Sowing the seeds of student success the power of learning development in foundation year programmes

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1694

Keywords:

interdisciplinary approaches, student attainment, foundation year, learning development, holistic pedagogy

Abstract

Like watching seeds germinate, grow and flourish we advocate for an approach to learning development that cultivates confidence, motivation and success as a long-term endeavour in line with Ileris’s 3 dimensions of learning ( 2002). This presentation demonstrates the sustained and long-term impact of holistic learning development approaches on Level 6 learners who study integrated foundation years.

Against a changing backdrop of challenges which have questioned the funding, status and prestige of Year 0/Level 3 work within our HE institutions we present evidence of impact and explore the pedagogy that creates meaningful long-term improvements in academic attainment across the our multi-discipline Level 3 that involves collaboration cross institution.

Following this interdisciplinary approach, we compared data for Level 6 learners who did and did not take a foundation year. In 23/24 those Level 6 students who completed a foundation year frequently outperformed their contemporaries without a foundation year including having higher pass rates and lower rates of resubmission and retakes. This impact is even more acute for Level 6 Black learners whose pass rate was 7% higher and their reassessment rate was 5% lower than their contemporaries without a foundation year.

Linking data with practice we will show cross-disciplinary pedagogies have nurtured these learners to create these long-term gains. We are excited to share a range of examples that transcend disciplinary boundaries that show holistic approaches to learning that have supported not just academic development but embraces the whole learner. We also bring with us first-hand experience with the perspectives of a Foundation Year student turned member of staff.

Author Biographies

Jen Hayes, London Metropolitan University/Lancaster University

Jennifer Hayes is a Senior Teaching and Learning Development Manager at London Metropolitan University dedicated to improving outcomes and student experience through developing inclusive pedagogies. Jen manages and contributes to nurturing academic innovation and effective practice in learning and teaching. She leads a range of workstreams and initiatives designed to improve teaching and learning practice and to reward and recognise teaching excellence.

Joanna Cooke, London Metropolitan University

Joanna Cooke is a Principal Lecturer in Education in the School of Social Sciences and Professions at London Metropolitan University.

Bhupan Haria, London Metropolitan University

Bhupan Haria is a Principal Lecturer in foundation year in the Guildhall School of Business and Law at London Metropolitan University and is committed to creating inclusive, student-centred learning environments. He integrates coaching and facilitation into teaching, encouraging self-awareness, agency and academic growth. His approach challenges traditional perceptions of higher education, promoting experiential and lifelong learning. Bhupan believes diversity should be celebrated and openly discussed, fostering safe spaces where students feel empowered to share ideas and experiences. He works with students to co-create meaningful learning communities, guided by the belief that learning thrives when everyone takes responsibility.

John Clay, London Metropolitan University

John Clay is a former student of London Metropolitan University, graduating with a First Class degree in Event Management. As a student, he was a Student Representative, Peer Mentor, PASS Coach and co-created extracurricular schemes for the students. John has spoken at numerous conferences as a student voice and is now working as an Employment Engagement Support Assistant at London Metropolitan University aiding current students with work placement assignments and creating new relationships with employers both in the UK and internationally. John dedicates himself to the experience and development of the student body.

References

Ileris, K. (2002) The three dimensions of learning. Roskilde: Roskilde University Press.

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Published

30-09-2025

How to Cite

Hayes, J., Cooke, J., Haria, B., & Clay, J. (2025). Sowing the seeds of student success the power of learning development in foundation year programmes. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1694

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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