Navigating Changing Options - HE Sector Report The impact of Coronavirus on 2021 and 2022 UK undergraduate decision making - The ...
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Navigating Changing Options – HE Sector Report
The impact of Coronavirus on 2021 and 2022
UK undergraduate decision making
Wave Four – February / March 2021
April 2021
Report Authors: Bethany Wiles, Senior Research Executive
Barbara Bradshaw, Senior Market Research Consultant
© Copyright TSR Insight 2021 – Commercial in confidence
Contents
Contents ...................................................................................................................................................... 2
1. Executive Summary ............................................................................................................................. 3
2. Background .......................................................................................................................................... 4
3. Target Audience................................................................................................................................... 4
4. Findings ................................................................................................................................................ 5
Awareness of Pathway Choices ................................................................................................... 5
Current concerns about their education ..................................................................................... 6
Employability concerns.............................................................................................................. 12
The impact on mental health .................................................................................................... 14
In their own words: Worries faced by 2021 and 2022 entry respondents ............................... 15
Impact of Covid-19 on Decision Making for 2021 and 2022 entry ............................................ 18
Impact of Covid-19 on Subject Choice....................................................................................... 22
University Decision Making ....................................................................................................... 25
Information Gathering – 2021 entry ......................................................................................... 26
Virtual Open Days – 2021 entry................................................................................................. 27
Information Gathering – 2022 entry ......................................................................................... 31
Virtual Open Days – 2022 entry................................................................................................. 32
Looking forward: When lockdown ends .................................................................................... 34
5. Survey methodology .......................................................................................................................... 37
6. Audience and response ..................................................................................................................... 37
7. Other waves of the survey................................................................................................................. 37
8. Respondent Profile ............................................................................................................................ 38
9. About TSR Insight .............................................................................................................................. 39
Get in touch to know more:
2 hello@tsrinsight.com • www.tsrmatters.com/tsrinsight
1. Executive Summary
Almost all respondents were worried about something. Many were lacking motivation, and the impact
on mental health was significant. Despite the unprecedented worries they faced, respondents felt the
expectation was that they should carry on as normal, regardless of the circumstances.
• 80% of 2021 and 81% of 2022 entry respondents were struggling to motivate themselves to work.
• Just 21% of 2021 and 18% of 2022 entry respondents described their mental health positively.
Covid-19 had impacted university choices for around one in five 2021 entry respondents, motivated by
a lack of confidence in getting the grades they needed and concerns about how future Covid outbreaks
would be handled by the universities they were considering. Qualitative comments suggested
respondents may choose universities closer to home (but not necessarily at home) so they could get
back easily in case of future lockdowns
• 22% of 2021 entry and 15% of 2022 entry respondents said their university choice was impacted by
Covid-19.
• However, for 73% of 2021 entry respondents and 69% of 2022 entry respondents, their desire to
move away or stay at home had not been impacted by the pandemic.
Subject choice appears to have been less impacted by Covid-19 than university choice among 2021
entry respondents, whereas for 2022 entry respondents, subject choice was slightly more likely to be
impacted. Lack of confidence in their grades, limited work experience opportunities, selecting subjects
based on their impact on society or future employability and a lack of support in exploring career
choices were factors influencing subject choice
• 12% of 2021 entry and 18% of 2022 entry respondents said their subject choice had been impacted
• Respondents were now more worried that their degree might not help them get a job. 59% of 2021
entry and 67% of 2022 entry were either quite or very concerned about their employability,
compared to just 29% of 2021 entry and 34% of 2022 entry respondents before the pandemic.
At this stage, 2021 entry respondents wanted practical information about what their university life
would look like and 2022 entry respondents wanted course information, application and personal
statement guidance
• Around three quarters (72%) of 2021 entry respondents wanted information about how Covid-19
would impact their university life, and similarly, two thirds (67%) wanted clarification around plans
for online learning.
Respondents were more confident in this wave of research that Virtual Open Days would provide
enough information to make their UCAS choices. There was still an appetite to continue attending
virtual open days, as well as an interest in visiting universities in person, when restrictions allow
• Over three quarters (77%) of 2021 entry and over two fifths (43%) of 2022 entry respondents had
attended a virtual open day. 82% of 2021 entry and 78% of 2022 entry had found the event useful
• 69% of 2021 entry and 82% of 2022 entry respondents planned attend a virtual open day this
spring / summer; 68% of 2021 and 74% of 2022 entry respondents planned to attend face-to-face if
they happen. If face-to-face is possible, the majority of 2021 entry respondents (91%) said that they
would visit their Firm choice university, 58% would visit their insurance.
Respondents felt positive about lockdown easing, including the opportunities to visit universities in
person. That said, there had been positive aspects of lockdown some would like to maintain moving
forward. Being able to work and study from home or with greater flexibility was especially valued.
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3 hello@tsrinsight.com • www.tsrmatters.com/tsrinsight2. Background
We invited The Student Room community to take part in our quantitative survey so that they could tell
us, and you, how they are feeling and what they need at the moment.
The conversion landscape has changed and continues to incrementally shift as both prospective
students and universities adjust to the current situation.
For prospective students, they have never been in this position in their decision-making process before,
and the roadmap is no longer as clear.
This is the fourth phase of our Navigating Changing Options Research, marking a full year since our first
wave of research in April 2020, at the start of the pandemic.
We will be repeating this survey so that we can help young people navigate these challenging times, to
track changes over time and to deliver value to our clients and The Student Room.
3. Target Audience
This Sector Report focuses on prospective students who indicated that they were planning to start an
undergraduate degree at a UK university in September 2021 or September 2022 and is predominantly
made up of current Year 12 and Year 13 students who are currently studying A levels (89%) or BTEC
(11%).
