Doctoral Students' Perceptions of Stress, Stressors, and Coping Strategies
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Author/Creator ORCID
Date
2022
Type of Work
Department
Hood College Graduate
Program
Hood College Organizational Leadership
Citation of Original Publication
Rights
Attribution-NonCommercial-NoDerivs 3.0 United States
Subjects
Abstract
Executive doctoral programs in organizational leadership are increasing. These programs are
organized in such a way that students can take classes on the weekends or evenings without
having to leave their jobs. With the negative impact of stress on doctoral students’ well-being,
academic performance, and attrition, little is known about executive doctoral students’
experiences of stress in these programs. This phenomenological case study of stress, informed by
15 doctoral students and three faculty, explored doctoral students’ perceptions and experiences
of stress. Analysis of the participants’ interviews revealed that students expected stress to be part
of the doctoral program and that the stress they experienced was manageable. Findings from this
study showed time, time management, balance of work, life, and study, the dissertation process,
and heavy workload as sources of stress similar to other doctoral programs. Two stressors for
executive doctoral students, not mentioned in other studies, were Saturday classes and the
required statistics course. Challenges related to work and family and the pandemic were
students’ stressors outside of the program. Executive doctoral students stress impacted their wellbeing more than the quality/quantity of their research and their decision to leave academia.
Coping strategies reported were planning and prioritizing, being mindful, exercising, and taking
a break; however, participants stated that there was no universal solution for coping with stress.
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By gaining an in-depth understanding of the students’ perceptions of stress, as well as students’
and faculties’ perceptions of sources of stress and effective coping strategies, this study informs
future doctoral students’ understanding of stress and the program stressors so they would know
what to expect when they enter programs. The study can help universities unlock new methods
for managing stress or assist universities in improving existing strategies. Effective strategies
have the potential to impact students’ well-being, academic performance, and attrition rates.
Future research can focus on comparative studies to see how the results compare to the findings
in other doctoral programs. Given the different roles and responsibilities of executive doctoral
students, universities, program directors and faculty should learn more about students’ stress so
they can better assist students in mitigating it.