24
6. Graduate Survey: relationship between demographic factors and
employment outcomes
As a first stage in analysis of the graduate data, it was decided to investigate the graduate cohort in
terms of their ‘outcomes’ and to compare these with demographic data in order to identify areas for
further investigation (full details of the demographic breakdown of the graduate cohort can be
found in Appendix 1).
In the questionnaire, all graduates were asked about their broad employment status (6.1 below) and
those stating they were in employment were asked to indicate whether this was a graduate or nongraduate job (6.2 below).
6.1 Broad employment status
6.1.1 Graduates were asked to indicate which of the following best described their current situation:
• Employed
• Unemployed
• Working and studying
• Unavailable for work
• Studying only
• Other (please specify)
• Self-employed
Of all the graduates responding to the survey, 69% indicated that they were now working or selfemployed with a further 7% working and studying, 7% studying only and 13% unemployed (see
Figure 1).
6.1.2 For purposes of analysis, it was decided to combine all those graduates in the first four
categories (i.e. employed, working and studying, studying only and self-employed) into one group
entitled ‘positive outcomes’. Those unemployed were entitled ‘negative outcomes’ although this
should not be interpreted as any kind of judgement on those graduates concerned. In total 1,186
(83.6%) graduates were in positive outcomes and 180 (12.7%) in negative.
6.1.3 The demographic characteristics of those graduates in positive outcomes after graduation
were then compared with those in negative outcomes.
A small number of demographic variables revealed little variation between the two groups:
•
Type of institution, i.e. those attending ST30 institutions and those not.
•
Degree subject area, i.e. by broad group (Science; Maths, IT and Computing; Engineering and
Building Management; Social Sciences; Arts, Creative Arts and Humanities; Business and
Administrative Studies).
25
•
Parental participation in HE, i.e. those with both, one or neither parent having participated
in HE.
6.1.4 Other comparisons revealed demographic differences between the two groups, however, as
follows:
•
86% of those in positive outcomes were aged 21-25 compared with 78% of those in negative
outcomes; older age groups were more likely to be unemployed.
•
63% of those in positive outcomes were female compared with 51% of those in negative
outcomes; men were more likely to be unemployed.
•
86% of those in positive outcomes were White British compared with 75% of those in
negative outcomes; non-White British graduates were more likely to be unemployed. In
particular, 12% of graduates in negative outcomes described themselves as Asian compared
with 5% of those in positive outcomes.
•
15% of graduates in positive outcomes were from the West Midlands and
Yorkshire/Humberside compared with 25% of those in negative outcomes. In contrast, 7% of
those in positive outcomes were from the East Midlands compared with 2% of those in
negative outcomes.
•
24% of graduates in positive outcomes had attended state comprehensive schools prior to
entering HE compared with 14% of those in negative outcomes. In contrast, 4% of those in
positive outcomes had studied on an HE foundation year compared with 10% of those in
negative outcomes.
•
79% of those in positive outcomes had studied A-levels prior to HE compared with 66% of
those in negative outcomes. In contrast, 12% of those in positive outcomes had studied
either BTEC or Access qualifications compared with 24% of those in negative outcomes.
•
59% of those in positive outcomes had attained more than 320 UCAS points compared with
49% of those in negative outcomes.
•
84% of those in positive outcomes had attained a 1st or 2:1 degree compared with 65% of
those in negative outcomes.
6.2 Type of job
6.2.1 Those graduates who indicated that they were working only were then asked to state whether
their job was:
•
•
•
a graduate job;
a non-graduate job; or
not sure.
It was left to graduates to decide whether or not their job was a graduate job rather than this
distinction being imposed by the researchers through the use of sometimes problematical
definitions. Of this subset of graduates, half indicated that they felt themselves to be in a nongraduate job with just under half (44%) feeling that they were in a graduate job. A small minority
(6%) were not sure (see Figure 2).
26
6.2.2 The demographic characteristics of graduates in graduate jobs after graduation were then
compared with those in non-graduate jobs.
A small number of demographic comparisons revealed minimal difference between the two groups;
in particular, there was little variation according to age and ethnicity, a contrast with the above data
relating to broad employment status.
6.2.3 Other comparisons revealed demographic differences between the two groups, however, as
follows:
•
55% of those in a graduate job were female compared with 71% of those in non-graduate
jobs; men were more likely to consider themselves to be in a graduate job.
•
20% of graduates in graduate jobs were working in the South West compared with 32% of
those in non-graduate jobs. In contrast, 35% of those in graduate jobs were working in
London and the South East compared with 21% of those in non-graduate jobs.
•
31% of graduates in graduate jobs had attended grammar and private schools prior to
entering HE compared with 14% of those in non-graduate jobs. In contrast, 37% of those in
graduate jobs had studied at an FE/6th form college compared with 49% of those in nongraduate jobs.
•
83% of those in graduate jobs had studied A-levels prior to HE compared with 75% of those
in non-graduate jobs. In contrast, 12% of those in graduate jobs had studied either BTEC
qualifications, Access qualifications or a foundation degree compared with 20% of those in
non-graduate jobs.
