Research Article
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Well-Being in Academia from Social Science Researchers’ Points of View

Year 2025, Volume: 22 Issue: 4, 640 - 656

Mümine Barkçin , İlknur Yüksel-kaptanoğlu

https://doi.org/10.26466/opusjsr.1652970

Abstract

This study examined the well-being of researchers in academia, particularly in the context of fieldwork, with a focus on the challenges they encounter and the institutional support mechanisms available. Drawing from qualitative data generated through in-depth interviews and focus group discussions with researchers, supervisors, and Research Ethics Committee (REC) members, the study highlighted key factors influencing researcher well-being in social sciences. The findings were categorized into three major themes: the impact of experience-sharing, work-life balance, and the challenges of fieldwork. It was seen that researchers would benefit significantly from structured mentorship, peer support, and institutional guidance, during all phases of fieldwork (pre-, during, post). Work-life balance emerged as a critical concern, with many researchers experiencing stress due to excessive workload, and a lack of sufficient supervisory support. Fieldwork itself poses additional challenges, including emotional distress, ethical dilemmas, and bureaucratic obstacles, all of which can negatively impact well-being. This study argued that researcher well-being is an ethical responsibility of both individuals and institutions, necessitating comprehensive training, psychosocial support, and institutional policies aimed at fostering a healthier academic environment. Recommendations included integrating researcher well-being into graduate curricula, enhancing supervisory training, promoting peer support networks, and developing institutional mechanisms to monitor and improve mental health support in academia.

