The BTEC Higher Nationals Annual Student Survey 2016/2017 December 2017 Prepared and written for Pearson by Ipsos MORI Prepared and written by Ipsos Mori for Pearson
Table of Contents Introduction... 4 1. Executive Summary... 4 1.1 Background & methodology... 4 1.2 Key findings of the research... 4 1.3 Conclusions... 5 2. Introduction... 7 2.1 Background and objectives... 7 2.2 Survey methodology and sample... 7 2.3 The structure of the report... 8 2.4 Note about presentation and interpretation of the data... 8 BTEC Higher Nationals The views of students... 9 3. Information provision... 9 3.1 Information received prior to the course... 9 3.2 Understanding qualification content... 10 3.3 Understanding of achieved qualification... 11 4. Assessment and achievement... 13 4.1 Understanding of course grading and assessment... 13 4.2 Building self-confidence and working independently... 14 5. Awareness and understanding of HN Global... 17 5.1 Awareness of HN Global... 17 5.2 Use of HN Global account... 18 5.3 Experience of using HN Global... 18 5.3 Efficacy of HN Global in terms of supporting students... 19 5.5 HN Global in the future... 20 6. Learning opportunities and qualification enhancement... 21 Prepared and written for Pearson by Ipsos MORI 2
6.1 Benefits of Higher National qualifications over others... 21 6.2 Students satisfaction that their opinions are being listened to... 22 6.3 Attitudes towards current qualification... 23 6.4 Possible improvements to qualifications... 24 6.5 Likelihood of recommending course to others... 25 7. Preparation for employment... 28 7.1 Experience of work placements... 28 7.2 Colleges links to employers... 29 7.3 Individual qualification relation to the world of work... 29 8. Progression from Higher Nationals... 32 8.1 Plans for the future... 32 8.2 How courses are preparing students for the future... 32 8.3 Attitudes about advice for progression... 34 Appendices... 36 9 Appendices... 36 9.1 Data analysis... 36 9.2 Sample profile... 36 9.3 Guide to sub-group interpretation... 39 Prepared and written for Pearson by Ipsos MORI 3
Introduction 1. Executive Summary 1.1 Background & methodology This report presents the findings from the first full Pearson student survey of BTEC Higher National students, with a pilot having been undertaken during the 2015/16 academic year. The research study set out to gain a global perspective of student opinion and inform the future design of Pearson BTEC Higher National qualifications. In total, 849 students from Pearson approved Centres in the UK and 309 from international Centres in 19 different countries took part in an online survey between March and June 2017. Pearson invited each of its approved Centres to take part in the research; a survey link was disseminated to students by each participating Centre. Ipsos MORI s sole role was to provide the Pearson Higher Education Qualifications (HEQ) team with advice regarding the design of the survey questionnaire and to write a report based on the SPSS dataset provided by Pearson. Ipsos MORI had no role in the dissemination of the survey, the data collection element, liaison with Centres or analysis of raw data. 1.2 Key findings of the research The overall findings show a high degree of satisfaction, particularly amongst UK students, with information provided about their course and qualification. Most UK and international students feel that they received about the right amount of information to make an informed decision about their course, prior to starting. The majority of UK and international students also agree that the content of the qualification was clearly explained to them at the beginning of their studies. Satisfaction with the amount of information they receive correlates with student s clear understanding of how their course is graded and how they are being assessed. The overwhelming majority of UK and international students feel they understand how their course is graded and are also clear on how they are being assessed on their course. The results of the survey also suggest that courses are helping to increase the selfconfidence of students; giving them the confidence to work independently. Around four in five UK and international students agree that they feel confident working independently on their course. Indeed, most would say that studying for a Higher National qualification has made a marked positive impact on their self-confidence. International students are more likely to have heard of HN Global, have an account and use it on a more frequent basis, than students in the UK. They are also more likely to hold the platform in high regard in respect of their overall experience and its efficacy in terms of supporting them in their studies. Awareness and use of HN Global is, relative to international students, low among UK students. HN Global - an online platform containing resources for Prepared and written for Pearson by Ipsos MORI 4
students - is rarely used by UK students; only a small proportion have an account which they use infrequently. To improve HN Global in the future, users of the service in the UK look to the addition of more course related e-books and more unit information, while international users of HN Global highlight the need to add more study skills courses. Most UK students feel that the learning and assessment activities on their course are related to the world of work and employment, although few have already attended a work placement. International students appear to have more opportunities to undertake work placements and build up links with employers, they are also more likely to feel that the learning and assessment activities on their course are related to the world of work. The most popular next stop for students who want to progress after their Higher National, in the UK and internationally, is to study towards a degree and most feel that their course is preparing them for this. Students feel that the advice they have been given about what they can do after they have completed their qualification is good. Overall, the message from participating students in the UK and abroad is that there are benefits to undertaking a Higher National qualification, over other qualifications, translating into a high level of advocacy in terms of recommending the course to friends and family. Most UK and international students are also satisfied that their views and opinions regarding their course are listened to. 1.3 Conclusions The survey findings indicate that most UK and international BTEC Higher National students are satisfied with their course in terms of the information they receive, the advice they are receiving to make the next step and the way in which their views about their course are being heard. As such, BTEC