Students’ Reasons for Taking Part in Higher Education and Their
Perception of How It Will Affect Their Future Roles in Society
Dave Surridge and Lizzie Walton
A Research Report compiled for the Active Learning Active Citizenship project
With support from the Widening Participation team in the Faculty of Development and Society
Sheffield Hallam University
July 2007
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Contents
Introduction
Methods
Results
Age and Social Class
Conclusions
Appendix 1
Appendix 2
3
4
7
11
13
15
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2
Introduction
This survey questionnaire has been conducted against the backdrop of the U.K. government’s
‘widening participation’ scheme.
The survey allows respondents to state their reasons for taking part in higher education, to indicate
whether or not they feel that they were encouraged to do so, if they feel that higher education can be
beneficial to all students, and whether they think that their role in society will be changed as a result of
taking part in higher education.
A review of the data gathered by the survey will attempt to ascertain whether factors such as age and
social class play a contributory role in respondents’ reasons for entry into higher education, the type of
course undertaken, and respondents’ perception of their future role in society, having attained a higher
education qualification.
The population of interest for this study is all undergraduate students enrolled on the Applied Social
Studies and Nursing degree routes at Sheffield Hallam University. The survey sample consisted of
248 respondents, spread evenly across degree routes, and featuring respondents from all three
undergraduate degree years. This is one of the survey’s key strengths, as the sample consists of
undergraduates taking what could be termed both a focussed vocational degree (Nursing), and a more
diverse, academic route (Applied Social Studies) which can lead to a variety of employment
opportunities.
The survey consists of both quantitative and qualitative data. The Statistical Package for the Social
Sciences (SPSS) has been used to analyse the quantitative data, producing descriptive statistics that
have been presented in conjunction with the transcribed qualitative output, in order to illustrate
respondents’ answers in more depth.
The survey highlights a student sample which is highly motivated and clear as to the outcomes and
benefits of taking part in higher education. Regardless of factors such as a student’s age or social
class background, the overriding aspiration can be seen to be a desire to broaden one’s career
prospects upon entering, or re-entering, the labour market following completion of the degree course.
Unfortunately the design and scope of the survey does not allow for sophisticated analysis, but it may
provide some insight into the motivation behind the specific sample’s reasons for enrolling on an
undergraduate degree course, and their views regarding the benefit of taking part in higher
education.This report will firstly present a general overview of students’ responses, followed by a more
in-depth look at the age and social class factors.
Methods
1. Sample
The population of interest for this study is all undergraduate students enrolled on the Applied Social
Studies and Nursing degree routes.
The survey sample consisted of 248 respondents, spread across the three undergraduate degree
years (see appendix 2). The sample is fairly evenly representative of both degree routes, with 49.19%
taking the Applied Social Studies route, and 50.81% taking the Nursing route. The study sample can
be considered representative of the original population of interest.
The age of respondents’ varied between 18 and 50 years old, with the majority (75.4%) being in the
‘18 to 21 year old’ category, and the remaining 24.2% classified as mature students. One respondent
(0.4%) failed to provide information on age.
With regards to gender, the majority of respondents were female (79%).
Respondents’ self-assessment of social class places 40.7% in the working class category, 38.3% in
the lower middle class category, 15.3% in the upper middle class category, with 5.6% of the sample
defining themselves as belonging to the ‘other’ category.
90.7% of respondents defined themselves as being of ‘White’ ethnicity. 3.6% defined themselves as
‘Black, 2.0% as ‘Asian’, and the remaining 2.8% as ‘Other’ (including respondents who defined
themselves as being of mixed race).
8.1% of the sample defined themselves as having a disability or illness. Stated examples included
asthma, deafness, dyslexia, short-sightedness, and post guillain barre syndrome.
The percentage of respondents defining themselves as belonging to an ethnic grouping other than
white (9.2%), or possessing a disability (8.1%) amounts to a very limited representation within the
3
survey data, and thus makes it difficult to draw any significant conclusions relating to the role of
ethnicity or disability in affecting qualitative responses. Similarly, the vast majority of the sample
consists of female respondents so again, it would be difficult to conduct any analysis on the
significance of gender in relation to the answers obtained from the questionnaire.
For this reason, the report will concentrate on the age and social class variables, and attempt to
ascertain if either can be seen as a significant factor in how respondents answer the questions.
2. Measures
Of the nine variables within the questionnaire, five have a nominal level of measurement (questions 1
to 5 in the questionnaire). Put simply, this means that the numerical values assigned serve to name
the attribute uniquely. For instance, numbering attributes within the Ethnicity variable as Black = 1,
White = 2, etc. does not imply any ordering of the cases; the number is purely a convenient alternative
to text. Three further questions (6, 7, and 9) initially contain a nominal yes / no variable which,
depending on the respondent’s answer, then prompts the respondent to provide a more in-depth,
qualitative explanation. A further question, question 6 in the questionnaire is of a purely qualitative
nature. These qualitative elements have been transcribed from the original completed questionnaires,
and are available in their entirety within the appendices.
3. Design
The survey is in the form of a questionnaire, containing both closed and open questions. The closed
questions obtain quantitative data on respondents’ gender, age, social class, current degree course
and level, and whether the respondent has any disability or illness. The open questions allow
respondents to elaborate on their reasons for entering higher education, whether or not they were
encouraged to enter higher education and if, in their opinion, taking part in higher education will make
a difference to their future role in society. Respondents are also asked to give their opinion as to
whether or not all students can gain equally from higher education,
The questionnaire was given out to students at levels 4, 5, and 6 of the undergraduate degree, in both
Applied Social Studies and Nursing.
4. Procedures
The questionnaire consists of nine questions, four of which allow the respondents to elaborate on their
answer. The following discussion explores each variable, and highlights potential limitations to
analysis as a result of the design of some questions.
Questions one and two relate to the gender and age of the respondent. The gender variable allows
respondents to state whether they are male or female. The age variable categorises age into the
attributes 18-21, 22-30, 31-40, 41-50, and 50 plus, and allows respondents to select a category.
Conveniently, all but the first category denote mature students. Neither variable presents any
significant problems for analysis.
Question three asks respondents to define their ethnicity. Here the attributes are Black, White, Asian,
European, and Other. The attribute European could be seen as problematic. Surely sometime from
Great Britain could define themselves as European? There is no option to allow the respondent to
state, if they do see themselves as European, whether they are Black, White, Asian, or Other. This
renders the attribute rather vague and open to interpretation.
Similarly, question four asks respondents to state their perceived social class. The options are
Working Class, Lower Middle Class, Upper Middle Class, and Other. Again, we are unsure of the
definitions of these attributes. Someone who might classify themselves as European may not be
familiar with the British class system.
Even British respondents may feel that they need more guidance here, to allow them to state their
class origin accurately. One respondent (male, aged 31-40) defines himself as European and
‘classless’, one female as ‘don’t know’, and two other respondents in the same age bracket, one
female and one male, define themselves as ‘middle’ middle class.
Question five is straightforward, asking respondents to state if they consider themselves as having any
disability.
The qualitative responses obtained from questions 6 through to 9 present no difficulties for analysis.
Although detailed responses were not given by all respondents to all questions, a full listing of
responses is available in appendix 1.
The quantitative data was analysed using the Statistical Package for Social Sciences (SPSS). Given
the scope of the questionnaire and the nature of the variables, all analysis is descriptive rather than
inferential. Quantitative findings are presented in conjunction with the qualitative responses in order to
illustrate the quantitative data in more depth. A full set of quantitative output (tables and graphs) is
included in appendix 2. All respondents within the survey remain anonymous.
Results
1. Overview
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The section below presents a quantitative, univariate analysis of the frequencies of response to
questions 6 through to 9 of the questionnaire. A selection of qualitative quotes follows, to give a more
in-depth illustration of the various responses. Full transcripts are available in appendix 1.
1.1. What were your reasons for taking part in higher education?
The overwhelming majority of the survey sample (75.61%) cited career motivation as the principle
reason for pursuing higher education. Below is a selection of in-depth responses.
21 and under
Better job prospects (Female, white, working class, deafness / ASS 4)
Life chances; job quality (Female, mixed race, working class / ASS 5)
Open up more employment options. Higher wage potential. (Male, white, lower middle class / ASS 5)
Always an ambition to go in to higher education, knowing that it will give me a helping hand in finding a
better job later on (Female, white, lower middle class /ASS 5)
To get a degree to help secure my future (Female, white, working class / ASS 6)
No one in my family had done, and I wanted to have a career (Female, white, working class /Nursing
4)
To gain a better job long term. To be able to reach my potential (Female, white, upper middle class /
Nursing 4)
So I could make a better life for myself (Female, white, working class / Nursing 5)
Mature
Career change; improve employability (Female, 31-40, white, working class / ASS 4)
To learn for the sake of learning, while heightening my chances of gaining a worthwhile, well paid job
(Male, 22-30, white, working class, dyslexia / ASS 5)
Self fulfilment; after having achieved something higher than what I currently hold. Self satisfaction.