Respondents were members of The Student Room Community or visitors to the Student Room site or
social media pages. The wave 4 survey was live from 27th February until 14th March 2021. We received
2,035 responses from students in Year 12, Year 13, resitting Year 13 or currently on a gap year.
Respondents were considering a range of subjects and study at almost all universities in the UK.
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4 hello@tsrinsight.com • www.tsrmatters.com/tsrinsight4. Findings
Awareness of Pathway Choices
Respondents were more likely to receive information from their school or college about
university than other pathway choices
Respondents were most likely to have received information about university from their school or
college, with 98% of 2021 entry respondents, 92% of 2022 entry respondents and 82% of respondents
who did not plan to go to university receiving this information. Information about future careers, which
may help young people make informed decisions about their pathway choices, was more limited
however.
Fewer than one in ten 2021 and 2022 entry respondents (9%) received information about all of the
pathway choices listed. However, the majority of those who received information about university also
received information about at least one other pathway choice (91%).
Unsurprisingly given their later stage in the process, respondents who planned to go to university in
2021 were more likely to have received information about university compared to 2022 entry
respondents (98% compared to 92%). 2021 entry respondents were also more likely to have received
information about
• apprenticeships (72% compared to 67% of 2022 entry respondents)
• higher and degree apprenticeships (70% compared to 63%)
• foundation years (32% compared to 20%)
• access to HE courses (56% compared to 49%)
• gap years (39% compared to 29%).
Whereas respondents who did not plan to go to university were more likely to have been informed
about apprenticeships (76%) and going into employment after sixth form / college (47%).
Across both 2021 and 2022 entry respondents, respondents who received free school meals were more
likely to be told about foundation years (36%) than those who did not receive free school meals (25%).
Get in touch to know more:
5 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightChart 1: Informed of future pathway choices and future careers
98%
University 92%
82%
72%
Apprenticeships 67%
76%
70%
Higher and Degree Apprenticeships 63%
64%
56%
Access to HE 49%
47%
2021 entry
40%
Going into employment after sixth form / college 39%
47% 2022 entry
39%
Gap years 29%
31% Not planning to attend
university
32%
Foundation Years 20%
22%
72%
Future Careers 74%
79%
Q: Thinking about your future pathway choices, has your school / college given you information about the
following? (2021 entry base: 1,030, 2022 entry base: 685, not going to uni base: 92)
Current concerns about their education
Almost all respondents had worries, self-motivating after a long period of absence and how
their grades would be impacted were primary concerns. 2021 respondents in particular were
concerned about the grading process, while 2022 entry respondents worried about lost
teaching time and missing experiences to put on their personal statements
Almost all 2021 (99%) and 2022 entry respondents (100%) were worried about something this
academic year, with fewer than 1% of respondents saying they were not worried about anything.
Respondents from both cohorts were most worried about motivating themselves to work (80% 2021
entry; 81% 2022 entry) and the impact the current situation would have on their grades (74% 2021
entry; 73% 2022 entry).
Specifically, certainty around the grading process was a worry for over four-fifths (83%) of 2021 entry
respondents, compared to just over half (52%) of those planning to start university in 2022.
On the other hand, 2022 entry respondents were more worried about catching up from last teaching
time (72% compared to 51% of 2021 entry respondents), missing work experience opportunities (69%
compared to 37% of 2021 entry respondents) and missing extracurricular opportunities to put on their
personal statement (57% compared to 16% of 2021 entry respondents).
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6 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightChart 2:Worries respondents’ face (2021 and 2022 entry respondents)
Struggling to motivate myself to work 80%
81%
The impact on my grades 74%
73%
Uncertainty around grading 83%
52%
Not being able to attend face-to-face university open days 62%
63%
Catching up from lost teaching time 51%
72%
Impact of Covid-19 on my mental health 59%
57%
Having to cram in extra study and coursework into this year 53%
54%
Missing work experience opportunities 37%
69%
Uncertainty about any future lockdowns 49%
48%
Impact of Covid-19 on my friendships / relationships 44%
43%
Losing further teaching time 30%
52%
Exam cancellations 39%
32%
Missing extracurricular opportunities to put on my personal… 16%
57%
Not being able to attend UCAS/HE fairs to find out about… 24%
41%
Catching Covid-19 31%
31%
Not having the resources to learn effectively from home if… 25%
27%
Missing mock exams 19%
26%
Other 3%
4%
2021 entry
I’m not worried about anything 1%
0% 2022 entry
Q: Which, if any, of the following are you worried about? (Multiple Response) (2021 entry base 1,000) (2022 entry
base: 693)
Across both years of entry, female respondents were more likely to be worried about a range of factors
than male respondents, including struggling to motivate (83% compared to 69%), not being able to
attend face-to-face open days (65% compared to 52%) and having to cram extra study and coursework
into this year (55% compared to 44%).
Female respondents were also more likely to be worried the impact of Covid-19 on their mental health
(62% compared to 42%) and uncertainty of any future lockdowns (51% compared to 38%).
First in family students were more likely to be worried about catching up from lost teaching time (65%)
than respondents whose parent(s) had attended university (56%) and were also more likely to be
worried about having to cram extra study into this academic year (60% compared to 49%).
Get in touch to know more:
7 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightRespondents who received free school meals were more likely to be worried about not having the
resources they needed to learn effectively from home (41%) than respondents who had not received
free school meals (22%).
