Understanding burnout in doctoral education: A Job Demands–Resources model perspective across types of university and program stages

Abstract

This study examines the effects of doctoral program demands and resources on the burnout experienced by doctoral students across different types of universities and program stages, using the Job Demands–Resources (JD-R) model. Data were obtained from 391 full-time doctoral students enrolled in various universities across India. Using multiple linear regression with a dummy variable model, the study evaluated the associations between program demands, available resources, and student burnout across four types of universities (central universities, state universities, private universities, and deemed-to-be universities) and at different stages of doctoral education (enrolment, registration, synopsis submission, thesis submission, viva-voce examination). The findings extend the application of the JD-R model to doctoral education and provide a systematic comparison of burnout patterns across types of universities and program stages. The results indicate a positive association between program demands and burnout and a negative association between resources and burnout. Private universities exhibited the highest program demands and burnout levels, followed by state and central universities. Central universities offer a higher level of program resources than other universities do. Similarly, burnout was more evident in advanced stages of the doctoral journey, especially during the synopsis and viva voce phases. Additionally, doctoral students who are married and who stay with their children tend to experience a higher level of burnout. University administrators and supervisors are encouraged to implement flexible program structures, enhance the quality of mentorship, and strengthen psychosocial support systems tailored to specific university and program stages to mitigate burnout among students.