In the past couple of years we have specialised in helping clients study attitude, awareness or behaviours among groups important to their organisation.
We also help clients adapt according to the results of the research.
Projects include studies for further education (FE) colleges – typically focusing on recruitment and seeking to help a client understand and respond to who and what influences student choice in their area.
We’ve found a number of patterns across our work in this field and thought that FE colleagues might find it useful if we set ten of them out here.
- The decline of the influencer. In 2012 a national study of students aged 11 to 21 and their parents (in which I was involved) indicated that parents exerted a high level of influence on student choice of institution. In our subsequent studies on behalf of colleges – as the agency YouthSight suggests in relation to university applicants – the influence of other people on post-16 student choice of place of study appears to be in general decline. In our latest study (of a 3000+ population of higher education applicants to a large GFE) just under half of respondents said they had not been influenced by anyone. Where third parties do influence choice, mum and dad and family friends most commonly top the rankings.
- The rise of search. Online search is overtaking the prospectus as the channel applicants find the most useful for finding out about a prospective place of study. This shift and trend #1 are probably linked – rather than asking or expecting advice from friends or family on study options, students are more commonly actively searching online for institutions which fit their requirements. So colleges need to know what information potential applicants are looking for in order to make an informed decision, and ensure it is easy to find on their website. Online search is commonly also the most useful channel for applicants who have yet to commit to an institution and want more information – so keeping a website up to date may be the most effective ‘keep warm’ tactic for any college. Online search, by the way, dominates where full cost recovery provision is concerned. Social media discussions, adverts and newspaper articles are typically cited as the least useful sources of information about a prospective place of study.
- The power of course. A good reputation for teaching is, typically, the third most important factor for 16+ students considering where to study. Locational factors – where a college is based and the transport network which feeds it – are commonly cited as the second most important factor. Course most regularly tops the rankings. Students may compromise on sports opportunities, on the time taken to travel, on the way buildings look or the facilities within them, but they are unlikely to make concessions on the subject and type of course they want to study. Which highlights the importance of teaching excellence and market research for colleges – while providing another depressing piece of evidence for those of us concerned about the black hole that is schools-based careers advice.
- Gender differences in influence. Where we have explored this issue, we’ve seen notable differences in the way males and females make decisions about where to study. In crude summary, female applicants to further education courses are more discerning – they commonly take more factors into account than males when considering their options. They are also more likely to be informed in their institutional choice by school or college tutors than their male counterparts, who are more inclined to be influenced by friends.
- Hedging bets. This phenomenon first came to light in a study we undertook of a population of 7000 students who applied to a college but enrolled elsewhere in early 2013. 20% of applicants considered the college as a ‘back-up’ choice. In the majority of cases, according to qualitative responses, they were encouraged by school tutors to apply to more than one institution. There appears to be a corresponding general growth in the number of institutions applied to – but we haven’t adequately tested that proposition to be sure. There are ramifications for conversion rates here, and related expectations about the effectiveness and performance of recruitment activities.
- Last-minute change of mind. In the same piece of research, 10% of applicants changed their mind about the course they wanted to study in the period between applying to college/s and enrolling. This change of mind lead to a change of institution (because, as we have seen, course is the most important factor in choice, and in the case of this 10% they – rightly or wrongly – didn’t think the college in question delivered the course they had now settled on). Which means that colleges need to make applicants aware of the broad range of courses available (or at least of the mechanism for finding out), even if an applicant seems pretty sure about what she wants to do with the rest of her life.
- Uncommon applications. Looking for ‘insurance’ offers may sound more like the behaviour of a university applicant than a prospective college student. Whereas university applicants have a system in place – UCAS – to standardise those applications, that is not the case for (non-HE) college applicants. The differences in the application processes between colleges and schools can be confusing, and the more students ‘shop around’ the more puzzling it can be. In one study among non-enrolled applicants, a significant minority expressed low levels of awareness of the particular hoops – application, assessment, interview or audition – that constituted the application process according to course type. Setting out the college processes – including what applicants can expect in terms of entry requirements, timings for interviews and communications from the college – in ways that are easy for applicants to understand is clearly important.
- Silence is goodbye. We are sometimes asked to test (via mystery shopping or quantitative research) if open day, interview and enrolment practices are up to scratch. Where colleges most commonly ‘lose’ applicants it is in the period between application and interview, when the responsibility for a prospective student is passed from (say) a central recruitment or marketing department to administrators in a school or course area responsible for booking interviews. Where there is a delay in an application (say, prior to interview) most students do not follow this up – they assume they have not got a place. Similarly, where there is no response after an interview, most have been offered a place at another college or school, and they don’t chase the college in question either but apply elsewhere. The impact of poorly managed communications is clear.
- But goodbye may not be forever. In two separate studies this year (2014) we’ve asked non-enrolled applicants whether they would be interested in hearing about courses at the institution they rejected for another. In both cases a significant minority said they would. A majority of alumni, asked a similar question, were interested in further study. When applicants reject an institution in favour of another it does not necessarily mean they have a low opinion of that college – it may be a case of right place, wrong time. Or that the course they wanted to study was not available. These results also hint that FE alumni networks may be significant and (as yet) overlooked sources of recruitment.
- The timing of communications matter. The majority of our education research is undertaken among groups of students aged between 16 and 21. We have experimented with different methodologies depending on the client, the geography and types of students. Generally speaking, research is most fruitful when we’re contacting respondents by mobile phone between 5pm and 8pm. Where colleges are able to raise an expectation among student groups that they may be asked to take part in research, the response rate is (much) better. There are ramifications for data management and protection and communications planning here.