Research-informed transformation

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Research informed transformation

My research is grounded in doctoral work on adult transformative learning and explores how meaningful personal change unfolds through education. It focuses on a largely overlooked group in higher education: Australian postgraduate students who enter their studies without holding an undergraduate degree. While transformative learning has been widely examined among undergraduate and mature-age students, little is known about how it occurs for those who take alternative pathways into postgraduate study. This research addresses that gap by exploring the lived experiences of nontraditional postgraduate students, examining whether — and how — postgraduate study acts as a catalyst for intellectual, professional, and personal transformation.

Understanding transformative learning in nontraditional postgraduate students

This research examines how Australian postgraduate students without undergraduate degrees experience transformative learning, reshaping their identities, confidence, and futures through higher education.

Introduction

My research is grounded in doctoral work on adult transformative learning, offering both depth and credibility in understanding how meaningful personal change unfolds through education. At its heart, this study explores a largely overlooked group in higher education: Australian postgraduate students who entered their programs without holding an undergraduate degree.

While transformative learning has been widely studied in undergraduate contexts, particularly among mature-age or nontraditional students, far less attention has been paid to those who take alternative pathways into postgraduate study. This research responds directly to that gap, examining whether — and how — transformative learning occurs for nontraditional postgraduate students as a result of, or during, their postgraduate journey

Addressing a gap in literature

The existing body of literature reveals extensive research into undergraduate transformative learning experiences. However, nontraditional postgraduate students, particularly those without an undergraduate qualification, have remained largely invisible in academic research. Yet this cohort is growing, driven by evolving admission pathways, professional experience-based entry, and a competitive higher education market seeking to attract diverse learners.

This study set out to understand their lived experiences and to explore whether postgraduate study can act as a catalyst for transformation — intellectually, professionally, and personally.

Research approach and methodology

To capture the depth and complexity of these experiences, the study employed a qualitative phenomenological methodology. This approach prioritises individuals’ lived experiences and allows participants to articulate meaning in their own words.

Semi-structured interviews were conducted with postgraduate students from various locations across Australia. Through thematic analysis, participants reflected on their academic journeys, their challenges, and the changes they experienced along the way. Their narratives provided rich insight into how transformation unfolded within real-world contexts of work, family, and study.

The research was underpinned by Mezirow’s (1978) transformative learning theory, widely regarded as a cornerstone in adult education. Originally developed from a study of women returning to college in the United States, Mezirow’s ten phases of transformative learning provided a robust theoretical lens through which to interpret participants’ experiences.

Key findings: Transformation, Obstacles and the Unexpected Journey

The Transformative Learning Experience
All participants described experiencing some form of transformation during their postgraduate journey. This ranged from increased self-confidence and academic identity formation to fundamental shifts in how they viewed themselves, their capabilities, and their futures.
Obstacles Along the Journey
Participants faced significant challenges, particularly in balancing family responsibilities, full-time work, and study. Many also encountered difficulties adapting to an unfamiliar academic environment, often without the assumed foundational knowledge gained through undergraduate study. Despite these challenges, participants demonstrated resilience and adaptability, frequently reframing obstacles as learning opportunities.
The Unexpected Journey
For several participants, postgraduate study opened doors they had not anticipated. Some discovered entirely new career paths, others returned to long-held aspirations, and some re-engaged with dreams they had set aside earlier in life. These unexpected outcomes were often described as some of the most meaningful aspects of their transformation

Implications for theory and practice

The findings contribute to the ongoing theoretical discourse on transformative learning by illustrating that transformation is not a single event, but can occur at multiple pivotal points throughout the postgraduate student journey. The theoretical model developed through this research demonstrates that postgraduate study itself can act as a powerful site of transformation, particularly for nontraditional learners.

Importantly, the study highlights that nontraditional postgraduate students require levels of support comparable to those provided to nontraditional undergraduate students. In response, a practical framework — SKIMMS — emerged from the research, which will be presented later in another post. This framework outlines strategies for:

Flexible learning design
Targeted academic support
Career guidance and identity development

Educators and institutions can use SKIMMS when designing and delivering postgraduate programs, particularly those aimed at attracting and supporting nontraditional students.

Relevance in a competitive higher education landscape

In an increasingly competitive education market, vocational and higher education providers are actively seeking to attract domestic nontraditional postgraduate students. This research provides timely, evidence-based insights into how institutions can better understand, support, and retain this growing cohort — while also recognising the profound personal transformation that postgraduate study can enable. With appropriate support, nontraditional postgraduate students can thrive, reshape their identities, and create meaningful change in both their professional and personal lives

This website

This website supports learners and educators with practical guidance and insights. It also offers workshops and masterclasses delivered online, in blended formats, and face-to-face, all designed to support adult learners and educators.

References

Mezirow, J. (1978). Education for perspective transformation Women’s re-entry programs in community colleges. Center for Adult Education Teachers College, Columbia University.

Contact me for more information

Reach out to create a custom program, schedule a workshop, or invite me to conferences—guiding adults through learning, reflection, and personal or professional transformation.

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