Tackling equity barriers – Exploring the experiences of underrepresented postgraduate research students at a UK university

This co-produced, qualitative study explored barriers and enablers to PhD completion among 18 under-represented postgraduate research students (PGRs) at a UK university. Using the Behaviour Change Wheel (BCW) and COM-B model, 17 themes were identified across capability, opportunity and motivation domains, with most clustering in reflective motivation and social opportunity. Passion for research and resilience were key enablers, while self-doubt, isolation and difficulty seeking help were common barriers. Social influences, of supervisors, peers and family were significant and acted as both barriers and enablers. Financial pressures, lack of dedicated spaces and limited representation were challenges particularly for first-generation, international and ethnically minoritised students. Identity was found to shape experiences, with intersecting identities intensifying challenges. Mapping themes to COM-B and applying the BCW and Behaviour Change Techniques (BCTs) informed practical strategies, including inclusive supervision training, identity-based mentoring, structured communication support and environmental restructuring to create dedicated spaces and peer networks. Findings highlight that interventions must move beyond generic provision to tailored, systemic approaches addressing capability, opportunity and motivation factors. Such strategies can support equity in doctoral education which is critical for diversifying academic leadership and creating inclusive research cultures.