Health professionals transitioning the academic desert A constructivist grounded theory enquiry
Type: dissertation
Abstract: The transition from a Clinical Healthcare role (HCP) to Lecturer (L) in a Higher Educational Establishment (HEI) is complex yet under-researched.This qualitative enquiry used the Charmaz (2006; 2025) methodological approach to explore the nuances required for a smooth and fulfilling transition.The study enabled an exploration of professional identity, optimal journey, the existence of the academic desert and a gap in the structured support needs for transitioning HCP's to be explored.Addressing this underresearched area provided an original contribution to scholarship by proposing a researched theoretical model that guides transition and supports future staff.Key support for new L's is essential to promote quality, excellence and student outcomes.Ethical approval was obtained from the University of Bolton Ethics Committee, ensuring compliance with ethical standards.Data collection and findings were established through 14 Semi Structured Interviews (SSI's) including a pilot, initial and grounding interviews all of which are the main stay for theoretical sampling which is required within the coding and wider interpretation of the transition (Foley et al., 2021).This enabled simultaneous data collection and data analysis to be undertaken, in conjunction with the most up-to-date literature supporting hypothesis formation as highlighted by Giles et al. (2016).Applying the CGT process enabled the formation of a theoretical model, which was named the "WHO Model".This outlined the tangible challenges of transition through the academic desert.The WHO pneumonic, refers to the "W" or the what effects transition, the "H" references, the how is transition affected whilst the "O" is relatable to the organisational impacts for transition.Coupled with key 3 | P a g e requirements of communication, commitment and wider benefits to the organisation the model outlined the key challenges to supporting the HCP regardless of their clinical background.This model was incorporated with the with the Quality Through Excellence Framework (QEF) forming a foundation to support individual navigation through the academic desert Within the final theory, the Quality Through Excellence Framework (QEF) was established to reflect a safe and consistent process to support this development.Using the WHO model remained central to the QEF framework, to enable HCP'S, through Continuous Professional Development (CPD) to navigate the desert.Future recommendations are a Multidimensional Academic Transition Programme, with comprehensive induction and key elements such as policy development to enhance the initial onboarding and support until the end of the 4 th year of employment or until HCP's exit the desert.This provides the opportunity for all policies to be linked, including CPD and a training programme to facilitate quality and student outcomes through staff navigating the complexity of transition.
Author: Burns, Diane
Institution: University of Greater Manchester
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7212408904