Keywords

academia researchers well-being fieldwork studies

References

  • Atılgan, C., Sağlamer, G., Özgüven, H. N., & Ergüder, Ü. (2022). Türkiye Yükseköğretim alanının yeniden yapılandırılması çalıştayı. https://univ-forum.org/wp-content/uploads/2024/06/Calistay_Sonuc_Raporu_Digital.pdf
  • Beadle, B., Do, S., El Youssoufi, D., Felder, D., Gorenflos López, J., Jahn, A., Pérez-Bosch Quesada, E., Rottleb, T., Rüter, F., Schanze, J. L., Stroppe, A. K., Thater, S., Verrière, A., & Weltin, M. (2020). Being a Doctoral Researcher in the Leibniz Association: 2019 Leibniz PhD Network Survey Report. https://nbn-resolving.org/ urn:nbn:de:0168-ssoar-69403-1
  • Boeren, E., Lokhtina-Antoniou, I., Sakurai, Y., Herman, C., & McAlpine, L. (2015). Mentoring: A Review of early career researcher studies. Frontline Learning Research, 3(3), 68-80. ISSN 2295-3159
  • Bowtell, E. C., Sawyer, S. M., Aroni, R. A., Green, J. B., & Duncan, R. E. (2013). "Should I send a condolence card?" Promoting emotional safety in qualitative health research through reflexivity and ethical mindfulness. Qualitative Inquiry, 19(9), 652-663. 10.1177/1077800413500927
  • Braun, V. & Clarke, V. (2022). Thematic analysis: A practical guide. Sage.
  • Browning, L., Thompson, K., & Dawson, D. (2014). Developing future research leaders: Designing early career researcher programs to enhance track record. International Journal for Researcher Development, 5(2), 123-134. DOI 10.1108/IJRD-08-2014-0019
  • Browning, L., Thompson, K., & Dawson, D. (2016). It takes a village to raise an ECR: Organisational strategies for building successful academic research careers. International Journal for Researcher Development, 7(2), 192-197. DOI 10.1108/IJRD-11-2015-0031
  • Campbell, S. M. (2016). The concept of well-being. In G. Fletcher (Ed.), The Routledge handbook of philosophy of well-being (pp. 402-413). Routledge.
  • Cinli, D., Aycan, Z., Sarıbay, A., & Arık, E. (2020). Genç-BA çalışma grubu raporu: Akademide mobbing. Bilim Akademisi. https://bilimakademisi.org/akademide-mobbing-genc-ba-raporu/
  • Çakıcı, Z. (2010). Esenlik ve akademik tükenmişlik ilişkisi: İstanbul’daki vakıf üniversiteleri üzerine bir araştırma (Publication No. 274021) [Master’s thesis, Marmara Üniversitesi]. YÖK Ulusal Tez Merkezi.
  • Dayan, C. & Yüksel-Kaptanoğlu, Y. (2022). Online focus groups and in-depth interviews: What can our experiences articulate?. Pamukkale University Journal of Social Sciences Institute, (49), 59-67. 10.30794/pausbed.993249
  • de Villiers Scheepers, M., Williams, P., Schaffer, V., Grace, A., Walling, C., Campton, J., Hands, K., Fisher, D., Banks, H., Loth, J., & Scheelings, A. (2023). Creating spaces of well-being in academia to mitigate academic burnout: A collaborative auto-ethnography. Qualitative Research Journal, 23(5), 569-587. 10.1108/QRJ-04-2023-0065
  • Deniz, Ü., & Kocabaş, C. (2024). Understanding the relationship between perceived organizational support and psychological well-being: Perspectives of Turkish faculty members. Higher Learning Research Communications, 14(1), 51-67. 10.18870/hlrc.v14i1.1441
  • Dickson-Swift, V., James, E. L., Kippen, S., & Liamputtong, P. (2006). Blurring boundaries in qualitative health research on sensitive topics. Qualitative Health Research, 16(6), 853-871. 10.1177/1049732306287526
  • Garip, G., & Kablan, Z. (2024). Well-being of academics teaching at faculties of education in Türkiye: A qualitative analysis. Bartın University Journal of Faculty of Education, 13(1), 100-119. 10.14686/buefad.1104453
  • Guthrie, S., Lichten, C. A., van Belle, J., Ball, S., Knack, A., & Hofman, J. (2017). Understanding mental health in the research environment: A rapid evidence assessment. RAND. https://www.rand.org/pubs/research_reports/RR2022.html
  • Halk Sağlığı Genel Müdürlüğü [General Directorate of Public Health]. (n.d.). Ulusal ruh sağlığı eylem planı 2021-2023. T.C. Sağlık Bakanlığı Halk Sağlığı Genel Müdürlüğü. https://hsgm.saglik.gov.tr/tr/?option=com_sppagebuilder&view=page&id=63
  • Karadağ, Ö., & Orhon, E. N. (2024). Akademik yaşam ve iyilik hali üzerine. Halk Sağlığı Araştırmav e Uygulamaları Dergisi, 2(1), 2-9. https://doi.org/10.5281/zenodo.11046964
  • Kılıç, C. & Şanal Karahan, F. (2023). Mental health problems among graduate students in Turkey: A cross‑sectional study. International Journal for the Advancement of Counselling, 45, 634–650. https://doi.org/10.1007/s10447-023-09514-3
  • Kumar, S. & Cavallaro, L. (2018). Researcher self-care in emotionally demanding research: A proposed conceptual framework. Qualitative Health Research, 28(4), 648-658. 10.1177/1049732317746377.
  • Mahmoudi, M. (2023). Tit for tat: An unacknowledged institutional response to targets of academic bullying and harassment. Molecular Pharmaceutics, 20(9), 4339-4341. 10.1021/acs.molpharmaceut.3c00702