(Male, 31-40, black, working class ASS 5)
Enable me to have a better career than just with A levels (Male, 22-30, white, lower middle class /
ASS 6)
To pursue / further a career, as opposed to ‘a job’ (Female, 31-40, white, working class / Nursing 4)
Widen my career prospects; get out of retail (Male, 31-40, other, working class / Nursing 5)
To improve knowledge and academic ability, which would enhance my chosen career (Female, 41-50,
white, working class, Nursing 6)
1.2. Do you feel you were encouraged to pursue higher education and, if so, by whom?
Respondents who answered this question in depth cited both parental / family support (59%) and
educational establishments / professionals (41%) as the key factors involved in offering
encouragement to take part in higher education.
21 and under
My mum (Female, mixed race, working class / ASS5)
Parents, they wanted me to do what I thought best. School encouraged most by telling us how
beneficial it would be (Female, white, lower middle class / ASS5)
5
Parents and college encouraged me to further my knowledge and career by studying a specific course
at uni (Female, white, working class, / Nursing 4)
School career interview (Female, white, lower middle class, short sighted / Nursing 5)
By family and school explaining advantages of attending higher education for future prospects
Female, white, lower middle class / Nursing 5)
My family encouraged me to pursue my education (Female white, working class, dyslexia / Nursing 6)
Mature
By my access course tutors (Female, 31-40, white, working class / ASS 4)
Family and access course tutors (Female, 31-40, white, working class / ASS 4)
By family and friends but mainly because I wanted to achieve, and better myself (Female, 31-40,
black, working class / Nursing 4)
My local college, but had to make the decision to do F.E. myself (Female, 31-40, white, working class /
Nursing 4)
College access course (Male, 31-40, white, middle class, / Nursing 5)
Wife; family; colleagues (Male, 41-50, white, working class / Nursing 6)
1.3. Do you think all students can gain equally from higher education?
Asked to give an opinion as to whether all students can benefit equally from higher education,
respondents were fairly evenly split in their responses, with 52.2% believing that all students can
benefit, as opposed to 45.3% who disagreed. Although the majority of respondents (245 of the
sample) answered this question, many did not elaborate on their answer, simply stating ‘yes’ or ‘no’.
21 and under
Some more than others. The course chosen has a great deal of influence on this (Male, white, working
class / ASS 4)
I firmly believe you get out what you put in (Male, white, lower middle class/ ASS 5)
Not equally, but they do all gain. I think you gain what you put into it. If you make effort you will be
rewarded (Female, white, working class / ASS 6)
No. I think you have to want to do your course to do well, and be capable of studying hard (Female,
white, upper middle class / Nursing 4))
No, not always. Financial restraints hold people back (Female, white, lower middle class / Nursing 5)
Yes, if people put the work in (Female, white, lower middle class / Nursing 6)
Mature
Potentially, yes (Female, 31-40, white, working class / ASS 4)
Yes, if they have the application and the support (Male, 31-40, European, classless, post guillain barre
syndrome / ASS 4)
I believe all students can gain equally, relatively speaking. I believe the majority is about application of
ones self to learning (Male, 22-30, white, lower middle class /ASS 5)
Yes, given the right / adequate support (financial / academic) (Female, 31-40, white, working class /
Nursing 4)
It can be harder for mature students as there are more commitments (Female, 22-30, white, working
class, dyslexia / Nursing 5)
1.4. Do you think your taking part in higher education will change your future role in society?
Respondents were also asked if they thought that their future role in society would change, as a result
of taking part in higher education. Well over three quarters of the sample (85.08%) believed that
higher education would affect their future role in society, citing improved career opportunities (36.5%),
an ability to contribute more to society (19.9%), and improved social status (13.7%) as key factors.
10.4% of the sample believed that taking part in higher education would not make a significant
difference to their future role in society.
21 and under
Status, confidence (Female, white, lower middle class / ASS 4)
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Upward social mobility (Female, mixed race, working class / ASS 5)
Wider career prospects (Female, white, upper middle class / ASS 6)
It will enable me to get a decent job and give me the chance to do what I want to do. It gives me a
wider choice of the range of jobs I can do (Female, white, upper middle class, dyslexia / Nursing 4)
Be more aware of wider society, and when you go to uni you can learn more through meeting lots of
different people (Female, white, working class / Nursing 5)
Mature
Enables you to access opportunities you would otherwise be prevented from (Female, 22-30, white,
other / ASS 4)
I hope to work in a more professional job to the one I previously did (Female, 31-40, white, working
class / ASS 4)
More options (Male, 22-30, white, upper middle class, dyslexia / ASS 6)
I will become a professional with the ability to make a difference. (Female, 31-40, white, working class
/ Nursing 4)
Job prospects and earning potential; increased knowledge. Peoples’ perception of you is different, i.e.
more respect (Female, 31-40, white, working class / Nursing 5)
Higher position in chosen career; more money; better prospects (Female, 22-30, white, working class /
Nursing 6)
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2. Age and Social Class
Following on from the analysis above, a more in more depth, bivariate analysis has been used in an
attempt to add further insight into the answers given above, by taking into account respondents’ ages
and social class background.
2.1 The Age Factor
In order to ascertain if there is a significant difference in responses to questions, depending on
whether the respondent is aged between 18 and 21 years old, or is classified as a mature student,
SPSS was used to recode the variable ‘age’. This variable has been recoded from the original five
attributes, into a new variable with only two attributes; ’21 and under’ and ‘mature student’. The new
variable, ‘under 21 and mature students’ was then included in crosstabs, and compared to quantitative
data obtained from answers 6 through to 9 of the questionnaire. All crosstab output tables are included
in appendix 2. Analysis of responses using the recoded variable shows some interesting results.
Both the ‘21 and under’ and ‘mature student’ groups clearly cite career motivation as the principle
reason for taking part in higher education, at 77.4% and 69.5% respectively. However, when we look
at the other reasons given, no mature students cite the socialising aspect as a factor (compared to
1.6% of the ‘21 and under’ group), whereas a large proportion of mature students (15.3%) cite
personal development as important, compared to 5.9% of the ’21 and under’ group.
Moving on to the question of whether or not students felt that they had been encouraged to enter
higher education and, if so, by whom, 38.3% of mature students stated that they had received no
encouragement, as compared to only 8% of the 21 and under group. Both family (26.2%) and
education professionals (17.6%) are cited by the 21 and under group as offering encouragement,
compared to 16.7% and 13.3% respectively in the case of mature students.
When asked if they thought that everyone can gain equally from further education, a majority of the 21
and under group said yes (56.5%), whereas a majority of the mature students said no (56.7%).
When respondents were asked whether or not taking part in education would change their future role
in society, the vast majority in both groups believed that it would (82.4% of the 21 and under group,
and 93.3% of mature students).
Asked to state which factors would be significant in changing their role in society, both groups cited
career opportunities as the key element (35.7% of the 21 and under group, and 39.7% of mature
students). Additional factors such as improving social status are cited by 14.3% of the 21 and under
group and 12.1% of mature students, and contributing more to society (18.1% and 24.1%
respectively). Interestingly, 6.6% of the 21 and under group state that taking part in higher education
will improve their social understanding, as compared to 1.7% of the mature students.
2.2 Social Class
As previously discussed, respondents of all ages and all social classes cite career motivation as the
key factor for attending higher education but, interestingly, no students who define themselves as
working class give either social understanding / motivation, or the socialising aspect as key reasons
for taking part. These factors are only mentioned by lower and upper middle class respondents
(combined at 4.3% and 7.9% respectively). Personal interest is mentioned by 9.2% of working class
respondents, 9.5% of lower middle class respondents, but only 2.6% of students who defined
themselves as being upper middle class.
100% of the upper middle class respondents felt that they had been encouraged to enter higher
education. The vast majority of both working class (77.8%), and lower middle class (83.2%) also felt
that they had received encouragement, as did 85.7% of the 13 respondents who classified themselves
as ‘other’ class.
50% of students from a working class background thought that everyone could gain equally from
attending higher education, as opposed to 45% who disagreed. The percentages are fairly evenly
balanced at 47.4% of lower middle class students agreeing and 51.6% disagreeing, whereas 73% of
upper middle class students believe that everyone can benefit equally, as opposed to only 27% who
disagree.
In response to being asked whether or not they thought that taking part in higher education would
affect their future role in society, 86% of working class students believed that it would. 81.1% of the
lower middle class students agreed that it would change their future role, as did 89.5% of the students
who defined themselves as upper middle class.
