This paper reports on a qualitative study of the transition experiences of refugees studying through open and
online higher education. Online, open education programmes have considerable potential to provide flexible
access to education for refugees, who are not well represented within higher education. As part of a wider
University of Sanctuary initiative, interview data from six Ireland-based refugees was analysed using a data-led,
qualitative methodological framework grounded in discursive psychology. Findings indicate that participants’
transition narratives are typical in many ways as they form student identities while managing their existing
identities and begin to feel, or not, that they belong. Participants constructed a stark divide between two
duelling identities, between their identity as a refugee and their new identity as an online learner. Identification
with the university was emphasised in contrast to disidentification with the ‘asylum world’. These findings
indicate that a strategically connected approach to supporting refugees transition into higher education can
impact positively on these students.