Applying for Higher
Education
Career Choices and Plans
Putting Research Outcomes into Practice (PROP)
Conference,
Tuesday 12th June 2007
Professor Kate Purcell
THE RESEARCH DESIGN
•
•
•
•
•
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.
2006 UCAS APPLICANTS:
POPULATION AND RESPONSE AT WAVE ONE
427,786
Invited to participate
in survey (84.5%)
506,304 UCAS
applicants
78,518 ‘late applicants’
or no email supplied
not e-mailed invitation
(15.5%)
122,872
responded
(24.1% of all
applicants
305,914
no response
(60.4%)
SURVEY
RESPONDENTS
100,411 (82.4%)
accepted places in HE
21,461 (17.6%)
Not accepted
NON
RESPONDENTS
223,198 (73%)
accepted places in HE
82,716 (27%)
not accepted
OTHER
APPLICANTS
64,000 (85.7%)
accepted places in HE
11,000 (14.3%)
not accepted
HE NONPARTICIPANTS
SHORT SURVEY
7,591
respondents
FUTURETRACK Wave 1
TWO RELATED SURVEYS (..at least..)
Who got first main scheme place?
HE ENTRANTS
Who accepted insurance place?
Who entered through Clearing?
(and who changed course within first year?)
Who turned down offered place and why?
NON-ENTRANTS
Who took a gap year and why?
Who failed to obtain a place – and what did
they do next?
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
100
90
Female - not accepted
Female - accepted
Males - not accepted
Males - accepted
% responding to survey
80
70
60
50
40
30
20
10
0
0
1 to 79
80 to 119
120 to
179
180 to
239
240 to
299
Tariff points
300 to
359
360 to
419
420 to
479
480 to
539
540 plus
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
final year in secondary school / sixth form college
90
student at FE college
80
employed
70
60
unemployed
50
40
30
20
10
0
Accepted in
main scheme
Accepted in
UCAS extra
Accepted in
clearing
Not
accepted
Not known
ETHNICITY BY SITUATION WHILE
APPLYING FOR HE
Secondary school / sixth form college
Student at FE college
Employed
Unemployed
Other
70
60
per cent
50
40
30
20
10
0
Asian
Black
White
Mixed
Other
Subject/Discipline Sub-Group (HESA broad Number Per
categories)
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
Self-confidence
Computer skills
Excellent
Very good
Good
Numeracy skills
Adequate
Not very good
Spoken
communication
Written
communication
0%
20%
40%
60%
80%
100%
DEGREE OF CLARITY ABOUT CAREER
AMBITIONS, BY GENDER
35
30
Male
Female
25
20
15
10
5
0
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]
CLARITY OF IDEAS ABOUT CAREER PRIOR
TO COURSE* BY AGE-GROUP
70
60
Under 18
19-20
50
21-24
25 and older
40
30
20
10
0
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'
CAREER PLANNING BY SUBJECT
M edicine & Related
Educatio n
Subjects allied to medicine
A rchitecture, building, planning
Law
Engineering and techno lo gy
Creative art and design
Science/so cial science
B io lo gy, Vet and A gricultural related
So cial studies
B usiness and A dmin.
Other interdisciplinary
M ass co mmunicatio n and do cumentatio n
M aths and co mputing
So cial science/arts
P hysical sciences
% scoring 6 or 7 on career plans
Linguistics and classics
% scoring 1 or 2 on career plans
Languages
Histo rical and philo so phical studies
0
10
20
30
40
50
60
70
80
90
100
All
accepted
applicants
%
Medicine
&
dentistry
%
Education
%
Subjects
allied to
medicine
%
Engineering
& Tech. %
Business
& Admin.
%
Physical
Science
%
Language
%
Historical
&
Philosophi
cal
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 socecon.[1]
15
30
11
12
15
12
20
21
22
- 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
Reasons
for HE:
•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%
Medicin
e&
dentistry
%
Educatio
n%
Subjects
allied to
medicin
e%
Enginee
ring &
Tech. %)
Busines
s&
Admin.
