We know a lot about undergraduate student experience and how these students experience life at university, especially when it comes to considering a sense of belonging.
However, our understanding of the postgraduate student experience is arguably lacking compared to what we know about the experiences of their undergraduate counterparts.
Despite growing numbers and increasing strategic importance, postgraduate students remain largely invisible in both published research and institutional strategy.
As Katharine Hubbard recently pointed out on Wonkhe, despite the large and diverse postgraduate population within UK higher education institutions the equity of outcomes conversation rarely extends to consider postgraduates. Amid financial pressures, universities are increasingly market-driven, often prioritising initiatives that enhance the undergraduate experience. Yet, in 2023-24, UK institutions awarded more postgraduate qualifications than undergraduate ones, generating what was (in 2022-23) an estimated £1.7 billion in income. So why aren’t we paying more attention to how they experience university?
Working out the scenario
There is growing recognition that the postgraduate taught (PGT) student experience is qualitatively distinct from that of undergraduates. Postgraduate taught courses, often one-year-long Master’s degrees, attract students with varying motivations and expectations, who may also be facing challenges in pursuing their studies. For example, PGT students often face compressed timelines, intense academic demands and limited opportunities for social and academic integration due to the short duration of their courses. They often return to study after time in the workforce and may be juggling additional responsibilities such as paid work, caregiving or visa constraints alongside their studies.
A one-size-fits-all student support model applied to all taught students assumes some equivalence across the needs of undergraduate and postgraduate student cohorts, but we know that students are not homogenous. We need to approach the design and delivery of postgraduate courses without the assumptions that postgraduate students are inherently more autonomous or resilient as this can lead to a lack of tailored academic support, limited personal tutoring and underdeveloped community-building initiatives.
This neglect is particularly concerning given the strategic importance of PGT students to institutional and national agendas: the development of skilled employment sectors, and investment in the research pipeline (not to mention the role PGT fees play in supporting) institutional finances. Yet, as has been shown in recent Advance HE-led Postgraduate Taught Experience Surveys, without adequate support, many PGT students report feeling isolated, academically underprepared or unsupported in navigating career pathways post-graduation.
Reacting to wider trends
The past decade has seen a boom in research into the undergraduate student experience, but efforts to understand the experience of PGT students is evidently lagging behind. For every single peer-reviewed article published on how postgraduate students experience belonging, thirteen are published on undergraduates. As a sector, what should we do about this?
To address this imbalance, institutions need to recognise that postgraduate students are not undergraduate students; they have different expectations and therefore need to be responded to differently. Institutions need to stop trying to apply an undergraduate student experience lens to postgraduate student cohorts – let’s all look outside the lens.
And we need to stop making assumptions about our postgraduate students and ask better questions. Who are our postgraduate students? How many are alumni? How many commute? How is information like this being used to shape the welcome and induction offering that is given to these students? This is all central to fully understanding the challenge.
The hidden curriculum
There is also a need to think about how information about specific postgraduate cohorts is being disseminated to the staff involved in teaching and supporting these cohorts? Our own surveys of PGT students have identified multiple examples of international students who have spent weeks navigating unfamiliar academic cultures and trying to decipher the “hidden curriculum” of academia.
An example from one institution highlighted multiple international students believing that the institutional virtual learning environment “Blackboard” that they often heard being referred to, was an actual chalk-based blackboard that everyone else knew where it was located, except for them. That is not a failure of the students but of communication with them.
Higher education institutions need to ensure that students experiencing the compressed timescales that many PGT students face, being enrolled on a year-long course, are still able to access equitable opportunities for student support, personal and professional development and career services. Lengthy wait times, drawn-out applications or referral processes are unlikely to meet the needs of students enrolled on the intensive and relatively short courses which reflect many PGT programmes. Postgraduate students still need the wrap around support that undergraduate students need!
Postgraduate students are so much more than an extension of the undergraduate community. They are purposeful, motivated and diverse and form a vital component of the academic community. We need to ensure that we, as an academic community, are not taking our eyes off this crucial population of students who are essential both for the success of individual institutions and the wider sector as a whole.
