Perceptions of ‘value’ in foundation year programmes

Thesis

Universities have developed Foundation Year programmes to widen participation and provide an alternative access route into higher education. Foundation Year programmes are designed to target students who have not met the A-level conditions needed to gain university admission and qualification. The provision of Foundation Year programmes has, however, been criticized by policy makers who argue that they are cash-cows for universities and exploitative of students. Drawing on data from Foundation Year programmes students and practitioners in England, this study aims to do two things: first, to investigate and assess the value of Foundation Year programmes from the perspective of students and of practitioners who teach on them; and second, to assess the role of Foundation Year provision and its place in higher education. I use the Capability Approach to evaluate Foundation Years, in particular how the programmes impact students’ ability to take advantage of opportunities. The findings reveal that students have a wide-ranging understanding of the value of Foundation Year programmes. Students express strong support for the continuation of Foundation Year programmes and reject the suggestion that they are exploitative and a poor investment. The data show that Foundation Year teaching methodology is suited to students’ individual circumstances and life contexts: the education is pluralistic and the programmes encourage students to think critically about their subject matter in relation to the wider world. The capabilitarian evaluation also reveals that the provision is highly valued by students and universities alike and serves as a valuable tools for Widening Participation.

Authors: Toorawa, M

• DOI: 10.5287/ora-14yaxgx8g
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: Capability approach; Mixed methods research; Semi-structured interviews; Widening participation; Integrated foundation year; Value; HE; Foundation year; Questionnaires; Higher education; HE2021
• Subjects: Value; Interviews; Education, Higher; Mixed methods research; Capabilities approach (Social sciences); Questionnaires