Encouraging students to pursue postgraduate research degrees

By David Griffin

Updated Mar 15, 2026

Universities cannot sustain research capacity without a steady pipeline of doctoral students, yet many fields struggle to attract and retain them. When postgraduate numbers fall, the effects compound quickly: fewer researchers, fewer future lecturers, and less capacity to train the next generation.

The SARS-CoV-2 pandemic made this problem especially visible in healthcare. In response, researchers from the Calvin University Department of Nursing in Michigan published a paper in the Journal of Professional Nursing (Ayoola et al., 2021) on declining graduation and retention rates in US nursing PhD programs. Although the paper focuses on nursing, the strategies it outlines are relevant across disciplines.

Students do not pursue or complete postgraduate study for many reasons. Some do not see it as a realistic option; others feel they lack the time, energy, or security to commit to more study after graduation. Misconceptions about research careers, combined with limited access to relatable role models, can make the path feel even more distant.

To tackle these barriers, the authors, several of whom completed undergraduate study at Calvin University before pursuing PhDs, outline five practical strategies.

Strategy 1: Community engagement

In 2002, the university established a community-based curriculum to give students meaningful experience of serving the community while also creating research opportunities during their undergraduate degree. In collaboration with members of the public, students regularly assess the needs of underserved communities. Working directly with residents helps students develop compassion while also designing creative responses to local health concerns.

Students engage in both quantitative and qualitative research. They use public health methods such as focus groups and surveys and learn the analytic skills needed to gather and assess data appropriately. They are also involved in sharing findings back with the community.

According to the authors, this strategy exposes students to clinical questions and strengthens their clinical inquiry skills. Student enthusiasm for research can grow when it is promoted through advocacy (Benner et al., 2010), and the authors report that this has been their experience.

Strategy 2: Intradepartmental research

The department encourages students to become involved in research through the design of nursing interventions that involve students across the department. These projects mainly focus on issues such as reproductive health and mental health support. The faculty-led intradepartmental research programmes also provide paid research assistant roles. Students are involved in the full research cycle, from initial conception and study design to data collection, analysis, and dissemination.

The authors argue that this level of involvement gives students a realistic understanding of what research work entails. It also gives them early opportunities to contribute to publications, build networks, and develop critical thinking and organisation skills. In turn, that can help prospective postgraduate students feel more prepared for doctoral study and the competencies it demands.

The authors report a strong outcome from this strategy, with 50% of students over a six-year period going on to pursue further study.

Strategy 3: Preparatory courses

The department offers a dedicated course for students interested in postgraduate study, helping them prepare applications and proposals. For some students, this is the first time further study has felt visible and achievable, so structured support is important.

In parallel, the department encourages students to complete their own research project for additional credits. The authors suggest this gives students a clearer sense of what a research career might involve.

Strategy 4: Maintaining student interest in further study

Maintaining interest in further study can be difficult, particularly for students who have doubts about the decision. According to the authors, interest can be sustained through dedicated courses, supplementary seminars, and lectures on the topic. This kind of institutional support can reduce anxiety, address fears, and help students manage feelings of imposter syndrome.

Strategy 5: Mentorship

Providing both potential and current postgraduate students with access to passionate mentors is key. Mentors can provide practical information about postgraduate study and careers in research. They also help address misconceptions and fears, while creating early opportunities for networking.

Diversity in mentors is critical. It helps students from different backgrounds see postgraduate study as a realistic option by giving them a relatable role model.

Because many undergraduate students do not have postgraduate positions secured by graduation, access to mentorship beyond that point also matters. It can give recent graduates space to reconsider their career path and potentially re-enter education as postgraduate students.

There are many reasons why students do not pursue or complete postgraduate degrees. The approaches outlined by Ayoola et al. (2021) offer practical ways to widen awareness, build confidence, and strengthen the pipeline of future researchers and academic leaders.

FAQ

Q: How do the strategies outlined in the article specifically incorporate student voice in the decision-making process and development of academic programs?

A: The article does not explicitly explain how student voice in higher education is built into decision-making or programme design. However, student voice is implicit in the community engagement and intradepartmental research strategies. In community engagement, students help assess needs and shape responses through their work with local communities. In intradepartmental research, students contribute from project conception to dissemination, which gives them opportunities to influence the direction of the work. The paper does not, however, describe formal structures for integrating student voice into academic decision-making.

Q: What role does text analysis play in supporting the strategies for improving postgraduate study engagement and completion rates?

A: The article does not mention text analysis directly. However, it could support strategies that rely on qualitative data, especially community engagement and intradepartmental research projects. For example, text analysis software for education can help students analyse themes and patterns in focus groups, surveys, and interviews more efficiently. That can strengthen research skills, improve the use of qualitative evidence, and support work on proposals, projects, and academic writing.

Q: Are there any specific measures in place to evaluate the effectiveness of the strategies mentioned in the article over time?

A: The article does not set out a formal evaluation framework. In practice, institutions could track participation in community-based research, uptake of preparatory courses, progression into postgraduate study, and retention or completion rates. Qualitative feedback from students would add context and help show which parts of the approach feel most useful, especially if teams organise that feedback using a postgraduate research student comment themes and categories structure. Surveys or feedback sessions could also help institutions refine the strategies over time.

References:

Ayoola, A., Kamp, K., Adams, Y.J., Granner, J.R., DeGroot, L., Lee, H., Zandee, G., Doornos, M.M. (2021). Strategies to promote and sustain baccalaureate students' interest in pursuing a PhD degree in nursing. Journal of Professional Nursing, 37 (2021) 935-941
DOI: 10.1016/j.profnurs.2021.07.006

Benner, P., Stutphen, M., Leonard, V., Day, L. (2010). Educating nurses: A call for radical transformation. Jossey-Bass/Carnegie Foundation for the Advancement of Teaching.
DOI: 10.3928/01484834-20120402-01

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