Higher National students are advocates of their course. However, from our thematic analysis of open-ended questions which ask students to consider improvements they would like to see made to their current qualification key topics emerged which suggest areas for development, guidance and support to centres. The perceived need for more practical-based work to develop practical skills this is an aspect which many students highlight as the most enjoyable part of their Higher National qualification and one which others would like to have greater opportunities to take up. Greater links with industry, through visits to local businesses, access to tutors/ lecturers who are experienced professionals in their chosen field and an increase in work placements. A change to the way assignments are set and the time allowed for completion concern was raised about how time-consuming assignments are and the perceived lack of clarity around deadlines, marking and what is expected. Improved feedback on completed assignments is also requested. Increased recognition of the problems students faced with workload issues; in terms of balancing course demands with working and, frequently, raising a family. Requests for additional online support through study guides, e-books and videos. Prepared and written for Pearson by Ipsos MORI 5
A call to publicise HN courses as degree-level qualifications and establish parity with degrees or a clearer path to higher education. The research also helps to identify groups of students who would benefit from receiving more information or support: Part-time students who are more likely, than full-time students, to feel they receive too little information to make an informed decision about their course and less likely to feel that their Higher National qualification was clearly explained to them. The findings suggest that work needs to be done to help part-time students feel confident working independently on their course and to ensure that their views on how the course can be improved are listened to. Part-time students are also more likely to be critical of their Centre in regard to providing good links with employers and ensuring that the activities on their course are related to the world of work. Younger students, aged 18-24, who are more likely, than older students, to require more information to make an informed decision about their course and to clarify their Higher National qualification. Prepared and written for Pearson by Ipsos MORI 6
2. Introduction 2.1 Background and objectives This report presents the findings from the first full student survey of BTEC Higher National students attending Pearson approved Centres, undertaken during the 2016/7 academic year. The survey is designed to provide valuable and quantifiable feedback on the Pearson BTEC Higher Nationals to inform the future design of the qualifications, to triangulate other aspects of the quality assurance mechanisms, and to support the development of resources for Pearson BTEC Higher National students, and centres, globally. The survey will allow Pearson to gain a global perspective of student opinion from around the world by collecting data from those based in approved Centres in the UK and internationally. As part of Pearson s responsibilities as the awarding body for BTEC Higher National qualifications and in response to the requirements of the Quality Assurance Agency (QAA) about student experience, the results from the survey will provide data to better inform the future of the BTEC Higher National qualifications and their efficacy. Going forward, the survey is intended to be repeated on an annual basis. 2.2 Survey methodology and sample All data included in this report was gathered by Pearson using research software to conduct an online survey of UK-based and international students. Pearson conducted the survey between March and June 2017. Ipsos MORI s role at the initial stage was to work with the HEQ team to provide advice and guidance on the design of the survey questionnaire and, at the final stage, to analyse and report on the SPSS dataset provided by Pearson. Ipsos MORI had no role in the data collection element, dissemination of the survey or the analysis of the raw data. Pearson invited each of its approved Centres to take part in the research and to disseminate a survey link to students. There was no further control of response once the survey link was sent on to Centres. Furthermore, no quotas were set in terms of a minimum number of responses by Centre, qualification type or demographic of the student population. As such the sample is selfselecting and response rates vary widely by Centre; from one response being received from some Centres to approaching 100 from others. Pearson provided Ipsos MORI with a SPSS data file containing responses from 849 students based in UK approved centres and 309 students attending international approved centres in 19 different countries. The survey data have not been weighted as no profile data has been made available. As such, we cannot say that the views of students who completed the survey are in any way representative of BTEC Higher National students in UK-based or international approved Centres. Full details of the sample profile are included in the appendices of this report. Throughout this report where reference is made to students or respondents this specifically relates to BTEC Higher National students who chose to take part in the research and not all BTEC Higher National students attending approved Pearson Centres. Prepared and written for Pearson by Ipsos MORI 7
2.3 The structure of the report The first chapter of this report is the executive summary, which provides an overview of the key findings from the survey. This is followed by the introduction in chapter 2, which sets out the background and the objectives of the survey. Chapters 3 to 8 describe the findings in detail. Details of the methodology, notes about how to interpret the data, the statistical reliability of the data and the sample profile are included in the appendices. Each section starts with a short summary outlining the chapter contents and headline findings. The text then highlights the results from the survey conducted with students in the UK; before summarising the views of students studying in international Centres. Given that the sample profiles for the two sets of respondents differ and the issues facing them frequently contrast, the decision was taken not to combine the results for the two sets of respondents at any point in the report. 