Profiling a British student

There has been a significant growth in the number of students in the past decades globally and in Britain. In 1963 there was 324 000 students in higher education in Britain, moreover the figure rose to 1,2 million in the early 1990’s and continued growing to 1,8 million in 2004 (Maringe, & Gibbs, 2008, p 31). According to APPENDIX 3, the number of students in 2019-2020 was just under two million. The British higher education system has turned from elite to mass system, continuously offering more elaborate subjects for the students (Maringe, &

Gibbs, 2008, p 31). British students conduct their first nationwide exams, Standard Attainment Tests or SATS at the age of seven and eleven (Connor, 2003), which has been criticized as putting pressure and causing stress on young children (Waters, Brooks, &

Pimlott-Wilson 2011, p.3). To create a marketing strategy, it is relevant to examine the behaviour, needs and demands of students in internal and external market (Orîndaru, 2015, p. 5). It has become normal for British students to acquire higher education qualifications, and especially the parents put pressure on their children to succeed in education, this is to guarantee the children to have better societal situation. Also, the students have a constant pressure of being employed after university. (Waters, Brooks, & Pimlott-Wilson 2011, p.2).

2.3.1 Socio-economic status

Applications of eighteen-year-olds from generally low participation areas increased in England by 22,6 %, Northern Ireland by 24,5 %, levels remained constant in Wales, and in Scotland declined (however there is no clear information about Scotland due to the application methods) in 2018 (Universities UK 2018, p.9). According to Table 2, one can assume that participation from lower socio-economic status and areas could have potential when considering marketing practises. According to Waters, Brooks, & Pimlott-Wilson (2011, p.10), the British students from the most and least privileged backgrounds leave home from a young age to reach adulthood quicker.

The main stakeholders for HEI’s are students, however parents can play a big role in the choice of study place due to the expectations of their children’s education leading into a career (Lapina, Roga & Müürsepp 2016, p.2). According to APPENDIX 4, the parental occupation, education, and the previous school of the enrolled students have not changed dramatically between 2018-2020. 50% of the parents have a HE qualification and 43% do not have HE qualification, therefore parents’ education has no relevance in student enrolment.

9% of the students come from privately funded schools, and 91 % from state funded schools.

The 9% most likely represents students from high socio-economic background. The parental occupation can have an impact on enrolment, as 51% parents of enrolled students in 2020 worked in a higher or lower managerial or other professional occupation. 27% of the parents of students worked in intermediate or semi-routine occupations. Intermediate occupation refers to a sales, service, or clerical occupation, without any supervisory role or planning involved and semi-routine means positions with slightly better labour contract (Office for national statistics (n.d.). Based on APPENDIX 4, 21% of students’ parents worked as a small employer, own account worker, routine occupations lower supervisory or technical worker.

One percent of the parents never worked or were in long term unemployment. The figures reveal that half of the students come from better socio-economic backgrounds, the rest from average or lower socio-economic backgrounds.

Table 2. Application rates from the most disadvantaged eighteen-year-olds 2009-2018 (Universities UK 2018, p.10)

2.3.2 Level of qualification

According to Appendix 5, the graduates by level of qualification in HE institutions have not changed dramatically between 2015 and 2020. Total of postgraduates have risen from 25%

to 29%. Total postgraduate research has remained the same over the period. Total postgraduate taught has risen from 22% in 2015 to 26% in 2020. Total of undergraduates have dropped during the period, from 75% in 2015 to 71% in 2020. The reason for the drop is in other undergraduate degree’s which have gone from 14 % in 2015 to 10% in 2020. Total of first-degree graduates has remained approximately the same, 61% during the period.

2.3.3 Obtained qualifications and subject preferences.

When comparing the years 2007-2008 and 2016-2017 the trends in student preferences in courses have varied and consequently affected to the university selection in degree

programmes. According to Table 3, The biggest increase between 2007 and 2017 had veterinary science with an increase of 47%, biological sciences with an increase of 40% and mathematical sciences with an increase of 29%. Combined subjects, education and

languages had the biggest decrease in interest. Students from outside of the United Kingdom have the biggest influence on business and administrative studies, engineering and

technology and law. (Universities UK 2018, p.16-17)

According to APPENDIX 6, out of total HE qualifications obtained in 2020, 466,635 were female graduates, 332,705 were male graduates and 1000 were others. Total of non-science qualifications female graduates had 293,785, male graduates 177,980 and others 630.

Women represented the clear majority when looking at the popularity of non-science qualifications. Out of the total of science qualifications, female graduates had 172,850, male graduates 154,725 and other 370. Science qualifications were obtained by women more than men; however, the figures are more even. When comparing the most popular subjects between women and men, business and management was the number one choice for both genders. The second-best choice for women was subjects related to allied medicine and for men engineering and technology. The third most popular choice was social sciences for both genders. Fourth most popular choice was education and teaching for women and computing for men. Fifth most popular choice for both genders was creative arts and design.

Table 3. Trends in degree programmes in Britain (Universities UK 2018, p.16-17)

2.3.4 Other characteristics

There has been major differences of British student gender and age groups in recent years.

For instance, in 2016-2017, out of total of 1 872 900 students, 57,7% were female, 55,2% of first-degree students were female and postgraduate research level 46,9% were female.

Younger age groups from eighteen to twenty-four years olds dominate the student market in both undergraduate and postgraduate levels. (Universities UK 2018, p.16-17)

According to APPENDIX 7, out of the total 344,245 first-degree graduates in 2019-2020, 58%

were female, 41,7% male, and 0,09 % were other. The graduates consist of 2,6% of people 20 years old and under, 78% 21–24-year-olds, 8,6% 25–29-year-olds and 10,7% 30 years old or over. Out of the total graduates, 17,8% have known disability, and moreover 48% are non-religious, 30% are Christian, 8,2% Muslim and 7,7% have not identified any religion. The smaller percentages consist of Jewish, Hindu, Sikh, Buddhist, spiritual or other religion. The ethnic background of the graduates consists of 73,7 % white, 6,8% black, 11,8% Asian, 4,2%

mixed, 1,6% other and 1,9% not known.