Happiness and Sacredness: A Qualitative Study on Doctoral Students’ Well‐Being and Academic Career Choice

Background: Understanding the impact of doctoral students’ well‐being on their academic career choices is essential for examining how emotional and psychological factors influence career decision‐making. This is especially important as students face increasing pressure to transition out of academia, a shift that has broader implications for their professional development and for the future of higher education. Purpose: This study explores the relationship between doctoral students’ well‐being and their academic career choices. Design and Method: A qualitative approach was employed, involving in‐depth interviews with 37 doctoral students from prestigious research universities in China. Each interview lasted between 90 and 120 min. The data were analyzed using a thematic analysis based on Braun and Clarke’s framework. Findings: The results reveal that the experience of well‐being influences doctoral students’ academic career choices. Doctoral students with high levels of both hedonic well‐being (HWB) and eudaimonic well‐being (EWB) are more likely to demonstrate a strong commitment to an academic career. Those with high HWB but low EWB tend to view academia as a pragmatic livelihood choice. Conversely, students with low HWB but high EWB may experience indecision and ambiguity about their career direction. Finally, when both HWB and EWB are low, doctoral students are more likely to actively choose to leave academia. Practice Implications: This study proposes strategies to enhance doctoral students’ well‐being through collaborative research, balanced authority in student–supervisor relationships, and targeted psychological and professional development.