2.4 Note about presentation and interpretation of the data This report comments on differences in the data between different sub-groups within the total sample, for example differences in views between men and women. A difference must be of a certain size in order to be statistically significant and only differences which are statistically significant at the 95% confidence level are commented on in this report. Only sub-groups comprising 50 or more respondents are commented on in this report. It should be noted, however, that the smaller the size of the sub-group, the less we can rely on the survey estimates to be true representatives of the population as a whole. Findings for groups with as few as 100 participants can be subject to confidence intervals of +/-10% (please see the appendices for more details). In addition to being statistically significant, only sub-group differences which are interesting and relevant to the question being analysed are commented on in the report. Sub-groups have been reviewed during the data analysis stage and the ones referenced in the report are listed in the appendices. In some cases, survey participants are permitted to give a don t know answer to each of the questions and these responses are not excluded from the analysis. These responses are referred to in the report where they form a substantial proportion. Where percentages do not sum to 100 this may be due to computer rounding, the exclusion of don t know categories, or participants being able to give multiple answers to the same question. Throughout the report an asterisk (*) denotes any value of less than half of 1% but greater than 0%. Where this report refers to figures for those who agree, this is an aggregate sum of those who say they strongly agree and those who say they tend to agree. In turn, disagreement figures refer to an aggregate sum of those who say they strongly disagree and those who say they tend to disagree. Prepared and written for Pearson by Ipsos MORI 8
BTEC Higher Nationals The views of students 3. Information provision This chapter explores students attitudes towards information provided about their course content and qualification. The overall findings show a high degree of satisfaction, particularly amongst UK students, with both the amount of information provided and the explanation given regarding qualification content and final qualification achievement. 3.1 Information received prior to the course Students studying in the UK are positive about the level of information provided to help them make an informed decision about their course. Three-quarters (74%) of students feel that they received about the right amount of information prior to starting a course. Just six per cent felt they received far too much. However, one in five (19%) say they received too little (either somewhat too little or far too little). The survey findings for UK students were analysed by key sub-groups to identify differences in opinion in terms of information received. Those who are more likely to say that they had been given somewhat too little or far too little information prior to starting their course include: Part-time students; 24% feel they received too little information to make an informed decision about their course, compared with 16% of full-time students. Prepared and written for Pearson by Ipsos MORI 9
Younger students, aged 18-24; 22% feel they received too little information, compared with 12% of students aged 25 and above. As shown in the chart on the previous page, the findings are slightly less positive for international students, compared with those based in the UK; half (53%) say they received about the right amount of information to help them make an informed decision about taking the course. However, this largely due to more students saying they that they received too much information (either somewhat too much or far too much), than receiving too little information (either somewhat too little or far too little). The findings did not suggest statistically significant differences amongst international students by sub-group 1. 3.2 Understanding qualification content Three-quarters of UK students (76%) agree that the content of the qualification was clearly explained to them at the beginning of their studies. Over a third of students (35%) strongly agree. Just one in ten (11%) of UK students disagree. This is consistent with the finding that most students feel they had the right level of information about their course prior to starting. To what extent do you agree or disagree... The content of the qualification was clearly explained to me at the beginning of my studies UK students Strongly disagree Don t know 1% Tend to disagree 9% 2% Neither agree nor disagree 13% 35% Strongly agree 40% Tend to agree Base: All students at UK colleges/ learning providers (849) Source: Pearson Higher Nationals Student Survey Data 2 Those who are less likely to feel that they were able to make an informed decision about their course are also those who are less likely to agree that the content of the qualification was explained at the beginning of their studies: 1 Different groups within the international dataset (e.g. part-time versus full-time students) may have different results for the same question. However, a difference must be of a certain size to be statistically significant. In this case, with an overall base size of 309 international students and most sub-groups containing c.100 respondents, we are looking for a difference of +/- ten percentage points. Prepared and written for Pearson by Ipsos MORI 10
One in seven (14%) part-time students disagree with the statement The content of the qualification was clearly explained to them at the beginning of their studies, compared with one in ten (nine per cent) of full-time students. Similarly, almost one in seven (13%) students in the youngest age group (18-24 year olds) do not feel that their qualification content was clearly explained, compared with seven per cent of those aged 25 and over. Three-quarters (73%) of international students are happy with the way the content of the qualification was explained to them at the beginning of their studies. Once again, just one in ten (10%) of students disagree, as shown in the chart below. 3.3 Understanding of achieved qualification In line with the findings on qualification content, the majority (80%) of UK students agree that the final Higher National qualification they could achieve was clearly explained to them at the beginning of the course. Two in five (39%) strongly agree that the final Higher National qualification was clearly explained. Just eight per cent of UK students disagree. Given the overall high level of agreement in terms of the way in which the Higher National qualification was explained at the beginning of the course, variations by sub-groups such as age and gender are minimal amongst UK students. However, slightly more part-time students (12%) disagree and feel that their Higher National qualification was not clearly explained to them, in comparison to full-time students (six per cent of whom disagree). Prepared and written for Pearson by Ipsos MORI 11
