Access Foundation student progression at Technological University Dublin: a quantitative study

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dc.contributor.authorForster, Annette
dc.contributor.authorFaulkner, Fiona
dc.contributor.authorPrendergast, Mark
dc.date.accessioned2020-08-06T11:16:44Z
dc.date.available2020-08-06T11:16:44Z
dc.date.issued2020
dc.date.updated2020-07-31T10:03:55Z
dc.description.abstractDespite a global expansion of higher education in the twentieth century, inequalities in terms of student demographic still remain. The number of mature students (students aged 23 years and over) and students from lower socio-economic backgrounds in full-time higher education in the Republic of Ireland remains low. In order to address this issue, Dublin Institute of Technology (DIT) offered a one-year Access Foundation programme providing a route to higher education for mature students and young adults (students less than 23 years) from lower socioeconomic backgrounds. This study examines the factors affecting the progression of students on this programme to undergraduate studies at DIT. In 2017, incoming Access Foundation students (n = 59) completed a 29-item questionnaire examining factors affecting progression, and their advancement onto undergraduate studies was chartered at the end of the academic year. Analysis of this data revealed a number of noteworthy findings such as a relationship between attendance and progression. Students who failed to progress also had higher neuroticism scores and intrinsic and extrinsic motivation mean scores than students who progressed to undergraduate studies at DIT. Furthermore, progression was dependent on the optional modules students chose. These findings have implications for funding and providing support services for Access Foundation students.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.articleid3en
dc.identifier.citationForster, A., Faulkner, F., and Prendergast, M. (2020) 'Access Foundation Student Progression at Technological University Dublin: a Quantitative Study'. Irish Journal of Academic Practice, 8(1), Article 3 (32 pp). doi: 10.21427/40tj-ra59en
dc.identifier.doi10.21427/40tj-ra59en
dc.identifier.endpage32en
dc.identifier.issn2009-7387
dc.identifier.issued1en
dc.identifier.journaltitleIrish Journal of Academic Practiceen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/10362
dc.identifier.volume8en
dc.language.isoenen
dc.publisherLearning, Teaching and Technology Centre (LLTC), Technological University Dublinen
dc.relation.urihttps://arrow.tudublin.ie/ijap/vol8/iss1/3
dc.rights© 2020. This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 Licenseen
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectAccess Foundation Programmeen
dc.subjectHigher educationen
dc.subjectMature studentsen
dc.subjectNon traditional studentsen
dc.subjectProgressionen
dc.subjectSocio-economic backgrounden
dc.titleAccess Foundation student progression at Technological University Dublin: a quantitative studyen
dc.typeArticle (peer-reviewed)en
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