  • Milicev, J., McCann, M., Simpson, S. A., Biello, S. M., Gardani, M. (2023). Evaluating mental health and wellbeing of postgraduate researchers: prevalence and contributing factors. Current Psychology, 42, 12267–12280. https://doi.org/10.1007/s12144-021-02309-y
  • Mourato, B. V., Vucetic, A., Pullan, D., Lin, D., Li, J., & Lu, T. (2023). PhDNet Survey Report 2022. https://www.phdnet.mpg.de/222282/2_PhdNet_Survey_Report_2022.pdf
  • Muro, A., Bonilla, I., Tejada-Gallardo, C., Jiménez-Villamizar, M. P., Cladellas, R., Sanz, A., % Torregrossa, M. (2022). The third half: A pilot study using evidence-based psychological strategies to promote well-being among doctoral students. International Journal of Environmental Research and Public Health, 19, 16905. https://doi.org/ 10.3390/ijerph192416905
  • Neves, J. (2024). Postgraduate research experience survey 2024. Advance HE. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/Postgraduate_Research_Experience_Survey_2024_1733320970.pdf
  • Panayidou, F., & Priest, B. (2021). Enhancing postgraduate researcher wellbeing through support groups. Studies in Graduate and Postdoctoral Education, 12(1), 42-57. 10.1108/SGPE-06-2020-0038
  • Parker, N., & O’Reilly, M. (2013). “We are alone in the house”: A case study addressing researcher safety and risk. Qualitative Research in Psychology, 10(4), 341–354.
  • Paterson, B. L., Gregory, D., & Thorne, S. (1999). A protocol for researcher safety. Qualitative Health Research, 9(2), 259–269.
  • Pehlivanli, E., & Eslen-Ziya, H. (2023). Conceptualizing academic sustainability. Feminist Media Studies, 24(5), 1225-1229. https://doi.org/10.1080/14680777.2023.2280902
  • Pehlivanli, E., & Eslen-Ziya, H. (2025). Academic state of anomie in gender studies: masked and expressed emotions within the academic environment in Turkey. Journal of Gender Studies, 1-14. https://doi.org/10.1080/09589236.2025.2473919
  • Pitkin, M. (2020). 2020 Postgraduate research experience survey. Advance HE. (https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/Advance%20HE%20PRES%202020%20Global%20report_1604593880.pdf, pp. 29-30)
  • Roller, M. R. & Lavrakas, P. J. (2015). Applied qualitative research design: A total quality framework approach. The Guilford Press.
  • Sapien Labs. (2024). The mental state of the world in 2023: A perspective on internet-enabled populations. https://mentalstateoftheworld.report/2023_read/
  • Sirgy, M. J. (2021). The psychology of quality of life: Wellbeing and positive mental health (3rd edition). Springer. https://doi.org/10.1007/978-3-030-71888-6
  • Solms, L., van den Heuvel, M., Nevicka, B., & Homan, A. C. (2024a). A network approach to PhD students’ well-being: Insights into risk and protective factors. European Journal of Higher Education, DOI: 10.1080/21568235.2024.2409153
  • Solms, L., van den Heuvel, M., Nevicka, B., & Homan, A. C. (2024b). Be a hero, be your own best friend: A self‑compassion‑based PsyCap intervention improves PhD students’ well‑being. Higher Education. https://doi.org/10.1007/s10734-024-01257-3
  • The mental health of PhD researchers demands urgent attention. (2019). Nature. doi: https://doi.org/10.1038/d41586-019-03489-1
  • Tov, W. (2018). Well-being concepts and components. In Handbook of subjective well-being (pp. 1-15). Salt Lake City, UT: Noba Scholar. https://ink.library.smu.edu.sg/soss_research/2836
  • Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact (2nd edition). Wiley Blackwell.
  • Vincett, J. (2018). Researcher self-care in organizational ethnography: Lessons from overcoming compassion fatigue. Journal of Organizational Ethnography, 7(1), 44-58. 10.1108/JOE-09-2017-0041
  • WHO. (2021). Health promotion glossary of terms 2021. Geneva: World Health Organization. https://www.who.int/publications/i/item/9789240038349
  • WHO. (2022). World mental health report: Transforming mental health for all. Geneva: Worl Health Organization. https://www.who.int/publications/i/item/9789240049338
  • Willemsen, R. F., Aardoom, J. J., Chavannes, N. H., & Versluis, A. (2023). Online synchronous focus group interviews: Practical considerations. Qualitative Research, 23(6), 1810-1820. 10.1177/14687941221110161
  • Williams, S. (2019). 2019 Postgraduate research experience survey. Advance HE. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/AdvanceHE-Postgraduate_Research_%20Survey_%202019_1574338111.pdf#page=4.10
  • Williams, T., Dunlap, E., Johnson, B. D., & Hamid, A. (1992). Personal safety in dangerous places. Journal of Contemporary Ethnography, 21(3), 343–374.
  • Yükseköğretim Kurulu (YÖK). (2019). Gençlik ruh sağlığı raporu. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2019/genclik_ruh_sagligi_raporu.pdf#page=15.08
  • Yükseköğretim Kurulu (YÖK). (2022). Doktora öğretiminin iyileştirilmesi çalıştayı. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2022/doktora-ogretiminin-iyilestirilmesi-calistayi.pdf

