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2 UK Domestic Student Survey 2019 | An action plan for domestic student recruitment in 2019

ContentsAbout the UK Domestic Student Survey 3

Foreword from Alistair Jarvis, Chief Executive of Universities UK 4

Introduction 5

Action Plan for Domestic Student Recruitment 6

Section 1 – Students perception of value for money from universities 8

How do prospective students intend to fund their studies? 8

Who do prospective students think should fund higher education? 9

What can be done to improve students’ perception that they’re getting value for money? 10

How much interest is there in alternative forms of higher education? 12

Section 2 – How students make decisions on their university application 14

Why do prospective students want to go to university? 14

What are the most important factors when choosing a course, university and town? 15

What are prospective students plans once they’ve graduated? 17

Section 3 – Proximity to home when choosing a university 19

Do prospective students apply to universities far from or close to home? 19

Why do they apply to universities far from or close to home? 20

What does this mean for universities? 21

Section 4 – International study and domestic students 22

How many prospective students are considering going abroad to study? 22

How does the idea of studying abroad for a limited time period appeal? 24

How much do domestic students think EU students should pay when studying in the UK after Brexit? 24

Section 5 – Teaching quality perceptions 26

How do prospective students define teaching quality? 26

How do prospective students define a good lecturer or teacher? 27

What does this mean for the Teaching Excellence Framework? 28

Conclusion 30

UK Domestic Student Survey 2019 | An action plan for domestic student recruitment in 2019 3

About the UK Domestic Student Survey

The Domestic Student Survey is the first of its kind seeking to understand the decision-making criteria that impact UK

students’ choice of university.

Key facts

� Set up to provide a UK domestic equivalent of

the International Student Survey

� Now in its second year

� Sent to registered users of TheStudentRoom.co.uk

� Survey was open between November and December 2018

� Received 1,700 responses

� Majority of respondents aged 16-18 (94%)

� Representative geographical spread with a focus on London

and South East (39%)

� Concurrent with UCAS 2018 data which suggest 37%

of applicants come from one of these two regions

Manage international mobility and partnerships with MoveON from QS Unisolution

For more information visit: www.qs-unisolution.com/moveon


Foreword from Alistair Jarvis, Chief Executive of Universities UK

To drive social mobility and strengthen the economy our universities must be accessible to all that have the potential

to benefit from a university education.

The modern economy will be driven by the highly skilled. Our competitors are investing in universities and increasing

the number of graduates. To retain a competitive advantage on the global stage post-Brexit we must encourage and

support more of the population through higher level study.

Yet 2019 marks a time of significant challenge for the UK’s universities. The soon-to-report review of post-18

education and funding centres on England, but its recommendations will likely have implications across all four

nations of the United Kingdom.

And the UK’s impending exit from the European Union casts uncertainty over our international and globally

renowned higher education sector, from migration policy to our continuing participation in existing mobility and

research programmes.

This uncertainty comes at a time when the UK’s universities are facing renewed public scrutiny of their value.

Now, more than ever, the UK’s universities must articulate their positive impact; to current and prospective students,

to regional and national economies and to the wider public.

As we enter this period of unprecedented change and challenge, this report offers useful evidence on the views and

perceptions of prospective students across a range of issues - from tuition fees to opportunities to study abroad. It

echoes findings from recent work undertaken by UUK including our research study The Financial Concerns of Students

on the need to improve students’ understanding of the student finance system and provide increased transparency

in how fee income is spent.

I hope too that evidence such as this report will reach a wider audience than just universities. Government, schools

and employers all have an important role to play. It is only through effective partnership working that we will further

improve our understanding of what today’s students want and enhance our ability to communicate what they stand

to gain from a university education in our world-leading higher education sector.


Introduction

With eighteen institutions inside the top one-hundred of QS’ World University Rankings, the UK’s higher education

sector has a proven legacy of delivering high quality education and forms a vital part of the UK’s economy. With

the recommendations from the Government’s Augar review into higher education post-2018 due to be published

imminently, it is crucial that we take stock of the experience of prospective students, to understand what works for

domestic prospective students and what their existing and emerging priorities might be.

Now in its second year, our Domestic Student Survey has allowed us to gather a significant amount of information

on prospective students’ interests, motivations and priorities and gives an indication of how these are changing

over time. This intelligence comes at a time when the sector is undergoing transformational change. With political,

economic and demographic challenges facing the sector, it is more important than ever that institutions understand

how to engage better with potential recruits and the insights in this report are designed to help universities to do

just that.

Our research indicates that the financial burden of higher education is a drag on the sector, in terms of appealing

to prospective students, and that it prompts prospective students to think carefully about return on investment.

Contained in this report are some guidelines for institutions, helping to unpack what matters to prospective students

when it comes to value for money.

With the date for the UK leaving the EU now a matter of weeks away, our research has indicated that universities

would do well to maintain their international partnerships with institutions overseas. Prospective students respond

well to the idea of studying abroad (for a limited period of time) and we believe universities need to be allowed to

foster dynamic and meaningful ties with other universities, both within and outside the EU.

We’ve also found that a significant and potentially growing proportion of domestic students are now exclusively

applying to universities close enough to their family home that they won’t have to move out. These commuter

students have different priorities and needs when compared to ‘movers’ and universities need to be aware of this

when considering how to speak to prospective students in their marketing materials.

Higher education continues to play an important role in nurturing future generations and occupies a crucial niche

within our economy and society. As an ally to the sector, QS is committed to ensuring that UK HE continues to thrive

in the face of new and complex challenges - we hope that the insights and intelligence contained in this report will

help our partners to do just that.


Action Plan for Domestic Student Recruitment

(1) Value for money

Now is the time for Government to work more closely with universities to ensure it communicates how new funding arrangements - as a result of the Augar review - will represent value for money.

The combination of demographic shifts and changes to university funding means that it is more crucial than ever

that we have a comprehensive understanding of what prospective students think about ‘value for money’. This

survey digs into these questions and provides both Government and HE institutions with important answers.

39% of respondents say that the debt they will take on makes them less likely to apply to university than they

otherwise would. Overwhelmingly (88%), respondents believe that Government should be funding at least half of the

teaching cost of an undergraduate degree.

