Between arrival and departure: The dual first-and-final year experience of one-year Master’s students

Abstract

Postgraduate taught (PGT) students typically occupy an unusual hybrid space of simultaneously experiencing both their first and only year of study. However, while the first-year experience of undergraduate students has been widely studied, the equivalent experience for postgraduate taught students remains underexplored. A comparative review of institutional strategies and academic literature reveals a striking imbalance: for every peer-reviewed article addressing belonging among postgraduate taught students, thirteen focus on undergraduates. This disparity is further inflated by the adoption of support models grounded in undergraduate data by universities, which assume greater independence and resilience among postgraduates. Such assumptions risk overlooking the unique needs of PGT cohorts, resulting in gaps in academic guidance, personal tutoring and community-building efforts. The intensive structure of one-year Master’s programmes compounds these challenges, as students must manage demanding academic workloads with limited time for social integration.

This vignette underscores the research and support imbalance between undergraduate and postgraduate taught students. It advocates for targeted strategies to improve access to academic advice, streamline referral pathways and tailor personal and professional development opportunities. Timely, equitable support during this critical year is essential to fostering student success, wellbeing and a genuine sense of belonging. By acknowledging the distinct pressures faced by postgraduate taught students, higher education institutions can create more inclusive, responsive and evidence-informed environments.