I recently presented this research at the RIDE2024 conference at the University of London in March. Since this is research in progress, I have included the main findings and reccomendations thus far with a reference list. 

If you visited this page after seeing my poster, thank you for taking the time to look at my research in progress. 

Early findings reveal a diverse range of experiences among PGRs. A notable insight is that on-campus presence may not always be essential for all PGRs, especially those with additional responsibilities, who find balancing a PhD with personal life increasingly challenging. The survey also brought to light the post-pandemic effects on DL students, particularly feelings of isolation when others returned to campus, contrasting the benefits of on-campus interactions with the advantages of DL, such as flexibility and balancing personal commitments. 

Recommendations

The findings indicate a clear preference for flexible study modes that consider individual circumstances and the evolving nature of PGR work. The sense of community and access to resources are critical factors that favor on-campus engagement, especially in the early stages of PGR studies. However, the need for autonomy, particularly for those with additional responsibilities, makes the case for a robust hybrid model that can be tailored over time to suit individual PGR needs.

 Academic institutions should recognise the diversity of PGR experiences and preferences when considering the needs of doctoral students. A hybrid approach that allows for varying degrees of on-campus and distance engagement throughout the PGR journey could offer an optimal solution, addressing the need for flexibility, community, and resource access.

References

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Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641-654. https://doi.org/10.1080/13645579.2020.1805550

Bravo, I. d. A., Alarcia, Ò. F. i., González-Rubio, J., Araneda, D. S., & Olivos, C. L. (2022). Workloads and Emotional Factors Derived From the Transition Towards Online and/or Hybrid Teaching Among Postgraduate Professors: Review of the Lessons Learned. Education Sciences. https://doi.org/10.3390/educsci12100666

Burford, J., & Hook, G. (2019). Curating Care-Full Spaces: Doctoral Students Negotiating Study From Home. Higher Education Research & Development. https://doi.org/10.1080/07294360.2019.1657805

Casey, C., Harvey, O., Taylor, J., Knight, F., & Trenoweth, S. (2022). Exploring the wellbeing and resilience of postgraduate researchers. Journal of Further and Higher Education, 46(6), 850-867. https://doi.org/10.1080/0309877X.2021.2018413

Channon, D., Savva, M., & Nygaard, L. P. (2021). Navigating the pass

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Kantcheva, R. B., & Bickle, E. (2023). Inclusive Learning Development Practices: The Consequences of Flexibility and Choice in the Hybrid Era. Journal of Learning Development in Higher Education. https://doi.org/10.47408/jldhe.vi26.886

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Malmqvist, J., Hellberg, K., Möllås, G., Rose, R., & Shevlin, M. (2019). Conducting the Pilot Study: A Neglected Part of the Research Process? Methodological Findings Supporting the Importance of Piloting in Qualitative Research Studies. International Journal of Qualitative Methods, 18, 160940691987834. https://doi.org/10.1177/1609406919878341

Mandalawi, S., Henderson, R., Huijser, H., & Chyn, M. Y. (2022). Issues of belonging, pedagogy and learning in doctoral study at a distance. Journal of University Teaching & Learning Practice, 19(4), 14-18. 

Mogaji, E., Adamu, N., & Nguyen, N. P. (2021). Stakeholders Shaping Experiences of Self-Funded International PhD Students in UK Business Schools. The International Journal of Management Education. https://doi.org/10.1016/j.ijme.2021.100543

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