Campbell, Kristyna;
(2025)
Exploring Transition From the Workplace to Higher Education During Covid-19: Postgraduate Quality and Provision.
Higher Education Quarterly
, 79
(1)
, Article e70000. 10.1111/hequ.70000.
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Abstract
Postgraduate transitions rarely feature in literature and are scarcely acknowledged in practice, owing to assumptions about competence. This diverse group are often multimembers studying in alternative modes to cope with wide-ranging demands. Despite their contributions to society and the economy, issues concerning fitness for purpose within postgraduate resources, support and provision remain, influencing transition. Expertise brought to the academy is overlooked, and student expectations of study and relationships with staff are often misaligned. This research explores the return to postgraduate study from the workplace during the Covid-19 pandemic, drawing on transition theory. A reflexive thematic analysis of focus group data revealed how workplace skills and behaviours helped manage transition; the significance of personalised relationships with colleagues, peers and staff; and how technology mitigated pandemic-related obstacles.
| Type: | Article |
|---|---|
| Title: | Exploring Transition From the Workplace to Higher Education During Covid-19: Postgraduate Quality and Provision |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/hequ.70000 |
| Publisher version: | https://doi.org/10.1111/hequ.70000 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Higher education, lifelong learning, postgraduate, quality, transition, workplace |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10205674 |
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