PhD Mentorship Programme: An Emerging Community of Practice
1
School of Public Health, The University of Cape Town, Cape Town, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):A1059
ABSTRACT
BACKGROUND:
Doctoral research is a complex, often isolating endeavour that demands high levels of self-motivation, academic writing proficiency, and engagement with scholarly debates. Many PhD fellows struggle to sustain research momentum, build confidence in presenting their work, and navigate expectations of academic integrity and high-quality argumentation. To address these needs, the University of Cape Town's School of Public Health established a PhD Mentorship Programme in 2024 to foster a supportive research community enabling connection, motivation, and accountability. Approach: The programme delivers monthly hybrid meetings, comprising a blend of student research presentations and professional development sessions, delivered by faculty and alumni, focusing on cross-disciplinary topics. These include critical argumentation, research integrity, effective communication of complex ideas, and managing the demands of doctoral studies. In 2025, a group of fellows and faculty attended a 3-day residential retreat funded by the MasterCard Foundation, through Health Futures South Africa.
RESULTS:
Fellows’ feedback on the programme indicates that it has provided accountability, a sense of community, and a safe, consistent space for academic growth. Reported highlights included sessions on elevator speeches, critical argumentation, and alumni reflections on their PhD journeys. Fellows who presented their work during mentorship sessions voiced appreciation for this space and the valuable feedback they received, expressing the value of the programme for improving their academic skills, building confidence in their work, and supporting their research trajectories. A significant outcome of the programme was the development of a supportive peer network and a sense of belonging.
CONCLUSIONS:
Through fellows’ engagement and faculty involvement in programme activities, a community of practice is emerging, fostering a collegial environment in which doctoral students feel accountable, motivated, and connected. Continued investment will allow the programme to further support the quality of work and well-being of the university’s doctoral community.
Doctoral research is a complex, often isolating endeavour that demands high levels of self-motivation, academic writing proficiency, and engagement with scholarly debates. Many PhD fellows struggle to sustain research momentum, build confidence in presenting their work, and navigate expectations of academic integrity and high-quality argumentation. To address these needs, the University of Cape Town's School of Public Health established a PhD Mentorship Programme in 2024 to foster a supportive research community enabling connection, motivation, and accountability. Approach: The programme delivers monthly hybrid meetings, comprising a blend of student research presentations and professional development sessions, delivered by faculty and alumni, focusing on cross-disciplinary topics. These include critical argumentation, research integrity, effective communication of complex ideas, and managing the demands of doctoral studies. In 2025, a group of fellows and faculty attended a 3-day residential retreat funded by the MasterCard Foundation, through Health Futures South Africa.
RESULTS:
Fellows’ feedback on the programme indicates that it has provided accountability, a sense of community, and a safe, consistent space for academic growth. Reported highlights included sessions on elevator speeches, critical argumentation, and alumni reflections on their PhD journeys. Fellows who presented their work during mentorship sessions voiced appreciation for this space and the valuable feedback they received, expressing the value of the programme for improving their academic skills, building confidence in their work, and supporting their research trajectories. A significant outcome of the programme was the development of a supportive peer network and a sense of belonging.
CONCLUSIONS:
Through fellows’ engagement and faculty involvement in programme activities, a community of practice is emerging, fostering a collegial environment in which doctoral students feel accountable, motivated, and connected. Continued investment will allow the programme to further support the quality of work and well-being of the university’s doctoral community.
| eISSN: | 2654-1459 |
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