UK Students Research Articles

The Composition of Consideration and Choice Sets in Undergraduate University Choice: An Exploratory Study

ABSTRACT We examine university choice as a case of consumer decision making and adopt a brand elimination framework. This approach is predicated on the grounds that a large amount of research in consumer behavior has shown that in markets where there are many alternative brands, consumers use phased-decision strategies. In these research studies, the consumer is conceptualized as first filtering the alternative brands using relatively simple criteria and then undertaking a more detailed analysis of the reduced sets of brands. Drawing on this research in consumer behaviour and the relevant college choice literature in the fields of education and sociology, we develop a process model of individual brand choice. The composition of the consideration and choice sets was defined in terms of the proportion of “old” and “new” universities. In order to test our model, we used a sample of undergraduate UK students who had just gone through the process of choosing a university. Overall, the results for both consideration and choice sets tend to support the view that the brands (i.e., type of university) contained in these two sets are dissimilar, i.e., independent. In order of importance, we found that the three variables of ethnic group, age, and university proximity were the most important in predicting the composition of both the consideration and choice sets.

Fewer UK students opt to study in Europe

Fewer UK students opt to study in Europe

Attitudes and confidence towards computers and books as learning tools: a cross‐sectional study of student cohorts

AbstractStudents today comprise a very diverse group, and this will be reflected in their attitudes towards learning. This study set out to examine four different cohorts of UK students during the same time period. Contrary to expectations, it was found that attitudes towards books and computers, as measured by separate but matched scales, were equal, even though experience of the two media varied considerably. A key predictor for computer attitude was found to be confidence for learning from computers rather than general computer confidence. Further, attitudes and confidence towards books and computers as learning tools varied significantly across the four cohorts.

A comparison between UK and US medical student attitudes towards cultural diversity

The views that students hold about cultural diversity and its teaching have been investigated to a limited extent in the UK and North America. The objective of this study was to establish whether there is a difference in attitudes between UK and US medical students with regard to this issue. A questionnaire survey was carried out on 191 year one medical students at the University of Illinois (Chicago and Urbana campuses) and University of Leicester. Differences of attitudes between students from the two countries and also between the same ethnic groups across the two countries were compared. There were statistically significant differences between UK and US students in each of the key areas of the balance between different cultures, attitudes of doctors and their practice relating to cultural diversity, culture and its associations with race/skin colour, perspectives on specific cultures and attitudes towards diversity teaching. There were some similarities in how students define culture but differences in how they understand multiculturalism. These findings suggest that programmes need to be tailored to particular circumstances, and that complex models of diversity need to be utilized in order for students to engage with them in a substantive way.

Facilitating practice learning in pre-registration nursing programmes – a comparative review of the Bournemouth Collaborative Model and Australian models

Concerns regarding the ‘fitness for practice’ of registered nurses in the UK stimulated robust partnership models to improve practice learning. In Australia, escalating costs resulted in minimal time spent in ‘off campus’ clinical learning. An RCN funded Education Scholarship supported an investigation of practice learning in Australia in comparison to the Bournemouth Collaborative Model. Focusing on the contextual arrangements for practice learning and the Clinical Facilitator (Australia) role, information was obtained through document analysis, informal interviews, and observations at four university sites. In contrast to the emerging positive partnership models in the UK, problems with funding had a negative impact on relationships between Health Agencies and Australian Universities. Clinical exposure for UK students has increased while Australian students have short focused ‘off campus’ placements. In the UK, Practice Educators (PEs) provide support for ‘qualified’ mentors who have a key role in the assessment of student competence. Clinical Facilitators (CFs) in Australia, prepared through completion of two day workshops/courses, undertake a combined facilitator and assessor role. Of primary concern in both countries is the political commitment to provide adequate funding. Although national policy documents attest to recognising the need; competing demands threaten the allocation of funding for a diffuse longer-term goal.

International students of speech and language therapy in the UK: do we meet their needs?

Informal evidence suggests that many Speech and Language Therapy (SLT) students from outside of the UK and/or Republic of Ireland who come to the UK either do not return to their home country on qualification or do not practise as SLTs in the public sector. Many factors may contribute to this situation. Concern that it may result in part from a poor match between UK SLT education and the demands of the role in other countries led the Royal College of Speech and Language Therapists (RCSLT) to fund a study of international SLT students' experiences of UK qualifying courses. To discover and describe the experiences, views and expectations of current and past international students studying SLT in the UK and past international students' experiences, views and expectations of practising as SLTS, both inside and outside the UK. To consider the implications of the findings for (1) international students planning to work as SLTs; (2) UK SLT students planning to practise outside the UK; and (3) all those involved in SLT education: educational institutions; supervising SLTs; RCSLT. The study involved distributing 166 postal questionnaires (some directly to (ex)students and some to their Higher Education Institutes, or HEIs) and carrying out 23 interviews, with both current students and those qualifying since May 1994. Quantitative analysis was carried out using SPSS using descriptive statistics. Qualitative analysis used content and thematic analyses. Seventy-one questionnaires were received from current and past students, representing a minimum response rate of 43%. (It was not possible to verify exactly how many questionnaires were distributed by HEIs.) The results describe the diverse range of respondents' experiences of studying and working in the UK, their views of working in their home countries and the UK, and their suggestions about strategies that might be adopted to support them further. The results revealed that students come from a wide diversity of countries, with resulting differences in their experiences. However, there were some commonalities in the perceived advantages and disadvantages of working at home and in the UK. The suggestions for change included practical ideas for change both before and after qualification as an SLT. These included courses about the organization of health, education and social services in the UK, adaptations of course delivery and course work to include cross-cultural/linguistic work and 'home-based' projects. Implications of the findings and strategies for home as well as international SLT students are discussed.