•
64% of those in graduate jobs had attained more than 320 UCAS points compared with 52%
of those in non-graduate jobs.
•
46% of those in graduate jobs had attended an ST30 institution compared with 30% of those
in non-graduate jobs.
•
86% of those in graduate jobs had attained a 1st or 2:1 degree compared with 78% of those
in non-graduate jobs.
•
24% of those who had studied on an Arts, Creative Arts or Humanities degree were in
graduate jobs compared with 36% of those in non-graduate jobs. In contrast, 22% of those
who had studied on a Maths, IT and Computing, or Engineering and Building Management
degree were in graduate jobs compared with only 7% of those in non-graduate jobs.
•
90% of those in graduate jobs were very or largely satisfied with their job compared with
55% of those in non-graduate jobs. In contrast, 18% of those in non-graduate jobs were not
satisfied at all with their job compared with none in graduate jobs.
27
•
49% of those in graduate jobs indicated that one or both parents had participated in HE
compared with 41% of those in non-graduate jobs.
6.3 Conclusions
6.3.1 Clearly, there appears to be a relationship between graduates’ backgrounds and their chances
of moving, firstly, into a positive outcome after graduation and, secondly, into a graduate rather
than a non-graduate job. Many of these factors have been investigated in previous research in
relation to graduate employment and career progression outcomes but we can draw some tentative
conclusions from this analysis in relation to the cohort within this research.
Age and ethnicity: whilst these factors seem to play a part in the broad employment outcomes, they
appear less important when it comes to defining whether or not a graduate enters a graduate or
non-graduate job.
Gender: women appear to be more likely to obtain any job after graduation, regardless of whether
or not the job is a graduate job, whereas men are more likely to be unemployed or, if employed, to
be in a graduate job.
Pre-HE education type: whilst there appears to be a positive relationship between studying at a
state comprehensive and positive broad employment outcomes, there is also a positive relationship
between participating in selective education (state grammar schools and private schools) and
entering a graduate job.
Pre-HE qualifications: there appears to be a relationship between studying A-levels, and higher
UCAS points scores, and more positive outcomes in terms of both broad employment outcomes and
entry into graduate jobs.
HE institution type: there is little difference between the broad employment outcomes of those
from ST30 institutions and those from others; when considering entry into graduate jobs, however,
there is evidence that graduates from ST30 institutions are more successful.
Degree subject: again, there are few differences in the broad employment outcomes of graduates
from different subject areas but a relationship exists between certain degree areas (Maths, IT and
Computing, and Engineering and Building Management) and entry into graduate jobs.
Degree classification: graduates with a 1st or 2:1 degree classification appear more likely to have
positive broad employment outcomes and to enter graduate jobs.
Parental HE participation: this appears to have little effect on the broad employment outcomes of
graduates although there is evidence that graduates with at least one parent having participated in
HE are slightly more likely to enter graduate jobs.
28
7. Graduate Survey: influence of work experience and part-time work on
employment outcomes
One set of factors which seemed to reveal a clear difference between graduates in terms of
outcomes, however, were those related to work experience and part-time work whilst studying.
7.1 Work experience
7.1.1 Overall, 56% of the full graduate cohort had managed to secure relevant work experience
whilst at university and these graduates were more likely to report themselves in a positive outcome
than their counterparts who had no relevant work experience (see Figure 3). Nearly 60% of those
graduates in a positive outcome had had relevant work experience whilst nearly two-thirds of those
in a negative outcome had had none. Moreover, two-thirds of graduates in graduate jobs had
obtained work experience compared with only just over half of those in non-graduate jobs.
7.1.2 The advantages of work experience are more clearly underlined by the further finding that 24%
of those who had secured relevant work experience and reported themselves to be in a positive
outcome stated that that their employer had been able to employ them after graduation and that,
for 56% of these graduates, the employment was in a graduate job. Similarly, nearly a third (31%) of
those who had secured work experience and were now in graduate employment stated that their
employer had been able to employ them and, for 82% of these, the employment was in a graduate
job. This indicates the importance of relevant work experience for the chances of graduates’ both
gaining employment after graduation and moving into a graduate job.
29
7.2 Part-time work whilst studying
7.2.1 The picture for those who had worked part time whilst at university was less clear-cut (see
Figure 4). In this instance, 57% of the full graduate cohort had worked part time at some point
during university and, again, these graduates were more likely to report themselves in a positive
outcome. Nearly 60% of those graduates in a positive outcome had had part-time work, whilst 55%
of those in a negative outcome had had none. On the other hand, those who had worked part time
whilst at university were slightly more likely to be in a non-graduate job after graduation although
the difference was not large (62% to 57%).
