Writing together to foster wellbeing: doctoral writing groups as spaces of wellbeing |
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| Authors: | Kim Beasy S Emery L Dyer B Coleman D Bywaters T Garrad |
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| Institution: | 1. Faculty of Education, University of Tasmania, Launceston, Australia kim.beasy@utas.edu.au https://orcid.org/0000-0002-5998-1419;3. Faculty of Education, University of Tasmania, Launceston, Australia;4. College of Sciences and Engineering, University of Tasmania, Launceston, Australia;5. Faculty of Education, University of Tasmania, Launceston, Australia https://orcid.org/0000-0003-0373-2269;6. School of Nursing, College of Health and Medicine, University of Tasmania, Launceston, Australia;7. Faculty of Humanities, Arts, Social Sciences and Education,University of New England, Armidale, Australia |
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| Abstract: | 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. |
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| Keywords: | Doctoral candidate spaces of wellbeing postgraduate wellbeing doctoral writing |
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![ORCID Icon]({"type":"image","src":"/templates/jsp/images/orcid.png"} "ORCID Icon")
https://orcid.org/0000-0002-5998-1419;3. Faculty of Education, University of Tasmania, Launceston, Australia;4. College of Sciences and Engineering, University of Tasmania, Launceston, Australia;5. Faculty of Education, University of Tasmania, Launceston, Australia