The project was carried out by Manchester Metropolitan University’s Education Liaison Office and the Learning and Skills Development Agency (LSDA). It investigated factors affecting decisions about higher education made by sixth form and FE students, looking at awareness of financial arrangements in higher education, interest in higher education, main sources of advice and guidance. Key findings include:

• Advice from personal or form tutors was considered more significant than other professional sources such as careers advisers and the Connexions service.
• Most youngsters about to leave school or college are confused by the barrage of news and initiatives on financial support and ignorant about the level of costs and fees they are likely to meet at universities.
• About half of students expecting to be charged fees made unrealistic estimates of how much they would have to pay, with as many expecting to pay more as expecting to pay less.
• Most students either underestimated the costs of accommodation and living or didn’t know what they might be.
• Awareness of the student loan was reassuringly high, but the numbers expecting a grant of some sort were described as worrying.
• Students rely heavily on published sources of information (to which they attach greater importance than any person) such as prospectuses, although they look at relatively few before making their choice of university. Web sites and university open days are also rated highly.
• Many young people begin serious investigations about HE options relatively late. The majority want to enter higher education and are confident of getting a place.
• Only 2 out of 216 responses to one of the questionnaires indicated parental opposition to entering higher education.
• The majority of young people intend to study at a local higher education institution and live at home with parents.
• The perceived relevance of higher education to career development is very high, with 94% rating it as important, although only half had any idea what that career might be.

Getting Them In