Pasts, Presents and Possible Futures in an Expanding Postgraduate Landscape: Gender, Remote Residency and Transitions to Postgraduate Education in Algeria.
Mennai, C
Date: 5 April 2021
Publisher
University of Exeter
Degree Title
Doctor of Philosophy
Abstract
This thesis examines the narratives of women graduates transitioning to postgraduate education within a rapidly changing higher education structure that is expanding into remote areas, namely the Algerian south. It contests dominant narratives which view HE as a linear pathway or as linked to individual successes and failures, and sheds ...
This thesis examines the narratives of women graduates transitioning to postgraduate education within a rapidly changing higher education structure that is expanding into remote areas, namely the Algerian south. It contests dominant narratives which view HE as a linear pathway or as linked to individual successes and failures, and sheds light on the gender related and the systemic issues that influence this transition, which have been less thoroughly explored areas in the reviewed literature. A two-phase narrative multiple case study design was employed to gain insight into diverse female experiences, and to amplify the marginalized voices of those wishing to access postgraduate education. More specifically, the study explored the lived experiences and ongoing changes that graduates navigated, as well as the various factors, enablers and barriers that influenced their process. In the first phase, to capture the critical moments of their journeys throughout HE, the participants were asked to use a creative interview tool, Creative River Journey Chart, as a stimulus in subsequent interviews. In total, 20 in-depth individual interviews were conducted, together with four joint interviews. The second phase involved conducting 20 individual semi-structured interviews with the participants. The findings reveal a complex picture of the transition into postgraduate education. They show the various and unique adjustments and challenges associated with navigating the system, and revealed a number of systemic issues. Furthermore, the participants described the influence of perceived and genuine barriers to accessing postgraduate education. Additionally, the intrinsic and extrinsic motivations for pursuing postgraduate education were identified. In light of the findings, the study concludes by highlighting significant implications for policy, theory and practice, as well as offering recommendations for future research.
Doctoral Theses
Doctoral College
Item views 0
Full item downloads 0