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New university landscape: Supporting changing student behaviour Garmon ap Garth Birkbeck , University of London [email protected] PowerPoint PPT Presentation


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New university landscape: Supporting changing student behaviour Garmon ap Garth Birkbeck , University of London [email protected] Overview. Overview of changes since 2012 funding changes in England Birkbeck’s experience of changing student behaviour Discussion.

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New university landscape: Supporting changing student behaviour Garmon ap Garth Birkbeck , University of London [email protected]

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New university landscape supporting changing student behaviour garmon ap garth birkbeck university of london g ap garth bbk ac uk

New university landscape: Supporting changing student behaviourGarmonap GarthBirkbeck, University of [email protected]


Overview

Overview

  • Overview of changes since 2012 funding changes in England

  • Birkbeck’s experience of changing student behaviour

  • Discussion


Changing behaviour since 2012 funding changes in england

Changing behaviour since 2012 funding changes in England

  • Fears of major adverse consequences of the higher fees have not yet come to pass

    • Record number of students entered HE in 2013/14

    • Entry rates for disadvantaged increase; differences by background at record lows

    • Women a third more likely to enter than men, 45% more likely in disadvantaged areas

    • Advantaged young people in England being 2.8 times more likely to enter higher education compared to 4.4 times in 2004

    • No increase in students choosing to stay at home

    • Increase in lower quintile students applying and enrolling

  • However, big falls in number of mature students and part-time students


Impact of the 2012 student finance changes birkbeck s experience

Impact of the 2012 student finance changes – Birkbeck’s experience

  • New provision has led to full-time evening applications rising rapidly

  • Part-time students enrolments 40% down – across the part-time sector and also at Birkbeck

  • Significant numbers of (mature) students have disappeared from the system

  • No signs of these changes reversing

  • Increased interest in flexible modes of study

  • Continue to attract WP students, although with different characteristics


Birkbeck s response to changes in students choices

Birkbeck’s response to changes in students’ choices

  • Introduce full-time evening degrees in response to demand from students.

    • Now all UG degrees are available on a full-time basis

  • Attract students who are looking for different model of study

  • Work with 6th forms and full engagement in UCAS for the first time

  • 60% of f-t students are now under 25 – rapid change in student body

  • Applications from FEC up 400% in 2 years


Full time and part time evening study

Full time and part time evening study


New university landscape supporting changing student behaviour garmon ap garth birkbeck university of london g ap garth bbk ac uk

Applications to Birkbeck’s

full-time degrees


Year on year increase in applications by age group

Year on year increase in applications by age group:

The impact on student body

Year on year increase in applications from partner institutions:


Why the large increase in younger students applying to birkbeck

Why the large increase in younger students applying to Birkbeck?

  • Increased knowledge of Birkbeck through being in UCAS

  • Reputation and quality – University of London

  • Generous financial support

  • Mid range entry requirements

    • UCAS tariff points are typically 240-300

    • Access to HE requirement is typically 15 credits achieved at Merit or Distinction in a subject units

    • We continue to welcome applicants without traditional qualifications

  • Students keen to combine study with work

  • Not being aware that we only offer evening provision (!)


Who are the young students attracted to full time evening study

Who are the young students attracted to full-time evening study?

  • Students who choose to stay in London

  • Low income

    • 55% of full-time students are entitled to our financial support

    • 40% of our part-time access our financial support

  • Significantly increased percentage of BME

  • High percentage of Access and BTEC

  • Mid-range entry qualifications

  • Students who are looking to work alongside study


Full time evening study what our students say

Full-time evening study – what our students say

“I was studying alongside professionals who were already working in the City, had their own companies or worked for government and I found that really useful as I got to network with people who had a lot more experience than me.

It was one of my fellow students who advised me that, with the skills I had, I would make a good actuary and when I was going to interviews they would advise me”

Natalie Jackson, BSc Economics and Social Policy


Full time evening study what our students say1

Full-time evening study – what our students say

“I am seeing the benefits of studying and working simultaneously, and this intensive approach will help me in the job market in future. When I graduate I will have an internationally recognised degree, a job in my chosen field, and three years of valuable and relevant experience from the workplace”

Michael Peltier, BSc Accounting (alongside working at a hedge fund).


Conclusion

Conclusion

  • Nationally, changes in student behaviour do not seem significant through several measurements.

  • Birkbeck’s experience shows that there are many students interested in different models of study. A number of students are choosing different options when they’re made aware of those options.


Discussion questions current experience

Discussion questions: current experience

  • What are the main factors that determine students’ HE choices, and have you seen changes in recent years?

    • More career minded than previously?

    • Do more decide not to apply at all?

    • Are more students seeking alternative models of HE?


Discussion questions current experience1

Discussion questions: current experience

  • What can be done at school/college level to identify students who would benefit from different options?

  • Pressures on careers services; how can universities offer more support?


Discussion questions the future

Discussion questions: the future

  • Impact of the removal of student number controls

    • 30,000 additional places at universities in 2014/15

    • No student number controls from 2015/16

  • What is the likely impact on student behaviour, and how can we prepare?


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