The latest GRB poll of students and graduates revealed that 4 in 10 felt that their university was overrated. That?????s a high proportion by any standards. 3 in 10 felt that their institution was underrated which leaves just less than a third satisfied that their university matched up to their expectations.
Expectations management is going to be a key challenge for higher education, following the shifts in funding which will raise fees to ??9,000 per year for a majority of students from 2012. Expectations of students, and their parents, will surely rise as fees soar? The hope must be that raised expectations will drive up standards and quality improvements to the benefit of all stakeholders however the challenge is not just about demonstrating value for money to investors in higher education.
Students must be helped to form realistic expectations of what they can expect. Readers of this blog will appreciate that going to university in itself does not guarantee anything, least of all a dream job. It is what you do at university that makes the difference. And that starts by choosing the right course at the right institution. The requirement for informed and impartial educational and careers guidance in our schools has never been greater. Informed decisions lead to increased commitment, raised ambitions, more realism and higher levels of individual responsibility.
Universities can play their part by providing access to information on what students can expect from courses and the destinations for previous cohorts of students. Greater transparency is essential if student expectations are to be at all realistic. The return that most students expect from their investment in HE is a better quality of life which is translated as a decent career. From day one, universities should be encouraging, indeed cajoling, students to prepare for their exit from university.
There are lots of practical steps that an institution can take to prepare their students for life beyond university. The key requirement is to ensure that student employability is taken seriously by academic as well as careers staff. Tutors should monitor student progress and issue tough love if warranted. Courses should be designed in such a way as to embed employability skills into the curriculum: for example, getting students to work together in project teams to develop work skills such as team working and project management.Students should also be taught to reflect on their learning to understand what it is they have learnt and how it can be applied in the workplace.
Universities should strive to create an environment which is closer to the world of work, encompassing 21st century work skills. More opportunities for students to undertake quality work experience are required along with greater employer engagement on campus. It?????s a tough call but the stakes are high. If, beyond 2012, a high proportion of graduates look back on their experience and feel let down by their alma mater, the outlook for HE will be bleak. Nothing is more likely to damage future enrolments than a vociferous disenchanted bunch of graduates.
