title: Students on hold: Part-time distance learner experiences of unplanned deferral.
Creators: name: Robson, Linda
Publisher: name: The Open University
Year: 2025

description: Student retention is an issue of concern across Higher Education, particularly amongst mature part-time and distance learners, as retention and completion rates are lower within these groups. Through an interview study, carried out between November 2018 and November 2021, this thesis adds to the understanding of experiences of unplanned deferral amongst part-time distance learners at The Open University. At The Open University deferral is the term used to describe a mid-module break from study which allows return to the following presentation. The duration of a deferral is difficult to define precisely. Institutionally, it is from when the student administratively records their decision to defer until they resume study, or until the regulated deferral period times out. From the student perspective, the start point is when they inform the University that they have decided to defer, although they may actually have stopped studying prior to that. Students may consider the end of a deferral to be when they resume study (either within the deferral regulations or after a longer break), when they actively decide to cease study, or it may be open ended. This study explores why and how students decide to defer, what influences if they resume study and if, on reflection, deferral was a positive or negative experience. Thematic analysis and poetic inquiry are applied to the narratives of 16 individuals who deferred their undergraduate studies between 2016 and 2018 due to unanticipated events or circumstances. Exploration of the findings using Schlossberg’s transition theory found it relevant for analysis but identified limitations and proposed some amendments. Universities usually assume undergraduates’ primary goal is to complete a transition to graduation, adhering to their expected timeline. This study found participants had experienced multiple, concurrent transitions, and sometimes had reason to delay progression, despite maintaining a desire to continue their education when circumstances allowed. Three deferral scenarios were identified: disembarking, hiatus, and limbo. Identifying which scenario a particular student aligns to when instigating a deferral would allow appropriate support to be put in place and better management of expectations of return to study. Analysis of the data revealed insights into the language of student non-completion and the use of study to support mental health. This study was carried out within The Open University, but with increasing diversification of delivery and study intensity at many institutions this research is of relevance across the sector to support and broaden understanding of barriers and facilitators to student retention and success.
Recommendations are made relating to management of deferral, development of support and empathy for part-time distance learners, and revision of language used regarding non-completion. This study also highlights the value of creative methods in research practice, with examples of analysis and dissemination utilising research poetry, collage, and cake.