Doctoral communities: Before, during and after the pandemic

By Dr Dely L Elliot, Senior Lecturer in Education and the Psychology of Learning, at the University of Glasgow.

It is widely acknowledged in the literature that the doctoral process is often a long and isolated journey – something that we ourselves frequently mention from casual chats with our doctoral scholars through to our publications. Needless to say, this inherent loneliness in doctoral education can lead to further issues. At times, it even exacerbates the challenges that are encountered by this group of scholars, and perhaps more so by the international cohort who are not only engaging in this isolated learning process but are also working away from their family, friends, culture and a lot of things they are familiar with – food, language and weather, to name but a few. One may say that the current pandemic puts them in a precarious situation where the social support they ‘freely’ obtain from their friends, fellow PGRs, staff members and others (e.g. sports buddies) with whom they regularly interact has inevitably been halted, because of the imposed social confinement.

With the availability of the vaccine and more widespread conversations on phased return, this brings forth hope and encouragement to everyone of a return to a sense of normalcy in the near future. And so, it is perhaps worth considering once again what the implications of the doctoral sense of loneliness are and how this factor may contribute to doctoral researchers’ overall wellbeing – for both local and international groups.

The genre of the doctorate somehow dictates that by and large, the process requires a lot of independent learning with regular support from supervisors. Proactivity, high level of management skills, and higher-order thinking are some of the behaviours and distinct skills customarily expected from all doctoral scholars. On top of this, there seems to be the prevailing views (if not from supervisors, then perfusing through online communities, for example from PhD Comics), that doctoral scholars need to put in very long hours each day with no weekend breaks or annual leave in sight. 

Neither denying nor discounting the required hours to produce high quality piece of doctoral-level work that one can be proud of in the end, doctoral researchers have a tendency to focus on working on their own (intellectually, if not always physically) for long periods of time and for consecutive days, in order to concentrate on progressing their work. However common, such practice may at times, backfire. While undertaken with the best of intentions, persistently over-working, alone, can be counterproductive in more ways than one. Isolation and exhaustion can multiply other challenges. Take a look at this example from our UKCISA report: 

‘I think the whole journey in itself for our international students is very stressful, and I think there is a multitude of reasons, and having to study a subject which is in their case is career-changing, erm, so I think international students need to be supported a lot better, I think some of the generic stuff about stresses of studying… will be for everybody, but I think … the fact that they are international students, erm, needs to be acknowledged a lot better’ – Participant 8

The specific circumstances that international doctoral scholars are in, mean that they may be inclined to require specific awareness and tailored support. Likewise, we need to recognise that supervisors are also limited in the support that they can offer. For ideas related supervisor wellbeing see this blog post by ‘Are you OK?’ project team member, Chris Blackmore.

Making this connection, I can see how being part of communities can address many of these issues. Consider for your researchers, how you can facilitate:

Socialisation experience – learning through and with others is arguably the primary way in which doctoral researchers learn. Through scholarly communities at various level, from the departmental through to institutional. These may me created with the support of the supervisor or even initiated by researchers themselves. Researchers learn about far wider topics than specific project or disciplinary knowledge and research methods. Much more than that, they develop their understanding with respect to their personal growth and development, and their professional networks and relationships, which then subsequently supports the quality of their work.

Emotional and practical support – Communicating with and listening to staff members, post-docs or more experienced doctoral learners about the challenges they faced in their early years and how they overcame them, are powerful ways of encouraging less experienced doctoral researchers who can tend to think that problems only occur to them and not to anybody else. Additionally, sharing successes, no matter how ‘small’ they are, is a cause for regular celebration of those who achieved them and a source of encouragement to work as a community and to hear the story behind these achievements. Successes do not come easily to anyone after all. Successes obtained by others in similar situations can serve as vicarious reinforcement or present ideas to others. Additionally, support becomes much more accessible simply by being part of a community (e.g. lending books, proof-reading, information on software usage, raising issues collectively).

Psychological wellbeing – Our ‘Are you OK?’ research report highlighted occurrences when supervisors felt that the became aware ‘too late’ of the issues that doctoral scholars, particularly international cohorts, were facing. This was commonly brought to light at the point of withdrawal from the programme. For a way to support regular check-ins with doctoral students, see this blog post, by ‘Are you OK?’ project team member, Sally Ohlsen.

Could it also be the case that if these particular scholars were part of a community, then an offer of support could have been extended to them, at first informally, linking them to formal institutional support? I am inclined to think that a sense of belonging through being part of a supporting community could alleviate many of the issues that doctoral scholars encounter along the way. I argue that all types of communities play a more significant role than we often credit them with, for all doctoral researchers. I would also like to encourage discussion on how all stakeholders may have control in initiating and/or maintaining these communities – either with an academic (e.g. reading groups, writing groups, PhD-led research activities) or a non-academic focus (e.g. social chats, activities to sustain wellbeing). 

There may be a place for doctoral scholars to create their own groups (see this example over on the Hidden Curriculum of Doctoral Education blog). Equally, with support at the institutional level, a number of communities can be established to support doctoral scholars to thrive – not only in their academic progression but just as importantly, sustaining their psychological wellness along the way.