The transformative effect of a foundation year: ‘I’m a totally changed person’

Abstract

Developing academic skills and preparing students for university-level study are only two important outcomes of a foundation year programme. Drawing on the work of Mezirow, this paper will, with a focus on five students, consider the transformative element of adult learning through transforming previous assumptions and beliefs. The qualitative research was based on a university in south west England and consisted of several interviews over a four-year longitudinal research project, tracking the experiences of five foundation year students, assessing how well it prepared them for university-level study. This article will consider the transformative nature of the foundation year, highlighting specific changes in students’ self-belief, agency, power and confidence. Drawing on the voices of the participants, the findings revealed that there are two main conditions which support transformation: firstly, having a sense of belonging through finding supportive social networks, and secondly, developing confidence in their educational ability. Additionally, the ways in which universities can get involved are explored, including ways in which lecturing teams can support these conditions for transformation and assist with any obstacles students may face during their foundation year. These insights may be useful in the design or development of other Foundation Year programmes, or in the wider context of supporting widening participation students with transformation.