Amanda Hughes

Fair access, achievement and geography: explaining the association between social class and students’ choice of university

This quantitative study is concerned with what determines prospective university students’ first choice between universities of different status. The results suggest that examination performance, going to an independent school and fear of debt independently affect students’ decisions. Social factors and students’ perceived level of information on universities had no independent effect at this stage of decision‐making. There were considerable differences between two geographic areas considered in the study, with a large decrease in the probability of attending a high‐status institution in the locality with no such local institution. This particularly affects high‐achieving students, with an estimate suggesting an increased probability of 18% of going to a high‐ranking institution where such an institution is local for such students. If these findings apply similarly to other areas, the results suggest a ‘postcode lottery’ in higher education.

Perceived Competence: A Common Core for Self-Efficacy and Self-Concept?

This study uses Banduras Multidimensional Scales of Perceived Self-Efficacy (MSPSE; Bandura, 1990) and Harters Self-Perception Profile for Adolescents (SPPA; Harter, 1988) to examine the extent to which self-efficacy and competency-related elements of the self-concept are independent constructs. Factor analysis of data provided by 778 high school students revealed that when measured using domain-general measures such as the MSPSE and SPPA, self-efficacy and competency self-concept do not represent totally separate, distinct constructs. Overlap of dimensions occurs at both the first- and second-order levels of analysis. The practical and theoretical implications of these findings are discussed.

Labour market motivation and undergraduates’ choice of degree subject

Labour market outcomes of undergraduates’ choice of subject matter for public policy and for students. Policy interest is indicated by the prominence of ‘employability’ in public discourse and in proposals to concentrate government funding in England in supporting STEM subjects. As students in England face the prospect of bearing the full financial burden of undergraduate tuition, the large differences between wage premia for different subjects may become of increasing interest. We find that, even after taking account of differences in motivation towards the choice of undergraduate subject, males and members of certain non-White ethnic groups are more likely to choose ‘high wage-premium’ subjects. We also find some significant differences between the motivations of different minority ethnic groups. However, students from lower income households are less likely to choose high wage premium subjects, which is a concern for this aspect of policy towards participation in higher education and social mobility.

‘Hot’, ‘cold’ and ‘warm’ information and higher education decision-making

This paper draws on the notions of ‘hot’ and ‘cold’ knowledge in analysing the responses of students to the relevance of different information and sources of such information in university choice. Analysis of questionnaire and focus group data from prospective and first-year undergraduate students provides evidence that many students put most credence on ‘hot’ knowledge, from persons in their social grapevine. However, this is supplemented by ‘warm’ knowledge from fleeting acquaintances at university open days. University provided knowledge is often distrusted. We discuss the implications of this given the recent government emphasis in England on the role of information provision in helping students to make informed decisions, including the relevance to the ‘fair access’ agenda.

Defining and assessing enterprise capability in schools

This paper describes the development of an instrument for assessing enterprise capability in schools. The approach to assessing enterprise capability builds on previous work by including three dimensions: self-efficacy, aspirations and knowledge and awareness. We find significant but weak associations between these three constructs suggesting that that, whilst they can be considered as providing a coherent description of enterprise capability they can also be regarded as distinct dimensions. The instrument also distinguishes between aspiration towards not-for-profit and for-profit enterprise and also between self-efficacy towards two broad enterprise capabilities: (i) project planning and (ii) working with people and information and two specific, market related capabilities: (iii) market risk and (iv) price and profit. We found only modest associations between students’ sense of enterpriser self-efficacy and their enterprise knowledge and awareness.

The influence of socio-economic status and ethnicity on speech and language development

A number of factors influence the speech and language development of young children. Delays in the development of speech and language can have repercussions for school attainment and life chances. This paper is based on a survey of 3- to 4-year-old children in the city of Stoke-on-Trent in the UK. It analyses the data collected from 255 children in 26 schools, and discusses the effects of socio-economic status and ethnicity on delayed or advanced language development in young children. Language development in the project was measured using the New Reynell Developmental Language Scales. The study shows mean standard scores for language Production and Comprehension within the low average range, thus demonstrating a challenge confronting nurseries/preschools in the area in preparing children for compulsory schooling. The research has implications for early years education policy and practice.