%
Physical
Science
s%
Languag
es
%
Historica
l&
Philosop
hical
Studies
%
- 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
Reasons for
subject
*
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
Education
Hist & Philosophical studies
Linguistics and Classics
Physical Sciences
Creative Arts & Design
Subjects allied to Medicine
Biology, Vet Sci,Ag & related
Mass communication and Documentation
Science combined w ith social science
UK
Languages
EU
Other overseas
Interdisciplinary, other combined subjects
Medicine & Dentistry
Mathematical & Comp Sci
Social Science combined w ith arts
Social Studies
Law
Architecture, Build & Plan
Business & Admin studies
Engineering, Technologies
0%
20%
40%
60%
80%
100%
SELECTED MAJOR SUBJECT GROUPS OF COURSES
APPLIED FOR, COMPARING ASIAN, BLACK AND WHITE
APPLICANTS
Medicine & Dentistry
Subjects allied to Medicine
Natural Science
White
Mathematical & Comp Sci
Black
Engineering, Technologies
Asian
Social Studies and education
Law
Business & Admin studies
Humanities,languages, mass communication
Creative Arts & Design
0
2
4
6
8
10
12
14
* per cent (accepted applicants only)
16
18
GENDER, SELECTED SUBJECT GROUPS
100
90
80
(accepted
places)
Male
Female
70
60
50
40
30
20
10
0
Biological, physical sciences, maths,
computing
Engineering
Technologies
Other subjects
ALL AND MAIN REASONS FOR APPLYING TO
ENTER HE
To enable me to get a good job
It is part of my longer-term career plans
I want to study the particular subject/course
I want to realise my potential
I want to be a student
It is the normal thing to do for somebody like me
My parents encouraged me to apply
My teachers encouraged me to apply
I wasn’t sure what to do next and it gave me more options
Some/all of my friends are doing so
Main reason
I was influenced by careers advice or information provided at my
school/college
All reasons
I thought it would be better than being unemployed
I was influenced by careers advice or information provided
elsewhere
I was encouraged to apply by my employer/ colleagues
Other
0
10
20
30
40
50
60
70
80
90
REASONS FOR CHOICE OF HEI
It offered the particular course I w anted
Visit to institution
Reputation of the institution generally
Location, because it is an interesting place
The teaching reputation of the university or department
The university/ college prospectus or w eb-site
Good university' Guide/ League Tables/ TQI
Parents/Partners/other family members
Location, because I w anted to study aw ay from home
Friends
Students already studying at that institution or on that course
Location, because I could continue to live at home
The research reputation of the university or department
Teacher(s)
Personal reasons (e.g. friends or other members of the family w ere there)
Cost of living considerations
Availability of suitable accommodation
Course fees and / or bursaries available
School or college career advisers
Other
No particular reason / Don't know
0
10
20
30
40
50
60
70
ALL AND MAIN REASONS FOR CHOICE OF
COURSE
I am interested in the content of the course
I enjoy studying the subject(s)/topic(s)
I think it will lead to good employment opportunities in general
I need to complete this course to enter a particular profession/
I get good grades in subject(s) related to this course
It is a modular course and enables me to keep a range of options
It includes the opportunity to spend part of the course abroad
It will enable me to qualify for another course
I had difficulty deciding and it seemed like a reasonable option
All reasons
I was advised that the course would be appropriate for me
Main reason
Other
0
10
20
30
40
50
60
70
80
90
SELECTED REASONS FOR HE APPLICATION
My teachers encouraged me to apply
Both parents had HE
One parent had HE
My parents encouraged me to apply
Neither parent had HE/ not declared
Some/all of my friends are doing so
I w ant to study the particular subject/course
I w ant to be a student
It is the normal thing to do for somebody like me
0
10
20
30
40
50
60
*Where influence of parental HE
70
80
INFORMATION AVAILABLE TO INFORM HE
DECISION-MAKING
Access to publications such as 'Good University' guides,
Visits to careers fairs (e.g. UCAS regional fair)
Independent visits to universities/colleges
School/college visits to universities/colleges
Presentations about career opportunities by employers
Presentations by representatives of universities/colleges
Individual careers guidance
Access to careers information or guidance outside school or college
Classroom based teaching on career or life planning
Information about alternatives to going on to higher education
Information about the relationship betw een courses and employment options
Information about the range of HE courses available
Information about the career implications of post-16 exam subject choices
0%
10% 20% 30%
Too much
40%
50%
What I needed
60% 70% 80% 90% 100%
Not enough
None at all
CHOOSING COURSES – EXPERIENCE OF
INFORMATION SOURCES
My family were very supportive in my choice of course.
I found the UCAS website easy to use.
University/college websites and prospectuses were helpful.
I had access to all the information I required about higher education
courses.
Teachers/lecturers were very helpful to me.
I have had excellent careers guidance.
I found it difficult to choose course(s).
Careers guidance provided at my school/college was very helpful to
me.
I needed more help and advice in choosing which course to study.
My friends influenced my choice(s).
0%
Strongly agree
Agree
Not sure
10%
disagree
20%
30%
Strongly disagree
40%
50%
Not applicable
60%
70%
80%
90%
100%
HOW STUDENTS PROPOSED TO FUND THEIR
STUDIES
From the Student Loan Company
Limited.
Working during holidays.
Working during study.
Personal savings/inheritance.
Non-repayable contributions from
parents/other family /partner
University/college access
funds/bursary.
Other forms of borrowing (e.g.
credit cards, bank loans)
Local Authority/Student Award
Agency for Scotland.
Repayable loan from parents/other
family/partner.
University/college hardship or
access funds.
National Health Service/General
Social Care Council.
Sponsorship/bursary from
current/prospective employer.
Other
0
10
20
30
40
50
60
70
80
RESPONDENTS’ EXPECTATIONS OF DEBT
22%
Significant debts
No significant debts
Don't know
58%
20%
Total
Other overseas
EU
Other UK
Scotland
Greater London
Anticipate significant debts
Wales
West Midlands
Yorks & The
Humber
North West
90
South East
Northern Ireland
North East
East Midlands
Eastern
South West
Merseyside
DEBTS AND PAID WORK, BY DOMICILE
100
Expect to do paid work during term time
80
70
60
50
40
30
20
10
0
ATTITUDES OF RESPONDENTS TO KEY
ISSUES
A higher education qualification is a good investment
Being a higher education student provides opportunities for
personal growth and independence.
Students in higher education should contribute to its cost if they
can afford to.
Education is valuable in its own right, not just as preparation for
employment
Student debts place unreasonable burdens on graduates.
For most good jobs a degree is essential.
Student loans are a good idea.
All universities should charge the same annual fees, regardless of
location or course.
I see my time in HE as the opportunity to clarify my career
options.
One of the main benefits of higher education is the opportunity for
extra-curricular activities.
I worry that, as a higher education student, I will find the level of
work difficult.
0%
Strongly agree
Agree
Not sure
20%
Disagree
40%
Strongly disagree
60%
80%
100%
In the field NOW
FUTURETRACK 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 decisionmaking 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 OR
www.warwick.ac.uk/go/glmf
and follow the links to Futuretrack 2006
Methodological enquiries to the research team at Futuretrack2006@warwick.ac.uk