We explore the intersection of academic independence and collaborative engagement among Ph.D. students, particularly within the Swedish research education context. Our study highlights challenges faced by students in balancing independence with the need for collaboration, emphasizing the importance of support networks to alleviate stress and isolation. We conducted qualitative interviews with supervisors at Lund University and identified various forms of collaboration, such as co-authorship and peer learning groups, and examined their impact on Ph.D. students' success. We find that shared methodologies rather than research topics often facilitate collaboration, with supervisors playing a crucial role in promoting these interactions.
We synthesize five themes—Thesis connection, Facilitation, Common denominators, Enablers, and Culture and identity—that influence collaboration practices. We conclude that fostering a supportive environment through both formal and informal means can enhance research quality and provide emotional support, ultimately improving the doctoral experience. Future research should consider students' perspectives to further understand collaborative dynamics in Ph.D. education.
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