Student accommodation, course facilities, careers support and links to employers are prospective students’ top

priorities in terms of value for money and the appropriate investment of the fees that they pay. It is worth noting

that any reduction in funding to institutions - as a result of the Augar review - is likely to be passed through to these

areas. Government and the sector should therefore work closely to ensure that these new funding arrangements

do not negatively impact prospective students’ perceptions of value for money or else risk a drop in domestic

applications.

There is also an opportunity to pay greater attention to alternative formats for a degree - this survey finds strong

interest from prospective students in the possibility of two-year, accelerated degrees as a means of achieving greater

value for money.

(2) Options abroad

As the UK prepares to leave the EU, now is the time for an increased focus on international partnerships that provide opportunities to offer study abroad.

The UK has one of the lowest rates of study abroad in Western Europe and North America but there is high potential

demand highlighted in this survey. 63% of respondents claimed that an option to study abroad would make them

more likely to apply to a particular course. This high demand suggests that those universities which are able to

demonstrate strong international ties would benefit from communicating this to prospective students. Increasing the

availability of study abroad opportunities - and communicating these opportunities more proactively - could make

courses, and institutions, more attractive to prospective students.


(3) Movers and commuters

A diversity of student experiences should be communicated in marketing materials to ensure that both ‘commuter students’ and ‘movers’ feel catered to.

The financial pressure on students means that increasing numbers are choosing to stay at home whilst studying

for their degree, in order to save money on accommodation and the costs of travelling home while away. 17% of

respondents are exclusively applying to universities close to their existing home. These ‘commuter students’ are

likely to have a very different experience to those of ‘movers’, for whom campus offerings (for example) are likely to

be a priority. To ensure that all students are catered for, a variety of student experiences should be communicated

in marketing materials to ensure that all students feel that they can have a rewarding experience whilst studying at

university.

(4) Making TEF relevant

Whilst teaching quality is a well-known and established priority for prospective students there remains an opportunity to help prospective students increase their understanding and awareness of the Teaching Excellence Framework.

Awareness of the TEF has grown slightly between 2018 and 2019 (from 46% to 51%), however many students still

feel that neither TEF nor the way in which TEF results are calculated are well explained to them. Therefore, TEF is

not yet fulfilling its purpose as an aid to prospective students in their decision-making. Working with Government,

HE institutions should develop a communications strategy to improve prospective students’, parents and school

advisers’ understanding of the TEF and of how it works.

(5) Planning beyond their degree

Prospective students lack clarity about what they will want to do after their degree and this creates an opportunity for institutions – to add value by helping applicants to plan beyond their degree.

Whilst prospective students have clear priorities when it comes to what they want from a university whilst applying,

they are less sure when it comes to what their lives will involve after they graduate. A significant proportion don’t

know what they will do after they graduate, whether that involves further study or whether it involves going into the

world of work. Furthermore, even for those who intend to start work straight away a significant portion don’t know

what kind of work they should be going into. The fact that this is a concern for prospective students presents a clear

opportunity for career planning offices within universities to play a more active role in the recruitment process -

adding value by helping prospective students plan what a degree from their institution might mean for their future.


Section 1 – Students perception of value for money from universitiesKey findings:

� Prospective students remain reliant on loans to fund tuition fees and a balance between debt, wages and

familial support for maintenance and living costs.

� The cost of university exerts a significant downward effect on prospective students’ likelihood of choosing to

study for a degree.

� Prospective students overwhelmingly believe that Government should be funding at least half the teaching cost

of their undergraduate degree.

� Improving course materials, resources and facilities - and improving ‘experience facilities’ such as

accommodation - are clear priorities for investment amongst respondents.

How do prospective students intend to fund their studies?

The ongoing Augur review into tuition fees and student finance is set to have a profound impact on the funding of

higher education in the UK - with knock-on effects on how students and prospective students make decisions about

the value for money and return on investment of their degree. This year’s survey sought to unpack how prospective

students intend to finance their education and what they believe to be the appropriate balance between their

individual investment in their degree and that of the state.

64% of respondents reported that they intend to use tuition fee loans to help them with the cost of their tuition fees,

with 30% also claiming that they would need funds from their parents or family to help. When it comes to living costs,

the proportion expecting to use loans fell - 47% intended to use a maintenance loan whilst 43% intended to use

their own wages or salary to finance living costs.

Tuitionfees

Tuition Fee Loans

Self (parents or family)

Bursary or Scholarship from the University

Self (wages or salary)

Self (savings)

Unsure

Other

Fees paid by SAAS

Tuition Fee Grant (means tested)

Livingcosts

Maintenance Loan (means tested)

Self (parents or family)

Self (wages or salary)

Self (savings)

Maintenance Loan (non-means tested)

Unsure

Other

Welsh Government Learning Grant

Young Students' Loan

Young Students' Bursary

Maintenance Grant (means tested)

Special Support Grant

Independent Students' Loan

Living Cost Grant

64%

30%

29%

27%

23%

8%

3%

2%

1%

47%

43%

43%

34%

15%

8%

3%

1%

1%

1%

0%

0%

0%

0%

What sources of funding will you use for your tuition fees and living costs?


Our results show that loans form the basis of most students’ ability to fund their university education and

experience. The reliance on loans over other forms of financing is most stark when it comes to tuition fees.

Nonetheless, it is clear that across education and experience debt-financing is the single biggest route to access.

The cost of a university education is having an effect on domestic prospective students’ enthusiasm for higher

education. When asked whether the amount they will have to pay to go to university affects how likely they are to

apply, nearly two-fifths claimed that they were less likely to apply after considering the costs involved. 7% claimed

to be much less likely to apply and an additional 32% were a little less likely to apply. This suggests that, for many,

the current funding system is a serious potential barrier to access and has a real impact on prospective students’

enthusiasm to apply. The fact that only 8% are more likely to apply after considering the costs involved suggests that

only a minority are truly convinced that they will benefit from their return on investment from going to university no

matter the upfront cost.

Who do prospective students think should fund higher education?

