August 2010 Understanding the information needs of users of public information about higher education Report to HEFCE by Oakleigh Consulting and Staffordshire University HEFCE 2010 Authors: Oakleigh Consulting Staffordshire University Kay Renfrew Peter Davies Helen Baird Amanda Hughes Howard Green, Postgraduate Directions Jean Mangan Kim Slack Oakleigh Consulting Limited Suite 626 Sunlight House Quay Street Manchester M3 3JZ Tel: 0161 835 4100 Email:[email protected] www.oakleigh.co.uk Contents Executive summary ................................................................................................... 1 1. Introduction ...................................................................................................... 15 1.1. Aims and terms of reference ..................................................................... 15 1.2. Context – stakeholder views of users‟ information requirements ............... 15 1.3. Information seeking behaviour .................................................................. 21 1.4. International examples .............................................................................. 22 2. Method ............................................................................................................ 25 2.1. Design and sample ................................................................................... 25 2.2. Method of data analysis ............................................................................ 29 3. Information requirements ................................................................................. 32 3.1. Employer information requirements ........................................................... 32 3.2. Prospective students‟ information requirements ........................................ 36 3.3. Information „need‟...................................................................................... 54 4. Providing the information ................................................................................. 58 4.1. Feasibility .................................................................................................. 58 4.2. Issues to be addressed ............................................................................. 61 4.3. Summary of issues and feasibility ............................................................. 66 5. Modes and means of providing information ..................................................... 68 5.1. The best modes of delivery ....................................................................... 68 5.2. Responsibility for providing the information ............................................... 72 6. Conclusions and recommendations ................................................................. 73 6.1. Addressing the problem that many prospective students do not look for information ........................................................................................................... 73 6.2. Delivering the information users want to where they look, in language they understand .......................................................................................................... 74 Appendix A. Information sources – USA, Canada, Australia ............................... 80 Appendix B. Document review list ...................................................................... 93 Appendix C. Sector stakeholder interviewees ..................................................... 95 Appendix D. Focus groups educational establishments and participants ............ 99 Appendix E. Focus group interview schedule and scenario cards ..................... 103 Appendix F. Questions for sector stakeholders ................................................ 110 Appendix G. Survey participants – summary and detail .................................... 115 Appendix H. Checklist against Higher Ambitions and TQI: for survey questionnaire development ..................................................................................................... 121 Appendix I. Survey findings ............................................................................. 125 Appendix J. Summary of advisors‟ comments .................................................. 161 Appendix K. Glossary of acronyms ................................................................... 165 Executive summary 1. This study‟s aims were to carry out research into understanding the needs of intended users (primarily prospective students but with some focus on their advisors and employers) of public information on higher education (HE). The work focussed on England, but also took into account Wales, Scotland and Northern Ireland where relevant. This report addresses: What information a range of users want and need to support decisions about going on to higher education. The best mode(s) of delivery to get information to the intended audiences. Who should be responsible for providing the information. How the identified information requirements should support the delivery of transparent and accurate advice and guidance to potential students about making course and institutional choices. 2. The main report is organised in to six Sections. An initial introductory section looking at the context for the work (outlining the information that government, sector bodies and other stakeholders regard as relevant to users), an overview of information-seeking behaviour, as well as looking at examples of information provision on HE in the USA, Canada and Australia. 3. The remainder covers the research method (Section 2), information requirements, based on an analysis of the research undertaken (Section 3), feasibility and issues around providing the information (Section 4), modes and means of providing information (Section 5) and conclusions and recommendations in Section 6. Detailed appendices provide supporting materials. Context 4. A number of recent high profile reports have made suggestions on the information requirements of different groups about HE (the key points are outlined in Section 1.2 of the main report). In summary, these reports place emphasis on prospective students having access to good quality information, advice and guidance (IAG), and access to comparable information on what and how they will learn, what they can expect to do when they qualify, and how their study can be funded and how much it will cost. 5. Key among these reports is the Teaching, Quality and the Student Experience (TQSE) sub-committee‟s 2009 report, which instigated this study by calling for the Higher Education Funding Council for England (HEFCE) to initiate detailed research into understanding the needs of intended users of public information about HE (students, parents, employers and other stakeholders). Thereafter, once HEFCE, representative bodies and the sector have agreed a set of required information, the report recommended that institutions (that is higher education institutions (HEIs) and further education colleges (FECs) that provide 1 higher education) should be required to make the relevant information available in an appropriate common format. 6. The previous government‟s blueprint for HE, Higher Ambitions, states that potential students should have the best possible information on the content of courses and on the value in academic and employment terms of specific qualifications. To do this the blueprint proposed that all universities should publish a standard set of information setting out what students can expect in terms of the nature and quality of their programme. 7. Although this blueprint is a key driver for this research study, other drivers include the widening participation agenda and commitment to social mobility (including work such as the report on fair access to the professions1), and the requirement for economic prosperity that there is a supply of good quality science, technology, engineering and mathematics (STEM) graduates. The economic imperative also requires close working between HE and industry to ensure the supply of higher skills for certain key sectors and markets. 8. Underpinning all this is the perceived need to ensure that young people, and those who advise them, can make informed decisions making use of online access where appropriate, as various recent publications have made clear2. More broadly there is also a link to the review of postgraduate training (PGT)3. 9. All this work takes place in the context of increasing competition in the HE sector. The outcome of the Independent Review of Higher Education Funding and Student Finance is likely to reinforce the idea of students as consumers or customers. In addition, the current and ongoing global financial situation has placed an emphasis on cost effectiveness and efficiency from the sector and the delivery of value for money. 10. Part of the work looked at the way information is provided to prospective students and their advisors from official sources (i.e. governmental or government agency) in the USA, Canada and Australia. Due to the limited timescale for this research, the comparison was limited to these English speaking countries. These resources concentrate on identifying higher education institutions of interest through the use of filtered searching, rather than on identifying particular courses. The information provided likewise is largely about the place of study rather than what students can expect to do on a particular course, what they will learn, or the outcomes for previous students on these courses. None of the resources allow users to filter the information