NEW ENTRANTS FROM SHEFC IDENTIFIED
POSTCODE AREAS REASONS FOR CHOOSING
UNIVERSITY OF GLASGOW
2003/2004
WPS April 2004
Introduction
The Scottish Higher Education Funding Council (SHEFC) introduced and funded the
Regional Access Initiative to boost access from SHEFC designated postcodes and help
tackle geographic concentrations of low levels of participation in higher education in
Scotland. (Details of these postcode areas can be found in Appendix 1).
As a result the University of Glasgow has been allocated 49.7 places. Part of the University’s
objectives for the SHEFC nominated postcodes will be to apportion Regional Access funding
to enable Faculties to increase applications and increase the conversion rate of offers to
acceptances. It is known that approximately half of those applicants from these postcodes
decline offers of study at Glasgow.
Therefore, an initial phase of this work is to understand the decision making process in why
students from these designated postcode sectors choose the University of Glasgow over
other universities. A secondary part of this work is to contact those students who decline
offers to understand their decision making.
Methodology
The research took the form of an online web survey. The questionnaire was devised by the
researcher with the help of the WPS coordinator. The questionnaire was piloted with a
number of first year students to assess relevance and clarity. Based upon comments and
results a final version was established and placed on the web.
The Student Recruitment and Admissions Service provided the list of students from SHEFC
identified postcode sectors that had been offered unconditional firm places at the University
of Glasgow (n=147) in academic year 2003/04. The list was given to Registry who converted
the UCAS numbers to matriculation numbers. Of the total cohort, 7 students were returned
to predicted and 7 had not matriculated for the current session. Therefore the final sample
totalled 123 students from SHEFC identified postcode areas.
An introductory email with a link to web-based questionnaire1 was sent to the student
population group in January 2004. A reminder email was sent a week later to encourage
response rates.
The questionnaire recorded information about the following variables:
 Demographic information - gender, age, faculty, disability status, ethnicity,
home location, and accommodation;
 University - Reasons for applying to university; Reasons for choosing
University of Glasgow;
 GU Experience – Opinions of GU, recommend GU; previous family attendees
of GU; knowledge of reasons for denial of GU place, worst aspect of choosing
GU over another university, best aspects of choosing GU over another
university.
Aims of the project
To access new entrants (03/04) from SHEFC identified postcode areas matriculated at the
University of Glasgow to establish reasons for choosing GU.
1
http://www.gla.ac.uk/reasons
Results
Demographic information
Fifty seven students (46%) returned questionnaires. Seventy two per cent were female and
28% were male. Sixty nine per cent were in the 16-18 age group, 19% in the 19-21 age
group, 5% in age group 22-26 and 7% were over 26. Seventy per cent were White Scottish,
23% were White British, 3% Asian or Asian British – Pakistani, 2% were White Irish and 2%
were Other white background. Five per cent were registered disabled. The majority of
students were in the Arts Faculty (35%) Education (14%) and Social Sciences (14%). See
Table 1.
Table 1.
Faculty Distribution of Students
FACULTY
FACULTY
Arts
35%
Law and Financial Studies
7%
Education
14%
Medicine (incl. nursing and
5%
dentistry)
Social Science
14%
Engineering
2%
Biomedical and Life Sciences
12%
Information and
2%
mathematical studies
Physical Sciences
9%
Veterinary Medicine.
0%
Eight-eight per cent of respondents lived within 30 miles of Glasgow, 5% lived over 30 miles
but within Scotland, 5% noted ‘other location’, and 2% said they lived outwith EC. Eighty one
percent said they lived with parents, 9% lived with in their own house that they have bought
or are buying and the remaining 10% were evenly distributed through council house or flat,
hall of residence, rented accommodation and other.
Reasons for applying to University
One of the aims of the study was to identify the reasons for deciding to go to university.
Students were given a list of nine recognised reasons and were asked to consider each one
and indicate how much each of the factors contributed to decision to go to University. See
table 2. To improve job opportunities (89%) and to improve qualifications were the most
popular reasons. To advance present career (77%), because I didn’t want a job yet (60%)
and because I was unable to find a job (98%) were least influential reasons.
