We take creative activities very seriously at Beaumont despite the pressures from national curriculum guidance and league tables. We value these for the student development opportunities they offer.
Pleasing to read that recent government figures place the value of the UK creative sector at £84 Billion a year and suggest that 1.9 million people are employed in this sector. We also have record numbers of students successfully taking STEM subjects. In other words we offer a balanced curriculum to a balanced economy.
Not an eye catching headline but it is important that the creative element of our offer is recognised in hard numbers with education finances being stretched and increasingly difficult choices having to be made.
Showing posts with label University. Show all posts
Showing posts with label University. Show all posts
Sunday, 31 December 2017
Career Earnings for graduates
There are many good reasons to go to university (and also many not to). The option, if available, deserves considerable thought. Much of this should not consider the financial aspect, but it is unavoidable.
As the number of graduates available for work increase it is to be expected that the differential between graduate and non-graduate earnings will narrow. This does appear to be occurring but at a slower rate than many expected. This is likely to be due to changes in the overall labour market which are increasingly rewarding high-skilled versus low-skilled jobs.
Recent figures suggest that over a career lifetime a female graduate will earn on average £250,000 more than a non-graduate and the figure for a male graduate is £170,000. Given that the average student debt is around £50,000, there does still appear to be a considerable financial advantage.
However, the analysis deals in averages and therefore treats all non-graduates the same in terms of average earnings. Those who take up higher apprenticeships will possess much higher skills than the average non-graduate and these will have been moulded to a specific group of employers' requirements. This is likely to mean that these individuals will command a commensurate premium in the market and will not have the either the burden of student debt or the job insecurity which can surround many new graduates.
It is not therefor surprisingly that many of these high quality apprenticeships are highly sought and competitive not just in terms of academic qualifications but also people skills.
As the number of graduates available for work increase it is to be expected that the differential between graduate and non-graduate earnings will narrow. This does appear to be occurring but at a slower rate than many expected. This is likely to be due to changes in the overall labour market which are increasingly rewarding high-skilled versus low-skilled jobs.
Recent figures suggest that over a career lifetime a female graduate will earn on average £250,000 more than a non-graduate and the figure for a male graduate is £170,000. Given that the average student debt is around £50,000, there does still appear to be a considerable financial advantage.
However, the analysis deals in averages and therefore treats all non-graduates the same in terms of average earnings. Those who take up higher apprenticeships will possess much higher skills than the average non-graduate and these will have been moulded to a specific group of employers' requirements. This is likely to mean that these individuals will command a commensurate premium in the market and will not have the either the burden of student debt or the job insecurity which can surround many new graduates.
It is not therefor surprisingly that many of these high quality apprenticeships are highly sought and competitive not just in terms of academic qualifications but also people skills.
new versus old student loan system
Just read an interesting study of expected loan repayments under the new loan system versus the old (the prior to 2012 system) - source Institute of Fiscal Studies. Perhaps surprisingly given the headline coverage, 40% of students (the lowest future earners) will pay less under the new system than the old, even with the tripling of tuition fees. This is because of the considerably higher threshold for repayment of any amount.
The analysis suggests that the highest future earners will pay back nearly £90, 000 in total, whilst the lowest 35% are expected to pay back less than £20,000.
This raises significant issues about the effectiveness of the new system, but does suggest that concern over future low earnings should not deter students' from attending university with student loan support.
The analysis suggests that the highest future earners will pay back nearly £90, 000 in total, whilst the lowest 35% are expected to pay back less than £20,000.
This raises significant issues about the effectiveness of the new system, but does suggest that concern over future low earnings should not deter students' from attending university with student loan support.
Sunday, 17 September 2017
An upset in the university rankings (Portsmouth top whilst St Andrews bottom)
I am often asked "where does [insert name] university rank?" which is problematic and complex to answer, not least because in literal terms it depends on what ranking table you look at.
To add to the choice the Economist has analysed information released by the Department of Education which address the impact of attendance at individual universities on future earnings. The Economist has used this data to produce a ranking comparing graduates' wages with expectation regardless of their university the average for a UK graduate with their qualifications prior to university entry (to give a fair test of the value the individual university adds). As well as Portsmouth, top universities using this measure include the often feted (Oxford and Nottingham) and the less familiar (Brunel and Robert Gordon).
