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Writing together to foster wellbeing: doctoral writing groups as spaces of wellbeing


Beasy, K and Emery, SG and Dyer, L and Coleman, B and Bywaters, D and Garrad, T and Crawford, J and Swarts, K and Jahangiri, S, Writing together to foster wellbeing: doctoral writing groups as spaces of wellbeing, Higher Education Research and Development, 39, (6) pp. 1091-1105. ISSN 0729-4360 (2020) [Refereed Article]

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DOI: doi:10.1080/07294360.2020.1713732


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.

Item Details

Item Type:Refereed Article
Keywords:doctoral candidates, student wellbeing, spaces of wellbeing
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Higher education
UTAS Author:Beasy, K (Dr Kim Beasy)
UTAS Author:Emery, SG (Dr Sherridan Emery)
UTAS Author:Dyer, L (Ms Loren Dyer)
UTAS Author:Coleman, B (Dr Bianca Coleman)
UTAS Author:Bywaters, D (Mrs Danielle Bywaters)
UTAS Author:Crawford, J (Dr Joseph Crawford)
UTAS Author:Swarts, K (Dr Kevin Swarts)
UTAS Author:Jahangiri, S (Ms Sanaz Jahangiri)
ID Code:144432
Year Published:2020
Web of Science® Times Cited:2
Deposited By:Peter Underwood Centre for Educational Attainment
Deposited On:2021-05-24
Last Modified:2021-05-31

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