Table 2. Reasons For Applying to University
REASONS
A LOT
A LITTLE
To improve my job opportunities
89%
11%
To improve my qualifications
89%
11%
Because I always wanted to
69%
28%
3%
Due to personal interest
58%
31%
11%
To help change my occupation/career
44%
16%
40%
Due to family expectations
12%
39%
49%
To advance my present career
12%
11%
77%
Because I didn’t want a job yet
5%
35%
60%
2%
98%
Because I was unable to find a job
NOT AT ALL
Some students offered ‘other reasons’ for attending university and these included providing a
good standard of living for future family, to meet new people and experience university life.
One student commented on impending cost of university and to experience it before it gets
too expensive.
thought it would be an interesting experience, and if the education was there to
get it before it cost too much
Reasons for enrolling at the University of Glasgow
Students were asked to indicate from a list of reasons why they had chosen to attend the
University of Glasgow. As above they were asked to indicate how much each of the factors
had influenced their decision to go to the University of Glasgow. See Table 3.
Table 3. Reasons For Attending University of Glasgow
REASONS
A LOT
A LITTLE
NOT
AT
ALL
Because of the University's academic reputation
83%
14%
3%
To study a particular course
63%
28%
9%
Because it is convenient to home
49%
33%
18%
Because of the facilities at the GU
40%
46%
14%
GU literature
32%
40%
28%
Family
21%
26%
53%
Friend
12%
39%
49%
Teachers at school
16%
28%
56%
Careers adviser
12%
12%
76%
Staff
General Open Day
30%
30%
25%
28%
45%
42%
Faculty Specific Open Day
26%
26%
48%
Informal visit
23%
23%
54%
Because GU only institution to offer a place
5%
5%
90%
Because of a recommendation from:
Because of a good impression from:
A small number of students gave other reasons for attending the University of Glasgow, one
commented despite the ‘very stuffy snobby attitude at times, there are lots of good people’,
another suggested that it offers more than just a degree. Finally one student said that the
Goals project had given them a preview of what to expect from university life.
’
Liked taking part in the goals project as this gave me a taster of what university
was like.
Students were asked what their opinions of GU were on a likert scale from favourable to
unfavourable. Eighty eight per cent of students had fairly or very favourable opinions of GU
and importantly 97% would recommend GU to students from previous school or college.
Forty six per cent knew someone who had been offered a place at GU and turned it down.
Reasons for non acceptance are given in the qualitative comments section. . Finally, 74%
knew someone who had been to university before and of this number, 50% were friends,
31% parents or guardians and 19% were a brother or sister
Table 4. Knowledge of people that attended University previously
Previous people who had attended any University before %
Friend
50%
Parent or gaurdian
31%
Brother or sister
19%
Grand Total
74%
Qualitative Comments
Q. Do you know anyone who was offered a place at GU and turned it down…if yes…do you
know why?
Part of the survey aims was to investigate whether matriculated postcode students knew of
peers who were offered a place at GU and turned it down and whether they knew the
reasons for their decision. Seventeen students offered possible reasons for declining offers.
The most common (n=8) was receipt of preferable offers from other institutions followed by
equal numbers who mentioned accessibility of GU to home (n=3) and the perceived
‘snobbishness’ of GU (n=3). Two students mentioned that peers wanted to leave Glasgow
and one mentioned that they had declined an offer 2 years ago because of financial reasons.
other university offered a more preferable course placement
The prestigious reputation can sometimes be off putting to some.
Strathclyde University was much more accessible from where they lived.
Q. What, if anything, do you consider to be the best aspects of choosing Glasgow University
over another university?
Students were asked what they consider the best aspects of choosing Glasgow University
over another university. The majority commented (n=16) on the university lecturers, quality of
teaching and their willingness to provide help and support.
Quality of teaching is superb.
the staff have the best academic abilities to offer and are really enthusiastic about
their subject and that comes across in their lectures, etc making it easier to learn from
them and feel the same about it.
