Abstract
Foundation courses are key in widening access to UK higher education.
The students they attract bring diverse types of prior learning
experiences, which create challenges as well as possibilities for them
to connect with subject knowledge on foundation courses. This case
study of 4 students on a Business Management course argues that
greater understanding of students’ prior knowledge is needed so
that they can be scaffolded appropriately to make connections with
current subject knowledge, following an inclusive pedagogies model
(as outlined by Sanger, 2020).
The students they attract bring diverse types of prior learning
experiences, which create challenges as well as possibilities for them
to connect with subject knowledge on foundation courses. This case
study of 4 students on a Business Management course argues that
greater understanding of students’ prior knowledge is needed so
that they can be scaffolded appropriately to make connections with
current subject knowledge, following an inclusive pedagogies model
(as outlined by Sanger, 2020).
| Original language | English |
|---|---|
| Pages (from-to) | 10-12 |
| Number of pages | 3 |
| Journal | InForm: a journal for International Foundation Programme professionals |
| Issue number | 23 |
| Publication status | Published - Mar 2024 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
Keywords
- prior learning
- academic success
- inclusive curriculum
- foundation education
- student experience
- curriculum design
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