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Success in the Student Market 2014

The Segmentation Edition

Success in the Student Market 2014 The Segmentation Edition

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Contents

Foreword 3 Executive Summary

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About the Research

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Background

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Aims and objectives 8

Methodology 9 Respondents Reading this report Research Findings

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Segmentation Student priorities and satisfaction

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The student lifestyle

21

Extracurricular activities

26

The student pound

29

Students and their students’ union

33

Students’ union facilities

35

Online facilities

38

Success and risk factors

40

Students’ unions communications

43

Innovation 44 Opportunities for students’ unions

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Conclusions

50


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Foreword


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Foreword It gives me great pleasure to present the third edition of Success in the Student Market; a unique piece of research that continues, year on year, to provide a powerful evidence base to drive innovation in students’ unions. Our findings show that financial concerns continue to be a priority for many students and while student spending has remained relatively stable over the past year, they appear to be spending less time on activities that cost them money, including visiting their students’ union’s bars, pubs and nightclubs. However, students’ unions are still very much in demand. This year’s research reveals an increase in student usage of their union’s volunteering and employment services, alongside a request for improved students’ union employment agencies: perhaps reflecting the growing recognition and need among students to get a job to supplement their income while studying, as well as to repay loans and debts after graduating. It appears that what students want and need from their students’ union is moving away from a priority focus on the more tangible and social needs, to include support on issues such as gaining valuable workplace experience and getting a job. Subsequently, there is a call to students’ unions to support their members throughout their entire student life, providing all the required services and facilities as they journey through the different stages and challenges. This year’s report also highlights the importance of knowing your students through segmentation, to be able to identify those who may be at a higher risk of dropping out or being unhappy with their place of study. Success in the Student Market continues to be at the forefront of NUS Services’ work to aid students’ unions in developing commercial services that are relevant to a changing student population. I hope it will help you to understand your students better and in turn ensure your services and facilities create a better deal for students. Raechel Mattey Company Chair, NUS Services


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Executive Summary


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Executive Summary Success in the Student Market combines insight from students and students’ unions. This creates a full picture of the current situation in the student market now and how it is changing over time, and the aim of this report is to both inform and inspire. For this, The Segmentation Edition, Success in the Student Market also reviews potential opportunities for students’ unions to provide an excellent service to all students, regardless of their individual circumstances. Segmentation has formed a significant part of this year’s Success in the Student Market. Four segments have been identified that categorise students based on the social group they feel closest to, which has implications for how they feel about their course, their progress and their students’ union. Those closest to their friends from home or school are of particular interest and are a group students’ unions may wish to bear in mind when communicating and designing services. Although it may be the case that some of these students are choosing not to engage in the social side of university/college, evidence suggests they are less aware of what is on offer to them and therefore may benefit from more targeted communications than the other segments. Other key findings from the research reveal that financial pressures remain top of mind for the majority of students. There has been an increase in the proportion of students who work during term time, and usage of credit cards and bank overdrafts as a main source of income. While overall spend has remained relatively stable compared with previous years, students appear to be spending less time on activities that are likely to cost them money and more time on financially neutral activities such as watching TV/films. Unsurprisingly, perhaps, there has also been an overall drop in the number of students who say they socialise in their local bars, pubs and nightclubs and also their students’ unions’ bars, pubs and nightclubs. The café/canteen remains the most used students’ union facility (during the daytime). Conversely, students are reporting an increased usage and desire for employment and volunteering services, and advice from their students’ unions – perhaps reflecting the growing pressures on students to secure a job post- university/college to repay their fees and any other debt. The role of students’ unions in the lives of students is now perhaps greater than it once was as students are looking for support throughout their entire student life, and not just for social activities. To this end, there is arguably a call to students’ unions to assess opportunities for social enterprise and online commerce as well as commercial opportunities. Students continue to feel positively towards their students’ union and agree they improve the student experience and meet their needs; however, overall positivity towards students’ unions has dropped since 2013, showing a greater feeling of ambivalence and neutrality towards them. The increased positivity towards students’ unions observed between 2012 and 2013 is likely to have increased student expectations, which do not appear to have been met in the subsequent year. As students’ unions have astutely recognised themselves, increasing student expectations does indeed appear to be their biggest challenge. As previously highlighted, the key to meeting students’ expectations may lie in the full service provision of employment, volunteering and advice opportunities.


