Abstract:

Transitioning from a foundation year to undergraduate study presents significant challenges for students, particularly those from underrepresented backgrounds, with multiple factors influencing their progression. As Peterborough was previously the largest UK city without a university, Anglia Ruskin University, Peterborough (ARUP) was established to address this HE ‘cold spot’ through an employability-led delivery model. ARUP aims to raise skills levels in Peterborough and its surrounding areas, enhancing both individual employment prospects and business growth. This study examines how the progression rate from Foundation Year to Graduate Level can be improved, using ARUP as a case study.

A qualitative research approach was adopted to explore three key questions: the practices that promote progression from foundation year to graduate level, the challenges students face, and the factors influencing the effectiveness of institutional support. Focus groups and individual interviews were conducted with foundation year lecturers and students at ARUP to gather insights, with thematic analysis employed to interpret the data. The study identifies key challenges, including academic preparedness, student engagement, and personal motivation. It also examines institutional practices such as targeted academic support, tailored interventions, and structured career guidance.

Findings demonstrate the effectiveness of these strategies in enhancing retention and student success. The study also highlights key achievements, lessons learned, and areas for further improvement. The insights provided can inform HE institutions seeking to strengthen support mechanisms for foundation year students as they transition into graduate level.

Keywords:

Foundation year, degree level, higher education, transition.