Index
Foundation Years and Why They Matter
ISBN: 978-1-83797-213-5, eISBN: 978-1-83797-212-8
Publication date: 7 November 2024
This content is currently only available as a PDF
Citation
(2024), "Index", Leech, S. and Hale, S. (Ed.) Foundation Years and Why They Matter, Emerald Publishing Limited, Leeds, pp. 187-195. https://doi.org/10.1108/978-1-83797-212-820241014
Publisher
:Emerald Publishing Limited
Copyright © 2025 Stephen Leech and Sarah Hale
INDEX
A Levels
, 97, 100, 145
Design Technology
, 101
students
, 55
Academics
, 125
development of academic skills
, 104–105, 163
discourse
, 157
leaders
, 54
literacies approach
, 138
terminology
, 70
tutors
, 129
Access and participation plans
, 9, 37
Access to HE Diploma
, 10–11, 52
Accessibility
, 3, 25, 160, 168
Active waiting
, 123–124
Administrative data
, 43
Admissions
decisions
, 55
policy
, 55
process
, 89
Adult education
, 4–5
Adult Education Committee 1919
, 3
Advance HE
, 66
All-Party Parliamentary Group for Dyslexia
, 80
Alumni
, 137, 156, 165, 167–168
Anonymity
, 179–180
Anxiety
, 80–81, 85, 89, 156
Art foundation years (fine art)
, 5
Arts, Humanities and Social Sciences (AHSS)
, 35, 42
Arts and Humanities Foundation Year
, 125
Arts subjects
, 35, 42, 54, 125, 183
Asian students
, 73
Assertiveness
, 126, 129
Assessment
, 52, 164–165
Assessment literacy
, 164
Assessment strategy
, 89, 140, 165
Attainment
, 67
Attendance monitoring
, 56
Attention-deficit hyperactivity disorder (ADHD)
, 79, 81, 83–84
Augar Report (2019)
, 10
Australian university
, 109–110
Autism
, 80, 83, 87
Autistic students
, 86
Awarding gaps
, 67, 75, 77
Belonging
, 24, 27–29, 48, 52, 126, 139–142
Bingo
, 142–143
Biosciences
foundation year
, 140–141
gamification in
, 142–143
Black, Asian, and Minority Ethnic (BAME)
, 22, 66
students at National, University, and school levels
, 67
Blackboard /Blackboard Ultra (VLE)
, 161
Bridges
, 136
British Psychological Society
, 142
Brown Report (2010)
, 6
Bursaries
, 11, 56
Business
, 12
with accounting course
, 98
and management
, 8–9, 103
skills
, 143
students
, 125
Business, Management, and Economics (BME)
, 63
Business and Technology Education Council (BTEC)
, 53, 66–67
Cambridge
, 37
admissions researchers
, 38
context
, 39
Care leavers
, 43
Careers service
, 100
Central foundation year (CFY)
, 65
Centre for Education and Teaching Innovation (CETI)
, 23
Charity
, 26–27
Civic mission
, 53, 186
Classroom-based subjects
, 13, 36
Co-creation
, 177
activity
, 177–178
anonymity
, 179–180
building community
, 180
changes to study pattern
, 178
feeling valued
, 180
gamification in seminars
, 176
learning
, 178–179
outcome
, 178
student engagement
, 178
use of leaderboards
, 179
Collaborative Award for Teaching Excellence (CATE)
, 66
Collaborative course design
, 153
Collaborative teaching teams bring range of experiences
, 137–138
Comic Strips
, 142–143
Common Aggregation Hierarchy (CAH)
, 8
Community (belonging)
, 180
feeling part of
, 117–118
Conditions of Registration (inc. B3 conditions)
, 49
Confidence, development of
, 104–105
Contextual offers
, 66
Costs of provision
, 11
Coursework assignment
, 140
COVID-19
lockdown
, 160
pandemic
, 175
restrictions
, 144
Critical pedagogies
, 25–26
Curriculum
, 25
co-creation
, 163
design
, 31, 137
Curriculum at Surrey, embedding wellbeing and belonging in taught
, 139–142
Curriculum design review (CDR)
, 144
Dearing Report 1997
, 5
Decision-making process
, 167
Decolonisation
, 166
Deficiency discourse
, 24
Deficit model
, 82
Degree outcomes
, 70, 75
Department for Education analysis (DfE analysis)
, 7–8, 64, 50
Departmental diagnostic tests
, 146
Diagnostic testing
, 108
Digital skills
, 51
Disability
, 81–82, 88
Discipline hubs
, 140–141
Disrupted learning
, 145
Disruptive learning environments
, 101–102
Diversification of curriculum
, 42
Diversity (of foundation years)
, 1
Domestic foundation years
, 171
Durham University’s Foundation Centre
, 7
Dyslexia
, 80–83, 87
East Midlands
, 154
Education
, 175
policy
, 2
Education Act (1944)
