Understanding and Improving Postgraduate Student Well-being: A Longitudinal Study
The following contribution corresponds to the BERA portal, which defines itself as: a membership association and learned society committed to advancing the quality of research, developing research capacity, and encouraging research participation. Our aim is to contribute to the development of policy and practice by promoting the highest quality evidence generated by educational research.
Our vision is that educational research will have a profound and positive influence on society. We support this vision by promoting and supporting the work of educational researchers. Our membership, with over 2,500 members, includes educational researchers, practitioners, and doctoral students from the UK and around the world.
The author is Paula Miles, Senior Lecturer at the University of St. Andrews.
International research has shown that the well-being of university students is lower than that of the general adult population (see, for example, Adlaf et al., 2001; Larcombe et al., 2014), and that this well-being has only worsened during the pandemic (see Liyanage et al., 2021).
This is especially true for postgraduate students, who have been identified as a particularly vulnerable group, exhibiting the lowest levels of well-being of all university student groups and being referred to as the «forgotten cohort» (Coneyworth et al., 2019).
With the growing number of postgraduate students (approximately 25% of the UK student body in 2021-22; HESA, 2022), it is important that these students receive the attention they deserve.
Researchers have attributed the low well-being of postgraduate students to their unique university experience (McPherson et al., 2017): that is, experiencing major changes in a very short period.
In the UK context, this typically consists of a year of intense study encompassing both teaching and research.
The changes postgraduate students experience throughout their short degree include:
– Transitioning to new learning environments
– Experiencing increased academic expectations
– Adapting to new living environments
– Developing new support systems
– Combining increased academic and personal responsibilities.
If we want to help improve the well-being of our postgraduate students, we must first determine the current levels of well-being of this cohort.
We can then understand the factors that support and hinder their well-being.
With this knowledge, we can create targeted interventions to strengthen it.
Using a longitudinal mixed-methods design, we asked postgraduate students at a Scottish university to complete questionnaires and participate in focus groups focused on a well-being topic over a five-year period.
Our three objectives are:
– To monitor and better understand the well-being of PGT students throughout the academic year, using the CORE-GP well-being scale;
– To compare the well-being of PGT students across multiple years: before, during, and after COVID-19;
– To influence university policies and practices by developing the tools needed to support PGT student well-being.
Preliminary findings highlight that postgraduate student well-being is consistently low throughout the year.
Interestingly, this was observed in every year of our study: before, during, and after COVID-19.
Our results support previous claims that PGT well-being is worryingly low and needs to be urgently addressed.
Thanks to our mixed-methods approach, we are now well positioned to demonstrate which factors contribute to and hinder well-being.
Preliminary analyses of qualitative data suggest that social interaction, loneliness, stress, housing, and issues related to equality, diversity, and inclusion are factors that can negatively impact the well-being of PGT.
Positive factors include the kindness and pastoral support of staff, the development of a routine, and participation in hobbies (such as sports and outdoor activities).
This provides us with vital information for developing interventions, the next phase of our project.
By conducting this work over a five-year period and prioritizing student voice, we ensure that future interventions are appropriately tailored to the well-being needs of postgraduate students.
We believe this work will create positive change for a cohort of students who are often overlooked and who we know face significant challenges in completing their studies.
What can universities do to support the well-being and mental health of postgraduate researchers?
The following contribution is from the LSE Impact Blog, which defines itself as a space for researchers, administrative staff, librarians, students, research centers, governments, and anyone interested in maximizing the impact of scholarly work across the social sciences and other disciplines. We hope to foster debate, share best practices, and keep the impact community up-to-date with news, events, and the latest research.
The author is David Watson, Professor of Business Ethics at Norwich Business School (University of East Anglia). He is also an interdisciplinary researcher with diverse research interests related to well-being, including student well-being and learning.
As highlighted in a recent LSE Impact Blog post, there is evidence that postgraduate researchers face particular risks related to poor mental health and well-being.
In a report on a recent review of interventions delivered by universities and higher education institutions, David Watson outlines four areas in which universities can develop initiatives to support the well-being of postgraduate researchers.
Despite increasing attention to student mental health in the media and within institutions, the well-being of postgraduate research (PGR) students remains a significant issue.
Often overlooked, this particular group of students is at greater risk of mental health problems, and, in general, the PGR experience has been normalized as something expected, or even assumed, to be stressful.
While there is a growing body of research and evidence that tells us about the level of stress experienced by postgraduate students, and many of the factors that contribute to it are well known, we lack a clear understanding of what steps universities and other bodies can take to address these issues.
Our review set out to address this gap by asking the following question:
«How effective are different interventions, practices, and institutional arrangements for supporting the mental health of postgraduate students?»
Systematic searches of academic databases identified only 21 studies that addressed this question, as the evidence base is relatively small and weak.
Most studies used qualitative or mixed methods to understand student experiences and were typically cross-sectional, which did not allow for an understanding of the effects of interventions over time.
The popularity of qualitative methods is not surprising given the relatively small sample sizes of the studies and the practice-focused nature of the assessments, but this makes it difficult to generalize from the review’s findings and identify the effectiveness of specific approaches.
However, the review offers valuable insights into the types of approaches that might work and the processes that influence postgraduate student well-being.
Areas of Support to Improve Postgraduate Student Well-being
1) Evaluations of practices aimed at improving the working relationship between postgraduate students and their supervisors focused on communication and relational quality.
These studies identified increased trust and autonomy as key benefits for well-being and recognized the need for emotional support as part of the supervision process.