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Conclusions
It is clear from the analysis of the data that the vast majority of the student sample, across both degree
routes and of all ages, regard career motivation as the key factor for taking part in higher education,
with personal development also cited as an important aspect.
Other factors are seen as being of less importance, and no respondent who was categorised as a
mature student, or who defined themselves as working class mentioned the socialising aspect of being
in higher education as being a key factor in their decision to take part.
By getting the job I want … my role in society will be different to if I worked in a shop my whole life
(Female, 18-21, white, lower middle class)
To enable me to do the career of my choice (nursing), and to give me more options (Female, 18-21,
white, working class)
Various factors are mentioned regarding encouragement to enter higher education, with the two main
influences being from family members and education professionals. All upper middle class
respondents felt that they had received encouragement, and around 80% of all other social class
groupings agreed. It is noticeable that well over a third of mature students felt that they had received
no encouragement, compared to only 8% of the 21 and under group. This could be explained by the
fact that the younger students are coming straight from school and living with parents, whereas the
mature students, unless they have taken part in an access course or similar, have been isolated from
the education system, whilst also not being exposed to what could be termed parental influence.
My sixth form, teachers, parents, and outside help brought into my school; advisors, etc. (Female, 1821, white, upper middle class)
Intrinsic motivation (Male, 31-40, black, working class)
Opinions varied across the sample as to whether or not all students can benefit from taking part in
higher education, with over half of 21 and under students thinking that all students can benefit,
whereas over half of the mature students disagree. Motivation to study is seen as a clear prerequisite
for success, and many of those who believe that not all students can benefit equally perceive financial
issues as presenting a potential barrier to access and progression.
Dependent on the effort of the individual (Female, 18-30, white, working class)
No. It is very dependent on your financial situation, but in theory I suppose everyone has the potential
to benefit (Female, 22-30, other, working class)
Over 85% of respondents thought that taking part in higher education would change their future role in
society. Taking part in higher education was perceived as having an effect on potential career
opportunities (cited by over a third of both the 21 and under group and the mature students), social
status, and an individual’s ability to contribute more actively to society.
Better career, therefore better pay. More knowledge in certain areas (nursing), which will change my
role within society; more respect (Female, white, lower middle class / Nursing 6)
More employable; better educated; moving in different social circles. More opportunity (Male, 22-30,
white, working class, dyslexia)
There are slight variations in response, depending on respondents’ age and social class background.
Not surprisingly mature students, particularly the older ones who are likely to be in the process of
changing career, appear to view the perceived advantages of higher education from a different
perspective to students who have come straight into higher education from school.
Next step up from A level, progression from 6th form (Female, white, upper middle class )
To gain a qualification that will help me get a better job (Female, 31-40, black, working class)
Needed a new direction in my working life (Male, 31-40, white, working class)
Similarly and again perhaps unsurprisingly given what can be assumed to be their previous
experience of education and the level of encouragement received, almost three quarters of those
students who define themselves as being from an upper middle class background believe that all
students can gain equally from higher education, as compared to half of the working class and lower
middle class students. However, there is still an awareness that financial constraints can have an
effect.
To a degree, yes, but restraints of finance are apparent (Female, 18-21, white, upper middle class)
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Overall this survey clearly shows that existing students are highly motivated and pragmatic, having
very definite reasons for taking part in higher education, with the perception of improving career
opportunities as the key factor.
You have to be prepared to learn independently, or you may not achieve a respectable grade (Male,
22-30, white, working class, dyslexia)
It will enable me to get a decent job and give me the chance to do what I want to do. It gives me a
wider choice of the range of jobs I can do (Female, 18-21, white, upper middle class, dyslexia)
As previously mentioned in the Methods section, the design of the survey is slightly flawed, with
several of the variables requiring more precision. A future study could be improved by redesigning the
variables Ethnicity and Social Class.
If a new survey were to look at existing students, factors such as previous educational experience and
social class based on one’s own previous, or one or other parent’s employment status could be
explored in depth.
In addition, there is the possibility of delivering the survey to pre-higher education students in
secondary school and college, as the responses would yield valuable data from the perspective of
potential higher education students, and explore reasons why students would choose to attend higher
education, as well as the reasons why other students would prefer to leave education.
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Appendix 1
Qualitative data
This is a full record of all in-depth, qualitative data supplied by respondents to the questionnaire. This
data is categorised firstly by degree route (Applied Social Studies, then Nursing), then level of study
(level 4, 5, and 6). The records are sorted further dependent on whether students are aged 21 years
and under, or are classified as mature.
Guide to notation:
Gender: F= female, M = male
Age: 1 = 18-21, 2 = 22-30, 3 = 31-40, 4 = 41-50, 5 = 51 and over
Ethnicity: A = Asian, B = Black, E = European, O = Other, W = White
Social Class: W = working class, LM = lower middle class, UM = upper middle class, O = other
Disability: Y = yes, N = no
/ 123 = Survey number
1. Applied Social Studies
Level 4
U21
1. What were your reasons for taking part in H.E.?
Better job prospects (F, 1, W, WC, Y deafness / 123)
I need a degree to become a teacher (F, 1, W, LM, N / 126)
2. Do you feel that you were encouraged to pursue H.E.?
No (F, 1, W, LM, N / 130)
3. If so, by whom?
4. Do you think that all students can gain equally from H.E.?
No, some may not need or suit higher education (F, 1, W, LM, N / 126)
Some more than others, if they are more willing to learn (F, 1, W, LM, N / 129)
No. Others are more advantaged due to money and higher status. Not a lot of working class people
are encouraged (F, 1, W, LM, N / 130)
They can gain equally if they do the same amount of work, but this does not usually happen (F, 1, W,
UM, N / 131)
Yes. You get out what you put in (F, 1, W, WC, N / 142)
Some more than others. The course chosen has a great deal of influence on this (M, 1, W, WC, N /
147)
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
Higher place in society (F, 1, W, WC, Y deafness / 123)
Even if not financially, I think I will be more rounded socially and more able to make knowledgeable
decisions (F, 1, W, LM, N / 126)
People will accept my ability to think and work better (F, 1, W, UM, N / 131)
Status, confidence (F, 1, W, LM, N / 133)
Better educated, easier to get a job, contributing to society (F, 1, W, LM, N / 136)
11
Mature
1. What were your reasons for taking part in H.E.?
To prepare for a vocation (F, 2, W, O, N / 122)
Broaden my mind. Make new friends. Gain a decent career in the future (M, 3, E, O classless, Y post
guillan barre syndrome / 144)
Career change. Improve employability (F, 3, W, WC, N / 152)
Personal achievement. Interest in course content (F, 2, W, WC, N / 158)
2. Do you feel that you were encouraged to pursue H.E.?
No (M, 3, E, O classless, Y post guillan barre syndrome / 144)
3. If so, by whom?
By my access course tutors (F, 3, W, WC, N /141)
Family and access course tutors (F, 3, W, WC, N / 152)
Family members, friends who had attended uni (F, 2, W, WC, N / 158)
4. Do you think that all students can gain equally from H.E.?
Potentially, yes (F, 3, W, WC, N /141)
Yes, if they have the application and the support (M, 3, E, O classless, Y post guillan barre syndrome /
144)
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
Enables you to access opportunities you would otherwise be prevented from
(F, 2, W, O, N / 122)
I hope to work in a more professional job to the one I previously did (F, 3, W, WC, N /141)
By being able to offer more to it and by being better informed (M, 3, E, O classless, Y post guillan
barre syndrome / 144)
More employable (F, 3, W, WC, N / 152)
Level 5
U21
1.What were your reasons for taking part in H.E.?
