Unpacking the doctoral journey in India: Supervision, social support, and institutional factors influencing mental health and research engagement

Abstract

The research explores the impact of supervisory styles, social support systems, and institutional factors on the mental well-being and research engagement of PhD students within the Indian higher education context. Using a Grounded Theory approach, we conducted qualitative, semi-structured interviews with 40 doctoral students from three faculties at a reputed public Indian university. Thematic analysis revealed nine key factors affecting students' mental health and research engagement: (a) inadequate mentorship, (b) prolonged evaluation processes, (c) exploitation as unpaid labor, (d) unprofessional supervisor behavior, (e) inefficient resource access, (f) reduced motivation, (g) limited peer collaboration, (h) financial instability, and (i) health impacts. Findings indicate that (a) supervisory support, (b) peer collaboration, and (c) financial security significantly reduce stress and enhance engagement, while insufficient support and competitive peer dynamics increase anxiety and disengagement. Gender-based differences were also observed, with female students often reporting distinct social support experiences. These findings highlight the need for improved supervisory practices, supportive institutional policies, and mental health resources to promote inclusive and supportive academic environments for doctoral students. This study offers practical implications for enhancing well-being and productivity in Indian higher education.