The help and support received by lecturers and tutors especially as it is such a
daunting experience
The reputation and perceived high standard of the university were seen as one of the best
aspect of choosing GU. Eleven students mentioned the credibility of courses and record of
GU in producing high calibre graduates. It was mentioned that this may influence future
employers in choosing potential employees.
In addition, the University has a fairly good reputation, producing many famous, and
successful, scholars. Employers should regard graduates of this university more
highly over graduates of some other universities.
the education standard is good very good reputation
The course available and the credibility of the degree
Good reputation and good unions!!!!
Students regarded proximity to home location as a bonus for choosing GU (n=8). This
decision meant that they could continue with part-time jobs and stay in touch with family and
friends. close to home. Also living at home reduced cost of student life and hence level of
debt.
It is the closest to my home. With the ever rising debt of being a student, going to the
university closest to home has curbed this debt significantly.
the oppurtunity to stay in touch with some of my school friends also attending this
university, thus helping to ease the transition from school. and it's close to home, i still
have my friends, family and job near me.
Facilities available within the university were also mentioned as one of the best aspects of
choosing GU over another university.
The University's facilities are excellent and kept to a very high standard
Excellent facilities,
Q. What, if anything, do you consider to be the worst aspects of choosing Glasgow University
over another university?
Finally, students were asked what, if anything, do you consider to be the worst aspects of
choosing Glasgow University over another university? Travelling to and from the university
was considered the worst aspect, students mentioned time and cost (n=11). Ironically some
also referred to the fact that they travel to GU despite there being other universities in closer
proximity.
Transport. More convenient if in city centre.
slightly further away from my home than other universities and more difficult to get to.
Friendliness of staff and accessibility were questioned, some students felt that some staff
were a little patronising and the university had a general ‘air of arrogance’. One student said
that it was difficult to integrate coming from a single parent family.
not enough personal contact and help from lecturers
the worst aspects are that some students and staff percieve themselves as better
people for being at glasgow due to it's reputation, and can be patronising due to this. i
didn't want to get stuck with people who think like that.
Just as my good friend predicted - very hard to find a niche here as someone from a
working class, one parent background.
Discussion
The response rate to the survey was satisfactory and the respondents generally reflected the
university population as a whole. One area that was strikingly different was the percentage
of students who lived with parents (88%) compared to general population statistics (47%),
those living in their own house (9%) that they have bought or are buying compared to 34%
and less than 1% lived in halls of residence compared to 21% of general population.
Because the majority of students lived within Glasgow area (88%) it is natural that they would
live at home with parents rather than in halls. This may have ramifications for targeted
events that are put in place specifically for postcode students particularly during orientation
and extended orientation periods. This has been noted in previous new entrant surveys
where those students who live at home do not feel part of the university community as those
who are living in halls appear to have events tailored to them with little regard for those who
rely on public transport to return home late at night. Similarly, within the qualitative data
students commented that proximity of university to home location was an additional benefit
and this decision meant that they could continue with part-time jobs and stay in touch with
family and friends close to home. It was also noted that living at home reduced cost of
student life and hence level of debt. These findings are supported by Forsyth and Furlong
(2003) who suggested that students from disadvantaged areas are more likely to choose
universities that are closer to home and were put ‘off’ by more prestigious universities. Also
the quantitative data showed that when asked reasons for choosing GU, 49% said it was
because it was close to home.
When asked to identify reasons for deciding to go to university, findings presented are
broadly similar to recent work conducted by Forsyth and Furlong (2003) and Tinklin (2000).
