Unveiling the Real Costs of Foundation Year Studies: Insights and Implications
At a glance
Facing a knowledge gap, the Department for Education (DfE) sought to understand the costs associated with Foundation Year (FY) studies in higher education (HE) and their driving factors. DfE wanted to discern these costs across different institutions and subject groups. In-depth qualitative interviews with 24 publicly funded HE providers, provided significant insights into the cost differences of FYs compared to undergraduate courses, revealing the impact of various factors such as teaching methods, class sizes, and subject specialisations.
About the client
The Department for Education (DfE) is responsible for children’s services and education, including early years, schools, higher and further education policy, apprenticeships, and wider skills in England. The department’s goal is to provide world-class education, training, and care for everyone, whatever their background.
Challenges and objectives
Before this study, DfE faced considerable gaps in understanding the specific costs associated with FY provision in higher education. Historical data was limited and did not reflect the nuances between different institutions or subject specialisms. The department aimed to gain a detailed understanding of cost differences in FY provision compared to Level 6 degree courses, how these costs vary by subject and institution, and the underlying factors driving these costs.
Solution
IFF Research conducted a series of qualitative interviews with CFOs and financial directors from 24 selected HE institutions, which included a mix of high, medium, and low tariff providers. The study was complemented by quantitative data collection through a structured financial template focusing on FY costs. This dual approach allowed for a robust analysis of cost structures and the identification of specific cost drivers across various subjects and institutions.
Impact
The findings revealed that the most important drivers of FY costs included specialised equipment and facilities for lab-based subjects, class sizes, and the intensity of contact time required. Subjects like Biological Sciences, Engineering, and Medicine were the most costly due to the specialised infrastructure needed to deliver them. Subjects such as administrative and business studies, social studies and humanities and language-based studies and archaeology, were the least costly. The study also underscored the importance of FY programmes to higher education providers in supporting students from diverse backgrounds to access higher education.
Importantly, as a result of this study, DfE gained a clearer understanding of the factors influencing costs and a robust evidence base to inform future funding decisions for foundation years.