Troublesome Encounters: Strategies for managing the wellbeing of Postgraduate Education students during their learning processes

Grant type: Themed funding: Student Well-being
Round: Student well-being
Amount awarded £10,000.00
Completed: January 2012
Leader(s): Prof Gina Wisker
Organisation: University of Brighton
Contact Email: g.wisker@brighton.ac.uk
Contact phone: 01273 643446
Partners:
Professor Erik Meyer
Education, University of Durham
Professor Ray Land
Education, University of Strathclyde
Start Date: 1 March 2010
End Date: 31 October 2011
Interim report received: 22 December 2010
Final report received: 23 November 2011

This research investigated factors in the learning of masters and doctoral students in Education which impact on their wellbeing.  It started with the premise that postgraduate learning often involves transformation, yet encounters with new concepts and ways of being can trigger anxiety and uncertainty.  Exploring these troublesome encounters, we aimed to identify strategies to enhance wellbeing and therefore success.  The project has built on previous research conducted by the investigators, which included an HEA NTFS funded research project’ Doctoral learning journeys’(Wisker, Morris et.al 2010) and an individual NTFS project (2005- 2011) led by Professor Gina Wisker, alongside University of Brighton research and development into student wellbeing led by the researcher Charlotte Morris (Marshall and Morris, 2011; Morris with Wisker et.al, 2011).  This ESCalate project brings together the central themes of research student supervision, threshold concepts theory and student wellbeing.  It was funded by an ESCalate Themed funding ‘Student Well-being’ Grant and was run from the Centre for Learning and Teaching in the University of Brighton in collaboration with the University of Strathclyde and the University of Durham.