They found that students from disadvantaged areas did not value participation in post school
education as an end in itself but merely as the only way to get a job. This study showed that
89% of students from postcode areas which have concentrations of low levels of participation
in higher education attended university to improve job opportunities and to improve job
qualifications. The academic reputation (83%) followed by studying a particular course (63%)
of the University of Glasgow was considered the major reason for choosing GU. These
findings were compounded in the qualitative data where the majority commented that the
reputation and perceived high standard of the university were seen as one of the best aspect
of choosing GU followed by the university lecturers, quality of teaching and their willingness
to provide help and support. A number of students mentioned the credibility of courses and
record of GU in producing high calibre graduates. With relation to the previous reason for
attending university it also was mentioned that this may influence future employers in
choosing potential employees This is interesting as Forsyth and Furlong (2003) noted that
students from disadvantaged areas have feelings of cultural isolation particularly at the more
prestigious institutions, which they say could compromise the disadvantaged students’
identity, lower morale and lessen commitment to further study. There was some evidence of
this perceived isolation from the qualitative data where a small number of students
commented on the friendliness of staff and their accessibility, some students felt that some
staff were a little patronising and the university had a general ‘air of arrogance’. One student
said that it was difficult to integrate coming from a single parent family. Nevertheless, at this
very early stage of their university career 88% of students had fairly or very favourable
opinions of GU and 97% would recommend GU to students from previous school or college.
This is a really positive finding for GU and one which is already being acted upon within the
Widening Participation Service and the Student Network. Current undergraduate students
who have been through the goals project are being used to promote GU in schools
interventions similar to this should be encouraged and built upon across faculties.FIONA
CAN YOU CONFIRM?
Another interesting finding is the number of students (74%) who knew someone that had
been to university before, of this number, 50% were friends, 31% parents or guardians and
19% were a brother or sister. It would seem that this was a group who were fairly
knowledgeable of the HE sector and therefore perhaps more likely to consider university.
Forsyth and Furlong who attempted to gather a cohort of students attending schools in areas
of disadvantaged group for their study concluded that the group who ended up applying to
and gaining a place at university were relatively advantaged that is they tended to come from
‘better off’ families and were more likely to have aspirations for HE study than their more
disadvantaged peers who may not know anyone who has been to university.
It is suggested therefore, in line with previous comments, that if the university is to succeed
in attracting, converting and importantly retaining students from postcode areas with a low
concentration of HE entrants that support mechanisms are in place to enhance the student
experience. This could then be promoted during any contact with potential applicants
providing a vision and reality of GU being a support full and accepting environment.
Finally nearly half the group of respondents (46%) knew someone from their school who had
been offered a place at GU and turned it down. This seems a large number of students who
met the entry criteria and who declined offers given that this group were so positive about
GU. However, It is already known that approximately half of those from SHEFC postcode
areas who receive an offer, decline the offer (Regional Access Initiative - Guidance Notes
2003). A number of students offered possible reasons for declining offers. The most common
was receipt of preferable offers from other institutions followed by equal numbers who
mentioned accessibility of GU to home and the perceived ‘snobbishness’ of GU. The latter
two reasons have been dealt with previously, and perhaps declining Glasgow for a preferable
offer is reasonable, however without further investigations it would be naïve to speculate.
References
Forsyth, A., Furlong, A (2003) Access to Higher Education and Disadvantaged Young
People. British Educational Research Journal, Vol. 29, No. 2. pp. 205 - 225
Tinklin, T. (2000) The Influence of Social Background on Application and Entry to Higher
Education in Scotland: A Multi Level Analysis. Higher Education Quarterly, Vol 54, no. 4. pp.
343 – 385.
Appendix 1
Postcode Sectors
Glasgow City
*G15 7
*G15 8
*G20 9
*G21 2
*G21 3
*G21 4
*G22 5
*G22 6
*G22 7
G23 5
G31 1
*G31 3
*G31 4
*G31 5
*G32 6
G32 8
*G33 3
*G33 4
*G33 5
*G34 0
*G34 9
*G40 3
*G40 4
G42 0
*G45 0
*G45 9
*G46 8
*G51 2
*G51 3
*G51 4
G52 4
*G53 5
*G53 6
G69 7
Inverclyde
*PA146
*PA152
*PA153
North Lanarkshire
G71 5
ML2 9
ML4 2
*ML5 2
*ML5 5
*ML6 0
*ML6 6
*ML7 4
*ML7 5
* Represents GOALS Primary Schools