DOCTORAL STUDENT

This collection weaves together the personal narratives of a group of diverse scholars in academia in order to reflect on the ways that grief and hope matter for those situated within higher education. Each chapter explores a unique aspect of grief and loss, from experiencing a personal tragedy such as the loss of a loved one, to national and international grief such as campus shootings and refugee camp experiences, to experiencing racism and microaggressions as a woman of color in academia, to the implications of religious differences severing personal ties as an individual navigates research and academic studies. Unlike most resources examining grief, this collection pushes beyond notions of sorrow as solely individual, and instead situates moments of loss and hurt as ones that matter politically, academically, professionally, and personally. The editors and their authors offer pathways forward to academics, researchers, teachers, pedagogues, and thinkers who grapple with grief in a variety of forms, transforming this book into a critical resource of hope to those in the field of education (and others) who may feel the effects of an otherwise solitary journey of grief, to create an awareness of solidarity and support that some may not realize exists within academic circles.

ABSTRACT What do we, as women, give up? What does it mean to give up as a woman in academia? We explored this question through a study with women doctoral students to reframe giving up as a purposeful, willful act. Sara Ahmed describes willfulness in relation to women who are perceived as resisting norms, shifting away from normative expectations, refusing what is expected. In this work, we push against the prevailing discourses of women in academia as passively encountering problems, facing issues, and making sacrifices. We explore what it means to give up through three women’s archives and objects of willfulness. Willfulness becomes a generative, sweaty concept through which we interrogate and understand practices of giving up by women doctoral students.

This article provides a description and analysis of the way in which research degree students and their supervisors at one Australian university (the University of South Australia) use a popular online plagiarism-detection system, iThenticate. The study identifies how these two groups use iThenticate by analysing usage data together with data from an anonymous online survey conducted 12 months after the university took out a pilot subscription to the system. One hundred and nineteen students and 26 supervisors responded to the survey, representing 61% and 43% of the active users in each category. The survey found that the two groups of respondents used the system differently but that, while for both groups iThenticate's regulatory function in preventing plagiarism (whether international or accidental) was important, the system's potential educational function in improving research writing capability and publication was equally important. The study highlights the value of regarding the use of anti-plagiarism software so as to encourage a move way from a simple focus on its punitive regulatory dimension and towards its educational possibilities and suggests directions for future research on the relationship between this type of software and the ways scholars work with other people's texts to recreate meanings and develop original contributions. Implications for practice or policy: • Online plagiarism detection systems (such as iThenticate) can be used either negatively to police doctoral students' practice or positively to improve their research writing practice. • Academic developers should promote a positive approach, aimed at improving research writing practice, as the preferable pedagogy in using online plagiarism-detection systems.

What do we, as women, give up? What does it mean to give up as a
woman in academia? We explored this question through a study
with women doctoral students to reframe giving up as a
purposeful, willful act. Sara Ahmed describes willfulness in relation
to women who are perceived as resisting norms, shifting away
from normative expectations, refusing what is expected. In this
work, we push against the prevailing discourses of women in
academia as passively encountering problems, facing issues, and
making sacrifices. We explore what it means to give up through
three women’s archives and objects of willfulness. Willfulness
becomes a generative, sweaty concept through which we
interrogate and understand practices of giving up by women
doctoral students.

AIM: The goal of this study is to explore the negative cultural, societal perceptions impact the experiences of a doctoral student studying LGBTQ health issues. BACKGROUND: Studies show that LGBTQ health issues are minimal in the North American Nursing curriculum. There are limited academic professors trained to support student researching LGBTQ issues. METHOD: An interpretative, narrative analysis is used to determine how the negative cultural perceptions affect the society impacts the experiences of a doctoral student studying LGBTQ health issues. Data is collected using detailed field notes, interview transcripts, and peer debriefer's recommendations. This study is grounded in Mezirow's Phases of Transformative Learning, critical theory, and an emancipatory worldview. RESULTS: Data analysis showed that the student researching LGBTQ issues must be prepared to expect personal and professional challenges. The student must be willing to use self-reflection to make meaningful and fundamental changes. CONCLUSION: There is a critical need to support students researching the LGBTQ cohort.

