‘I’ve changed in every possible way someone could change’ – transformative university transitions

Drawing on a longitudinal research project that followed the undergraduate entrants of 2013 into, and through their university time, this paper provides novel conceptualisation transformative transitions via looking at four dimensions non-linearity, multiplicity, diversity structure. To do so, it builds Archer’s (2000, 2003, 2012) relational realist approach work reflexivity to show how students select merge diverse set personal concerns arrive modus vivendi. This capstone closes series publications from four-year tracking study collected interview data group 40 yearly basis (n1=40, n2=40, n3=38, n4=33) an English northern red brick university. The explores changing focus student experiences, social aspects acclimatisation, learning be academic, finally, becoming graduate. results presented here also point structural enablements constraints higher education institutions policymakers should mitigate in responding inequalities access experience. In context large-scale societal crisis, such as ongoing pandemic, is key we understand can remain experience for all students.