To what extent do you agree or disagree... The final HN qualification I could achieve was clearly explained to me at the beginning of my course UK students Strongly disagree Don t know Tend to disagree 1% 1% Neither agree nor disagree 7% 11% 39% Strongly agree 41% Tend to agree Base: All students at UK colleges/ learning providers (849) Source: Pearson Higher Nationals Student Survey Data 4 Over seven in ten (73%) international students agree that their final Higher National qualification was clearly explained at the beginning of the course. Three in ten (30%) strongly agree that their final Higher National qualification was clearly explained from the start, with just one in ten (11%) who disagree. Prepared and written for Pearson by Ipsos MORI 12
4. Assessment and achievement This chapter explores student s understanding of how their course is graded and how they are being assessed: In both respects, the overwhelming majority of students feel they have a clear understanding. The results of the survey also suggest that courses are helping to increase the self-confidence of students; giving them the confidence to work independently. 4.1 Understanding of course grading and assessment UK students have a clear understanding of how they can meet the relevant assessment criteria for their course. The overwhelming majority (93%) agree that they understand how their course is graded, with two-thirds (66%) strongly agreeing. Only one in twenty (four per cent) disagree, suggesting that they do not understand how they are graded. Students studying in the UK are also clear on how they are being assessed on their course: Nine in ten (90%) agree with the statement I understand how I am assessed on the course. Just over half (52%) strongly agree. Just three per cent of UK students disagree, suggesting that they do not understand how they are being assessed. As with UK students, the majority (86%) of international students understand how they are assessed and can meet the pass, merit and distinction grades on their course; with half (52%) strongly agreeing. Less than one in fourteen (seven per cent) disagree. The findings suggest a consistent picture of understanding regarding grading criteria across subgroups for both UK and international students. There is also a clear message from international students that they understand how they are assessed on their course: 84% agree with this statement, and six per cent disagree. Once again, Prepared and written for Pearson by Ipsos MORI 13
given that the clear majority of students are clear on how they are being assessed, the data does not suggest any statistically significant differences by sub-group for UK-based or international students. 4.2 Building self-confidence and working independently The survey asked BTEC Higher National students to consider whether they feel confident working independently on their course; the response was overwhelmingly positive. Over four in five students (83%) agree that they feel confident working independently, just six per cent do not as illustrated in the chart below. The findings suggest that UK students studying part-time feel slightly less confident working independently on their course, than full-time students (nine per cent disagree, compared with four per cent of full-time students who disagree with the statement. A similar pattern is evident among international students. However, the base sizes are too small to draw statistically significant differences between part-time and full-time students. A further positive finding is that the majority (63%) of UK students say the course has increased their self-confidence. Just 12% disagree. However, a quarter (24%) of students neither agree nor disagree that their course has increased their self-confidence. Students studying in the UK who are less likely to feel that the course has increased their self-confidence include: Younger students; One in seven (14%) students aged 18-24 years disagree with the statement The course has increased my self-confidence, compared with one in fourteen (seven per cent) of students aged 25 and over. Those studying part-time; 18% of students studying part-time do not feel that their course has increased their self-confidence, compared with six per cent of students studying full-time. Prepared and written for Pearson by Ipsos MORI 14
To what extent do you agree, or disagree, with the following statements? UK students Strongly agree Tend to agree Neither agree nor disagree Tend to disagree Stongly disagree Don't know I feel confident working independently on the course 39% 44% 11% 4% 1% The course has increased my selfconfidence 31% 32% 24% 8% 4% 1% Base: All students at UK colleges/ learning providers (849) Source: Pearson Higher Nationals Student Survey Data 8 Four in five (80%) international students also feel confident working independently on the course. Seven per cent disagree, suggesting that they are not confident, yet, to working independently on the course. Studying for a Higher National qualification has made a marked impact on the self-confidence of the vast majority of international students: Four in five (82%) agree that the course has increased Prepared and written for Pearson by Ipsos MORI 15
their self-confidence; 45% strongly agree. Just one in twenty (five per cent) do not feel this way and 13% are unsure whether their course has increased their self-confidence. Prepared and written for Pearson by Ipsos MORI 16
5. Awareness and understanding of HN Global This chapter explores awareness and use of HN Global, an online platform containing resources for the duration of a student s HNC or HND qualification. Awareness of HN Global is relatively low among UK students and use, among the small proportion who have an account, is infrequent (typically just once a month). International students are more likely to have heard of HN Global, have an account and use it on a more frequent basis. They are also more likely to hold the platform in high regard in respect of their overall experience and its efficacy in terms of supporting them in their studies. Throughout this section it is important to bear in mind that just a small proportion of students (both in the UK and overseas) use HN Global, as such where findings are based on HN Global account users and not the whole sample, the findings should be regarded as indicative. 5.1 Awareness of HN Global Awareness of HN Global is far higher amongst international students, in comparison to those studying in the UK. Only 18% of UK students say they had heard of HN Global, prior to taking part in the research; compared with 42% of international students. The data suggests that awareness of HN Global in the UK differs by sub-group. Those who are more likely to have heard of HN Global include: Full-time students; 27% of whom had heard of HN Global before accessing the survey, compared with seven per cent of those studying part-time. Women, who are more likely to have heard of HN Global before accessing the survey than men (26%, compared with 15%). Prepared and written for Pearson by Ipsos MORI 17
