Campbell, Kristyna Louise;
(2025)
Exploring Adult Learners' Transition from the Workplace to Higher Education during the Covid-19 pandemic.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
The research aimed to contribute to literature on transition and identity renegotiation, by exploring the return to study from the workplace during the Covid-19 pandemic, offering insight into the neglect reportedly experienced by some postgraduate (PG) students (1994 Group, 2012). The research questions were, What transitional experiences characterise the change from a workplace to higher education? and How do institutional practices impact individual-level transitions? Nine postgraduate students, seven full-time and two part-time, contributed qualitative data remotely through email diary entries, digital storytelling tasks, and interviews. The data was first analysed using a narrative thematic analysis to form case studies, followed by Braun and Clarke’s (2019) reflexive thematic analysis. An interpretive-constructionist epistemology, with a psychosocial lens, supported a theoretical framework comprising Schlossberg’s model of 4 S’s (Anderson, Goodman & Schlossberg, 2022 and Blume’s (2010, 2015) theory of identity renegotiation. Characteristics of transition were largely influenced by the unprecedented pandemic. Some participants implemented former working patterns and professional subject knowledge to cope, while others recognised the incompatibility of behaviours with their student role, impacting identity adjustment. By sustaining workplace traits, some participants regained control over their situations, minimising the influence of unavailable university resources. Culture shock was encountered as support networks were lost. Some felt challenged by the institution’s expectations of PG students. Finally, the data shows that part-time students were occasionally absent owing to the perceived lack of support from the university, as their other commitments were not considered. Implications for institutional practice include: (i) the need to recognise PG diversity; (ii) to support learners’ management of ‘multimembership’; (iii) to facilitate student autonomy; (iv) to consider the nature and length of induction; (v) to facilitate underrepresented PG students’ participation in the academy; (vi) continued exploration of technology use in PG studies for inclusivity and accessibility.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Exploring Adult Learners' Transition from the Workplace to Higher Education during the Covid-19 pandemic |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2025. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| 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/10215163 |
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