This chapter analyses and comments on the pre-college characteristics of the different groups –
demographics; socio-economic indicators; and income and expenditure. It is important to analyse these Input characteristics as they can have an influence on student retention and progression in higher education. A study by the Higher Education Authority (Mooney, Patterson, O’Connor and Chantler, 2010) on progression in higher education in Ireland found that the following characteristics were positive for progression: higher points in Leaving Certificate; attending a university or teacher-training college; being female; being a mature student in a level 6 or level 7 programme in an institute of technology; being from a socio-economic group with a high rate of entry to higher education; studying in an education or healthcare programme; and being in receipt of a higher education grant, particularly in the institute of technology sector. Characteristics that were negative for progression included: lower points in the Leaving Certificate; attending an institute of technology; studying in an engineering, construction or computer science programme; being male, although this may be more reflective of lower Leaving Certificate points and entering programmes with high drop-out rates; and being a mature student in a level 8 programme. The study also found that first year students were more likely not to progress than students in subsequent years, and students who repeated first year were far more likely not to progress to the next year of their programmes than students who were repeating other years of study.
Demographics
Summary: Female students are over-represented in student residences, and male students slightly over- represented in living with their parents. Over the period of the surveys there was a trend with
proportionately more male students than average living in their own home.
Those living in their own homes are significantly older than students in other living arrangements. Those in student residences are the youngest, closely followed by those living with their parents.
First-year students are more likely to live with parents or in student residences, and it would appear that they tend to move into private rented accommodation in subsequent years. The proportion living in their own home remains relatively stable from first year to fourth year.
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Home-owners are more likely to be studying on a two or three year programme than other students. Correspondingly, they are more likely to be doing a Level 7 degree than the total student population. Less than 2% of those in student residences entered college as a mature student. In contrast, nearly a quarter of those in private rented accommodation entered as mature students (ES5), and 85% of those in their own home are mature students.
International students are much more likely to live in private rented accommodation.
Students in the IoT sector are more likely to live with their parents, or to live in their own home than the average. Those in the university sector are more likely to live in student residences than the average. Students in the greater Dublin area are more likely to live with parents.
Students with disabilities: Students who reported that they were mobility impaired were more likely to live in their own home. Students who reported mental health issues or chronic illness were more likely to live in rented accommodation or their own home, and were correspondingly under-represented in the groups who lived in student halls or with their parents. Students with a disability living in student residences were more likely to say that their disability was an obstacle to their academic studies, and more likely to report that insufficient account was taken of their disability.
Gender
Among the respondents to the surveys, females made up 60.1% of the sample (ES3), 59.2% (ES4), and 63.9% (ES5). Analysis of place of residence data shows that there are some differences between where male and female students choose to live. The ES3 data shows that a higher proportion of female students than male chose to live in college residences (19.2% vs 18.1% of male students), and this pattern is repeated in ES4 (16.7% vs 13.8% male). The difference becomes more significant in ES5 with 18.4% of females choosing to live in student halls compared to 12.7% of males. Females make up 61.5% of the population in college residences in ES3, 63.8% in ES4, and 71.9% in ES5. This imbalance in the population could be due to the fact that Universities have more students living in college residences and the female population in Universities is higher than in IoTs (65% versus 47%).
Similarly, all three surveys show that males are slightly over-represented in the “Living with their parents” category, with that group being 41.1% male in ES3, compared to 39.9% of respondents; 42.3%
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of the group in ES4 being male, compared to 40.8% of the respondents; and 37.7% in ES5 compared to 36.1% of respondents to the surveys.
There is an interesting phenomenon evident in the data on home-owners. In ES3, males were slightly under-represented in that category (36.6% compared to an average of 39.9% in the total respondents). That proportion had increased to 41.1% in ES5, compared to an average proportion of males of 36.1%.
