A Comparative Examination of the Experiences of Students Transitioning to Study Sport-related Degrees in One Post-1992 Higher Education Institution and One College-based Higher Education Setting.

Deciding to enter Higher Education (HE) and accessing an undergraduate degree marks a major life transition. This transition involves complex cultural, social, economic, and educational challenges. The United Kingdom government’s efforts to marketise HE and widen participation has increased enrolment among first-generation and underrepresented students, with one third of new entrants beginning HE at a Further Education College. Many sports degree students fall within this widening participation group, creating challenges for staff in supporting their transition and retention. While student transitions to HE has been widely studied, little comparative research examines experiences between those entering university-based HE and college-based HE. This study applied a pragmatic approach, utilising a qualitative-dominant methodology through semi-structured interviews conducted at weeks 2 and 14 of the first semester with seven students from each setting (aged 18–19), alongside biweekly online solicited diaries. The diaries reinforced interview data, maintained participant engagement and informed the second interview phase, allowing for a richer understanding of transition as a process. The theoretical fusion of Bourdieu’s conceptual tools and Elias’s figurational sociology provided a novel and comprehensive analytical lens to study this social phenomenon. Analysis of interview data revealed four key themes across ‘early’ transition (week 2) and ‘through’ transition (week 14) stages, highlighting where similarities occur and where marked contrasts are apparent. First, the comfort and assuredness students feel in both their decision-making to study at their elected setting and in their subsequent transition derives from an underlying belief that they are ‘guaranteed’ success and positive experiences. Second, student perceptions of their own suitability and feelings of belongingness impacts how each HE setting is perceived and acts as an important feature as students navigate transition. Third, ‘academic preparedness’ for HE and students’ subsequent academic experiences is critical in the transition process. Fourth, professional relationships shared with staff and the experiences of their teaching and learning practices combines to aid or impinge upon student transition. The study concludes with recommendations for professional practice which would improve transition experiences for students and inform staff and institutions who hold responsibilities for aiding transition processes. There are considerations for future research in this field which are targeted at advancing and deepening understanding of HE transitions that have been established in this thesis.