Older students (in the age group 35 and over) are more likely to have heard of HN Global than students aged 18-24 years (34%, compared with 15%). Higher awareness of HN Global among full-time students is also highlighted in the survey of students attending international Centres (47% of full-time students, compared with 23% of parttime students). 5.2 Use of HN Global account Whilst awareness of HN Global is low amongst UK students, 57% of those who have heard of it say they have an HN Global account. A slightly higher proportion of international students who are aware of HM Global (69%) say they had an account before accessing the survey. The numbers of students with an HN Global account are too small to identify any relevant significant differences between different groups of students in the UK and internationally. 5.3 Experience of using HN Global Half (51%) of UK students who had an HN Global account before accessing the survey have not actually used it. Of those students who have, it is typically just once a month (36%). While there is a greater level of awareness of HN Global amongst international students and a larger proportion with a HN Global account, usage is still relatively low. Three in ten (29%) have not used their HN Global account since creating it and over a quarter (27%) say they only use it once a month. However, a third of those with an account (32%) say that they use HN Global once a week and one in eight (12%) use it every day. Prepared and written for Pearson by Ipsos MORI 18
5.3 Efficacy of HN Global in terms of supporting students Just a small proportion of UK students have used HN Global at least once a month 2. However, their views on this online platform are largely positive; two-thirds (66%) rate their experience of using HN Global as either very or fairly good. Just one in ten (11%) say that it is fairly or very bad and one in five (21%) are unsure either way. Furthermore, just under three in five (57%) UK students who use their account at least once a month 3 agree that HN Global has been effective in supporting them in their studies. International students, who make up a larger proportion of HN Global users 4, are more positive; 80% regard their experience of using HN Global as either very or fairly good. Just three per cent say that their experience is fairly or very bad. Moreover, four in five (80%) international users of HN Global agree that the platform is effective in supporting them in their studies. Both UK and international students were asked to consider what they perceive to be the most useful elements of HN Global, from a prompted list. Interestingly, their opinions differ slightly : For UK students the most useful elements are My Units and Study Skills (mentioned by 52% and 48% respectively, of those who use HN Global at least once a month). For international students Study skills are by far the most popular element (mentioned by 68%), followed by My Units (30%). 2 Note small base size (n=44). As such please treat findings with caution. 3 Note small base size (n=44). As such please treat findings with caution. 4 Note small base size: Just 64 international students use HN Global at least once a month. Prepared and written for Pearson by Ipsos MORI 19
5.5 HN Global in the future Going forward, users of HN Global in the UK look to the addition of more course related e-books as a way of improving HN Global (mentioned by 46%). Three in ten mention adding more unit information (30%) as a means of improving the platform and a quarter mention the introduction of more study skills courses (25%). International users of HN Global also highlight the need to add more study skills courses to improve the service (mentioned by 58%), alongside more course related e-books (48%). Two in five (38%) call for more videos to be added to the online platform to improve HN Global. Prepared and written for Pearson by Ipsos MORI 20
6. Learning opportunities and qualification enhancement Students attitudes towards their current qualification and course are explored in this section. Overall, the message from students in the UK and abroad is that there are benefits to undertaking a Higher National qualification, over other qualifications, translating into a high level of advocacy in terms of recommending the course to friends and family. Overall, most UK and international students are also satisfied that their views and opinions regarding their course are listened to. 6.1 Benefits of Higher National qualifications over others The vast majority (80%) of UK students are positive about the benefits of a Higher National qualification; agreeing with the statement I believe there are benefits to undertaking a Higher National qualification over other qualifications. Only one per cent of UK students who participated in the research would disagree with this statement and 16% neither agree or disagree. To what extent do you agree or disagree I believe there are benefits to undertaking a Higher National qualification over other qualifications Strongly disagree 1% Don t know Tend to disagree Neither agree nor disagree 16% 3% 1% 35% Strongly agree Benefits to undertaking a HN qualification 49% 57% Develops skills required for employers Globally recognised qualification 48% Prepares you for progression to both university or employment 45% Learning that is related to industry and employment needs 45% 3% 26% Affordable Other Tend to agree Base: All students at UK colleges/ learning providers (849) Source: Pearson Higher Nationals Student Survey Data 22 Those students who agree with the statement, were asked to select, from a list, the main reasons why Higher National qualifications offer benefits over other courses (as shown in the chart above). For students in the UK the main benefit of taking a Higher National qualification is the opportunity to develop skills required by employers (mentioned by 57%). The other key benefits are that a Higher National qualification is globally recognised (49%), that it prepares students for progression to both university and employment (48%) and that the learning the qualification offers is related to industry and employment needs (45%). Overall, the views of international students correspond with those of students based in the UK; (78%) agree that there are benefits to undertaking a Higher National qualification over other qualifications, compared with 80% of UK-based students. However, it is interesting to note that Prepared and written for Pearson by Ipsos MORI 21
