The International Foundation Year and first year transition: building capital, evolving habitus, developing belonging, preparing for success
Year: 2018
Type: article
Study design: Observational Study
Abstract: This article focuses on research into international undergraduates’ transition experiences when starting UK higher education (HE). The study explored ways in which combined experiences of university learning, teaching and support and International Foundation Year (IFY) attendance at a pathway international college influence first year international undergraduate students’ transition. The research adopted a mixed-methods approach including in-depth interviews and a survey that compared groups including previous IFY and non-IFY students and pre and post 1992 UK universities. The Bourdieusian constructs of ‘capital’ and ‘habitus’ are presented as a theoretical lens that highlights ways in which attending an IFY helps first year international undergraduates to develop belonging, resilience, student identity, academic confidence and success.
Source: Teaching in Higher Education
Institution: University of Brighton
Language: English
Subfield: Communication
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2900330889