Experiences of foundation year students integrating into first year

Abstract

Foundation year courses tend to attract an elevated proportion of students from widening participation backgrounds. Previously, O'Sullivan et al. (2019) showed that sense of belonging and academic confidence increase during the foundation year. The research reported here took the next step, by investigating the experiences of foundation year students as they transitioned into a first year cohort. Students (n= 18) participated in either a focus group or interview. Three themes were identified. The foundation year was viewed as 1) a valuable `stepping stone´ into higher education. Students felt that they had been given a `second chance´ and were more prepared for the first year. The second theme related to 2) identity development as a university student. Challenges were highlighted, including a perceived `stigma´ of a foundation year. The third theme related to 3) integration with other students. Students formed close support networks with each other. None had integrated with others on the wider programme or at the university, attributing this to the perceived inability or lack of opportunity to meet others, or a feeling that this was unnecessary. This study provides new insights into the strengths and challenges of the foundation cohort experience as they progress through their programme, with implications for practice.