To gain a more in depth understanding of society and to increase employment opportunities (F, 1, W,
LM, N / 2)
Want to be a psychologist – requires certain qualifications (F, 1, W, LM, N / 4)
To enable me to get a higher paid job and a rewarding career (F, 1, W, LM, N / 7)
Life chances. Job quality (F, 1, O mixed race, WC, N / 19)
Open up more employment options. Higher wage potential. (M, 1, W, LM, N / 25)
Get a job (F, 1, A, LM, N / 50)
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Always an ambition to go in to higher education, knowing that it will give me a helping hand in finding a
better job later on (F, 1, W, LM, N /61)
Make me eligible for a higher rank in the police force (F, 1, W, LM, N /68)
2. Do you feel that you were encouraged to pursue H.E.?
3. If so, by whom?
My mum (F, 1, O mixed race, WC, N / 19)
School, parents (F, 1, A, LM, N / 50)
Parents, they wanted me to do what I thought best. School encouraged most by telling us how
beneficial it would be (F, 1, W, LM, N /61)
School, college, and social services –social workers / learning care workers (F, 1, W, LM, N /68)
4. Do you think that all students can gain equally from H.E.?
No. When people leave with some qualifications other factors contribute to final gain of a good job, i.e.
other interests, work experience and, sadly, who you know often rather than what you know (F, 1, W,
LM, N / 4)
I firmly believe you get out what you put in (M, 1, W, LM, N / 25)
I don’t think that higher education is for everybody, but for many people it is good and you can gain a
lot (F, 1, W, LM, N /61)
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
By getting the job I want (requiring higher ed.) my role in society will be different to if I worked in a
shop my whole life (F, 1, W, LM, N / 4)
I will have a career which is more worthwhile, and will enable me to give more back to the community
(F, 1, W, LM, N / 7)
Upward social mobility (F, 1, O mixed race, WC, N / 19)
Better role (F, 1, A, LM, N / 50)
A good degree is still something good to have, despite how many people have got them (F, 1, W, LM,
N /61)
It will directly, as I will be working with people from all walks of life, and will gain experiences that deal
with the working of society (F, 1, W, LM, N /68)
Mature
1. What were your reasons for taking part in H.E.?
To get a decent job (M, 2, W, LM, N / 21)
Increase career prospects. Broaden knowledge (M, 2, W, WC, N / 28)
Work prospects (F, 3, W, WC, N / 51)
I wanted to study something I’m interested in, and all my family have always gone (into H.E.) (M, 2, W,
LM, N / 56)
To learn for the sake of learning, while heightening my chances of gaining a worthwhile, well paid job
(M, 2, W, WC, Y dyslexia / 63)
13
Personal reasons (M, 4, W, WC, N / 64)
Self fulfilment, after having achieved something higher than what I currently hold. Self satisfaction. (M,
3, B, WC, N / 65)
Self fulfilment, interest, love of learning, desire to improve the world (M, 4, W, LM, N, /66)
Develop career (M, 2, B, O, N / 67)
2. Do you feel that you were encouraged to pursue H.E.?
No (M, 2, W, LM, N / 21)
No (F, 3, W, WC, N / 51)
No (M, 2, W, WC, Y dyslexia / 63)
No (M, 4, W, WC, N / 64)
No (M, 3, B, WC, N / 65)
No (M, 2, B, O, N / 67)
3. If so, by whom?
Previous employers (M, 2, W, WC, N / 28)
My parents, aunties, and uncles. They have enjoyed the learning experience. (M, 2, W, LM, N / 56)
Intrinsic motivation (M, 3, B, WC, N / 65)
Spouse, S.H.U. staff (M, 4, W, LM, N, /66)
4. Do you think that all students can gain equally from H.E.?
No. Dependent on the drive of the individual, the type of degree, their success within it, employers’
prejudice with regards to race, background, etc. (M, 2, W, LM, N / 21)
Yes, but some more than others (F, 3, W, WC, N / 51)
I believe all students can gain equally, relatively speaking. I believe the majority is about application of
ones self to learning (M, 2, W, LM, N / 56)
You have to be prepared to learn independently, or you may not achieve a respectable grade (M, 2,
W, WC, Y dyslexia / 63)
Yes (M, 4, W, WC, N / 64)
Yes, certainly. The modern world is certainly moving towards a strong bias for university graduates (M,
3, B, WC, N / 65)
Maybe not (M, 4, W, LM, N, /66)
5. Do you think that your taking part in H.E. will change your future role in society?
No (M, 4, W, WC, N / 64)
6. If so, how?
Will determine my career path. This, in turn, will denote my function in the social world (M, 2, W, LM, N
/ 21)
Possibly I may take on a more important role in my career choice, or become more active in issues
that interest me (M, 2, W, WC, N / 28)
14
Better position (F, 3, W, WC, N / 51)
More employable, better educated, moving in different social circles. More opportunity (M, 2, W, WC,
Y dyslexia / 63)
More opportunites to better paid employment (M, 3, B, WC, N / 65)
Change course of employment and increase choices of role (M, 4, W, LM, N, /66)
Better education, better job prospects (M, 2, B, O, N / 67)
Level 6
U21
1. What were your reasons for taking part in H.E.?
To get a degree to help secure my future (F, 1, W, WC, N / 163)
Next step up from A level, progression from 6th form (F, 1, W, UM, N /166)
2. Do you feel that you were encouraged to pursue H.E.?
3. If so, by whom?
Family have all been to uni, so felt like it was the next natural stage. Teachers, etc. (F, 1, W, WC, N /
163)
Teachers (F, 1, W, UM, N /166)
4. Do you think that all students can gain equally from H.E.?
Not equally, but they do all gain. I think you gain what you put into it. If you make effort you will be
rewarded (F, 1, W, WC, N / 163)
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
Hopefully it will help me get a job that I enjoy, and can make an impact somehow (F, 1, W, WC, N /
163)
Wider career prospects (F, 1, W, UM, N /166)
Mature
1. What were your reasons for taking part in H.E.?
Mind broadening (M, 2, W, UM, Y dyslexia / 162)
Interest in the subject. Wanted to get a good job and move away from where I lived (F, 2, W, WC, N /
164)
To be able to compete in the labour market (F, 4, W, LM, Y unspecified / 165)
Enable me to have a better career than just with A levels (M, 2, W, LM, N / 167)
2. Do you feel that you were encouraged to pursue H.E.?
No (F, 4, W, LM, Y unspecified / 165)
No (M, 2, W, LM, N / 167)
3. If so, by whom?
15
By the education system and parents (M, 2, W, UM, Y dyslexia / 162)
School. Sixth form (F, 2, W, WC, N / 164)
4. Do you think that all students can gain equally from H.E.?
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
More options (M, 2, W, UM, Y dyslexia / 162)
Will have a different job to what I could have had, and I want to work in government and politics which
would mean I could have a role in changing society (F, 2, W, WC, N / 164)
Better job that has more influence e.g. army officer rather than regular enlistee (M, 2, W, LM, N / 167)
2. Nursing
Level 4
U21
1.What were your reasons for taking part in H.E.?
I wanted to be a nurse and needed a degree (F, 1, W, UM, N / 174)
To become a nurse (F, 1, W, LM, N /185)
To further my knowledge and skill in my chosen area for my future career (F, 1, W, WC, N /186)
To get a better job (F, 1, W, WC, N /187)
No one in my family had done, and I wanted to have a career (F, 1, W, WC, N /190)
To follow a nursing career (F, 1, W, WC, N /191)
University experience; specific course; gaining independence; good job prospects (F, 1, W, UM, N /
198)
To enable me to do the career of my choice (nursing), and to give me more options (F, 1, W, WC, N /
199)
I wanted to experience university, get a degree and move away from home, and gain more
independence (F, 1, W, WC, N / 201)
To gain a better job long term. To be able to reach my potential (F, 1, W, UM, N / 202)
I always planned to go to university, to gain a degree for better job prospects (F, 1, W, UM, N /206)
Wanted to do a nursing course, a degree (F, 1, W, UM, Y dyslexia /207)
2. Do you feel that you were encouraged to pursue H.E.?
No (F, 1, W, WC, N /187)
3.If so, by whom?
Mum and dad, by supporting me (F, 1, W, UM, N / 174)
Teachers / parents / careers advisors / the media talked about more opportunities with higher ed (F, 1,
W, LM, N /185)
16
Parents and college encouraged me to further my knowledge and career by studying a specific course
at uni (F, 1, W, WC, N /186)
Family and teachers (F, 1, W, WC, N /190)
By parents, encouraged to gain a professional career (F, 1, W, WC, N /191)
Parents, to gain a rewarding career (F, 1, W, WC, N /192)
School, sixth form, family, friends (F, 1, W, UM, N / 198)
By my family, friends, and staff at college (F, 1, W, WC, N / 199)
By parents and sixth form (F, 1, W, WC, N / 201)
My parents, encouraging me to go to college and uni (F, 1, W, UM, N / 202)
My sixth form, teachers, parents, and outside help brought into my school; advisors, etc. (F, 1, W, UM,
N / 203)
By family, school, etc. It was expected that I would go, and it was what I wanted (F, 1, W, UM, N /206)
My school (F, 1, W, UM, Y dyslexia /207)
