Giving Voice to PhD Students Through Coaching: Making a Cultural Shift Towards a More Supportive Doctoral Journey

Abstract

The doctoral journey, while intellectually enriching, is often marked by personal and professional challenges such as imposter syndrome, isolation, and difficulties with time management. Although supervision remains central to academic development, it does not always meet the broader developmental needs of PhD students. This study investigates the role of coaching as a complementary form of support, drawing on qualitative data from in-depth interviews with 15 doctoral students who have participated in coaching. Participants were drawn from a range of disciplines, enabling a cross-disciplinary perspective on coaching’s efficacy within doctoral education. Thematic analysis was employed to identify key patterns and insights, supported by rigorous ethical and validation procedures to ensure the study’s credibility. Findings indicate that coaching can enhance doctoral students’ confidence, resilience, and overall well-being. While acknowledging certain limitations, the study offers a timely and evidence-informed contribution to the discourse on student support in higher education and considers the implications of integrating coaching into doctoral provision. Thematic analysis of the data reveals key benefits, challenges, and recommendations for institutional integration of coaching in doctoral education. Findings suggest that coaching enhances confidence, goal-setting, and resilience while addressing gaps in traditional support structures.