Recent and ongoing changes in university structures and desires, as well as alterations in doctoral
education, are shaping new spatialities and temporalities of academic work and identities. This paper
considers the spatialities of one set of researcher identities – those undertaking PhD degrees – and
specifically explores the material and socio-cultural affordances of the sites in which research is
practised. Based on a qualitative study (interviews with 30 PhD students and focus groups with 34
students) at two Australian metropolitan and research-intensive universities, we find students associate
different forms of researcher identities with the different spaces of research work. In particular, the
university campus and specifically the office and/or laboratory are sites where research is approached
as a form of work, and identification as both worker and researcher. Notably, social connections and
the power relations of the campus are woven through these identifications. Home, in contrast, can
serve as a place of respite or a quiet space to think, but more often disrupts identifications as
researcher or emergent academic. This research suggests the need first, to recognise the significance of
a physical workspace on campus for developing researchers and second, for a more nuanced
consideration of the notion of a neoliberalised university.

The Problem " It makes me sick when I see dissertation work completed by the advisor. I can name several scholars who do it. Faculty get overly involved in students' writing, " was a comment we heard recently from a colleague. This led us to wonder whether advisors have been generally too involved in their students' work. If so, this presents a problem because the dissertation is designed to be an independent project created by the student. The whole point of doctoral study is to bring about a transformation from dependent student to independent scholar. Obviously, if advisors have been writing for students the goal of the program will not be met. On the other hand, research indicates some advisors are too busy or unwilling to support doctoral students properly (Lovitts, 2008). Consider this quote from an interview of a doctoral advisor by Aitchison (2012): " [Students are] forced, they're facilitated and encouraged from Day 1 to write. We've no shortage of students and you want to cut your losses early if they're not going to perform, particularly in the current metrics. " So, the message here was students were on their own to learn scholarly writing; moreover, there was competition among students and those who could perform independently would move forward; those who needed support would be left behind. This approach is also flawed because doctoral work is a dynamic journey that transforms a dependent student into an independent scholar. This paper will help mentors strike the right balance. Journal of Higher Education Management, 32(2), xx-xx (ISSN-2640-7515).

Feeling part of a community has previously been found to be a motivating factor for part-time doctoral students as well as speeding up doctoral progress. Separately, it has also been suggested that social media usage (specifically Twitter) can encourage the development of interactive academic networks to establish social relations with relevant people beyond the doctoral supervisory team. Drawing on Lave and Wenger's theory of legitimate peripheral participation, and building particularly on the work of Teeuwsen et al. (2014), this paper suggests that the use of social media in doctoral education can be one way for part-time doctoral students to migrate from a position of academic peripherality to one of legitimate peripheral participation in a wider research community. This paper investigates the use of social media for academic purposes by three different groups of part-time doctoral students. It explores the ways in which Twitter might be used to help part-time doctoral students feel part of the research community both within a University and the wider research community beyond. It also identifies some of the barriers and limitations to achieving this. Finally, the paper raises questions about the roles and responsibilities of supervisors and other faculty members in relation to using social media to support the learning of part-time doctoral students.

Doctorates has been argued to demand many things, including the development of skills, mastery of techniques, understanding of threshold concepts, development of networks, engagement with cultures and the development of autonomy, as well as the production of a thesis that meets the requirements of examiners (Bengtsen, 2014).

One element within this complexity is the development of new identities. As Hancock and Walsh (2014) observe, this is a complex and varied process; students pursue a range of academic and professional identities, sometimes simultaneously; Hancock and Walsh describe, for example, a professional scientific identity; the scientific researcher; and the knowledge worker – identities that pay increasing attention to development of the skills and experiences relevant to knowledge-intensive roles across society and the economy.

A developing feature across such identity work is the growing role of digital networks. Weller has proposed (2011) that new technologies have resulted in dramatic changes to contemporary scholarship. Whilst his arguments focus on publication not study, and can be seen as overly deterministic, he notes (p54) how increasing financial pressures combined with widespread use of social networking have changed the way that personal networks develop. Similar incidental effects can be seen around blogging, for example. Although scholars might think of this primarily as a form of writing support and way of enabling open knowledge work, the relational aspects of writing and the positioning of the author relative to their audiences have implications for the development of scholarly identities (Heap & Minocha, 2012). Borgman (2007) similarly notes the ways in which technologies are taken up to support the formation of teams and networks, particularly around the use of data. Outside of academic contexts, developing networked identities remains relevant to employers seeking media-savvy appointees, and to the development of engaged citizens (Greenhow & Gleason, 2014).

