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