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transcript
Applying for Higher Education
Career Choices and Plans
Putting Research Outcomes into Practice (PROP) Conference,
Tuesday 12th June 2007
Professor Kate Purcell
• Initial population census with targeted follow-up of under-represented groups.
• Reliance exclusively on web-based data collection.• Contact with universities and colleges to maintain
contact and ‘rebalancing’. • Substantial resources devoted to:
• retention of sample members;• co-ordination across HECSU wider research
programme;• dissemination of research findings.
• Longitudinal pilot survey, question testing, consultative approach to identification of priorities at each wave.
THE RESEARCH DESIGN
2006 UCAS APPLICANTS: POPULATION AND RESPONSE AT WAVE ONE
506,304 UCASapplicants
78,518 ‘late applicants’ or no email supplied
not e-mailed invitation (15.5%)
427,786Invited to participate
in survey (84.5%)
122,872responded
(24.1% of allapplicants
305,914no response
(60.4%)
SURVEY RESPONDENTS100,411 (82.4%)
accepted places in HE21,461 (17.6%)Not accepted
NON RESPONDENTS223,198 (73%)
accepted places in HE82,716 (27%)not accepted
OTHER APPLICANTS64,000 (85.7%)
accepted places in HE11,000 (14.3%)not accepted
HE NON-PARTICIPANTSSHORT SURVEY
7,591respondents
FUTURETRACK Wave 1
TWO RELATED SURVEYS (..at least..)
HE ENTRANTS
NON-ENTRANTS
Who accepted insurance place?
Who turned down offered place and why?
Who failed to obtain a place – and what did they do next?
Who got first main scheme place?
Who took a gap year and why?
Who entered through Clearing?
(and who changed course within first year?)
FUTURETRACK Wave 1
• Full survey response of 121,427
• Short questionnaire for non-accepted applicants: 7,591 responses
• Final response 129,118
• Application data merged with survey responses
• Telephone follow-up interviews with targeted respondents
RESPONSE BIAS
What bias did we expect?• Gender (more women than men)• Age (younger rather than mature)• Ethnicity (lower proportion of Afro-Caribbean)• Social background (fewer working class
applicants)• Entry qualifications (fewer applicants with low
entry qualifications)• Non-traditional degrees (fewer on Foundation
degrees)
RESPONSE RATE ANALYSIS
0
10
20
30
40
50
60
70
80
90
100
0 1 to 79 80 to 119 120 to179
180 to239
240 to299
300 to359
360 to419
420 to479
480 to539
540 plus
Tariff points
% r
espo
ndin
g to
sur
vey
Female - not accepted
Female - accepted
Males - not accepted
Males - accepted
THE KEY STRENGTHS OF THIS INVESTIGATION
• Large and comprehensive• Longitudinal – from HE application to early career
development• Detailed data – university/college application data,
educational history, socio-economic background and other attributes prior to survey responses and targeted follow-ups
• Opportunities for methodological development and testing
• Interdisciplinary research team using both quantitative and qualitative research methods
• Strong support from HE stakeholder community and collaboration to track students – with data-linking where feasible.
FUTURETRACK Wave 1 Some indicative findings
(Weighted responses, HE participants only)
NB: Not to be cited without permission of the research team(Futuretrack2006@warwick.ac.uk)
MAPPING DIVERSITY
• Different contexts and sources of information of HE applicants
• Different ‘HE Terrain’ (and VARIETY of HE Terrain) to which they have access
• STAGE 1: UNPACKING COMPLEXITY
WHO GETS HE PLACES? - BY CONTEXT DURING APPLICATION
0
10
2030
40
50
6070
80
90
Accepted inmain scheme
Accepted inUCAS extra
Accepted inclearing
Notaccepted
Not known
final year in secondary school / sixth form college
student at FE college
employed
unemployed
ETHNICITY BY SITUATION WHILE APPLYING FOR HE
0
10
20
30
40
50
60
70
Asian Black White Mixed Other
per
cen
t
Secondary school / sixth form collegeStudent at FE collegeEmployedUnemployedOther
Subject/ Discipline Sub-Group (HESA broad categories)
Number Per cent