Work addressing these processes has primarily been undertaken through case studies, some of which have served to identify and develop theoretical concerns. Bennett & Folley (2014), for example, use personal experiences to discuss the management of parallel academic, personal and professional identities. They point out, for example, the challenges of keeping these separate on social media, so that “tweets written with one audience in mind, such as our work colleagues, were also being read by the other audiences, such as our students or our friends”. They also explore the ongoing development of digital doctoral identities in terms of liminality, particularly the sense of being stuck (and associated loss of self-esteem and self-confidence), mimicry (copying the behaviours of successful researchers) and engagement with threshold concepts as markers of progress.

Esposito’s analysis of these processes (2013) identifies various motivations to use social and participatory media, such as the growing convergence between building networks and ‘celebrity’ (associated with ‘personal branding’). Her study – involving 14 interviews in one institution – suggested that although researchers used technologies widely, very few saw themselves as ‘digital researchers’. They cultivated online personas, seeking recognition, but saw this as additional to, not a replacement for, conventional measures of reputation.

Further theorisation explored how spaces, times and technologies are interwoven to form the “identity-trajectory” of PhD students. This raises questions about how doctoral students co-evolve within the wider academic culture of the research training environments in which they are based (Esposito, Sangrà & Maina, 2013). They draw attention to the way spaces, tools and people are entangled in specific doctoral journeys. Pursuing the concept of learning ecologies, they explore how new technologies arise as invasive ‘species’ disrupting successful ecologies, the way that ecologies influence the agency of individual learners, and the development of ‘personal ecologies’ that bring together institutional infrastructures, personal resources and experiences, and networks (Esposito, Sangrà & Maina, 2015).

In this paper, relationships between people, spaces and technologies in the development of doctoral identities will be explored in relation to data generated by four doctoral students at a UK institution. The students undertook longitudinal multimodal journaling, and were interviewed 3-4 times each about their use of technologies, as part of a wider project on digital literacies (Gourlay & Oliver, 2013). These revealed, for example, how the students managed multiple email and social network accounts in order to develop and manage parallel digital identities, and the ways in which these developed over time.

Exploring the experiences of African American students engaged in doctoral studies reveals disturbing realities. In this article, we use narrative inquiry to engage in a collaborative project between two White faculty members and three African American graduate students. Transgressive pedagogy provided a conceptual framework for both our initial study and our subsequent reflections on the need to create supportive networks for graduate students of color in the academy. In the project we conversed and reflected about how our understanding of race and status had an impact on our experiences in the academy. Our study contrasted student experiences in environments in which students expressed feeling like "casualties of war" with those in which they expressed feeling like valued colleagues. We found that unspoken assumptions about race and status often created a turbulent climate for the participating African American doctoral students and White faculty members who shared values of inclusivity.

In this chapter, we present a snapshot of the European doctoral landscape based on the reflections of 40 doctoral students gathered from throughout the European Union for the ECREA Doctoral Summer School. One of this school’s main objectives is to ‘generate a wide picture of the international landscape of communication and media research’ (ECREA Young Scholars Network, 2007) while providing a platform for doctoral students to participate within their field, connect to diverse academic cultures, and receive critical feedback on their individual work.

This study investigated what strategies doctoral students could employ to ensure their competitiveness in higher education graduate program faculty searches. A total of 39 program coordinators, department heads, and deans were asked how graduates from non-ranked higher education programs could prepare themselves for faculty opportunities, including searches at top-ranked schools. The findings indicate that developing grantmanship, networking, presentation, and publishing skills will help students to become more competitive. Additionally, participants suggested that students collaborate with other scholars, show initiative in their own professional development, understand the expectations of different program types, and be willing to participate in post-doctoral fellowships. These findings will help students who desire to serve at top-ranked doctoral higher education programs upon graduation. A unique feature of this paper includes a discussion of the unwritten values, rules, expectations, and social mores that influence a search process, including the roles of institutional fit, previous academic preparation, tokenism, and race. This study is designed to inform the decision-making of higher education program faculty as they prepare their students for the professoriate.

