‘You have to be independent…it’s very different’: The International Foundation Year and first year international students’ transition at a post-1992 UK university

This paper presents findings of a recent research study that identifies examples of good practice, challenges and suggestions for change regarding ways in which universities, and partner colleges providing International Foundation Years (IFYs), can jointly help prepare international students for the first year of their degree courses in English-speaking higher education. The article highlights ways in which the IFY influences: students' experiences of developing academic identity, confidence, resilience andengagement in the context of: learning, teaching, assessment,working relationships and support during their first year. The article also highlights differences between: students' experiences of the IFY and degree at the partner university; and experiences of those who have and have not completed an IFY.The IFY was found to enhance students' resilience and confidence to cope with firstyear transition challenges, including the need to become independent both academically and socially.