Towards more confident learners: the use of academic mentors with foundation degree students

Abstract

This practitioner‐based case study assessed the effect of a newly introduced academic mentoring system on adult foundation degree students, in terms of opinion, take‐up, experience and development of academic skills. Triangulated data were gathered from two separate groups of Early Years students over one academic year, and personal and procedural issues affecting system efficiency were identified.

Keywords:

• foundation degree
• adult students
• vocational
• academic mentor
• case study