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

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.

History

Publication title

Higher Education Research and Development

Volume

39

Issue

6

Pagination

1091-1105

ISSN

0729-4360

Department/School

Faculty of Education

Publisher

Routledge

Place of publication

United Kingdom

Rights statement

Copyright 2020 HERDSA

Repository Status

  • Restricted

Socio-economic Objectives

Higher education

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    University Of Tasmania

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