international students are more likely to say they strongly agree with the statement (42%, compared with 35% of UK students). Just three per cent of international students disagree, while 15% are unsure whether a Higher National qualification offers benefits over other qualifications. To what extent do you agree or disagree I believe there are benefits to undertaking a Higher National qualification over other qualifications International students Strongly disagree * Tend to disagree Neither agree nor disagree 15% 4% 3% 36% Don t know Strongly agree 42% Benefits to undertaking a HN qualification 9% 20% 29% 40% 42% Develops skills required for employers Globally recognised qualification Prepares you for progression to both university or employment Learning that is related to industry and employment needs Affordable Tend to agree Base: All students at international colleges/ learning providers (309) Source: Pearson Higher Nationals Student Survey Data 23 For international students, three key benefits offered by a Higher National qualification over other qualifications stand out. The fact that it is globally recognised is mentioned by 42% of international students, 40% highlight the importance of developing skills required by employers and 29% regard the learning the qualification offers that is related to industry and employment needs as a key benefit over other qualifications. 6.2 Students satisfaction that their opinions are being listened to The majority (62%) of UK students are satisfied that their views and opinions are listened to in regards to how their course might be improved. Over one in five (21%) are very satisfied that their views are considered, compared with just four per cent who are very dissatisfied. Looking at students attending UK Centres, full-time students are more likely to say that they are satisfied that their views on how the course can be improved are listened to, compared with those studying part-time (70%, compared with 51%, respectively). Findings are largely consistent across all other key sub-groups. Over seven in ten (73%) international students are satisfied with the way in which their views and opinions of their course and how it might be improved are listened to. Three in ten (31%) say they are very satisfied with the way in which this is done. Only one in twenty (six per cent) suggest that they are dissatisfied (either very or fairly). With no significant variations by subgroup. Prepared and written for Pearson by Ipsos MORI 22
How satisfied or dissatisfied are you that your views and opinions are listened to about how your course might be improved? International students Fairly dissatisfied Very dissatisfied Don t know Neither satisfied nor dissatisfied 20% 3% 3%2% Very satisfied 31% 41% Fairly satisfied Base: All students at international colleges/ learning providers (309) Source: Pearson Higher Nationals Student Survey Data 25 6.3 Attitudes towards current qualification A free response question was asked to gauge which aspects of the Higher National qualification students enjoy. For the most part responses related to friends made through the course, the ability to network and support from tutors/ teachers, alongside specific characteristics of individual courses. Prepared and written for Pearson by Ipsos MORI 23
Other, broader, aspects highlighted as enjoyable elements of the Higher National qualification include: The variation in the course content and learning methods, specifically practical elements and independent learning. The experience and knowledge gained from being on-the-job and attending college has well prepared me for a career in engineering. I enjoyed the more practical elements of the course, the group project and the site surveying visit. The independent research I need to do in order to complete the learning objectives. As it was independent it allowed me to research around the subject area I am currently writing about helping me understand better. The ability to work in small groups and engage with tutors/ lecturers. Being in a smaller learning environment and being able to engage with the tutors. Building up self-confidence and communication skills through giving presentations HND has been an opportunity for me to develop my self-confidence and my knowledge. Gaining work experience and relevant industry-based teaching from tutors and lecturers based within the relevant industries. Excellent teachers with relevant experience and qualifications, who can advise and relate to working environments. 6.4 Possible improvements to qualifications All students were asked to consider what one improvement they would make to their current qualification. This was a free response question and the responses were wide ranging. However, the key themes to emerge focused on: The perceived need for more practical-based work and development of practical skills. More practical based tasks linked with real-life scenarios. The call for greater links with industry, including local businesses, and an increase in work placements. A link between industry and the qualification could be introduced, to better students knowledge of how industry operates. A change to the way assignments are set and the time allowed for completion concern was raised about how time-consuming assignments are and the perceived lack of clarity around Prepared and written for Pearson by Ipsos MORI 24
deadlines, marking and what is expected. Improved feedback on completed assignments is also requested. Stop constantly changing assignments and the marking schemes during the course. It makes it very hard to work out what I need to accomplish to achieve certain grades. Increased recognition of the problems students face with workload issues: More flexibility with students if they are in full time employment as work commitments must be prioritised. Requests for additional online support through study guides, e-books and videos. Improved communications at the start of courses so that students are aware of course content and commitment per year. Be more specific about where the course will lead you. A call to publicise HN courses as degree-level qualifications and establish parity with degrees or a clearer path to higher education. Make the qualification at parity with a degree such as extending the number of years to three, from the current two. 6.5 Likelihood of recommending course to others The survey findings suggest that BTEC HN students would be advocates of their course. Using an 11-point