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 under-researched 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
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 4th 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.