Building Strong Foundations: Understanding and Enhancing International Student Transitions to Undergraduate Study

Tranter, Anna (2025) Building Strong Foundations: Understanding and Enhancing International Student Transitions to Undergraduate Study. Doctoral thesis, Birmingham City University.

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Abstract

This study explores the experiences of six international foundation students at a Russell Group university in the UK, focusing on their transition to undergraduate study in business and law-related disciplines. International foundation programmes play a vital role in preparing students for further study, yet variations in content and curriculum exist due to limited statutory regulation. By amplifying the nuanced voices of these students, this research aims to inform and enhance foundation programme provision, supporting positive academic and social experiences that enable a smooth and successful transition to higher education.

Grounded in Bourdieu’s theory of social practice, including the concepts of habitus, capital, and field (Bourdieu, 1977; 1986; Bourdieu & Wacquant, 1992), this study adopts a creative and participatory-inspired methodology to capture the perspectives of international foundation alumni. Innovative approaches such as listening rooms, where pairs of friends discuss their experiences without researcher intervention, and walking interviews for deeper exploration, were employed to gather rich, qualitative data. Reflexive thematic analysis (Braun and Clarke, 2022) identified three key areas in students' transition to undergraduate studies: Navigating new fields, accumulating and converting capital and belonging, identity, and social integration. Students expressed a need for more robust support in developing career and employability skills, academic literacies, and a clearer understanding of UK pedagogical practices. They also valued opportunities for mentoring, managing time and stress, and building meaningful connections with undergraduate peers. Additionally, they recognised the value of studying in a multicultural environment and called for greater acknowledgment of its benefits.

This research makes a significant contribution to knowledge by deepening understanding of international foundation students’ experiences and advancing creative methods that centre student voices in educational research. It offers practical insights by recommending enhancements to international foundation programmes, including embedding employability skills, fostering stronger social and academic networks, and leveraging the multicultural nature of these programmes. By amplifying the voices of students, this study provides actionable strategies for improving the planning, provision, and ownership of education, ultimately benefiting learners, educators and international foundation programme providers.

Item Type:	Thesis (Doctoral)
Dates:	Date Event 13 October 2025 Accepted
Uncontrolled Keywords:	International foundation students, transitions, Bourdieu
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Doctoral Research College > Doctoral Theses Collection Law and Social Sciences > Education
Depositing User:	Louise Muldowney
Date Deposited:	15 Oct 2025 08:48
Last Modified:	15 Oct 2025 08:53
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16674

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