Widening access to Higher Education:an evaluative case study of a foundation year alternative to access


Universities are encouraged to widen access to a broad range of applicants, including mature students taking Access qualifications. Admissions tutors can find it difficult to compare and choose between Access and A-level applications, and Access applicants for popular courses may be disadvantaged relative to students with good A-levels. In this evaluative case study a foundation year designed to avoid Access selection problems and widen participation in psychology, biology, optometry and pharmacy is reviewed. Progression and success rates are compared to national averages for Access courses and issues in Foundation Year management considered. The Foundation Year is rejected as unsatisfactory and it is concluded that widening participation for mature students can be achieved through Access courses. Difficulties in achieving this for high-demand courses in leading universities are discussed.

Divisions: College of Health & Life Sciences > School of Psychology
College of Health & Life Sciences
College of Health & Life Sciences > Chronic and Communicable Conditions
College of Health & Life Sciences > Clinical and Systems Neuroscience
Additional Information: Reproduced with permission from Psychology Teaching Review © The British Psychological Society 2008
Uncontrolled Keywords: universities,widen access,mature students,access qualifications,admission,a-level,psychology,biology,optometry,pharmacy,foundation year
Publication ISSN: 0965-948X
Last Modified: 07 Mar 2024 08:08
Date Deposited: 07 Dec 2009 12:18
PURE Output Type: Article
Published Date: 2008
Authors: Reddy, Peter A. (ORCID Profile 0000-0002-0623-5359)
Moores, Elisabeth (ORCID Profile 0000-0003-3997-0832)


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