Gender
Eurostudent 3 Eurostudent 4 Eurostudent 5
Living Arrangement Male Female Male Female Male Female
With Parents / Relatives 41.1% 58.9% 42.3% 57.7% 37.7% 62.3% Student Residence 38.5% 61.5% 36.2% 63.8% 28.1% 71.9% Rented house/flat 39.8% 60.2% 41.4% 58.6% 36.7% 63.3% Own household 36.6% 63.4% 37.8% 62.2% 41.2% 58.8% Average 39.9% 60.1% 40.8% 59.2% 36.1% 63.9%
Table 19 - Gender versus place of residence.
Figure 10 – ES3 - Gender versus place of residence. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% With Parents / Relatives Student Residence Rented house/flat Own household
ES3 - % Gender split
Female Male
80 Figure 11 - ES4 - Gender versus place of residence.
Figure 12 - ES5 - Gender versus place of residence.
It is possible that the increase in the number of males during this period is linked to the recession in Ireland. This disproportionately affected the construction industry, and significant number of unemployed males returned to learning.
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% With Parents / Relatives Student Residence Rented house/flat Own household
ES4 - % Gender split
Female Male 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% With Parents / Relatives Student Residence Rented house/flat Own household
ES5 - % Gender split
Female Male
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Age
The analysis of this variable shows a clear pattern whereby resident students have the lowest average age in all three surveys; those living with their parents are the next youngest; renters are on average 2-3 years older; and home-owners are significantly older. This analysis is supported by later findings that that a significant amount (c. 25%) of renters classify themselves as mature students, and around 85% of home-owners report that they are mature students. The pattern is the same for ES5 as for the other two surveys; however the gap in ages between the four student types has widened, and all groups have a higher average age, possibly reflecting the increase in mature students.
Age versus place of residence
ES3 ES4 ES5 Parents/Relatives 20.4 21.0 21.7
College residence 20.1 20.0 20.5
Rented house 21.6 23.0 24.2
Own house 30.4 28.0 39.7 Table 20 - Age versus place of residence
Figure 13 - Age versus place of residence.
20.4 20.1 21.6 30.4 21.0 20.0 23.0 28.0 21.7 20.5 24.2 39.7 Parents/Relatives House
College residence Rented house Own house
Age versus place of residence
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To some extent the lower age profile of students living with parents, and of resident students can be explained by 1st and 2nd years tending to favour living with parents and in student halls, as shown in the graph for year of studies versus place of residence below (Figure 14). As students progress through college and grow older, they tend to move towards the increased independence of private rented accommodation.
Year of programme
In ES4, it would appear that significantly more first years answered the survey than other years. This may be partially attributable to courses which are one or two years in length. 36% of students reported that they were in year 1 of their course, compared to 14% who said they were in fourth year. Numbers in year 5 / 6 of a programme were insignificant.
The overall trend seen in ES4 is that living with parents is the most popular option in first year, and this declines slowly over the four years. Living in rented accommodation is the next most popular option, and this increases significantly over the four years, becoming the most popular option for third and fourth years. Around 21% of first years live in student residences, and this decreases to 12-13% in subsequent years. Year in course 1st 2nd 3rd 4th With Parents / Relatives 46.10% 43.30% 38.60% 37.40% Student Residence 20.90% 12.60% 12.70% 12.30% Rented house/flat 26.70% 37.80% 42.90% 44.60% Own household 6.40% 6.40% 5.80% 5.70% % in each year 36.20% 25.60% 23.20% 14.00% Table 21 – ES4 - Year of study versus place of residence
83 Figure 14 - ES4 – Year of programme versus place of residence
The distribution of years among the respondents in ES5 is similar to ES4. 32.1% of respondents were 1st year students. This percentage decreases over 2nd and 3rd year, and only 13.5% of respondents are in fourth year.
This pattern of accommodation transfer is mirrored in ES5, and is even more pronounced. The
proportion of students living in student halls drops from 26% in first year to 10% in the last two years. Once again, living with parents, the most popular option in first year by 20 percentage points, is surpassed by living in rented accommodation in third and fourth year. It noticeable that in ES5 rented accommodation is the third most popular option for first years, unlike ES4 where it was the second most popular. This may be a reflection of the trend since the Eurostudent reports began, whereby private rented accommodation is becoming a less popular option for students.