With the debate on how much of a given student’s loan is expected to be re-paid in the long-term, and how to

classify the resultant unpaid debt, it’s also important to look at how prospective students think the funding system

should work. Of course, it is likely that respondents will generally select the answers to such complex policy

questions which place the lowest financial burden on them as potential consumers. However, the responses to this

section of the survey are a useful guide to the shape of the debate on HE funding amongst prospective students -

many of whom will be able to vote for the first time at the next election and for whom these issues are likely to be

important.

When asked how much of the higher education sector should be funded by the government and how much

should be funded by students we found that only 21% thought there should be an equal split between the two.

Overwhelmingly, prospective students wanted a majority of funding responsibility to fall on the Government - 88%

thought Government should pay at least half and 19% believe the Government should bear all the costs of the HE

sector. Only 11% believed that students should pay most.

53%32% 6%7%

Does the amount you will have to pay to go to university affect how likely you are to apply?

Makes me much less likely Makes me a little less likely Makes no difference Makes me a little more likely Makes me much more likely


The government should pay all of the costs and

students should pay nothing

Students and the government should both

contribute, but the government should pay more

Students and the government should each pay

half of the costs

Students and the government should both

contribute, but students should pay more

Students should pay all of the costs and the

government should pay nothing

19%

48%

21%

9%

2%

The costs of teaching undergraduates are partly paid for by students themselves (through fees and loans) and partly bythe government (which funds universities and pays the loans of those who can’t repay). What do you think the balanceshould be?

69% of respondents agreed with the statement that ‘tuition fees in UK universities should be free for all UK students.

This figure - combined with the above results - points to a broad consensus amongst prospective students that

Government should take some role - between burdening at least half of the costs of the sector and providing

free tuition to all - and that the cost of HE should not be borne entirely by individuals. Interestingly, over 50% of

prospective students also agree with the statement that tuition fees should be linked to the quality of a course -

highlighting that whilst prospective students want the Government to contribute to HE they also believe that any

fees for which they themselves are responsible should be linked to concepts of return on investment and value for

money.

Tuition fees in UK universitiesshould be free for all UK students

Tuition fees should be linked to thequality of a course

12%

12%

16%

16%

20%

35%

32%

34%

21%

3%

Which of the following statements do you agree or disagree with?

Completely agree Mostly agree Neither Mostly disagree Completely disagree

What can be done to improve students’ perception that they’re getting value for money?

Over the last few years, numerous surveys have shown that student perceptions of the value for money of their

university experience have been on the decline. With this in mind, we wanted to understand how universities can

best communicate the value that they bring for students.

When asked what areas they thought universities should invest their money in to maximise the return on investment

for students -a diverse range of topics emerged. The most popular area was on improving course facilities and

resources, with 48% selecting this option, highlighting the need for universities to communicate proactively and

positively with prospective students their commitment to investing in academic excellence.


Student accommodation also emerged as an area of high priority and was also selected by 48% of respondents.

Whilst accommodation may not account for a huge part of universities’ overall expenditure, it is a defining aspect

of the experience for many students. The fact that this emerges as a priority for so many of them suggests that

universities might benefit from a focus on communicating improvements to student accommodation (and in doing

so, overall improvements to the student experience).

The third most popular area selected was on improving work placement and career preparation opportunities, with

45% selecting this. This highlights that prospective students are highly focused on graduate employment, even at

the application stage. This is an area which universities can do more to support applicants and to flag the support

on offer to their students, - by providing early signposting to career development and work readiness programmes,

by including such information in marketing materials and by providing students with case-studies highlighting the

opportunities on offer post-degree to students undertaking a particular course of study.

Improving student accommodation

Improving course facilities / resources

Improving work placement / career preparation opportunities provided

Increasing one-to-one time available

Improving course content

Improving independent study facilities and resources

Increasing support services for students

Reducing class sizes

Increase opportunities for UK students to study overseas for a semester / year

Increasing contact hours

Training for teaching staff

Adopting different methods of teaching

Improving course organisation

Improving on-campus transport

Giving academics more time for research

Improving the Students Union

Improving sports facilities

48%

48%

45%

39%

37%

37%

35%

30%

29%

28%

22%

22%

19%

18%

17%

14%

10%

What five areas do you think universities should invest money in to maximise your return on investment from tuitionfees?

It’s clear that there are a number of different areas that universities could do more to help communicate to

prospective students that the education they receive will give them value for money in the long run. It is also clear

that areas which are vulnerable to reduced spending in a new funding environment may be more important to

prospective students’ perceptions than is widely understood. Government should work closely with the sector

to ensure that student and prospective student views on value for money are actively considered ahead of any

significant funding reform.


How much interest is there in alternative forms of higher education?

With tuition fees at the level they currently are, there has been more and more interest in alternatives to the

traditional degree structure for prospective students. In 2018, only 18% of prospective students thought that a

“shortened fast-track degree was as good as a traditional length degree”. However, this year, the equivalent figure

has risen to 30%, suggesting attitudes are changing amongst prospective students. It’s important that universities

pay the appropriate amount of attention to these alternatives to make sure that the higher education system works

for all prospective students.

Given recent political attention to the possibility of greater roll-out of condensed, two-year degrees, we wanted

to know whether prospective students were interested in the possibility of a more intense but shorter-term (and

potentially less expensive) degree. When asked whether they would be interested in studying a two-year degree

which compressed all the content from a standard three-year degree into two years, 57% claimed they would be

either very or somewhat interested.

12%18%14%41%16%

How interested would you be in studying a two-year degree which compressed all the content from a standard threeyear degree into two years?

Very interested Somewhat interested Neither Somewhat uninterested Very uninterested

The fact that over half of prospective students are interested in this as a concept, suggests that there is sufficient

market potential for greater resources to be put into them and - where opportunities already exist - more might be

done to communicate to students that this is an option.

For those prospective students who claim to be unlikely to go to university, we also see renewed interest in

apprenticeships or traineeships as an alternative to going to university. Admittedly, only 7% of respondents claimed

to be unlikely to go to university. However, within this group, 70% were considering an apprenticeship or traineeship

as an alternative (an increase from 64% in 2018). This is nearly twice as popular an option of going into full-time

work, with only 36% of respondents selecting this as an option.

