Improving young people’s HE decision-making? Exploring the role of Information, Advice & Guidance (IAG).

BERA Annual Conference, Manchester University4-6 September, 2012.

Dr. Katy Vigurs, Dr. Kim Slack and Prof. Jean ManganSchool of EducationStaffordshire University

Research aim

• To investigate young people’s HE decision-making processes, specifically focusing on their use of formal and informal sources of information, advice and guidance (IAG).

Who do young people trust when seeking advice and guidance about HE?

What sorts of information, advice and guidance do they want

and when?

And how does this impact on

their HE decisions?

Research methods

• 37 x A level students took part in 2 semi-structured interviews during their final year of study.

• Interview 1 took place after UCAS forms had been submitted (Autumn term).

• Interview 2 took place after HEI offer letters had been received (Spring term).

• The sample was drawn from five West Midlands’ institutions (a sixth form college, an FE college, an independent school, a state selective school and a comprehensive school).

• This paper draws on data from the independent school, and the FE college.

Sample: key characteristics

School Ethnicity First generation to go to HE?

Degree subjects Applications to Russell Group / mix / non-Russell Group

FE college

(2 males, 6 females)

8 White British 6 YES2 NO

Psychology (1)Accounting (1)Art (1)Dance (1)Business (1)Law (3)

8 Non-Russell Group

Independent

(all male)

5 White British2 Pakistani1 Indian

1 YES7 NO

Dentistry (1)Medicine (2)Law (1)Languages (3)Business (1)

8 Russell Group

Does it matter whether they apply to

a RG HEI or not?Role of IAG?

Role of IAG in choice of degree subject:

What subject, rationale for choice, when

chosen?

Formal IAG (1)

• Different terms for formal IAG – e.g. IAG, career IAG, careers-related IAG, careers education and guidance, Connexions, integrated youth support – boundaries and the relationships between them are loose and unclear.

• Role of formal IAG is considered important in developing ‘opportunity awareness’ and decision-making skills in young people. (Transitions Review Group, 2005)

• Social justice aspect (Reay, 1998) – HE decision-making is influenced by students’ levels of social, cultural and economic capital (as well as other factors). Not everyone has access to the same information, advice and knowledge. Who is privileged? Which social groups go to which universities? (The Sutton Trust, 2011)

Formal IAG (2)

• Formal IAG has most impact on pupils of high ability who attend schools achieving below average standards, typically without attached sixth forms. (Transitions Review Group, 2005)

• Timing of formal IAG provision – needed earlier? Those planning on going to HE may need IAG to start prior to choosing GCSE options. (Transitions Review Group, 2005; (Foskett et al., 2004; Smith et al., 2005). Wanted an integrated approach to IAG on GCSE options, HE and careers delivered at a time when they are choosing their options (Y9) (Hibbert, 2010).

• Concerns about the quality and consistency of IAG provision (National Audit Office, 2004). Many schools did not feel they had capacity to provide appropriate levels of IAG for young people.

• Evidence that young people feel that a human aspect to IAG provision is important. Lots of information available, but advice and guidance needed to access, negotiate and use relevant information (TRG, 2005). Many felt let down by formal sources of IAG (Hibbert, 2010).

But who do young people trust when seeking advice and

guidance?

What sorts of advice and

guidance do they want?

And to what end?

Informal IAG

• Evidence that formal IAG frequently has less impact than informal IAG (Foskett, 2004). Trusted sources = people with whom they have a good relationship. Prioritised as sources over ‘IAG experts’ (Hibbert, 2010).

• Parents seen as key source of IAG and/or influence on HE choices (McCrone et al., 2005; Hibbert, 2010).

• Evidence that teachers (who are not in formal IAG roles) influence young people’s transition choices. Not clear which aspects of teacher input (e.g. personality, quality of advice) was source of influence (McCrone et al., 2005; Hibbert, 2010).

• Peers seen as a potential source of IAG but concern that they are no better informed (Hibbert, 2010).

• Young people often turn to search engines to look for (potentially unregulated) HE information.

Changes to formal IAG profession

• LAs no longer have responsibility to provide universal careers service.

• Responsibility for resourcing careers guidance has switched to schools but no transfer of funding has accompanied this

• Removal of statutory duty on schools to ensure all pupils are provided with independent careers advice – can now be met minimally e.g. through web-based or telephone services.

