Foundation years and why they matter

Every year, thousands of British students enter higher education via a foundation year. Despite their growing popularity, the place of foundation years has become an increasingly contested issue: little is actually known about them outside the sector and they are widely misunderstood, leading some t...

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Bibliographic Details
Other Authors Leech, Stephen (Editor), Hale, Sarah (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K. : Emerald Publishing Limited, [2024]
Subjects
Education, Higher > Great Britain.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781837972142
DOI10.1108/9781837972128
Physical Description1 online resource (216 pages)

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Table of Contents:
  • Foreword / Lee Elliot Major Introduction / Stephen Leech
  • Part 1. Why foundation years exist
  • Chapter 1. Foundation years for social justice / Stuart Peck and Nayyar Jaan Hussain
  • Chapter 2. Widening access, diversifying cohorts: Embedding a foundation year within highly selective he / Alex Pryce
  • 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 / Sarah Hale
  • 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 / Gabriella Cagliesi and Mark Clark
  • Chapter 5. Success in stem - and how foundation years support students from neurodivergent groups to achieve it / Anna Barney
  • Chapter 6. Student voices: Reflections on the value of a foundation year / Dawn Whitton and David W. Stoten
  • Chapter 7. Doing the maths: The impact of a foundation year on mathematics students' achievements and attitudes / Matthew J. Craven and Jenny M. Sharp
  • Chapter 8. Creating a student identity: Belonging and mattering / Lucinda Becker
  • Part 3. What makes foundation years different
  • Chapter 9. Growing good practice: Foundation years as an incubator for pedagogical innovation and development / Lewis A. Baker, Carol Spencely, and Robert Walsha
  • Chapter 10. Skills for success: A student-centred and student led curriculum / Jayne Hopkins, Ellie Davison, and Thomas Hobson
  • Chapter 11. Playing the game: Gamification as a pedagogical approach / Anna Tranter, Amy Stickels, and Miriam Schwiening Conclusion: Foundation years matter / Sarah Hale and Stephen Leech.

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