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Solid foundations
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Intra-Asian study is a trend that has been capitalised on by Singapore and Malaysia, both of which are positioning themselves as regional hubs for high quality higher education. Jane Vernon Smith reports.
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International student demand for higher education places is strong from a growing number of countries around the world. According to the Institute of International Education in the USA, the total number of international students studying in the USA jumped by seven per cent in the 2007/08 academic year to reach 623,805, and in the UK, according to statistics agency, HESA, non-UK student numbers topped 341,790 in the same period, a five per cent increase on the previous academic year. The pool of potential foundation course clients is, therefore, big, but the problem lies in getting the message out there that these courses are worth the investment in both money and time.
“The UK [higher education] system is still very highly regarded and students from around the world aspire to study for a British degree,” asserts Marie-Anne Martin, Head of Student Recruitment Marketing at Regent’s College, London, UK. “A foundation programme is the stepping stone to do so, and a chance for the student to assimilate him/herself into the new country and culture, prior to commencing degree level study.”
At Regent’s College, students can enrol on one of two business foundation programmes that each last two semesters. “Designed for students whose present qualifications do not allow direct entry to the BA degree programmes, or who want to feel more confident about studying business, these programmes offer a challenging and exciting entry path into higher education,” asserts Martin. While English language teaching is not included in the courses, the on-campus English language school can provide extra English tuition for those students who need it.
Similarly, Portobello Institute in Dublin, Ireland, provides a foundation course that does not include English language training and is aimed at both Irish and overseas students. “Our ethos is one of integration and inclusion – that is, all our courses are open to international and home students,” explains Cáit Barden, Development Manager at the institute. “The learning is greater in this respect for both parties from a lingual, cultural and academic point of view.”
Students can choose from over 20 different subject areas including travel and tourism, human resource management, and special needs and health education. While all international students are expected to have a high level of English before commencing the course, extra English language training can be provided by the college if required. “We view foundation programmes as a tactical initiation for students into the world of learning,” says Barden.
Generally, foundation courses run for a year, provide training in academic study skills as well as some subject-specific seminars and usually classes in English for academic purposes. This is the recipe for the foundation courses offered by Chichester College in the UK. Its foundation courses include an international foundation programme, an international business foundation course and an international art foundation course, all of which include some English language training.
Similarly, the foundation course at Wollongong College in Wollongong, NSW, Australia, includes academic English. “In foundation studies, all students take academic English, which is designed to equip students with the kinds of study skills they will need at undergraduate level,” explains Erin Clarke, International Student Recruitment Officer at the college. “These include time management; library and online research; academic integrity (avoiding plagiarism, and other misuse of sources); essay writing, and presentation skills,” she adds.
The beauty of most foundation programmes is that they can provide an accelerated route into university education for international students. A one-year foundation programme can, for example, replace the need for high school leaving exams. Bath Academy in Bath, UK, offers a university foundation programme that it calls a “fast-track pre-university alternative to the A-Level route”. Three semesters are spent studying core subjects such as English language, maths, communication skills and information technology, while optional subjects include areas as diverse as accounting, art, psychology and media studies.
The University of Fraser Valley in Abbotsford, BC, Canada, runs a university foundation programme that includes academic classes and that allows students with an advanced level of English to be conditionally accepted onto their chosen degree course. “Students gain the academic English skills necessary for successful university studies, while completing up to five courses in other fields such as arts, science, social science, business administration and computer information systems over two semesters,” explains Alicia Tjutjunnik at the university.
While foundation programmes have undoubtedly played an important role in the past, another recent industry trend could affect their popularity. Increasingly, especially in Australia, diploma courses have been developed that, upon successful completion, catapult the student straight into year-two of their degree programme. At the Perth Institute of Business and Technology (PIBT), for example, international students can take a diploma in business, hotel management, computing and IT, communications or science. These all count as the first year of university studies. For those students whose English is not quite at a high enough level the institute offers a “mixed English” foundation programme that offers English with one or two academic units in the first semester. The model ultimately prepares overseas students for the diploma course by gradually introducing them to the academic subjects credited to the diploma, while receiving additional language tuition.
Because of the length of foundation courses and their additional cost, some overseas students and parents can be reluctant to invest in them. In addition, the wide range of courses available means it can be hard to find the right match. This is where agents have a vital role to play in advising clients. “[Agents] are especially important when acting as a liaison between ourselves and students/families who have a lower level of English,” comments Martin. “We try very hard to ensure that we provide a fast turn-around for agent-managed applications, with quick response times.” She also sees the future of foundation programmes firmly linked with the development of agent relationships. “[We forecast] future growth and development [in the foundation courses sector], as we invest more in these courses and continue to diversify and expand upon our marketing activities, and initiate and nurture relationships with additional agents.”
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