ORCID

Abstract

Developing academic skills and preparing students for university-level study areonly two important outcomes of a foundation year programme. Drawing on thework of Mezirow, this paper will, with a focus on five students, consider thetransformative element of adult learning through transforming previousassumptions and beliefs. The qualitative research was based on a university insouth west England and consisted of several interviews over a four-yearlongitudinal research project, tracking the experiences of five foundation yearstudents, assessing how well it prepared them for university-level study. Thisarticle will consider the transformative nature of the foundation year, highlightingspecific changes in students’ self-belief, agency, power and confidence. Drawing onthe voices of the participants, the findings revealed that there are two mainconditions which support transformation: firstly, having a sense of belongingthrough finding supportive social networks, and secondly, developing confidence intheir educational ability. Additionally, the ways in which universities can getinvolved are explored, including ways in which lecturing teams can support theseconditions for transformation and assist with any obstacles students may faceduring their foundation year. These insights may be useful in the design ordevelopment of other Foundation Year programmes, or in the wider context ofsupporting widening participation students with transformation.

Publication Date

2025-05-22

Publication Title

Journal of the Foundation Year Network

Volume

7

ISSN

0000-0000

Keywords

Foundation Year, transformation, Mezirow, self-belief

First Page

18

Last Page

32

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