How academic, professional, social, and psychological identities intersect and differ between working and non-working postgraduate students in South African universities

The datasets comprise qualitative data collected through semi-structured interviews with postgraduate students from various South African universities, focusing on working and non-working students enrolled in taught or coursework master's programs. The primary aim of the datasets is to explore students’ intersecting identities (academic, professional, social, and psychological) and to document their experiences, challenges, and support needs throughout their academic journey. Data collection involved in-depth interviews guided by an interview protocol designed to elicit rich, narrative responses about students’ perceptions, roles, and interactions within university settings and beyond. The interviews captured nuanced insights into how students navigate their multiple identities, manage work-study demands, and access institutional support. These datasets are suitable for researchers interested in higher education studies, identity theory, work-study balance, or support mechanisms in academic contexts. The data are organised into themes reflecting students’ experiences and perceptions, which have been analysed using thematic analysis techniques. The datasets are significant for comparative analyses, longitudinal perspectives, or exploring intersecting identities in diverse educational environments. They are part of a broader study aimed at informing strategies to improve postgraduate student support services and understanding the complex realities faced by working and non-working postgraduate learners.本数据集包含通过半结构化访谈（semi-structured interviews）采集的质性数据（qualitative data），访谈对象为南非多所高校的研究生，研究聚焦于修读授课型或课程式硕士项目的在职与非在职学生。本数据集的核心研究目标为探究学生的交叉身份认同（学术身份、职业身份、社会身份与心理身份），并记录其在整个学术生涯中的经历、挑战与支持需求。数据采集环节采用经访谈提纲规范的深度访谈，旨在获取关于学生在大学校园内外的认知、角色与互动的丰富叙事性回应。本次访谈精准捕捉到了学生如何协调多重身份、平衡工作与学业需求，以及获取院校支持的精细化洞察。本数据集适用于关注高等教育研究、身份认同理论、工作-学业平衡，或学术场景支持机制的研究人员。数据集已按照反映学生经历与认知的主题进行分类整理，并通过主题分析（thematic analysis）技术完成分析。本数据集可用于开展比较分析、纵向研究，或探索多样化教育环境中的交叉身份认同问题。本数据集隶属于一项更广泛的研究项目，旨在为优化研究生支持服务提供策略参考，并深入理解在职与非在职研究生所面临的复杂现实。