WhatsApp with Doctoral Researchers: A Reflexive Autoethnography
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| Title: | WhatsApp with Doctoral Researchers: A Reflexive Autoethnography |
|---|---|
| Language: | English |
| Authors: | Kathy Chandler (ORCID |
| Source: | Studies in Graduate and Postdoctoral Education. 2026 17(2):165-181. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Media, Computer Mediated Communication, Doctoral Students, Student Research, Autobiographies, Ethnography, Communities of Practice, Well Being, Professional Development, Sense of Community, Information Seeking, Researchers, Information Dissemination, Sharing Behavior |
| DOI: | 10.1108/SGPE-04-2024-0043 |
| ISSN: | 2398-4686 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507534 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 2398-4686 |
| DOI: | 10.1108/SGPE-04-2024-0043 |
