“It’s life changing, isn’t it?” Foundation year students’ critical evaluation of the value of their course and its impact on their educational journey

Abstract

Value is a highly contested term in Higher Education with student grade outcomes and their graduate earnings being the most likely measures employed. This definition informs most policy-based decisions around the perceived value of courses in universities. These points would include foundation year study. However, the literature outside of policymakers’ thinking presents a more nuanced, complex picture with many additional benefits being experienced by individual students, their families, communities and wider society, particularly when considering students from a widening participation background. This research built on the literature to challenge the accepted definition of value using a constructionist approach and participatory action research methodology and aims to critically evaluate the value and benefit of FY courses, specifically through student voice. Current and previous foundation year students were consulted through focus groups and interviews on their opinions on the value gained from their studies. Support, relationships and the skills acquired were all deemed to be of more value than grades and future earnings. The research culminated with a new definition of value being co-designed with students and suggests future steps to capitalise on additional areas of value in particular how this impacts on pedagogy and how best to communicate these findings to policymakers.

Date of Award	2024
Original language	English
Supervisor	Karen Fitzgibbon (Supervisor) & Ruth Gaffney-Rhys (Supervisor)