(Hooley and Watts, 2011)

Changes to HE policy context

• HEFCE (2010) highlighted the role of accessible,

comparable and intelligible HE information. • The Sutton Trust (2011) recommended that a new

system of HE advice and guidance be developed in schools and colleges in order to narrow the gulf of HE destinations between different types of schools/colleges.

• New tuition fee arrangements 2012 onwards.• Current numbers cap on undergraduate courses. • HE decision-making is complex• HE landscape is complicated & changing

Key Information

Sets

Policy privileging information over A&G?

• Are young people effectively accessing and using information now available? Is making information available enough? How is this information being used to inform decision making? Are some groups more privileged than ever?

• Changing HE landscape means an increasing need for accurate and flexible advice and guidance? Developing young people’s strategies for making decisions and using information according to their circumstances?

Back to research aim

• When were young people making decisions about HE? • What sorts of IAG did they use at these times?• Possible impact on decisions made?• Was there variation between different sorts of young

people? • What sources did they trust when seeking/receiving

advice and guidance about HE decisions?

Independent school – Timings of decisions

Khalid

Mani

Jack

Tom

Year 13Year 12Year 11

BiologyChemistry*

FrenchBusiness Stds

REHistoryMaths

Economics*

RESpanish

Business Stds*English Lit*

BiologyChemistry

MathsGeography*

French

Law

Spanish & Philosophy

Medicine

LawIAG

MedicineNo IAG

Span & Phil IAG

MedicineNo IAG

Degree

Changed mind re: medicine

career

IAGWhat

degree?

IAGWhat HEIs?

UCAS

UCAS

UCAS

UCAS

IAGWhat HEIs?

IAGWhat HEIs?

IAGWhat HEIs?

IAGWhat AS to drop?

FE College – Timings of decisions

Amy1stG

Molly

Lewis1stG

Chloe

Year 13Year 12Year 11

LawAccounting

Business Stds

LawBusiness Stds

Psychology

LawFrench

Business StdsPsychology

MediaSociology

Graphic Design

Accounting

Law

Law & French

Graphics &Advertising

LawIAG

No IAG

No IAG

Career IAG

DegreeIAG

What degree?

IAGWhat HEIs?

UCAS

UCAS

UCAS

UCAS

IAGWhat HEIs?

IAGWhat HEIs?

IAGWhat HEIs?

IAGWhat

degree? AS Lev grades

IAGDegree or not?

IAGWhat

degree?

Independent school – Timings of decisions*

Khalid

Mani

Jack

Tom

Year 13Year 12Year 11

BiologyChemistry*

FrenchBusiness Stds

REHistoryMaths

Economics*

RESpanish

Business Stds*English Lit*

BiologyChemistry

MathsGeography*

French

Law

Spanish & Philosophy

Medicine

LawIAG

MedicineNo IAG

Span & Phil IAG

MedicineNo IAG

Degree

Changed mind re: medicine

career

IAGWhat

degree?

IAGWhat HEIs?

UCAS

UCAS

UCAS

UCAS

IAGWhat HEIs?

IAGWhat HEIs?

IAGWhat HEIs?

IAGWhat AS to drop?

Independent school – IAG drawn upon

Khalid

Mani

Jack

Tom

FrenchOxford

LawOxford

Spanish & Philosophy

Oxford

MedicineSheffield

Used Net to research

courses & grade offers

Mum phones everyday & using CA at her school

Reputation of course

(needed to be in top 20)

Reputation of university

School CA advised when

choosing degree

Careers Room

IAG to deduce skills req for

degree in Yr 11

Times Uni Guide to

narrow down list

Parents want top uni – “all mine in top

11”

Careers Room

Visited open days

Spoke to current

students

IAG in Yr 12 which AS to drop – worried about HE application

Contacted unis as

well as CA

Rare course – found ‘good unis’ using

Net

Then spoke to teachers

Visited Open Days

Careers room to res Durham

& Oxford colleges

“Haven’t had to think too much,

just a case of which unis”

Sister at Sheffield doing Speech

Therapy helpful

Careers Room & Net & CA

5 open day

visits

Work experience

contacts

Course content

& pedagogy

Independent school

• Cultural expectations from young age.• Aware of wide range of issues about HE.• Formal school careers advisor used by all, but some felt more

helpful (medics) than others. Some subjects/routes felt to be valued more highly.

• Course & university reputation & rankings important. Meaningful to them. Game to be played with rules to be followed.

• Well resourced ‘careers room’ – free periods spent there.• Jack, Khalid and Tom used informal IAG (social capital) in focused

and detailed way to shape & check decisions.• Pro-active in taking initiative. Confident in using different sources

of IAG at different times for different purposes.

