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This article draws on the concept of structural lag to expand the notion of transitions in higher education contexts beyond linear and age-differentiated. Research reported here responds to scholars who are taking theories of transition into conceptually new landscapes. Using a rhizomic data analysis of a doctoral research project, the idea of assemblage is reconsidered as dis-assemblage for its value in conceptualizing transition. This article demonstrates benefits for theorizing transitions as non-linear, ongoing, dynamic, fluid, and continuous to better understand the reciprocal interplay among contextual influences on students’ lived experiences. A proposition is given for higher educators to transform outdated structural lag-based practices and consider benefits of expanding theory and practice of transition towards transition as being-becoming.

studies in higher education

Life is not always linear: expanding the notion of transitions in higher education to challenge structural, static and linear processes facing Indigenous and older adult students