, 3
Education Act (1962)
, 3
Education Commission
, 3
Eleven Plus
, 3
Elite institutions
, 14
Embedded quiz-based interactions
, 175
Embedding wellbeing
, 141
in taught curriculum at surrey
, 139–142
Employability
, 105
Engineering and physical science foundation year
, 145–148
Engineering Foundation Year (EFY)
, 86
Epiphany
, 100
Equality, Diversity, and Inclusion (EDI)
, 66
Equivalent or lower qualifications (ELQ)
, 49
Ethnic minority students
, 5
European Union (EU)
, 7, 65
Exam adjustments
, 70
Expansion of foundation years
, 9
Extended regression model analysis (ERM analysis) analysis
, 71
Extra-institutional context
, 36–38
Extra-mural education
, 4–5
Extracurricular activities
, 51, 55–56, 58
Face-to-face lecture settings, use of quizzes in
, 172–175
Faculty Associate Dean for Education
, 137
Faculty of Engineering and Physical Sciences (FEPS)
, 145
Maths Support Framework
, 148
Feedback
, 164–165
on quizzes
, 176
FHEQ Level 3
, 70
First generation (first in family) students
, 66
Flipped learning method
, 159–160, 175
Focus groups
, 40–41
Forced migrants
, 43
Formative assessment
, 147, 164
Foundation mathematics courses
, 108
Foundation programmes
, 138
Foundation students
, 127
Foundation Year Network (FYN)
, 11, 54, 184
Foundation Year Sharing Practice group (FYSP group)
, 143
Foundation years (FY)
, 2, 5, 14, 38, 43, 52–53, 63, 90, 96, 103, 119–120, 124, 129, 148, 162, 168, 183–186
assessment strategy
, 89
attainment
, 67–69
BME courses at University of Sussex
, 65
cohort
, 55
current challenges for
, 10–14
foundation year influences on institutional curriculum design
, 144–145
gamification in biosciences
, 142–143
groups
, 86
growth and student characteristics
, 64–65
growth of
, 7–10
influences on institutional curriculum design
, 144–145
institutional initiative
, 143–144
key principles
, 65–66
lecturers
, 139
for mature students
, 58
need for
, 108–109
origins of
, 3–7
pedagogy at transition points
, 145–148
practice
, 85
programmes
, 53, 135–136, 138, 141
providers
, 8
provision
, 153
role in supporting neurodivergent students
, 84–86
shaping curricula and extra-curricular opportunities at University of Surrey
, 142
student numbers
, 66–67
student perception of
, 109, 113–115
students
, 154
students
, 65
at Westminster
, 22–24
WP and EDI
, 66
Framework for Higher Education Qualification (FHEQ)
, 70
Franchised provision
, 7
Funding
, 5, 8, 54
Further and Higher Education Act (1992)
, 6, 12, 184
Further Educaction (FE) colleges
, 50, 101
Gamification /gamified learning
, 171–172, 174
in biosciences
, 142–143
co-created gamification in seminars
, 176–180
in pre-recorded lectures
, 175–176
use of quizzes in face-to-face lecture settings
, 172–175
GCSE
, 66
Gender
, 21, 24, 166
Generalisations
, 130
Global Graduate Scheme
, 144
Grade point averages (GPAs)
, 84
Grammar schools
, 3
Grit (charitable organisation)
, 26–28
Grit coaching
, 28
Ground clearing exercise
, 128
Ground rules
, 27
Group work
, 85
Gypsy /Roma /Traveller
, 43
Habitus
, 48
‘High-functioning’ autism
, 80
Higher education (HE)
, 1, 22, 25, 48, 79, 95, 109, 135, 153, 171, 183–184
environment
, 31
extra-institutional context
, 36–38
future of programme
, 43–44
institutions
, 51, 175
intra-institutional context
, 38–43
policies
, 64
programmes
, 4
reforms
, 63
sector
, 36, 124
Higher Education Act (2004)
, 6
Higher Education and Research Act 2017 (HERA)
, 9
Higher Education Classification of Subjects (HECoS)
, 8
Higher Education Funding Council for England (HEFCE)
, 5
Higher education institutions (HEIs)
, 1, 12
Higher education provider (HEP)
, 2, 12
Higher education providers (HEPs)
, 64
Higher Education Statistics Agency (HESA)
, 49, 64, 82
HRM course
, 97
Human Resource Management (HRM)
, 96
Humanities
, 8, 42, 125, 183
Identity /ies
, 24–25, 127
Imposter syndrome
, 52, 156
In-house university access programmes
, 4
Inaugural foundation year cohorts
, 135
Inclusive learning
, 85, 168
Inclusivity
, 24–25, 66, 69, 85
Indices of Multiple Deprivation (IMD)
, 42
