---
title: "Pre-arrival expectations of postgraduate taught (PGT) students at a UK university"
id: "plos-one-14-beyond-the-undergraduate-experience-pre-arrival-expectations-of-postgraduate"
canonical_url: "https://medichelpline.com/clinical-feed/plos-one-14-beyond-the-undergraduate-experience-pre-arrival-expectations-of-postgraduate"
content_type: "clinical_feed_article"
specialty: "General"
source_name: "PLOS ONE (Medicine)"
source_url: "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0358341"
published_at: "2026-09-15T14:00:00.000Z"
evidence_level: "Journal Feed"
license: "CC-BY-NC-4.0 / Informational Use"
---
# Pre-arrival expectations of postgraduate taught (PGT) students at a UK university
## Provenance & Clinical Metadata
- **Canonical URL:** https://medichelpline.com/clinical-feed/plos-one-14-beyond-the-undergraduate-experience-pre-arrival-expectations-of-postgraduate
- **Specialty:** [General](https://medichelpline.com/clinical-feed/general.md)
- **Primary Source:** PLOS ONE (Medicine)
- **Source URL:** [Original Journal Publication](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0358341)
- **Published At:** 2026-09-15T14:00:00.000Z
- **Evidence Rating:** Journal Feed
## Executive GIST (TL;DR)
- This study assessed **pre-arrival expectations** of 1,332 first-year postgraduate taught (**PGT students**) across twelve disciplines at a UK university, with a 68% response rate. - Researchers used a validated **Pre-Arrival Survey** measuring four domains: learning, community, employability, and health/well‑being. - Across all domains students rated **importance** higher than **confidence**, but the gap was smaller than previously observed in undergraduate cohorts. - **Community confidence** was the lowest-ranked domain in 11 of 12 disciplines, indicating persistent integration challenges for PGT entrants. - **International students** reported significantly higher confidence and importance ratings across nearly all domains compared with domestic students. - Gender differences commonly seen at undergraduate level were largely absent; males scored higher on only two factors: community confidence and employability importance. - Socioeconomic indicators showed no significant effects on pre-arrival confidence or importance in this PGT sample. - Discipline-specific differences emerged: computer science students reported the highest confidence, while healthcare and nursing sciences reported the lowest. - The pattern suggests PGT students arrive with more calibrated expectations than undergraduates, likely reflecting prior HE experience and diverse motivations (career advancement, etc.). - The validated **Pre-Arrival Survey** offers a practical institutional tool to profile incoming PGT cohorts and inform targeted transition and integration support, particularly for community-building initiatives.
## Clinical Analysis & Structured Key Points
Beyond the undergraduate experience: Pre-arrival expectations of postgraduate taught students at a UK university | PLOS One Browse Subject Areas ? Click through the PLOS taxonomy to find articles in your field. For more information about PLOS Subject Areas, click here . Article Authors Metrics Comments Media Coverage Reader Comments Figures Figures Abstract Postgraduate taught (PGT) students represent a rapidly growing yet under‑researched population in higher education, often characterised as the “forgotten sector”. This study examined pre-arrival confidence and importance ratings among 1332 first-year PGT students (68% response rate) across twelve academic disciplines at a UK university, considering discipline, gender, international student status, and socioeconomic background. Using a validated Pre-Arrival Survey measuring learning, community, employability, and health/well-being domains, we employed confirmatory factor analysis, MANOVA, and ANCOVA to examine group differences. PGT students rated importance higher than confidence across all domains, though this gap was narrower than in undergraduate populations. Community confidence ranked lowest across 11 of 12 disciplines, highlighting persistent integration challenges. International students demonstrated significantly higher confidence and importance ratings across nearly all domains. Gender differences observed at undergraduate level were largely absent, with males showing higher scores only for two of the eight factors; community confidence and employability importance. Socioeconomic indicators showed no significant effects. Computer science students reported highest confidence while healthcare/nursing sciences reported lowest scores. Findings suggest PGT students arrive with more calibrated expectations than undergraduates but require differentiated transition support, particularly for community building. The validated Pre-Arrival Survey provides institutions with a tool for understanding incoming PGT cohorts and adapting provision to support this increasingly diverse student population. Citation: Hibbs A, Hayman R, Grenade D, Polman R (2026) Beyond the undergraduate experience: Pre-arrival expectations of postgraduate taught students at a UK university. PLoS One 21(9): e0358341. https://doi.org/10.1371/journal.pone.0358341 Editor: Amruta Deshpande, Indira School of Business Studies, INDIA Received: February 17, 2026; Accepted: August 31, 2026; Published: September 15, 2026 Copyright: © 2026 Hibbs et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability: dataset can be accessed below; https://doi.org/10.25398/rd.northumbria.32834750 . Funding: The author(s) received no specific funding for this work. Competing interests: The authors have