There were considerable variations among the respondent groups in their attitudes to HE and in their responses to particular statements. There were significant differences in responses to statements by respondents’ social class, ethnicity, age, the type of educational institution attended and family type. However, by far the most important factor in understanding both variations in attitudes between different respondent groups and differences within a respondent group was the decision about entry into higher education.
3.3.1 Views on HE and decisions about entering HE
Table 3.3 shows the proportion of school leavers and FE students agreeing with the attitude
statements by their decision to enter HE. Clearly, those who had decided against entering HE, unlike those going to university, were unconvinced of the benefits of HE, especially in relation to getting a decent job, its long-term financial benefits, and it being a worthwhile experience. Overall, they held much less positive opinions about the acclaimed advantages of HE compared with those intending to go to university.
Particularly important for non-entrants, unlike entrants, was earning a wage and the fact that they wanted to ‘earn good money now’ suggests that the indirect costs of HE, in terms of lost income, were also significant. The pull of the labour market was five and a half times greater for non-entrants than entrants (12 per cent compared with 66 per cent). These findings confirm those of other research (Connor et al, 2001).
In addition, Table 3.3 shows how the perceived culture and values of HE also played an important part in understanding respondents’ negative attitudes towards HE. Those who had decided against going to university were far more likely than those intending to go to think that university and the student lifestyle were not for them. However, their rejection of HE was likely to be based on ignorance, as nearly half did not have a good idea of what universities were like. They were also less likely to believe that one of the main advantages of university was personal development. These findings also support those of other research, which suggest that the way individuals frame and make their
educational choices is influenced by their values (Gorard et al, 1998; Ball et al, 2001 and 2002, Raey et al, forthcoming).
Multivariate analysis of the determinant of participation in HE, to be discussed in more detail in chapter six, also examined the role of attitudes to HE. It found that respondents who thought that one of the worst aspects of university life was being in debt and having little money and that debt put off people going to university (i.e. factor two) were significantly less likely to have decided to go to university and were over one and a half times more likely to be undecided about whether or not to go to university.
Those intending to go to university repeated the positive aspects of HE and its benefits in the focus groups. Most concentrated on the financial benefits and return of HE. The following comments sum up such views:
‘Well, you’ll get better chances of jobs. There’s so much competition for jobs out there … ’ ‘ … You’ll earn more money and that’d be good for your future … ’
‘ … With a degree you won’t have to start at the bottom of the job ladder … You’ll be able to go in at the middle won’t you? … ’
3.3.2 Views on HE, decisions about entering HE and educational institution attended
Other data on respondents’ attitudes to HE also bear out that culture and values, especially informing individuals’ earlier schooling and family environment, influence the way individuals frame and make their educational choices. As seen later (chapter 6, section 6.4), those most likely to have decided to enter HE attended independent schools. It is not surprising that they were the least likely of all respondent groups to think that university (1 per cent) and student lifestyles (2 per cent) were not for them, or that they would rather earn money now than go to university (3 per cent). In addition, they were the least likely to see debt as a deterrent to university entrance (69 per cent), or that one of the worst aspects of university life was having little money (73 per cent).
These independent school leavers were the most likely of all respondent groups to value the benefits of HE. They were the most likely to believe that:
• going to university was a worthwhile experience (98 per cent);
• some of the best aspects of going to university were meeting new people and the social life (95 per cent); and
Proportion strongly agree/agree Statement Applied/ Undecided Decided All
intend to not to go apply
Going to university is a worthwhile experience 96 79 56 87 Student debt puts some people off going to 84 89 83 84
university
Some of the best aspects of going to university 85 85 79 84 are meeting new people and the social life
One of the worst aspects of going to university 83 84 82 83 is being in debt
One of the worst aspects of going to university 82 82 81 81 is having little money
One of the best aspects of going to university 83 72 57 77 is developing yourself as a person
In the long-term, you benefit financially from 74 49 41 66 going to university
I have a good idea of what universities are like 61 33 46 55 You need a university degree to get a decent job 61 31 16 51
I would rather earn good money now than 12 37 66 23 go to university
University is not for me 2 10 55 11 The student lifestyle is not for me 4 7 31 9
ALL (N) 1,393 236 284 1,913
Table 3.3 Extent to which school leavers and FE students agree with the statement by their decision to enter HE
Percentages
Base: All respondents N= 1,913