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

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.