Apprenticeship / traineeship

Find a full-time job

Find a part-time job

Gap year / travelling

Taking other qualifications

Do a paid internship

Set up my own business

Do voluntary work

School leaver programme

Work in the family business

Do an unpaid internship

71%

36%

18%

18%

17%

14%

14%

10%

10%

3%

1%

Which of the following are you considering instead of going to university?


Now is the time for Government to work more closely with universities to ensure it communicates how new funding arrangements - resulting from the Augar review - will represent value for money.

The combination of demographic shifts and changes to university funding means that it is more crucial than ever

that we have a comprehensive understanding of what prospective students think about ‘value for money’. This

survey digs into these questions and provides both Government and HE institutions with important answers.

39% of respondents say that the debt they will take on makes them less likely to apply to university than they

otherwise would. Overwhelmingly (88%), respondents believe that Government should be funding at least half of the

teaching cost of an undergraduate degree.

Student accommodation, course facilities, careers support and links to employers are prospective students’ top

priorities in terms of value for money and the appropriate investment of the fees that they pay. It is worth noting

that any reduction in funding to institutions - as a result of the Augar review - is likely to be passed through to these

areas. Government and the sector should therefore work closely to ensure that these new funding arrangements

do not negatively impact prospective students’ perceptions of value for money or else risk a drop in domestic

applications.

There is also an opportunity to pay greater attention to alternative formats for a degree - this survey finds strong

interest from prospective students in the possibility of two-year, accelerated degrees as a means of achieving greater

value for money.


Section 2 – How students make decisions on their university applicationKey findings:

� The vast majority of prospective students wish to attend university because of their passion for their subject

and/or their belief that studying for their degree would give them career opportunities.

� Prospective students are demanding of potential institutions - 55% expect to hear back from a university 24

hours after making an enquiry and 80% expect their application to be processed within a month.

� The overwhelming deciding factor between universities and courses for potential students is the quality of

teaching and the reputation of the institution and/or course.

� The impact of location on prospective students’ decision making is secondary to course and institution

reputation but still important. Safety and cost of living are significant factors too.

Why do prospective students want to go to university?

Part of the mission and purpose of the Domestic Student Survey is to understand what motivates students to go to

university and to assess what factors influence the choices they make on where to apply. Within the context of this

report, we also go on to look at how these priorities relate to prospective students’ plans for after they’ve graduated.

We asked prospective students why they want to attend university in the first place. 59% claimed that one of the

reasons they want to go to university is that they are passionate about the subject they intend to study. The second

most important reason was wanting to pursue a particular career, with 53% selecting this option, whilst 47% said

that they see university as important to their ‘learning and development’. Again, this reinforces earlier findings that

prospective students are highly focused on graduate employability, even before they come to begin the university

application process.

Because I am passionate about the subject I study

Because I want to pursue a particular career and need a qualification to do that

To continue my learning and development

To be intellectually challenged and stimulated

To help me get a job

To learn essential life skills (both personally and professionally)

To experience university life and have a good time

To have more independence and a greater sense of freedom

To earn more money in my future career

To meet new people from different backgrounds

Because university is the natural progression after school/college

To spend time deciding what I want to do with the rest of my life

To have a fresh start in a place where nobody knows me

Because it was expected of me to go to university

Because everyone I know goes/went to university

59%

53%

47%

46%

40%

40%

39%

38%

35%

20%

19%

18%

13%

10%

3%

What are your five most important reasons for wanting to go to university?

We’ll go on to look at what the main priorities are for prospective students when choosing a course, university and

town. Before we do that however, it is worth noting how demanding prospective students now are of their university

recruitment process. 55% of prospective students want to hear back from a university within 24 hours of making an


enquiry whilst 45% expect to hear a response within 24 hours after they apply. Nearly 80% would like to see their

application processed within one month of submitting it. Students increasingly expect a smooth and fast-paced

response to their interest and may punish institutions which they perceive as slow to respond.

An acknowledgement that the universityhas received my enquiry

An acknowledgement that the universityhas received my application

A complete and personal response to myenquiry

Notification of the outcome of myapplication

21%

12%

40%

13%

22%

41%

23%

27%

26%

35%

55%

45%

10%

5%

7%

9%7%

How quickly would you expect to receive a response from a university at the following stages?

Within 24 hours Within 3 days Within 1 week Within 1 month Within 3 months

What are the most important factors when choosing a course, university and town?

We asked respondents what five things were most important to them when choosing a course, university and town.

The most important factors when choosing a course were that the course offers high quality teaching, with 62%

selecting this option. The fact that domestic students place such importance on quality teaching is broadly consistent

with that of international students. In later sections of the report, we’ll go on to look at how they define ‘quality

teaching’ and how universities can enhance their credentials in this area.

The second and third most popular options were that the course has a good reputation, with 52% selecting this,

and that the course is well-ranked (48%). These two options are undoubtedly interlinked, complex and mutually

dependent. It is clear that prospective students place huge importance on the reputability of any given course and

look to rankings for guidance.

Other popular answers included that the course has a high graduate employment rate and that the course is

specific to the industry that the student wants to work in, both on 44%. This directly relates back to their reasons

for wanting to attend university in the first place - namely their future employability - and demonstrates that career

considerations are a factor even at the point of application.


The course offers high quality teaching

It has a good reputation

It is well-ranked

It is specific to the industry / job I want to work in

It has a high graduate employment rate

I am likely to meet the entry requirements

It has high student satisfaction scores from the National Student Survey

I will be studying with like-minded people

It provides opportunities to spend time studying abroad

It includes a work placement

It has industry or other accreditation(s)

It has a high volume of face to face teaching hours

The ratio of academic to practical work

The ratio of exams to coursework

Cost of course fees

It has flexible hours and delivery

It was recommended to me

62%

52%

48%

44%

44%

44%

34%

30%

24%

24%

17%

13%

12%

10%

9%

7%

6%

What are the five most important things to you when choosing a course?

When asked to rank factors impacting on choice of university, respondents prioritised high quality teaching, with

54% raising this. Prospective students also want to have visited an institution, with 48% of respondents saying that

this is a factor. This relates to the importance of open-days for prospective students and is a reminder that they

remain a highly valued opportunity to gather information and develop a relationship with potential institutions.