Medicine and Dentistry 12024 2.9 Subjects allied to Medicine 30917 7.5 Biological Sciences 32799 8.0 Vet. Science, Agriculture and related 4730 1.2 Physical Sciences 18067 4.4 Mathematical and Computing Sciences 26179 6.4 Engineering 22745 5.6 Technologies 2713 0.7 Architecture, Building and Planning 8057 2.0 Social Studies 31946 7.8 Law 18481 4.5 Business and Administrative Studies 42470 10.4 Mass Communications and Documentation 9645 2.4 Linguistics, Classics and relate 11813 2.9 European Languages, Literature and related 4943 1.2 Non-European Languages and related 2300 0.6 Historical and Philosophical Studies 13714 3.3 Creative Arts and Design 43029 10.5 Education 13952 3.4 Combined Arts 12820 3.1 Combined Sciences 7229 1.8 Combined Social Sciences 10952 2.7 Sciences combined with Social Sciences 17956 4.4 Social Sciences combined with Arts 10952 2.7 General, other combined and unknown 5180 1.3 Total 409606 100.0
RESPONDENTS’ SELF-EVALUATION: KEY SKILLS PRIOR TO HE ENTRY
0% 20% 40% 60% 80% 100%
Writtencommunication
Spokencommunication
Numeracy skills
Computer skills
Self-confidence
Excellent
Very good
Good
Adequate
Not very good
DEGREE OF CLARITY ABOUT CAREER AMBITIONS, BY GENDER
0
5
10
15
20
25
30
35
1 2 3 4 5 6 7
I have a clear idea of the occupation I want to enter......I have no idea [of what I want to do after my course]
Male Female
0
10
20
30
40
50
60
70
1 2 3 4 5 6 7
*Where 1 means 'I have a clear idea about occupation and qualifications required' and 7 means 'I have no idea'
Under 18
19-20
21-24
25 and older
CLARITY OF IDEAS ABOUT CAREER PRIOR TO COURSE* BY AGE-GROUP
CAREER PLANNING BY SUBJECT
0 10 20 30 40 50 60 70 80 90 100
Historical and philosophical studies
Languages
Linguistics and classics
P hysical sciences
Social science/arts
Maths and computing
Mass communication and documentation
Other interdisciplinary
Business and Admin.
Social studies
Biology, Vet and Agricultural related
Science/social science
Creative art and design
Engineering and technology
Law
Architecture, building, planning
Subjects allied to medicine
Education
Medicine & Related
% scoring 6 or 7 on career plans
% scoring 1 or 2 on career plans
All accepted applicants
%
Medicine & dentistry %
Education %
Subjects allied to medicine
%
Engineering & Tech. %
Business & Admin.
%
Physical Science
%
Language%
Historical &
Philosophical Studies
%
Per cent female
54 57 86 74 14 48 40 72 50
Per cent aged 25 or over
12 15 20 31 9 8 6 6 9
Per cent high soc-econ.[1]
15 30 11 12 15 12 20 21 22
Reasons for HE:
- normal thing…
35 44 20 27 39 36 42 47 44
- part of career plans
78 91 87 85 78 78 73 65 71
- to get good job
79 69 75 73 81 84 83 80 74
- to study subject
78 87 66 72 78 54 78 81 79
- friends doing it
14 14 9 9 15 13 18 20 21
•Self-evaluation on range of ‘Excellent’, ‘Very good’, ‘Good’ ‘Adequate’ or ‘Not very good’ [1] From higher managerial or professional household (SES1) [2] From categories 0- 11, where 0 = 0 and 11 = 540+ (NB overseas and non-standard qualifications zero-rated) [3] On scale of 1-7 as in previous figures.
All accepted applicants%
Medicine & dentistry %
Education %
Subjects allied to medicin
e %
Engineering & Tech.
%)
Business &
Admin. %
Physical Science
s %
Languages%
Historical &
Philosophical
Studies%
Reasons for subject
- enjoy studying it
78 76 57 59 78 68 89 91 93
- get good grades
41 50 14 26 44 35 55 58 54
- to enter profession
44 90 80 77 48 30 32 23 16
- difficulty deciding
8 3 4 5 8 9 11 10 10
Excellent written communication*
20 27 15 19 14 15 16 35 32
Excellent numeracy skills*
17 36 8 16 34 18 30 7
Average UCAS tarriff[2]
5.5 7.5 4.5 4.6 5.4 4.8 6.8 6.7 6.8
Average career plan score[3]
2.8 1.3 1.5 1.6 2.5 2.9 3.4 3.6 3.9
* Self-evaluation on range of ‘Excellent’, ‘Very good’, ‘Good’ ‘Adequate’ or ‘Not very good’ [1] From higher managerial or professional household (SES1) [2] From categories 0- 11, where 0 = 0 and 11 = 540+ (NB overseas and non-standard qualifications zero-rated) [3] On scale of 1-7 as in previous figures.
