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Abstract

Candidate wellbeing is recognised as a continual challenge fordoctoral programs, with government mandates requiring aninstitutional response. This article explores the experiences ofcandidates undertaking intensive writing sessions (‘Write-Ins’) andtheir influence on their wellbeing. Exploratory findingsdemonstrate opportunities for Write-In models to contributepositively to ‘Spaces of Wellbeing’. Spaces of Wellbeing theoryhighlights four dimensions of space that influence wellbeing:capability, security, integrative and therapeutic spaces. Findingsshow the Write-Ins contributed positively to wellbeing by offeringspace for candidates to enhance writing productivity, to work totheir own pace, to connect with others, and to work flexibly.

Item Type:	Article
Authors/Creators:	Beasy, K and Emery, S and Dyer, L and Coleman, B and Bywaters, D and Garrad, T-A and Crawford, J and Swarts, KM and Jahangiri, S
Keywords:	doctoral candidate, spaces of wellbeing, postgraduate wellbeing, doctoral writing
Journal or Publication Title:	Higher Education Research and Development
Publisher:	Routledge
ISSN:	0729-4360
DOI / ID Number:	10.1080/07294360.2020.1713732
Copyright Information:	Copyright 2020 HERDSA. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Higher Education Research and Development on 20/01/2020, available online: http://www.tandfonline.com/10.1080/07294360.2020.1713732
Related URLs:	Google Scholar: Beasy, K UTAS Profile: Beasy, K Google Scholar: Coleman, B UTAS Profile: Coleman, B UTAS Profile: Garrad, T Google Scholar: Swarts, K UTAS Profile: Swarts, K
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