Exploring Social and Intellectual Isolation Among Postgraduate Researchers: Implications for Inclusive Teaching and Learning Initiatives

Authors

DOI:

https://doi.org/10.34190/icer.1.1.3151

Keywords:

community of practice, knowledge sharing, intellectual isolation, postgraduate research, inclusive teaching and learning, PhD, community, research

Abstract

Inclusive teaching and learning initiatives aim to foster supportive environments that cater to students' diverse academic and social needs. Within the context of postgraduate research, students often confront significant levels of solitude, experiencing both social and intellectual isolation. While existing literature predominantly addresses social isolation, a distinct form of isolation inherent to postgraduate research, termed 'topic-related loneliness', has been largely overlooked. Despite its historical acceptance within academic culture, attrition rates of up to 70% point to the possible detrimental impact of isolation on student retention. Understanding the levels and determinants of isolation amongst postgraduate researchers is important for developing effective interventions. This study investigates whether social and intellectual isolation present prevalent challenges within the research community of a university in Ireland. The main aims are to understand the causes of research postgraduate isolation, explore potential links between isolation and attrition rates, and propose viable interventions, such as online communities of practice for researchers. To address these dimensions, the study adopts an explanatory sequential design, reframing the phenomenon of intellectual isolation within the context of inclusive pedagogy. Data collection includes a survey capturing the lived experiences of current and former research postgraduate students, followed by thematic analysis. Departing from traditional research paradigms, this sequential study integrates qualitative and quantitative methods, offering a nuanced understanding of the experiences and perceptions of postgraduate researchers. The findings aim to address existing deficiencies in research postgraduate education, elucidate the underlying causes of student challenges, and provide insights into proposed support systems and interventions that may be useful to university research communities, the development of higher education research policy, and the improvement of retention rates at research postgraduate level.

Author Biography

Jenna Barry, Technological University of the Shannon

Jenna Barry (BA, HDip, PgD, MA, PhD Candidate) is a researcher at the Technological University of the Shannon (TUS), Limerick, Ireland. Her current PhD research focuses on understanding the experiences of postgraduate research students, particularly examining social and intellectual isolation and its impact on student retention and completion rates. With dropout rates as high as 70%, her work aims to uncover how feelings of isolation contribute to attrition and identify interventions that can support students in successfully completing their PhDs. Jenna’s broader research interests span postgraduate education, social networks, education policy, creativity, innovation, and entrepreneurship. She is particularly interested in how digital platforms, such as enterprise social networks and social media, can foster supportive communities for researchers. Jenna’s work has the potential to influence both educational policy and the development of effective support structures in higher education.

PhD Candidate

Department of Information Technology

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Published

2024-11-21