2,029
Views
16
CrossRef citations to date
0
Altmetric
Articles

PhD experience (and progress) is more than work: life-work relations and reducing exhaustion (and cynicism)

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Anttila, H., S. Lindblom-Ylänne, K. Lonka, and K. Pyhältö. 2015. “The Added Value of a PhD in Medicine-PhD Students’ Perceptions of Acquired Competences.” International Journal of Higher Education 4 (2): 172–180.
  • Barry, K. M., M. Woods, E. Warnecke, C. Stirling, and A. Martin. 2018. “Psychological Health of Doctoral Candidates, Study Related Challenges and Perceived Performance.” Higher Education Research & Development 37 (3): 468–483.
  • Brown, L., and P. Watson. 2010. “Understanding the Experiences of Female Doctoral Students.” Journal of Further and Higher Education 34 (3): 385–404.
  • Castelló, M., M. Pardo, A. Sala-Bubar, and N. Suñe-Soler. 2017. “Why do Students Consider Dropping out of Doctoral Degrees? Institutional and Personal Factors.” Higher Education 74 (6): 1053–1068.
  • Castelló, M., K. Pyhältö, and L. McAlpine. 2018. “European Cross-national Mixed-method Study on Early Career Researcher Experience.” In The Postdoc Landscape: The Invisible Scholars, edited by A. J. Jaeger, and A. J. Dinin, 143–174. London: Academic Press.
  • Cornér, S., E. Löfström, and K. Pyhältö. 2017. “The Relationship between Doctoral Students’ Perceptions of Supervision and Burnout.” International Journal of Doctoral Studies 12: 91–106. doi:https://doi.org/10.28945/3754.
  • Cotterall, S. 2013. “More than Just a Brain: Emotions and the Doctoral Experience.” Higher Education Research & Development 32 (2): 174–187.
  • Creswell, J., and V. Clark. 2017. Designing and Conducting Mixed Methods Research. Thousand Oaks: Sage.
  • Creswell, J. W., V. L. Plano Clark, M. L. Guttmann, and W. E. Hanson. 2003. “Advanced Mixed Methods Research Designs.” In Handbook of Mixed Methods in Social and Behavioral Research, edited by A. Tashakkori, and C. Teddlie, 209–240. Thousand Oaks, CA: Sage.
  • de Welde, K., and L. Laursen. 2011. “The Glass Obstacle Course: Informal and Formal Barriers for Women PhD Students in STEM Fields.” International Journal of Gender, Science and Technology 3 (3): 571–595.
  • El-Ghoroury, N., D. Galper, A. Sawaqdeh, and L. Bufka. 2012. “Stress, Coping and Barriers to Wellness Among Psychology Graduate Students.” Training and Education in Professional Psychology 6 (2): 122–134.
  • Fox, M., C. Fonseca, and J. Bao. 2011. “Work and Family Conflict in Academic Science: Patterns and Predictors Among Women and Men in Research Universities.” Social Studies of Science 41: 715–735.
  • Gardner, S. K., and B. Gopaul. 2012. “The Part-time Doctoral Student Experience.” International Journal of Doctoral Studies 7: 63–78.
  • Golde, C. 1998. “Beginning Graduate School: Explaining First-year Doctoral Attrition.” New Directions for Higher Education 1998 (101): 55–64.
  • The Graduate Assembly. 2014. Graduate Students’ Happiness and Well-being Report 2014. Berkeley: University of California at Berkeley.
  • Hermann, K., G. Wichmann-Hansen, and T. Jensen. 2014. Quality in the PhD Process. Aarhus: Aarhus University. http://www.au.dk/en/quality-in-the-phd-process/reports/.
  • Holbrook, A., K. Shaw, J. Scevak, S. Bourke, R. Cantwell, and J. Budd. 2014. “PhD Candidate Expectations: Exploring Mismatch with Experience.” International Journal of Doctoral Studies 9: 329–346.
  • Holley, K. 2009. “Animal Research Practices and Doctoral Student Identity Development in a Scientific Community.” Studies in Higher Education 34 (5): 577–591.
  • Hunter, K., and K. Devine. 2016. “Doctoral Students’ Emotional Exhaustion and Intentions to Leave Academia.” International Journal of Doctoral Studies 11: 35–61.
  • Ivankova, N. V., and S. L. Stick. 2007. “Students’ Persistence in a Distributed Doctoral Program in Educational Leadership in Higher Education: A Mixed Methods Study.” Research in Higher Education 48 (1): 93–135.