Cash for UK Students

Cash for UK Students

Inventive UK students win coveted science “Oscars”

Inventive UK students win coveted science “Oscars”

Information skills of undergraduate business students – a comparison of UK and international students

Summarises the results of a study aimed at measuring the information skills of UK and international students pursuing an undergraduate course in business studies. Investigates the hypothesis that international students studying in the UK might be disadvantaged as a consequence of their different educational backgrounds. The recent higher education curriculum shift towards a more learning‐centred approach and an emphasis on independent learning means that information skills are now far more fundamental to a student’s survival and success. No significant difference between the information skills of UK and international students was found. Only about one‐quarter of students performed well on the test, while three‐quarters had inadequate information skills. The majority of students feel negative or neutral towards library and information skills – with international students having a more positive attitude than home students. One of the main sources of negative attitudes cited was the inability to find information without help.

Locus of control and self-esteem as correlates of body dissatisfaction in Croatian university students

The main aim of this research is explore the relationship between locus of control, self-esteem and body dissatisfaction in the sample of University students, as well as the sex differences among the measures. The Body Shape Questionnaire (BSQ), Rosenberg Self-esteem Scale and the Externality Scale have been used on the sample of 534 female and 183 male university students. The results suggest that body dissatisfaction plays more significant role in the self-esteem for girls than it is for boys. However, even the girls have still significantly lower BSQ results in comparison with female university students in UK, and especially in USA.

More students seek help for mental health problems

The number of UK students seeking help for mental health problems is increasing, says a new report by the council of the Royal College of Psychiatrists. The report also shows that mental health problems are becoming more severe in the United Kingdom's student population. Although more students in higher education than young people not in higher education …

An Investigation into UK Higher Education Students' Knowledge of Global Climatic Change

The promotion of 'scientific literacy' is seen to be desirable by governments and science educators due to the low level of measured public knowledge about scientific issues. A 20-statement survey originally designed by American researchers was completed by 400 UK higher education students to assess the knowledge and understanding of the greenhouse effect and ozone depletion. The overall mean score was higher than that of the American students. UK students scored significantly higher on ozone depletion questions than greenhouse questions. Significant differences were found (1) between students with science A levels and those without, and (2) between students whose main information source was printed matter and those who relied on television. There were no significant gender-related or age-related differences in the study. The relevance of such knowledge-based studies is discussed.

'I never even gave it a second thought': PGCE students' attitudes towards the inclusion of children with speech and language impairments.

Approximately 7% of young school-aged children have specific language impairments. Many such children are now being educated in mainstream settings. However, there is a dearth of up-to-date and valid research that considers UK (student) teachers' attitudes towards such children. This study aimed to investigate trainee teachers' attitudes towards teaching children with speech and language impairments, to investigate the reported effects of those attitudes on participants' acceptance of teaching such children, and to consider any implications for speech and language therapy (SLT) services and inclusive education. Nineteen trainee teachers (PGCE students) from a university in the North West of England took part in semistructured group interviews. The data were transcribed and analysed qualitatively, and recurrent themes identified. A range of attitudes was expressed, and six major themes were identified from the data. Participants discussed concerns about the resources and knowledge they considered necessary to support fully children with specific language impairments. There was some differentiation of attitudes related to the types of disability that a child may have and the subject being taught. Much of the discussion was about disabilities in general rather than specific to speech and language impairments. Many of the participants reflected on their own previous experiences to inform their opinions. Although many of the participants expressed positive attitudes, some had concerns about workload and at least one was openly hostile to the idea of teaching children with disabilities within mainstream settings. The implications of these findings are discussed in relation to previous research, the quantitative data obtained in this project, SLT services and the increases in the inclusion of children with specific language impairments into mainstream educational settings.

Is a broader curriculum better?

There is now an overwhelming amount of international evidence on the returns to an additional year of education. However, there has been relatively little research into the impact of different types of education on students' labor market success. This paper seeks to fill this gap in the literature by evaluating the impact of different curricula options on students' subsequent earnings, focusing specifically on the issue of whether a broader curriculum at age 16–19 yields a higher return than a narrow curriculum. This issue of curriculum breadth has been the subject of much debate recently. In particular, commentators have questioned whether a broad curriculum, where students take a relatively large number of different subjects (as in the US), produces students with the skills required by the labor market, as compared to education systems that focus on far fewer subjects at secondary school level (such as in the UK). In this paper we assess whether UK students who take a broader curriculum earn more than those who study a narrower range of subjects. Our results indicate that employers do not seem to reward individuals who take a broader curriculum at 16–19 more highly.

