What really matters in the Foundation Year? Early insights into engagement, belonging and attainment

Foundation Year programmes play a critical role in widening participation by supporting students’ transition into higher education. At Canterbury Christ Church University (CCCU), the Foundation Year in Business Management is designed to develop core academic skills, foundational disciplinary knowledge, and prepare students for undergraduate study. However, in recent years our programme has experienced persistently low attainment outcomes alongside high levels of non-submission, low attendance, and reduced student engagement. These challenges have raised concerns about student experience, progression, and potential inequalities in attainment, particularly for students from Black, Asian and Minority Ethnic (BAME) backgrounds.

In response, a comprehensive redesign of the Foundation Year curriculum and delivery model was implemented. Key interventions included: closer alignment between learning outcomes and assessment, the introduction of more interactive and group-based assessment formats (such as presentations, reflective accounts and posters), deploying latest technologies in seminar activities (AI and VR sets). This resulted in redesigned module content that was more contemporary, hands-on and level-appropriate with increased formative feedback. Real-world relevance was strengthened through interactive teaching activities, guest lectures and engagement with industry partners. In addition, a series of celebratory events were organised to recognise student achievement and enhance their sense of belonging. These events brought together Foundation Year students, academic staff, student coaches, alumni and industry experts, creating opportunities for learning outside classroom, networking, building social capital and sharing experiences as well as supporting students’ integration into the wider Business School community.

Early quantitative indicators suggest that these interventions have led to improvements in attainment and progression. Significant gains have been observed in some modules, including increases in average marks and reductions in non-pass and non-submission rates. However, improvements have been inconsistent across the programme, with outcomes in some modules remaining below institutional and sector expectations. This variation highlights the need for further exploration and evaluation of both the structural and experiential factors shaping Foundation Year students’ engagement and attainment.

In this presentation, we will report on our ongoing study that seeks to better understand inequalities in attainment and engagement among Foundation Year students, with particular attention to the BAME awarding gap at foundation level. Our methodology focuses on semi-structured interviews, with participants recruited using purposive sampling and thematic analysis for data interpretation.

Guided by social constructivist and critical realist perspectives, and drawing on theories of cultural capital, habitus and belonging, the interviews explore students’ university experiences, motivations, perceived barriers, engagement, and perceptions of institutional interventions. Preliminary themes relate to sense of belonging, structural and social constraints, expectations of higher education, and the perceived impact of curriculum and community-building initiatives. We will share interim insights and reflect on implications for designing inclusive Foundation Year curricula that support equitable transitions, improved retention, and sustained engagement in higher education. The findings will evaluate the impact of current interventions and inform future pedagogical transformation across foundation-level programmes at CCCU and beyond. We would welcome insights and best practice from colleagues in the light of foundation year curricula within foundation year programme within New Academic Framework delivery in the current academic year.