2) Several studies evaluated programs aimed at developing psychological or emotional resources.
They highlighted the need for postgraduate students to develop confidence and resilience to thrive and progress in a type of study that requires a high degree of independence and can be isolating.
Targeted mental health support, through counseling and behavioral approaches, can reduce anxiety, stress, and well-being issues, improving academic retention.
Students also turned to peers, friends, and services outside the university to develop and maintain psychological resources.
3) Developing a sense of academic identity, career progression, and personal and professional development are key to successful postgraduate studies and well-being.
Coaching or mentoring programs can help students develop competencies and problem-solving skills by providing a more neutral support space than a supervisory relationship.
Mentoring programs can also build a sense of community by facilitating social and emotional support, although peer mentoring can be burdensome for some PGRs.
4) Developing a postgraduate community is key to facilitating peer support.
This can be achieved through shared workspaces, social events, group training programs, and online platforms.
Creating a community establishes mechanisms for sharing tacit knowledge and resources that can be helpful in navigating and succeeding in the PhD program.
A strong postgraduate community facilitates problem-solving related to the postgraduate experience, access to support, and skill-sharing.
Student-led approaches can be successful, but they benefit from strong institutional support.
Recommendations for universities to improve well-being
Universities should facilitate the development of a postgraduate community using a variety of methods tailored to specific contexts.
Even if student-led, some institutional support will be required, and opportunities for postgraduate students to contribute meaningfully to departmental or university initiatives should be considered.
Virtual communities can be complementary.
The provision of specific mental health support services is important, but interventions that facilitate personal development and foster resilience are likely to be useful preventative strategies.
Universities need to understand which sources of online support postgraduate students access and use, and which ones may be most helpful.
Online support and social media platforms can provide support, but they are not comprehensive, and online spaces can be potentially negative for well-being.
The Supervisory Relationship Is Important for the Well-Being of Postgraduate Students
Institutions and departments should consider how to integrate emotional support into supervisor training and the development and use of tools/strategies to manage and improve the supervisory relationship.
This may require additional support for supervisors and other staff.
Peer support and mentoring are an important source of good mental health and professional development, but they also demand resources and commitment from individuals, and may require specialized knowledge and skills.
The impact on all participating postgraduate students needs to be considered.
Universities could consider facilitating peer support through professional development and training to encourage the participation of postgraduate students and other professionals.
While universities are beginning to approach well-being more strategically and are aware of the growing needs, postgraduate students are an overlooked group that is potentially at high risk of well-being issues. It is also necessary to reflect on how potential barriers to implementing practices that promote the well-being of graduate students can be overcome, both at the individual and institutional levels.
Personal Wellbeing Skills for University Success
The following contribution is from the Maudsley Learning portal, which defines itself as follows: We specialize in creating and delivering tailored courses to address the evolving professional development needs of healthcare professionals, from GPs and nurses to professionals in diverse sectors such as social services, law enforcement, education, and the private sector.
In addition, we offer tailored programs designed to meet the multi-professional needs of organizations and businesses, with a strategic emphasis on improving safety and quality standards. Our track record is eloquent, as we have consistently excelled in the delivery of commissioned training nationally. We are extremely proud to have named Maudsley Simulation as the BMJ National Education Team of the Year 2018.
This course is designed for higher education students, such as those at university or college, to develop their personal wellbeing skills for success while studying.
The course aims to improve students’ wellbeing during different stages of their educational journey.
Transition stages can include entering and leaving university, the transition between academic courses, and semester breaks.
During these periods, students may experience additional challenges related to academic and financial pressures, relationships, differences between home and university life, homesickness, and other aspects of student life.
By exploring personal skills and experiences with peers, students can feel more confident in tackling obstacles and navigating transitions during their university experience, while also building connections with other students.
This course can be especially useful for students who identify as the first in their family to attend university or who are studying without other forms of family support (such as older students, students with care experience, international students, carers, and others). The program was developed in collaboration with St Mary’s University Twickenham, the University of West London, and King’s College London as part of an Office for Students-funded project to improve student well-being during the transition stages of their university journey. It was co-created with university students who have lived experiences to benefit other students.
E-Learning Modules
As part of the program, students can access a suite of digital e-learning resources to support their individual well-being and personal reflection.
The digital resources are divided into four modules that build on each other.
The core modules provide a foundation of knowledge and skills for managing student well-being, while subsequent modules develop skills and knowledge to promote and improve mental health with a personalized approach.
Our core modules are named:
- Identify
- Develop
- Reflect
- Refine
Students can access all the modules that are relevant to them, depending on their preferences, needs, and time availability.
Topics have been selected based on emerging research and student experiences.
Learning Objectives – Toggle Accordion
Identify personal well-being needs at different transition points in your university journey
Develop practical skills to manage the demands of university, personal life, and work
Reflect on personal definitions of success and failure
Support yourself during times of stress
Learning Objectives for Each E-Learning Module
Module 1
- Explore personal expectations, values, barriers, and motivations at the beginning of your university journey
- Develop a personal plan to manage your own well-being during university
- Discover opportunities for social support and integrate them into your experience
- Navigate complex university systems
Module 2
- Explore the meaning of work-university-life balance
- Recognize personal boundaries
- Discover ways to manage your time
Module 3
- Explore and develop self-reflection skills
- Recognize and manage stress associated with personal challenges during university
- Discover different approaches to problem-solving
Module 4
- Reflect on definitions of failure and manage imposter syndrome
- Discover personal success and different paths to the future
- Explore ways to develop meaningful connections and networks