4.2.1 Comparison with previous waves
Perhaps due to the Feb / March 2021 research being conducted at the end of an extended period of
home study, catching up from lost teaching time, cramming extra study into this year and motivation to
work were more likely to be worries for 2022 entry respondents, compared to the October 2020
research, when classroom teaching was possible. The impact on their grades was also more likely to be
a concern in this stage of research. Whereas, for 2021 entry respondents, motivation, missing work
experience and extracurricular opportunities were more likely to be worries, compared to the October
2020 research wave.
However, announcements of a roadmap out of lockdown was likely to have eased worry for some. The
proportion of both 2021 and 2022 entry respondents who were worried about catching Covid-19 or the
uncertainty of any future lockdowns also fell between the October 2020 and February / March 2021
research.
Chart 3:Changing concerns for 2021 entry respondents (comparing October 2020 to February / March
2021)
Catching up from lost teaching
Increased concerns
time (52% cf. 72%)
Missing extracurricular
opportunites for personal Having to cram extra study and
statement (16% cf. 49%) coursework into this year (53%
Decreased concerns
cf. 64%)
Missing work experience
opportunities (37% cf. 57%) Uncertainty about future
lockdowns (66% cf. 49%)
Struggling to motivate myself to
work (80% cf. 66%) Catching Covid-19 (31% cf.
42%)
Q: Which, if any, of the following are you worried about? (Multiple Response) (October 2021 entry base 490) (Feb
/ March 2021 entry base 1,000)
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8 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightChart 4:Changing concerns for 2022 entry respondents (comparing October 2020 to February / March
2021)
Increased concerns
Catching up from lost teaching time
(72% cf. 39%)
Impact on grades (73% cf. 40%) 33 Catching Covid-19 (31% cf. 48%)
Decreased concerns
Cramming extra study and Uncertainty about future
coursework into this year (54% cf. lockdowns (49% cf. 64%)
33%)
Motivation to work (81% cf. 66%)
Not being able to attend face-to-
face open days (63% cf. 52%)
Missing mock exams (26% cf. 15%)
Q: Which, if any, of the following are you worried about? (Multiple Response) (October 2022 entry base 490) (Feb
/ March 2022 entry base 693)
Indeed, some areas that were main worries for 2021 entry respondents in October were more of a
concern to 2022 entry respondents in this wave.
• In the October 2020 research, 2021 entry respondents were more likely to be worried about
catching up from lost teaching time (72%) than 2022 entry respondents (35%).
• However, by the February / March 2021 research, this worry has shifted, with 2022 entry
respondents (72%) more likely than 2021 entry respondents (51%) to say they were worried
about catching up from lost teaching time.
4.2.2 Impact of exam changes on 2021 entry respondents
Perhaps due to disruptions in their education, getting the grades they felt they deserved was a
concern for 2021 entry respondents in their exam year, with only two-fifths feeling confident
they could achieve the grades they were capable of. Indeed, 65% of 2021 entry respondents felt
that not taking traditional exams would negatively impact their future in some way
Only two-fifths (40%) of 2021 entry respondents were confident that they would get the grades they
deserved, with just 5% saying they felt very confident.
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9 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightChart 5:Grade confidence amongst 2021 entry respondents
2021 entry 6% 27% 26% 36% 5%
Not at all confident Not very confident Neither / nor Quite confident Very confident
Q: How confident are you that you will get the grades you deserve? (2021 entry base 1020)
While the level of confidence in getting the grades they deserved was low overall, some groups of
respondents were more likely to feel confident than others.
• Those looking to achieve the highest grades were most confident about getting the grades they
deserved. Respondents predicted to achieve 144 tariff points or above were more likely to feel
either quite or very confident about getting the grades they deserved (53%), compared to
those predicted 120-143 points (32%) or 96-119 points (23%).
• Male respondents were more likely to feel either quite or very confident about getting the
grades they deserved (48%) than female respondents (40%).
• Respondents whose parents went to university were more likely to feel confident (46%) about
getting the grades they deserved than first in family respondents (35%).
• Respondents who did not receive free school meals were more likely to feel confident (43%)
than those who did (29%).
Over four-fifths of 2021 entry respondents (81%) felt that not taking traditional exams would impact
their future in some way. Whilst a minority felt the impact on their career prospects (8%), university or
college options (11%) or educational attainment and knowledge (6%) would be positive, two thirds
(65%) felt at least one of these impacts would be negative.
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10 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightChart 6: Perceived impact of not taking traditional exams
Negatively affect my career prospects 32%
Positively affect my career prospects 8%
Limit my university or college options 35%
Improve my university or college options 11%
Limit my educational attainment and knowledge 37%
Improve my education attainment and knowledge 6%
Other 4%
I don’t think it will impact my future 19%
Q: How, if at all, do you think not taking traditional exams will impact your future? Please select all that apply
(2021 entry base 1013)
4.2.3 Supporting Students
The majority of 2021 entry respondents (86%) and 2022 entry respondents (89%) felt the government
wasn’t doing enough to support students.
Particularly for 2022 entry respondents, the proportion of those who felt the government was doing
enough to support students had fallen sharply since the first wave of the research in April 2020 (29%
compared to 11%).
Chart 7:Do you feel the government is doing enough to support students?
2021 entry - Wave 1 82% No 18% Yes
2021 entry - Wave 4 86% No 14% Yes
2022 entry - Wave 1 (as Y11) 71% No 29% Yes
2022 entry - Wave 4 89% No 11% Yes
Q: Do you feel the government is doing enough to support students? (Wave 4 2021 entry base 1061, 2022 entry
base: 653, Wave 1: 2021 entry base 1,213, Year 11 base: 828)
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11 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightEmployability concerns
The impact of Covid-19 on future employability continues to be a concern for respondents
considering university for 2021 and 2022 entry
The pandemic has increased respondents’ concerns about employability. The Office for National
Statistics reported that from November 2020 to January 2021, unemployment was at its highest rate in
five years at 5%, with those in the 16-24 age group being some of the hardest hit by job losses (Office
for National Statistics, 2021).
