Abstract
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This paper explores alternative spaces for learning amongst postgraduate research (PGR)
students in the form of research-related groups such as reading and discussion groups,
writing groups, seminar series or social groups. Our research with PGR students and
academics explores the pedagogy and role of such groups in student learning and identity
formation. In this paper, we discuss our findings related to PGR student needs and the
factors prompting the formation of research-related groups. A survey of 36 PGR students
revealed that students were reasonably satisfied with the formal components of their
research degrees such as supervision and mandatory units of study. Yet general
dissatisfaction with other opportunities for intellectual engagement, and feelings of
isolation, were also prevalent. We hypothesise that though a majority of students might
feel supported to complete their higher research degree, they are not necessarily feeling
supported in the transition to becoming scholars or in developing broader scholarly
interests and networks. As other academic literature has opined, research-related student
groups can fulfil a dual function, assisting students towards completion of their research
degree but also socialising students into academia. This paper discusses the role that
higher education institutions and faculties might play in supporting research-related
groups. In particular, there is a balance to be achieved between facilitating groups and
enabling sustainability while ensuring that PGR students maintain autonomy and a
reciprocal degree of responsibility in governance of such groups, which are key to
developing an academic identity.