Under the communist regime in Poland, the number of doctoral students was low, supervision followed the traditional model in which doctoral students worked closely with their supervisors, and completion rates were high. However, following the collapse of communism in 1989 there were three significant developments. Firstly, there was was a massification of higher education in general and doctoral education in particular. The number of doctoral students grew very rapidly from 1990
to 2006 before stabilizing (see Kwiek 2013; Kwiek and Szadkowski  2018). By 2018, there were in all 39,000 students studying for doctorates in Poland, which was 15 times the total in 1990. Secondly, this dramatic expansion of student numbers was not accompanied by a
corresponding increase in the number of academics, which rose by only half. This had serious consequences in terms of the burdens of faculty supervision and hence the quality of doctoral education. Thirdly, while thousands of extra students entered doctoral education, only a small
minority gained their doctoral degrees; many either quickly dropped out or successfully completed their programs but never wrote and defended their dissertations (NIK 2015). So, despite the massive increase in doctoral students from 1990 to 2018, there was only a two-fold increase in the numbers of doctoral graduates from 3,700 to 5-6,000 annually.

We study whether student-advisor gender and race couples matter for publication productivity of Ph.D. students in South Africa. We consider the sample of all Ph.D.s in STEM graduating between 2000 and 2014, after the recent systematic introduction of doctoral programs in this country. We investigate the joint effects of gender and race for the whole sample and looking separately at the sub-samples of (1) white-white; (2) black-black; and (3) black-white student-advisor couples. We find early
career productivity differences: while female students publish on average 10% to 20% fewer articles than males, this is true mainly for female students working with a male advisor, not for those working with a female one. These disparities are similar, though more pronounced, when looking at the joint effects of gender and race for the white-white and black-black student-advisor pairs. We also explore whether publication productivity differences change significantly for students with a high, medium, or low “productivity-profile”, and find that they are U-shaped. Female students with a high (or low) “productivity-profile” studying with female advisors are as productive than male students with a high (or low) “productivity-profile” studying with male advisors.

The main goal for doctoral s tudent is to a cqui re the identi ty of a researcher. However, doctoral s tudent also performs other professional roles, such as a tea cher or pra cti tioner. The purpose of this paper is to reveal the ps ychologi cal and social factors tha t a re important for the pra cti tioner's role identi ty of doctoral s tudents. The sample consisted of 494 doctoral s tudents from 22 higher educa tion i nsti tutions in Li thuania. Internet survey was conducted. The anal ysis of s tructural equation modelling revealed tha t percei ved s upport of famil y and friends , cons cientiousness and lower neuroti cism a re important for pra cti tioner's role identity. In addi tion, if a docto ral s tudent has a tendency to experience nega ti ve emotions (sadness, anger, guilt, etc.), a greater percei ved support from employer hel ps to internalise the professional role of a pra cti tioner. This s tudy has pra cti cal implica tions for doctoral students , o rganisers of doctoral programmes , ca reer counsellors , employers and uni versities .

Background/Context: The postdoctorate has become an important component of research careers in a growing number of science and engineering (S&E) fields. However, a tight academic job market, the growing number of postdocs, and the heightened internationalization of the position in the United States call the traditional definition of the position into question.