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About the Research


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Background This year sees the third edition of Success in the Student Market – a mixed methodology piece of research that consults students and students’ unions on issues ranging from priorities when choosing a place to study, what students are spending their money on, activities students engaged in and their usage and satisfaction of students’ union facilities. Through conducting this research on a yearly basis it is hoped that key priorities and issues can be identified and actioned but also tracked over time. Last year’s edition had a particular focus on innovation to help identify and understand the drivers and barriers to innovation within students’ unions. This year, the analysis readdressed the historic segments. These had been based on the premise that engagement should be hinged on whether students had crossed the physical threshold of the students’ union. Following key investments in web technology across the students’ union and the changing lifestyle and hyper-diversity of the student body, there are multiple ways in which individual students can engage with their students’ union, which does not include a physical presence in students’ union buildings. In response to this, a more open approach to segmentation was undertaken as it was felt important to consider factors that might have an impact upon the level of risk students may be at in terms of failure on their course and happiness with their place of study. Looking at what characteristics and factors are most closely linked to this ‘risk’ will hopefully enable students’ unions to ensure their services and facilities meet the needs of key student types, and via a number of different delivery methods and innovative responses to change.


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Aims and objectives Understanding the behaviour, needs and wants of students is key for the success of NUS and students’ unions. 2014 sees the third edition of Success in the Student Market, a research programme designed to aid unions in developing a better understanding of trends in the national student body in order to inform success. Success in the Student Market is a continuous research programme designed to take place each year to build a picture of the student lifestyle, student spend and the student relationship with their union. It paints a picture of students today and, as the programme is repeated, it measures these changes over time. The programme has flexibility to enable the content to reflect the key concerns of the time to keep pace with the dynamic student marketplace. In this third year, the focus is on segmentation for students’ unions. This segmentation focus arose from the ongoing commitment of NUS Services to help inform students’ unions about the student population as a whole while also providing them with tools to be self-sufficient in understanding their own student population and subsequently being able to target student groups appropriately and effectively. The key research aims are to:

• build understanding of the student lifestyle and student spend, and understand any changes that have taken place over the past year

• review innovation within students’ unions: what it means, drivers and barriers, and review new ideas

• identify current awareness, understanding and usage of student segmentation within students’ unions, and gauge interest levels for a student segmentation model provided by NUS

• segment the student market and show how this has an impact on lifestyles and attitudes

• support unions to be able to replicate this segmentation to help them to know their niches and build this into their strategies.

The key business objectives are to:

• inform students’ unions and provide a platform with which to build local understanding in context

• inspire and give confidence to students’ unions by offering new ideas backed by reasoning.


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Methodology Success in the Student Market consists of two core surveys. One survey was conducted with students’ unions general managers and chief executive officers, and the other with students. The methodology was consistent with Success in the Student Market 2012 and 2013 editions. This consistency is a key feature of the research. When comparing datasets, similarity (as far as is practicable) is key to ensuring that any differences or similarities are a feature of the data under review and not a result of a difference in question wording, timing or approach. Both research streams were conducted between 14 February and 3 March 2014. The research design aligned the fieldwork dates deliberately to ease the comparison between the two sets of respondents: students’ unions and students. Research with students’ unions For this stream of the research, NUS Services commissioned DJS Research Ltd to conduct telephone interviews. The external agency was commissioned to ensure that the research was impartial and independent (something which may have been seen to be compromised if the telephone interviews were conducted directly with NUS Services staff given the nature of a member relationship). Forty semi-structured interviews were conducted with the general managers and chief executive officers of various students’ unions from around the United Kingdom. These interviews lasted approximately 30 minutes and covered a mixture of open-ended and closed-ended questions. There are many consistencies with Success in the Student Market 2012 and 2013, which allow for longitudinal tracking of data and comparisons over time. In addition, there are a number of new questions to aid the focus on investigating innovation. Research with students Email invitations were distributed to a sample of students selected from the NUS extra opt-in database. The sample was based only on those who claimed to be currently studying for a higher education qualification. The email included a link to an online quantitative research survey. The questionnaire took respondents an average of approximately 20 minutes to complete and covered a selection of both open-ended and closed-ended questions. Each respondent was offered the chance to participate in a cash prize draw for £250, provided by NUS Services, as an incentive and thank-you for completing the survey.