Over half of 2021 entry respondents (58%) were quite or very concerned about getting a job after they
graduate. This was considerably higher than the proportion who reported being concerned about
graduate employment prior to Covid-19 (29%), however was slightly lower than the 63% in October
2020 and 65% in June 2020.
Chart 8:Employability concerns amongst 2021 entry respondents
Net concerned
Before Covid* 3% 14% 33% 21% 23% 6% 29%
Currently 3% 8% 15% 16% 30% 28% 58%
Not applicable Not at all concerned Not very concerned
Neither/nor Quite concerned Very concerned
Q: Before Covid-19/Now thinking about the current situation, how concerned were/are you about getting a job
after you graduate / finish your studies? (2021 entry base 1,074) *Participants in this wave of research were
asked to reflect back to their concerns prior to Covid-19
In this wave, 2022 entry respondents were more likely to be quite or very concerned about getting a
job after they graduate (67%) than 2021 entry respondents (57%), again much higher than the third
(34%) of 2022 entry respondents who were concerned about this before the pandemic.
Whilst concern has slightly fallen amongst 2021 entry respondents since last year, this has remained
consistently high for 2022 entry respondents.
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12 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightChart 9:Employability concerns amongst 2022 entry respondents
Net concerned
Before Covid* 4% 12% 29% 22% 26% 8% 34%
Currently 3% 6% 9% 15% 36% 31% 67%
Not applicable Not at all concerned Not very concerned
Neither/nor Quite concerned Very concerned
Q: Before Covid-19/Now thinking about the current situation, how concerned were/are you about getting a job
after you graduate / finish your studies? (2022 entry base 665) *Participants in this wave of research were asked
to reflect back to their concerns prior to Covid-19
Among respondents in both cohorts, first in family respondents were more likely to be either quite or
very concerned about getting a job when they graduate (66%) than respondents whose parent(s)
attended university (57%).
Respondents who received free school meals were also more likely to feel concerned about their
employability (65%) than respondents who did not receive free school meals (61%).
Female respondents were more likely to feel concerned about getting a job when they graduate (63%)
than male respondents (55%).
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13 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightThe impact on mental health
The mental health of both 2021 and 2022 entry respondents has declined during the pandemic,
with the proportion who rated their mental health as good or very good declining in each wave
Prior to the pandemic, over half (59%) 2021 entry respondents felt their mental health was very good
or good. This had fallen in each subsequent wave of research, to around one in five (21%) in February /
March 2021.
Chart 10: Mental health amongst 2021 entry respondents
20%
9% Very Good
8%
39% 7%
5% Good
25% 23% 18% 16%
Usu a lly Wave 1 Wave 2 Wave 3 Wave 4
(W1 )
Q: How would you describe your mental health at the moment? (2021 entry base: Wave 1*1303, Wave 2 1,718,
Wave 3 582, Wave 4 1,074) *Participants in this wave of research were asked to reflect back to their concerns
prior to Covid-19
Currently, 2022 entry respondents were slightly less likely to rate their mental health as good or very
good (18%) than 2021 entry respondents (21%). As with 2021 entry respondents, the mental health of
2022 entry respondents had also declined in each wave, with the proportion who would describe their
mental health as very good or good falling from 61% before Covid-19 to just 18% in this wave of the
research. Concerningly, the proportion who would describe their mental health as very good fell from
around one in four (26%) to less than one in twenty (4%).
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14 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightChart 11: Mental health amongst 2022 entry respondents
26%
12% 14%
10%
Very Good
35% 31% 4%
27% 21%
14% Good
Usu a lly (W1 , Wave 1 (as Wave 2 (as Wave 3 Wave 4
as Y11) Y11) Y11)
Q: How would you describe your mental health at the moment? (2022 entry base: Wave 1* (Y11), Wave 2 (Y11)
1,442, Wave 3 529, Wave 4 658) *Participants in this wave of research were asked to reflect back to their concerns
prior to Covid-19
In their own words: Worries faced by 2021 and 2022 entry respondents
4.5.1 2021 Entry
When 2021 entry respondents were asked to tell us more about how Covid-19 was impacting their
studies and education, the comments generally reflected the worries described above and the impact
on their decision making.
Respondents in this wave were particularly worried about the uncertainty of the grading process, which
was causing stress and anxiety for some, who were not sure they would receive the grades they
deserved. Several were critical of the government and how the situation around grading had been
handled.
“I don't know how to put into words the general sense of apathy and chaos that education is
right now”
“There was a lot of confusion causing anxiety for students as the government didn't know what
they were doing. They went from doing all exams to a few to none and now we have to do topic
tests. It’s not fair on us and not fair on our mental and physical health.”
“It's not impacting me heavily but people around me are worried and that's affecting their
mental health. The uncertainty of whether their going to be graded fairly is also bothering
them, like whether their teachers would give them what they are meant to get if they did take
the exam or a lower grade due to their behaviour, which would be unfair.”
Some expressed confusion around how the grading process would work, felt they were being told
different information to their friends, or felt decisions were not made fast enough.
Get in touch to know more:
15 hello@tsrinsight.com • www.tsrmatters.com/tsrinsight“I wish the government and education bodies would speed up on decisions about grading and
what is required to constitute a grade at the end of the year as students and teachers are
unsure on what will need to be done to prove that students have got the grade that the
teachers are putting forward.”