Eurostudent 5 Year in course 1st 2nd 3rd 4th With Parents / Relatives 43.2% 40.7% 36.6% 37.9% Student Residence 26.5% 13.7% 10.0% 10.6% Rented house/flat 23.1% 38.7% 44.0% 43.7% Own household 7.1% 6.9% 9.4% 7.9% % in each year 32.1% 29.6% 24.1% 13.5% Table 22 - ES5 - Year of study vs place of residence
46.10% 43.30% 38.60% 37.40% 20.90% 12.60% 12.70% 12.30% 26.70% 37.80% 42.90% 44.60% 6.40% 6.40% 5.80% 5.70% 0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45 0.5 1st 2nd 3rd 4th
ES4 - Year of programme versus place of
residence
With Parents / Relatives Student Residence Rented house/flat Own household
84 Figure 15 - ES5 - Year of study vs place of residence
Judging by these patterns it would appear likely that students are more likely to live with parents or in student halls in first year, before moving out to rented accommodation in subsequent years.
It should be noted that the data for this section of ES3 are missing. Respondents in ES3 were asked to identify what year of their programme they are in, however the responses were not contained in the dataset received from the ISSDA.
Length of programme / National Framework for Qualifications Level
A comparison of National Framework for Qualifications (NFQ) levels shows that the proportions of respondents on two-year, three-year or four-year programmes in each of ES3, ES4, and ES5 are very similar. Approximately 3.5% are on either one or two-year programmes, which would appear to be very low – the HEA figures for 2012/13 (HEA, 2014) give a figure of 6% for diplomas or certificates, which would generally be one or two year programmes. The vast majority of respondents (90%) are on a three or four year programme.43.2% 40.7% 36.6% 37.9% 26.5% 13.7% 10.0% 10.6% 23.1% 38.7% 44.0% 43.7% 7.1% 6.9% 9.4% 7.9% 0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45 0.5 1st 2nd 3rd 4th
ES5
- Accommodation vs yr of programme
With Parents / Relatives Student Residence Rented house/flat Own household
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Students in their own homes are more likely to be in a two or three-year programme than other students. Those living in on-campus accommodation are more likely to be on a four year programme When we run an analysis for ES3 it can be seen that of those staying in student halls, 79% are doing an honours degree (level 8), 16.6% are doing an ordinary degree (level 7), while only 4.8% are doing level 6 or a diploma.
Unlike ES4 below, there are no significant differences between students based on place of residence. The percentage of ordinary degree and honours degree students who stay in student residences is high at 19.2% and 18.5% respectively. Unexpectedly, the programme type with the highest percentage staying in on-campus accommodation is a diploma - 133 students listed that they were studying a diploma and 31.6% of these were living on-campus. Higher cert (level 6) students are more likely to live with their parents, and less likely to live in student residences. They are also more likely to be home- owners.
In ES4, an analysis of the different living arrangements based on level of study (National Framework of Qualifications), shows that this varies depending on the qualification being pursued. Of the students living in student halls, 89.1% are pursuing a level 8 programme, and 10% are pursuing a level 6 or level 7 qualification. This low number is explained in part by the lower numbers of students doing level 6 / level 7, but possibly also by the fact that fewer institutes of technology have built on-campus
accommodation, so the option may not be available to students in those programmes (10.4% of level 6 and 11.5% of level 7 students stay in student halls compared with 16.2% of level 8 students). Students living in their own home are more likely to be doing a level 7 degree; 17.6% of this category is doing a level 7 degree compared with 10.6% of the overall respondents to the survey.
In ES5, the major difference between the groups is that home-owners are more likely to be doing a level 7 programme (26.3% of this group are studying at level 7 compared with 18.6% of the total
respondents). They are correspondingly less likely to be studying at level 8 (67.8% vs 77.8%). The other groups were not significantly different from the average.
Programme of study
The analysis of these variables indicated that there was no clear relationship between place of residence and programme of study, as there was no clearly identifiable pattern.