7.2.2 This indicates that there is a relationship between part-time work and positive outcomes after
graduation, even though the main motivation for working part time might be for money (about 85%
reported this as the main reason), but that this is not carried through into the precise level of
employment secured. Over a third (about 37%) of those who had had part-time work and now
reported themselves in a positive outcome had been offered employment after graduation by the
same employer (compared with only 15% of those now in a negative outcome). Only 34% of those in
graduate jobs reported that their part-time employer was able to offer them a job after graduation,
however, compared with 41% of those in non-graduate jobs, although 12% of these jobs were
graduate jobs compared to only 3% in the case of the latter. This suggests that whilst graduates who
have a part-time job whilst studying might enhance their chances of a positive outcome after
graduation, this is not necessarily linked to obtaining a graduate job.
30
8. Graduate Survey: analysis of graduate attitudes
In the survey, graduates were asked to state their agreement or otherwise with 56 statements
covering a range of areas related to career choice and planning, the graduate job market, help and
advice seeking behaviour, engagement with employers, and job applications and interviews. In each
case, they were presented with a four-point scale (Strongly agree; Agree; Disagree; and Strongly
disagree) in order to force them to express an opinion rather than opt for the middle ground.
These 56 statements were then placed with related statements into one of eight themes as detailed
in Appendix 3.
In the following analysis, the overall results for each statement by theme are presented in graphical
form and are then discussed in four sections:
a) Overall: the overall results and their implications for graduates generally.
b) Background: the significant findings of a further analysis conducted according to three
selected variables indicative of social and cultural capital (i.e. education prior to HE; type of
HE institution attended; parental HE participation) See Appendix 2 for details of the
rationale adopted here.
c) Outcomes: the significant findings of a further analysis according to whether or not
graduates were in a ‘positive’ outcome after graduation (i.e. working or studying or working
and studying) and whether or not those working were in a graduate or non-graduate job.
d) Commentary: a final commentary on these findings in the context of the research as a
whole.
Quotations from graduates’ interviews and questionnaire responses have been included where
appropriate to illustrate the analysis.
8.1 Career ideas and choices
Figure 5: Career Ideas and Choices
I left university with no clear sense of career direction
During university, my career ideas changed
I chose my course with some career ideas in mind
I had clear career ideas before I went to university
Choosing a career is a matter of intuition rather than a…
0%
Strongly Agree
Agree
20%
Disagree
40%
60%
80%
100%
Strongly Disagree
Overall (see Figure 5)
8.1.1 Just over half of the graduates felt that choosing a career owed more to intuition than planning
with only about half having clear career ideas before starting HE, suggesting that many students
began their courses highly uncertain about the whole process of career planning and trusting to
contingency perhaps to help them through. Although nearly three-quarters chose their course with
career ideas in mind, it is not clear exactly how well-thought through such ideas were, particularly as
31
over two-thirds also felt that their career ideas changed during their time in HE. Most revealingly,
only just over half felt that they left university with some clear sense of career direction. The overall
picture revealed indicates that for many students, HE is a time of volatility about career choices with
many not developing a strong purpose by the time they graduate.
"I chose my degree not necessarily with a career in mind but just with a plan that I could use it anywhere really, so the
skills from the degree could be put towards any kind of role afterwards."
"My degree was about interest rather than employability. I had previous ideas about where I wanted to go and so rarely
sought direction or advice. During university my career direction did change as the job market shifted due to the
economic climate. My degree had little influence or support with this."
"I still didn’t know what I wanted to do even whilst working on my dissertation. I had no idea what I wanted to do or
where I wanted to be in five months’ time and my career wasn’t really a thought of mine."
"I felt as soon as I graduated I had no direction or understanding of what I should do, filled with self-doubt, fear of the
unknown industry and insecure as a result of the economic crisis."
Background
8.1.2 The most committed students in terms of having career ideas before university and choosing
their courses with careers in mind were those from non-selective educational backgrounds, those
from non-ST30 universities and those with no parents having participated in HE. By contrast, more
advantaged students at ST30 institutions were more likely to change their career ideas and to leave
with no clear sense of direction. Those with at least one parent having participated in HE were also
more likely to have a change of career ideas.
Outcomes
8.1.3 Perhaps unsurprisingly, those graduates in a non-graduate job were more likely to have left
university with no clear sense of career direction.
Commentary
8.1.4 Whilst non-advantaged students seem more focused, having clearer career ideas and choosing
degree courses on the basis of these, their advantaged counterparts were more likely to change
their ideas and leave with no sense of direction. Interestingly, nearly two-thirds of employers
indicated that they felt graduates should have clear career ideas by the end of their courses. This
appears to be no barrier to employment, however, as there is evidence that, despite their relative
lack of focus, those from selective educational backgrounds and ST30 institutions are more likely to
be in a graduate job.
32
8.2 Influence of family and friends
Overall (see Figure 6)
8.2.1 Family and friends were important groups consulted by graduates about career opportunities
and enhancing their career prospects, with about three-quarters consulting their families and slightly
more their friends. Nearly half also felt that family and friends provided them with ideas and
contacts for their future career (friends were seen as slightly more helpful in this respect). The key
issue here is the extent to which many graduates are able to call upon these groups for effective
support in their careers as there is clearly a signal difference between emotional support and more
practical assistance in the form of contacts and, perhaps, work placements and experience. Families
were also generally viewed as being keen for them to get a graduate job, although a sizeable
minority, about 30%, felt this was not the case.