To be clear the two biggest determinants of graduate earnings outcome are the difference in entry qualifications of the student intake and the subject studied - those with an element of maths being the most rewarded, financially. However the Economist study adjusts for these effects to draw out universities which seem to inject a better (or worse) future financial outcome than expected. The lower performing universities (on other ranking tables) that do well on the Economist's measure focus on vocational courses that have consistent earnings outcomes, which implies strong demand for these jobs and/or have has success at establishing links with successful industries. Bournemouth (fourth in this table) has a global reputation for visual effects and therefore strong links with the film industry. Southampton Solent has links with maritime design and shipping management and logistics.
Of course, there is a lot more to university choice than expected future earnings. I have always been very clear that the ability to develop one's talent and interest must always be a prime consideration. If however a closer examination of the data allows more students to make more informed choices and also forces universities to consider the quality of their offer, then should all be for that.
Subscribers to the Economist can look at their work in more detail at Economist.com/UniRankings17
To add to the choice the Economist has analysed information released by the Department of Education which address the impact of attendance at individual universities on future earnings. The Economist has used this data to produce a ranking comparing graduates' wages with expectation regardless of their university the average for a UK graduate with their qualifications prior to university entry (to give a fair test of the value the individual university adds). As well as Portsmouth, top universities using this measure include the often feted (Oxford and Nottingham) and the less familiar (Brunel and Robert Gordon).
To be clear the two biggest determinants of graduate earnings outcome are the difference in entry qualifications of the student intake and the subject studied - those with an element of maths being the most rewarded, financially. However the Economist study adjusts for these effects to draw out universities which seem to inject a better (or worse) future financial outcome than expected. The lower performing universities (on other ranking tables) that do well on the Economist's measure focus on vocational courses that have consistent earnings outcomes, which implies strong demand for these jobs and/or have has success at establishing links with successful industries. Bournemouth (fourth in this table) has a global reputation for visual effects and therefore strong links with the film industry. Southampton Solent has links with maritime design and shipping management and logistics.
Of course, there is a lot more to university choice than expected future earnings. I have always been very clear that the ability to develop one's talent and interest must always be a prime consideration. If however a closer examination of the data allows more students to make more informed choices and also forces universities to consider the quality of their offer, then should all be for that.
Subscribers to the Economist can look at their work in more detail at Economist.com/UniRankings17
Sunday, 11 December 2016
Good advice from universities prior to sixth form subject choice
The Russell Group advice ("Informed Choices") detailed here about subject selection has been updated and enhanced. The key messages remain the same but perhaps there is a little more clarity and detail now.
The most useful element for Beaumont students is, I think, their 5 point plan, which I have summarised below:
1. Know what you want to study as a degree?
Check what, if any, are the subject requirements - use UCAS Course Search to do this quickly
2. Not sure what you want to study?
Keep your options open by choosing 1 or 2 "facilitating subjects" (these are the Biology, Chemistry, Physics, Maths, Further Maths, Languages, Geography, History and English Literature). There is absolutely no advice of a need or a preference for 3.
3. GCSEs matter. Since the demise of AS levels universities are using this information more intensely and they often require certain GCSEs at certain standard in support of sixth form subject choices.
4. Think balance and suitable combinations, but do not choose a likely weak area to study just to create balance.
5. Make sure you know why you are choosing a subject, especially if it is new to you. Be able to explain for a minute why this choice makes sense for you.
The most useful element for Beaumont students is, I think, their 5 point plan, which I have summarised below:
1. Know what you want to study as a degree?
Check what, if any, are the subject requirements - use UCAS Course Search to do this quickly
2. Not sure what you want to study?
Keep your options open by choosing 1 or 2 "facilitating subjects" (these are the Biology, Chemistry, Physics, Maths, Further Maths, Languages, Geography, History and English Literature). There is absolutely no advice of a need or a preference for 3.
3. GCSEs matter. Since the demise of AS levels universities are using this information more intensely and they often require certain GCSEs at certain standard in support of sixth form subject choices.
4. Think balance and suitable combinations, but do not choose a likely weak area to study just to create balance.
5. Make sure you know why you are choosing a subject, especially if it is new to you. Be able to explain for a minute why this choice makes sense for you.
Wednesday, 30 November 2016
Approaching the new A levels successfully
The key issue for students faced with a return to terminal exams after two years of study must be planning consolidation of understanding and command of a much broader amount of content. It is no longer possible to chop up learning into bite size pieces and this is one of the intents of the new qualifications.