4. Do you think that all students can gain equally from H.E.?
No, because some people aren’t as academic as others. Plus higher education offers different levels
of qualification. (F, 1, W, LM, N /172)
Dependent on the effort of the individual (F, 1, W, WC, N / 184)
No – depends on how much individuals put into the experience to how much they gain from the
experience (F, 1, W, LM, N /185)
Yes, because you only get what you want by working for it (F, 1, W, WC, N /191)
No. Not all students can receive the same amount of funding, e.g. less for text books etc., and
depending on course, less options in the future (F, 1, W, WC, N / 199)
Yes, if they all put in the time and effort required to do well, and they want to be in higher education (F,
1, W, WC, N / 201)
No. I think you have to want to do your course to do well, and be capable of studying hard (F, 1, W,
UM, N /206)
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
Because a degree is classed as a high qualification, and therefore you are branded differently (F, 1,
W, UM, N / 174)
Will allow me to pursue my career and earn a decent wage. It will allow me to live an average life in
society (F, 1, W, LM, N /185)
I will be seen as a professional, as I will be educated and working in a profession (F, 1, W, WC, N
/187)
Because I’m following a skilled and recognised profession (F, 1, W, WC, N /191)
Yes, as I will be gaining a profession within the National Health Service, which will change my role in
society (F, 1, W, WC, N /192)
Gaining specific skills to help people, and the qualification will enable me to travel, and help people in
developing countries (F, 1, W, UM, N / 198)
17
Will allow me the chance to do the career of my choice (nursing) (F, 1, W, WC, N / 199)
It will allow me to gain knowledge and experience which I wouldn’t have achieved if I had gone straight
into work, so hopefully I will be able to give more to my future career (F, 1, W, WC, N / 201)
I will stand a better chance of succeeding in gaining higher positions in the workforce (F, 1, W, UM, N /
202)
I will be a registered nurse at the end of my course. But for any course, it gives you a wider range of
job prospects and teaches you to think in a different way (F, 1, W, UM, N /206)
It will enable me to get a decent job and give me the chance to do what I want to do. It gives me a
wider choice of the range of jobs I can do (F, 1, W, UM, Y dyslexia /207)
Mature
1. What were your reasons for taking part in H.E.?
To gain a qualification that will help me get a better job (F, 3, B, WC, Y not specified / 169)
My husband had to give up his job in the Navy because of disabled children (F, 3, W, LM,Y dyslexia /
173)
To be professional (F, 2, W, WC, N / 176)
To pursue / further a career, as opposed to ‘a job’ (F, 3, W, WC, N / 178)
To further my career (F, 3, W, WC, N / 179)
To become a nurse (F, 2, W, LM, N / 181)
Higher wages (M, 2, W, WC, N / 183)
To attain a useful, well paid job (M, 2, W, LM, N /196)
To fit into the profession. To obtain skills (M, 3, B, WC, N / 204)
2. Do you feel that you were encouraged to pursue H.E.?
No (F, 2, W, LM, N / 181)
No (M, 2, W, LM, N /196)
No (M, 3, B, WC, N / 204)
3. If so, by whom?
By family and friends but mainly because I wanted to achieve, and better myself (F, 3, B, WC, Y not
specified / 169)
My husband thought it was a good opportunity to retain and gain some educational skills /
qualifications (F, 3, W, LM,Y dyslexia / 173)
Myself (F, 2, W, WC, N / 176)
My local college, but had to make the decision to do F.E. myself (F, 3, W, WC, N / 178)
My husband and family (F, 3, W, WC, N / 179)
4. Do you think that all students can gain equally from H.E.?
No, because the fees or bursary system is very unfair. Why does the government implement policies
that are so discriminating against poor people? (F, 3, B, WC, Y not specified / 169)
Yes, given the right / adequate support (financial / academic) (F, 3, W, WC, N / 178)
18
Yes, with the correct support (F, 3, W, WC, N / 179)
No, because different degree courses provide different job opportunities (F, 2, W, LM, N / 181)
No. Not everyone has the same learning potential. Also social background still has a huge bearing on
who can take part in higher education (M, 2, W, LM, N /196)
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
Because society has been conditioned that an educated person is better (F, 3, B, WC, Y not specified
/ 169)
With my qualifications I will have a better job which means my lifestyle will also change. I will also gain
knowledge which I might use to promote health in the society (F, 2, B, WC, N / 171)
I will get a well paid profession….(F, 3, W, LM,Y dyslexia / 173)
To be more important than him (F, 2, W, WC, N / 176)
I will become a professional with the ability to make a difference. Will be more effective as an
economic citizen (consumer) (F, 3, W, WC, N / 178)
It will help me to be a more professional person (F, 3, W, WC, N / 179)
Because I will be a nurse (F, 2, W, LM, N / 181)
More knowledgeable and qualified to be a mental health nurse (M, 2, W, LM, N /196)
Level 5
U21
1.What were your reasons for taking part in H.E.?
I knew I wanted to become a nurse, so wanted to do a degree in it (F, 1, W, LM, Y, short sighted / 77)
To gain a better place in society, and earn a higher salary (F, 1, W, LM, N / 78)
To gain the qualifications I need to become a nurse (F, 1, W, WC, N / 90)
Enhance career (F, 1, W, UM, N / 95)
To gain a degree and career in nursing (F, 1, W, LM, N / 96)
So I could make a better life for myself (F, 1, W, WC, N / 98)
I wanted to do a degree course for my chosen profession, as I thought it would offer more options
afterwards (F, 1, W, LM, N /101)
The job at the end (F, 1, W, LM, N /106)
To become a staff nurse, and to gain qualifications for my career choice (F, 1, W, UM, N /108)
Wanted to study to become a nurse; thought the degree would provide me with more opportunities in
the future (F, 1, W, LM, N /113)
2. Do you feel that you were encouraged to pursue H.E.?
No (F, 1, W, WC, N / 98)
3. If so, by whom?
19
School career interview (F, 1, W, LM, Y, short sighted / 77)
By family and school explaining advantages of attending higher education for future prospects (F, 1,
W, LM, N / 78)
By school (6th form) teachers, and through guest speakers talking about its benefits (F, 1, W, WC, N /
90)
Parents and teachers… (F, 1, W, UM, N / 95)
Tutors, family (F, 1, W, LM, N / 96)
School teachers and college tutors, mainly (F, 1, W, LM, N /101)
Family just supporting my decisions; college giving me information (F, 1, W, LM, N /106)
By school and family. I was encouraged to study hard and was shown my options via open days (F, 1,
W, UM, N /108)
By my family, peers, and school (F, 1, W, LM, N /113)
By parents and school (F, 1, W, UM, N / 120)
4. Do you think that all students can gain equally from H.E.?
Not always, if resources aren’t available to those from lower social classes (F, 1, W, LM, N / 78)
Yes, if they put the effort in to do so (F, 1, W, UM, N / 95)
You get out of it what you give (F, 1, W, LM, N / 96)
I think they can gain equally, but not everybody chooses to (F, 1, W, LM, N /101)
No. sometimes deprived backgrounds don’t get encouragement and / or information. Also depends on
course (F, 1, W, LM, N /106)
To a degree, yes, but restraints of finance are apparent (F, 1, W, UM, N /108)
No, not always. Financial restraints hold people back (F, 1, W, LM, N /110)
Yes, if they have the talent to progress, and if it is something that they enjoy doing (F, 1, W, WC, N
/111)
I don’t think higher education is necessarily to suit everyone. If you know exactly what vocation you
want to do there are other routes such as apprenticeships (F, 1, W, LM, N /113)
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
By being a nurse will help people and make a difference (F, 1, W, LM, Y, short sighted / 77)
Have more of an important role in society, as you have a professional role (F, 1, W, LM, N / 78)
Be more aware of wider society, and when you go to uni you can learn more through meeting lots of
different people (F, 1, W, WC, N / 90)
Will have a degree after my name. Will give opportunities for further promotion (F, 1, W, UM, N / 95)
It won’t take much to get a higher role in society than I was as a child, or would have been if I had
stayed in my home town (F, 1, W, WC, N / 98)
I’m doing a nursing degree, and therefore will provide a service to society in the future (F, 1, W, LM, N
/101)
20
I will be classed as a professional in my chosen profession (F, 1, W, LM, N /106)
Becoming a nurse, therefore contributing to society (F, 1, W, UM, N /108)
I’ll not only have a degree, I’ll be a qualified nurse (F, 1, W, LM, N /113)
Mature
1. What were your reasons for taking part in H.E.?
Wanted to improve my future prospects (F, 3, B, Don’t know, N / 79)
To become a nurse (F, 2, W, Middle, N / 80)
To gain a qualification (degree) in nursing (M, 3, W, Middle, Y various / 81)
Better social standing (F, 3, W, Middle, N/ 82)
Increase earning potential (F, 4, W, WC, N/ 84)
Wanted to become a nurse (F, 2, W, WC, N/ 85)
Better chance for employment (F, 3, E, LM, N/ 87)
To get a better job (F, 4, W, WC, N / 88)
I wanted more available options (F, 3, E, WC, N / 92)
Career change (M, 3, W, WC, N / 93)
I wanted to become a nurse. Diploma or degree is a criteria required (F, 3, W, WC, N /94)
To get a good career to support my little one, and improve myself (F, 2, W, WC, Y dyslexia / 97)
Career change after redundancy (F, 2, W, WC, N / 99)
Widen my career prospects; get out of retail (M, 3, O, WC, N /119)
