Even in such politically polarised times there’s one thing which politicians of all stripes can agree on: action is needed to enable more disadvantaged students to progress to the UK’s top universities.
You don’t need me to tell you that graduates enjoy better average career earnings when compared to non-graduates, although the numerous non-financial benefits associated with university attendance (such as better health outcomes and mental well-being later in life) are less well known.
As the Project Manager of Advancing Access (an initiative of the Russell Group of universities) I’m proud of the fact that the career benefits associated with attending a more selective university still remain very clear. Yet at the same time, more selective universities have to be realistic about the fact that they are facing a slightly greater challenge than some others in the sector when it comes to attracting students from disadvantaged backgrounds.
There is good news and bad news about the university access gap with respect to socioeconomic background. On the one hand, the proportion of free school meals pupils who have progressed to university has increased considerably over the years, from 14.2% in 2005/06 to 26.3% in 2017/18. However, because the proportion of non free school meals pupils progressing to university has shot up too in the same period (from 33.5% to 44.9%), the gap between the two groups hasn’t narrowed nearly as much as we might like it to.[1]
We all have a role to play in addressing this inequality. But what sort of contribution might teachers and careers advisers make?
There’s no doubt in my mind that misconceptions about more competitive universities are commonplace. Whenever I encounter them, I always enjoy gently challenging them and I would of course encourage you to do the same.
Some students (or even their teachers or parents) may worry that the workload at a more selective university will be so high that the chances are they will simply drown in it and then end up dropping out. Yet nothing could be further from the truth – as a rough rule of thumb the more competitive a university is, the less likely it is that students will withdraw from their studies. According to the Higher Education Statistics Agency, the university with the lowest “non-continuation rate” in the UK is Cambridge at 1%, with Oxford in second place at 1.2%. To put this into context, the UK average is 6.7% and the UK university with the highest non-continuation rate waves goodbye to 18.6% of its students early each year.
A similar related concern is the worry that students at more selective universities are likely to be less happy. Whilst peers elsewhere will be afforded more time to spread their wings and live a little, students in more elite institutions are stuck in the library working through the night to meet deadlines. However this contention is nicely countered by a study from the Higher Education Policy Institute. Their researchers have investigated the level of happiness and well-being of the UK’s student population. Delving in to this data we can see that there is no difference in happiness and wellbeing when one compares students at the UK’s leading universities with students at less selective institutions.[2]
Too many young people worry that they won’t fit in at a more selective university because it just isn’t for people like them. One of the best ways to challenge this is to ensure that the students you work with are exposed to appropriate role models.
I’ve visited schools where each teacher has a sign on their classroom door which states which university they themselves attended. Don’t get me wrong – I think this is great. However, teachers and other adults working in schools shouldn’t make the mistake of overestimating their ability to act as role models. The best role models are typically young people from a similar background who are maybe just one or two steps ahead of the students you’re advising. There is evidence to support this – a study carried out by the Behavioural Insights Team in 2017 showed that even a letter sent by an appropriate role model was effective in increasing university application and acceptance rates.[3]
Keeping tabs on your school or college’s destinations data is always good practice, but in addition to this if you can keep in contact with some of your alumni who have progressed to competitive universities, invite them back in to speak in an assembly and describe their experiences. This is a win-win situation and if well executed all parties are likely to benefit.
You may well have strong existing connections with universities in your immediate community. Making connections with staff members in more geographically distant institutions can be trickier, but the effort to do so can certainly pay dividends. Attending the nearest higher education institution is the right decision for some students, but the reality is that some sixth formers need a slight nudge in order to broaden their horizons a little. Disadvantaged students are more likely to stay at home and commute to university[4], and some are likely to benefit from some gentle encouragement to consider the wide range of HE options on offer. Once the Covid-19 pandemic subsides, normal university open days are likely to resume. However, the extortionate price of train tickets can put some students off visiting university open days on the other side of the country. If this is the case in your setting, could you consider some school or college led group visits to open days which are a little further away? Free summer schools for disadvantaged students at the end of Year 12 are also a great way for students to get a taste of living away from home for the first time.
