Year: 2025
Type: article
Abstract: Purpose This study aims to examine how being part of a WhatsApp community of doctoral researchers over a five-year period influences the author’s well-being, learning and professional development. Design/methodology/approach This study adopts a digital autoethnographic approach, using the author’s own contributions to a WhatsApp group of doctoral researchers as data. Findings For the researcher, WhatsApp plays a significant and positive role in fostering community. The group engenders a sense of connection in a “backstage” community, where feelings can be shared honestly and reassurance received, thus supporting well-being. In this community, it is easy to seek advice about research. It also provides a low-stakes environment in which to learn how to offer advice to others, the experience of doing so contributing to professional development as a doctoral supervisor. Practical implications The insights gained will be useful for doctoral researchers considering the potential value of peer support and also for those supporting and supervising them. Originality/value This paper provides a rare glimpse into a peer-led WhatsApp community of doctoral researchers. It adds to the literature that uses rhizome theory as a theoretical lens, showing how rhizomatic principles and ideas around assemblages can be helpful in analysing multiple aspects of WhatsApp groups and other similar online communities.
Author: Kathy Chandler
Institution: Lancaster University
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4408239497