2. Do you feel that you were encouraged to pursue H.E.?
Yes (F, 3, B, Don’t know, N / 79)
Yes (M, 3, W, Middle, Y various / 81)
No (F, 4, W, WC, N/ 84)
No (F, 3, E, LM, N/ 87)
No (F, 2, W, WC, Y dyslexia / 97)
3. If so, by whom?
Family (F, 3, B, Don’t know, N / 79)
School, parents, peers (F, 2, W, Middle, N / 80)
College access course (M, 3, W, Middle, Y various / 81)
Family (F, 3, W, Middle, N/ 82)
Friends and family (F, 2, W, WC, N/ 85)
Sister (F, 4, W, WC, N / 88)
Partner (M, 3, W, WC, N / 93)
21
Parents (F, 2, W, UM, N / 116)
4. Do you think that all students can gain equally from H.E.?
It can be harder for mature students as there are more commitments (F, 2, W, WC, Y dyslexia / 97)
Depends if it’s a vocational course. Some people would find very theoretic(al) courses difficult (F, 2,
W, UM, N / 116)
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
Qualified to do the job I want to do – professional position, become a nurse (F, 2, W, Middle, N / 80)
More of my age group will have access to gain entry (M, 3, W, Middle, Y various / 81)
Keywords: professional, accountable, responsible (productive, effective and useful) (F, 4, W, WC, N/
84)
I am the only member of my family to go to university. If I hadn’t I would remain working class or worse
(F, 2, W, WC, N/ 85)
People view nurses differently, and people who I speak to always seem impressed that I am doing a
degree (F, 2, W, WC, N/ 86)
Gaining money will give me a different role, better area to live, etc. (F, 3, E, LM, N/ 87)
As a nurse I will be more useful (F, 4, W, WC, N / 88)
Increase disposable income, alter social class as perceived by others, increase self worth (M, 3, W,
WC, N / 93)
Job prospects and earning potential. Increased knowledge. Peoples’ perception of you is different, i.e.
more respect (F, 3, W, WC, N /94)
I will be more involved in helping others, and have a better social role that my little one can be proud
of (F, 2, W, WC, Y dyslexia / 97)
Being a qualified mental health nurse will allow me to have more social responsibility / input into
community (F, 2, W, WC, N / 99)
Level 6
U21
1. What were your reasons for taking part in H.E.?
A career (F, 1, W, UM, N / 216)
To be a nurse (F, 1, W, WC, N / 217)
Wanted a degree in nursing (therefore) for a good career (F, 1, W, LM, N / 222)
To become a nurse. I wanted a degree (M, 1, W, UM, N / 225)
I aspire to be a nurse; it’s my vocation (F, 1, W, UM, N /229)
To gain a degree in nursing, and find it easier to get a job (F, 1, A, WC, N / 233)
To further my career (F, 1, W, WC, Y dyslexia / 236)
To get a professional qualification (F, 1, W, WC, N / 238)
22
2. Do you feel that you were encouraged to pursue H.E.?
3. If so, by whom?
Parents and teachers (F, 1, W, UM, N / 216)
By mum and sister (F, 1, W, WC, N / 217)
College; they encouraged everyone to fill in application forms for UCAS, even if they didn’t really want
to go into higher education (F, 1, W, LM, N / 222)
Parents; school (M, 1, W, UM, N / 225)
Parents and teachers (F, 1, W, UM, N /229)
Parents (F, 1, A, WC, N / 233)
My family encouraged me to pursue my education (F, 1, W, WC, Y dyslexia / 236)
Support from dad, and tutors in school and college (F, 1, W, WC, N / 238)
4. Do you think that all students can gain equally from H.E.?
Yes, if people put the work in (F, 1, W, LM, N / 218)
Not really, because of job competition and pay differences at the end of it (F, 1, W, LM, N / 222)
Depends on what they want to do (F, 1, W, WC, Y dyslexia / 236)
No, it depends how much they put in (F, 1, W, WC, N / 238)
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
Yes. I’ll be a professional nurse (F, 1, W, UM, N / 216)
I’ll be earning more money than my parents did at my age, and I’ll be a professional (F, 1, W, WC, N /
217)
Better career, therefore better pay. More knowledge in certain areas (nursing), which will change my
role within society; more respect (F, 1, W, LM, N / 222)
Because I will become a healthcare professional, and I feel I will gain a clear role within society (M, 1,
W, UM, N / 225)
I will be able to help more people and, as a nurse, I will be working with children and their families at
very vulnerable times of their lives. Therefore will affect many families (F, 1, W, UM, N /229)
To be perceived as having more education, therefore, when applying for a job, they will usually go for
graduates than non graduates (F, 1, A, WC, N / 233)
Nurses are seen as professionals (F, 1, W, WC, N / 238)
Mature
1. What were your reasons for taking part in H.E.?
To get a degree (the done thing in my family) (F, 2, W, LM, N / 212)
Career choices (F, 3, W, WC, N / 213)
Everyone I was at college with went; it was expected. Wanted to do nursing; need to go to uni to train
(F, 2, W, LM, Y asthma / 214)
23
To get a career (F, 2, W, LM, N / 223)
More money in chosen career. HCA = poor opportunities (F, 2, W, WC, N /228)
Needed a new direction in my working life (M, 3, W, WC, N / 231)
To gain a degree (personal); to gain a professional qualification (M, 4, W, WC, N / 243)
To become a qualified nurse (F, 2, O, WC, N / 245)
To improve knowledge and academic ability, which would enhance my chosen career (F, 4, W, WC,
N / 246)
2. Do you feel that you were encouraged to pursue H.E.?
No. Changed career from accountancy. Family and friends discouraged this (F, 2, W, WC, N /228)
3. If so, by whom?
Family, school / teachers, even peer pressure (F, 2, W, LM, N / 212)
Previous tutors (F, 3, W, WC, N / 213)
Teachers, parents, friends (F, 2, W, LM, Y asthma / 214)
School, sixth form; assumed most people would go on to higher education (F, 2, W, LM, N / 223)
By my wife; verbal encouragement (M, 3, W, WC, N / 231)
Wife; family; colleagues (M, 4, W, WC, N / 243)
Encouraged and supported by parents (F, 2, O, WC, N / 245)
Managers of community care group advised access to nursing course (F, 4, W, WC, N / 246)
Family and friends (F, 3, W, LM, N / 248)
4. Do you think that all students can gain equally from H.E.?
Yes, if they are academically minded (F, 2, W, LM, N / 223)
No. It is very dependent on your financial situation, but in theory I suppose everyone has the potential
to benefit (F, 2, O, WC, N / 245)
