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Erika Hansson & Manuela Schmidt. (2023) “A small pawn in a big game”: an exploration of doctoral students’ experience of co-supervisory relationships. Journal of Further and Higher Education 47:9, pages 1169-1181.
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Joshua Spier & Kristin Natalier. (2023) Reasonable adjustments? Disabled research higher degree students’ strategies for managing their candidature in an Australian university. Disability & Society 38:8, pages 1365-1386.
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David William Stoten. (2023) “I’ve Been in a Box Too Long and I Didn’t Even Realise That I Was.” How Can We Conceptualise the Subjective Well-Being of Students Undertaking a Part-Time DBA? The IICC Model. The Journal of Continuing Higher Education 71:3, pages 241-258.
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Shannon Sandford, Chloe Cannell, Stefanija Rozitis, Anneliese Abela, Dante DeBono, Lyndal Hordacre Kobayashi, Simon-Peter Telford, Heather McGinn, Belinda Lees, Aden Burg, Evan Jarrett, Lily Roberts, Eugene Tabios, Alex Dunkin & Amelia Walker. (2023) Green encounters: critically creative inter/actions with-and-in ecologies of crisis. New Writing 0:0, pages 1-22.
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Chloe Cannell, Arnis Silvia, Katherine McLachlan, Shwikar Othman, Annette Morphett, Vihara Maheepala, Carolyn McCosh, Nevena Simic & Monica B Behrend. (2023) Developing research-writer identity and wellbeing in a doctoral writing group. Journal of Further and Higher Education 0:0, pages 1-18.
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Robin Wollast, Cristina Aelenei, Johann Chevalère, Nicolas Van der Linden, Benoît Galand, Assaad Azzi, Mariane Frenay & Olivier Klein. (2023) Facing the dropout crisis among PhD candidates: the role of supervisor support in emotional well-being and intended doctoral persistence among men and women. Studies in Higher Education 48:6, pages 813-828.
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Cecilia Landa-Avila. (2023) The good, the bad and the ugly: Reflections on obtaining a PhD in Healthcare Systems Design amid the COVID-19 pandemic. Design for Health 7:1, pages 82-92.
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Will Shield. (2023) The role of academic and professional tutors in supporting trainee educational psychologist wellbeing. Educational Psychology in Practice 39:1, pages 1-18.
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Ailie McDowall. (2022) Preparing postgraduate research students to research Indigenous topics. Innovations in Education and Teaching International 0:0, pages 1-14.
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Katrina McChesney. (2022) A rationale for trauma-informed postgraduate supervision. Teaching in Higher Education 0:0, pages 1-23.
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David Watson & John Turnpenny. (2022) Interventions, practices and institutional arrangements for supporting PGR mental health and wellbeing: reviewing effectiveness and addressing barriers. Studies in Higher Education 47:9, pages 1957-1979.
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Daniel Pizzolato, Krishma Labib, Niko Skoulikaris, Natalie Evans, Rea Roje, Panagiotis Kavouras, Noémie Aubert Bonn, Kris Dierickx & Joeri Tijdink. (2022) How can research institutions support responsible supervision and leadership?. Accountability in Research 0:0, pages 1-23.
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Elena Riva, Louise Gracia & Rebecca Limb. (2022) Using co-creation to facilitate PhD supervisory relationships. Journal of Further and Higher Education 46:7, pages 913-930.
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Chloe Casey, Orlanda Harvey, Julia Taylor, Fiona Knight & Steven Trenoweth. (2022) Exploring the wellbeing and resilience of postgraduate researchers. Journal of Further and Higher Education 46:6, pages 850-867.
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Luis Javier Pentón Herrera, Ethan Tính Trinh & Manuel De Jesús Gómez Portillo. (2022) Cultivating Calm and Stillness at the Doctoral Level: A Collaborative Autoethnography. Educational Studies 58:2, pages 121-140.
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Lynn McAlpine, Isabelle Skakni & Kirsi Pyhältö. (2022) PhD experience (and progress) is more than work: life-work relations and reducing exhaustion (and cynicism). Studies in Higher Education 47:2, pages 352-366.
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Mark Nartey. (2021) Navigating the doctorate: a reflection on the journey of ‘becoming’ a PhD in applied language sciences. Cogent Education 8:1.
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Cheryl Sparks & Heewon Chang. (2021) Doctoral Capstone Products: A Systems Thinking Model for Quality Assurance. Christian Higher Education 20:1-2, pages 38-56.
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Juita-Elena (Wie) Yusuf, Marina Saitgalina & David W. Chapman. (2020) Work-life balance and well-being of graduate students. Journal of Public Affairs Education 26:4, pages 458-483.
