The effect of group diversity on learning on a university-based foundation course

Sarah R. Chipperfield

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)333-350
Number of pages18
JournalJournal of Further and Higher Education
Volume36
Issue number3
DOIs
Publication statusPublished - Aug 2012

Fingerprint

university
learning
Group
student
experience
profession
group dynamics
sociological theory
interaction
health
grounded theory
anxiety
staff
narrative
present
methodology
Teaching
interview

Cite this

@article{879ea0eaf3834757b8513de5fa433176,
title = "The effect of group diversity on learning on a university-based foundation course",
abstract = "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.",
keywords = "access to higher education, diversity, foundation course",
author = "Chipperfield, {Sarah R.}",
year = "2012",
month = "8",
doi = "10.1080/0309877X.2011.632817",
language = "English",
volume = "36",
pages = "333--350",
journal = "Journal of Further and Higher Education",
issn = "0309-877X",
publisher = "Taylor & Francis",
number = "3",

}

The effect of group diversity on learning on a university-based foundation course. / Chipperfield, Sarah R.

In: Journal of Further and Higher Education, Vol. 36, No. 3, 08.2012, p. 333-350.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The effect of group diversity on learning on a university-based foundation course

AU - Chipperfield, Sarah R.

PY - 2012/8

Y1 - 2012/8

N2 - 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.

AB - 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.

KW - access to higher education

KW - diversity

KW - foundation course

UR - http://www.scopus.com/inward/record.url?scp=84864000190&partnerID=8YFLogxK

U2 - 10.1080/0309877X.2011.632817

DO - 10.1080/0309877X.2011.632817

M3 - Article

VL - 36

SP - 333

EP - 350

JO - Journal of Further and Higher Education

JF - Journal of Further and Higher Education

SN - 0309-877X

IS - 3

ER -