Sosyal Bilim Araştırmacılarının Bakış Açısından Akademide İyilik Hali

Year 2025, Volume: 22 Issue: 4, 640 - 656

Mümine Barkçin , İlknur Yüksel-kaptanoğlu

https://doi.org/10.26466/opusjsr.1652970

Abstract

Bu çalışma, akademideki araştırmacıların iyi oluşunu, özellikle saha çalışması bağlamında, karşılaştıkları zorluklara ve mevcut kurumsal destek mekanizmalarına odaklanarak incelemiştir. Araştırmacılar, süpervizörler ve etik kurulu üyeleriyle yapılan derinlemesine görüşmeler ve odak grup tartışmaları yoluyla elde edilen nitel verilerden faydalanan çalışma, sosyal bilimlerde araştırmacıların iyi oluşunu etkileyen temel faktörleri vurgulamıştır. Bulgular üç ana tema altında kategorize edilmiştir: deneyim paylaşımının etkisi, iş-yaşam dengesi ve saha çalışmasının zorlukları. Araştırmacıların, saha çalışmasının tüm aşamalarında (öncesi, sırası ve sonrası) yapılandırılmış mentörlük, akran desteği ve kurumsal rehberlikten önemli ölçüde fayda sağlayacağı görülmüştür. İş-yaşam dengesi, birçok araştırmacının aşırı iş yükü ve yeterli danışman desteğinin olmaması nedeniyle stres yaşadığı kritik bir endişe kaynağı olarak ortaya çıkmıştır. Saha çalışmasının kendisi de duygusal sıkıntılar, etik ikilemler ve bürokratik engeller gibi ek zorluklar ortaya çıkarmakta ve bunların hepsi de iyi oluşu olumsuz yönde etkileyebilmektedir. Bu çalışma, araştırmacı iyi oluşunun hem bireylerin hem de kurumların etik bir sorumluluğu olduğunu ve daha sağlıklı bir akademik ortamı teşvik etmeyi amaçlayan kapsamlı eğitim, psikososyal destek ve kurumsal politikalar gerektirdiğini savunmaktadır. Öneriler arasında araştırmacı refahının lisansüstü müfredata entegre edilmesi, danışmanlık eğitiminin geliştirilmesi, akran destek ağlarının teşvik edilmesi ve akademide ruh sağlığı desteğini izlemek ve iyileştirmek için kurumsal mekanizmaların geliştirilmesi yer almaktadır.

