“To be more”: an exploration of the experiences of students on a care‐related foundation degree at a Welsh further education college

Abstract

This paper proposes ways in which the findings of a research study, conducted with a group of foundation degree students in a West Wales further education college, could be incorporated into recruitment strategies within the college. The findings may also inform recruitment planning in other higher education settings. The paper is taken from a wider project that aimed to gain detailed insight into the experiences of the foundation degree students. The focus is restricted to issues judged to relate directly to recruitment planning. Recent education policy both in Wales and across the UK has aimed to widen participation in higher education from under‐represented groups. There has been a significant rise in the number of students electing to undertake a foundation degree in Wales. It is anticipated that this trend will be further encouraged following the announcement of a multi‐million pound pan‐Wales foundation degree scheme. This will be led by the University of Glamorgan with particular emphasis on wider partnership with the further education sector. The study employs a qualitative methodology. Interviews provide the main focus of data collection, with broad areas for discussion identified from responses to a short questionnaire. An approach based on grounded theory is used to analyse and interpret the findings, supported by the NVivo software package. The findings suggest that highlighting the flexibility of course provision is extremely important. There is also a need for a flexible institutional approach that recognises that many students will not be aware of established higher education admission procedures and will need to be supported through the process.

Citation

Lloyd‐Parry, S. (2010), "“To be more”: an exploration of the experiences of students on a care‐related foundation degree at a Welsh further education college", Journal of Applied Research in Higher Education, Vol. 2 No. 2, pp. 78-88. https://doi.org/10.1108/17581184201000015