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Respondents Students’ union respondents The 40 students’ union respondents to the semi-structured telephone interviews were selected from a sample of students’ unions. To ensure a broad and representative sample, quotas were assigned for common students’ union groupings, which were:

• NUS Services purchasing consortium quintiles • Comparator groups:

• 12 metropolitan universities (polys and CATs) • 10 1994 & campus universities • 12 small or specialist universities • 4 Russell (amended) universities • 2 unknown

Student respondents 1,632 respondents completed the online survey. Of these valid responses, 912 (56%) were female and 710 (44%) were male (10% preferred not to say or thought of themselves in another way). The Higher Education Statistics Agency reports that the most recent measure of gender profile relevant to our sample is 56% female and 44% male, thereby confirming our sample is representative of the wider population of students. Age

• 44% of the respondents were aged 18 to 20 years old • 24% were aged 21 to 25 • 31% were aged over 26 years old • 1% did not disclose their age • 81% of respondents were undergraduates • 14% were postgraduates • 3% self-classified as other • 1% had graduated within the last year.

Residence • 15% of students sampled lived with their family • 58% lived in shared accommodation with other students or friends • 23% lived on their own (rented or owned/mortgaged) • 5% did not disclose their accommodation type.

Citizenship • 85% of the respondents were UK citizen students • 14% were international students studying in the UK (9% from outside the EU and 6%

from within the EU) • 1% not did not say.


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Reading this report The full findings are detailed in specific named sections; however, they are often preceded by a section summary presented in this bold text. Success in the Student Market has been written primarily as a market research report. Given the depth of data available to NUS Services, the report has covered the overview findings for all students and also considered the difference between the total higher education student market and some of its key areas of demographic: year of study and international status. The following icons have been used throughout the report to help identify where significant differences between student groups exist.

Indicates where significant differences exist between UK national or international students

Indicates where significant differences exist between postgraduate students and other year groups

Indicates where significant differences exist between first-year undergraduates and other year groups

Indicates where significant differences exist between second-year undergraduates and other year groups

In addition, a new segmentation has been applied based primarily upon which social groups students’ feel closest to, which has implications on their perceived risk of failure, levels of happiness with university and opinions of their students’ union. You will note throughout the report that there are mentions of the following student groups:

Home town socialisers: Those students who feel closest to their friends from their home town or school

University socialisers: Students who feel closest to their university/college friends (those they live with, people on their course or attend clubs with)

1st

2nd

Research findings from the interviews with students’ unions have been highlighted throughout the report in this turquoise box.


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Research Findings


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Student segmentation Segmentation is a way of categorising people into sub-groups based on specific factors such as behaviours, attitudes or opinions. It is used in a variety of settings and allows organisations to better understand their audience to enable more targeted communication and better engagement. One of the most common tips students’ unions’ general managers and chief executives had for their respective colleagues was: ‘Make sure you understand your members and their needs.’ Previous usage of student segmentation models among students’ unions is fairly evenly split – half said their union had used one and half said they had not. Almost all students’ unions (80%), however, said they would find it useful if NUS provided them with a segmentation model to use to better understand their own student population. Previous Success in the Student Market reports reference a segmentation model developed by NUS Services to better understand students in terms of their students’ union usage. This year, however, it was felt important to look beyond which students are stepping over the students’ union threshold and to consider how else students might be defined in terms of behaviours and attitudes. It is hoped that this will provide students’ unions with a broader understanding of their target audience to, in turn, help provide better targeted support and services – something students are continuing to request year after year. Social risk segmentation The findings from this year’s research identified that students can be classified into two groups based primarily on which social groups they feel closest to – their friends from home/school or their university/college friends, and this has implications for their perceived risk of failure and levels of happiness with university and their students’ unions. Within these two groups, students can be split into one of two further groups as follows:

Home town socialisers – 36% of student population: These students feel closets to their friends from their home town or school. Family commitments are likely to feature heavily in their spare time. They are more likely to have considered dropping out of university/college and feel less able to achieve their full potential on

their course. They are also less likely to use their students’ union facilities, be aware of what’s on offer and less likely to be satisfied with their students’ union. They are less likely to feel their students’ union has an important and influential impact on their experience of university/college and are less positive about its ability to change and innovate.

Home comforts – 37% of home town socialiser; 13% of overall population: These students feel closest to their friends from home or school and choose not to participate in any extracurricular activities at university/college. They are less likely to socialise during the daytime or evening and they tend to feel fairly ambivalent

towards their students’ union. There are a higher proportion of 30+ year-olds in this group compared to the In & outs.


