Overview
Offers a range of personal and engaging stories that highlight the diverse voices of doctoral students
Provides strategies to help doctoral students improve their personal wellbeing, build their academic identity and agency, and develop intercultural competence
Explores the doctoral education environment from the perspectives of doctoral students
Highlights the need for change in the doctoral education environment
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Table of contents (23 chapters)
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Front Matter
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Wellbeing in Doctoral Education: An Introduction
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Front Matter
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Understanding Yourself: Fostering Intrapersonal Wellbeing
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Front Matter
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Understanding Your Experiences: Building Identity and Agency in Academia
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Front Matter
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Keywords
- academic identity
- building and maintaining confidence
- culture and identity
- doctoral training
- intercultural communicative competence
- intercultural competence
- intrapersonal wellbeing
- mental health
- reflection for learning
- reflection in doctoral training
- reflective practice in doctoral training
- sense of agency
- sociolinguistic awareness
- stress and anxiety in doctoral training
- transferable skills in doctoral training
- learning and instruction
About this book
This book offers a range of personal and engaging stories that highlight the diverse voices of doctoral students as they explore their own learning journeys. Through these stories, doctoral students call for an academic environment in which the discipline-specific knowledge gained during their PhD is developed in concert with the skills needed to maintain personal wellbeing, purposely reflect on experiences, and build intercultural competence. In recent years, wellbeing has been increasingly recognised as an important aspect of doctoral education. Yet, few resources exist to help those who support doctoral students.
Wellbeing in Doctoral Education provides a voice for doctoral students to advocate for improvements to their own educational environment. Both the struggles and the strategies for success highlighted by the students are, therefore, invaluable not only for the students themselves, but also their families, their social networks, and academia more broadly. Importantly, the doctoral students’ stories should be a clarion call for those in decision-making positions in academia. These narratives demonstrate that it is imperative that academic institutions invest in providing the skills and support that doctoral students need to succeed academically and flourish emotionally.
Editors and Affiliations
About the editors
Luke Macaulay is a doctoral candidate at the Faculty of Education at Monash University in Australia. Luke’s PhD research explores the experiences and perspectives of Sudanese and South Sudanese youths in Melbourne, Australia regarding the transition to adulthood. Luke’s previous education is in Philosophy, as well as Religion and Theology, and his research interests include cultural experiences of becoming an adult, social and political belonging, and critical social theories.
Dr Basil Cahusac de Caux recently completed his PhD in the Historical Studies Program of the Faculty of Arts at Monash University in Australia. His research interests include the history of contemporary Japan and language policy in East Asia in the 19th and 20th century. Basil’s doctoral dissertation focused on the factors and forces influencing script reform in mid-to-late 20th century Japan.
Bibliographic Information
Book Title: Wellbeing in Doctoral Education
Book Subtitle: Insights and Guidance from the Student Experience
Editors: Lynette Pretorius, Luke Macaulay, Basil Cahusac de Caux
DOI: https://doi.org/10.1007/978-981-13-9302-0
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2019
Hardcover ISBN: 978-981-13-9301-3Published: 25 September 2019
Softcover ISBN: 978-981-13-9304-4Published: 25 September 2020
eBook ISBN: 978-981-13-9302-0Published: 10 September 2019
Edition Number: 1
Number of Pages: XIII, 295
Number of Illustrations: 13 b/w illustrations
Topics: Higher Education, Learning & Instruction, Educational Psychology