Reconfiguring higher education: the case of foundation degrees

Abstract

Purpose

This paper aims to explore the policy background, educational rationale, developmental stages, and the introduction and piloting of a foundation degree (FD).

Design/methodology/approach

The approach is a description and discussion. The paper draws together, for the first time, the main policy documents and reviews and relates these to the pilot programme.

Findings

This new qualification is an attempt to reduce the academic and vocational divide, improve intermediate skill levels, develop the qualifications progression ladder and effectively widen participation to higher education (HE) for non‐traditional groups. Despite criticisms and hesitant take up FDs represent a significant development in British Higher Education producing some innovative and successful programmes such as the FD in Health and Social Care at Bradford University.

Originality/value

Of value to those interested in developments in HE. A number of conclusions are drawn and questions are raised regarding the extent to which FDs might achieve their objectives.

Citation

Wilson, J.P., Blewitt, J. and Moody, D. (2005), "Reconfiguring higher education: the case of foundation degrees", Education + Training, Vol. 47 No. 2, pp. 112-123. https://doi.org/10.1108/00400910510586533