1. Higher Education: THE RIGHT CHOICE? Expectations, Experiences and Outcomes

2. What expectations should you have: To discover more about and learn from the practices of other workshop attendees. To understand more about the financial support available for students To re-examine the Higher Education picture in the context of the recession To begin to strategise about the best way forward for IAG practice

3. Setting the Scene Students accessing Higher Education are arguably behaving more and more like consumers in a marketplace. Graduates expect a return on their investment. One extreme example to illustrate, from the US: A business student from New York is suing her University’s careers department because she hasn’t yet secured employment. Britain is not as litigious as the US, but our students still have high expectations about entering the job market – and at present it is a challenging place.

4. 2008 2009 2003 Down 6.7% Down 13.5% Down 8.3% How job vacancies for Graduates have changed 2003 - 2009 year on year 2006 2005 2007 2004 Up 10.1% Up 10.8% Up 10.9% Up 0.5%

5. BUT - The picture is NOT ALL GLOOM! Survey reveals at least 10,000 entry-level jobs still available for graduates this summer. Ross Huffen, University of Leeds Careers Centre: “The graduate jobs market is simply more competitive these days.” Shifting landscape of Graduate recruitment? SMEs involved as well as big companies. Traditionally, Lancashire a net exporter of graduates. More may settle in region to begin careers with local companies - obvious benefits to the local economy. Could also bring a greater synergy between Lancashire HE providers and the business community. Beneficial for all, not least fresh graduates.

6. How does our IAG fit into such a climate? A degree is necessary but not sufficient. Degree no longer a passport to well-paid work. IAG needs to -Play a role in re-marketing HE education. Learning = long term investment not tick-box exercise to secure work -Do more to promote the residual benefits of Higher Education -Helping students to match their skills and abilities to programmes and courses that will match their ability -Manage unrealistic expectations sensitively

7. Increase in higher skilled jobs – likely that more vacancies will require degree level skills. Implications of “demographic time-bomb”

8. Finance should not be a barrier that prevents anyone from accessing Higher Education. Many still view student loan debt as similar to credit card debt. However, student loans are repaid through pay-roll deductions, which do not start until the graduate is earning £15,000 or more. Financial support available

9. Up to… £3,580 for those living at home £4,625 for those who move away to halls or rented accommodation £6,475 for those living in London 28% income assessed Repayable Figures for 2010/11 Maintenance Loans Maintenance Grant Maximum £2,906 Income assessed Non-repayable

10. Financial support available Unique to each institution Check application process Not repayable Figures for 2010/11 University Bursaries Tuition Fee loan Maximum £3,290 Non income assessed Repayable Repayment of loans Only when earnings exceed £15,000 9% of amount over 15,000 is deducted

11. THE BOTTOM LINE: Why do we do what we do? The IAG we provide MAKES A DIFFERENCE! Despite the gloom, encouraging Higher Education is not setting people up to fail. We are enabling them to negotiate a rocky path, helping them choose the best tools to navigate around and even climb over obstacles. Managing expectations, sharing and developing experiences, seeing positive outcomes.

12. Group Icebreaker: Give your name, job title and brief description of your role. Then answer the question: Name something you would love to learn to do and then think what it is that is holding you back from achieving your goal

13. Group discussion questions 1.What have our traditional messages been to students? Have the root of these messages changed? Or is it simply a case of changing the way we communicate the same messages – a change in marketing? Eg. The Graduate Premium 2.How does IAG fit into the following model? - University as a business - Degree as product - Student as consumer

14. 3.Think about the debate surrounding disadvantaged groups - Are these people disengaged because of low aspirations, or do they have the same aspirations as others but lack adequate information, advice and guidance? 4.What do you think students will be faced with in the future? 5.How might you need to adapt your IAG to match these changes? 6.Is it right for students to choose to study for a degree in order to put off looking for work in a difficult climate?