Individual semi-structured interviews
, 111
Induction (to university)
, 124
Inequitable learning environments
, 101–102
Informal structures
, 95
Information technology (IT)
, 11
Input-process-output model (IPO model)
, 143
Institutional curriculum design, foundation year influences on
, 144–145
Institutional initiative
, 143–144
Internal analysis
, 43
Internal data
, 70
International Business Management (IBM)
, 96
International foundation years
, 171
International students
, 39, 65, 157, 159
Internship
, 165
Intersecting identities
, 21, 28
Intra-institutional context
, 38–43
Joint Academic Coding System (JACS)
, 8
Keynesian(ism)
, 13
Law
, 8, 22, 26, 29
Leaderboards, use of
, 179
Learning
, 178–179
gain
, 64, 164
schedule
, 161
Learning Development (specialist staff)
, 135
Lecturers
, 116, 177
dynamics
, 174
feedback
, 174–175
LGBTQ+
, 166
Lifelong Learning
, 13, 50
Lifelong Learning Act
, 13
London Mathematical Society
, 107
Longitudinal data (/studies)
, 63
Longitudinal institutional data
, 70
Marketisation
, 5, 25
Marking criteria (/rubrics)
, 165
Masters courses
, 125, 127
Mathematical competence
, 145
Mathematical learning
, 110
Mathematical studies
, 110
Mathematics
adapting to university life
, 116–117
and computing foundation year
, 145–148
at University of Surrey
, 145–148
departmental diagnostic test
, 146
diagnostic provision
, 147
difference between school and university mathematics
, 110–111
difference between school and university mathematics
, 118–119
feeling part of community
, 117–118
findings
, 112
formative assessment
, 147
foundation year
, 118
immediate feedback
, 146
initial diagnostic test
, 146
knowledge
, 112, 118
literature review
, 108
need for foundation years
, 108–109, 112
pedagogy
, 148
personal development
, 116
problem 107
research project
, 111–112
school-to-university transition
, 109–110, 115
student perception of foundation years
, 109, 113–115
support classes
, 146–147
Mathematics Education Working Group
, 148
Mathematics support
, 118
Mature Access Programme
, 54
‘Mature PAL’ scheme
, 157
Mature recruitment
, 49
Mature students
, 49, 99
case study
, 53–58
foundation years
, 53
foundation years matter for
, 58
matter
, 48–49
‘Mature Students’ Committee of the Students’ Union
, 57
Medicine (/subjects allied to medicine)
, 8
Mental health
, 25, 57
Mentoring-based approach
, 85
Motivation (for taking FY)
, 98
Multidisciplinarity
, 23, 28
Multifactor model
, 76
‘My Future Discipline’ assignment
, 140
National Scholarship Programme
, 36
National Student Survey (NSS)
, 95
Networks
, 103–104
Neurodivergence
, 79
Neurodivergent students, role of foundation years in supporting
, 84–86
Neurodiversity
, 79
Neurominorities in UK HE
, 79, 81
ADHD
, 83–84
autism
, 83
dyslexia
, 81–83
Non-foundation year (NFY)
, 64
students
, 73
‘Non-traditional’ academic backgrounds
, 24
Nursing foundation year
, 141
Office for Fair Access (OFFA)
, 6, 37
Office for Students (OfS)
, 9, 37–38, 183, 185
Office hours
, 24, 158
Online learning
, 175
Open University
, 4
Organisation
, 27
Organisational skills
, 161
Othering concept
, 21
Padlet
, 126, 128, 155, 160
Part time HE
, 2
Participants
, 57
Pastoral support
, 11, 56
Pedagogical innovation and development
bioscience foundation year
, 140–141
collaborative teaching teams bring range of experiences
, 137–138
embedding wellbeing and belonging in taught curriculum at Surrey
, 139
foundation years shaping curricula and extra-curricular opportunities at University of Surrey
, 142–148
nursing foundation year
, 141
psychology foundation year
, 141–142
tailoring programme design to requirements of student cohort
, 138–139
transition points foster exchange of good practice
, 136–137
University of Surrey Foundation Year Programmes
, 135–136
Pedagogy
engineering and physical science and mathematics and computing foundation year
, 145–148
at transition points
, 145
Peer group
, 85, 127
Peer support
, 85
Peer-Assisted Learning (PAL)
, 51, 157
Personal development
, 116
Personal value
, 26–28