"My family are keen for me to get a good job but there was no pressure to get a graduate job but more a good job
that I would be happy in."
"Everybody has a little bit more information or different information about the career path, so it’s like sharing
knowledge."
"Friends, family and academics – these people gave me an alternative view on my skills and interests and a view of
what career they thought I would be good at or (would) interest me."
33
8.2.2 Although many graduates were happy to move away from family and friends in order to get a
graduate job, a large proportion (nearly 40%) felt that this was not the case with obvious
implications for their career prospects.
"I wasn’t especially happy about doing it, but if you’re going to get a graduate job you have to understand a lot of
them are in the cities."
"Mainly because I’m sort of the type of person that I am, really, I didn’t really want to move away from home. A lot
of people wanted to go up to London or go abroad or some big city somewhere, but I felt that I wanted to stay quite
local to my friends and family so the fact there was an office in my local area would make a big difference."
"Moving back home put me at a disadvantage to get a graduate job, in terms of choice and availability, but I
couldn’t afford not to."
"At the time and actually as it happens now, I’m still pretty flexible about where I go. I was just looking for any sort
of opportunities which paid fairly well and had good job security and you know with fairly well-respected
companies. So whether it’d be abroad or whether it would’ve been just down the road from where I live it didn’t
really matter at all."
Background
8.2.3 Graduates from selective educational backgrounds, those from ST30 institutions, and those
with at least one parent who had participated in HE were more likely to have a family keen on their
getting a graduate job, indicating a more ambitious home environment. Those from ST30 institutions
and those with at least one parent who had participated in HE were also more likely to talk to their
family and friends about career opportunities and enhancing their prospects, and to get ideas and
contacts from their families. Those from ST30 institutions displayed greater mobility being more
prepared to move away from home after graduation.
Outcomes
8.2.4 Those graduates now working or working/studying and those in a graduate job were more
likely to have talked to their family about how to enhance their career prospects after university.
The latter were also more likely to consider that their family was keen for them to get a graduate job
after university.
Commentary
8.2.5 The evidence suggests that advantaged graduates were more likely to feel the influence of high
family expectations and also more likely to talk to their families and friends, and to get ideas and
contacts from them. This appears to be a virtuous circle as, in turn, graduates reporting more
positive outcomes (in terms of both whether they were in employment and/or studying and
whether their employment was in a graduate job) were more likely to have consulted their families,
and to feel that these had high expectations of them. The greater mobility of graduates from ST30
institutions is, perhaps, linked to the messages from larger employers more likely to visit such
institutions that they prefer graduates who are flexible about location, but there are clear
implications of this for graduates’ prospects.
There appears to be a strong relationship here, therefore, between the expectations and influence
of family, the background of graduates, and their eventual outcomes.
34
8.3 Influence of institution
Overall (see Figure 7)
8.3.1 About three-quarters of graduates viewed their choice of university as potentially helpful in
getting a job after graduation and a slightly smaller proportion (about 70%) felt that their university
experience had been helpful in preparing them for employment and had made them aware of a
wider range of career options. A similar proportion also felt that their university experience had
been successful regardless of whether or not they got a graduate job. By comparison, only just over
half of graduates felt that their institution encouraged them to aim for a graduate job. A similar
proportion also consulted academic staff about career opportunities although fewer than half felt
that this provided them with ideas and contacts. Only just over a quarter benefitted from mentoring
whilst at university.
"I already had an idea of where I would like to take my career; university enforced this and also opened up another
option of interest for addiction therapies."
"I have learnt a lot, and used it extensively to find out which career path I would like for myself, rather than just
going into what everyone else is applying for or what is assumed from your degree."
"Without attending university I would not have had any of my present interests or career aspirations. Even if
university does not affect my career, it has affected my life in a positive way."
"I looked at all the universities that offered the course and then I looked at how good the universities were. And
then, I just shortlisted from there: Durham was the one that came up best, so I just started applying for that one.
And I looked at the figures as well, and Durham had one of the best graduate success rates."
"I’m so glad that I changed universities. I’m absolutely convinced that it made a difference. Just the quality of
education I received."
35
Background
8.3.2 Generally, graduates from all educational backgrounds agreed that university had been helpful
in preparing them for employment, that university had made them more aware of a range of
options, and that their university had been successful regardless of whether or not they got a
graduate job. Graduates from selective educational backgrounds, those from ST30 institutions and
those with at least one parent who had participated in HE were more likely to think that their choice
of university would be helpful in getting a job after graduation. Those from selective educational
backgrounds and from ST30 institutions were also more likely to report that they had been
encouraged by their institution to aim for a graduate job. Graduates from non-selective educational
backgrounds and non-ST30 institutions, however, were more likely to have consulted academic staff
about career opportunities and to have been provided with ideas and contacts, whilst those from
non-ST30 institutions were more likely to have benefitted from mentoring.
