Abstract:
Students engage in their postgraduate studies with an accumulation of experience and
knowledge. The autonomy and independence that postgraduate studies call for represent a
drastic shift from the norms that students are accustomed to. This study examined the
dimensions of the lived experiences of doctoral students in South Africa which influence their
independence and autonomy. The importance of this study resides in its examination of the
multiplicity of challenges that doctoral students experience throughout their journey, as
identified through the various dimensions of their lived experiences. The contribution of this
study is relevant to the reflection on extant practices of postgraduate engagement at universities
in S.A.The participants in this study comprised a convenience sample of seven postgraduate
students currently registered for their PhD qualification. Data was gathered using an openended self-reporting questionnaire. Through a content analysis, several themes emerged such
as personal development, group engagement, and the role of the supervisor. The study’s
findings underscore the need for a more comprehensive and supportive approach towards
doctoral students in South Africa. It is recommended that whilst doctoral students engage
independently in their studies, there is need for the institution to provide scaffolding support across the dimensions this study identified
