Open to critique: predictive effects of academic outcomes from a bridging/foundation programme on first-year degree-level study

Abstract

Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indigenous and ethnic minority students, on first-year degree-level outcomes. Overall performance within the bridging/foundation programme was positively associated with increasing Grade Point Average (GPA), ‘Core 4’ GPA and passing all courses in first year. However, mixed associations were identified between feeder bridging/foundation courses and their intended first year course counterparts. These findings support the continued provision of bridging/foundation education; however, curricular reform within the bridging/foundation programme was required. Key developments included: restructuring course delivery; increasing constructive alignment across the curriculum; increasing cultural content within western science-orientated courses; introduction of cross-curricular assessment and use of additional innovative teaching and learning activities. Additional challenges remain for degree programmes to explore how they can change in order to better support indigenous and ethnic minority student success within first-year tertiary study.

Keywords:

• bridging/foundation education
• academic outcomes
• indigenous
• ethnic minority

Acknowledgments

The authors would like to thank members of the Te Hā Advisory Group: Teuila Percival, Vili Nosa, Malakai Ofanoa, Mark Barrow, Lynley Pritchard, James Clark and Carolyn (Shaoxun) Huang. Andrew Sporle and Joanna Stewart are acknowledged for providing input into the early stages of project design from a statistical perspective. Elana Curtis was supported by Te Kete Hauora, Ministry of Health (New Zealand) to conduct this research via the provision of a Research Fellowship (Contract 414953/337535/00).

Disclosure statement

No potential conflict of interest was reported by the authors.