This dataset contains: (i) a set of resources for doctoral schools to use to develop induction programmes (poster, principles resource, self-assessment toolkit) (ii) post-prints for the publications (iii) links to the project website and information on joining the community of practiceDoctoral education is key to producing scientific advancements and innovations that can make important contributions to economic growth and societal issues. In recent years, however, there is increasing concern in the higher education sector for this community, as evidence indicates that doctoral researchers are at heightened risk of experiencing psychological distress. In line with calls in the higher education sector for the development of prevention strategies to promote mental health and wellbeing in doctoral researchers, we explored how to best support doctoral researchers in the transition to doctoral study. Funded by the Student Mental Health Research Network (SMaRteN), we worked with 47 doctoral researchers and 13 higher education stakeholders over a 9-month period to co-design principles to inform the design of doctoral researcher induction programmes. Combining the results of a systematic review (Jackman et al., 2021a) with qualitative data (Jackman et al., 2021b), we partnered with the study participants to develop guidelines that set out five key principles for higher education institutes to consider when developing doctoral induction programmes.

A co-design study involving a systematic review, focus groups with doctoral researchers and university stakeholders, and qualitative surveys with these groups.