchers: If doctoral programs support a culture that facilitates student well-being, those programs will likely produce happier researchers and teachers who see scholarship and learning as fun. This positive mindset is likely to cascade down within their learning environments and foster positive and productive scholarship and instruction. This mindset and paradigm shift will set a significant precedence for future doctoral learners. Impact on Society: This study encourages and advances timely and “actionable” dialogue around how to better support doctoral students’ sense of well-being, especially in science disciplines. Future Research: Given study results, exploring mental health and well-being issues with faculty can help elevate mental health awareness in academia.

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“…T he challenges faced by the current biosciences research enterprise have been extensively discussed and reviewed by many [1][2][3][4] . These include the current hypercompetitive environment for obtaining federal research funding, long training periods for graduate and postdoctoral trainees, the existing publishing model, the grim academic job market, the challenges of navigating opportunities outside of academia, financial responsibilities and mentorship, among others.…”

mentioning

confidence: 99%