A future full of possibilities: understanding the lived experience of postgraduate transition for autistic students

The transition out of higher education can be challenging for any student, however, for those individuals with autistic spectrum conditions this experience can be especially difficult. Evidence suggests that the number of... [ view full abstract ]

The transition out of higher education can be challenging for any student, however, for those individuals with autistic spectrum conditions this experience can be especially difficult. Evidence suggests that the number of students disclosing diagnoses to higher education institutions has significantly increased in recent years, yet with the highest rates of unemployment of all disability types autistic students’ postgraduate outcomes are among the most bleak (Allen and Worrall-Hill, 2015). Whilst there is a burgeoning body of work that uncovers the experience of transition into university for autistic students, there is a paucity of research which explores transition out of university, giving this study particular import.
This paper forms part of my doctoral thesis and outlines the first phase of a phenomenological study among autistic students and recent graduates in higher education institutions. Qualitative research methods are utilised to collect rich data through visual life maps, which are further elucidated using in-depth narrative interviews. Data is analysed using a phenomenological approach in order to describe the essential features of transition for autistic individuals and their aspirations beyond university. The paper will present my initial findings with the aim of informing practice among employers, practitioners and higher education institutions.

Ethical approval has been sought and granted by the Lancaster University ethics committee (UREC reference RS2015/54). Ethical standards of confidentiality and anonymity are fundamental to the research process and 'member... [ view full abstract ]

Ethical approval has been sought and granted by the Lancaster University ethics committee (UREC reference RS2015/54). Ethical standards of confidentiality and anonymity are fundamental to the research process and 'member checking' is used throughout the data collection process to ensure that students' views are authentically documented and understood by the researcher.

The author has no potential conflicts of interest.