The Quest for Sustainable Graduate Education Development: Narrative Inquiry of Early Doctoral Students in China’s World-Class Disciplines

Abstract

Early doctoral student sustainable development plays a pivotal role in promoting doctoral education quality contextually. However, there are few studies analyzing the challenges and strategies of early doctoral student sustainable development. Thus, this study explores how various elements might have affected early doctoral students’ academic adaptation in a specific higher education institution context. The multiple data, including a narrative inquiry and a semi-structured interview, were examined to uncover 44 early doctoral students’ academic and living experiences on campus. It was found that some early doctoral students are facing great pressure from social relations, daily life, study groups, and academic requirements. Due to a lack of understanding of the doctoral education system, early doctoral students are often isolated after entering the new environment. Their current situation does not meet their initial expectations, and it is difficult to balance academia, work, and life. As a result, they lack social contact and cannot integrate into the team, the community, and learning community. Along with findings, we suggested that students should also actively participate in various academic exchange activities and research projects to continuously learn interdisciplinary knowledge and improve interdisciplinary ability. In addition, the supervisor should create a healthy learning environment and to guide, and supervise doctoral students to participate in exchanges and scientific research; doctoral students should pay attention to the quality of learning and academic communication to stimulate their self-development. Lastly, we present the discussion and conclusion.