SUBJECT RATIOS - UK/EU/Overseas
0% 20% 40% 60% 80% 100%
Engineering, Technologies
Business & Admin studies
Architecture, Build & Plan
Law
Social Studies
Social Science combined w ith arts
Mathematical & Comp Sci
Medicine & Dentistry
Interdisciplinary, other combined subjects
Languages
Science combined w ith social science
Mass communication and Documentation
Biology, Vet Sci,Ag & related
Subjects allied to Medicine
Creative Arts & Design
Physical Sciences
Linguistics and Classics
Hist & Philosophical studies
Education
UK
EU
Other overseas
0 2 4 6 8 10 12 14 16 18
Creative Arts & Design
Humanities,languages, mass communication
Business & Admin studies
Law
Social Studies and education
Engineering, Technologies
Mathematical & Comp Sci
Natural Science
Subjects allied to Medicine
Medicine & Dentistry
* per cent (accepted applicants only)
White
Black
Asian
SELECTED MAJOR SUBJECT GROUPS OF COURSES APPLIED FOR, COMPARING ASIAN, BLACK AND WHITE
APPLICANTS
GENDER, SELECTED SUBJECT GROUPS
0
10
20
30
40
50
60
70
80
90
100
Biological, physical sciences, maths,computing
Engineering Technologies Other subjects
Male
Female
(accepted places)
ALL AND MAIN REASONS FOR APPLYING TO ENTER HE
0 10 20 30 40 50 60 70 80 90
Other
I was encouraged to apply by my employer/ colleagues
I was influenced by careers advice or information providedelsewhere
I thought it would be better than being unemployed
I was influenced by careers advice or information provided at myschool/college
Some/all of my friends are doing so
I wasn’t sure what to do next and it gave me more options
My teachers encouraged me to apply
My parents encouraged me to apply
It is the normal thing to do for somebody like me
I want to be a student
I want to realise my potential
I want to study the particular subject/course
It is part of my longer-term career plans
To enable me to get a good job
Main reason
All reasons
REASONS FOR CHOICE OF HEI
0 10 20 30 40 50 60 70
No particular reason / Don't know
Other
School or college career advisers
Course fees and / or bursaries available
Availability of suitable accommodation
Cost of living considerations
Personal reasons (e.g. friends or other members of the family w ere there)
Teacher(s)
The research reputation of the university or department
Location, because I could continue to live at home
Students already studying at that institution or on that course
Friends
Location, because I w anted to study aw ay from home
Parents/Partners/other family members
Good university' Guide/ League Tables/ TQI
The university/ college prospectus or w eb-site
The teaching reputation of the university or department
Location, because it is an interesting place
Reputation of the institution generally
Visit to institution
It offered the particular course I w anted
ALL AND MAIN REASONS FOR CHOICE OF COURSE
0 10 20 30 40 50 60 70 80 90
Other
I was advised that the course would be appropriate for me
I had difficulty deciding and it seemed like a reasonable option
It will enable me to qualify for another course
It includes the opportunity to spend part of the course abroad
It is a modular course and enables me to keep a range of options
I get good grades in subject(s) related to this course
I need to complete this course to enter a particular profession/
I think it will lead to good employment opportunities in general
I enjoy studying the subject(s)/topic(s)
I am interested in the content of the course
All reasons
Main reason
SELECTED REASONS FOR HE APPLICATION
0 10 20 30 40 50 60 70 80
It is the normal thing to do for somebody like me
I w ant to be a student
I w ant to study the particular subject/course
Some/all of my friends are doing so
My parents encouraged me to apply
My teachers encouraged me to apply
*Where influence of parental HE
Both parents had HE
One parent had HE
Neither parent had HE/ not declared
INFORMATION AVAILABLE TO INFORM HE DECISION-MAKING
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Information about the career implications of post-16 exam subject choices
Information about the range of HE courses available
Information about the relationship betw een courses and employment options
Information about alternatives to going on to higher education
Classroom based teaching on career or life planning
Access to careers information or guidance outside school or college
Individual careers guidance
Presentations by representatives of universities/colleges
Presentations about career opportunities by employers
School/college visits to universities/colleges
Independent visits to universities/colleges
Visits to careers fairs (e.g. UCAS regional fair)
Access to publications such as 'Good University' guides,
Too much What I needed Not enough None at all
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
My friends influenced my choice(s).