Many respondents admitted that an open-day has changed their decision as to which universities they’ve ended up

applying to - this is borne out by the fact that 46% of respondents say that their decision is impacted by the facilities

a university has, something that is best tested by a visit and/or tour.

It offers high quality teaching

I have visited the university and liked it

It has excellent facilities (e.g. accommodation, sports, social etc.)

It is well-ranked

It has a high graduate employment rate

I am likely to be able to meet the entry criteria

It has an affordable cost of living

It's a member of the Russell Group

It has a prestigious reputation

It has high student satisfaction scores from the National Student Survey

It has a good careers service and links with employers

It offers a good variety of support services

It offers bursaries or other financial incentives

I will be able to make friends with people from different backgrounds

It's close to home (e.g. so I can live with my parents / family)

I can get a place in the university accommodation

It's far away from home (e.g. for new experiences / opportunities)

The website / prospectus made the university appealing

It has links with overseas universities


I have friends or family who have been to that university

54%

48%

46%

37%

34%

28%

28%

27%

26%

23%

22%

18%

16%

15%

15%

14%

12%

10%

9%

4%

4%

What are the five most important things to you when choosing a university?

The final area we asked respondents about was their priorities when selecting a town. This is, for the most part,

secondary for prospective students to a particular university or course as selected on the factors outlined above.

However, respondents did identify preferences concerning the sort of town or city they would like to study in.


The most important factor when thinking about the town they live in is that it’s safe for students, with 67% selecting

this option. This ties in with the views of international students who are also highly focused on student safety and

suggests that universities could prioritise this subject in their communication materials. Other priorities include

affordable cost of living (59%) and has good lifestyle and leisure opportunities (58%).

It is a safe and welcoming place for students


It has good lifestyle and leisure opportunities

It has a good reputation as a place to study

My preferred university happens to be there

It has universities with high quality teaching

It has opportunities to work while studying

It has affordable private accommodation

It's close to home (e.g. so I can live with my parents / family)

It's far away from home (e.g. for new experiences / opportunities)

I will have access to my preferred employers

I have friends or family living there


67%

59%

58%

54%

54%

52%

48%

24%

18%

16%

14%

8%

7%

What are the five things most important things to you when choosing a town or city to study in?

What are prospective students’ plans once they’ve graduated?

As outlined above, prospective students are already thinking about future employment by the time they come to

apply to university. We’ll now go on to look at what they want to do after graduating in more detail and provide

suggestions for how universities can be of greater assistance and information to prospective students.

When asked what they plan to do after graduating, the most popular option is to go into work (39%). This reflects the

reasons for many students for wanting to go to university in the first place and ties in with their considerations when

choosing a course and university. However, a sizeable proportion plan to further their studies, with 25% considering

a postgraduate degree. Interestingly, a quarter of respondents claimed that they don’t know what they want to

do after graduating. The fact that such a sizeable proportion of prospective students are so uncertain about their

future, suggests that there is an opportunity for career planning offices within universities to help guide prospective

students in their choice of course and in their future career planning.

Work I don't know yet Postgraduate study(Research)

Postgraduate study(Coursework)

Take some time out (e.g. fortraveling)

Other further study

39%

24%

13%12%

7%5%

What do you plan to do after graduating from your undergraduate degree?


When asked what kind of workplace prospective students want to end up in, most students want to work for larger

corporations (34%) or to go into the public sector (35%). However, 29% claim they don’t know what type of workplace

they want to work in.

A government or publicsector role

A large enterprise orcorporation

Don't know A small or mediumbusiness

A non-governmentorganisation (NGO)

My own business My family's business

35%34%

29%

19%

14%

10%

1%

What kind of workplace would you like to be employed in when you have finished all of your studies?

Prospective students lack clarity about what they will want to do after their degree and this creates an opportunity for institutions – to add value by helping applicants to plan beyond their degree.

Whilst prospective students have clear priorities when it comes to what they want from a university whilst applying,

they are less sure when it comes to what their lives will involve after they graduate. A significant proportion don’t

know what they will do after they graduate, whether that involves further study or whether it involves going into the

world of work. Furthermore, even for those who intend to start work straight away a significant portion don’t know

what kind of work they should be going into. The fact that this is a concern for prospective students presents a clear

opportunity for career planning offices within universities to play a more active role in the recruitment process -

adding value by helping prospective students plan what a degree from their institution might mean for their future.


Section 3 – Proximity to home when choosing a university

Key findings: � Almost a fifth of prospective students are exclusively considering universities close to home - with roughly the

same proportion looking only further afield and the vast majority aiming for a mix of the two.

� Cost is the most significant factor in driving up ‘commuter’ student numbers.

� Freedom and experience push prospective students further from home.

Do prospective students apply to universities far from or close to home?

The financial pressures of higher education have resulted in more and more students now opting to stay at home

while studying at university 1. In this section, we’ll look at how many students are exclusively applying to universities

close to home (and their reasons for doing so), before considering what this means for universities and how they can

tailor their offer to multiple kinds of students.

When asked whether they are applying to universities either far away or close to their family home, the majority of

prospective students claim to be aiming for a mix of the two (63%). However, there are sizeable minorities on both

sides of the fence, with 19% exclusively applying to universities which are far away from their existing home - closer

to the ‘traditional’ university experience which is geared towards living in student accommodation and a life which is

focused around their university campus. The remaining 17%, however, are exclusively applying to universities which

are close to home, suggesting a significant portion who aren’t planning on moving out of their family home whilst

at university. The fact that prospective students are so polarised on this issue demonstrates the importance to

universities of having a diverse experience offer that can appeal both to movers and to stayers.

I'm mainly / only applying to universities which areclose to my family home

I'm applying to an equal mix of universities - someclose to home and some further away

I'm mainly / only applying to universities which are faraway from my family home

17%

63%

19%

Which of these best reflects how you feel about the types of universities you've applied to / are thinking of applying to?

Students who wish to maintain a mix of ‘close to home’ and ‘moving away’ - the majority of prospective students -

are prepared to live a considerable distance from home in return for getting their preferred outcome in terms of

universities and course. Only 13% say that they will only move an hour or less away - indicating that this group is still

open to the traditional university experience, provided the course and facilities meet expectations.