declared that no competing interests exist. Introduction The transition to postgraduate taught (PGT) education represents a critical yet under-researched phase in the higher education (HE) journey. Whilst transitions from school to undergraduate (UG) study have received considerable scholarly attention [ 1 , 2 ]. the experiences and expectations of students entering PGT programmes have been characterised as belonging to the “forgotten sector” of HE [ 3 ]. PGT students are often presumed to be educational experts who require minimal support, having already navigated UG study successfully [ 3 ]. However, research increasingly challenges this assumption, revealing that transitions to PG study can be characterised by anxiety, self-doubt and disorientation, particularly regarding unclear academic expectations and limited opportunities for integration and belonging [ 3 , 4 ]. PGT programmes present unique challenges: they are typically intensive (i.e., block teaching days), compressed into 12 months and require students to demonstrate higher-level critical thinking and independent scholarship whilst simultaneously managing career development aspirations (i.e., paid employment, work experience) [ 4 ]. Furthermore, the PGT cohort is highly heterogeneous, encompassing mature students returning to education, recent UGs pursuing further qualifications, career changers and a substantial proportion of international students seeking enhanced employability prospects [ 5 ]. Within some degree pathways heterogeneity may vary by discipline due to aspects such as entry requirements or type of institution (Post-92 versus traditional ‘red brick’ universities). Traditionally, Post-92 universities typically recruit more UK based students and those from widening participation backgrounds compared to traditional Russell Group universities. Pre-arrival expectations play a crucial role in shaping educational transitions, influencing engagement, persistence, and ultimate success in HE [ 6 , 7 ]. Students who arrive with realistic expectations demonstrate better adjustment and well-being than those whose expectations diverge significantly from reality [ 8 , 9 ]. However, whilst pre-arrival expectations of UG students have been examined [ 10 ], equivalent research focusing specifically on PGT cohorts remains scarce [ 3 ]. Hibbs et al. [ 11 ] examined pre-arrival confidence and importance ratings among first-year UG students across twelve academic disciplines, revealing significant variations by programme of study, gender, and international student status. Psychology students reported significantly lower pre-arrival scores compared to other disciplines, female students rated learning, community, and health and well-being importance significantly higher than males, and international students demonstrated higher confidence and importance ratings across all domains. These findings challenged assumptions of uniform student experiences and highlighted the necessity for tailored institutional support acknowledging disciplinary and demographic differences. Building upon this UG foundation, the present study extends these findings to the PG taught population. Several factors suggest PGT expectations may differ substantially from undergraduate expectations. Firstly, PGT students have already experienced HE, potentially arriving with more realistic or refined expectations based on prior experience [ 12 ]. Secondly, many PGT students pursue postgraduate study for career advancement, suggesting employability confidence and importance may be similar [ 13 ]. Thirdly, the compressed, intensive nature of PGT study may heighten anxiety regarding academic preparedness, particularly for students transitioning from different disciplines or returning to education after time in employment. Finally, the high proportion of international PGT students introduces additional complexity regarding expectations shaped by diverse educational backgrounds and cultural contexts [ 14 ]. Gender differences in academic confidence and perceived importance, well-documented at UG level [ 11 ], warrant examination within PGT contexts. Research consistently demonstrates that UG female students prioritise intrinsic learning objectives and holistic well-being, whilst male students may emphasise extrinsic goals such as financial returns and career advancement [ 15 , 16 ]. At PGT level, these differences may be amplified depending on life stage, prior work experience, and programme characteristics. Understanding gender differences in PGT expectations is essential given the potential for expectation-reality mismatches to contribute to attrition or dissatisfaction and the persistent under-representation of women in certain postgraduate fields (i.e., STEM disciplines). Delaney and Devereux [ 17 ] found that female students were 20% less likely to enrol on a STEM PGT degree than male students. International students make up a substantial proportion of the UK PGT population, with PGT international enrolments increasing by approximately 43% between 2021 and 2022 [ 18 ]. These students represent a highly self-selected population who have overcome considerable barriers including visa processes, financial investments, and geographical relocation [ 19 ]. Employability represents a primary driver for international PGT study, with research indicating that future career impact ranks as the foremost consideration influencing institutional choice [ 20 ]. However, international PGT students simultaneously face distinct challenges including language barriers, unfamiliar pedagogical practices, social isolation and limited understanding of UK