I needed more help and advice in choosing which course to study.
Careers guidance provided at my school/college was very helpful tome.
I found it difficult to choose course(s).
I have had excellent careers guidance.
Teachers/lecturers were very helpful to me.
I had access to all the information I required about higher educationcourses.
University/college websites and prospectuses were helpful.
I found the UCAS website easy to use.
My family were very supportive in my choice of course.
Strongly agree Agree Not sure disagree Strongly disagree Not applicable
CHOOSING COURSES – EXPERIENCE OF INFORMATION SOURCES
HOW STUDENTS PROPOSED TO FUND THEIR STUDIES
0 10 20 30 40 50 60 70 80
Other
Sponsorship/bursary fromcurrent/prospective employer.
National Health Service/GeneralSocial Care Council.
University/college hardship oraccess funds.
Repayable loan from parents/otherfamily/partner.
Local Authority/Student AwardAgency for Scotland.
Other forms of borrowing (e.g.credit cards, bank loans)
University/college accessfunds/bursary.
Non-repayable contributions fromparents/other family /partner
Personal savings/inheritance.
Working during study.
Working during holidays.
From the Student Loan CompanyLimited.
DEBTS AND PAID WORK, BY DOMICILE
0
10
20
30
40
50
60
70
80
90
100
Mer
seys
ide
Sou
th W
est
Eas
tern
Eas
t M
idla
nds
Nor
th E
ast
Nor
ther
n Ir
elan
d
Sou
th E
ast
Nor
th W
est
Yor
ks &
The
Hum
ber
Wes
t M
idla
nds
Wal
es
Gre
ater
Lon
don
Sco
tland
Oth
er U
K EU
Oth
er o
vers
eas
Tot
al
Anticipate significant debts Expect to do paid work during term time
ATTITUDES OF RESPONDENTS TO KEY ISSUES
0% 20% 40% 60% 80% 100%
I worry that, as a higher education student, I will find the level ofwork difficult.
One of the main benefits of higher education is the opportunity forextra-curricular activities.
I see my time in HE as the opportunity to clarify my careeroptions.
All universities should charge the same annual fees, regardless oflocation or course.
Student loans are a good idea.
For most good jobs a degree is essential.
Student debts place unreasonable burdens on graduates.
Education is valuable in its own right, not just as preparation foremployment
Students in higher education should contribute to its cost if theycan afford to.
Being a higher education student provides opportunities forpersonal growth and independence.
A higher education qualification is a good investment
Strongly agree Agree Not sure Disagree Strongly disagree
In the field NOWFUTURETRACK Wave 2:experience of 1st year
Topics to be investigated include: • current situation, • evaluation of HE experience – study, paid and
unpaid work, extra-curricular activities, • HE context – region, type of university/college,
travel, accommodation and other resources• current career aspirations, use of careers
service, • finance and debt, • obstacles encountered and access to
opportunities
SUBSEQUENT WAVES OF THE SURVEY
AT THE END OF FIRST DEGREE STUDY (2009):• Educational outcomes, career planning and use of careers
information and guidance services;• The next stage –graduate study, entry to employment, experience of
job-seeking, evaluation of fit between education and early outcomes, career plans and choices.
TWO+ YEARS LATER (2011-2):• Where are they now? Early career development, different career
paths, impact of advice and guidance;• value of higher educations experience and credentials, impact of
access to information and Career planning and use of services;• evaluation of fit between education and outcomes, longer-term
career plans;• continuing educational, training and career guidance needs;• Integration into the graduate labour market – winners, losers, and
what can we learn from their experience?
OBJECTIVES
• improve understanding of the career decision-making process;
• clarify the impact of obstacles and advantages in determining opportunities;
• provide both an overview of the student population and insight into particular categories of students;
• reveal where, when, what and for whom careers information and guidance are most effective – and most required;
• provide unprecedented evidence about the relationship between higher education and early career development to inform practice, policy and debates about ‘the knowledge society’, etc.
KEY ISSUES • Publicity and collaboration with other
Stakeholders – particularly HEIs and Careers Services – will be essential to ensure high retention rate;
• Targeting of under-represented groups required;• incentives and role of website important –
sponsorship, opportunities, etc;• development of panel element, to facilitate the
addition of those who failed to participate first time round.
For further information about
see www.hecsu.ac.uk ORwww.warwick.ac.uk/go/glmf
and follow the links to Futuretrack 2006
Methodological enquiries to the research team at Futuretrack2006@warwick.ac.uk