Outcomes
8.3.3 Those graduates now working or working/studying were more likely to have regarded their
university experience as helpful in preparing them for employment and to think that their university
experience had been successful regardless of whether or not they got a graduate job. Those
graduates in a graduate job were more likely to think that their choice of university would be helpful
in getting such a job and that their institution had encouraged them to aim for a graduate job after
university. They were also more likely to feel that their university experience had been helpful both
in preparing them for employment and in making them aware of a wider range of career options,
and to have benefitted from mentoring. Those graduates in a non-graduate job, however, were
more likely to have talked to academic staff about career opportunities after university.
Commentary
8.3.4 It is heartening that graduates from all backgrounds concurred in the broad benefits of their
university experience in terms of employment preparation and widening options. It is the
advantaged graduates, however, who were more likely to think that their choice of university would
be helpful in getting a job, and, moreover, to feel that their institution encouraged them to aim for a
graduate job, suggesting that there is a premium for some graduates above these broader benefits.
More interestingly, non-advantaged graduates were more likely to consult academic staff, possibly
because they were more likely to be on vocational courses and academic staff were more accessible
to them. They were also more likely to think that success at university was not necessarily a function
of getting a graduate job suggesting either, on the one hand, a more enlightened attitude to the
virtues of HE or, on the other, a more realistic assessment of their career prospects.
8.3.5 As graduates from ST30 institutions were more likely to be in a graduate job, and those in
graduate jobs were more likely to consider that their institution encouraged them to aim for one,
this might be construed as evidence of the importance of institutional culture. Those in graduate
jobs were also more likely to feel that their university experience was characterised by preparation
for employment, widening of options, and participation in mentoring. This last finding is interesting
as mentoring opportunities were more prevalent at non-ST30 institutions, perhaps suggesting a way
forward for such institutions in better preparing their students for life beyond university.
36
8.4 Influence of careers service
Overall (see Figure 8)
8.4.1 About two-thirds of graduates felt comfortable approaching the careers service for advice and
information, with just over half preferring to seek careers information and advice from their family
or friends. Moreover, just over half also stated that they had not consulted the careers service about
enhancing their career prospects after university. Less than 40% had talked to the careers service
about where to look for job vacancies or about applying for jobs and preparing for interviews and
assessment centres, or had felt that the careers service had provided them with ideas and contacts
for their future career. We need to make a careful distinction here between ‘consulting’ and ‘using’
the careers service; many graduates might have used the careers service, through websites and
other means, but not considered themselves to have consulted a member of staff there.
"They helped with our placement year. They were really good at going through cover letters and stuff like that,
which was really helpful because initially when you do a cover letter, it’s a long way from what an employer wants
to read."
"Before I went to my assessment centre I booked a careers advice talk at the career centre at university and it was
quite useful as I had no idea what to expect. I had this careers advice talk and it was useful in just getting you to
really reflect on what skills you’ve got and why you’re doing it."
"I think that it’s very underused actually. People, I think, I don’t know whether they’re scared of doing a mock test or
they just put it off until after they’d finish uni, but I think it’s a great way to speak to people. They can give you a
sort of first-hand kind of advice, because they’re constantly talking to employers, constantly arranging events."
37
Background
8.4.2 Graduates from an ST30 institution or with at least one parent having participated in HE were
more likely to seek careers information and advice from family and friends than from the careers
service, whilst those from a selective educational background were more likely to seek help from the
careers service in applying for jobs and preparing for interviews and assessment centres.
"I looked into using my careers service at university and found that the people I knew who had used the service also
found it unhelpful, and careers recruitment events were only useful for a select few who knew exactly what sector
they wished to go in to."
"University careers service did not cater for mature students with prior experience."
"The careers service was unable to help due to my field of study being specialised."
Outcomes
8.4.3 Those graduates in a graduate job were more likely to have felt comfortable about
approaching the careers service for advice and information and to consider that the careers service
provided them with ideas and contacts for their future careers.
Commentary
8.4.4 There appear to be few differences between advantaged and non-advantaged graduates in
their use of the careers service, except that some of the former were more likely to seek specific
help from the careers service about job applications, interviews and assessment centres. Some
advantaged graduates were more likely to seek careers information and advice from family and
friends, however, indicating perhaps that such graduates possess a wider range of sources of help to
choose from. Some graduates subsequently expressed regret at not having made better use of their
careers service.
"I probably should have gone to the careers service early in my degree. And every time I thought of going, I was like,
'oh, I don’t know what I’m going to say. And I don’t know what help they will be to me.' And then it got kind of too
late."
"Now I know what the careers service does, they could be very helpful! However, when I was actually at university I
didn’t know what services were available."
8.4.5 Whilst the numbers using, as opposed to consulting, the careers service are likely to be
understated in this survey, there still remain questions as to why a third of graduates were not
comfortable approaching their careers service and why so few appeared to have taken advantage of
the services provided. More encouragingly, as graduates in graduate jobs were more likely to have
felt comfortable approaching the careers service for advice and information and to consider that
they were thus provided with ideas and contacts for their future career, there appears to be a
positive relationship between these factors.
