Makhaba, Vukani Luvuyo.Nkosi, Nobuhle Phumelele.2026-01-272026-01-2720242024https://hdl.handle.net/10413/24269Masters Degree. University of KwaZulu-Natal Durban.Students encounter various experiences upon enrolling in their new academic levels. One significant experience is the adjustment process, which can impact their postgraduate journey. Adversities can pose a threat to the process of student adjustment, resulting in several challenges that impede their academic pursuit. Students successfully adjusting to their studies allows them to have a smoother academic journey, complete studies within the designated time, and experience minimal attrition rates. Therefore, students must have adequate coping mechanisms to adjust. This study aims to explore the experiences that postgraduate students encounter when adjusting to their studies. A qualitative research approach was employed for this study. The data was collected using semi-structured interviews with eight participants. The participants were all registered at the University of KwaZulu-Natal, Howard College Campus, for their Master of Social Science degree. The data collected was analysed using the six-step thematic data analysis. The u-curve theory of adjustment and concepts borrowed from the social learning theory was used as the study’s theoretical framework. Findings reveal that various challenges impact students’ attempts to adjust. These challenges included the (a) nature of the academic support that the participants received and (b) the lack of orientation programs for postgraduate students. Further challenges included (c) the nature of the supervisor/supervisee relationship and (d) the need to balance social and personal responsibilities. As a result of these challenges, the participants faced longer completion times and a higher dropout risk. Participants highlighted how peer and family support positively impacted their academic progress. Some of the participants reported receiving adequate support from the university staff. In contrast, most of the participants yearned for support from the university as they felt isolated. The findings suggest that support from the university was important for the participants, primarily through the provision of resources such as funds and adequate academic support. Participants also acknowledged the vital role they had to play in laying the foundation for their studies in terms of preparations before commencing their studies. Findings suggest that when the university and the students put effort into postgraduate studies, it ensures a healthy adjustment culture within the university for current and future postgraduate students. A qualitative study exploring postgraduate students’ experiences of adjusting to social science higher degrees at the University of KwaZulu-Natal. The study’s findings contribute to the body of knowledge by highlighting interventions that the university can implement for future postgraduate students. Part of the intervention also includes the role the students should play to ensure their success and timely completion. The findings also suggest that literature should equally explore postgraduate student experiences as they adjust to their studies. This inclusion will allow for more postgraduate students’ experiences to be recorded and understood.enCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/Postgraduate student experiences.Coping mechanisms.Theory of adjustment.Social learning theory.Thesis