Students’ perceptions of foundation degrees

Abstract

In 2008 there were 87,339 people enrolled on foundation degrees (FDs) in the UK (Foundation Degree Forward, 2009), and educational institutions in the UK offered 1700 different foundation degrees in over 25 subjects, with nearly 900 more in development (Action on Access, 2010). In addition, student views are seen to be of importance, as demonstrated by the National Student Survey and the notion of the student as consumer. This paper reports on a study of the views of students undertaking FDs in one university. A mixed-methods evaluation approach was used. Data were collected from students through questionnaires, interviews and focus groups. This was an ambitious project that yielded a vast amount and range of qualitative and quantitative data across multiple cohorts of seven different foundation degrees. Overall, students' perceptions are positive, although some findings vary from one foundation degree to another. Across all subjects, students were agreed on their positive rating on five of the key elements of FDs. There was also agreement that employers did not, on the whole, value the foundation degree qualification. This paper presents the findings of this study and conclusions are drawn that add to the literature about FDs that will be of relevance to those involved in the development and delivery of FDs.

Mature Students’ Choice to Study a Foundation Year at Private Higher Education Institutions UK

“…A foundation degree leads directly into the final year of a full undergraduate degree (Ooms et al, 2012;Pike & Harrison, 2011), whereas the foundation year is delivered as an additional year of Level 3 study (Black, 2021). The foundation year is one kind of foundation programme that higher education institutions only offer, and it has been used to promote the "widening participation" (WP) agenda as part of social mobility and justice (Black,2021).…”

Vocational and Mature Student Success in Higher Education Foundation Programmes

“…These are different to Foundation Degrees which are delivered in combination by a Further Education Institution, a Higher Education Institution, plus an associated employer. Foundation Degrees lead directly onto the final year of a full undergraduate degree (Ooms, Burke, Marks-Maran, Webb, & Cooper, 2012;Pike & Harrison, 2011) whereas Foundation Years are delivered as an additional year of Level 3 study. Foundation Years are a unique route to accessing Higher Education for students who have either come from non-Advanced level routes such as British Technology Education Council awards and Access to Higher Education courses, have missed the entry grades associated with Advanced levels, or have chosen the wrong Level 3 subjects.…”

An exploration of important factors in the decision-making process undertaken by foundation degree students with respect to level 6 progression

“…This maybe in terms of mode of study (Simm et al 2012) as to how well the course fits with their domestic life allowing them to manage their competing priorities, such as academic, employment and family commitments. This may be through a timetable that is designed to allow for part time employment or targeted childcare (Greenwood and Little 2008), or approaches like distance or blended learning, through to evening or blocked delivery (Ooms et al 2011).…”

“…Starting a course two thirds through makes it difficult to initiate friendships where friendship groups have already been long established (Morgan 2013, Hils 2006, Simm et al 2012, Winter and Dismore 2010. The third component was that of confidence, where students felt confident with the support they had received and the progress they had made at the college (Ooms et al 2011, Penketh and Goddard 2008, Cree et al 2009, Christie et al 2006) but often felt less confident having embarked on to the top-up (Pike and Harrison 2011). This feeling may have been based on the issues of culture shock and social isolation (Simm et al 2012), but may also be due to lack of information regarding the expectations of life at university (Morgan 2013, Hils 2006, the feeling that students encounter whenever they move to the next level of study.…”