38
8.5 Influence of employers
Overall (see Figure 9)
8.5.1 Over three-quarters of graduates realised that networking would be important for their career
prospects and a similar proportion attended careers fairs and other employer-led events during their
final year. Whilst nearly two-thirds felt confident in approaching employers at such events, however,
fewer than half actually discussed opportunities after university with employers and/or professional
bodies or felt that the latter provided them with helpful information about opportunities.
"I talked to employers. That was really useful. I went to some of the presentations they had on and I went to one on
commercial awareness and I think I went into one in team skills and found those really helpful."
"I tried to make best use of a range of sources whilst at university. For example, I attended many presentations from
employers. This gave me a good idea of what companies were looking for and how best to present myself."
"I talked to a lot of them and asked what they were looking for. So that was very helpful because they gave a real
idea and they were quite honest as to what they were really looking for and I took a lot of information."
"I didn’t really talk to many employers but mainly because I was so scared to. I didn’t know what to ask for, or what
I was looking for."
"All careers events at university were geared up for jobs with Deloitte, KPMG, PWC, Barclays, etc, not anyone useful
or interesting."
"I attended graduate fairs … however, I felt they were poorly targeted towards science students, and did not find
any employers that were relevant for me."
Background
8.5.2 Graduates from selective educational backgrounds and those from ST30 institutions were more
likely to have attended careers fairs and other employer-led events, whilst those from non-ST30
institutions were more likely to have realised that networking was important for their career
prospects.
39
Outcomes
8.5.3 Those graduates now working or working/studying were more likely to feel that they were
provided with helpful information about career opportunities after university by employers and
professional bodies. Those graduates in a graduate job were more likely to have attended careers
fairs and other employer-led events, and to have felt confident in approaching employers at such
events. In addition, they were more likely to have discussed career opportunities with such
employers and professional bodies, and to have been provided with helpful information about
career opportunities by them.
Commentary
8.5.4 Although graduates from non-ST30 institutions were more likely to have realised that
networking would be important for their careers, it appears that advantaged graduates were more
likely to have attended careers fairs and other employer-led events where they would have the
opportunity to do so. This may be linked to the fact that ST30 institutions are targeted by more
employers generally and can therefore run larger careers fairs and more expansive employer-led
programmes. The likelihood of being in a graduate job, moreover, appears to be related to
attendance at such events, confidence in approaching employers and the likelihood of receiving
helpful information from employers, suggesting that these factors are important in helping
graduates to move on successfully.
8.6 Understanding and perceptions of the job market
Overall (see Figure 10)
8.6.1 Just over half the graduates felt they left university with a good understanding of the job
market, with nearly three-quarters knowing that large employers recruited students in their final
year, and slightly more understanding the difference between a graduate and a non-graduate job.
Whilst two-thirds knew where to look for graduate job opportunities, only just under half knew
which employers to apply to during their final year. About two-thirds felt that most graduate jobs
were with large employers rather than smaller ones. Nearly 60% disagreed that getting a graduate
job was the main indicator of success at university whilst nearly 80% thought that getting a job was
the important thing, not necessarily a graduate job.
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"At university the sort of big things were being on a graduate scheme. But I didn’t really know what a graduate
scheme was, it was just kind of like a thing that you just seemed to know, but you didn’t really get what it was."
"All I thought was that a graduate job, you had to have a degree for it. But I think that most people, and probably
myself back then, probably only thought of graduate jobs as sort of the big schemes where you would have like
training... the sort of nationally known ones."
"I never knew the importance of graduate schemes or anything like that until after I graduated. You’d hear about
them at the careers fairs and events, but I didn’t really think it was some kind of preconception [sic] that was real."
"My course (and many others) really don’t prepare students properly for the real world of work as most of the
lecturers have never worked in industry. So everything taught is highly academic and theoretical but little applied/
used/or out of date in industry."
"I think there is a focus on graduate schemes at university not careers."
Background
8.6.2 Graduates from a selective educational background, those from an ST30 institution and those
with at least one parent having participated in HE were more likely to know that large employers
recruit graduates in their final year. Those from a selective educational background and those from
an ST30 institution were more likely to know where to look for graduate opportunities and which
employers to apply for in their final year. Those from an ST30 institution were also more likely to
think that most graduate jobs were with large employers. Those from a non-selective educational
background were more likely to think that getting a job was the important thing, not necessarily a
graduate job, whilst those from a non-ST30 institution and those with no parents having participated
in HE were more likely to think that getting a graduate job was the main indicator of success at
university.
Outcomes
8.6.3 Those graduates now working or working/studying were more likely to have known that large
employers recruited students in their final year at university, where to look for graduate job
opportunities in their final year, and which employers to apply to during that year. Those graduates
in a graduate job were more likely to have left university with a good understanding of the graduate
job market and to know that large employers recruited students in their final year. They were also
more likely to have known where to look for graduate job opportunities and which employers to
apply to during their final year. Those graduates in non-graduate jobs were more likely to consider
that getting a job was the important thing, not necessarily a graduate one.
