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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 0000-0002-1511-7135), Daniel J. Feather (ORCID 0000-0001-5014-3091), Jan Ludvigsen, Silvia Cont (ORCID 0000-0002-2448-6231), Katie Taylor
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in the context of the 2019 Review of Post-18 Education conducted by Sir Phillip Augur that recommended funding be withdrawn from university foundation year courses.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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1491674
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PubType: Academic Journal
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  Data: An Investigation into the Social, Academic, and Developmental Value of Arts and Humanities Foundation Years
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  Data: <searchLink fieldCode="AR" term="%22Christinna+Hazzard%22">Christinna Hazzard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1511-7135">0000-0002-1511-7135</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+J%2E+Feather%22">Daniel J. Feather</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5014-3091">0000-0001-5014-3091</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jan+Ludvigsen%22">Jan Ludvigsen</searchLink><br /><searchLink fieldCode="AR" term="%22Silvia+Cont%22">Silvia Cont</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2448-6231">0000-0002-2448-6231</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katie+Taylor%22">Katie Taylor</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Prism%3A+Casting+New+Light+on+Learning%2C+Theory+%26+Practice%22"><i>Prism: Casting New Light on Learning, Theory & Practice</i></searchLink>. 2025 7(1):45-58.
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  Data: 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/
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  Data: 14
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Humanities+Instruction%22">Humanities Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foundation+Programs%22">Foundation Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 2514-5347
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  Label: Abstract
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  Data: 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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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1491674
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 45
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Humanities Instruction
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Foundation Programs
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: An Investigation into the Social, Academic, and Developmental Value of Arts and Humanities Foundation Years
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            NameFull: Christinna Hazzard
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            NameFull: Daniel J. Feather
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            NameFull: Jan Ludvigsen
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            NameFull: Silvia Cont
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            NameFull: Katie Taylor
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              Y: 2025
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              Value: 2514-5347
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            – TitleFull: Prism: Casting New Light on Learning, Theory & Practice
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