1The Sutton Trust (2018), Social, ethnic and spatial inequalities in student mobility https://www.suttontrust.com/wp-content/uploads/2018/02/Home_and_away_FINAL.pdf


Less than 30 minutes

Between 30 minutes and 1 hour

Between 1 and 2 hours



More than 4 hours

11%

25%

23%

14%

24%

2%

How far would move away from home to go to your preferred university?

Why do they apply to universities far from or close to home?

When asked why prospective students are only applying to universities close to home, a number of themes emerge.

The cost barrier is the main reason for many wanting to live at home, with many citing the savings they can make on

university accommodation and the cost of travelling home if they moved out:

“As I don’t want to pay extra for accommodation and extra facilities and university fees are already expensive”

“Because they are more affordable since I won’t have to pay for accommodation”

“So I can pop back and visit every once in a while without having to spend loads of money on petrol/train tickets/etc..”

Whilst the cost barrier is an important issue for many, it’s not the only reason mentioned. A number of respondents

cited their close ties to family and parents and the support networks this gives them:

“As I have a large amount of support from my family and friends and this would be good for me”

“Because I love my family and they help me with everything. Also, I wouldn’t like to live somewhere else by myself.

Living at home whilst going university gives me a sense of belonging. Plus, I would feel more confident and comfortable”

“I want to stay with my family as I think I’ll benefit from having the support system of my family and the familiarity of

home when starting the next step of my life.”

On the reverse side of this, there are a number of prospective students who relish the thought of moving out

of home and going somewhere new. When asked why they want to move out of the family home, many cite the

experience of moving to a new city and the associated independence that brings:

“I want to have a greater sense of freedom and independence and I want to experience living somewhere different to my

town.”

“To have the opportunity to experience a new city, which will hopefully force me to become a more independent person

and not rely on my parents as much. It will also mean I get to explore a new place which I may be able to go back to live

after university.”


“I don’t want to live in the area for very much longer and University is a good way to gain independence and not live at

home anymore. I want to gain life skills and live independently and I can’t do that if I’m at home. Also, I don’t like Selby

(the town near where I live).”

In a similar vein, a number of students also mention the freedom this gives them and the ability to meet new people

outside of their current social circles:

“Because it would be good to have a fresh start away from people I know, it would also give me the opportunity to have

the independence I want.”

“To gain proper independence, have a fresh start away from home and people I know, experience different parts of the

country and different people from a variety of backgrounds”

“I want to experience different cities and cultures outside of the London. This would allow me to meet many different

people and have vastly different experiences compared to normal”

What does this mean for universities?

With these statistics in mind, this suggests that there are three types of students

1. ‘Commuter students’: who will be living at home while going to university,

2. ‘Movers’: who move away from their family home to go to university

3. Those who do not prioritise a particular proximity

Those in each group will be seeking different student experiences. To ensure that all kinds of students are catered

to, universities would benefit from communicating a variety of student experiences in marketing materials and

at open days. This will ensure that all students feel that they will have a rewarding experience whilst studying at

university.

A diversity of student experiences should be communicated in marketing materials to ensure that both ‘commuter students’ and ‘movers’ feel catered to.

The financial pressure on students means that increasing numbers are choosing to stay at home whilst studying

for their degree, in order to save money on accommodation and the costs of travelling home while away. 17% of

respondents are exclusively applying to universities close to their existing home. These ‘commuter students’ are

likely to have a very different experience to those of ‘movers’, for whom campus offerings (for example) are likely to

be a priority. To ensure that all students are catered for, a variety of student experiences should be communicated

in marketing materials to ensure that all students feel that they can have a rewarding experience whilst studying at

university.


Section 4 – International study and domestic students

Key findings: � Despite the low overall uptake of study-abroad opportunities in the UK market, 25% of respondents claim to be

considering studying abroad.

� Cost of living is the most significant factor for prospective students considering overseas study impacting which

countries are of interest.

� 63% of respondents would be more likely to apply to an institution if that institution has opportunities to study

abroad for a time-limited period.

How many prospective students are considering going abroad to study?

Studies have consistently shown that the proportion of UK students studying abroad is one of the lowest within

Western Europe and North America. This is relatively unsurprising as UK students benefit from a wide selection of

quality universities to choose from at home. However, with tuition fees set as high as they currently are, combined

with prospective students who are more global in their outlook than any previous generation, it is possible that UK

prospective students will increasingly look to overseas study as an option.

When asked whether they had decided on which country they were going to study in, the majority of prospective

students had selected their preferred option as the UK (75%). However, this means that 25% of prospective students

were - at the very least - considering a few different countries to study in, suggesting a level of open-mindedness

about where to study.

75%17%4%4%

When thinking about the country you want to study in, please choose the option that best describes your stage in thedecision-making process

Not yet considered Considering lots of options Considering a few options Decided on preferred option

As a follow up, we then asked this group what countries they were considering studying in (outside of the UK). The

most popular markets were United States (56%), Canada (40%), Australia (28%), France and Germany (both 26%).

With the exception of China, this is broadly reflective of the most popular countries for international students

worldwide and shows that UK students are consistent with students from other countries who are looking to study

abroad.


United States

Canada

Australia

France

Germany

Japan

Sweden

Spain

Netherlands

Italy

New Zealand

Denmark

South KoreaAustria

China

Singapore

Malaysia

United Arab Emirates

Saudi Arabia

56%

40%

28%

26%

26%

24%

24%

20%

17%

16%

16%

12%

11%

9%

7%

7%

6%

6%

4%

Which of the following countries/regions are you or might you consider studying in?

We also asked respondents what their priorities are when it comes to thinking about what country they would want

to study in. The most popular consideration was that the country had an affordable cost of living (65%). This shows

how value for money is central to many prospective students who are looking to study abroad.

The second most popular answer was that the country has universities with high quality teaching (61%), showing that

regardless of whether they’re looking to study abroad or not, this subject is of the utmost importance to all kinds of

UK students. It also means that for many students, if they do end up studying in another country, it needs to at least

match the UK for the quality of teaching within its universities for it to appeal.