PGCert (teaching qualification)
, 168
Placement year
, 104
POLAR4
, 66, 70
Policy Perspectives Network’s analysis
, 64
Policy statements
, 95
Polytechnics
, 4, 24
Positive psychology, lens of
, 141–142
Post 1992 universities
, 22
Postcode
, 43
Pre, live, post approach (PLP approach)
, 130
Pre-recorded lectures, gamification in
, 175
activity
, 175–176
feedback on quizzes
, 176
outcome
, 176
Presentation skills
, 129, 140, 162
Principled learning space
, 128
Prison project
, 21, 29–30
Prison Project
, 31
Prisons, bringing foundation to
, 29–30
Procrastination
, 163
Professional identities
, 28–29
Progression (to Level 1 /FHEQ Level 4 /Year 1)
, 70
Propensity Score Matching approach (PSM approach)
, 70
analysis
, 73
methodology
, 72
Psychology foundation year
, 141–142
Published research
, 52
Punctuated equilibrium
, 123
Qualitative research
, 1
Qualitative study
, 111
Quality assurance (foundation years)
, 4
Quantitative research
, 1
Quasi-market
, 13
Quizzes in face-to-face lecture settings, use of
, 172
activity
, 173
feedback on
, 176
lecture dynamics
, 174
lecturers’ feedback
, 174–175
outcome
, 173
student engagement
, 174
Quizzing platform
, 179
Reasonable adjustments
, 71
Research project
, 69, 111–112
methodology
, 70–71
USBS granular data
, 70
Robbins Report 1963
Royal Statistical Society
, 107
Russell Group
, 37–38
Scheme
, 166
School, difference between university mathematics and
, 118–119
School and, difference between university mathematics and
, 110–111
School experience
, 84, 89
School of Veterinary Medicine
, 142
School-to-university transition
, 109–110, 115
Science, Engineering, and Technology (SET)
, 5, 82
Science, technology, engineering and mathematics studies (STEM studies)
, 108
ADHD
, 81
autism
, 80
dyslexia
, 80
EFY at University of Southampton
, 86–89
neurominorities in UK HE
, 81–84
role of foundation years in supporting neurodivergent students
, 84–86
STEM-field subjects
, 107
subjects
, 42
Science Foundation Year (SFY)
, 153
assessment strategy
, 165
provision
, 154
student internship programme
, 165
Science-based foundation cohorts
, 125
Secondary Modern schools
, 3
Seminars, co-created gamification in
, 176–180
Skill development
, 162–163
Skills for Success programme (SfS programme)
, 155
assessment and feedback
, 164–165
innovation and development
, 165–169
skill development
, 162–163
student demographic
, 154–156
student-led learning and support
, 159–161
transition
, 156–158
transition support unit
, 163
tutoring
, 158–159
Skills inventory
, 126
Social capital
, 51, 103
Social class
, 21, 24
Social justice
, 24–25
bringing foundation to prisons
, 29–30
critical pedagogies
, 25–26
foundation year at Westminster
, 22–24
professional identities
, 28–29
recognising personal value
, 26–28
reflections
, 30–31
social justice and identities
, 24–25
Social mobility
, 77, 184
Social science (/social studies)
, 29, 42, 125, 183
Specialist mature foundation year
, 53–58
Specific learning difference (SpLD)
, 79
Staff development
, 168
Stormzy
, 43
StreetLaw
, 28–29
Student (social) life
, 98
Student as producer
, 164–165
Student belonging
, 139
Student cohort, tailoring programme design to requirements of
, 138–139
Student demographic
, 154–156
Student engagement
, 174, 178
Student feedback
, 140, 155, 162, 167
Student identity
, 55
student support
, 127–130
teaching
, 126–127
Student numbers
, 66–67
Student perception of foundation years
, 113–115
Student representatives
, 165
Student support services (engagement with)
, 127–130
Student voices
prior academic performance
, 100
Amy
, 96
Archie
, 97
development of academic skills and confidence
, 104–105
disruptive and inequitable learning environments
, 101–102
Emily
, 97
epiphany
, 100
Fatima
, 96–97
Fran
, 97
Holly
, 97
intrinsic and extrinsic motivations
, 98–
Jack
, 96
last resort
, 103
networks
, 103–104
outcomes and employability
, 105
Peter
, 97
respondents
, 96
right subject
, 103
study context
, 96
Zach
, 97
Student wellbeing
, 139
Student-led learning
, 159–161
Students
