ABSTRACT
This debate demonstrates two PhD students’ joint work in altering an often-isolated learning experience through interactions and collaboration with one another. As qualitative researchers, we formed a peer support system that began at the start of the PhD program and has continued to this day in the thesis writing process. During their doctoral program at Bilgi University, the peer authors encountered a unique sort of collaboration that evolved naturally and organically. By utilising duo autoethnography, the goal of this chapter is to identify and examine the impact of organic collaboration and peer-to-peer support on doctorate student completion. Concurring on the idea that peer collaboration is a key component in academic success and student performance, especially within higher educational doctoral programs and improvement of completion rates in doctoral programs, peer authors will visit the meanings and boundaries of the listed conceptual frameworks, driving from their own experiences.