Commentary
8.6.4 There is strong evidence here that advantaged graduates have a better understanding of the
graduate job market in terms of knowing about employers’ recruitment practices and where to look
for vacancies (although not to the extent of comprehending that most graduate jobs are not with
large employers). Moreover, this understanding appears to be shared by those graduates now either
working or studying or both and those in graduate jobs, suggesting that there is a positive
relationship between these factors.
8.6.5 At the same time, non-advantaged graduates, and those either unemployed or in non-graduate
jobs, appear to have a less complete understanding of the graduate job market, and, perhaps
understandably in the current job climate, a more fatalistic attitude to graduate jobs, i.e. considering
that any job is better than none. This may be related to their general attitudes to employment or
possibly a reflection of their capacity to hold out for a graduate job.
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8.7 Work experience, extracurricular activities and networking
Overall (see Figure 11)
8.7.1 Over 90% of graduates felt that work experience would be important for their career prospects
with nearly three-quarters feeling the same about extracurricular activities. Whilst just over twothirds were able to get involved in extracurricular activities, however, nearly a third claimed not to
have had the time to do so and over a third said the same about relevant work experience. At the
same time, about four-fifths felt that getting a 2:1 would be more helpful for their career prospects
than other factors, with a similar proportion claiming to have prioritised their academic work over
career planning and preparation. Overall, however, about 70% said that they had taken advantage of
opportunities whilst at university to make themselves more employable.
"Any kind of practical work experience is in my opinion the most beneficial thing, not just for finding a job
afterwards, but also for your own personal development and understanding of what you’re actually learning at
university."
"Taking an internship in my second year was vital to my understanding of career options and providing me with
ideas and contacts for future plans."
"I think societies are very underrated with what they give people because it’s kind of like work experience, but you
have a lot more control. It definitely helps people who are interested in sort of leadership roles. I can honestly say
that if it wasn’t for that I probably wouldn’t have the job I’ve got now."
"The parliament society was only twice a week, so I was active and went. So I tried not to overload myself, and my
studies still came first. And if I had, for example, a deadline coming up, the other activities would have to be put to
the side of my studies."
"I probably focused a lot on the extracurricular stuff. I was quite involved in various societies. I probably did like the
kind of minimum for my degree, but I didn’t spend too much time on my degree compared to other stuff. It was just
because most of the interviews for jobs were competency based. So I would spend lots of time talking about my
experiences and skills that they’ve given me and they seem to really care about that."
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Background
8.7.2 Graduates from a selective educational background, those from an ST30 institution, and those
with at least one parent having participated in HE were more likely to realise that extracurricular
activities would be important for their career prospects and to have got involved in such activities.
By contrast, graduates from a non-selective educational background, those from non-ST30
institutions and those with no parents having participated in HE were more likely to say that they did
not have the time to get involved in extracurricular activities.
Outcomes
8.7.3 Those graduates now working or working/studying were more likely to have realised that
relevant work experience and extracurricular activities would be important for their career prospects
after university. They were also more likely to agree that they had taken advantage of opportunities
whilst at university to make themselves more employable. Those graduates now unemployed were
more likely to consider that they did not have the time to participate in either relevant work
experience or extracurricular activities whilst at university. Graduates in a graduate job were more
likely to have been able to get involved in extracurricular activities at university and to have taken
advantage of opportunities at university to make themselves more employable. Those in nongraduate jobs were more likely to say they lacked the time to get involved in relevant work
experience or extracurricular activities and to have prioritised their academic work over career
planning.
Commentary
8.7.4 The vast majority of graduates seem to understand the importance of work and extracurricular
experiences, particularly the former, for their career prospects, suggesting that the message about
the importance of these factors is getting home to students. Of more concern, however, is the fact
that rather smaller proportions appear able to afford the time to participate in them and that this is
especially true of graduates from non-advantaged backgrounds in relation to extracurricular
activities.
"I had no time to take part in any extracurricular activities or relevant work experience/voluntary work due to
having to do paid work during the day I wasn’t at uni."
"I only realised that experience was important when I finished university. Universities should do more to provide
internships."
"None of my lecturers explained clearly to us the importance of work experience during the course, therefore I
focused on my academic work, and now as a graduate I feel that I have missed out on important experience."
8.7.5 There is also a strong relationship here between graduates’ involvement in work experience
and extracurricular experience and positive outcomes in terms both of working and/or studying and
their getting a graduate job. The strong impression is gained that advantaged graduates have
comprehended very clearly that work experience and extracurricular activities are crucial for career
success and that this is translated into their better performance in the graduate job market.
8.7.6 At the same time, there is a commonly-held belief amongst the majority of graduates,
regardless of background it seems, that a 2:1 degree or better is vital for career prospects, with
many claiming that this imperative, and the academic effort therefore required, often trumps career
planning activities; this is particularly true of those who later find themselves in non-graduate jobs.
This begs the question whether it is necessary to sacrifice career-enhancing activities for academic
success.
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"You only get one shot at your degree. You have to give it your all and try to achieve the highest grade possible.
Hence reducing the amount of time you have available for other activities, organising work experience, etc.
"My academic work always came first to be honest, and then everything else fell in around it."