Despite the loss of Year 12 exam downtime, teachers will not be able to devote much, if any extra time to additional revision or consolidation, because the new content to be taught has often increased sizeably. This means students must be prepared to revisit previous studies continually to embed understanding. It requires a different approach, but Beaumont students have shown that they have greater independent learning than most, so take heart but take note also.
Despite the loss of Year 12 exam downtime, teachers will not be able to devote much, if any extra time to additional revision or consolidation, because the new content to be taught has often increased sizeably. This means students must be prepared to revisit previous studies continually to embed understanding. It requires a different approach, but Beaumont students have shown that they have greater independent learning than most, so take heart but take note also.
Monday, 22 August 2016
Interesting statistics from UCAS
Nationally:
70% of students get into their Firm choice of university
10% into their Insurance choice
10% gain a place via Clearing
Of the 10% who do not get a place in an application round, 50% apply again and 90% of these gain a place this time around.
70% of students get into their Firm choice of university
10% into their Insurance choice
10% gain a place via Clearing
Of the 10% who do not get a place in an application round, 50% apply again and 90% of these gain a place this time around.
Musings on the economics of university study
Is it "worth" it? There is more possible value to a degree than the pure future earnings/cost projections, hence the quotation marks around worth, but as there has been considerable recent analysis of the changing economics, it is worth a review here.
The cost of university study is clearly rising sharply. This is driven by sharply increasing accommodation costs, the ability of universities to begin charging over £9000 per year for tuition, and the sizeable interest rate charge being levied (about to rise to 4.5% per year). Additionally the Government has reneged on its promise to index the £21000 earnings threshold so a greater proportion of real graduate earnings will incur the 9% repayment levy.
At the same time, there is evidence of a decline in the earnings margin between graduates and non-graduates. Taken together an increasing number of students are likely to find that their degree is not "worth" it. However this year a record number (434,000) have secured places at British universities which suggest that the pure financial figures are either not fully recognised or that students see other aspects of gaining a degree, including greater career flexibility and the student experience, to still be worth "investing" in.
As always it is important to recognise that any figures of this type only have validity as broad averages. Many students will obtain much more value (in all its forms) from going to university than the cost whilst many others will, unfortunately, obtain considerably less.
The cost of university study is clearly rising sharply. This is driven by sharply increasing accommodation costs, the ability of universities to begin charging over £9000 per year for tuition, and the sizeable interest rate charge being levied (about to rise to 4.5% per year). Additionally the Government has reneged on its promise to index the £21000 earnings threshold so a greater proportion of real graduate earnings will incur the 9% repayment levy.
At the same time, there is evidence of a decline in the earnings margin between graduates and non-graduates. Taken together an increasing number of students are likely to find that their degree is not "worth" it. However this year a record number (434,000) have secured places at British universities which suggest that the pure financial figures are either not fully recognised or that students see other aspects of gaining a degree, including greater career flexibility and the student experience, to still be worth "investing" in.
As always it is important to recognise that any figures of this type only have validity as broad averages. Many students will obtain much more value (in all its forms) from going to university than the cost whilst many others will, unfortunately, obtain considerably less.
Sunday, 10 July 2016
Post CED Week Post
Best start to personal statements we have seen in several years. All prospective applicants should focus on drafting and improving these over the next two weeks and, of course, the summer holidays. The Blog has been updated to pick up some new schemes and more particularly the increasing number of sites that attempt to combine these in to a hub.
Also have updated the Birmingham University link to take enquiries direct to the page prior to using the Offer Calculator. I hope many will use this either now or in September after UCAS projected grades known.
Also have updated the Birmingham University link to take enquiries direct to the page prior to using the Offer Calculator. I hope many will use this either now or in September after UCAS projected grades known.
Monday, 18 April 2016
Losing out with Languages?
Media attention today on concerns about drop in A level language numbers. This is a concern especially as it seems likely that much of this is not due directly to lack of interest from students but from curriculum pressures and the current STEM push.
There is another perspective however, that is seen in the Sixth Form. University language study is valued by the Government and employers. This means numbers are supported at university and therefore that therefore prospective language students are in high demand. The reduced competition for places that language students face therefore allows readier access to some very attractive courses of studies and venues.
The moral to this is that there is always more than one side to a story. Think before you leap or follow the herd.
