Managing the transition from undergraduate to taught postgraduate study: perceptions of international students studying in the UK

Evans, Carl; Nguyen, Trung Hai; Richardson, Mark; Scott, Ian

doi:10.1080/13596748.2018.1444386

Cited by 14 publications

(10 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Like other educational transitions, postgraduate transition may involve the loss, absence, or adjustment of important social support resources crucial for adjustment and academic success (Evans et al, 2018). Furthermore, the acknowledgment that many postgraduate students experience difficulty managing additional life pressures and commitments confirms the notion that students' experiences of transition are heavily influenced by their social interaction.…”

Section: Social Influence On Transitionmentioning

confidence: 92%

“…It is clear that the demands of the postgraduate transition have not been acknowledged in pedagogic practice. In addition, there is the need to look beyond the ability of students to cope with educational demands and the role of institutional staff in this process but to also consider the wider constraining influences at play on postgraduate students such as home life (Evans, Nguyen, Richardson, & Scott, 2018).…”

Section: Postgraduate Transitionmentioning

confidence: 99%

See 1 more Smart Citation

Social influence on students’ experiences of transition into postgraduate study

Sitch¹,

Lowry²

2019

bpssepr

View full text Add to dashboard Cite

Students’ social relationships play an important role in their experiences of educational transition, with some researchers reporting that postgraduate students often feel a lack of support during their transition. The current study examined how students’ social relationships influence their experiences of transition into taught postgraduate study in the Sport and Exercise Sciences. A mixed methods approach was adopted to explore 12 students’ (Mage 25 ± 9.54; 4 female, 8 male) social relationships and the perceived influence of these relations on educational transition. A personal network analysis was used to structure an interview which was analysed using a thematic content analysis. Five sources of social influence were identified, including social support, social comparison, gate keeper, accommodation of relationships, and, coping with the network. These themes were evidenced and discussed with reference to participants’ network structural features such as tie strength and alter centrality. The combination of both network structure and the function of relationships makes a novel contribution to literature by highlighting aspects of participants’ social network in context to their experiences of transition. Results are discussed in relation to social network theory and models of influence. Recommendations for coordinators of Masters programmes are also offered relating to the provision, development and maintenance of supportive relationships.

show abstract

Section: Social Influence On Transitionmentioning

confidence: 92%

Section: Postgraduate Transitionmentioning

confidence: 99%

Social influence on students’ experiences of transition into postgraduate study

Sitch¹,

Lowry²

2019

bpssepr

View full text Add to dashboard Cite

show abstract

“…Evidence from elsewhere underscores the value to students of informal feedback, and the potential for peer support networks to be more explicitly fostered in programme design (Sambell et al 2012;Evans et al 2018;Zhang et al 2020). Indeed, the role of informal peer critiques as a complement to teacher-led feedback, which is a signal feature of the studio-based learning in art and design subjects (see for example Gray 2013;McClean and Hourigan 2013;Oh et al 2013), deserves to be more widely emulated, especially at postgraduate level.…”

Section: Example Tenmentioning

confidence: 99%

Feedback in Postgraduate Online Learning: Perspectives and Practices

Hounsell

2021

Postdigital Science and Education

View full text Add to dashboard Cite

“…Research suggests that on average students perceive that the transition to working at Masters level takes approximately six months (McClure, 2007) underpinning perceptions of stressful and unmanageable workloads reported in recent Postgraduate Taught Experience Surveys (PTES) (Leman, 2018;Bradley, 2017). Although students acknowledge and recognise that they will experience more difficulty at Postgraduate level, the reality of what is required of them still leads to difficulty in coping and the desire for enhanced pre induction activities and information (Evans, Nguyen, Richardson & Scott, 2018). The impact of this perceived lack of preparedness and pressure to adapt and thrive rapidly at Postgraduate level is of concern for Psychology Postgraduates as the inclusion of PTES questions assessing 'retention vulnerability' reveal that 31% of psychology postgraduates had considered suspending and leaving their programmes.…”

Section: Taught Postgraduate Experiencementioning

confidence: 99%

Mapping the challenges in making the transition to taught postgraduate study in psychology

Becker¹,

Johnson²,

Britton³

2019

bpsptr

View full text Add to dashboard Cite

This paper presents a model of the challenges facing undergraduates transitioning to taught postgraduate studies developed from a grounded theory analysis of interviews with current and prospective taught postgraduates from a range of psychology programmes. The model reveals the importance of the visibility of current and recent taught postgraduates in influencing the decision making practices of prospective students. The process of transition to taught postgraduate studies is characterised by early decision making, as for many students graduation is no longer seen as the natural end point of their educational careers. Analysis also reveals that in spite of expectations of heavier workloads and increased intensity, the reality exceeds expectations. Key areas for support identified by participants include tailored study skills support and more clarity around what constitutes ‘masters’ level work.

show abstract

Managing the transition from undergraduate to taught postgraduate study: perceptions of international students studying in the UK

Cited by 14 publications

References 53 publications

Social influence on students’ experiences of transition into postgraduate study

Social influence on students’ experiences of transition into postgraduate study

Feedback in Postgraduate Online Learning: Perspectives and Practices

Mapping the challenges in making the transition to taught postgraduate study in psychology

Contact Info

Product

Resources

About