'I wasn't trained to work with them': mainstream teachers' attitudes to children with speech and language difficulties

Approximately one-eighth of early school-aged children in the UK have speech and language difficulties. Many such children are now being educated in mainstream settings. However, there is a dearth of up-to-date and valid research that considers UK (student) teachers' attitudes towards such children. Two hundred and sixty-eight trainee teachers (PGCE students) from Manchester were given two questionnaires, containing both closed and open questions, to measure their attitudes towards and experiences with children with speech and language difficulties. A range of attitudes was expressed and most concern was around the issues of resources (both time and knowledge based). Most teachers were positive about their expectations of such children. Attitudes were not significantly related to teachers' gender, teaching type/subject, previous knowledge of someone with speech and language difficulties or experience of children with such difficulties. Views on the educational placement for children with a range of communication difficulties varied. The authors consider that two-pronged action is needed to facilitate an improvement: a greater focus on the inclusion debate (not specifically tied to this group of children) and also additional knowledge and resources.

UK and Romanian Students' Perceptions of Democracy and Political Issues: A Cross-Cultural Comparison

This article compares UK and Romanian students' perceptions of the concept of democracy and their attitudes to politics and political issues. One of the aims of the study was to compare the students' different levels of political literacy and to explore some of the possible contributory factors to young people's alienation and disengagement from politics. The analysis develops the view that, if citizenship education is to make a genuine contribution to the creation of a vibrant, participatory democracy in which young people are fully involved, then careful consideration needs to be taken account of how the subject is implemented and delivered. The research suggests that the Romanian students' greater political literacy has evolved through experiences that were relevant and personal to them. This highlights the importance of engaging students' interest and enthusiasm in teaching through citizenship education and not just teaching about citizenship.

Homesickness among students in two cultures: antecedents and consequences.

Review of the theoretical and empirical literature on homesickness showed that despite recent advances, scientific understanding of the impact on students of leaving home for college is still limited. Further empirical investigation using standardized measures, structural equation models and including additional mediating/moderating variables is needed. Two studies were thus conducted, one in the Netherlands, and one in the UK. Homesickness was investigated among recent-intake students, using a newly developed instrument, the Utrecht Homesickness Scale. Variables investigated in relationship to homesickness included depression, personality factors (self-liking, competence, self-esteem) and family situation (attachment to family). Homesickness was found to be a common though differentially prevalent phenomenon (approximately 50% in the Netherlands; 80% in the UK). Structural equation models showed that students missed family and friends and had difficulties adjusting to college life. These difficulties were associated with ruminations about home and loneliness, which themselves were associated with depression. There were differences in intensity (UK students were more homesick) and there were gender differences (UK females experienced more homesickness). Both the personality and family situation factors had an impact on homesickness. The results supported the conceptualization of homesickness as a 'mini-grief', to be viewed from theoretical perspectives in the field of loss and bereavement.

Studying a Niche Market: UK Students and the Private Rented Sector

Renting privately is a minority tenure in the UK, but the sector is recognised as being essential to the smooth operation of the wider housing market. The need to target policy effectively has led to an increasing stress on the importance of understanding how local private rental markets operate. Using a number of local case study areas from throughout the country, this paper explores the nature of demand for private rented housing from students. This niche market is a substantial and growing feature of the private rented sector. The paper demonstrates that although student demand shares a number of common characteristics throughout the UK, its localised impacts can vary. Both qualitative and quantitative methods are required to gain an understanding of how student demand affects all aspects of the local housing market, and it is concluded that greater attention needs to be paid to exploring ways of understanding the dynamics of rental market development.

Does Assessed Multicultural Group Work really pull UK Students' Average down?

Despite the fundamental importance of multicultural group work activities in the curriculum, previous literature has shown that home and international students do not spontaneously mix and would rather be involved in monocultural work groups. One of the major causes for this lies in the home students' belief that assessed multicultural group work has a detrimental effect on their individual average mark. Using data from a large cohort enrolled on a first-year business studies programme of a UK university, this study employs regression analysis to empirically investigate the extent to which this belief is supported by the data. The results suggest that the performance of culturally mixed groups is neither a function of the individual ability of the least able group member, nor of the average ability of the members of the group. Instead, in this context, the group work mark is more likely to reflect the ability of the most able group member. The data also indicate that assessed multicultural group work has, on average, a positive rather than negative effect on the individual average mark of all students, evidence consistent with the synergistic effects expected to emerge in multicultural groups.

Cigarettes, alcohol, drugs and self-esteem: a comparison of 15-16-year-olds from France and the UK

This paper compares samples of 15-16-year-olds from the UK and France on their use of the Rosenberg Self-esteem Scale (Rosenberg 1965) and on the relationships between total self-esteem and substance use. On all 10 of the scale items French students used the extreme ratings to a far greater extent than did UK students. However, the means and standard deviations obtained on adding up the 10 item scores were similar. In both countries, boys showed higher self-esteem than girls and heavy cigarette smoking was associated with low self-esteem. There were no other significant relationships between self-esteem and substance use for the French children, but there were several such, particularly for girls, in the UK.