1. The Postgraduate Experience Project Natalie Tyldesley-Marshall Research Assistant Mechanical, Automotive & Manufacturing (E&C) ab8267@coventry.ac.uk ab8267@coventry.ac.uk A HEFCE Postgraduate Support Scheme funded project Transforming Futures: Disruption, Connection and Innovation Coventry University 25 June 2015

2. Aims and objectives Outline the Postgraduate Experience Project (PEP) Interesting findings Further work

3. Project Collaborators Geographical diversity

4. Project title Investigating the expectations and attitudes towards postgraduate taught (PGT) STEM study, and post study outcomes from the perspective of students’, universities and employers to support and sustain PGT growth in the UK – A collaborative project The broad project outcomes are to: Obtain local and national baseline data on student perceptions, motivations, expectations and experiences of PGT study as well as exploring the enablers and barriers to study through a range of data collection processes Obtain local and national baseline data on university and employers perceptions, attitudes, expectations and experiences of PGT study Look at the big picture by drawing out broad themes through pragmatic research and by ‘sewing’ the different strands of data together to create a collage of knowledge allowing further detailed research to be undertaken Achieve a practical understanding of the PGT landscape up to 2014/15 and deliver practical and pragmatic outcomes Recognise the research limitations for the project. Postgraduate Experience Project

5. Applicants and students Business and industry (B&I) Universities and community Understand the employers expectations of the skills PGT graduates should possess Identify the employer outcome expectations of recruiting a PGT graduate Look at their perception of the value of PGT study Explore experiences of employers on university industrial advisory groups in terms of influencing curriculum changes Identify employer needs locally and nationally Explore experiences of PGT graduate employers in general and of members and employment specialists on the Project Steering Group. Explore university attitudes, planning and development approaches to PGT study Look at university responses to PEP findings Explore approaches to PGT supporting the local economy. Aims and objectives for the different key stakeholders Explore applicants and student perceptions, motivations, expectations of PGT study Explore the barriers of applicants and students to PGT study Explore the experiences of students undertaking PGT study Explore the outcomes of students as a result of undertaking PGT study Explore which variables impact on attitudes, expectations, the retention of PGT students (e.g. part-time, full- time, domiciled and generational status, age, gender, social class, ethnicity, discipline and route into study such as from work or University).

6. Capturing applicant and student behaviour across STEM MSc courses Group A. Potential applicants who enquire but do not apply Group B. Applicants who apply but withdraw before getting an offer, those whose application stalls and those that get an offer,but decline Group D. Applicants who apply, accept, do not enroll and do not notify the university of non- attendance before commencement Group E. Applicants who enroll but withdraw after commencement Group F. Applicants who enroll, stay the course and complete Data collection for applicant/student groups (A/S) below will be collected under ethic guidelines. Each group will produce a dataset. Each dataset aims to capture A/S behaviour. These are critical groups in understanding student behaviour as there is little intelligence for these groups. A/S Dataset 1A/S Dataset 3 A/S Dataset 4 A/S Dataset 5 Group C. Applicants who apply, accept but notify the university of non- attendance before commencement A/S Dataset 2A/S Dataset 6 Group G. Scholarship recipients In return for the FS, applicants/students will be required (as far as is possible) unlike Group F to engage in a range of data collection activities throughout the duration of their course. A/S Dataset

7. Survey A n=64 Enquire but do not apply Survey B n=440 Apply, offer, decline Survey C n=90 Apply, offer, accept, notify non-atten Survey D = n131 Apply, offer, accept, no notification Reasons for non-enrolment Why didn’t apply: confusing application process (37.7%) applied for a place at another uni (29.2%) gave up the idea of studying for a MSc (29%, of which 42.9% said the course didn’t fit in with life demands) Why declined the offer: applied for other uni (38.3%) the course would not deliver its promises (28.6%) gave up the idea of studying for a MSc (22.2%, of which 77.4% could not obtain funding) Why didn’t enroll: applied for other uni (38%) deferred place until next year (29.6%) HARD to TRACK, HARD TO KEEP WARM the course would not deliver its promises (21.59%) Why didn’t enroll: deferred place until next year (42.3%) HARD to TRACK, HARD TO KEEP WARM the course would not deliver its promises (20.80%) applied for other uni (15.20%).

8. Work currently being undertaken Coventry University - PEP Scholarships 34 scholarships 28 full-time and 6 part-time 7 established MSc STEM courses chosen per institution – Provide valid data for initiative development on ground – Likely to get eligible scholarship applications – To reduce application inflation and poor conversion rates – Courses chosen to support females apply for a scholarship in male dominated subject area – Very clear guidance provided Subject areas chosen – HESA JAC codes C (not psychology), F, G, H, I and J

9. Interesting findings for PGT Students Entry to Study Survey n=161 Straight from university 46% (n=74) Reasons for undertaking a PG degree To improve my employment prospects (67.1%) I was interested in the subject (63.4%) To develop a more specialist set of skills and knowledge (52.8%) To develop a wider set of skills and knowledge (50.9%) Reasons for choosing Coventry University to do your PG study Course content (49.7%) Reputation of institution (46.6%) Reputation in chosen subject area (42.9%)

10. Expectations Compared to UG, MSc study means: 93.5% more independent study 86.3% more personalised study experience 79.4% more value for money

11. Student perception of employers view of an MSc 77.7% (122) think employers value a PG qualification more than an UG (13.4% (21) unsure how employers value a PG qualification) … if an employer sees that you have a PG it shows dedication and academic knowledge and willingness to learn and improve yourself. … undergraduate courses are now viewed as a standard qualification. … most postgraduate qualifications are specialist skills which employers need.

12. Student perception of masters impact What do you expect will happen immediately after finishing your masters? 72.7% expect to find a job appropriate to skills and knowledge 13% expected to progress into further study Expected impact 34.2% earn more money than if having a UG 29.8% being able to enter a specialist role

13. Student perception of MSc value A PGT will develop/improve… 94.4% communication skills93.8% research skills 93.6% employment prospects93.2% better preparation for future employment 93.2% confidence in self-presentation91.9% reflection on own professional development needs 88.8% confidence in tackling unfamiliar problems 83.9% employer networking opportunities 88.2% practical experience in the subject area87.6% research paper writing skills 87% confidence about independent learning86.3% transferable skills 79.5% research networking opportunities

14. Fees and funding Fee levels were: Very important (42.1%) or Important (44%) factor in making the PG course choice Funding the feesLiving costs 50.3% parents/guardians49.1% parents/guardians 29.2% savings32.3% savings 16.1% salary or personal income29.2% salary or personal income 14.3% loan10.6% loan 10.6% university scholarship7.3% HEFCE project sponsorship 6.2% employer sponsorship5% employer sponsorship Main source of funding 43.5% parents/guardians 24.8% savings 15.5% salary or personal income 14.9% loan.

15. Further work Survey of ‘any’ withdrawers after starting their course at each participating university by the research team at Kingston (ongoing). ‘Finance’ Survey for scholarship recipients (June 2015) ‘End of Course’ questionnaire for scholarship recipients (July 2015) (for fulltime scholarship recipients) or end of Year 1 questionnaire (for part-time scholarship recipients) PEP National Dialogical Conference 14-15 July 2015 Telephone survey of scholarship full-time recipient completers 6 months after completion (by March 2016) Analysis of DLHE (destination) survey responses for scholarship recipients from Higher Education Statistics Agency once completed.

16. Thank you for listening! Natalie Tyldesley-Marshall Research Assistant Phil Lewis Associate Head of Department, MAM aa5041@coventry.ac.uk