“I don’t feel that the government has been firm enough in their plans; there is a lot of disparity
between my school and others that my friends go to in how they are handling deciding our
grades. I don’t feel that it’s fair that some are being subjected to much more stressful plans
from their school than others are.”
Uncertainty around grading was also a cause of stress for private candidates and those who were
resitting their exams and planning to go to university in 2021. This group were unsure how their grades
would be calculated and whether their grades would be enough to get them where they wanted to be.
“The uncertainty of everything. I had to resit this year because my grading was so bad from the
last year which was totally out of my control. It's all out of my control I want my hardwork and
knowledge to determine how well I do not some algorithm that doesn't even take all my work
into consideration. As such I've taken safer option for unis with lower acceptance grades
because I didn't want to resit for a 2nd time.”
“As a private retake candidate , it is very frustrating to feel or issues are ignored by DoE , my old
school , unis”
As in previous waves, motivation to keep studying was a concern. Some found it difficult to engage in
online lessons, didn’t have the resources and support they needed to learn effectively, or felt that they
were behind where they needed to be in their studies. Feeling under pressure to perform well with the
added stress of a pandemic was also an issue for some.
“Motivation is at an all time-low... with no reassurance and no certainty for the future, most
students have no long term goal to work towards, and the task of keeping up with work is made
harder at home, along with the normal stresses of the approaching exam season, it is very easy
to burn out and go through inconsistent stages of motivation”
“I don’t think the government and exam board realise how difficult it is and can be to motivate
yourself. And having assignments to Complete for some courses and not others isnt fully fair
and I’m finding it harder to motivate myself for assignment work in 1 class compared to normal
work in my other classes”
“The schools are just putting more pressure now with increased number of exams happening
sooner. The decision to have A levels cancelled has rather backfired and the pressure and stress
has increased exponentially. Could just be my school but I’m sure many other people might be
going through the same. This whole ordeal has made me diagnosed with anxiety and panic
disorder. It’s a mess.”
Thinking ahead to university, some commented they were worried about what the student experience
would look like, whether they would be adequately prepared for degree level study, and if their course
would be value for money. Finances were also an issue for some.
Get in touch to know more:
16 hello@tsrinsight.com • www.tsrmatters.com/tsrinsight“The government of focusing too much on future exams and not enough on the current learning
to ensure I have the appropriate knowledge for when I begin my university course, instead
causing stress by continually bringing up exams.”
“The government should decrease the tuition fees and give more grants to students to support
their studies”
“There is no consideration that most of us have to work longer hours due to staff sicknesses of
family loss of income. Therefore we don’t have as many school hours to work in”
4.5.2 2022 Entry
Respondents applying to start university in 2022 had broadly similar concerns about their education to
2021 entry respondents. In particular, 2022 entry respondents were worried about getting the grades
they needed due to their education being disrupted, with some concerned that they had not sat any
formal exams in years.
“I believe the government should be giving the exam year of 2022 more guidance on how their
exams will be altered as a result of missing valuable online lesson times. Additionally, the A-
level class of 2022 have never sat GCSEs, so how can they expect us to sit our first exams since
our SATs and they be A-levels? It is not fair, nor is it right to put that amount of pressure on such
young people. My mental health has already been impacted enough by A-levels and the stresses
around the uncertainty of COVID-19. The government need to actually recognise this, take
action, and change the UK education system for the better.”
“Having missed being able to sit exams for two years in a row, I feel very frightened about
having to sit my A-Levels next year knowing I've never sat a real exam before”
“I would like more certainty about what will be done for pre-exam students (e.g year 10, year
12) and want we can expect to be doing to catch up. Also, information on whether any changes
will be made to how our exams will be graded.”
Like 2021 entry respondents, some 2022 entry respondents had also struggled to motivate during
lockdown and some were not confident they would get the grades they needed. This left them feeling
overworked and needing extra support or time as they caught up. As with 2021 entrants, some felt
that the government could do more to support them and their mental wellbeing at this difficult time.
“Online learning has taken a toll on my academic progress. I have noticed my test scores
dwindling due to the lack of face to face teaching as well as a lack of motivation for my
subjects. Normally, I am a hard working student that aims high but Covid19 has changed my
work ethic. However, I am working on this and getting better with my studies.”
“Schools are completely oblivous that we have a life outside of school. We have families heavily
affected by the virus - hospitalised and poorly. Its just a lot to deal with. Its just constant stress
and emails telling us that there is a 'light at the end of the tunnel' isn't going to resolve my
current predicament.”
“I feel as if little is actually being done for the welfare of the students. I know mine, and many
other students, mental health has been greatly impacted, to a worrying extent, and the only
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17 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightresponse to this by the government has been to offer summer school which just adds more
stress ontop of everything else”
Others worried about not getting into their dream course or university due to missed work experience
opportunities, particularly from those wanting to go into clinical fields or planning to apply to highly
competitive courses. Some were thinking ahead, concerned about what their university experience
might look like.
“Other options for work experience e.g. there isn't really any to do with languages especially
online.”
“I haven’t been able to get any work experience despite trying since last January and I’m not
sure if it’ll be possible to get any before I apply to uni in September. “
Impact of Covid-19 on Decision Making for 2021 and 2022 entry
Covid-19 had impacted university choices for over a fifth of 2021 entry respondents, and for
just under a sixth of 2022 entry respondents. The risk of being under lockdown far from home
caused some to consider more local options while for others, not being able to attend open
days or not getting their desired grades had impacted their university choices. However, for
three quarters, their desire to move away or stay at home had not been impacted by the
pandemic
4.6.1 2021 Entry
Just over a fifth (22%) of 2021 entry respondents said that Covid-19 had impacted their choice of
University and around one in ten (11%) were unsure if their choice would be impacted.