labour market expectations [ 21 , 22 ] all of which may have a significant impact on their academic, community and employability confidence. Socioeconomic background influences educational aspirations and self-confidence through multiple pathways [ 23 , 24 ]. First-generation university students and those from disadvantaged backgrounds often navigate HE without familial experience or established social capital [ 25 ]. At PGT level, these challenges may be compounded by financial pressures, as PGT study typically lacks the funding support available for UG education [ 5 ]. However, some research suggests that socioeconomic differences in confidence may diminish once students commit to PG study, possibly indicating that PGT cohorts represent particularly resilient subgroups who have demonstrated capacity to overcome structural barriers [ 26 ]. However, currently there is no published research on this issue. The present study examines PGT student pre-arrival confidence and perceived importance across twelve academic disciplines at a UK HE institution, considering the influence of gender, international student status and socioeconomic indicators. By employing the same validated pre-arrival survey instrument used by Hibbs et al. [ 11 ] in a preceding UG study at the same UK HE institution, direct comparisons can be drawn regarding whether patterns observed at UG persist at PG level or whether the PG cohort demonstrates distinct characteristics. Findings will inform sector-wide transition programmes and the design and delivery of teaching and learning materials specifically for PGT students and contribute to theoretical understanding of how student expectations vary across educational levels, academic disciplines, and demographic characteristics. Methods Participants Of 1964 eligible participants (newly arriving students embarking on either a masters level degree programme or a postgraduate certificate) 1332 (68%) completed the pre-arrival survey, representing 744 (56%) male, 588 (44%) female first-year postgraduate students. Both full-time and part-time students on the relevant postgraduate degree programmes were invited to take part. Out of the 520 postgraduate degree taught programmes at the UK higher education institution 370 programmes were represented in the sample. These programmes of study were grouped into twelve disciplines (number of programmes included in the sample in brackets); business (76), law (47), architecture and built environment (21), communities and education (55), computer science (61), design arts and creative industries (25), engineering physics and mathematics (3), geography and natural sciences (6), healthcare and nursing sciences (58), humanities and social sciences (8), psychology (3) and sport exercise and rehabilitation (5). Survey responses per gender and discipline can be seen in Table 1 . The heterogeneity of our sample reflects the wider UK PGT sector, which is characterised by diverse student pathways, including mature returners, recent graduates, career changers and a substantial international population, consistent with national patterns describing PGT cohorts as markedly non-uniform. Download: PNG larger image TIFF original image Table 1. Respondent demographic per discipline of study. https://doi.org/10.1371/journal.pone.0358341.t001 Procedure Between the 1 st September 2025 till 19 th September 2025, all newly enrolled and pre-enrolled first-year PGT students at the participating institution were invited to take part in the study. Following the granting of institutional ethical clearance, relevant student information, including name, gender, programme of study, and personal email address, was obtained from the institution’s academic registry post-clearing database. Survey distribution was facilitated using Explorance Blue ( www.explorance.com ), ensuring efficient dissemination and collection of responses. Each student received a unique survey link via an institution-branded, personalised email. The survey commenced with an overview outlining the study’s aims, objectives, and procedures. Participants provided informed consent and were notified of their right to withdraw at any time without explanation; anonymity was maintained through the assignment of unique student identifiers. Four waves of the survey were distributed: the first in week 1 to all enrolled students, and subsequent rounds in weeks 2, 3, and 4 to all newly enrolled first-year students. The survey period concluded on the Friday preceding welcome week in mid-September 2025. Students who did not respond to the initial invitation received a reminder email with an additional opportunity to participate one week later. Design and analysis The survey structure was originally developed by Lawson and has been previously utilised to assess pre-arrival confidence levels among further education students [ 10 ]. The Pre-Arrival Survey (PAS) primarily consists of closed questions, facilitating efficient and straightforward completion through a combination of yes/no and Likert scale items. Participants provided responses relating to four factors: learning (L), community (Co), employability (E), and health and well-being (H), within two domains: confidence (C) (“I am confident with...”) and importance (I) (“I think it is important to...”). The survey included 45 statements, each corresponding to one of eight factor-domain combinations (LC: 7 items, LI: 5 items, CoC: 6 items, CoI: 4 items, EC: 7 items, EI: 7 items, HC: 6 items, HI: 3 items). Respondents rated their perceived level of confidence or importance for each statement on a four-point Likert scale ranging