This study explores school leadership behaviour patterns emphasising on either taskoriented behaviour or relations-oriented behaviour or a combination of both task and relations as a readiness for leadership to embark for a ‘grand leap’. A ‘grand leap’ is defined in this dissertation as a cumulative progressive development that transforms a school. This study explored the grand leap as a process en-route towards the future
development of a school with the practice of school leadership through two types of behaviour patterns and awareness of contextual intelligence by school leaders. These aspects were explored through leadership that facilitated motivation, fostering commitment, and thereby enriching the school climate. These were the prerequisite
conditions, as seen in this study, for exploring school leadership en-route towards a grand leap. Leadership flexibility and core competencies initiated leadership effectiveness by facilitating a school’s transition towards a ‘grand leap’, which is a systematic leadership process in achieving school success. In examining school leadership in this research, guidelines were constructed with a theoretical foundation that enabled the exploration of leadership readiness. In exploring leadership cross-cultural research offered a wide range of social, political and cultural dimensions in explaining the phenomena at play. Case studies of three schools each from two countries – Finland and Nepal – were used for the purpose of leadership exploration, amounting to six schools in total. Based on a qualitative research design, semi-structured interviews were conducted with different stakeholders employed at the schools participating in this research. Two sets of interview schedules were prepared - one for the school leaders and the other for the professional community comprising the teachers, administrative
staff and school management committee members. Although the school contexts in the two countries differed, similarities were also observed. Similarities included the changing contexts of school organization in both countries, which resulted in shaping leadership behaviour patterns, demonstrating that school leaders were either high on task-oriented behaviour or high on relations-oriented behaviour en-route to a grand leap or systematically advancing the development of their school. School leadership en-route to a grand leap is an on-going process. This study discusses how a grand leap of a school was  determined by the contextual settings of the school where emerging leadership readiness can shape the necessary behaviour patterns, together with leadership core competencies of experience and intelligence. The results of this study suggest that external factors have dominance over the construction of the context, as reflected in the contextual variations of each school that participated in this research. These contextual variations offer school leaders a reference to the immediate context, in turn, leading to the possibility of proposing
initiatives to address any issues of concern or challenges encountered by leaders. This offers a Referee Leadership Style – enabling leaders to understand the immediate contextual variations for developing leadership effectiveness. Although many factors are involved with the progressive development of a school, this study focused on the core areas of leadership by exploring motivation, commitment and school climate. The results suggest that leadership effectiveness and
growth needs were encouraged through emphasizing task-oriented behaviour. The results further suggest that leadership that emphasized task-oriented behaviour also fostered attitudinal commitment. However, leadership high on relations-oriented behaviour enabled relatedness needs and incorporated behavioural commitment. That
is, contextual experiences of leadership contributed to relatedness needs and behavioural commitment. These aspects offered social harmony, producing a positive working climate within schools. The contextual intelligence of leadership also contributed towards attitudinal commitment and enabled leadership flexibility. This study discusses the competencies of leadership that enabled school leaders to adapt or be flexible in generating the elasticity of leadership in coping with
the dynamic environment to maintain appropriateness of leadership styles to adjust to continuous changes. Leadership elasticity further enabled school leaders to demonstrate leadership equilibrium by maintaining flexibility in leadership behaviour patterns and leadership contextual intelligence. Leadership equilibrium was found to be essential as leaders must maintain the style flexibility and the style drift for
leadership effectiveness to arrive at a grand leap.

Key words: Leadership behaviour, task oriented, relations oriented, contextual intelligence, crosscultural, leadership elasticity, Referee leadership style

Le doctorat est souvent envisagé comme un diplôme, conclusion d’un parcours estudiantin qui, bien que long et prestigieux, ne se différencie pas beaucoup de la licence et du Master. Le sigle LMD issu du processus de Bologne en est d’ailleurs la matérialisation la plus connue. Pourquoi donc envisager qu’il puisse y avoir un lien entre « école doctorale » et « recherche juridique » ? L’apparente contradiction du sujet est d’ailleurs renforcée par le nom de la structure administrative qui gère le doctorat : « l’école » doctorale, une école étant bien le lieu de l’enseignement et non celui de la recherche. L’oxymore n’en est pourtant pas une. Le lien entre l’enseignement universitaire et la recherche est en effet une composante intrinsèque de l’institution universitaire. Le terme officiel « d’enseignant-chercheur » qui désigne aujourd’hui les professeurs et maîtres de conférences montre de manière particulièrement topique le statut hybride de l’Universitaire. Cette double nature s’étend aux écoles doctorales, à la fois écoles et lieu de recherche.
Ces différentes fonctions des écoles doctorales au profit des doctorants peuvent être regroupés en deux types d’action, qui démontrent le lien entre la recherche et la formation doctorale : d’abord la formation à la recherche (I), ensuite la formation par la recherche (II).