  • Ives, G., and G. Rowley. 2005. “Supervisor Selection or Allocation and Continuity of Supervision: Ph.D. Students’ Progress and Outcomes.” Studies in Higher Education 30 (5): 535–555.
  • Kinman, G. 2001. “Pressure Points: A Review of Research on Stressors and Strains in UK Academics.” Educational Psychology 21: 473–492.
  • Kinman, G., and F. Jones. 2003. “Running Up the Down Escalator: Stressors and Strains in UK Academics.” Quality in Higher Education 9: 22–37.
  • Kinman, G., F. Jones, and R. Kinman. 2006. “The Well-being of the UK Academy.” Quality in Higher Education 12 (1): 15–27.
  • Leiter, M. 1989. “Conceptual Implications of Two Models of Burnout: A Response to Golembiewski.” Group and Organizational Studies 14: 15–22.
  • Levecque, K., F. Anseel, A. De Beuckelaerd, J. Van der Heyden, and L. Gisle. 2017. “Work Organization and Mental Health Problems in PhD Students.” Research Policy 46: 868–879.
  • Levinson, D. 1986. “A Conception of Adult Development.” American Psychologist 41 (1): 3–13.
  • Lewis, R. 2016. “Work-life Balance in Academia: Experiences of Lecturers in Switzerland.” International Journal of Business and Management 4 (1): 69–84.
  • Löfström, E., and K. Pyhältö. 2019. “What Are Ethics in Doctoral Supervision, and How do they Matter? Doctoral Students’ Perspective.” Scandinavian Journal of Educational Research 63. doi:https://doi.org/10.1080/00313831.2019.1595711.
  • Martinez, E., C. Ordu, M. Della Sala, and A. McFarlane. 2018. “Striving to Obtain a School-work-life Balance: The Full-time Doctoral Student.” International Journal of Doctoral Studies 8: 39–59. http://informingscience.com/ijds/Volume8/IJDSv8p039-059Martinez0375.pdf.
  • Maslach, C. 2003. “Job Burnout: New Directions in Research and Intervention.” Current Directions in Psychological Science 12 (5): 189–192.
  • Maslach, C., and S. E. Jackson. 1981. “The Measurement of Experienced Burnout.” Journal of Organizational Behavior 2 (2): 99–113. doi:https://doi.org/10.1002/job.40300202.
  • Maslach, C., and M. Leiter. 2008. “Early Predictors of Job Burnout and Engagement.” Journal of Applied Psychology 93 (9): 498–512.
  • Maslach, C., W. B. Schaufeli, and M. P. Leiter. 2001. “Job Burnout.” Annual Review of Psychology 52 (1): 397–422.
  • Mason, M., M. Goulden, and K. Frasch. 2009. “Why Graduate Students Reject the Fast Track: A Study of Thousands of Doctoral Students Shows that they Want Balanced Lives.” Academe 95 (1): 11–16.
  • McAlpine, L., and C. Amundsen. 2011. “Making Meaning of Diverse Experiences: Constructing an Identity through Time.” In Doctoral Education: Research-based Strategies for Doctoral Students, Supervisors and Administrators, edited by L. McAlpine, and C. Amundsen, 173–184. Amsterdam: Springer.
  • McAlpine, L., and C. Amundsen. 2017. “How do the Career Intentions of PhDs and Post-PhDs Reflect Personal Lives and Career Opportunities?” Paper presented at the EARLI conference, Tampere, Finland.
  • McAlpine, L., and C. Amundsen. 2018. Identity-trajectories: Ways of Understanding Post-PhD Career Choices. Basingstoke: Palgrave MacMillan.
  • McAlpine, L., C. Amundsen, and M. Jazvac-Martek. 2010. “Living and Imagining Academic Careers.” In Becoming an Academic: International Perspectives, edited by L. McAlpine, and G. Akerlind, 125–154. London: Palgrave Macmillan.
  • McAlpine, L., K. Pyhältö, and M. Castelló. 2018. “Building a More Robust Conception of Early Career Researcher Experience: What Might we be Overlooking?” Studies in Continuing Education 2 (40): 149–165. doi:https://doi.org/10.1080/0158037X.2017.1408582.
  • Mitra, M., and L. McAlpine. 2017. “A Balancing Act: The Interaction Between the Work and Broader Lives of Male and Female Early Career Researchers.” Higher Education Review 50 (1): 5–34.
