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Watson, David 
ORCID: https://orcid.org/0000-0002-7199-2866 and Turnpenny, John
(2022)
Interventions, practices and institutional arrangements for supporting PGR mental health and wellbeing: Reviewing effectiveness and addressing barriers.
Studies in Higher Education, 47 (9).
pp. 1957-1979.
ISSN 0307-5079
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Abstract
A significant, if relatively small, body of literature provides a picture of PGR mental health and wellbeing, and key factors influencing this. However, little has been written on interventions, practices and changes to institutional support for PGRs, how these impact on wellbeing, and what factors influence their success. This paper summarises and synthesises research that has evaluated interventions or institutional changes aimed at supporting PGR mental health and wellbeing. A rapid systematic review methodology identified 21 papers, which evaluated interventions or practices to support PGR wellbeing, gathering data from 1066 students, 33 staff members (mainly supervisors) and 11 recent graduates. The papers included were diverse but limited and therefore did not offer strong evidence for the effectiveness of specific approaches. However, they provided valuable insight, which we conceptualise in a model of approaches to enhancing PGR wellbeing before exploring barriers to implementation of interventions, and recommendations for research, policy and practice.
| Item Type: | Article |
|---|---|
| Additional Information: | This review was compiled as part of the ‘Courage’ project at UEA and was supported by the Office for Students and Research England [Grant Number P4, previously administered by the Higher Education Funding Council for England (HEFCE)]. We would like to thank all those involved with the project that contributed to the development of the review and have given feedback on the review as well as those who provided feedback during a presentation at the 1st International Conference on the Mental Health & Wellbeing of Postgraduate Researchers. We would particularly like to thank you Matthew Sillence (UEA) for his support in searching for studies for the review and Tarnia Mears (UEA) for developing the graphic of the PGR wellbeing model. |
| Uncontrolled Keywords: | barriers,intervention,mental health,pgr,s,wellbeing,education,sdg 3 - good health and well-being ,/dk/atira/pure/subjectarea/asjc/3300/3304 |
| Faculty \ School: | Faculty of Arts and Humanities > School of Politics, Philosophy, Language and Communication Studies (former - to 2024) Faculty of Social Sciences > Norwich Business School |
| UEA Research Groups: | Faculty of Arts and Humanities > Research Groups > Political, Social and International Studies Faculty of Social Sciences > Research Centres > Centre for Competition Policy University of East Anglia Schools > Faculty of Science > Tyndall Centre for Climate Change Research Faculty of Science > Research Centres > Tyndall Centre for Climate Change Research Faculty of Arts and Humanities > Research Groups > Policy & Politics Faculty of Science > Research Groups > Science, Society and Sustainability Faculty of Social Sciences > Research Groups > Employment Systems and Institutions |
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| Depositing User: | LivePure Connector |
| Date Deposited: | 02 Dec 2021 02:51 |
| Last Modified: | 06 Nov 2024 00:53 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/82485 |
| DOI: | 10.1080/03075079.2021.2020744 |
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