FE College – Timings of decisions

Amy1stG

Molly

Lewis1stG

Chloe

Year 13Year 12Year 11

LawAccounting

Business Stds

LawBusiness Stds

Psychology

LawFrench

Business StdsPsychology

MediaSociology

Graphic Design

Accounting

Law

Law & French

Graphics &Advertising

LawIAG

No IAG

No IAG

Career IAG

DegreeIAG

What degree?

IAGWhat HEIs?

UCAS

UCAS

UCAS

UCAS

IAGWhat HEIs?

IAGWhat HEIs?

IAGWhat HEIs?

IAGWhat

degree?

IAGDegree or not?

IAGWhat

degree?

FE College – IAG drawn upon

Amy1stG

Molly

Lewis1stG

Chloe

Accounting Local post-

92 HEI

Law Local

post-92 HEI

Law & French

Aberystwyth

Graphics &AdvertisingLeeds Met

Wanted to stay local –

less debt

School encouraged progression to FE only

Doesn’t know what uni will be

like

FE IAG on UCAS process

Aunt advised

‘Red Bricks’

Friends going

local too

Chose subject due to

open day

Spoke to FE tutor re: UCAS process

& personal statement

Didn’t ask Law

teacher for advice

Looked where did

course near by

Open day visits to confirm choices

She ‘knows’ local HEI has

good law dept.

Family supportive but no IAG

Typed in course choice

to UCAS website

Used alternative prospectus

Looked at relevant

uni websites

Wanted to move away

Open days important – some ‘up

tight’

Info on chances

of getting a job

Thought uni a waste of time

& money

Info on future career meant

degree

Sought IAG from personal tutor on what

& where

Looked where offered course

Wanted to move away

Info from ‘peers’ on ‘quality’

FE College

• Lewis & Amy decided early on that they would study locally to avoid debt and stay near friendship group / family. This shaped decisions to be made and IAG to be drawn upon. Both ignored family advice.

• Molly worked out own set of criteria for choosing HEIs (seaside, job prospects) – then negotiated information available. Used open days to check ‘my kind of place’.

• Chloe spent time negotiating competing information. Used informal IAG through social networks (friends of friends) to check HEI seal of approval – together with other information and advice from tutor.

• FE students knew less over a wider range of issues at key times of decision-making for university? Make decisions differently. Does this matter?

• Perceptions of self/place in world important? How relate to what IAG is sought out and valued?

Further questions

• Should yp be challenged on what they think their ‘information’ and ‘advice & guidance’ needs are at regular intervals? Who by? Using what criteria?

• Is this partly an issue of timing? How conscious/strategic are schools/parents of what IAG is being offered to young people when? What resources are being used?

• Do informal sources of IAG need to be supported to have relevant and appropriate knowledge for those asking? How?

• Do young people need to be supported to develop pro-active strategies for making sense of IAG available and applying it to their lives? How?

k.vigurs@staffs.ac.ukSchool of EducationStaffordshire University

References

• Foskett, N. et al. (2008) The influence of the school in the decision to participate in learning post-16. British Educational Research Journal 34(1):37–61

• Hibbert, T. (2010) Face to Face. What young people think about information, advice and guidance. NYA & LGA.

• Hooley, T. and Watts, A.G. (2011) Careers Work with Young People: Collapse or Transition? An analysis of current developments in careers education and guidance for young people in England, International Centre for Guidance Studies, University of Derby.

• Hughes and Gration (2009) Literature review of research on the impact of careers and guidance-related interventions.

• McCrone, T. et al. (2010) Information, Advice and Guidance for Young People (LG Group Research Report). Slough: NFER.

• McGowan, A., Watts, A.G. and Andrews, D. (2009) Local Variations: a Follow-Up Study of New Arrangements for Connexions/Careers/IAG Services for Young People in England. Reading: CfBT.

• Nicoletti, C. and Berthoud, R. (2010) The role of Information, Advice and Guidance in young people’s education and employment choices. DfE Research Report DFE-RR019

• Ofsted (2010) Moving through the system – information, advice and guidance • Transitions Review Group (2005) A systematic literature review of research (1988–2004) into the impact

of career education and guidance during Key Stage 4 on young people’s transitions into post-16 opportunities.

• Wilde, S. and Wright, S. (2007) On the same wavelength but tuned to different frequencies? Perceptions of academic and admissions staff in England and Wales on the articulation between 14-19 education and training and higher education. London Review of Education 5 (3): 299–312