This finding was broadly consistent with the October 2020 research, however, but higher than the
proportion of 2021 entry respondents who answered the same question in June 2020 (17%).
Chart 12: The impact of Covid-19 on university choice among 2021 entry respondents
2021 entry - June 2020 Don't know, 21% No , 62% Yes, 17%
2021 entry - Oct 2020 Don't know, 14% No , 63% Yes, 22%
2021 entry - Feb /
Don't know, 11% No , 67% Yes, 22%
March 2021
Q: Has Covid-19 impacted your choice of university? (Single Response) (2021 entry base: Feb/March 2021: 1,313,
October 2020: 612, June 2020: 1,626)
As in the October 2020 wave of research, where 2021 respondents’ university choices had been
impacted, this was mostly because they wanted to live at home or study at a university closer to home,
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18 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightdue to fears around lockdown restrictions, paying for accommodation they might not be in, and Covid
outbreaks in their accommodation. Indeed, individual universities’ responses to Covid-19 were a
deciding factor for some respondents.
“I was considering ones with easy transport links so that if lockdown comes into place I would
be able to get home quickly. Also, it has encouraged me to stay at home more.”
“I decided to stay closer to home rather than having to pay for accommodation that I may not
use if another lockdown happens, (I am tight financially).”
“Might have to stay close to home , uncertain that I will be able to afford to leave my job and
potential not get another”
“The university I chose had stricter COVID restriction than others j had applied to which made
me feel safer to go there.”
“Seeing how unis coped with COVID situation last year helped change my mind about where I
wanted to go”
“The University treatment of their students and how they have responded to it”
However, a smaller number commented that staying at home in the pandemic had encouraged them to
move further away.
“I'm much more willing to the idea of moving further away because I'm tired of being stuck in
one place and want to experience as much as possible”
Other respondents felt their choices were limited due to not having visited the university or felt they
would have chosen differently if they had visited in person, for example making decisions based on
atmosphere rather than websites and rankings. Not visiting in person also made some respondents less
confident that their choices were the right ones.
“Impacted where I've chosen because unsure of how I'll feel about the universities atmosphere.”
“I can’t say for certain, but there is every chance that had I been able to visit universities, I
would have picked different ones. At the moment I am trying to pick where to spend my next
four years based on the ‘feel’ of different websites.”
“I didnt get to visit anywhere, and had to make my choices based on rankings”
“I have chosen universities predominantly based on course content rather than the city/student
factors, as covid-19 has prevented everyone from visiting campuses.”
“The inability to go to any open days has really impacted my choice and purely relying on digital
open days and virtual tours created by the university made it difficult to consider any bias the
university may have in how they present themselves.”
For others, their change in university was down to not receiving offers, not feeling they would get the
grades the deserved, or picking a ‘safer’ choice.
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19 hello@tsrinsight.com • www.tsrmatters.com/tsrinsight“My teacher assessed grades were lower than expected so couldn't get into my top pick
university”
“I would have aimed higher and applied to russel groups if I had been assured I would be sitting
exams as I know i work better in exams than throughout the year, but knowing my grades
would possibly be based on what i had achieved so far (which was not my full potential) i chose
to aim slightly lower.”
“affected my predicted grades so applied to less aspirational unis and more lower entry
requirements ones”
4.6.2 2022 Entry
In contrast to 2021 entry respondents, 2022 entry respondents were less likely to say their university
choice had been impacted by Covid-19 (15%), however at this early stage of the decision making
process, over a quarter (27%) were still unsure of the impact.
Perhaps due to the longer term impacts of the Covid-19 pandemic, the proportion of 2022 entry
respondents whose university choices had changed was higher than in the previous wave of research
(10%).
Male 2022 entry respondents were more likely to say there was no impact on their university choice
(69%) than female respondents (55%).
Chart 13: The impact of Covid-19 on university choice among 2022 entry respondents
2022 entry - October
Don't know, 32% No , 58% Yes, 10%
2020
2022 entry - Feb/Mar
Don't know, 27% No , 58% Yes, 15%
2021
Q: Has Covid-19 impacted your choice of university? (Single Response) (2021 entry base: Feb/March 2021: 677,
October 2020: 522)
Among the minority of 2022 entry respondents whose university choices had been impacted, their
reasons were broadly similar to those planning to start university in 2021. Confidence in achieving the
grades they needed was a common reason, as was wanting to stay local or choose a university that had
handled the pandemic well in case of any future lockdowns. Not being able to visit universities in
person had also impacted university choice for some.
“It has made me realise that I am not capable of achieving top grades and that I should aim for
something lower. I also am conscious about less placements available so I should aim for a
university that has slightly lower grades than what I expect to get so I have a good chance of
getting in”
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20 hello@tsrinsight.com • www.tsrmatters.com/tsrinsight“Makes top unis seem less achievable”
“Responses by different universities show how much they care about their students”
“I don’t think I’ll travel to a uni outside London for me. As the travel home fiasco that occurred
with uni students when Covid hit was very bad”
“Before I wanted to go as far as possible now I still want to go away but like the idea of being
within 2/3 hours so can travel to see friends and family easier”
“I used to just rate unis based on where they were in the league tables but seeing each unis
response to covid as well as how hard it has been for students who can't see their families has
changed my mind.”
4.6.3 Moving away or staying at home
Around three quarters (73%) of 2021 entry respondents and over two thirds (69%) of 2022 entry
respondents said their intentions to stay at home or move away for university had not changed due to
the pandemic.
A similar proportion were of 2021 entry respondents were more interested in studying at a local
university (14%) as were more interested in moving away (12%). Whereas 2022 entry respondents
were more likely to have increased their likelihood to move away (20%) than stay local (11%).
