Understanding Flourishing in Doctoral Studies: Exploring the Positive Experiences of Mature Learners Through Appreciative Inquiry

Abstract

The number of mature students in PhD programs in Canada has increased over recent years. While research suggests older adults are more intrinsically motivated and tend to academically outperform their younger peers, studies generally focus on the problems and barriers mature students frequently encounter. The purpose of this research is to fill a gap in the literature by investigating the positive experiences of four diverse, nontraditional PhD students at a Canadian university. Using a framework of flourishing rooted in Self-Determination Theory and Appreciative Inquiry methodology, our findings contribute to the literature by extending the definition of flourishing, describing its affective dimensions, and its fluctuations. We also draw attention to the critical need for strong institutional supports to promote the flourishing of mature doctoral learners. By deepening our understanding of older nontraditional doctoral students’ positive experiences, institutions will be better equipped to meet the needs of this growing demographic and create more equitable conditions that will facilitate their ability to flourish and make valuable contributions to the academy.