Investigating the darkside of doing postgraduate research: an interpretive phenomenological analysis of Algerian doctoral students' demotivation in the UK

This thesis combines psychological and sociological perspectives to interrogate and understandthe phenomenon of demotivation of Algerian postgraduates in UK universities. Driven by anoticeable absence in the scientific debate into the phenomenon at this level, this research aimsto unveil the multiple factors leading to doctoral demotivation, its mechanisms andsymptomology, and extend its understanding through seminal sociological dimensions ofalienation, and disenchantment. Due to stress, insomnia, high levels of depression, attritionrates, and past instances of suicide among PhD students, studying demotivation becomesimportant for addressing and preventing such issues. Therefore, to address and highlight suchdanger zones prior to the irreversible threshold such as attrition and suicide, an InterpretivePhenomenological Analysis approach was utilised to capture the essence of demotivationthrough the use of multiple in-depth interview sessions (60 to 120 minutes) with eightparticipants. Results reveal that External Challenges and Life Events, Supervisor-RelatedIssues, and Personal and Emotional Factors were the main triggers to the dark side ofmotivation. Moreover, the study reveals different symptoms of demotivation categorised underfeelings and thought processes. The former include Dissipation of Enthusiasm, Isolation,Avoidance, and Cultural Dislocation, Negative Self-Perception and Imposter Syndrome,Overwhelming Emotions and Mental Health Challenges, Guilt, Regret and Fear of Failure andUncertainty. The latter include Critical Voice and NATs, Work Avoidance and Detachment,Worth and Task Value, Suicidal Thoughts and Ideation, Seeking Solutions and Reconciliation.Finally, the sociological dimensions of Alienation and Disenchantment were found tocontribute greatly to the demotivation of UK Algerian postgraduates from Disenchantmentbeing the highest to alienation being second. Results indicate that the UK Algerianpostgraduates face demotivation at an alarming rate which leads to further suicidal thoughtsand attrition thinking. This calls for drastic measures to create a more positive and inclusiveenvironment that prevents students to fall into demotivation and potentially falling into muchmore severe danger zones.