from strongly agree (4) to strongly disagree (1), where 4 indicated the highest level of confidence or importance. We calculated the total PAS score, the two domain scores and the factor scores in each domain. The total PAS score represents an overall indicator of how prepared and motivated students feel as they enter their PGT programme. In practical terms, the total score provides a single metric reflecting the extent to which students believe they are ready to meet the academic, social and professional demands of PGT study. Higher scores indicate a stronger perceived readiness and value placed on the 4 factors in each domain whereas lower scores indicate that students may require additional transition support. The total score, therefore, provides a broad screening indicator to identify incoming cohorts or subgroups who could benefit from early intervention, targeted induction activities, or enhanced academic and well-being support. The importance domain reflects the extent to which students perceive specific learning, community, employability and well-being behaviours or outcomes as important for their forthcoming PG experience and success. It is associated with their prioritisation of these activities. Higher importance scores indicate the areas students consider most important for their academic and personal success as they prepare to begin their programme of study. Practically, it provides insight into their expectations of institutional support and the aspects of the transition they consider most important. Finally, the confidence domain reflects the students self-perceived readiness to which they feel capable of engaging with learning, community, employability and health and well-being activities. Higher confidence scores indicate stronger perceived readiness prior to arrival. Practically, this provides insight into the areas where students believe they already possess the required skills or understanding and the factors they may require additional support. Demographic questions gathered socio-economic status data, including whether respondents were residents of the UK, had received free school meals during compulsory education, previous qualification level, and first-generation student status. A copy of the survey is available upon request from the primary author. Analysis strategy Prior to analysis we examined the data for normality (Levene) and outliers to ensure compliance. Following this we began by evaluating the psychometric characteristics of the PAS, conducting separate confirmatory factor analyses (CFA) for both the Confidence and Importance domains. These analyses were performed using JAMOVI with the maximum likelihood estimation method, drawing on several fit indices: (a) the Chi square statistic, where P > .05 suggests an acceptable model fit, though this measure is sensitive to sample size (Anderson & Gerbing, 1998); (b) the Goodness of Fit Index (GFI), Comparative Fit Index (CFI) and Tucker Lewis Index (TLI), with values above.95 denoting a good fit and those over.90 considered acceptable (Hu & Bentler, 1999); and (c) the Root Mean Square Error of Approximation (RMSEA) and Standard Root Mean Square Residual (SRMR), with scores ≤ .06 reflecting a good fit and those > .6 and ≤.08 regarded as acceptable (Browne & Cudeck, 1992). Where the model fit proved inadequate, modifications were made based on modification indices, and error terms were only correlated within the same factor due to theoretical similarities among items (Byrne, 1994). To assess reliability, Cronbach’s alpha was calculated at both the domain and factor levels. Next, descriptive statistics (mean and standard deviation) were obtained for the PAS as a whole, the two domains (Confidence and Importance) and the 8 factors (LC, LI, CoC, CoI, EC, EI, HC, HI) for gender and discipline of study. The responses per domain and factor were ranked by discipline of study with highest scores ranking first. Following this, we examined whether socio-economic status (free school meals & first in generation) and being international or domestic student influenced the PAS total (independent t-test), domain (Multivariate Analysis of Variance (MANOVA)) or factor (MANOVA) score. The number of international students was not evenly distributed across disciplines. As such, in the instance of an effect for this variable we controlled for this in subsequent analysis. Separate univariate analysis of covariance (ANCOVA) was conducted for gender (n = 2) and discipline of study (n = 12) as independent variables and being an international student (n = 2) as a covariate for total PAS score. Multivariate analysis of co-variance (MANCOVA) was conducted separately for gender and discipline of study as the independent variables and being an international student as the covariate for the two domains (Confidence and Importance) and the eight factors (LC, LI, CoC, CoI, EC, EI, HC, HI). No interactions between gender and discipline of study were explored due to low participant numbers in some cohorts. Sidak post-hoc comparisons were conducted for a significant main effect for discipline of study. Effect sizes were calculated using partial eta squared (η p 2 ) with.01- .14 = large (Cohen, 1988). Significance level was set at P < .05. All data were analysed in SPSS (v. 28). Results Confirmatory factor analysis An acceptable fit was obtained following cross-correlating the error terms of HC items 4–5 and EC 3–4 for Confidence and EI items 6–7 for Importance (see Table 2 ). The Chi Square was significant for both domains likely due to the relatively large
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