Widening Participation, Higher Education and Non-Traditional Students

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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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. 

• Support
• Change
• University
• Social Mobility
• Learning
• Foundation Year

• Durham University, Durham, United Kingdom

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

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. 

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