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ERIC Number: EJ973210
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0309-877X
The Effect of Group Diversity on Learning on a University-Based Foundation Course
Chipperfield, Sarah R.
Journal of Further and Higher Education, v36 n3 p333-350 2012
To date, there appears to be a paucity of literature regarding the student experience on university-based foundation courses. There is some thought that such non-traditional, diverse groups of students might present problems during the learning and teaching experience and some students appear to have little insight into what foundation courses entail. The purpose of this study was to consider the influence of diversity on the student learning experience on a university-based foundation course for the health professions. Individual, unstructured interviews were performed in a purposive sample of 13 students (2 male, 11 female) who had completed a foundation course for the health professions. Data was analysed using a qualitative, grounded theory research methodology and emergent themes were analysed in relation to sociological theory. Key themes emerged in the narratives relating to competition (intra- and inter-cohort), self-preservation and camaraderie. These findings are related to the theories of social interaction and social identity, highlighting the processes associated with the student learning experience. Recommendations for improving the learning experience for foundation course students include encouraging early interaction between students (both intra- and inter-cohort) and staff to facilitate camaraderie and positive group dynamics, thereby reducing any negative impact of competition and alleviating fear of failure. (Contains 1 table and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom