Doctoral students' well-being through the lens of social practice theory: An auto-photography study

Abstract

The aim of this study is to explore doctoral students' (DS) perceptions of social practices that contribute to their well-being. Utilising social practice theory, specifically the framework of social practices as an interplay of ‘materials’, ‘meanings’ and ‘competences’, we examine which social practices enhance DS well-being and the contexts in which these practices occur. We employ an auto-photography methodology. Twelve UK-based DS took photographs of places that relate to their well-being and participated in interviews to explain their photos. On completing a three-stage data analytic procedure, our findings show that DS well-being is shaped by social practices shared between students and supervisors, where informal settings and the significance of place play a crucial role. We demonstrate that such settings, both on and off campus, act as facilitators for the performance of well-being-enhancing practices. Instead of solely attributing DS well-being to micro-level individual choices or macro-level institutional factors, as is often conceptualised, we propose that scholars must focus on the dynamic interplay of social practices that shape DS well-being. By demonstrating how social practices connect micro-level experiences with macro-level structures, we provide a deeper understanding of what shapes well-being and highlight the essential role of place. Understanding these practices can inform targeted interventions and policies, ultimately enhancing well-being among doctoral students.