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Tackling isolation

In 2021, Sonu Shamdasani and myself took over the roles of PGR Tutor and Deputy PGR Tutor respectively in the School of European Languages, Culture and Society – Centre for Multidisciplinary and Intercultural Inquiry (SELCS-CMII). Immediately following the COVID19 pandemic, this was a critical moment in the development of the SELCS-CMII PhD programme. As we began our roles, our communication with students echoed research that found that the covid-19 pandemic had had a negative effect on doctoral candidates, particularly due ‘to the reduced access to data or participants, erosion of scholarly support networks, reduced access to the institutional resources, poor work–life balance and mental health problems’ (Pyhältö, Tikkanen, and Anttila 2023: 413). Indeed, isolation, loneliness and a perceived lack of contact with academic support were frequently cited as key challenges for our PhD students that we felt had to be addressed. In response, we implemented a range of new initiatives to increase contact with our students, tackle practical problems, and address student wellbeing in a holistic manner. One such programme was a new monitoring scheme for 2nd and 3rd year PhD candidates.Ìý

A new process to monitor students' wellbeing

On reviewing our departmental procedures, one thing that Sonu and I quickly identified as an issue was that, following the upgrade from MPhil to PhD undertaken between 9 and 18 months into the programme of study, doctoral candidates had no formal monitoring until examination of their thesis. Given the problems encountered, we saw an opportunity to design a new process that would address student wellbeing (including earlier intervention in problem cases), while also aiding students’ preparedness to enter the job market, and their thesis progression.Ìý

The role of a trusted advisor

In order to implement the programme, Sonu and I first reviewed comparable procedures in other UCL departments, and one external university, and then adapted these to meet the needs of our students. Student comments included in the Postgraduate Research Experience Survey and the Departmental Staff Student Consultation Committee highlighted the need for increased contact with supervisors and other academics. Hence, to evaluate student wellbeing, thesis progression, and academic career development, 2nd and 3rd year students were asked to complete a self-assessment exercise (including questions on wellbeing), and submitted this together with a packet of materials which paralleled those submitted for Upgrade to ensure progression across the programme of study. Thereafter, supervisors arranged a meeting with a nominated advisor, external to the supervisory team, to review this material and discuss the student’s progress, identifying potential problems or additional support required.Ìý

The importance of student feedback

In all our communication with students, we were careful to stress that these meetings were not an exam or assessment, but rather a chance for the Department to learn what else could be done, collectively or individually, to help students complete their thesis and develop successful careers. Thus, following the meetings, short reports were written by the advisors and shared with the students and PGR Tutors, who used the reviews to guide the creation of future initiatives.ÌýÌý

When we first read the reports of the meetings, far from a dry academic exercise, they were, in fact, rather moving. Not only had the students been incredibly frank about the difficulties and challenges that they were facing, but the genuine care of the supervisors and advisors was evident throughout. So, too, the excellence of the research being conducted in the Department.ÌýÌý

Top tips

When designing any kind of monitoring exercise of this nature, it can be tempting to focus on the outcomes that are most of most practical importance for students and the University, namely, having students complete their theses on time and securing them work thereafter. However, PhD students face many challenges, and even those who appear to be doing really well can be struggling. For that reason, my top tip is simply to put student wellbeing at the centre of the exercise and all your communication. It’s best for the students, but our experience so far suggests that this is also a great way to meet the first two objectives.Ìý

Further readingÌý

Pyhältö, Kirsi, Lotta Tikkanen, and Henrika Anttila. 2023. , Higher Education Research & Development, 42: 413-26. [Open Access]Ìý