Widening Participation, Higher Education and Non-Traditional Students
Supporting Transitions through Foundation Programmes
Editors: Marshall, Catherine A., Nolan, Sam J., Newton, Douglas P. (Eds.)
Free Preview- 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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- About this book
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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.
- About the authors
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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.
- Table of contents (12 chapters)
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Barriers to Accessing Higher Education
Pages 1-18
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Understanding Foundation Year Provision
Pages 19-40
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Language Issues Facing Non-Traditional Students: Some Problems and Solutions
Pages 41-55
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Teaching Mathematics to Adults: Integrating New and Old Knowledge
Pages 57-72
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Breaking Barriers: Overcoming Anxieties in Practical Science
Pages 73-88
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Table of contents (12 chapters)
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Bibliographic Information
- Bibliographic Information
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- Book Title
- Widening Participation, Higher Education and Non-Traditional Students
- Book Subtitle
- Supporting Transitions through Foundation Programmes
- Editors
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- Catherine A. Marshall
- Sam J. Nolan
- Douglas P. Newton
- Copyright
- 2016
- Publisher
- Palgrave Macmillan UK
- Copyright Holder
- The Editor(s) (if applicable) and The Author(s)
- eBook ISBN
- 978-1-349-94969-4
- DOI
- 10.1057/978-1-349-94969-4
- Hardcover ISBN
- 978-1-349-94968-7
- Softcover ISBN
- 978-1-349-95690-6
- Edition Number
- 1
- Number of Pages
- XIX, 198
- Number of Illustrations
- 14 b/w illustrations
- Topics