Despite this, over a quarter (27%) of 2021 and 2022 entry respondents did suggest their parents were
encouraging them to stay closer to home, compared to under a fifth of respondents whose parents
were encouraging them to live at home during their studies (19% 2021 entry; 18% 2022 entry).
However, just under half of 2021 (48%) and 2022 entry respondents (44%) felt that their parents were
not influencing their decision about where to study:
“Encouraging me to believe in myself and that I will be able to make the right decision and go to
the university I want to.”
“Encouraging me to choose the best University out of my five choices, regardless of whether it's
far or local.”
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21 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightChart 14: Parental influence on university decision making among 2021 entry respondents.
They’re not influencing my decision 48%
44%
Encouraging me to stay at home and study at my local 19%
university 18%
Encouraging me to stay closer to home to study 27%
27%
Encouraging me to consider options further away for 8%
study 12%
Encouraging me to defer study/take a gap year 8%
11%
Encouraging me not to defer study/take a gap year 13%
14%
Other 2%
2%
2021 entry 2022 entry
Q: How, if at all, are your parents / guardians / carers currently influencing your university decision making at the
moment? (2021 entry base: 1118, 2022 entry base: 671)
At an overall level of 2021 and 2022 entry respondents, first in family respondents were more likely to
report that their parents were encouraging them to stay at home for university (22%) compared to
respondents whose parents had attended university (14%). Respondents who received free school
meals were also likely to say that their parents were encouraging them to stay at home (28%) than
respondents who did not receive free school meals (15%).
Male respondents were more likely to feel their parents were not influencing their decisions (54%) than
female respondents (44%).
Impact of Covid-19 on Subject Choice
Subject choice appears to have been less impacted by Covid-19 than university choice among
2021 entry respondents. Whereas for 2022 entry respondents, subject choice was slightly more
likely to be impacted than university choice. Lack of confidence in grades and limited work
experience opportunities had impacted subject choice for some, while others were selecting
subjects based on their impact on society or employability. A lack of support in selecting their
career choices was a factor for some 2022 entry respondents
4.7.1 2021 Entry
Covid-19 impacted the subject choice of around one in ten 2021 entry respondents (11%), slightly
lower than the proportion 2021 entry respondents who said their subject choice had been impacted in
the October 2020 (14%) and June 2020 (17%) research.
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22 hello@tsrinsight.com • www.tsrmatters.com/tsrinsight2021 entry respondents who planned to attend a local university were more likely to feel their subject
choice had been impacted (16%) than those who planned to move away (11%).
2021 entry respondents predicted the highest tariff points (144 or more tariff points, AAA or above)
were less likely to feel their subject choices had been impacted (8%) than those predicted to achieve
143 tariff points or less (14%).
Chart 15: The impact of Covid-19 on subject choice on 2021 entry respondents
2021 entry -
June 2020
Don't know, 21% No , 62% Yes, 17%
2021 entry - Oct
Don't know, 9% No , 77% Yes, 14%
2020
2021 entry -
Feb/Mar 2021
Don't know, 7% No , 81% Yes, 12%
Q: Has Covid-19 impacted your choice of subject? (Single Response) (2021 entry base: June 2020 1,626, October
2020 643, Feb-March 2021 base: 1,184)
Among 2021 respondents, reasons for changing their subject choices included not getting the predicted
grades they needed to apply for their desired subject, lacking confidence in their grades, choosing
options they perceived to be safer. Some mentioned they were limited in their choices as they could
not access work experience opportunities to put on their personal statement or try out their chosen
career.
“I didn’t perform as well in UCAT exam, struggled at school after the first lockdown to achieve
the predicted grades I needed for Dentistry so I changed courses to Finance”
“Grade requirements cannot be met due to first lockdown as I missed teaching time and could
not learn some topics to an adequate amount of detail”
“Wasn’t able to complete work experience for medicine and was highly worried that my grades
wouldn’t be high enough. limited time and resources to prepare for ucat/bmat because of this”
“My work experience as a teaching assistant doing German in July was cancelled, but by the
end of August I realised I didn’t want to go into German, but History, so I possibly dodged a
bullet.”
The pandemic had led to some reconsidering their future employment goals, for example studying
healthcare-related professions in response to the pandemic or choosing an option which they felt
would lead to more stable employment options in the future. Others mentioned having had more time
to reflect on their choices because of lockdown.
“It has reinforced to the public how vital my future profession is and how passionate I am to
care for those in need”
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23 hello@tsrinsight.com • www.tsrmatters.com/tsrinsight“The lock down gave me time to reflect on what I truly want to study. I used to waver on my
choice of becoming a doctor but after reflecting I committed to studying pharmacology which is
for the best.”
“The economic issues we face as a result of Covid have fuelled my passion to learn about ways
of resolving them”
4.7.2 2022 Entry
Covid-19 impacted the subject choice of nearly one in five 2022 entry respondents (18%), slightly
higher than the proportion 2022 entry respondents who said their subject choice had been impacted in
the October 2020 (14%).
2022 entry respondents predicted 143 tariff points (AAB at A-Level) or below (26%) were more likely to
say their subject choices were impacted by Covid-19 than those predicted the highest grades of 144 or
more tariff points (AAA or above) (15%).
First in family respondents were also more likely to say their subject choice had been impacted (23%)
than respondents whose parent(s) attended university (15%).
