Liminal adjustment experiences of pharmacy students: A grounded theory analysis
Keywords:
Adjustment, Grounded Theory, Liminal Space, Liminality, PharmacyAbstract
Prevailing literature presented how adjustment to college and its domains has been progressively explored in higher education. However, studies supported by Turner’s liminality in exploring undergraduate students’ adjustment in pharmacy education remains a research blank spot. This paper aimed to explore the processes describing how pharmacy students adjust to their college education. Semi-structured interviews and essay writing were conducted to gather pertinent data and the transcripts were analysed using the Straussian approach of grounded theory. In-depth analysis of field texts generated The Roadmap Model of Student Adjustment which represents the phases of starting-off (initial adjustments in academic demands, socialisation, emotions), strategising (strategies to improve academic performance, socialise and participate, support emotions), and settling (progress in academics, expansion in one’s connections, developed attitudes and university attachment). Findings of this paper can contribute to the enhancement of pharmacy curriculum and expand higher education literature describing pharmacy students’ liminal adjustment experiences.
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