‘We+don’t+belong+–+problems+of+progression+for+foundation+degree+students.’

Title: We don’t belong – problems of progression for foundation degree students. Author: Jacobs PA, School of Psychology, University of Plymouth.

Abstract: In 2007 over 60,000 students registered for foundation degrees in the UK, (HEFCE). Many of these students will attend local Further Education Colleges for their programme of study. Based on current student choice many of these students will wish to progress on to a top up year in HE institutions. Little research has been published on the progression experiences of these students. Our study analysed final year assessment data from students who had completed a degree in biological sciences. It compared grades achieved by ex-foundation degree students to students who had completed all of their studies in a HE setting. Additionally, we conducted interviews with 8 current and 10 past foundation degree students who are currently enrolled on a top up year in a University. Results suggest that foundation degree students are not performing as well as traditional students in many assessments; typically achieving a degree classification lower than traditional students, despite achieving first class or upper second classifications in the foundation degree. Analysis of interview data suggests that ex-foundation degree students feel “outsiders” in a HE setting and have difficulty adjusting to a university culture and a more independent style of learning. The relationship between staff and students in a university setting is a more distant, formal one, compared to the personal relationships made with staff during their foundation studies. Interviewees report high levels of stress associated with their studies, feeling that academic standards of foundation degrees and full honours degrees are significantly different; with the foundations degree concentrating on skill development and applied knowledge compared to a top up year which concentrates on academic skills and theoretical knowledge. Many interviewees felt that they were treated as ‘other’ by staff and traditional students and had found the transition difficult. We offer suggestions for addressing some of problems faced by foundation degree students who progress to a HE top up year.