scale, students were asked to rate from zero to ten the likelihood of recommending their course to friends and family, where zero is extremely unlikely and 10 is extremely likely. Just two per cent say that they would be extremely unlikely to recommend the course, compared to 17% who would be extremely likely to do so to friends and family. Looking at either ends of the scale; two-thirds (66%) of students would be likely to recommend the course (their score was between seven and ten), whereas just eight per cent would be unlikely to recommend it to friends and family (their score was between zero and three) and a quarter (26%) are uncertain (with a score between four and six). While international students are more likely to recommend their course, than not, the picture is not quite as polarised. Over one in ten (12%) international students say they are unlikely to recommend it to friends and family (their score was between zero and three) and three in ten (31%) are unsure either way (with a score between four and six). However, the majority (57%) say they are likely to recommend the course (their score was between seven and ten). An open-ended question was asked at the end of the survey to explore why students would, or would not, recommend their course to friends and family. Those who recommend their course focus on the following issues: How it has impacted on their self-confidence/ self-development. Prepared and written for Pearson by Ipsos MORI 25
This course is different from other courses the biggest advantage of this course is selfdevelopment (which) is leading you towards a specific skill asset. Global recognition (flagged up specifically by international students). I believe that this qualification will help you in your career not just locally but internationally, since this type of qualification is known globally. Affordability (often compared to degree courses). I think that the course is very affordable compared to the costs that come with universities (and) the one to one support is guaranteed unlike at universities. As a stepping stone or solid grounding for further study at university or employment. The BTEC Diploma in Business is a stepping stone to many different fields... it allows people to get many different career opportunities. Practical application/ work-based learning. Allows you to gain valuable working experience and knowledge as well as understand and learning the more technical areas of the industry. Staff knowledge / helpfulness/ patience/ supportive. I would recommend the course to my colleagues, friends and relatives because the college s staff are approachable and friendly and the lecturers are patient, knowledgeable and helpful to assist us whenever we were in are in difficulty. In contrast, reasons for not recommending the course centre around the themes listed below: Staffing too few tutors / teachers or staff turnover. Complete lack of organisation and large staff turnover Incorrect course / course content changed partway through. I feel like this course is not what I was told it would be. I thought it was going to be more about business and showing us how to set up our own business and helping up deal with the financial side. Workload unable to manage course work and employment/ looking after a family. It s a lot of commitment / coursework on top of a full-time job. I don't think the lecturers understand we are trying to balance work / college / home life and personal issues. Preference for a degree-based course (in hindsight). Because in hindsight, I think I would have chosen a degree over this course. I was told that I could easily go from this course to a 3rd year in a computer science degree. It turns out it Prepared and written for Pearson by Ipsos MORI 26
isn't quite that simple. I'm Just hoping this qualification is as recognised as it is hyped up to be. Prepared and written for Pearson by Ipsos MORI 27
7. Preparation for employment Students were asked to consider how their college and course has helped to prepare them for the world of work. Whilst few UK students have already experienced a work placement or consider their college to provide link to employers, most feel that the learning and assessment activities on their course are related to the world of work and employment. International students appear to have more opportunities to undertake work placements and build up links with employers, they are also more likely to feel that the learning and assessment activities on their course are related to the world of work. 7.1 Experience of work placements At the point of taking part in the research, a quarter (25%) of UK students had undertaken a work placement as part of their course. A further six per cent are certain that they will do so as part of their course but 14% are unsure. However, the majority (56%) are certain that they will not undertake a work placement as part of their course. As shown in the chart below, work placements appear to be more common for international students, with the majority (57%) reporting that they have already (29%) or intend to (28%) undertake one as part of their course. Just under a third (32%) are certain that their course will not offer a work placement, but one in ten (10%) are unsure. By sub-group, the notable difference is a higher proportion of part-time UK students who say that they will not undertake a work placement, compared with full-time students (64%, compared with 53%). Prepared and written for Pearson by Ipsos MORI 28
7.2 Colleges links to employers Only 37% of UK students consider their college to be good in respect to providing links with employers for their course. A third (32%) regard their college as neither good nor bad in terms of building up links to employers and one in seven (15%) feel their college s performance in regards to providing links has been bad. This may reflect the fact that few UK students have had the opportunity to undertake a work placement as part of their course. Over half (54%) of international students feel that their college is good at providing links with employers. While approaching a quarter (23%) are unsure either way, just 11% consider that their college has done a bad job in terms of building links with employers for their qualification. In the UK, part-time students are less likely to feel that their college has been good at providing link with employers (28%, compared with 41% of full-time students). However, this is largely explained by the higher proportion of part-time students who seem unsure (27% say don t know, compared with 12% of full-time students). A similar pattern is evident from the international dataset; with part-time students, less likely to think that their college has been good at providing links with employers for their qualification. However, these findings are indicative and not statistically significant given the small basis size. 7.3 Individual qualification relation to the world of work Although only a minority of UK students are offered work placements as part of their course and few consider their college as good in respect to providing links with employers, most (69%) feel that, so far, the learning and assessment activities on their course are related to the world of work and employment. Just over one in ten (12%) disagree, as shown in the chart below. Prepared and written for Pearson by Ipsos MORI 29
