Details
| Original language | English |
|---|---|
| Pages (from-to) | 410-423 |
| Number of pages | 14 |
| Journal | European journal of education |
| Volume | 57 |
| Issue number | 3 |
| Early online date | 24 Jun 2022 |
| Publication status | Published - Sept 2022 |
| Externally published | Yes |
Abstract
After a long period of relative neglect, the mental well-being and the mental health of researchers and employees in academia are increasingly entering the limelight. The growing body of evidence suggests that a high number of doctoral researchers work under elevated levels of stress and frustration, and that this has a significant impact not only on their personal health and research output, but also on their future career development. In this paper, therefore, we first discuss what a dystopian and a utopian learning journey of early career researchers may look like from a well-being perspective. Subsequently, and based on extensive dialogues with more than 250 researchers and professionals active in the researcher mental health domain, we highlight a number of key focal points that both early career researchers, their supervisors, and institutions alike should consider when it comes to planning and delivering mental health oriented educational activities for doctoral researchers.
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In: European journal of education, Vol. 57, No. 3, 09.2022, p. 410-423.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - The well-being and mental health of doctoral candidates
AU - Kismihók, Gábor
AU - McCashin, Darragh
AU - Mol, Stefan T.
AU - Cahill, Brian
N1 - Funding Information: The analysis presented in this article was performed within the framework of the project ReMO COST Action CA19117, Researcher Mental Health Observatory. The authors would like to thank all ReMO network members who contributed to the working group discussions.
PY - 2022/9
Y1 - 2022/9
N2 - After a long period of relative neglect, the mental well-being and the mental health of researchers and employees in academia are increasingly entering the limelight. The growing body of evidence suggests that a high number of doctoral researchers work under elevated levels of stress and frustration, and that this has a significant impact not only on their personal health and research output, but also on their future career development. In this paper, therefore, we first discuss what a dystopian and a utopian learning journey of early career researchers may look like from a well-being perspective. Subsequently, and based on extensive dialogues with more than 250 researchers and professionals active in the researcher mental health domain, we highlight a number of key focal points that both early career researchers, their supervisors, and institutions alike should consider when it comes to planning and delivering mental health oriented educational activities for doctoral researchers.
AB - After a long period of relative neglect, the mental well-being and the mental health of researchers and employees in academia are increasingly entering the limelight. The growing body of evidence suggests that a high number of doctoral researchers work under elevated levels of stress and frustration, and that this has a significant impact not only on their personal health and research output, but also on their future career development. In this paper, therefore, we first discuss what a dystopian and a utopian learning journey of early career researchers may look like from a well-being perspective. Subsequently, and based on extensive dialogues with more than 250 researchers and professionals active in the researcher mental health domain, we highlight a number of key focal points that both early career researchers, their supervisors, and institutions alike should consider when it comes to planning and delivering mental health oriented educational activities for doctoral researchers.
UR - http://www.scopus.com/inward/record.url?scp=85132553395&partnerID=8YFLogxK
U2 - 10.1111/ejed.12519
DO - 10.1111/ejed.12519
M3 - Article
AN - SCOPUS:85132553395
VL - 57
SP - 410
EP - 423
JO - European journal of education
JF - European journal of education
SN - 0141-8211
IS - 3
ER -