Contents
Presenters
Dr ElHadj Moussa BenMoussa – PGRs Adviser, University of East London
Paper
The proposed model actively engages postgraduate researchers (PGRs) in co-created learning opportunities that extend beyond formal teaching. It promotes inclusive peer-led spaces and ongoing academic support, aligning with themes of engagement, extracurricular learning, and embracing diversity in student experiences.
Postgraduate researchers (PGRs) often pursue their academic journeys in isolation, facing persistent challenges in research progression, productivity, and access to sustained academic support. Existing engagement models—typically one-off workshops or administrative sessions—often lack continuity, peer support, and strategic integration into the broader research culture.
This paper presents a structured approach to PGR engagement developed at the University of East London (UEL), which moves beyond passive attendance and fosters proactive, inclusive participation. Central to this model are initiatives such as the Thesis Writing Support Group, Structured PGR Forums, and tailored developmental workshops. These are designed around peer accountability, interdisciplinary collaboration, and supervisor-informed feedback loops.
Preliminary data and qualitative feedback from participants highlight the positive impact of this model on PGR motivation, retention, and academic development. The presentation will outline key elements of implementation, share student testimonies, and offer a framework adaptable across diverse academic contexts.
By presenting this case study, the session aims to inspire academic and professional services staff to rethink PGR engagement—shifting from transactional support to a culture of inclusive co-creation and sustained growth.
Key discussion points include:
- How can institutions build inclusive, structured engagement frameworks?
- What role can peer networks play in motivating doctoral researchers?
- How can interdisciplinary collaboration be sustained meaningfully?
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Open in new tab References
Wisker, G. (2012). The Good Supervisor: Supervising Postgraduate and Undergraduate Research for Doctoral Theses and Dissertations. Palgrave Macmillan.
Lee, A. (2008). How are doctoral students supervised? Conceptual frameworks for research. Studies in Higher Education, 33(3), pp.267–281.
Wellington, J. (2010). More than a matter of cognition: An exploration of affective writing problems of post-graduate students and their possible solutions. Teaching in Higher Education, 15(2), pp.135–150.
