Abstract
The aim of the current research was to define the transition and experiences of first-time postgraduate students. As demonstrated by participant interviews, Honours and PGDip are a unique level of study that offer students the chance to enhance their tertiary learning experiences into a career, be that research or other employment. Despite the intensity of time restrictions, as the Honours and PGDip courses are only one academic year in duration, the benefits on student self-efficacy, independence and exposure to research are very apparent. Across all three cohorts of past, current and future students, similar transitional problems are encountered. A total of 31 students were recruited into the study as retrospective, current and prospective students that have studied, are currently or aim to study the Bachelor of Honours or Postgraduate Diploma course. The research design for this study uses an interpretivists paradigm, semi-structured interviews and thematic analysis to capture the shared experiences of first-time postgraduate students. The retrospective, current and prospective views from past, current and future students aids in confirming the U-Curve Adjustment Theory of understanding how students transition from undergraduate to postgraduate study. NVivo software assists in generating themes that are used to structure the following results in chapter 4 aided by quotes from the study participants. Results demonstrate that the major issues students face are lack of information provision, uncertain expectations and difficulties with time and workload management. Many of the stressors experienced in postgraduate study are mitigated by the support of supervisors, academic peers and the institution. Recommendations gained from this study include: creating an information booklet or webpage outlining Honours and PGDip study in the Department of Anatomy, embedding a transition process to Honours/PGDip postgraduate study in all 300 level courses and creating a calendar for first-time postgraduate student to ensure students receive the right information at an appropriate time. Students are also encouraged to develop help-seeking behaviours, have regular communication with supervisors and access the available support services provided by the University.