Unlocking potential: The transformative power of coaching for doctoral students

Brown-Wilsher, Paulet; Dan-Ogosi, Ifeoma

Abstract

Coaching doctoral students to enhance their well-being involves personalised guidance to improve emotional, social and academic skills, fostering self-awareness, and promoting positive coping mechanisms. The goal is to navigate challenges collaboratively, set meaningful goals, and develop strategies for sustained personal and academic success. This paper proposes a model that, by introducing additional support from a coach, can mitigate issues that often lead to students failing to complete their studies. The model is designed to support supervisors and students in managing their work environment, building confidence, and aiding supervisors in supporting students. The potential benefits of this model are significant, given the limited literature on postgraduate studies, coaching and well-being, despite the growing interest in this area.

• Journal Article Type: Article
• Acceptance Date: May 16, 2024
• Online Publication Date: May 16, 2024
• Publication Date: May 21, 2024
• Deposit Date: Jul 1, 2024
• Publicly Available Date: Jul 10, 2024
• Journal: Research in Teacher Education (RiTE)
• Print ISSN: 2046-1240
• Electronic ISSN: 2047-3818
• Peer Reviewed: Peer Reviewed
• Volume: 14
• Issue: 1
• Pages: 7-12
• Public URL: https://uwe-repository.worktribe.com/output/12101223
• Publisher URL: https://uel.ac.uk/our-research/research-school-education-communities/research-teacher-education-volume-14-no-1-may-2024