5. Do you think that your taking part in H.E. will change your future role in society?
6. If so, how?
Job contribution to society; changes role you have (F, 2, W, LM, N / 212)
The career I have chosen categorises me in a higher social class, and increases my social status (F,
3, W, WC, N / 213)
Improved prospects (F, 2, W, LM, Y asthma / 214)
Higher position in chosen career; more money; better prospects (F, 2, W, WC, N /228)
It will encourage me to think for myself, and challenge the views of others (M, 3, W, WC, N / 231)
In my professional capacity (M, 4, W, WC, N / 243)
Because I feel I will have a professional role within society, being a nurse (F, 2, W, WC, N / 244)
I’ll be a nurse rather than an administrator (F, 2, O, WC, N / 245)
24
I will have the relevant knowledge and qualifications to deliver quality effective care to people in
society (F, 4, W, WC, N / 246)
Social class and income; hopefully better standard of living (F, 3, W, LM, N / 248)
25
Appendix 2
Quantitative data
2.1 Univariate analysis, showing frequencies and percentages for each variable
Degree Route
Valid
Frequency
126
122
248
Nursing
ASS
Total
Percent
50.8
49.2
100.0
Valid Percent
50.8
49.2
100.0
Cumul ative
Percent
50.8
100.0
Degree Route
140
120
Frequency
100
80
126
50.81%
60
122
49.19%
40
20
0
Nursing
ASS
Le vel
4
5
6
Frequency
84
121
43
248
of S tud y
Percent
33.9
48.8
17.3
100.0
Valid P ercent
33.9
48.8
17.3
100.0
Level of Study
125
Frequency
100
75
121
48.79%
50
84
33.87%
25
43
17.34%
0
Level 4
Level 5
Level 6
26
Cumul ative
Percent
33.9
82.7
100.0
Age of Respondents
Valid
Mis sing
Total
18-21
22-30
31-40
41-50
Total
10
Frequency
187
32
21
7
247
1
248
Percent
75.4
12.9
8.5
2.8
99.6
.4
100.0
Valid Percent
75.7
13.0
8.5
2.8
100.0
Cumul ative
Percent
75.7
88.7
97.2
100.0
Age of Respondents
200
Frequency
150
100
187
75.71%
50
32
12.96%
21
8.5%
7
2.83%
0
18-21
22-30
31-40
41-50
Age
Under 21 and Mature Students
Valid
Mi ssing
Total
21 Years Old or Under
Mature Students
Total
System
Frequency
187
60
247
1
248
Percent
75.4
24.2
99.6
.4
100.0
Under 21 and Mature Students
200
Frequency
150
100
187
75.71%
50
60
24.29%
0
21 Years Old or Under
Mature Students
Under 21 and Mature Students
27
Valid Percent
75.7
24.3
100.0
Cumul ative
Percent
75.7
100.0
Gender
Valid
male
fem ale
Total
Frequency
52
196
248
Percent
21.0
79.0
100.0
Cumul ative
Percent
21.0
100.0
Valid Percent
21.0
79.0
100.0
Gender
200
Frequency
150
196
79.03%
100
50
52
20.97%
0
Male
Female
Gender
Eth nicity
Valid
Black
W hite
European
Frequency
9
225
As ian
Ot her
Total
Percent
3.6
90.7
Valid P ercent
3.6
90.7
Cumul ative
Percent
3.6
94.4
2
.8
.8
95.2
5
7
248
2.0
2.8
100.0
2.0
2.8
100.0
97.2
100.0
Ethnicity
250
Frequency
200
150
225
90.73%
100
50
0
9
3.63%
Black
White
2
0.81%
5
2.02%
7
2.82%
European
Asian
Other
28
So cia l Cla ss
Valid
W orking Class
Lower Middle
Cl ass
Upper Middle
Cl ass
Ot her
Total
Frequency
101
Percent
40.7
Valid P erc ent
40.7
Cumul ative
Percent
40.7
95
38.3
38.3
79.0
38
15.3
15.3
94.4
14
248
5.6
100.0
5.6
100.0
100.0
Social Class
120
100
Frequency
80
60
101
40.73%
95
38.31%
40
38
15.32%
20
14
5.65%
0
Working Class
Lower Middle Class
Upper Middle Class
Other
Any Disability or Illness
Valid
Yes
No
Total
Frequency
20
228
248
Percent
8.1
91.9
100.0
Valid Percent
8.1
91.9
100.0
29
Cumulative
Percent
8.1
100.0
Any Disability or Illness
250
Frequency
200
150
228
91.94%
100
50
0
20
8.06%
Yes
No
30
Re a so ns F or T a ki ng P a rt in HE
Va lid
Mi ssin g
To tal
Ca reer Mo tivat ion
So cial Und erst andi ng
/ M otivation
So cial ising As pect
So cial and Career
Mo tiva tion
Pe rson al In tere st
Ot her
To tal
10
Va lid P erc ent
75 .6
Cu mul ative
Pe rcen t
75 .6
Freque ncy
18 6
Pe rcen t
75 .0
4
1.6
1.6
77 .2
3
1.2
1.2
78 .5
23
9.3
9.3
87 .8
20
10
24 6
2
24 8
8.1
4.0
99 .2
.8
10 0.0
8.1
4.1
10 0.0
95 .9
10 0.0
Reasons For Taking Part in HE
200
Frequency
150
100
186
75.61%
50
4
1.63%
3
1.22%
Social
Understanding /
Motivation
Socialising
Aspect
0
Career
Motivation
23
9.35%
20
8.13%
Social and
Career
Motivation
Personal
Interest
10
4.07%
Other
Were You Encouraged to Take Part in Higher Education?
Valid
Mis sing
Total
Yes
No
Don't Know
Total
System
Frequency
207
39
1
247
1
248
Percent
83.5
15.7
.4
99.6
.4
100.0
Valid Percent
83.8
15.8
.4
100.0
Were You Encouraged to Take Part in Higher Education?
250
Frequency
200
150
100
207
83.81%
50
39
15.79%
1
0.4%
0
Yes
No
Don't Know
31
Cumul ative
Percent
83.8
99.6
100.0
W ho P rovided En cop urag em ent?
Valid
Not Encouraged
Education
Profes sionals
Family
Family and Peers
Family and Ed. Prof.
Peers and Ed. Prof.
Peers, Fam ily and Ed.
Prof
Self
Ot her
Total
Frequency
38
Percent
15.3
Valid P erc ent
15.3
Cumul ative
Percent
15.3
41
16.5
16.5
31.9
59
13
69
4
23.8
5.2
27.8
1.6
23.8
5.2
27.8
1.6
55.6
60.9
88.7
90.3
20
8.1
8.1
98.4
2
2
248
.8
.8
100.0
.8
.8
100.0
99.2
100.0
Who Provided Encouragement?
70
60
Frequency
50
40
69
27.82%
59
23.79%
30
20
41
16.53%
38
15.32%
20
8.06%
10
13
5.24%
4
1.61%
0
not
encouraged
education
professionals
family
family + peers
family + ed
prof
peers + ed
prof
peers, family
+ ed prof
2
0.81%
2
0.81%
self
other
Ca n All Stude nts Gain Eq uall y From HE?
Valid
Mi ssing
Total
Yes
No
Don't
Know
Total
10
Frequency
128
111
Percent
51.6
44.8
Valid P ercent
52.2
45.3
6
2.4
2.4
245
3
248
98.8
1.2
100.0
100.0
32
Cumul ative
Percent
52.2
97.6
100.0
Title
Can All Students Gain Equally From HE?
140
120
Frequency
100
80
60
128
52.24%
111
45.31%
40
20
6
2.45%
0
Yes
No
Don't Know
33
W ill HE Change Your Future Rol e in Society?
Valid
yes
no
don't k now
Total
Frequency
211
33
4
248
Percent
85.1
13.3
1.6
100.0
Cumulative
Percent
85.1
98.4
100.0
Valid Perc ent
85.1
13.3
1.6
100.0
Will HE Change Your Future Role in Society?
250
Frequency
200
150
211
85.08%
100
50
33
13.31%
4
1.61%
0
Yes
No
Don't Know
How Will HE Change Your Future Role?
Valid
Missing
Total
wont make a difference
improve career
opportunities
improve social
unders tanding
improve soc
unders tanding + career
opp
improve social status
contribute more to s ociety
other
don't know
Total
10
Frequency
25
Percent
10.1
Valid Percent
10.4
Cumulative
Percent
10.4
88
35.5
36.5
46.9
13
5.2
5.4
52.3
30
12.1
12.4
64.7
33
48
3
1
241
7
248
13.3
19.4
1.2
.4
97.2
2.8
100.0
13.7
19.9
1.2
.4
100.0
78.4
98.3
99.6
100.0
How Will HE Change Your Future Role?
