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Widening Participation, Higher Education and Non-Traditional Students

Supporting Transitions through Foundation Programmes

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  • © 2016

Overview

Editors:
  1. Catherine A. Marshall

    1. Durham University, Durham, United Kingdom

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    You can also search for this editor in PubMed   Google Scholar

  2. Sam J. Nolan

    1. Durham University, Durham, United Kingdom

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    You can also search for this editor in PubMed   Google Scholar

  3. Douglas P. Newton

    1. Durham University, Durham, United Kingdom

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  • Explores the new field of Foundation Programmes and how they can be used to support transition to higher education for non-traditional students
  • Argues that for widening participation initiatives to be successful in higher education they need to address the problems of cultural capital, recruitment bias and learner alienation
  • Advances innovative approaches to admissions, marketing and recruitment and to the development and delivery of curricula which support students hoping to study further in a research-intensive university

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xix
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  2. Barriers to Accessing Higher Education

    • Catherine A. Marshall
    Pages 1-18

  3. Understanding Foundation Year Provision

    • Steve Leech, Catherine A. Marshall, Geoff Wren
    Pages 19-40

  4. Language Issues Facing Non-Traditional Students: Some Problems and Solutions

    • Megan Bruce, Simon Rees, Julie Wilson
    Pages 41-55

  5. Teaching Mathematics to Adults: Integrating New and Old Knowledge

    • Mary Dodd, Jean Mathias, Sam J. Nolan
    Pages 57-72

  6. Breaking Barriers: Overcoming Anxieties in Practical Science

    • Sam J. Nolan, Simon Rees, Carole Rushall
    Pages 73-88

  7. Selecting Mature Learners: A Toolkit for Admissions Tutors

    • Ian Moreton
    Pages 89-103

  8. Challenges and Opportunities in Using Facebook to Build a Community for Students at a UK University

    • Nick Pearce, Sarah Learmonth
    Pages 105-117

  9. Engendering an Online Community: Supporting Students on the Transition into University Life

    • Sam J. Nolan, Megan Bruce, Steve Leech
    Pages 119-131

  10. Culture Shock: Applying the Lessons from International Student Acculturation to Non-Traditional Students

    • Catherine A. Marshall, Jinhua Mathias
    Pages 133-149

  11. Adjusting Teaching Practices for Mature Adults to Incorporate Understandings of Affective Processes and Self-efficacy in Maths

    • Mary D. Dodd
    Pages 151-163

  12. Students’ Academic Emotions, Their Effects and Some Suggestions for Teaching Practices

    • Douglas P. Newton
    Pages 165-178

  13. Stories with a Foundation

    • Catherine A. Marshall
    Pages 179-188

  14. Back Matter

    Pages 189-198
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Keywords

About this book

This book highlights the problems that have developed as students lack either the social or cultural capital to take the opportunity of Higher Education through conventional routes. This might be due to leaving school early, lacking entry qualifications or wanting to further their education and prospects after entering the workplace. Foundation courses help to widen participation and create a route towards higher education. This book offers tried and tested practical solutions, from the notion of widening participation, to recruitment of students and to ways of helping them to make the most of themselves and develop the skills they need to progress on degree courses of their choice. 

Editors and Affiliations

  • Durham University, Durham, United Kingdom

    Catherine A. Marshall, Sam J. Nolan, Douglas P. Newton

About the editors

Catherine A. Marshall is the Director of the Foundation Centre at Durham University, UK where she promotes the development of an evidenced-based body of scholarly activity to underpin the delivery of programmes designed to provide a route into Higher Education for non-traditional students.  She is the Chair of the National Foundation Year Network.


Douglas P. Newton is Professor in the School of Education at Durham University, UK. His books and articles attract international interest. Recent successes include Teaching for Understanding, and the much acclaimed Thinking with Feeling, described as a Copernican shift in the notion of teaching. 


Sam J. Nolan is the Assistant Director of the Centre for Academic, Researcher and Organisation Development at Durham University, UK. From 2010-2015  Sam worked as a Physics Teaching Fellow, then Head of Scholarship at the Foundation Centre, where he supported the Centre in developing and promoting its scholarly profile. 


Bibliographic Information

  • Book Title: Widening Participation, Higher Education and Non-Traditional Students

  • Book Subtitle: Supporting Transitions through Foundation Programmes

  • Editors: Catherine A. Marshall, Sam J. Nolan, Douglas P. Newton

  • DOI: https://doi.org/10.1057/978-1-349-94969-4

  • Publisher: Palgrave Macmillan London

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016

  • Hardcover ISBN: 978-1-349-94968-7Published: 05 October 2016

  • Softcover ISBN: 978-1-349-95690-6Published: 27 June 2018

  • eBook ISBN: 978-1-349-94969-4Published: 21 September 2016

  • Edition Number: 1

  • Number of Pages: XIX, 198

  • Number of Illustrations: 14 b/w illustrations

  • Topics: Sociology of Education, Higher Education, Sociology of Education

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