The wellbeing of postgraduate taught students: an exploratory case study

Introduction Wellbeing is a critical factor influencing student experiences at University and is believed to be particularly relevant for Postgraduate Taught (PGT) students. PGT students experience a unique set of challenges as they complete intensive programmes that contain both taught and research components. The aim of this research was to identify factors that helped or hindered PGT students' wellbeing at one Scottish university during the academic year 2020-2021, a time when wellbeing was particularly fragile due to COVID-19 restrictions. Methods As part of a larger longitudinal study, four focus groups and two interviews were undertaken with PGT students to explore their wellbeing during this specific time point. The focus groups and interviews were recorded, transcribed and then analysed using a reflexive thematic analysis. Results Analysis revealed nine main themes relating to factors that helped or hindered wellbeing. Factors that helped were: university support and interventions, socialising with others, routine and activity, and mode of teaching. Factors that hindered wellbeing were: university communication and support, social and physical isolation, mode of teaching, increased academic pressures, and factors related to equality, diversity and inclusion. Discussion The support and interventions delivered by Universities have the potential to strengthen the wellbeing of PGT students. This support, however, needs to consider the diverse range of students present in institutions and seek to create a sense of belonging for all. Utilising university-student partnerships to co-create tailored interventions and support systems could help to facilitate this. In addition, lessons learned about students' engagement with, and perception of online learning will help to shape future provisions of online PGT programmes.