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The purpose of this study is to examine real experiences and challenges from personnel engaged in reforming and transforming the higher education ecosystem at a major university in the desert southwest.

Through a case study approach, we use narrative analysis and a constant comparative method with three researchers who work closely in this space.

Ten categories were identified through a close review of collected data from ten participants through an IRB approved process. Recommendations include clarifying the purpose and using transparent terminology for both implementers and learners as well as figuring out ways to help learners navigate learning pathways. Personnel yearn to be involved early and often to be able to shape major transformations that make use of their efforts and expertise.

Exploring phenomenon in context at one university can highlight nuances that exist at this particular case study site and may not be generalizable.

Sharing real experiences and challenges from those who have begun to implement change in higher education is critical and will bolster those working to push learning forward into the 21st century. To meet the needs of learners at the pre-college, college, and post-college levels, universities need to innovate beyond the traditional modes of education.

It is not often that researchers explore and analyze the struggles and successes of personnel on the ground, working to actualize a major educational shift in higher education. The ten categories denoted in this paper are a pivotal entry point for review that can support others who are engaging or beginning to make changes in their context – pushing one beyond known considerations.

Using a mixed methodology comprising interviews, case file analysis and descriptive statistics, this study aims to examine the experiences of all 43 young people in Wales subject to secure accommodation orders between 1st April 2016 and 31st March 2018.

Children in the UK aged 10–17 years who are deemed to be at a significant level of risk to themselves or others may be subject to a secure accommodation order, leading to time spent in a secure children’s home (SCH) on welfare grounds. Following a rise in the number of children in Wales referred to SCHs for welfare reasons, this paper describes these young people’s journeys into, through and out of SCHs, giving insight into their experiences and highlighting areas for policy and practice improvements.

Findings indicate that improvements in mental health support and placement availability are key in improving the experiences of this particularly vulnerable group of young people throughout their childhood.

Other practical implications of the study’s findings, such as improvements in secure transport arrangements, are also discussed.

While the findings are limited by the reliance on self-report methods and the size of the study, namely, the small number of young people with experience of SCHs who were able to participate, the findings build on the existing knowledge base around children’s residential accommodation and provide new insights into how best to support these children.