重返象牙塔的冒险之旅:工作后读研群体就读体验的叙事探究OACHSSCD

The student-centered academic experience serves as a crucial perspective for evaluating the quality of higher education.Existing research has predominantly relied on Western classic questionnaires to conduct homogeneous,static surveys of students,which makes it difficult to capture the diachronic changes in student experiences and tends to interpret the experiences of marginalized student groups as passive and resistant to change.Addressing the experiential differences arising from the diversity of the graduate student population,this study adopts Connelly and Clandinin's three-dimensional space narrative structure as its analytical framework.Through in-depth interviews with eight full-time master's students in the humanities and social sciences who returned to academia after working,the study identifies three stages in their academic experience:an"educational redemption"anticipation phase,a"habitual rupture"anxiety phase,and a"multidimensional exploration"adjustment phase.During the process,the credentialism within the social field shapes the redemptive experience in the anticipation stage,the rupture of habitus within the educational field triggers the frustrating experience in the anxiety stage,and the poverty of meaning in the work field drives the reshaping of experience in the adjustment stage.Meanwhile,individuals gradually achieve self-reshaping of their academic experience through the sustained maintenance of intrinsic learning motivation,systematic regulation of psychological resilience,and the reverse construction of ethical crises.The study has found that the core mechanism underlying the reshaping of this group's academic experience lies in"capital-transformative adjustment,"wherein individuals actively integrate the acquired,practical,and valuable capital accumulated in the work field into an"adjustment toolbox,"subsequently converting it into academic survival capital and emotional balance capital within the educational field.This proactive practice provides an explanatory framework for understanding the upward mobility of non-traditional students and offers reflective insights for constructing an inclusive graduate education system.