, 27, 30, 56, 88, 110, 115, 140, 156–157, 178–179
Students of Colour (SoC)
, 66
Students’ Unions
, 40, 57, 167–168
Students’ perceptions of foundation years
, 109
Study for Success module
, 126
Study skills module
, 162
Subject choice
, 159
Support classes
, 146–147
Surrey, embedding wellbeing and belonging in taught curriculum at
, 139–142
Surrey’s Foundation Programme philosophy
, 138
Surrey’s Institute of Education
, 144
Sustainability Hackathon
, 143–144
Tailoring programme design to requirements of student cohort
, 138–139
Talis Elevate (group annotation tools)
, 164
Tariff
, 10, 55
Teachers
, 177, 181
Teaching
, 126–127
Teaching Excellence Framework (TEF)
, 14
Teaching grant
, 10
Testing and explaining differences
, 73
Testing differences and comparing similar groups
, 72–73
Tracking Project, The
, 56
Traditional lecture-based delivery approach
, 142
Transition, skills for success
, 156–158
Transition into university
, 137
Transition points
exchange of good practice
, 136–137
pedagogy at
, 145–148
Tripartite system (secondary education)
, 3
Tuition fees
, 3, 5, 10, 14, 37
Tutoring
, 158–159
UK HE
, 171
neurominorities in
, 81–84
UK professional mathematics societies
, 107
UK students
, 1
Understanding the costs of foundation years report 2023
, 11
United Nations Sustainable Development Goals
, 143
Universals Design for Learning pedagogy
, 162
Universities
, 109
University and College Union (UCU)
, 9–10
University culture
, 23–24, 28
University life, adapting to
, 116–117
University mathematics, difference between school and
, 110–111, 118–119
University of Cambridge Foundation Year
, 35
University of Lincoln
, 158, 164
Science Foundation Year
, 153
University of Reading
, 125
University of Sheffield (UoS)
, 53
University of Southampton, EFY at
, 86–89
University of Surrey
Foundation Year Programmes
, 135–136
foundation years shaping curricula and extra-curricular opportunities at
, 142–148
mathematics diagnostic provision at
, 145–148
University of Sussex, FY BME courses at
, 65–69
University of Sussex Business School (USBS)
, 63
University of Westminster
, 21, 28
University students
, 79
University-wide ‘Coursemate’ platform
, 155
Value for money
, 37, 63
Vertical cohorts
, 51, 55
Videos
, 160
Virtual learning environments (VLE)
, 65, 129–130, 155
Visual analysis
, 71–72
Vocabulary quizzes
, 173
Wellbeing
, 88
Westminster, foundation year at
, 22–24
Westminster’s education strategy
, 24
WhatsApp
, 129–130
White students at National, University, and school levels
, 67
Whole-programme curriculum design thinking
, 137
Widening participation (WP)
, 5, 49, 66, 157
criteria
, 58
groups
, 164
Withdrawal
, 51, 87
Working class students
, 29
You said, we did sessions
, 155
- Prelims
- Introduction
- Part 1: Why Foundation Years Exist
- Chapter 1. Foundation Years for Social Justice
- Chapter 2. Widening Access, Diversifying Cohorts: Embedding a Foundation Year Within Highly Selective HE
- Chapter 3. ‘There Is Probably Nothing You Could Do That Would Prepare You Better for University Life’: Foundation Years as Routes into Higher Education for Mature Students
- Part 2: What Foundation Years Do
- Chapter 4. Closing the Gap: A Statistical Analysis of the Impact of a Foundation Year on Awarding Gaps in Business, Management, and Economics
- Chapter 5. Success in STEM – And How Foundation Years Support Students from Neurodivergent Groups to Achieve It
- Chapter 6. Student Voices: Reflections on the Value of a Foundation Year
- Chapter 7. Doing the Maths: The Impact of a Foundation Year on Mathematics Students' Achievements and Attitudes
- Chapter 8. Creating a Student Identity: Belonging and Mattering
- Part 3: What Makes Foundation Years Different
- Chapter 9. Growing Good Practice: Foundation Years as an Incubator for Pedagogical Innovation and Development
- Chapter 10. Skills for Success: A Student-Centred and Student-Led Curriculum
- Chapter 11. Playing the Game: Gamification as a Pedagogical Approach
- Conclusion: Foundation Years Matter
- Index