There is another perspective however, that is seen in the Sixth Form. University language study is valued by the Government and employers. This means numbers are supported at university and therefore that therefore prospective language students are in high demand. The reduced competition for places that language students face therefore allows readier access to some very attractive courses of studies and venues.
The moral to this is that there is always more than one side to a story. Think before you leap or follow the herd.
Thursday, 18 February 2016
More London University taster courses added
A new swathe of courses covering Engineering, Physics, Pharmacology and French happening between March and July are being promoted. At Kings, Queen Mary, Royal Holloway and UCL. Booking via main site www.london.ac.uk/tasters.
Tuesday, 12 January 2016
Oxford University Opportunities
For Year 12s there are 3 general Oxford University Study (taster) Days 15,16,17 March in a broad range of subjects. You must have a minimum of 5 A* at GCSE (7 for Medicine) to apply.
See http://www.pathways.ox.ac.uk/#y12study for more details and application. Deadline 31/1/16
Additionally St John's College, Oxford running Study Days across dates in late Feb and March for German, English and History prospective applicants. Deadlines late jan to early Feb. Details at:
www.sjc.ox.ac.uk/3958/Year-12-Study-Days.html
Also University College, Oxford have Study Days for Humanities, Mathematical and Physical Sciences across mid Feb to early March. First deadline here is this Friday (15th January). More at:
www.univ.ox.ac.uk/content/activities-and-events
See http://www.pathways.ox.ac.uk/#y12study for more details and application. Deadline 31/1/16
Additionally St John's College, Oxford running Study Days across dates in late Feb and March for German, English and History prospective applicants. Deadlines late jan to early Feb. Details at:
www.sjc.ox.ac.uk/3958/Year-12-Study-Days.html
Also University College, Oxford have Study Days for Humanities, Mathematical and Physical Sciences across mid Feb to early March. First deadline here is this Friday (15th January). More at:
www.univ.ox.ac.uk/content/activities-and-events
Friday, 1 January 2016
Unconditional Offer Considerations
The unconditional university entry offer prior to A level completion is a relatively new phenomenon, but students from Beaumont have received these over the previous 2 - 3 years and already some this year have. Historically, some have taken these offers up and some have not. There is no doubt a need for clarity of thought when making this decision.
To be clear these offers are attempts, by the universities which make them, to sway an applicant to choose them over the likely four similar ranked alternatives. These offers are nearly always made only on the condition that this degree course is put first choice and alternatives are all effectively therefore rejected.
For the student there are Pros and Cons of this new development in the university application saga. Put briefly the Pros are:
a) less stress which, depending on the individual, may be beneficial to well-being as well as allowing greater focus on the actual study of subjects rather than pure exam hurdle preparation.
b) the guarantee of a place, which prevents a need to take a year out or face the uncertainties involved in the Clearing process. This can also help in securing good quality student accommodation, which for some universities can be difficult.
The Cons are:
a) a risk that the motivation to gain the best possible A level grade combination is lost. Whilst in the short-term this will not matter, it may well, once the graduate job application process begins. There is no doubt that, due to university degree class inflation, recruiters are looking at A level grades as a significant discriminator. Beaumont certainly does when recruiting new graduate staff.
b) the potential loss of a better course option which has to be conceded once the unconditional offer is taken. Many universities are now taking students who achieve one and two grades below their offer, so even a slight disappointment in overall A level grade outcome is often not an eliminator from obtaining a place via a conditional offer.
Our advice is that unconditional offers should be treated with great caution and careful consideration. For some students, in some circumstances, they are definitely a welcome new option, but for others, they can be a temptation that can lead to long-lasting regret.
To be clear these offers are attempts, by the universities which make them, to sway an applicant to choose them over the likely four similar ranked alternatives. These offers are nearly always made only on the condition that this degree course is put first choice and alternatives are all effectively therefore rejected.
For the student there are Pros and Cons of this new development in the university application saga. Put briefly the Pros are:
a) less stress which, depending on the individual, may be beneficial to well-being as well as allowing greater focus on the actual study of subjects rather than pure exam hurdle preparation.
b) the guarantee of a place, which prevents a need to take a year out or face the uncertainties involved in the Clearing process. This can also help in securing good quality student accommodation, which for some universities can be difficult.