Chart 16: The impact of Covid-19 on subject choice on 2022 entry respondents
2022 entry - Oct
2020
Don't know, 13% No , 73% Yes, 14%
2022 entry -
Feb/Mar 2021 Don't know, 18% No , 63% Yes, 18%
Q: Has Covid-19 impacted your choice of subject? (Single Response) (2022 entry base: October 2020 549, Feb-
March 2021 base: 707)
Main reasons for the impact on subject choice among 2022 entry respondents included lack of careers
guidance/support making their choices, a lack of motivation or confidence they could get the grades, or
changing life goals and priorities.
“I’m more unsure of what I want to do because i haven’t had opportunities to go to career fairs,
university tours or meet with career advisers. So my choices are more varied than I would
like.”
“I haven't been able to meet with my careers teacher as much as I would have liked so I'm not
completely sure of the career options that I would have with other subjects that I might have
chosen”
“It has made m unmotivated in everything so I’m not quite sure what degree to study at
University”
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24 hello@tsrinsight.com • www.tsrmatters.com/tsrinsight“It’s made it much harder for me to excel in subjects which I’m finding difficult because of the
disruption towards my learning. I’m worried about how this will impact my overall grade and if
i’ll get worse than predicted.”
Others worried about work experience requirements in light of Covid-19, particularly those wanting to
work in practical or clinical roles.
“Covid has effected work experience, hospitals are under immense strain, normal procedures
have been canceled to equate for covid cases. This means my subject has become a key worker
subject and students are doing placement in hospitals.”
University Decision Making
Respondents applying for university in both 2021 and 2022 most commonly turned to the UCAS
website and Google to find out about universities. Over half of 2021 and 2022 entry
respondents had used online forums such as The Student Room to find out about the different
universities and courses available to them
Whilst the information sources they used were largely similar for both cohorts, 2022 entry respondents
were more likely to be speaking to teachers and careers advisers (45%) than 2021 entry respondents
(28%). At their earlier stage of the process, 2022 entry respondents were also more likely to plan to
attend in person open days (20% compared to 14%).
Chart 17: Finding out about universities
UCAS website 84%
79%
Google 65%
76%
University virtual open days 58%
54%
Online forums e.g. The Student Room 56%
55%
League tables 53%
48%
Comparison sites e.g. TheUniGuide 46%
47%
Prospectuses 43%
39%
Webinars from universities 38%
42%
Friends/siblings 33%
33%
Teachers/careers advisers 28%
45%
Parents and their friends 25%
25%
On campus, in person open days 14%
20%
Other 3%
4%
2021 entry 2022 entry
Q: How have you / will you find out about the different universities and courses available to you? (Multiple
Response) (2021 entry base: 1112) (2022 entry base: 672)
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25 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightInformation Gathering – 2021 entry
Whilst over half of 2021 entry respondents felt they had enough information to make their Firm
and Insurance choices, there was still a need for further information from universities, with
practical information about what their studies might look like and what they need to do next
particularly valued at this stage
Chart 18: Making UCAS choices
In October 2020, over half (57%) of
2021 entry respondents felt that they
Don't had enough information to make their
know, 18%
UCAS choices.
57%
In this wave of research (February /
Yes
March 2021), the same proportion
(57%) felt like they had enough
25% No
information to make a decision about
their Firm and Insurance choices.
Q: Did / do you feel you have enough information to make a
decision about which universities to select as your Firm and
Insurance choice? (Single Response) (2021 entry base: 1,085)
Despite 57% of 2021 entry respondents feeling they had enough information to select their firm and
insurance choices, almost all respondents (98%) wanted some information from universities now.
Around three quarters (72%) wanted information about how Covid-19 would impact their university
life, and similarly, two thirds (67%) wanted clarification around plans for online learning.
Indeed, as the application cycle has progressed, respondents’ information needs have evolved.
Compared to the previous wave of research in October 2020, respondents were less likely to want to
receive course information (70% compared to 64%) or information about interviews or auditions (61%
compared to 17%). However, practical information about the next steps were important to
respondents at this stage. Respondents were more likely to want to receive information about student
finance (62% compared to 50%) and accommodation (65% compared to 60%) than they were in
October.
Compared to October 2020, respondents were now less likely to want to attend virtual open day (18%
compared to 31%) or applicant days specific to their course (35% compared to 45%). However, with the
announcement of the roadmap out of lockdown, around half would like to attend an on campus open
day (50%) or applicant day, specific to their course (53%).
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26 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightChart 19: Information 2021 respondents need from universities now
How Covid-19 will impact studies / student life 72%
Plans for online learning 67%
Accommodation information 65%
Course information (e.g. modules, entry requirements) 64%
Applying for Student Finance 62%
On campus applicant day, specific to my course 53%
On campus open day 50%
Flexibility of entry requirements in light of Covid-19 46%
When decisions will be made about my application 36%
Virtual applicant day, specific to my course 33%
Work experience requirements in light of Covid-19 26%
Virtual open day 18%
What interviews / auditions will look like 18%
Other 1%
None of the above 2%
Q: What information do you want from universities now? (Multiple Response) (2021 entry base: 1077)
Respondents whose parents had not attended university were more likely to want advice about
applying for Student Finance (66%) than respondents whose parent(s) went to university (57%). This
group were also more likely to want to receive course information (68% compared to 59%).
Virtual Open Days – 2021 entry
4.10.1 Virtual Open Days – attendance
Since the last wave of the research, the proportion of respondents who have attended online
open days has increased, with over three quarters now having attended. Respondents were
more confident in this wave that Virtual Open Days would provide enough information to make
their UCAS choices and also allow them to hear from students and academics. Despite this,
over half of respondents were fed up with virtual open days at this point, and there was an
appetite to visit in person, should restrictions allow
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27 hello@tsrinsight.com • www.tsrmatters.com/tsrinsightYou can also read
