Whose benefit is it anyway? Dispelling the deficit model of non-traditional learners in higher education using focus groups

Although it is a commonly held view that Foundation Year students lack the confidence and the academic skills usually held by ‘typical’ university learners (Ford and Grantham, 2003; Marshal, 2016), anecdotal evidence would contradict this deficit view. Many Foundation Year students have held challenging jobs or positions of responsibility prior to joining the course or […]