Keywords

akademi araştırmacılar iyi oluş saha çalışmaları

References

  • Atılgan, C., Sağlamer, G., Özgüven, H. N., & Ergüder, Ü. (2022). Türkiye Yükseköğretim alanının yeniden yapılandırılması çalıştayı. https://univ-forum.org/wp-content/uploads/2024/06/Calistay_Sonuc_Raporu_Digital.pdf
  • Beadle, B., Do, S., El Youssoufi, D., Felder, D., Gorenflos López, J., Jahn, A., Pérez-Bosch Quesada, E., Rottleb, T., Rüter, F., Schanze, J. L., Stroppe, A. K., Thater, S., Verrière, A., & Weltin, M. (2020). Being a Doctoral Researcher in the Leibniz Association: 2019 Leibniz PhD Network Survey Report. https://nbn-resolving.org/ urn:nbn:de:0168-ssoar-69403-1
  • Boeren, E., Lokhtina-Antoniou, I., Sakurai, Y., Herman, C., & McAlpine, L. (2015). Mentoring: A Review of early career researcher studies. Frontline Learning Research, 3(3), 68-80. ISSN 2295-3159
  • Bowtell, E. C., Sawyer, S. M., Aroni, R. A., Green, J. B., & Duncan, R. E. (2013). "Should I send a condolence card?" Promoting emotional safety in qualitative health research through reflexivity and ethical mindfulness. Qualitative Inquiry, 19(9), 652-663. 10.1177/1077800413500927
  • Braun, V. & Clarke, V. (2022). Thematic analysis: A practical guide. Sage.
  • Browning, L., Thompson, K., & Dawson, D. (2014). Developing future research leaders: Designing early career researcher programs to enhance track record. International Journal for Researcher Development, 5(2), 123-134. DOI 10.1108/IJRD-08-2014-0019
  • Browning, L., Thompson, K., & Dawson, D. (2016). It takes a village to raise an ECR: Organisational strategies for building successful academic research careers. International Journal for Researcher Development, 7(2), 192-197. DOI 10.1108/IJRD-11-2015-0031
  • Campbell, S. M. (2016). The concept of well-being. In G. Fletcher (Ed.), The Routledge handbook of philosophy of well-being (pp. 402-413). Routledge.
  • Cinli, D., Aycan, Z., Sarıbay, A., & Arık, E. (2020). Genç-BA çalışma grubu raporu: Akademide mobbing. Bilim Akademisi. https://bilimakademisi.org/akademide-mobbing-genc-ba-raporu/
  • Çakıcı, Z. (2010). Esenlik ve akademik tükenmişlik ilişkisi: İstanbul’daki vakıf üniversiteleri üzerine bir araştırma (Publication No. 274021) [Master’s thesis, Marmara Üniversitesi]. YÖK Ulusal Tez Merkezi.
  • Dayan, C. & Yüksel-Kaptanoğlu, Y. (2022). Online focus groups and in-depth interviews: What can our experiences articulate?. Pamukkale University Journal of Social Sciences Institute, (49), 59-67. 10.30794/pausbed.993249
  • de Villiers Scheepers, M., Williams, P., Schaffer, V., Grace, A., Walling, C., Campton, J., Hands, K., Fisher, D., Banks, H., Loth, J., & Scheelings, A. (2023). Creating spaces of well-being in academia to mitigate academic burnout: A collaborative auto-ethnography. Qualitative Research Journal, 23(5), 569-587. 10.1108/QRJ-04-2023-0065
  • Deniz, Ü., & Kocabaş, C. (2024). Understanding the relationship between perceived organizational support and psychological well-being: Perspectives of Turkish faculty members. Higher Learning Research Communications, 14(1), 51-67. 10.18870/hlrc.v14i1.1441
  • Dickson-Swift, V., James, E. L., Kippen, S., & Liamputtong, P. (2006). Blurring boundaries in qualitative health research on sensitive topics. Qualitative Health Research, 16(6), 853-871. 10.1177/1049732306287526
  • Garip, G., & Kablan, Z. (2024). Well-being of academics teaching at faculties of education in Türkiye: A qualitative analysis. Bartın University Journal of Faculty of Education, 13(1), 100-119. 10.14686/buefad.1104453
  • Guthrie, S., Lichten, C. A., van Belle, J., Ball, S., Knack, A., & Hofman, J. (2017). Understanding mental health in the research environment: A rapid evidence assessment. RAND. https://www.rand.org/pubs/research_reports/RR2022.html
  • Halk Sağlığı Genel Müdürlüğü [General Directorate of Public Health]. (n.d.). Ulusal ruh sağlığı eylem planı 2021-2023. T.C. Sağlık Bakanlığı Halk Sağlığı Genel Müdürlüğü. https://hsgm.saglik.gov.tr/tr/?option=com_sppagebuilder&view=page&id=63
  • Karadağ, Ö., & Orhon, E. N. (2024). Akademik yaşam ve iyilik hali üzerine. Halk Sağlığı Araştırmav e Uygulamaları Dergisi, 2(1), 2-9. https://doi.org/10.5281/zenodo.11046964
  • Kılıç, C. & Şanal Karahan, F. (2023). Mental health problems among graduate students in Turkey: A cross‑sectional study. International Journal for the Advancement of Counselling, 45, 634–650. https://doi.org/10.1007/s10447-023-09514-3
  • Kumar, S. & Cavallaro, L. (2018). Researcher self-care in emotionally demanding research: A proposed conceptual framework. Qualitative Health Research, 28(4), 648-658. 10.1177/1049732317746377.
  • Mahmoudi, M. (2023). Tit for tat: An unacknowledged institutional response to targets of academic bullying and harassment. Molecular Pharmaceutics, 20(9), 4339-4341. 10.1021/acs.molpharmaceut.3c00702
  • Milicev, J., McCann, M., Simpson, S. A., Biello, S. M., Gardani, M. (2023). Evaluating mental health and wellbeing of postgraduate researchers: prevalence and contributing factors. Current Psychology, 42, 12267–12280. https://doi.org/10.1007/s12144-021-02309-y
  • Mourato, B. V., Vucetic, A., Pullan, D., Lin, D., Li, J., & Lu, T. (2023). PhDNet Survey Report 2022. https://www.phdnet.mpg.de/222282/2_PhdNet_Survey_Report_2022.pdf