The world we leave today is full of surprises and can no longer be predicted. It is in the process of undergoing radical macro shift and we must be ready to understand scientifically the reality shift in a global phenomenon sense. This is among the alerts from the book tilted quantum shift in the global brain written by Ervin Laszlo, where he dresses a new really map which will guide us through the shift our world is witnessing. The shift that is coming definitely with problems, opportunities, and challenges that will affect us both individually and collectively.  The author provides us with recommendations and how to use the science new technology cutting edge to our own advantage in order to ease the transition

Are you on the academic job market? Preparing to start your search? Are you prepared? Do you have the mentorship and coaching you need to thrive on the market?  Do you want to work with someone who has coached dozens of doctoral students and faculty and has helped them find positions that match their needs, values and desires? I have the coaching, psychotherapy, and academic skills and experience to help you approach your search with confidence!

Scholarly communities are dependent on and often measured by their ability to attract and develop doctoral students. Recent literature suggests that most scholarly communities entail ecological niches in which the doctoral students learn the codes and practices of research. In this article, we explore the microclimate in an ecological niche of doctoral education. Based on a theoretical definition of microclimate as the emotional atmosphere that ties group members together and affects their actions, we conducted a case study that aimed to describe the key features of the microclimate in a successful ecological niche of doctoral education, and the ways in which the microclimate support the doctoral students’ learning. The methods we applied in the case study were based on short-term ethnographic fieldwork. The results reveal four key features of the emotional atmosphere in the microclimate: mutual appreciation, balancing seriousness and humor, desire, and ambition. These features constitute the shared emotionality that sets the scene for the microclimate, and affects and guides the doctoral students’ daily practices. Furthermore, the results indicate that the microclimate supports successful doctoral education because it: 1) fleshes out the professional attitude that is necessary for becoming a successful researcher in the department, 2) shapes and adapts the doctoral students’ desires to grasp and identify with the department’s practices, and 3) provides the doctoral students with access to flow zones that drive their education. These results may suggest practical implications for fostering and cultivating successful ecological niches in medical education at doctoral level.

In this chapter, we present a snapshot of the European doctoral landscape based on the reflections of 40 doctoral students gathered from throughout the European Union for the ECREA Doctoral Summer School. One of this school’s main objectives is to ‘generate a wide picture of the international landscape of communication and media research’ (ECREA Young Scholars Network, 2007) while providing a platform for doctoral students to participate within their field, connect to diverse academic cultures, and receive critical feedback on their individual work.

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A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions , as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationships that affect doctoral research conducted at a distance from the student's academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences betwee...

Aim/Purpose: This paper considers the role of supervisors’ discipline expertise in doctoral learning from a student perspective. Background: Doctoral students need to develop expertise in a particular field of study. In this context, developing expertise requires doctoral students to master disciplinary knowledge, conventions and scholarship under the guidance of supervisors. Methodology: The study draws on a mixed-method approach, using an online survey and semi-structured interviews conducted with doctoral students. Contribution: The paper brings to the fore the role of supervisors’ discipline expertise on doctoral students’ research progress. Findings: The survey data suggest that doctoral students nominate their supervisors on the basis of their discipline expertise. They also view supervisors’ expertise as key to the development of ‘insider’ knowledge of their doctoral research. Recommendations for Practitioners: Supervisors play a pivotal role in helping doctoral students over...

The issue of considerable dropout rate in doctoral programs is well documented across a large number of countries. However, few studies address the factors associated with doctoral completion among Non-U.S. countries, multiple universities and fields of research. Nor do they investigate the interactions between these factors. The present paper aimed to overcome these limitations and analyzed the population of doctoral students in all disciplines of the two largest universities of the French-speaking Community of Belgium (N = 1509). Specifically, we focused on several factors: gender, nationality, marital status, master grade, whether students continued at the same university when transitioning to the doctoral degree, whether they continued in the same field, age at registration, research field and funding (i.e., type of funding and associated job requirements). Findings indicate that four factors (marital status, master grade, research field and funding) are directly associated with...

This collaborative autoethnography explores how a doctoral peer writing group (PWG) has become an important means of fostering well-being among the authors, who are four doctoral scholars. Focusing on how writing in doctoral education can act as a barrier to well-being, defined as feeling part of a community, feeling balanced, and feeling motivated by forward momentum, each author shares her particular experiences with writing and how the PWG has contributed to her well-being. Based on the authors' narratives, the article also suggests how PWGs may be useful in promoting well-being across several levels of education.