Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education
Abstract
This article presents a cross‐national exploration of responses to widening participation ( WP ), with a specific focus on the provision of foundation year ( FY ) programmes and the use of contextualised admissions ( CA ) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year‐long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions ( HEI s) in England and Ireland: a well‐established FY ; a newly formed FY ; and a CA pathway. Data were collected through a mixed‐method approach. Questionnaires and in‐depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY . CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FY s may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non‐traditional students.
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Contextualized admissions can make students feel like imposters who will not fit in within those institutions.
“they can make these students feel like they are imposters who will not fit in within those institutions once they arrive (O'Sullivan, Bird, Robson, & Winters, 2019).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as O'Sullivan, Bird, Robson, & Winters, 2019
Foundation year programs seem to boost and develop students' sense of belonging despite their often disadvantaged background.
“Foundation year programs, in which students who have not met the grades to go straight into bachelor degree programs, seem to boost and develop students' sense of belonging, despite their often disadvantaged background (O'Sullivan et al., 2019).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as O'Sullivan et al., 2019
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Influential
- Authors
- O'Sullivan, K., Bird, N., Robson, J., & Winters, N.
- Affiliations
- Maynooth University Ireland
- National University of Ireland, Maynooth (IE)
- University of Oxford (GB)
- Venue
- British Educational Research Journal
- Publisher
- Wiley
- Published
- 2019-03-08
- Volume
- 45
- Issue
- 3
- Pages
- 554-575
- ISSN
- 0141-1926 (ISSN-L)
- 1469-3518
- OpenAlex
- W2921099170
- Cited by
- 58
- References
- 32
- Citations by year
- 2026: 15 · 2025: 10 · 2024: 10 · 2023: 5 · 2022: 6 · 2021: 4 · 2020: 6 · 2019: 2
- FWCI
- 12.15
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Educational Research Journal (publishedVersion)
- Maynooth University ePrints and eTheses Archive (Maynooth University) (acceptedVersion)
- Funders
- Irish Research Council (206208.14450)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Higher Education Practises and Engagement
- Social Sciences › Political Science and International Relations › Higher Education Governance and Development
- Keywords
- widening participation, sense of belonging, student self-confidence, academic identity, social capital, bridging social capital, non-traditional students
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