  • Moneta, G. 2011. “Need for Achievement, Burnout, and Intention to Leave: Testing an Occupational Model in Educational Settings.” Personality and Individual Differences 50 (2): 274–278. doi:https://doi.org/10.1016/j.paid.2010.10.002.
  • Onwuegbuzie, A. J., and R. B. Johnson. 2006. “The Validity Issue in Mixed Research.” Research in the Schools 13 (1): 48–63.
  • Peltonen, J. A., J. Vekkaila, P. Rautio, K. Haverinen, and K. Pyhältö. 2017. “Doctoral Students’ Social Support Profiles and Their Relationship to Burnout, Drop-out Intentions, and Time to Candidacy.” International Journal of Doctoral Studies 12: 157–173. doi:https://doi.org/10.28945/3792.
  • Peluso, D., N. Carleton, and G. Asmundson. 2011. “Depression Symptoms in Canadian Psychology Graduate Students: Do Research Productivity, Funding, and the Academic Advisory Relationship Play a Role?” Canadian Journal of Behavioural Science 43: 119–127.
  • Pyhältö, K., M. Castello, L. McAlpine, and J. Peltonen. 2018. The Cross-country Doctoral Experience Survey (C-DES). User’s Manual. Manual Version 2018.
  • Pyhältö, K., J. Peltonen, M. Castelló, and L. McAlpine. 2019. “What Sustains Doctoral Students’ Interest? Comparison of Finnish, UK and Spanish Doctoral Students’ Perceptions.” Compare: A Journal of Comparative and International Education 1–16. doi:https://doi.org/10.1080/03057925.2019.1585229.
  • Pyhältö, K., J. Stubb, and K. Lonka. 2009. “Developing Scholarly Communities as Learning Environments for Doctoral Students.” International Journal for Academic Development 14: 221–232.
  • Pyhältö, K., J. Vekkaila, and J. Keskinen. 2015. “Fit Matters in the Supervisory Relationship: Doctoral Students and Supervisors Perceptions about the Supervisory Activities.” Innovations in Education and Teaching International 52 (1): 4–16.
  • Reevy, G., and G. Deason. 2014. “Predictors of Depression, Stress, and Anxiety Among Non-tenure Track Faculty.” Frontline Psychology 5: 1–17. doi:https://doi.org/10.3389/fpsyg.2014.00701.
  • Reissman, C. 2008. Narrative Methods for The Human Sciences. Los Angeles, US: Sage.
  • Sakurai, Y., J. Vekkaila, and K. Pyhältö. 2017. “More or Less Engaged in Doctoral Studies? Domestic and International Students’ Satisfaction and Motivation for Doctoral Studies in Finland.” Research in Comparative and International Education 12 (2): 143–159.
  • Schmidt, M., and E. Hansson. 2018. “Doctoral Students’ Well-being: A Literature Review.” International Journal of Qualitative Studies on Health and Well-being 13: 150–171. doi:https://doi.org/10.1080/17482631.2018.1508171.
  • Schreier, M. 2012. Qualitative Content Analysis in Practice. Thousand Oaks, US: Sage.
  • Solem, M., N. Hopwood, and B. Schlemper. 2011. “Experiencing Graduate School: A Comparative Analysis of Students in Geography Programs.” The Professional Geographer 63 (1): 1–17.
  • Stubb, J., K. Pyhältö, and K. Lonka. 2011. “Balancing Between Inspiration and Exhaustion? PhD Students’ Experienced Socio-psychological Well-being.” Studies in Continuing Education 33 (1): 33–50. doi:https://doi.org/10.1080/0158037X.2010.515572.
  • Sun, W., H. Wu, and L. Wang. 2011. “Occupational Stress and its Related Factors Among University Teachers in China.” Journal of Occupational Health 53: 280–286.
  • The University of California Graduate Student Well-Being Survey Report. 2017. “Institutional Research and Academic Planning.” UCOP 05/19/2017.
  • van der Weijden, I., I, Meijer, I. van der Ven, J.-J. Beukman, R. Ali, and E. de Gelder. 2017. The Mental Well-being of Leiden University PhD Candidates: The Policy Report. Leiden: CWTS.
  • Warfa, A. M. 2016. “Mixed-Methods Design in Biology Education Research: Approach and Uses.” CBE Life Sciences Education 15: 1–11. doi:https://doi.org/10.1187/cbe.16-01-0022.
  • Woehrer, V. 2014. “To Say or to Go? Narratives of Early-stage Sociologists About Persisting in Academia.” Higher Education Policy 27 (4): 469–87.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.