The Cons are:
a) a risk that the motivation to gain the best possible A level grade combination is lost. Whilst in the short-term this will not matter, it may well, once the graduate job application process begins. There is no doubt that, due to university degree class inflation, recruiters are looking at A level grades as a significant discriminator. Beaumont certainly does when recruiting new graduate staff.
b) the potential loss of a better course option which has to be conceded once the unconditional offer is taken. Many universities are now taking students who achieve one and two grades below their offer, so even a slight disappointment in overall A level grade outcome is often not an eliminator from obtaining a place via a conditional offer.
Our advice is that unconditional offers should be treated with great caution and careful consideration. For some students, in some circumstances, they are definitely a welcome new option, but for others, they can be a temptation that can lead to long-lasting regret.
Aldi and Lidl offer market leading graduate salaries
Aldi offers £42000 starting salary rising to £70000 in 4 years plus benefits including Audi car. Lidl close behind. Average graduate starting salaries are in the £23- 26,000 range. Aldi currently have 400 graduate area managers and at Lidl 600 graduates are in management roles. The boss of Aldi UK started as a graduate trainee.
Amongst all the understandable concern about the costs and returns of going to university these examples should encourage university applicants in terms of the broad range of graduate job availability.
Amongst all the understandable concern about the costs and returns of going to university these examples should encourage university applicants in terms of the broad range of graduate job availability.
Sunday, 8 November 2015
Thoughts on university fee increase
Universities may be allowed soon to increase their fees beyond £9000 per year, subject to teaching standard monitoring. It is easy to fail to appreciate that universities did not see large increases in their revenue per student with the big increase in 2012 because this was largely caused by the withdrawal of much of the taxpayers' subsidy for Higher Education.
It seems reasonable that the universities with better teaching should command a higher price, but it will be important to follow how affordability for students from lower income households is sustained in these circumstances. Also all universities really do need to think about models of tuition which have very low contact time in terms of value for money. As always the decision to be made by future prospective applicants will be a subtle and challenging one. As much clarity of information as possible should be an essential prerequisite of any further change,
It seems reasonable that the universities with better teaching should command a higher price, but it will be important to follow how affordability for students from lower income households is sustained in these circumstances. Also all universities really do need to think about models of tuition which have very low contact time in terms of value for money. As always the decision to be made by future prospective applicants will be a subtle and challenging one. As much clarity of information as possible should be an essential prerequisite of any further change,
Tuesday, 3 November 2015
EPQ gaining ground
Following on the heels of Bristol and Southampton, Birmingham University have recognised the value of students preparing for university study by taking this qualification. They have done this from 2016 by reducing their standard offer by one grade for any students who complete the EPQ and obtain an A or A* grade.
Sunday, 1 November 2015
Name blind recruitment coming soon
I imagine that there are a complex set of reasons for ethnic minorities finding access to university and graduate employment careers more challenging than the average according to national statistics. However it is pleasing that there is now a co-ordinated attempt to tackle one possible cause, covered well in this article:
http://www.telegraph.co.uk/news/politics/11953841/Big-employers-agree-to-hide-names-on-graduate-job-applications-to-end-discrimination.html
http://www.telegraph.co.uk/news/politics/11953841/Big-employers-agree-to-hide-names-on-graduate-job-applications-to-end-discrimination.html
Kings College Early Taster Days
We find great value in the London university degree taster programme which typically runs from Feb - July. Booking for this programme remains possible from 7/1/16 and we will promote it heavily beforehand. However Kings College have some organised ahead of the full programme, so if you are interested in Nursing, International Development or English Language and Linguistics then consider booking and attending these via the College site or google London University Tasters.
Monday, 19 October 2015
Choice of A levels advice from universities
The Russell Group of universities offer some additional guidance about the current status of AS levels and their view of Core Maths in their FAQ section at the bottom of this link:
http://russellgroup.ac.uk/for-students/school-and-college-in-the-uk/for-teachers-and-career-advisers/
Worth keeping up with, though, still, every university, including the Russell Group ones, develops independent policies that suit themselves.
Sunday, 26 April 2015
New UCAS service
UCAS now will allow up to five universities to contact an applicant who is unplaced i.e. eligible for Clearing, offering a relevant course once summer results received. UCAS will be passing on these results therefore for the first time.
All should note that this is an opt-in service which UCAS are currently contacting applicants about. There is no requirement to accept any of these places if offered. The general Clearing service is still available to be used in the standard way.
All should note that this is an opt-in service which UCAS are currently contacting applicants about. There is no requirement to accept any of these places if offered. The general Clearing service is still available to be used in the standard way.
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