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Reza Ahmadi & Hiwa Weisi. A phenomenological inquiry into students’ research practice experiences in Iran’s higher education: special focus on supervisor-student relationships. Studies in Higher Education 0:0, pages 1-14.
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Jonathan Orsini. (2023) Mentoring and Well‐Being in Higher Education. Journal of Leadership Studies.
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Maria Pierce, Louise Foley, Bridget Kiely, Aisling Croke, James Larkin, Susan M. Smith, Barbara Clyne & Edel Murphy. (2023) Embedding formal and experiential public and patient involvement training in a structured PhD programme: process and impact evaluation. Research Involvement and Engagement 9:1.
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Charlèss Dupont, Joni Gilissen, Fania C. M. Dassen, Rita Maldonado Branco, Pascale Heins, Eithne Heffernan & Sara Laureen Bartels. (2023) Supporting early‐career dementia researchers: Identifying support needs and ways forward via a European study. Alzheimer's & Dementia.
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Danielle Lee. (2023) Exploring the determinants of research performance for early-career researchers: a literature review. Scientometrics.
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Patricia Gooding, Rebecca Crook, Melissa Westwood, Claire Faichnie & Sarah Peters. (2023) Social support resilience as a protective mental health factor in postgraduate researchers’ experiences: a longitudinal analysis. Studies in Graduate and Postdoctoral Education 14:3, pages 245-258.
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Maria Aristeidou & Angela Aristidou. (2023) Research disruption during PhD studies and its impact on mental health: Implications for research and university policy. PLOS ONE 18:10, pages e0291555.
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Juebei Chen, Xiangyun Du, Youmen Chaaban, Giajenthiran Velmurugan, Niels Erik Ruan Lyngdorf, Bente Nørgaard, Henrik Worm Routhe, Søren Hansen, Aida Guerra & Lykke Brogaard Bertel. (2023) An Exploration of Sources Fostering First-Year Engineering Students’ Academic Well-Being in a PBL Environment. IEEE Transactions on Education 66:5, pages 421-430.
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Max K Jordon, Frank Tudini & Derek Liuzzo. (2023) Hybrid-Flexible Classroom Design in the Physical Therapist Classroom. Journal of Physical Therapy Education 37:3, pages 178-185.
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Hanna Nori & Markku Vanttaja. (2022) Too stupid for PhD? Doctoral impostor syndrome among Finnish PhD students. Higher Education 86:3, pages 675-691.
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Hua Chen. (2023) “Anxiety or enjoyment, I feel pleasant to welcome them both”: thematic analysis of a Chinese PhD student’s personal growth experiences. Frontiers in Psychology 14.
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Kanembe Shanachilubwa, Gabriella Sallai & Catherine G. P. Berdanier. (2023) Investigating the tension between persistence and well‐being in engineering doctoral programs. Journal of Engineering Education 112:3, pages 587-612.
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Teun De Rycker. (2023) Recontextualising "Doing a doctoral degree" as a social practice complex: Evidence from Malaysia. Discourse and Interaction 16:1, pages 47-69.
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Naomi White, Jelena Milicev, Daniel R. R. Bradford, Amy Rodger & Maria Gardani. (2023) The mental labyrinth of postgraduate research: a qualitative study of postgraduate mental health and wellbeing and the impact of the supervisory relationship. Higher Education.
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Xin Zhao, Michael Kung & Krishna Bista. (2023) How UK PhD programs have prepared international students for work. Journal of International Students 14:2.
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Ailie McDowall & Fabiane Ramos. (2023) Preparation for doctoral research: a narrative review. The Australian Educational Researcher.
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Hui Xian OOİ, Aswatı HAMZAH & Lei Mee THİEN. (2023) The Influence of Social Support on Postgraduate Students' Psychological Well-being: Self-Esteem as a Mediator. Participatory Educational Research 10:3, pages 150-166.
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Dorothee Alfermann & Swantje Reimann. (2023) Promovieren in Informatik – Eine Studie mit Doktorandinnen und Doktoranden. Zeitschrift für Pädagogische Psychologie 37:3, pages 189-201.
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Jelena Milicev, Mark McCann, Sharon A. Simpson, Stephany M. Biello & Maria Gardani. (2021) Evaluating Mental Health and Wellbeing of Postgraduate Researchers: Prevalence and Contributing Factors. Current Psychology 42:14, pages 12267-12280.
