An Investigation into the Social, Academic, and Developmental Value of Arts and Humanities Foundation Years
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| Title: | An Investigation into the Social, Academic, and Developmental Value of Arts and Humanities Foundation Years |
|---|---|
| Language: | English |
| Authors: | Christinna Hazzard (ORCID |
| Source: | Prism: Casting New Light on Learning, Theory & Practice. 2025 7(1):45-58. |
| Availability: | Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Educational Benefits, Art Education, Humanities Instruction, Higher Education, Foundation Programs, Introductory Courses, College Students, Student Attitudes, Self Esteem, Sense of Belonging, Student Participation, Social Justice, Inclusion |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 2514-5347 |
| Abstract: | This research paper explores the social, academic, and developmental value of arts and humanities foundation years at university. The research was conducted with students at a post-92 university in the northwest of England and investigates their experiences of undertaking a foundation year course in the arts and humanities. It focuses on students' perception of the course's value in terms of the educational and personal benefits to them. The research was conducted in the context of the 2019 Review of Post-18 Education conducted by Sir Phillip Augur that recommended funding be withdrawn from university foundation year courses. Our research found that most students would not have continued studying had a university foundation year course not been available to them, and that the course benefitted them in a number of ways, including by developing their self-confidence and their sense of belonging in a Higher Education (HE) environment. Our findings demonstrate that foundation years at universities continue to play an important role in widening participation in the arts and humanities at a time when these subjects are themselves under threat, and therefore remain valuable in promoting social justice and inclusivity in HE. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491674 |
| Database: | ERIC |
| Abstract: | This research paper explores the social, academic, and developmental value of arts and humanities foundation years at university. The research was conducted with students at a post-92 university in the northwest of England and investigates their experiences of undertaking a foundation year course in the arts and humanities. It focuses on students' perception of the course's value in terms of the educational and personal benefits to them. The research was conducted in the context of the 2019 Review of Post-18 Education conducted by Sir Phillip Augur that recommended funding be withdrawn from university foundation year courses. Our research found that most students would not have continued studying had a university foundation year course not been available to them, and that the course benefitted them in a number of ways, including by developing their self-confidence and their sense of belonging in a Higher Education (HE) environment. Our findings demonstrate that foundation years at universities continue to play an important role in widening participation in the arts and humanities at a time when these subjects are themselves under threat, and therefore remain valuable in promoting social justice and inclusivity in HE. |
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| ISSN: | 2514-5347 |
