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Over the past three decades, doctoral enrolments in general have risen steadily globally, with growing interest from international students, a trend closely linked to the internationalisation of higher education (Liu et al., 2025). Yet the doctoral journey is far more than an academic pursuit. It is a deeply transformative experience that tests personal boundaries and demands self-direction, as it is ‘less structured and more self-directed’ than most other degrees (Douglas, 2021).

While intellectual ability and research competence are essential, success in doctoral study also relies on : persistence, adaptability and emotional resilience. However, admissions processes often privilege academic achievement, work experience and communication skills, leaving interpersonal and emotional dimensions underexplored (Mantai & Marrone, 2022).

Intellect vs personality: The human side of doctoral success

Intellectual ability is important, but personality traits often define doctoral outcomes. During a classroom discussion with international doctoral students (n=76) at a UK university, I posed a simple question: What makes a doctoral student successful? Their responses were striking. Rather than focusing on intellect or publications, they highlighted the human qualities that sustain one through the highs and lows of the doctoral journey. Words such as persistence, curiosity, dialogue and resilience echoed through the discussion, revealing a shared understanding that thriving as a doctoral student demands far more than cognitive ability. It calls for emotional endurance, strategic self-management and a sense of belonging.

‘Thriving as a doctoral student demands far more than cognitive ability. It calls for emotional endurance, strategic self-management and a sense of belonging.’

At the heart of these reflections was resilience. Students often mentioned patience, confidence and stress-resistance, qualities that form the emotional scaffolding of doctoral persistence. Emotional is not peripheral but central to progress. For many, success was as much about managing uncertainty as celebrating achievement. In their view, a successful doctoral student blends a survival mindset with a growth mindset, adapting to challenges while continuing to evolve intellectually and personally.

Institutional vs self-discipline: Managing time, tasks and autonomy

Discipline in doctoral study extends beyond institutional structures. Students spoke of the importance of time management, organisation and independence, skills that reflect what might be called the executive function of doctoral study: the ability to set goals, prioritise tasks and maintain focus. Autonomy and self-regulation, research suggests, are among the strongest predictors of doctoral completion (Budd, 2015). In this sense, a doctoral is not merely a research project; it is a self-directed enterprise that tests discipline and decision-making as much as academic skill.

Curiosity and critical thinking also featured prominently. Students viewed research not as a procedural exercise but as an intellectual exploration grounded in imagination and inquiry. Genuine research thrives on curiosity, the willingness to question assumptions and probe the . For these doctoral students, success meant engaging deeply with ideas rather than merely generating findings.

Solidarity vs social engagement: The importance of collaboration

Doctoral success is rarely achieved in isolation. Despite the stereotype of the solitary scholar, many highlighted the social engagement of doctoral success. Dialogue, support and networking were seen as essential for persistence and wellbeing. Relationships with peers and supervisors provide a crucial sense of . Success is co-constructed through mentorship, collaboration and communities of practice that nurture scholarly growth.

Finally, students spoke about passion, motivation and purpose as the deeper forces sustaining their work. This resonates with self-determination theory, which identifies autonomy and meaning as key drivers of motivation (Chen et al., 2024). When doctoral research aligns with personal values and purpose, perseverance becomes natural rather than forced.

Conclusion

The insights gathered from international doctoral students underscore that success in doctoral study extends beyond academic achievements; it encompasses resilience, self-management, curiosity, social engagement and a sense of purpose. These human qualities are pivotal in navigating the challenges of doctoral education. As institutions strive to cultivate holistic doctoral researchers, it is imperative to consider how admissions processes, support systems and academic cultures can nurture these attributes. Reflecting on these dimensions can inform practices that not only enhance academic outcomes but also promote the holistic development of doctoral students.

References

Budd, J. L. (2015). Self-regulation in the doctoral research context: Exploring students’ responses to a self-monitoring process during PhD candidature (Doctoral dissertation, University of Newcastle).

Chen, J., King, R. B., Li, Y., & Xu, W. (2024). The role of the research environment and motivation in PhD students’ well-being. Higher Education Research & Development, 43(4), 809–826.

Douglas, A. S. (2021). Dimensions of fit for doctoral candidates. Research Papers in Education, 37(6), 954–974.

Liu, Y., Zhang, X., & Dai, K. (2025). Mapping the terrain of global research trajectory of international doctoral students: A bibliometric review. Higher Education Research & Development, 44(2), 480–499.

Mantai, L., & Marrone, M. (2022). Identifying skills, qualifications, and attributes expected to do a PhD. Studies in Higher Education, 47(11), 2273–2286.