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Firming the foundations: an empirical and theoretical appraisal of the foundation degree in England

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>2005
<mark>Journal</mark>Widening Participation and Lifelong Learning
Issue number1
Number of pages9
Pages (from-to)1-9
Publication StatusPublished
<mark>Original language</mark>English


The two-year full-time equivalent foundation degree was introduced into English higher education in 2000 in order to enhance the contribution of the sector to the national economy. A key component of the foundation degree curriculum is a substantial proportion of work-based learning, which differentiates it to a considerable extent from other qualifications. The foundation degree is also intended to boost the access of under-represented groups to higher education.
Initial experience suggests that, broadly, the foundation degree is succeeding although some students have experienced problems. This article discusses some findings from a survey of students from the first two cohorts of foundation degrees and relates these to an approach to employability that is informed by a variety of theoretical perspectives. It concludes with some observations on the future development of the foundation degree.