Abstract
This study provides rare insight into postgraduate taught (PGT) students’ motivations for entering university by capturing views before arrival rather than after enrolment. Drawing on responses collected in the weeks prior to course commencement, it presents a large-scale pre-arrival qualitative analysis across disciplines. More than 1,300 incoming PGT students from 12 schools at a United Kingdom (UK) university completed a survey that intentionally incorporated a self-reflective qualitative component including an open-ended motivation question. Data were analysed inductively and interpreted through Self-Determination Theory, examining autonomy, competence, and relatedness needs. Four themes emerged: Career and Employability Aspirations, Passion and Interest for Subject, Personal Growth and Independence, and Social Engagement and Connection. Although career motives predominated, they commonly coexisted with intrinsic interests and developmental aspirations. Findings show students begin PGT study with overlapping motivations combining career ambition, economic security, academic curiosity, and intellectual growth. Highlighting motivations pre-arrival, the study informs institutional strategies to support autonomy, confidence, and meaningful connection from the outset.