100
Frequency
80
60
88
36.51%
40
48
19.92%
20
30
12.45%
25
10.37%
33
13.69%
13
5.39%
0
wont make a
difference
improve career
opportunities
improve social
improve soc
improve social
understanding understanding +
status
career opp
contribute more
to society
3
1.24%
1
0.41%
other
don't know
34
2.2 Bivariate analysis
Ca se P rocessi ng S um mary
N
reasons for tak ing
part in HE * Under 21
and Mature Students
Valid
Percent
245
Cases
Mi ssing
N
Percent
98.8%
3
Total
Percent
N
1.2%
248
100.0%
reasons for taking part in HE * Under 21 and Mature Students
Crosstabulation
career motivation
social understanding
motivation
Under 21 and Mature
Students
21 Years Old
Mature
or Under
Students
144
41
77.4%
69.5%
3
1
socialis ing aspect
social and career
motivation
personal interes t
other
Total
Total
185
75.5%
4
1.6%
1.7%
1.6%
3
1.6%
16
8.6%
11
5.9%
9
4.8%
186
100.0%
0
.0%
7
11.9%
9
15.3%
1
1.7%
59
100.0%
3
1.2%
23
9.4%
20
8.2%
10
4.1%
245
100.0%
Case Processing Summary
Valid
N
by who * Under 21
and Mature Students
Percent
247
N
99.6%
Cases
Mis sing
Percent
1
.4%
by who * Under 21 and Mature Students Crosstabulation
not encouraged
education professionals
family
family + peers
family + ed prof
peers + ed prof
peers, family + ed prof
self
other
Total
Under 21 and Mature
Students
21 Years Old
Mature
or Under
Students
15
23
8.0%
38.3%
33
8
17.6%
13.3%
49
10
26.2%
16.7%
5
8
2.7%
13.3%
65
3
34.8%
5.0%
4
0
2.1%
.0%
15
5
8.0%
8.3%
1
1
.5%
1.7%
0
2
.0%
3.3%
187
60
100.0%
100.0%
Total
38
15.4%
41
16.6%
59
23.9%
13
5.3%
68
27.5%
4
1.6%
20
8.1%
2
.8%
2
.8%
247
100.0%
35
Total
N
Percent
248
100.0%
Ca se P rocessi ng S um mary
N
can all student s gain
equally from HE * Under
21 and Mature Students
Cases
Mi ssing
N
Percent
Valid
Percent
244
98.4%
4
Total
Percent
N
1.6%
248
100.0%
ca n a ll students gain equall y from HE * Under 21 a nd
Ma ture Stude nts Crossta bula tion
yes
no
don't k now
Total
Under 21 and Mature
St udents
21 Years Old
Mature
or Under
St udents
104
23
56.5%
38.3%
77
34
41.8%
56.7%
3
3
1.6%
5.0%
184
60
100.0%
100.0%
Total
127
52.0%
111
45.5%
6
2.5%
244
100.0%
Ca se P rocessi ng S um ma ry
Valid
Percent
N
will HE change your role
in society * Under 21
and Mature Students
247
99.6%
Cases
Missing
N
Percent
1
.4%
Total
Percent
N
248
100.0%
wi ll HE change your role in soci ety * Under 21 and Ma ture
Stude nts Crossta bula tion
yes
no
don't k now
Total
Under 21 and Mature
St udents
21 Years Old
Mature
or Under
St udents
154
56
82.4%
93.3%
29
4
15.5%
6.7%
4
0
2.1%
.0%
187
60
100.0%
100.0%
Total
210
85.0%
33
13.4%
4
1.6%
247
100.0%
Case Processing Summary
Valid
N
how * Under 21 and
Mature Students
Percent
240
Cases
Mis sing
N
Percent
96.8%
8
36
3.2%
Total
N
Percent
248
100.0%
how * Under 21 and Mature Students Crosstabulation
wont make a difference
improve career
opportunities
improve social
unders tanding
improve soc
unders tanding + career
opp
improve social s tatus
contribute more to s ociety
other
don't know
Total
Under 21 and Mature
Students
21 Years Old
Mature
or Under
Students
21
4
11.5%
6.9%
65
23
Total
25
10.4%
88
35.7%
39.7%
36.7%
12
6.6%
22
12.1%
26
14.3%
33
18.1%
2
1.1%
1
.5%
182
100.0%
1
1.7%
8
13.8%
7
12.1%
14
24.1%
1
1.7%
0
.0%
58
100.0%
13
5.4%
30
12.5%
33
13.8%
47
19.6%
3
1.3%
1
.4%
240
100.0%
37
Three way crosstabulation between respondents' age, social class, and reasons for taking part in
higher education. Three respondents did not provide full data (see case summary below).
Case Processing Summary
Valid
N
Under 21 and Mature
Students * reasons
for taking part in HE *
social class
Percent
245
98.8%
Cases
Mis sing
N
Percent
3
Total
N
1.2%
Percent
248
100.0%
Under 21 and Mature Students * reasons for taking part in HE * social class Crosstabulation
working class
21 Years Old or Under
Mature Students
Total
lower middle class
21 Years Old or Under
Mature Students
Total
upper middle class
21 Years Old or Under
Mature Students
Total
other
21 Years Old or Under
Mature Students
Total
career
motivation
52
83.9%
25
69.4%
77
78.6%
63
76.8%
9
69.2%
72
75.8%
25
71.4%
1
33.3%
26
68.4%
4
57.1%
6
85.7%
10
71.4%
reasons for taking part in HE
social
social and
unders tanding socialis ing
career
motivation
as pect
motivation
5
8.1%
5
13.9%
10
10.2%
3
1
5
3.7%
1.2%
6.1%
0
0
1
.0%
.0%
7.7%
3
1
6
3.2%
1.1%
6.3%
0
2
5
.0%
5.7%
14.3%
1
0
0
33.3%
.0%
.0%
1
2
5
2.6%
5.3%
13.2%
1
14.3%
1
14.3%
2
14.3%
38
personal
interes t
3
4.8%
6
16.7%
9
9.2%
6
7.3%
3
23.1%
9
9.5%
1
2.9%
0
.0%
1
2.6%
1
14.3%
0
.0%
1
7.1%
other
2
3.2%
0
.0%
2
2.0%
4
4.9%
0
.0%
4
4.2%
2
5.7%
1
33.3%
3
7.9%
1
14.3%
0
.0%
1
7.1%
Total
62
100%
36
100%
98
100%
82
100%
13
100%
95
100%
35
100%
3
100%
38
100%
7
100%
7
100%
14
100%
Three way cross-tabulation between respondents' age, social class, and their opinions on whether or
not all students can benefit from taking part in higher education. Four respondents did not provide full
data (see case summary below).
Case Processing Summary
Valid
N
Under 21 and Mature
Students * can all
students gain equally
from HE * s ocial class
Percent
244
98.4%
Cases
Missing
N
Percent
4
1.6%
Total
N
Percent
248
100.0%
Under 21 and Mature Students * can all students gain equally from HE * social class
Crosstabulation
working class
21 Years Old or Under
Mature Students
Total
lower middle class
21 Years Old or Under
Mature Students
Total
upper middle class
21 Years Old or Under
Mature Students
Total
other
21 Years Old or Under
Mature Students
Total
can all students gain equally from
HE
don't
yes
no
know
34
25
2
55.7%
41.0%
3.3%
15
19
3
40.5%
51.4%
8.1%
49
44
5
50.0%
44.9%
5.1%
42
39
1
51.2%
47.6%
1.2%
3
10
0
23.1%
76.9%
.0%
45
49
1
47.4%
51.6%
1.1%
25
9
73.5%
26.5%
2
1
66.7%
33.3%
27
10
73.0%
27.0%
3
4
42.9%
57.1%
3
4
42.9%
57.1%
6
8
42.9%
57.1%
39
Total
61
100%
37
100%
98
100%
82
100%
13
100%
95
100%
34
100%
3
100%
37
100%
7
100%
7
100%
14
100%
Three way crosstabulation between respondents' age, social class, and whether or not they feel that
they were encouraged to take part in higher education. Two respondents did not provide full data (see
case summary below).
Ca se Processi ng Sum mary
N
Under 21 and Mature
St udents * Were You
Encouraged to Take Part
in Higher Educ ation? *
social clas s
Valid
Percent
246
99.2%
Cases
Missing
N
Percent
2
N
.8%
Total
Percent
248
100.0%
Under 21 and Mature Students * Were You Encouraged to Take Part in Higher
Education? * social class Crosstabulation
working class
21 Years Old or Under
Mature Students
Total
lower middle class
21 Years Old or Under
Mature Students
Total
upper middle class
21 Years Old or Under
Mature Students
Total
other
21 Years Old or Under
Mature Students
Total
Were You Encouraged to
Take Part in Higher
Education?
Don't
Yes
No
Know
55
7
88.7% 11.3%
22
15
59.5% 40.5%
77
22
77.8% 22.2%
72
9
1
87.8% 11.0%
1.2%
7
6
0
53.8% 46.2%
.0%
79
15
1
83.2% 15.8%
1.1%
35
100%
3
100%
38
100%
7
0
100%
.0%
5
2
71.4% 28.6%
12
2
85.7% 14.3%
Total
62
100%
37
100%
99
100%
82
100%
13
100%
95
100%
35
100%
3
100%
38
100%
7
100%
7
100%
14
100%
Three way crosstabulation between respondents' age, social class, and whether or not they feel that
their role in society will change, having taken part in higher education. One respondent did not provide
full data (see case summary below).
40
Case Processing Summary
Valid
N
Under 21 and Mature
Students * will HE
change your role in
society * social class
Percent
247
99.6%
Cases
Mis sing
N
Percent
1
.4%
Total
N
Percent
248
Under 21 and Mature Students * will HE change your role in society * social class
Crosstabulation
working class
21 Years Old or Under
Mature Students
Total
lower middle class
21 Years Old or Under
Mature Students
Total
upper middle class
21 Years Old or Under
Mature Students
Total
other
21 Years Old or Under
Mature Students
Total
will HE change your
role in society
don't
yes
no
know
51
10
2
81.0% 16%
3.2%
35
2
0
94.6% 5.4%
.0%
86
12
2
86.0% 12%
2.0%
66
15
1
80.5% 18%
1.2%
11
2
0
84.6% 15%
.0%
77
17
1
81.1% 18%
1.1%
31
4
88.6% 11%
3
0
100%
.0%
34
4
89.5% 11%
6
1
85.7%
14.3%
7
0
100%
.0%
13
1
92.9%
7.1%
41
Total
63
100%
37
100%
100
100%
82
100%
13
100%
95
100%
35
100%
3
100%
38
100%
7
100%
7
100%
14
100%
100.0%