Writing together to foster wellbeing: doctoral writing groups as spaces of wellbeing
Kim Beasy, S. Emery, L. Dyer, B. Coleman, D. Bywaters, T. Garrad, J. Crawford, K. Swarts & S. Jahangiri (2020)
Higher Education Research & Development, 39:6, 1091–1105
Abstract
Candidate wellbeing is recognised as a continual challenge for doctoral programs, with government mandates requiring an institutional response. This article explores the experiences of candidates undertaking intensive writing sessions (‘Write-Ins’) and their influence on their wellbeing.
Exploratory findings demonstrate opportunities for Write-In models to contribute positively to ‘Spaces of Wellbeing’. Spaces of Wellbeing theory highlights four dimensions of space that influence wellbeing: capability, security, integrative and therapeutic spaces. Findings show the Write-Ins contributed positively to wellbeing by offering space for candidates to enhance writing productivity, to work to their own pace, to connect with others, and to work flexibly.
Cite this article
Kim Beasy, S. Emery, L. Dyer, B. Coleman, D. Bywaters, T. Garrad, J. Crawford, K. Swarts & S. Jahangiri (2020) Writing together to foster wellbeing: doctoral writing groups as spaces of wellbeing, Higher Education Research & Development, 39:6, 1091–1105, DOI: 10.1080/07294360.2020.1713732