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Clara Franco, Anna Fünfgeld, Viviana García Pinzón, Jan Klenke, Rebecca Lohmann, Désirée Reder & Swantje Schirmer. (2023) Introducing ScrumAdemia: An Agile Guide for Doctoral Research. PS: Political Science & Politics 56:2, pages 251-258.
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Shazia Jabeen, Dr. Khawaja Hisham ul Hassan & Farhana Akmal. (2023) Exploring the Role of Well-being for Improving Students’ Performance at Secondary Level in Pakistan. VFAST Transactions on Education and Social Sciences 11:1, pages 61-69.
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Diego Andrade, Icaro J. S. Ribeiro & Orsolya Máté. (2023) Academic burnout among master and doctoral students during the COVID-19 pandemic. Scientific Reports 13:1.
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Tommy Tanu Wijaya, Boran Yu, Fei Xu, Zhiqiang Yuan & Mailizar Mailizar. (2023) Analysis of Factors Affecting Academic Performance of Mathematics Education Doctoral Students: A Structural Equation Modeling Approach. International Journal of Environmental Research and Public Health 20:5, pages 4518.
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Sam Clem & Beth Buyserie. (2023) Questioning Neoliberal Rhetorics of Wellness: Designing Programmatic Interventions to Better Support Graduate Instructor Wellbeing. Communication Design Quarterly 11:1, pages 32-41.
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Jim Rost & Kevin Krahenbuhl. (2023) Improving Social Belonging to Increase Success in an Online Doctorate Program. Impacting Education: Journal on Transforming Professional Practice 8:1, pages 44-48.
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Hao Phuong Phan. (2023) Narratives of ‘delayed success’: a life course perspective on understanding Vietnamese international students’ decisions to drop out of PhD programmes. Higher Education.
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Kimberly A. Griffin, Joakina Stone, Di-Tu Dissassa, Terra Nicole Hall & Ashley Hixson. (2022) Surviving or flourishing: how relationships with principal investigators influence science graduate students’ wellness. Studies in Graduate and Postdoctoral Education 14:1, pages 47-62.
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E. Ehring, T. Frese, S. Fuchs, K. Dudo, L. Pukas, D. Stoevesandt & S. Watzke. (2021) Asking future doctors: what support options do medical students want to cope with medical school?. Journal of Public Health 31:1, pages 115-122.
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Bart Nelissen. 2023. The Rearguard of Subjectivity. The Rearguard of Subjectivity
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Xinxin Wu. (2022) Tears and cheers: A narrative inquiry of a doctoral student’s resilience in study abroad. Frontiers in Psychology 13.
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Caterina Astarita & Anna Crisci. (2022) Stereotype logistic model: an application to the determinants of doctoral programme satisfaction in Italy. Quality & Quantity.
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Zewen Huang, Lejun Zhang, Junyu Wang, Tingting Wang, Lu Xu, Xialing Yang & Heli Lu. (2022) Nomogram reliability for predicting potential risk in postgraduate medical students with anxiety symptoms. Heliyon 8:10, pages e10803.
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Patricia C. Jackman, Rebecca Sanderson, Tandy J. Haughey, Caroline E. Brett, Naomi White, Amy Zile, Katie Tyrrell & Nicola C. Byrom. (2021) The impact of the first COVID-19 lockdown in the UK for doctoral and early career researchers. Higher Education 84:4, pages 705-722.
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Jian Li & Eryong Xue. (2022) The Quest for Sustainable Graduate Education Development: Narrative Inquiry of Early Doctoral Students in China’s World-Class Disciplines. Sustainability 14:18, pages 11564.
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Puja Khatri & Harshleen Kaur Duggal. (2022) Well‐being of higher education consumers: A review and research agenda. International Journal of Consumer Studies 46:5, pages 1564-1593.
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Kari Smith. (2022) Developing a signature pedagogy for doctoral education. European Journal of Education 57:3, pages 438-451.
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Saloua Ahalli, Emmanuel Fort, Yamina Bridai, Nicole Baborier & Barbara Charbotel. (2022) Mental health and working constraints of first-year PhD students in health and science in a French university: a cross-sectional study in the context of occupational health monitoring. BMJ Open 12:6, pages e057679.
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E. Giudicelli, A. Syssau & N. Blanc. (2022) Quelles pistes pour un vécu positif du doctorat ? Apports de la littérature scientifique actuelle. Psychologie Française.
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Chiara Corvino, Amalia De Leo, Miriam Parise & Giulia Buscicchio. (2022) Organizational Well-Being of Italian Doctoral Students: Is Academia Sustainable When It Comes to Gender Equality?. Sustainability 14:11, pages 6425.
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