The Importance of Transition Programs for Doctoral Student Wellness
Patricia Witkowsky
DOI:
https://doi.org/10.24926/jcotr.v19i2.2796
Keywords:
Doctoral students, higher education, positive psychology, wellness, socialization, graduate, persistance, attrition, learning experiences, development, dissertation, stress, transition
Abstract
This qualitative case study explored the experiences of 12 self-identified well doctoral students at a mid-sized university in the western U.S. Many of the participants' challenges to wellness occurred during the transition to their role as doctoral students as they learned new expectations, academic processes and procedures, and developed relationships with peers and faculty members. Data collection included two individual interviews and the submission of two journal entries. The findings revealed three main themes related to the transition process: (1) transitioning to the academic environment, (2) understanding academic requirements, and (3) stress. Implications for research and practice for administrators, doctoral faculty, and doctoral students are discussed.
PDF
