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Background <p>The transition from vocational training to postgraduate education can be challenging. This study explored the support needs of vocational paramedics transitioning to a postgraduate diploma programme, aiming to identify barriers and enablers they encountered during their year of study.</p> Methods <p>This study involved semi-structured interviews with a cohort of vocational paramedics enrolled in a one-year postgraduate diploma programme at a South African university. Thematic analysis was used to identify key themes related to support needs, barriers, and enablers.</p> Results <p>Three key themes emerged regarding support needs: the enabling role of Recognition of Prior Learning (RPL), academic barriers related to writing and digital literacy, and institutional challenges navigating university support structures and communication channels. Participants emphasised RPL as crucial for accessing the programme, valuing its recognition of their prior experience. However, they highlighted difficulties adapting to academic writing demands and navigating the learning platform, contrasting with their practical training. Participants relied heavily on the programme convenor for support, indicating unfamiliarity with broader university resources.</p> Conclusion <p>While RPL facilitates access to postgraduate education for vocational learners, targeted support is important for their success. By recognising the enablers and barriers, higher education institutions can provide targeted support aimed at overcoming the barriers experienced by those using RPL for access. Ultimately, this approach can benefit all learners and enrich the academic community by embracing the diverse perspectives and experiences that vocational learners bring to the postgraduate landscape.</p>

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Support need for vocational learners transitioning into postgraduate education: a thematic analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月15日

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  • D. Groome,
  • C. Cunningham

摘要

Background

The transition from vocational training to postgraduate education can be challenging. This study explored the support needs of vocational paramedics transitioning to a postgraduate diploma programme, aiming to identify barriers and enablers they encountered during their year of study.

Methods

This study involved semi-structured interviews with a cohort of vocational paramedics enrolled in a one-year postgraduate diploma programme at a South African university. Thematic analysis was used to identify key themes related to support needs, barriers, and enablers.

Results

Three key themes emerged regarding support needs: the enabling role of Recognition of Prior Learning (RPL), academic barriers related to writing and digital literacy, and institutional challenges navigating university support structures and communication channels. Participants emphasised RPL as crucial for accessing the programme, valuing its recognition of their prior experience. However, they highlighted difficulties adapting to academic writing demands and navigating the learning platform, contrasting with their practical training. Participants relied heavily on the programme convenor for support, indicating unfamiliarity with broader university resources.

Conclusion

While RPL facilitates access to postgraduate education for vocational learners, targeted support is important for their success. By recognising the enablers and barriers, higher education institutions can provide targeted support aimed at overcoming the barriers experienced by those using RPL for access. Ultimately, this approach can benefit all learners and enrich the academic community by embracing the diverse perspectives and experiences that vocational learners bring to the postgraduate landscape.