The next most popular answer was that the country is welcoming to international students (52%). From our work

on the International Student Survey (available to download at www.internationalstudentsurvey.com), we know that

this is also an intrinsic concern for prospective international students regardless of their country of origin and shows

again that UK students are consistent with their counterparts elsewhere. That the country is welcoming is a key

consideration for prospective international students, as it ties in with their own concerns around student safety.

Other popular answers included that the lifestyle appeals to them and that the country has a good reputation as a

place to study (both on 49%).


It has universities with high quality teaching

It is welcoming to international students

It has a good reputation as a place to study

The lifestyle appeals to me

It has well-ranked universities

I can easily get a visa or don't need a visa to study there

It offers cheaper tuition fees than the UK

It has good graduate employment options

I can get a visa or don't need a visa to work after graduating

I have friends or family living there


65%

61%

52%

49%

49%

48%

47%

47%

30%

22%

8%

8%

When considering studying outside of the UK, what five things are most important to you when choosing a country?


How does the idea of studying abroad for a limited time period appeal?

Whilst the majority of UK prospective students won’t consider studying abroad for the entirety of their degree, there

is evidence to suggest that studying abroad for a limited time period (e.g. 6-12 months) holds sufficient appeal to

most students as to warrant further attention.

When asked if having the option to study abroad for a semester would make a course more appealing, 63% claimed

that having this option would make them more likely to apply to that course. The fact that such a large proportion of

the market would respond well to this option shows a clear demand and suggests that universities which are able

to demonstrate strong international ties would benefit from communicating this to prospective students. Only 10%

claimed that having this option would make them less likely to apply to the course, showing that on balance, the

majority of prospective UK students would like to have at least the option of an international element of their study.

27%35%28% 3%7%

And if a course included the option to study abroad for a semester / a year, would that change how likely you were toapply for that course?

Much more likely A little more likely No difference A little less likely Much less likely

How much do domestic students think EU students should pay when studying in the UK after Brexit?

With the uncertainty surrounding EU students in a post-Brexit landscape, it’s important to consider what domestic

students think of the issue. Whilst the Government has so far committed to ensuring that EU students who enrol on

a course beginning in September 2019 will pay the same fees as domestic UK students, there is little clarity on how

much EU students will have to pay if they commence their studies after this date.

When we asked respondents how much they thought EU students should pay in tuition fees whilst studying in the

UK, nearly two-fifths thought they should pay exactly the same as UK students and an additional 36% believe they

should pay more than UK, but not as much as other international students. Only a minority of 16% thought that EU

students should pay the same as other international students.

Exactly the same as UK students

More than UK students, but not as much as otherinternational students

Exactly the same as other international students

Don't know

39%

36%

16%

9%

How much do you think students from countries in the EU should pay in tuition fees whilst studying in the UK?

This suggests that domestic students are broadly of the opinion that EU students shouldn’t be treated the same as

international students and are deserving of their own special category. This echoes what many universities feel - the

Government should commit to ensuring EU students don’t have to pay the same as international students.


Options abroad

As the UK prepares to leave the EU, now is the time for an increased focus on international partnerships that provide opportunities to offer study abroad.

The UK has one of the lowest rates of study abroad in Western Europe and North America but there is high potential

demand, highlighted in this survey. 63% of respondents claimed that an option to study abroad would make them

more likely to apply to a particular course. This high demand suggests that those universities which are able to

demonstrate strong international ties would benefit from communicating this to prospective students. Increasing the

availability of study abroad opportunities - and communicating these opportunities more proactively - could make

courses, and institutions, more attractive to prospective students.

Manage international mobility and partnerships with MoveON from QS Unisolution

For more information visit: www.qs-unisolution.com/moveon


Section 5 – Teaching quality perceptions

Key findings: � Student results and graduate outcomes are perceived by prospective students as the best indicators of

teaching quality.

� Only half of prospective students are aware of the Teaching Excellence Framework.

� For institutions outside of the ‘top 25’ rankings, having a Gold TEF rating can - however - be crucial to reassuring

prospective students of teaching quality.

How do prospective students define teaching quality?

We’ve already seen that considerations around teaching quality are of the utmost importance to prospective

students when choosing where and what to study. In this section we’ll go on to look at how they define high quality

teaching and how these definitions relate to their perceptions and understanding of the Teaching Excellence

Framework (TEF). With the TEF now becoming more established, it’s bringing teaching quality at universities further

into the spotlight and it’s becoming increasingly scrutinised.

We asked prospective students what five factors best indicate high quality teaching at a university. The most popular

answer was that the students achieve good results in their degree (59%). Given the recent trends highlighted with

regards to grade inflation, this adds another layer to an already complex debate. Whilst universities are coming

under increasing pressure to maintain rigorous standards when it comes to awarding degrees, the fact that good

grades are seen as such as an important indicator of teaching quality (and therefore have a huge influence on

prospective students’ decision making), suggests that caution should be exercised with any limitations imposed on

universities.

The second most important factor was a high graduate employment or further study rate (51%). This confirms that

graduate outcomes is an important factor when prospective students come to choose which universities to apply to

and shows that, for students, further employment and quality teaching go hand in hand.

The next most important indicator was high satisfaction scores in the National Student Survey (48%). This suggests

that prospective students highly value the opinions of their peers when it comes to their perceptions of any given

university. Interestingly, the university’s teaching staff aren’t seen as an indicator of teaching quality by many – only

26% selected this option and it was only the 9th biggest indicator overall. This is interesting as we know from our

work on the International Student Survey, that this result sits in direct contrast to the priorities of prospective

international students, who place a huge amount of importance on teaching staff. Whilst international students

can often undertake extensive research around individual lecturers, looking into their research history and reading

in-depth profiles on them, for domestic students this is not the case. It appears that domestic students prefer to

use more quantifiable and institutional measures relating to student grades, graduate employment rates and NSS

satisfaction scores to judge an institution on teaching quality.