At Advancing Access we analyse data about schools extensively and we’ve identified approximately 300 schools and colleges in England which appear to be especially successful in enabling disadvantaged students to progress to competitive universities. Over time we’re aiming to learn more about these schools and are trying to find out more detail about what their careers provision looks like. Destinations data affords schools and colleges a similar opportunity. Who were the students you advised who succeeded when the odds appeared stacked against them? How did you advise them? And is this an approach you can replicate again in the future?
*This is an updated version of an article by the same author which was originally published in the June 2020 edition of Career Matters magazine.
75% of student parents say that higher education has been positive for themselves and their families - but this group faces significant barriers to accessing university. This article discusses how teachers and advisers can best support student parents, and highlights the resources available at Russell Group universities.
This article examines research which highlights the emerging impact of the EPQ on progression to higher education (HE) and university success, with particularly promising findings for underrepresented and marginalised students.
The thought of an interview can be daunting for many students. The thought of multiple interviews can seem a lot worse.
University interviews can be daunting for students, especially when it’s their first time applying for a competitive course like Law.
As representatives of the University of Exeter, we were excited to present at the Neon conference on our partnership with The Elephant Group (TEG) to diversify our student body.
As educators and advisers, keeping up with the latest developments in the university application process is essential to effectively guide students.
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Orin, studied Law at the University of Oxford, shares how her GCSEs influenced her A-level choices and decision to attend university. She also offers advice on selecting qualifications.
Josh, a Computer Science student at the University of Newcastle, shares how he chose his A-levels, offers advice on university applications, and reflects on valuable lessons for future students.
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Mayowa, studying English Literature at King's College London, discusses her GCSE and A-Level subject choices, offering advice for students on making informed decisions.
Sarah, a Biochemistry graduate from Birmingham, discusses how university aided her transition to employment and shares valuable insights for choosing the right career path.
Samra, a Medicine student at the University of Liverpool, shares how she chose her course, the value of her work experience, and advice on overcoming barriers. She also offers tips for applying to study medicine.
Jackson, a Theatre and Performance Studies student at the University of Bristol, shares his insights on choosing qualifications, the significance of enjoying your subjects, and how bursaries and scholarships influenced his university decision.
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Amy, an English Language graduate from the University of Glasgow, shares how she chose her university course, why she selected Glasgow, and her experience with scholarships.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares how she chose her GCSE subjects, what she enjoyed in A-Level, and offers advice for subject consideration.
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Hamid studies Philosophy, Politics, and Economics at LSE. He discusses his career aspirations, factors influencing his course choice, and how summer schools shaped his university decision.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares his university selection process, reasons for choosing Belfast, and helpful advice for others.
Bishoy shares his journey in choosing a university and course, highlighting the significance of aligning his degree with career goals and evaluating different options.
Sophie discusses her journey to studying Law at Sheffield, covering her decision-making process, considerations for open days, and advice on personal statements.
Fatima, studying Dentistry at Cardiff University, shares her journey, emphasising diverse work experiences, teacher support during applications, and the benefits of attending a Russell Group University.
Khima, a Law student at the University of Edinburgh, shares how he chose his A-Levels and how his dream job influenced those decisions.
Sophie, a law student at Sheffield, shares her experiences with GCSEs and offers valuable advice for selecting A-Level subjects based on her personal choices.
Saif, a graduate in Accounting and Finance from Manchester, discusses choosing a university and course, highlighting the benefits of access schemes in decision-making.
Saif, a graduate in Accounting and Finance from Manchester, shares how his degree aided his career at Enterprise and offers tips for securing a graduate job.
Bishoy, studying Aerospace Engineering at Southampton, reflects on his university experience, highlighting the skills gained and what he enjoyed most about student life.
Onome, a Chemical Engineering graduate from Imperial College London, discusses his summer school experience, course highlights, and what mattered when applying for jobs after his masters.
Khima discusses his motivation for studying law at Edinburgh, highlights the city's appeal, and shares tips for open days.
Habiba, studying Maths at Queen Mary University, discusses her course selection factors, extracurricular activities, and shares valuable advice for choosing the right university.
Richard, an Economics and Finance student at the University of York, shares his university life experience, highlighting extracurricular activities and how they prepared him for future employment.
Nathan, an English student at Exeter, shares why he chose his course, the benefits of a gap year, and offers advice on selecting a university subject.
