Collaborative writing among PhD holders in non‑academic careers: disciplinary variations and their impact on work engagement and burnout

Abstract

This study explores the collaborative writing practices of PhD holders working in nonacademic environments, investigating disciplinary variations and their effects on work engagement and burnout. Using survey about professional experiences and competences responded by over 500 PhD holders in Spain, we identified that collaborative writing practices in non-academic settings involve frequently co-authoring, editing, and providing feedback on colleagues’ texts. Moreover, results reveal significant disciplinary differences in collaborative writing, with Humanities graduates reporting the lowest levels and STEM graduates the highest. However, unlike academic settings where collaborative writing is often linked to enhanced engagement and reduced burnout, the protective role of collaborative writing in non-academic sectors is less pronounced. While for STEM graduates, a positive correlation between collaborative writing and engagement was found, Humanities graduates experience increased exhaustion when collaborating on writing tasks. These findings suggest that the nature of collaborative writing and the organizational context significantly influence PhD holders’ work experiences outside academia. The study underscores the need for tailored strategies to support collaborative writing in diverse professional settings, promoting well-being and productivity among PhD holders. Future research should further investigate these dynamics across different non-academic sectors and develop interventions to support PhD holders’ transition into varied career paths.