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Foundation degree to honours degree: the transition experiences of students on an early years programme

Foundation degree to honours degree: the transition experiences of students on an early years programme

Morgan, Julia ORCID: 0000-0001-6218-7593 (2013) Foundation degree to honours degree: the transition experiences of students on an early years programme. Journal of Further and Higher Education, 39. pp. 108-126. ISSN 0309-877X (Print), 1469-9486 (Online) (doi:https://doi.org/10.1080/0309877X.2013.817005)

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Abstract

This article focuses on an exploratory study, undertaken in 2009–2012, which explored student transitions from a foundation degree (level 5) into the third year of a BA honours degree (level 6). Direct entry students and staff from an early years programme at a post-1992 British university and second-year foundation degree students and staff from the corresponding foundation degree at nine dual-sector further education colleges took part and completed online questionnaires about their experiences (N = 156). A sample of students and staff (N = 20) was subsequently interviewed about themes that arose from the questionnaires. Three themes emerged: (1) the difference between studying at foundation degree and at honours degree level; (2) student emotions about progression and issues around personal identity (students spoke about ‘not being good enough’, ‘feeling guilty’ ‘not fitting in’ and ‘trying to balance it all’); and (3) ways in which the transition process could be improved upon, including building prior relationships between university staff and students and more information being made available. Our findings on the emotional nature of progression as well as the challenges that face personal identity offer significant contributions to the research literature. Furthermore, we suggest that improving the progression experiences of students is not only important in terms of retention and student experience but also in light of recent changes to student fee structures which may make foundation degrees more attractive to students. This could potentially increase the numbers of students progressing to university for the final year of their degree

Item Type: Article
Uncontrolled Keywords: Keywords: direct-entry student, foundation degree, honours degree study, progression, transition, widening participation
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Department of Psychology, Social Work & Counselling
Faculty of Education & Health > Health & Society Research Group
Last Modified: 12 May 2019 01:08
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/23380

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