UK students who are less positive about their courses being able to relate to the world of work include: Part-time students; 17% disagree with the statement the learning and assessment activities on your course so far are related to the world of work/ employment, compared with seven per cent of full-time students. Prepared and written for Pearson by Ipsos MORI 30
Students aged 18-24; 14% disagree with the statement, compared with six per cent of those aged 25 and above. Possibly, reflecting the fact that work placements are more commonplace internationally, threequarters (76%) of students outside of the UK agree that the learning and assessment activities on their course are related to the world of work. Just a one in twenty (five per cent) disagree. Prepared and written for Pearson by Ipsos MORI 31
8. Progression from Higher Nationals The most popular next stop for students, in the UK and internationally, is to study towards a degree and most feel that their course is preparing them for this. Overall, students feel that the advice they have been given about what they can do after they have completed their qualification is good. 8.1 Plans for the future Looking ahead, the next step students in the UK are most likely to take is to study for a degree (mentioned by 37%). For one in five (21%) the intention is to achieve a promotion in their current career, whilst one in six (16%) intend to find employment. Fewer than one in ten are looking to start their own business (seven per cent), pursue further study, that is not a degree (six per cent) or change their career (five per cent). What do you intend to do once you have finished your course? Find employment 16% 28% Start own business Change career 7% 5% 5% 15% UK students International students Achieving a promotion in current career 21% 14% Studying towards a degree Further study ( learning that is not towards a degree) Other 6% 4% 9% 5% 37% 31% Base: All students at UK colleges/ learning providers (849) Base: All students at international colleges/ learning providers (309) Source: Pearson Higher Nationals Student Survey Data 21 The most popular next step for international students is also to study towards a degree (mentioned by 31%). More international students, than those based in the UK, intend to find employment (28%) once they have finished their course. Around the same proportion intend to achieve a promotion in their career (14%) and look to start their own business (15%). Around one in twenty anticipate changing their career completely (five per cent) or continuing with further study, other than a degree (four per cent). 8.2 How courses are preparing students for the future Students were also asked to consider whether their course is preparing them for a range of potential next steps. Given that students are more likely to opt to study for a degree as a next step, than other routes, it is encouraging to note that over three quarters (77%) of UK-based Prepared and written for Pearson by Ipsos MORI 32
students agree that their course is preparing them for this. Just one in twenty (six percent) disagree. Around seven in ten agree that their course is preparing them for future employment (71%) and for further study, other than a degree (mentioned by 67%). Just over half (53%) of all UK students feel that their course is helping them to achieve a promotion in their current job, but a quarter (25%) are unsure either way; possibly reflecting the fact that they are not currently in employment. Courses appear to be less helpful in encouraging students to start up their own businesses on graduating; just two in five (39%) agree that that is where they will progress to after their Higher National qualification. However, approaching three in ten students (28%) neither agree nor disagree with this statement, which could reflect the fact that students would not expect their course to prepare them for starting their own business. To what extent do you agree or disagree, that the course is preparing you for the following? UK students Strongly agree Tend to agree Neither agree nor disagree Tend to disagree Strongly disagree Don't know Studying towards a degree. Further study (learning that is not towards a degree). Employment. 26% 31% 36% 67% 71% 77% 41% 39% 41% 6% 14% 4% 2% 3% 7% 22% 5% 3% 3% 8% 19% 6% 2% 3% Starting your own business. Achieving a promotion in your current employment. 17% 21% 39% 53% 22% 32% 28% 25% 27% 14% 14% 15% 7% 8% 5% 7% Base: All students at UK colleges/ learning providers (849) Source: Pearson Higher Nationals Student Survey Data 19 Reflecting the findings for UK students, those studying in international centres are more likely to feel that their course is preparing them to study for a degree, than all other potential next steps: Over four in five (83%) international students agree that their course is preparing them in this respect. Over three-quarters of international students (78%) also agree that their course is preparing them for future employment opportunities, just five per cent disagree. Around two-thirds of international students (64%) feel prepared by their course to achieve a promotion in their current employment and a similar proportion (63%) say their course has helped them to prepare for further study (other than a degree). Once again, courses appear less supportive in terms of people feeling prepared to start their own business, as opposed to all other potential next steps. However, the majority (63%) of international students agree that their course prepares people in this respect and 20% neither agree nor disagree; reflecting the fact that people would not expect their course to prepare them for starting their own business. Prepared and written for Pearson by Ipsos MORI 33
8.3 Attitudes about advice for progression Overall, most UK students (58%) rate the advice they have been given about what they can do next, after their qualification, as good; including 19% who say that it is very good. Just over one in ten (12%) feel that they have been given bad advice regarding their next steps after completing their qualification. Prepared and written for Pearson by Ipsos MORI 34