"I always prioritised my academic work. So if I had a lot to do, I would always give up my social activities outside of
university."
"No one cares that I have a first class honours degree when I am applying for jobs because they are looking for
someone with experience."
8.8 Job application process
Overall (see Figure 12)
8.8.1 Just over three-quarters of graduates knew how to go about applying for jobs after university
and nearly two-thirds felt confident enough to make applications for graduate jobs in their final
year. Only just under half made the time to do so, however, and about half decided to put this off
until after graduating. Moreover, a similar proportion decided to just get any job after university
rather than to hold out for a graduate job. Nearly two-thirds of graduates felt well-prepared for the
task of writing applications and CVs during their final year and about 60% understood what was
involved in a graduate interview. Rather fewer (less than 40%), however, understood what was
involved in a graduate assessment centre. Less than a third reported that writing applications or CVs
was assessed as part of their course at university.
"It’s got to be hundreds [of applications]. I signed up to pretty much every graduate jobsite going. I had contracts at
recruitment agencies already through my part-time job. The job centre was no help at all. I treated it like a 9-5 job.
[about applying for graduate jobs] I was employed two weeks after graduation."
"I applied for jobs early so just kind of late summer so that I wouldn’t have to be doing it whilst I was working in my
final year, which meant I had an interview quite early on and got a job."
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"My final year in university was very stressful with the workload; I did not have the time to pursue job applications."
"I decided not to apply to graduate jobs in my final year because I did not know what career I wanted after
university and I wanted to take a gap year to decide. I did not necessarily want to go on a graduate scheme as none
of them really stood out to me. I am on my gap year and have now decided that I want to be a primary school
teacher. I think it is ok to take time to decide and not panic and apply to graduate schemes for the sake of it."
Background
8.8.2 Graduates from selective educational backgrounds were more likely to understand what was
involved in graduate assessment centres and interviews. Those with at least one parent having
participated in HE were also more likely to understand what was involved in a graduate interview.
Those from a non-selective educational background, from non-ST30 institutions, and those with no
parents having participated in HE were more likely to have had writing applications and CVs assessed
as part of their course, however. Those from non-selective educational backgrounds and those from
a non-ST30 institution were also more likely to have decided just to get any job after university
rather than hold out for a graduate job.
Outcomes
8.8.3 Those graduates now working or working/studying were more likely to have made the time to
apply for graduate jobs in their final year, to feel well-prepared for the task of writing applications
and CVs, and to have understood what was involved in a graduate interview. Graduates who were
unemployed were more likely not to feel confident enough to apply for graduate jobs in their final
year, to have decided to leave such applications until after they had left university, and to just get
any job after leaving university rather than hold out for a graduate one. Those in a graduate job
were more likely to have known how to go about applying for such jobs after university, and both to
have been confident enough and to have made the time to do so. They were also more likely to have
considered themselves well-prepared for the task of writing applications and CVs, and to have
understood what was involved in both an assessment centre and an interview for a graduate job.
Those graduates in non-graduate jobs were more likely to have decided not to apply for graduate
jobs until after they had left university and to get any job after university rather than hold out for a
graduate job.
Commentary
8.8.4 There is clear evidence here of the relationship between understanding how the job
application process works, from applications/CVs through to interviews and assessment centres, and
both better broad employment outcomes (i.e. being in work and/or studying) and outcomes in
terms of a graduate rather than a non-graduate job. More successful graduates largely appear to
have a better understanding of all stages of the process, and whilst most graduates appeared to
understand about making applications and interview technique, a sizeable minority did not, and, in
the case of assessment centres, the majority felt ill-prepared.
8.8.5 More specifically, advantaged graduates were more likely to report themselves as being betterprepared for interviews and assessment centres than their non-advantaged counterparts, although
the latter received more instruction in writing applications and CVs as part of their courses. This
better level of preparation for, and understanding of, the later stages of the recruitment process
might, of course, be linked to the greater likelihood of advantaged graduates having attended
employer-led events and being provided with useful information at these.
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8.8.6 There is also some evidence of the importance of attitudes in this respect. Many graduates
postponed applying for jobs until after graduation and were then prepared to take up any job rather
than hold out for a graduate one. This approach was more common amongst non-advantaged
graduates and was more associated with less positive outcomes including being unemployed after
graduation and being in a non-graduate job. Again, this may suggest a more realistic or fatalistic
attitude to the job market on the part of such graduates and their comparative lack of resources to
hold out for a graduate job.
"Since I have a long-term career plan, my current non-graduate job was planned as a role to gain experience
towards gaining a competitive job, which will ultimately lead to a doctorate (hopefully). I only looked at nongraduate jobs that would provide this experience."
"I’m glad I’ve changed into a role where I know I am happy and can be successful; even if it’s not a graduate job you
spend most of your life at work and need to enjoy it."
"Initially after leaving university I chose to work in a job that didn’t require a degree. Whilst I don’t believe that
landing straight into a perfect graduate job at the moment of graduation is indicative of success, if, five years down
the line, I am still doing unskilled work, I think I will start to think of the degree as a bit less successful than I do
now."