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Basis of entry to third level
The phrasing of the question regarding basis of entry to third-level changed over the course of the three surveys, and ES4 and ES5 are more directly comparable. In Ireland, mature students are defined as students who were over 23 on January 1st of the year of entry to college.
In ES3 nearly 50% of home-owners (48.7%), had not entered college on the basis of their Leaving Cert results. The vast majority of students living at home with their parents, or resident students, had entered college via the Leaving Certificate (93-94%). Around 12% of renters had used other entry routes.
ES4 structured the questions differently, and the responses were quite different for those living in their own home. In ES4, 73.8% had entered as a mature student, and only 12.5% of those living in their own home had entered college on the basis of their Leaving Cert points. This is significantly different from ES3 where 48.7% had not entered on the basis of the Leaving Certificate points. To some extent this difference between ES3 and ES4 can be explained by the fact that mature students can enter college on the basis of their Leaving Cert points, so the two responses are not contradictory. Survey results from both years however, indicate that the vast majority of those living in their own home are mature students. Similarly, the figure for those in the rented sector who entered college via routes other than the Leaving Cert is also higher in ES4 (30% vs 12% in ES3).
In ES5 respondents were given several options to indicate how they had entered college. The vast majority had entered via the CAO system (89.1%), which dwarfs the other entry options. The next most popular entry route was direct entry, applying “Directly to the College Admission or Access Office, e.g. TAP”, and 8% of respondents indicated that they had accessed via that route. Of the respondents, 2.4% had accessed via the Higher Education Access Route (HEAR, which is aimed at facilitating access to higher education by students from disadvantaged socio-economic groups – 1.7%) and the Disability Access Route to Education (DARE, to support access by students with disabilities - 0.7%).
Home-owners are significantly over-represented in the direct entry route, which is typically used by mature students; 23.5% vs 8% for the total student population. Resident students and those living with their parents are conversely under-represented with just 3.8% and 5.5% respectively entering via this route.
Those entering via HEAR and DARE would appear to be slightly over-represented in student halls, although the sample size is quite low.
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Student halls have the highest proportion of students who entered via the CAO at 92.9%, and the equivalent proportion for home-owners is just 74.2%.
ES5 has a separate question, asking if students entered college as a mature student. The question seeks a Yes/No response, in contrast to ES4 which gave six options as a basis for entry to third-level. As a result the figures in ES5 are higher. However it can be seen that the pattern is similar. Over 85% of students living in their own home are mature students, in comparison with student halls where less than 2% of students entered as mature students. It is also noticeable that a significant number of mature students are living in rented accommodation.
Entered college as a mature student ES4 ES5 With Parents / Relatives 4.8% 8.4%
Student Residence 1.3% 1.6%
Rented house/flat 16.1% 24.7%
Own household 73.8% 85.6%
Average for total population
12.5% 19.2%
Table 23 - Percentage who entered Higher Education as a mature student
Students with children
In ES5, 8.8% of respondents reported that they had children (n=674). Of those, less than 1% lived in student halls: 59% of students with children lived in their own homes, and 33% lived in rented
accommodation. Even more significantly, of students who reported that they lived with their children (n=434), not one respondent reported that they lived in student residences.
This highlights the fact that student residences have been developed with traditional aged students in mind. The design brief for student accommodation that was set out in the property tax relief
documentation was unsuitable for students with children. The pricing of student accommodation would also appear to exclude students from lower socio-economic groups, as shown in the analysis of the socio-economic indicators later in this chapter.
Leaving Cert Points
In ES3 one module asked students what score they had achieved in their Leaving Certificate. Among the students who answered this module (N=1882), students living in on-campus accommodation had achieved the highest points, followed by students living with their parents. There was no significant difference between those living with their parents or renters. Home-owners reported the lowest points.
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In some colleges, academic scholarship packages can include campus accommodation, and this may influence this question.
Average points achieved in Leaving Cert ES3 With Parents / Relatives 428
Student Residence 456
Rented house/flat 426
Own household 401
Table 24 - ES3 - Leaving cert points versus place of residence