What Shapes Success in the Foundation Year? Early Findings on Engagement, Belonging and Attainment

Foundation Year programmes play a critical role in widening participation by supporting students’ transition into higher education. The Foundation Year in Business Management at CCCU is designed to prepare students for undergraduate study by developing core academic skills and disciplinary knowledge. However, in recent years our programme has experienced persistently low student outcomes, such as continuation and completion, caused by low attendance and engagement, high levels of non-submission and poor attainment across modules. These challenges have raised concerns about student experience and potential inequalities in attainment (i.e. low grades), particularly for students from Black, Asian and Minority Ethnic (BAME) backgrounds.

As a result, a systematic redesign of both the Foundation Year curriculum and its delivery model was undertaken. 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). Consequently, more contemporary, level appropriate and hands-on modules were created with formative feedback integration to enhance student learning. Real-world relevance was strengthened through active engagement with industry partners in a form of guest lectures and interactive activities. In addition, a series of Foundation Year Celebration events were organised to recognise student achievement and enhance their sense of belonging. These events brought together students, academic staff, student coaches, alumni and industry experts, strengthening business management community and creating opportunities for learning outside classroom. These enabled students to network with local organisations supporting them in building their social capital and sharing experiences.

This paper presents preliminary findings from research investigating the factors contributing to attainment inequalities among Foundation Year students, with a particular focus on those from BAME backgrounds. The study draws on semi-structured interviews with students and a review of sector best practices. It also evaluates the impact of interventions and innovations introduced through redesigned modules, alongside the influence of Foundation Year celebratory events.

Initial findings suggest that the interventions have supported improvements in both attainment and continuation. Significant gains are evident in some modules, including increases in average marks and reductions in non-pass and non-submission rates. However, outcomes remain uneven across the programme, with some modules still falling short of institutional and sector expectations. This variability highlights the need for continued evaluation of the structural and experiential factors shaping Foundation Year students’ engagement and attainment.

Research findings, underpinned by theories of cultural capital, habitus, and belonging, explored Foundation Year students’ university experiences, motivations, perceived barriers, engagement, and views on institutional interventions. Preliminary themes include sense of belonging, structural and social constraints, expectations of higher education, and the perceived impact of curriculum and community-building initiatives. Early findings highlight the importance of student friendships in fostering belonging. Importance of developing a wider academic community that includes both academic and professional staff was also stressed. Results also indicate that early interventions, particularly one-to-one support through Personal Academic Tutor (PAT) engagement, are effective in re-engaging disengaged students and improving attainment among lower-performing students. Students were largely unaware of the ethnic awarding gap but reported positive perceptions of academic interventions and relationships with staff. Challenges were also identified for international students, particularly those linked to language struggles and regulatory and compliance constraints.