Its students achieve good results in their degree

High graduate employment or further study rates

High student satisfaction levels in the National Student Survey (NSS)

High rankings in independent league tables

TEF (Teaching Excellence Framework) ratings

Membership of the 'Russell Group'

High volume of face-to-face teaching hours

Receives industry recognition or certifications

The teaching staff it employs

Organises work placements as part of its courses

Up-to-date technology

Small class sizes

Renowned for having a strong focus on research

Responds quickly to my enquiries / emails

Its students win awards

It provides online learning

It is a 'Modern' university

59%

51%

48%

43%

34%

34%

29%

27%

26%

26%

25%

23%

22%

15%

12%

10%

8%

What five factors best indicate to you that a university provides high quality teaching?

How do prospective students define a good lecturer or teacher?

As a follow up, we asked prospective students how they defined a good quality lecturer or teacher. The most

popular answers to emerge were that the lecturer had a passion for the subject they teach (78%). This chimes with

respondents’ own reasons for choosing to undertake undergraduate study. Another defining characteristic of ‘good’

lecturers was that they received high satisfaction scores from their current students. This reiterates the extent to

which prospective students value the opinions of their peers very highly. Universities can benefit by taking this into

account when communicating with prospective students.

They are passionate about the subject they teach

They get high satisfaction scores from their students

They have positive reviews from previous students

They make it clear what is needed to pass the course

They have impressive real-world experience

They have a strong reputation for research

They use multimedia and interactive teaching methods

They achieved high grades in the qualifications they studied

They have won teaching awards

They have been teaching for a long time

They have won industry awards

They studied at a prestigious university

78%

57%

50%

45%

40%

26%

25%

19%

19%

17%

11%

11%

Which of the following are the four biggest indicators that a teacher or lecturer provides excellent teaching?

There is very strong overlap in the factors prioritised by international and domestic students when judging ‘good

quality teaching’. However, international students attach a far greater importance to teaching staff in general when

assessing teaching quality at a university. This suggests that universities don’t necessarily need separate international

and domestic strategies when referring to their lecturers or teachers whilst communicating with prospective

students. However, they should bear in mind that teaching staff are of far greater priority for international students.


What does this mean for the Teaching Excellence Framework?

With the Teaching Excellence Framework becoming more and more established, it is important to consider if

perceptions and attitudes towards it are changing.

Currently, 51% of prospective students claim to be aware of the TEF, which represents a slight increase from when

we asked the same question in 2018 (46%). Whilst awareness of the TEF is growing, it is only at a marginal rate and

given how long it’s been running it might be expected to be higher than this at this point in time. However, whilst only

half of prospective students are currently aware of the TEF, there are signs that its importance in decision-making

may be on the rise

Yes No Unsure

2018 2019 2018 2019 2018 2019

46%

51%48%

43%

6% 6%

Have you heard of the Teaching Excellence Framework (TEF)?

2018 2019

Whilst awareness of the TEF has grown over the last year, there remains a challenge in ensuring that prospective

students understand how the scores are calculated and how the results are used. When asked how they felt

about the TEF, three-quarters of students claim that the TEF hasn’t been well explained to them. This low-level

of understanding is consistent with last years’ finding, suggesting an ongoing problem with how the results are

communicated to prospective students. This is concerning, as the majority of students find the concept of a

standardised country-wide measurement scheme for teaching quality to be an appealing one. More needs to be

done by universities and the higher education sector to educate students around the TEF, not just in terms of raising

awareness but also in explaining the methodology and how the scores are calculated. This is important, not least

because it’s vital that students understand the limitations of the methodology.

14%41%35% 9%

Do you agree or disagree with the following statement?" The Teaching Excellence Framework has not been very well explained to students like me"

Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree

We also asked respondents whether they would prefer a university to have a Gold, Silver or Bronze TEF rating or a

ranking of 25th or higher. Two-thirds claim they would rather a university have a Gold TEF rating than to be ranked

25th or higher. This suggests that for those universities who are ranked outside the top 25, having a Gold rating has

the potential to be an effective tool in attracting prospective students. However, for universities with only a Silver or

Bronze rating, the preference for these is very strongly in favour of a university ranked 25th or higher. These results

are consistent with last year, which again suggests that the understanding of how the TEF results are calculated

hasn’t improved over the last 12 months.

Gold

Silver

Bronze

34%

68%

90%

66%

32%

10%

When picking a university, which of the following would you be more likely to choose?

A university with a Gold/Silver/Bronze TEF rating A university ranked 25th or higher

Whilst teaching quality is a well-known and established priority for prospective students there remains an opportunity to help prospective students increase their understanding and awareness of the Teaching Excellence Framework.

Awareness of the TEF has grown slightly between 2018 and 2019 (from 46% to 51%), however many students still

feel that neither TEF nor the way in which TEF results are calculated are well explained to them. Therefore, TEF is

not yet fulfilling its purpose as an aid to prospective students in their decision-making. Working with Government,

HE institutions should develop a communications strategy to improve prospective students’, parents and school

advisers’ understanding of the TEF and of how it works.

Conclusion

Higher education in the UK is on the verge of a potentially fundamental transformation in how it is funded. The Augar

review could recommend sweeping changes to the way in which the sector is financed.

At the same time, the impact of Brexit could lead to significant changes in the number of EU and international

students coming to study in the UK and the impact that Brexit will have on UK universities and their relationship with

institutions abroad is still largely unknown.

Higher education continues to play an important role in nurturing future generations and occupies a crucial niche

within our economy and society. To sustain and strengthen levels of domestic student recruitment in the UK, this is

our action plan:

1. Now is the time for Government to work more closely with universities to ensure it communicates how new

funding arrangements – potentially resulting from the Augar review - will represent value for money.

2. As the UK prepares to leave the EU, now is the time for an increased focus on international partnerships that

provide opportunities to offer study abroad.

3. A diversity of student experiences should be communicated in marketing materials to ensure that both

‘commuter students’ and ‘movers’ feel catered to.

4. Whilst teaching quality is a well-known and established priority for prospective students there remains an

opportunity to help prospective students increase their understanding and awareness of the Teaching

Excellence Framework.

5. Prospective students lack clarity about what they will want to do after their degree and this creates an

opportunity for institutions – to add value by helping applicants to plan beyond their degree.

QS is committed to ensuring that UK HE continues to thrive in the face of new and complex challenges - we hope

that the insights and intelligence contained in this report will help our partners to do just that.

www.qs.com

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