ABSTRACT

Prevalence studies indicate that higher degree research (Master's and Doctoral) students experience high rates of psychological distress. As a result, universities are seeking evidence-based interventions to better support the mental wellbeing of this student cohort. The present study contributes to that evidence base by asking higher degree research students (HDRs) from a large Australian research-intensive university what they think should be done to improve their wellbeing. After inductively analysing 595 open-ended survey responses, nine themes emerged. The four most prominent themes were culture and community, support services, supervisors and supervision practices, and peer engagement and networking. These themes are interpreted by drawing on the Job Demands-Resources theory of occupational stress. We also compare our findings with typologies of ‘doctoral challenges’ developed in prior research to extend and refine the ‘roadmap’ for policy, action and research to better understand and address the high levels of psychological distress that HDRs experience. Overall, the findings of this study suggest that HDRs are likely to benefit from a whole-of-university approach to supporting their wellbeing, and from an academic research culture that values the wellbeing of all its members.

摘要

流行率研究表明，更高学位的研究（硕士和博士）学生经历的心理困扰率很高。因此，大学正在寻求以证据为基础的干预措施，以更好地支持这一学生群体的心理健康。本研究通过询问来自澳大利亚一所大型研究密集型大学的高等学位研究生 (HDR)，他们认为应该做些什么来改善他们的幸福感，从而为这一证据基础做出了贡献。在对 595 份开放式调查回复进行归纳分析后，出现了九个主题。四个最突出的主题是文化和社区、支持服务、主管和监督实践以及同行参与和网络。这些主题是通过利用职业压力的工作需求-资源理论来解释的。我们还将我们的发现与先前研究中开发的“博士挑战”类型进行比较，以扩展和完善政策、行动和研究的“路线图”，以更好地理解和解决 HDR 经历的高水平心理困扰。总体而言，这项研究的结果表明，HDR 可能会受益于支持他们福祉的全校方法，以及重视学生福祉的学术研究文化。它的所有成员。