Peer support in doctoral studies: insights from qualitative surveys and interviews with PhD students

This study explores how PhD students perceive peer support and how interaction with peers fosters a sense of belonging. The study addresses belonging as a fundamental psychological and relational process of how peer support is experienced and functions as a sustaining factor in doctoral education.

The study adopts an exploratory qualitative design with an interpretive approach. The data consist of qualitative survey responses (n = 73) and semi-structured individual interviews (n = 14) conducted at a Norwegian university. The analysis employed an innovative, AI-assisted stepwise reflexive thematic analysis.

The results highlight both emotional and academic dimensions of peer support. First, informal peer arenas act as buffers against emotional strain, contributing to motivation and well-being. Second, peer collaboration fosters the development of academic skills and professional identity. Together, the results indicate that peer relationships strengthen students' sense of belonging and function as a key motivational resource throughout the PhD journey.

The study contributes insight into how informal, student-initiated peer support complements formal structures in doctoral education. It conceptualises belonging as a relational process enacted in everyday interactions and highlights institutional implications, emphasising the need to facilitate inclusive, flexible peer environments that support well-being, motivation, and completion.