Factors affecting applications to Oxford and Cambridge – repeat survey
Further information
This research follows up a study conducted in 1998 by the National Foundation for Educational Research to investigate teachers’ and students’ views on the factors affecting students’ choices of whether or not to apply to Oxford and Cambridge. It identifies what has changed since 1998 and areas in which the universities could seek to bring about further change.
The study comprised a questionnaire to maintained schools, intended for the member of staff responsible for university entrance, as well as five questionnaires to be given to a selection of high-achieving students in the last year of their advanced level studies.
Key findings
Overall, both teachers’ and students’ views in 2004 had many similarities with the 1998 study, but there were some interesting differences and patterns that suggest that teacher and student perceptions of the universities have shifted since 1998.
Applicants
Whilst a greater proportion of the students in our sample from grammar schools were applying to Oxbridge than those from comprehensives and post-16 colleges, in 2004 the gap was smaller than in 1998 and was no longer statistically significant. Parental qualifications were no longer related to whether students were applying. These findings suggest that students from a wider variety of backgrounds were applying to Oxford and Cambridge in 2004 than in 1998.
Teaching methods
Students in 2004 seemed to place greater importance on factors such as course content and teaching approaches when making decisions about higher education. For example, students in 2004 were more likely to take into account the way teaching is organised and the content of the courses when deciding whether to apply to Oxford or Cambridge than those in 1998.
Academic
Both students and teachers placed an increased emphasis on the academic rigour and high expectations of the universities. For example, in 2004 students from all types of school noted that prestige and good academic reputation were the main differences between Oxbridge and other high-entry universities. Also, in 2004 students were more likely to mention that doubt about achieving the right grades was their primary reason for not applying to Oxbridge.
Social mix
Perceptions of the social mix at Oxbridge appeared to have altered slightly since 1998. Students in 2004 were less likely to report that the social mix at Oxbridge discouraged them from applying or that information on social life needed to be improved. Also, teachers were less likely to suggest that the universities needed to change their image. However, it should be noted that some concerns were still raised about the social background of students and the need for the universities to emphasise that state school students are not disadvantaged. Overall, the findings suggest that Oxbridge have gone some way to addressing issues surrounding the perceived social mix of students.
Differences between Oxford and Cambridge
Since 1998, perceived differences between Oxford and Cambridge have reduced. Both teachers and students were less likely to believe that differences existed, and those mentioned tended to relate to the courses on offer. It was notable that in the 1998 study many respondents referred to STEP (Sixth Term Examination Papers) papers as being a difference, but in 2004 this was not the case (probably due to a change in the application procedures, suggesting that students and teachers are aware of the change).
Information available
Prospectuses and visits to the universities were the main sources of information drawn on. Since 1998 there has been a huge increase in the use of the internet to access information about Oxford and Cambridge. In general, teachers and students were happy with the information available about Oxford and Cambridge. The main areas of concern, both for teachers and students, related to the need for further information about the application and interview process, and on choosing colleges.
Overall
On many issues the findings of the 2004 study were very similar to those from the 1998 study. However, the pattern of findings suggests that since the 1998 study was carried out, there has been a subtle change in the way that Oxford and Cambridge are perceived. This relates to an increased emphasis on the academic requirements and provision of the universities, and a reduced concern about social factors and issues surrounding state-school students. There is still further work to be done, and some recommendations are listed below, but it does appear that the attitudes of teachers and students have shifted slightly in relation to the way they think about Oxford and Cambridge.
Conclusions/recommendations
- Oxford and Cambridge appear to have been clearly successful in trying to shift perceptions about the universities and to encourage prospective students to focus to a greater extent on the academic rather than the social-class aspects of the universities. This work should continue.
- Current methods of providing information about the application and selection processes are not meeting the needs of all users.To minimise the extent to which these are seen as barriers to students being successful, further information was requested.Oxford and Cambridge may wish to consider greater consultation with prospective students and their teachers about what information they would like to see.
- It was clear that on a range of issues the perceptions of teachers in comprehensive schools were different from those of teachers in grammar schools. Oxford and Cambridge may wish to address this perceived information gap and increase further their proactive targeting of comprehensive schools.
- Higher education fairs were not seen to be as useful, by both teachers and students, as other sources of information such as open days and visits to the universities. Oxbridge may want to consider either trying to find ways to improve their presence at higher education fairs, or instead to focus their efforts on open days and arranging visits to the universities instead.
- As websites are being increasingly used, then the effort that is put into maintaining and developing them needs to be proportionate. Oxford and Cambridge may wish to explore more innovative uses of the website in order to address some of the other issues raised in this research.
- Further work needs to be done to provide information about the types of student that attend Oxbridge, and to reassure prospective students that they would feel comfortable with the social setting at Oxbridge.
- Continued efforts are required to assure students that studying at Oxbridge is no more expensive than studying at other universities.
- There was evidence that comprehensive schools provided fewer support mechanisms for prospective Oxbridge students. The universities may therefore wish to consider targeting more support mechanisms at these schools, for example mock interviews.
- Further work needs to be done to help students decide on which college to apply to and to support teachers in helping students making this decision, or on convincing students that all colleges are essentially similar and that college choice is not the most crucial part of their application.
- The current interview procedure was said to be difficult and teachers thought that the interview, and in particular nervousness, was the reason that students were not successful in gaining places. Oxford and Cambridge should continue to attempt to make the interview process less stressful for students in order to ensure that university staff are able to gather the best possible information about prospective students.
About the study
The methodology for the study was designed to follow that used in the 1998 study, in order to maximise the degree of comparability between the two studies. The same sample of schools was used in order to see how attitudes may have changed over the six-year period. In the autumn term of 2004, one questionnaire for the member of staff responsible for university entrance, as well as five questionnaires for high-achieving students in the last year of their advanced level studies were sent to 653 schools and colleges.
A total of 236 teachers completed questionnaires: 101 teachers from comprehensive schools, 80 from grammar schools and 55 from post-16 colleges (sixth form colleges, further education colleges and tertiary colleges). A total of 906 students completed the questionnaire: 383 students from comprehensive schools, 339 from grammar schools and 184 from post-16 colleges.