Social influence on students’ experiences of transition into postgraduate study

Abstract

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.