In this extra post, Shahrzad Shariatpanahi shares her findings and recommendations from a scoping project designed to find out what works, and doesn’t work in postgraduate researcher communication. Shahrzad is a Biomedical Engineering PhD researcher and recently completed PGR Communications and Engagement Internship with the Institute for Academic Development.
As a postgraduate researcher (PGR) at the University of Edinburgh, I’ve often experienced first-hand the complexities of navigating university communications. This past four months, I’ve had the invaluable opportunity to lead a scoping project embedded within the Institute for Academic Development (IAD), supported by the Doctoral College, to investigate this very issue. My goal was clear: to understand what works, what doesn’t, and how we can truly optimise PGR communication for a more inclusive, connected, and supportive learning and teaching culture for PGRs, who are not only advanced learners but also contribute significantly to the university’s teaching mission as tutors and demonstrators.
Current issues with PGR communications
Currently, PGR communications can feel a bit fragmented. Messages come from central university bodies, colleges, and individual schools, often leaving PGRs needs unfulfilled by generic updates that don’t always speak to their unique needs and learning pathways or, for example their responsibilities as educators. The sheer volume of channels (emails, Teams, SharePoint, and social media – used varied across colleges and schools) coupled with a lack of PGR tailored content, can lead to communication fatigue and disengagement, making it harder for PGRs to access crucial information regarding topics like professional development, teaching opportunities, and academic support. We’ve all been there: an inbox overflowing with emails, some critical, some less so, and the feeling that important information for our studies or even teaching duties might be buried within.
Findings from the PGR Communications and Engagement project
The PGR Communications and Engagement project aimed to tackle these challenges head-on. I mapped existing communication approaches, analysed data on PGR communication preferences, and engaged with a wide range of stakeholders, from academic leads and professional services staff to PGR representatives. What did I find? Email remains the primary channel, but its effectiveness is often hindered by length, frequency, and students not regularly checking their university accounts, potentially missing vital updates related to their courses, research progress, or teaching assignments.
A key takeaway was the strong agreement that central communications aren’t always sufficiently tailored for the unique needs of PGRs. Messages designed for all students can feel irrelevant or impersonal to a postgraduate researcher, hindering their access to relevant learning resources and pedagogical support. This often contributes to a sense of disconnect from the broader academic community. Furthermore, communication fatigue is a real issue, affecting both students and staff who are overwhelmed by the sheer volume of messages, particularly through email and Microsoft Teams, which can impact their ability to effectively manage their studies and teaching roles.
However, there’s also a lot of good practice out there. Cascading communications through colleges and schools can be highly effective, especially when local staff, who truly understand their audience, adapt and deliver the messages. The importance of student-centric and inclusive messaging was a consistent theme across all consultations, recognising the diverse PGR community that includes students across disciplines, modes of study, and levels of engagement, all of whom have unique learning needs and varying engagement with campus-based teaching activities.
My findings from the Student Communications Audit and the Postgraduate Research Experience Survey (PRES) reinforced these points. PGRs expressed a strong interest in wellbeing content, which directly impacts their capacity for effective learning, and praised the IADs workshops for promoting a sense of belonging and connecting them with fellow PGRs, highlighting the crucial link between communication and community-based learning. External research, like “The Hidden Lives of PGRs” symposium, further underscored the need to tailor communications to acknowledge the diverse paths of PGRs (e.g., carers, part-time, international students), ensuring that learning opportunities and support structures are truly accessible to all.
Recommendations for improving PGR communication
So, where do we go from here? This project has identified several potential recommendations, some of which are listed below. These are now being discussed and prioritised by different stakeholders, groups and committees to improve communication for the PGR community, ultimately enhancing several aspects of their work, including their learning and teaching experience.
- Early involvement of Doctoral College in central communications: Central University of Edinburgh’s internal Communications and Marketing team involving the Doctoral College early in the drafting of university-wide messages for PGRs would ensure relevance and timely dissemination of crucial information, whether it pertains to academic policy, professional development, or teaching support.
- A strategic communication plan: A structured plan is needed to clarify what types of messages are sent when, and by whom, especially for recurring information like induction emails, training opportunities, or updates relevant to their teaching duties.
- Minimum communication guidelines and templates: Establishing a baseline standard for all colleges and schools, including ‘saved email templates,’ would streamline processes and reduce the burden on local administrative staff, ensuring consistent delivery of academic and professional information.
- Distinguishing communication from engagement: Recognising “communication” (information transmission) and “engagement” (creating opportunities for interaction, feedback, and community-based learning) as separate priorities will allow for tailored and more effective strategies for both.
- Local PGR Engagement Officer roles: Creating part-time roles for current PhD students as local PGR Engagement Officers could provide timely, informal updates on events and learning opportunities, serving as a crucial feedback loop between PGRs and central services.
Lastly, this project has highlighted the complexity and vast opportunity within PGR communications. By fostering better coordination, clearer processes, and focusing on inclusive and relevant messaging, the University of Edinburgh can significantly strengthen the engagement and experience of its vibrant PGR community, both as advanced learners and as emerging educators who contribute to the university’s core mission.
Shahrzad Shariatpanahi
Shahrzad is a Biomedical Engineering PhD researcher at the University of Edinburgh. She recently completed the PGR Communications and Engagement Internship with the Institute for Academic Development, supported by the Doctoral College. Her work focused on improving communication and engagement for all postgraduate researchers at the university. She aims to help foster a more inclusive and supportive research culture.
