The ‘peripheral’ student in academia: an analysis

The analysis explores the experiences of 'peripheral' doctoral students in a UK-based professional doctorate programme, focusing on the tensions between their professional expertise and their novice status in academia. It identifies four primary categories of challenges: the struggle for belonging and social isolation, complexities in supervisory relationships, identity and language dissonance, and the psychological impact of 'impostor syndrome'. The authors argue that while distance programmes provide necessary flexibility, they often create a disconnect with the broader university infrastructure. The study highlights the value of the 'cohort model' in building social capital and suggests that institutional support, such as cross-cultural training and flexible enrolment options, is essential for the success of non-traditional students.

• The 'peripheral' student is defined by a combination of characteristics: being an international, distance, mature/returning, part-time student, or one pursuing a professional doctorate. These students often face a disconnect because while the specific programme may meet their needs, the "broader institution was not designed to do the same".
• Distance learning and part-time status contribute to feelings of isolation and limited access to university resources, such as writing help and counselling services. However, the 'cohort model'—where students move through coursework as a group—mitigates this by fostering a sense of belonging and creating a 'global educational network' that functions as social capital.
• Doctoral students often struggle to maintain ownership of their research when faculty feedback conflicts with their own intentions. This is particularly acute for students from cultures that place a high value on respect for authority over independent thinking.
• Non-native English speakers face challenges related to perception and 'language fluency' rather than basic ability. This includes being overlooked by tutors or experiencing 'strategic withdrawal' from conversations due to a fear of being judged as less intelligent.
• Students from conservative Middle Eastern regions reported experiencing microaggressions and a lack of cultural awareness from faculty and peers, including stereotypes about wealth and gender roles in the Arab Gulf.
• The transition from being a professional 'expert' to an academic 'novice' creates vulnerability and can trigger 'impostor syndrome', characterized by feelings of fraudulence and not belonging. This is often mitigated by 'transitional opportunities' such as presenting at conferences or publishing work.

APA

Savva, M., & Nygaard, L. P. (n.d.). The ‘peripheral’ student in academia: an analysis. Peace Research Institute Oslo. https://cdn.cloud.prio.org/files/0856d047-228b-4b63-b131-41a0cd046f7b/The peripheral student in academia an analysis.pdf?inline=true

Chicago

Savva, Maria, and Lynn P. Nygaard. The ‘peripheral’ student in academia: an analysis. Peace Research Institute Oslo, n.d. https://cdn.cloud.prio.org/files/0856d047-228b-4b63-b131-41a0cd046f7b/The peripheral student in academia an analysis.pdf?inline=true.

Wikipedia

{{cite report |last1=Savva |first1=Maria |last2=Nygaard |first2=Lynn P. |title=The ‘peripheral’ student in academia: an analysis |publisher=Peace Research Institute Oslo |url=https://cdn.cloud.prio.org/files/0856d047-228b-4b63-b131-41a0cd046f7b/The peripheral student in academia an analysis.pdf?inline=true |access-date=23 October 2026 |via=Climate Insights Directory}}

BibTeX

@techreport{savvandperipheral, author = {Savva, Maria and Nygaard, Lynn P.}, title = {{The ‘peripheral’ student in academia: an analysis}}, institution = {Peace Research Institute Oslo}, url = {https://cdn.cloud.prio.org/files/0856d047-228b-4b63-b131-41a0cd046f7b/The peripheral student in academia an analysis.pdf?inline=true}, urldate = {2026-10-23}, note = {Indexed by Climate Insights Directory} }