  • Muro, A., Bonilla, I., Tejada-Gallardo, C., Jiménez-Villamizar, M. P., Cladellas, R., Sanz, A., % Torregrossa, M. (2022). The third half: A pilot study using evidence-based psychological strategies to promote well-being among doctoral students. International Journal of Environmental Research and Public Health, 19, 16905. https://doi.org/ 10.3390/ijerph192416905
  • Neves, J. (2024). Postgraduate research experience survey 2024. Advance HE. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/Postgraduate_Research_Experience_Survey_2024_1733320970.pdf
  • Panayidou, F., & Priest, B. (2021). Enhancing postgraduate researcher wellbeing through support groups. Studies in Graduate and Postdoctoral Education, 12(1), 42-57. 10.1108/SGPE-06-2020-0038
  • Parker, N., & O’Reilly, M. (2013). “We are alone in the house”: A case study addressing researcher safety and risk. Qualitative Research in Psychology, 10(4), 341–354.
  • Paterson, B. L., Gregory, D., & Thorne, S. (1999). A protocol for researcher safety. Qualitative Health Research, 9(2), 259–269.
  • Pehlivanli, E., & Eslen-Ziya, H. (2023). Conceptualizing academic sustainability. Feminist Media Studies, 24(5), 1225-1229. https://doi.org/10.1080/14680777.2023.2280902
  • Pehlivanli, E., & Eslen-Ziya, H. (2025). Academic state of anomie in gender studies: masked and expressed emotions within the academic environment in Turkey. Journal of Gender Studies, 1-14. https://doi.org/10.1080/09589236.2025.2473919
  • Pitkin, M. (2020). 2020 Postgraduate research experience survey. Advance HE. (https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/Advance%20HE%20PRES%202020%20Global%20report_1604593880.pdf, pp. 29-30)
  • Roller, M. R. & Lavrakas, P. J. (2015). Applied qualitative research design: A total quality framework approach. The Guilford Press.
  • Sapien Labs. (2024). The mental state of the world in 2023: A perspective on internet-enabled populations. https://mentalstateoftheworld.report/2023_read/
  • Sirgy, M. J. (2021). The psychology of quality of life: Wellbeing and positive mental health (3rd edition). Springer. https://doi.org/10.1007/978-3-030-71888-6
  • Solms, L., van den Heuvel, M., Nevicka, B., & Homan, A. C. (2024a). A network approach to PhD students’ well-being: Insights into risk and protective factors. European Journal of Higher Education, DOI: 10.1080/21568235.2024.2409153
  • Solms, L., van den Heuvel, M., Nevicka, B., & Homan, A. C. (2024b). Be a hero, be your own best friend: A self‑compassion‑based PsyCap intervention improves PhD students’ well‑being. Higher Education. https://doi.org/10.1007/s10734-024-01257-3
  • The mental health of PhD researchers demands urgent attention. (2019). Nature. doi: https://doi.org/10.1038/d41586-019-03489-1
  • Tov, W. (2018). Well-being concepts and components. In Handbook of subjective well-being (pp. 1-15). Salt Lake City, UT: Noba Scholar. https://ink.library.smu.edu.sg/soss_research/2836
  • Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact (2nd edition). Wiley Blackwell.
  • Vincett, J. (2018). Researcher self-care in organizational ethnography: Lessons from overcoming compassion fatigue. Journal of Organizational Ethnography, 7(1), 44-58. 10.1108/JOE-09-2017-0041
  • WHO. (2021). Health promotion glossary of terms 2021. Geneva: World Health Organization. https://www.who.int/publications/i/item/9789240038349
  • WHO. (2022). World mental health report: Transforming mental health for all. Geneva: Worl Health Organization. https://www.who.int/publications/i/item/9789240049338
  • Willemsen, R. F., Aardoom, J. J., Chavannes, N. H., & Versluis, A. (2023). Online synchronous focus group interviews: Practical considerations. Qualitative Research, 23(6), 1810-1820. 10.1177/14687941221110161
  • Williams, S. (2019). 2019 Postgraduate research experience survey. Advance HE. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/AdvanceHE-Postgraduate_Research_%20Survey_%202019_1574338111.pdf#page=4.10
  • Williams, T., Dunlap, E., Johnson, B. D., & Hamid, A. (1992). Personal safety in dangerous places. Journal of Contemporary Ethnography, 21(3), 343–374.
  • Yükseköğretim Kurulu (YÖK). (2019). Gençlik ruh sağlığı raporu. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2019/genclik_ruh_sagligi_raporu.pdf#page=15.08
  • Yükseköğretim Kurulu (YÖK). (2022). Doktora öğretiminin iyileştirilmesi çalıştayı. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/2022/doktora-ogretiminin-iyilestirilmesi-calistayi.pdf
There are 47 citations in total.

Details

Primary Language English
Subjects Sociological Methodology and Research Methods
Journal Section Research Articles
Authors

Mümine Barkçin 0000-0002-4281-4841

İlknur Yüksel-kaptanoğlu 0000-0001-5969-1238

Early Pub Date July 27, 2025
Publication Date
Submission Date March 7, 2025
Acceptance Date June 26, 2025
Published in Issue Year 2025 Volume: 22 Issue: 4

Cite

APA Barkçin, M., & Yüksel-kaptanoğlu, İ. (2025). Well-Being in Academia from Social Science Researchers’ Points of View. OPUS Journal of Society Research, 22(4), 640-656. https://doi.org/10.26466/opusjsr.1652970
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