Matt, a Linguistics student at UCL, shares how he chose his GCSE subjects, the skills that supported his studies, and offers advice for selecting subjects.
Saif, a graduate in Accounting and Finance from Manchester, shares insights on making subject choices, emphasising how his GCSE experience influenced his A-Level decisions.
Jess discusses her Sociology experience at Durham, highlighting involvement opportunities, the benefits of university, and advice for those considering applying to higher education.
Gemma, a Communication and Media student at the University of Leeds, shares her experiences navigating university life with a disability and the opportunities she found.
Nathan, an English student at the University of Exeter, discusses challenges he faced transitioning to A-levels and shares insights that helped him realise he could attend university.
Habiba, studying Maths at Queen Mary University, shares how her future plans influenced her GCSE choices and offers valuable advice for making subject selections.
Fatima, studying Dentistry at Cardiff University, shares her insights on excelling in studies, the A-Level transition, and the importance of keeping her subject choices open for future opportunities.
In this case study, Khima, a Law student at the University of Edinburgh, talks about how getting involved in extra-curricular activities made her university experience even better.
Amy, an English Language graduate from the University of Glasgow, offers advice on subject choices, succeeding at highers, overcoming challenges, and her decision to pursue a postgraduate course.
This year, Imperial College London and the University of Cambridge established a joint venture to deliver two admissions tests.
This article will discuss different barriers which LGBTQ+ students may face, and tools we can effectively use to dismantle these barriers.
We know students are using Chat GPT for their Personal Statements, right?
Within this blog, you will find an introduction to the new Advancing Access team, information on how Advancing Access can support you as well as upcoming opportunities to get involved in!
Degree apprenticeships continue to rise in popularity and appeal across all industry sectors.
The NHS Long Term Workforce Plan aims to drastically increase the number of education and training places available in healthcare professions.
Students are bound to feel the pressure when they receive offers and the choice is in their hands.
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In October 2017 the University of Oxford made its first foray into digital outreach with the launch of Oxplore.org.
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Admissions tests allow students to be academically stretched and assessed and enable universities to distinguish those individuals with the most ability.
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The reality of working in education is that resources are limited and must be targeted.
It’s already that time of year again. The time when you and your students prepare to submit UCAS applications.
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The study of humans, especially in an ever changing world, has been an intriguing area for many years and has always been of immense value – now perhaps even more than ever before.
Super-curricular activities can include anything your students do outside of the curriculum related to the subject(s) they are interested in.
The Government is currently in the process of reforming level 3 qualifications in England and new T Level qualifications are seen as the centrepiece of these reforms.
A new school year is beginning and although Covid-19 is still with us we can at least now say that the worst is likely to be behind us.
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Recently there has been a lot of discussion around disadvantaged pupils and specifically the low attainment of white working class students.
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Even in such politically polarised times there’s one thing which politicians of all stripes can agree on: action is needed to enable more disadvantaged students to progress to the UK’s top universities.
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It’s that time of year when we would normally be rolling out the well-practised routine of HE Fairs, UCAS Exhibitions and Open Days for students applying for university entry in 2021.
As a working class minority ethnic undergraduate student, I noticed the lack of representation on my ancient history course, but it wasn’t until I started my role as a Widening Participation Graduate Intern.
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Taking part in a Widening Participation programme was one of the best things I decided to do over the summer of 2017.
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As someone who has answered hundreds of phone calls in the past from students on A level results day.
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the Russell Group launched a new interactive website to host its Informed Choices guide.
In this post, Anais Banag, a fourth-year law student at Edinburgh Law School, shares her experience of being involved with ‘Access to the Professions’.
One of the subjects we’ve been asked about most just recently is Degree Apprenticeships. What are they? Are they right for your students? And how do your students apply for them?
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When encouraging young people to pursue higher education, in whatever form that might be, we’re often faced with a barrage of questions asking how, and more importantly why, they should do so.
We hope that you find our free Advancing Access resources useful. As we are not the only provider of higher education advice and information, we thought that we would present you with a summary of some of the best other sources.
If ever there’s a situation where universities and schools are talking a different language when it comes to a given topic, we see part of our job as being the interpreter.
The first article in a blog is rarely the most interesting one – I dare say that this will be no exception…
