Using a peer working group to increase scholarly productivity during a doctoral program

Background: The concept of working in a group during graduate school is hardly new. Yet it appears that the process through which students work together to be productive has been explored very little. Guided by the concepts of social support, one group of doctoral students at the University of North Carolina at Chapel Hill's School of Public Health identified and offer nine processes relating to using a peer working group to increase productivity during the doctoral program.

Methods: Productivity was defined as progress made on group members' doctoral program requirements and dissertation while maintaining involvement in activities such as research assistantships, teaching assistantships, fellowship/grant writing, and manuscript writing and publication. The peer working group conceptualized the processes in terms of the four social support concepts: instrumental, informational, emotional, and appraisal support.

Results: Instrumental support exchange occurred through three processes: establishing regular meetings, reading previously exchanged materials, providing feedback for content and editorial assistance. Informational support included four processes: networking and navigating relationships, expertise sharing, exchanging information on career development, and encouraging a sense of ownership over ones ideas and knowledge. Exchange of emotional support occurred through the process of encouragement, and appraisal support through the processes of setting goals, meeting timelines, and progress accountability.

Conclusion: Doctoral students must be dedicated to dissertation activities while maintaining high levels of scholarly productivity in order to become well-rounded junior faculty and researchers. Developing strong personal, professional and collaborative skills during doctoral training may provide an advantage in one's job search and future careers.