Accounting with Finance with Foundation Year

University of Portsmouth

I think my overall experience has been amazing, I’ve really enjoyed interacting with my lecturers and personal tutor. I’ve also joined the book club to meet new people and that has also been really amazing. It’s great for social life and I really do feel like I’m learning a lot. Honestly the only negative I can think of is that food on campus could be better

The best aspects of my university experience come from the opportunities that have pushed me to grow academically, professionally, and personally. Studying Economics, Finance and Banking at the University of Portsmouth has given me the chance to work with knowledgeable lecturers who challenge me to think independently, question assumptions, and develop a deeper understanding of how financial systems operate. Their willingness to support students who want to aim higher has made a significant difference to my confidence and motivation. I have enjoyed being encouraged to explore complex ideas and to strengthen my analytical skills through coursework, research projects, and group discussions. Another part of my experience that I value is the diversity within the student community. Interacting with people from a wide range of cultures and backgrounds has broadened my perspective in ways that academic material alone never could. Through these interactions I have learned how to communicate more effectively, how to collaborate with different working styles, and how to approach problems from viewpoints I might not have considered before. This has made me more adaptable and more prepared for the collaborative nature of careers in finance and banking. There are, however, areas where the university experience could be improved. A major challenge for many students is the limited access to certain professional development resources that would allow us to build industry level skills. Financial barriers can restrict participation in specialist training courses, software certification, and external workshops that are increasingly expected in competitive finance roles. When students with strong ambition and work ethic are unable to access these resources, it creates an unnecessary obstacle to professional growth and limits the ability to fully prepare for the demands of the financial sector. Another area that could be strengthened is early employability support. Although support is available, it often becomes more visible at later stages of the degree. Students would benefit greatly from a clearer structure of career guidance from the first year onward. Earlier engagement with employers, practical finance simulations, and more frequent skill focused events would help students understand industry expectations sooner and would give them more time to develop competence and confidence. This would also make internships and placements more attainable because students would have a stronger foundation before applying. Despite these challenges, my overall experience at university has been transformative. It has helped me grow into someone who understands the value of persistence, curiosity, and continuous development. The academic environment has pushed me to refine my thinking, while the social environment has helped me understand what it means to be part of a diverse and ambitious community. I am proud of the progress I have made and I see clearly how these years have shaped my future aspirations.

I can only describe my time here at the University of Portsmouth as excellent. The university feels modern and bright in every sense: in its facilities, its teaching methods, its culture and its overall data-driven approach to higher education. The lecturers within Accounting and Finance are diverse, engaging and bring a great deal of industry experience. They clearly put a lot of effort into producing our learning resources, which are dynamic and include reading materials, quizzes, case studies and other useful content. They go far beyond simply turning up, reading from a PowerPoint and leaving. They provide an excellent, efficient and effective learning package, supported by years of experience and strong personalities, which together create a far superior learning environment to the usual “death by PowerPoint.” My view on this has been strengthened even further by my studies abroad at a partner university in Beijing, China, where lecturers often turn up, read from a script and work through a heavy, text-filled PowerPoint for three hours with minimal effort or engagement. By comparison, the University of Portsmouth seems to genuinely listen to its students, gather insights from data and make active changes to adapt, modernise and improve the way education is delivered. This helps students feel supported to excel and become more competitive once they leave. Alongside this, the excellent sports facilities, the encouragement of societies, the investment in relevant technology and the library make Portsmouth a very comfortable and effective place to learn. It is a place I genuinely look forward to coming to each morning with a routine and a mindset to succeed, excel and grow as both a student and an individual. The University of Portsmouth is not without faults, however. I believe that the modernisation of learning and assessment has led to an increased number of group projects that are marked as a group rather than individually. This is a problem because a degree is one of the most expensive and time-intensive qualifications someone can pursue. People study for many reasons, but ultimately their final grades have a major impact on their future opportunities. This is an individual endeavour, and no one else should be able to influence a person’s grade except that individual. For this reason, group projects must be designed in a way that does not allow grades to be determined by the collective output of the group. Everyone understands why this matters. Some people are more knowledgeable, have a stronger work ethic, understand the material better, or simply work harder, while others may contribute very little, rely on tools like ChatGPT or not even respond in the group chat. These two types of people should not be marked equally. The usual response is that “employers care about group projects,” which may be true, but it does not address the real issue. The university needs to find a way to recognise and reward those who genuinely put in the effort and are driven to excel, without allowing their grade to be limited by the actions of others. This is not weak, offensive or exclusionary; it reflects the importance of the qualification and the seriousness with which many students, especially mature students with more to lose, approach their studies. This issue deserves proper attention, not dismissal or condescension.

Best Aspects Facilities: Modern library with extended opening hours, well-equipped labs, and plenty of study spaces. Student Life: A vibrant social scene with diverse clubs and societies that make it easy to meet new people. Location: Close to the city centre, with good transport links and lots of affordable food options nearby. Support Services: Helpful academic advisors and career services that provide clear guidance on internships and job applications. Worst Aspects Accommodation: Some halls were outdated, with maintenance issues and limited communal spaces. Student Union: While active, it sometimes lacked transparency in decision-making and didn’t always represent all student voices equally.

Well it’s commutable and the community is quite close. Great student offer and the lecture put in alot of work for the students to get the maximum. Can have more events advertised