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Age % Gender % Citizenship % Accommodation %*

18-20 37% Male 43% UK 93% Halls (uni & private) 17% 21-25 18% Female 57% International 7% Rent with friends 11% 26-29 13% Rent on own 13% 30+ 32% Parents 31% Own home 13%

*% of accommodation does not include other or not stated

In & outs – 63% of home town socialisers; 23% of overall population: These students, while feeling closest to their friends from home/school, do engage in some extracurricular activities at university/college – notably playing sport, joining some

clubs and societies, and gaining work experience. They will also use some of their students’ union facilities, e.g. the bars, pubs and nightclubs and subsequently the majority feel positive about their students’ union. There is a higher proportion of 21-25 year-olds in this group compared with the home comforts group, and a higher proportion who live in university halls, rent with friends or live in their own home. Age % Gender % Citizenship % Accommodation %

18-20 43% Male 44% UK 83% Halls (uni & private) 28% 21-25 27% Female 55% International 16% Rent with friends 18% 26-29 8% Another

way/not said

1% Rent on own 5% 30+ 22% Parents 26% Own home 23%


University socialisers – 64% of student population: Students who feel closest to their university/college friends (those they live with, those on their course or attend clubs with). They are less at risk of having considered dropping out of university/college and feel more able to achieve their full potential on their course. They are more likely to be satisfied with various aspects of their university life and with the facilities offered by their students’ union. University socialisers are more likely to feel their students’ union has an important and influential impact on their experience of university/college.

Resident partiers –56% of university socialisers; 36% of overall population: These students feel closest to the people they live with at university and are a very sociable group. Their social life is likely to be top of mind and they tend to use their

students’ unions facilities and local facilities in the evening. This group is also the most active in terms of joining clubs and societies and taking part in extracurricular activities. Subsequently, they are quite positive about their students’ union being more likely than Study buddies to say their students’ union is better than others they know if and that it understand its students. There is a higher proportion of 18-20 year-olds in this group, compared with the study buddies. Age % Gender % Citizenship % Accommodation %


way/not said




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Study buddies –44% of university socialisers; 28% of overall population: These students feel closest to their course friends, and while they might socialise in their students’ union café during the day, they are less likely to socialise in the evening. This group is generally more ambivalent towards their students’ union

feeling neither particularly negative nor positive about it. There is a higher proportion of 30+ year-olds in this group compared with the resident partiers and a higher proportion who live on their own, with their parents or in their own home.

Age % Gender % Citizenship % Accommodation %


way/not said



As Figure 1 shows, the university socialisers (study buddies and resident partiers) make up around two-thirds of the student population (64%) whereas the home town socialisers (home comforts and the In & outs) make up around a third (36%). Figure 1. Student segments

Where relevant, these segments will be referred to throughout the report and will be accompanied by segment-specific recommendations.

Home comforts

13%

In & outs 23%

Resident partiers 36%

Study buddies 28%


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Student priorities and satisfaction Overall, the importance of various elements of university/college life has increased in the past year. Interestingly, the academic course studied and the university/college attended have remained at the same level of importance as last year but they continue to be the two most important factors for students. Notable increases in importance can be seen for current accommodation and clubs and societies. Once at university/college, current accommodation becomes even more important for students, as do the students’ union and nightlife. While satisfaction with the students’ union has dropped compared with 2013, its importance has increased. While the drop in satisfaction is undesirable, the gap between importance and satisfaction appears to be closing, which may result in student expectations being more easily met. Students’ unions should focus on how what they offer to students can enhance their experience of their course and accommodation – the most important factors. Priorities before starting study Similar to the past two years, the most important factor when choosing which university or college to attend is the academic course: 78% of students stated that this was very important at the time of choosing (based on a five-point scale that ranks from not at all important to very important), while 96% in total found it important to some extent. Second to this is the university or college itself, with 90% stating that this is important (60% claim it to be very important). Notable increases in importance compared with last year can be seen for current accommodation (which has continued to increase for the past three years), other general social activities, Course-related/academic clubs & societies, fun/special interest groups and volunteering opportunities. Continuing the trends from 2013 and 2012, students’ unions remain to be seen as ‘in between’ in terms of level of importance, with neutrality staying fairly constant at 41% (44% 2013; 37% 2012). Figure 2 shows the importance of factors when choosing which university or college to attend compared to the past two years. All factors carry some weight of importance, but there is a large gap between the top three – course, institution and accommodation, and the rest.


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Figure 2. What is important to students when choosing their place of study

Top 2 box: Very important & important Ranked by importance 2014

2014 2013 2012 Difference (’13-’14)

Base 1,632 1,985 1,448 - Academic course 96% 96% 99% 0% University/college 90% 90% NA 0% Current accommodation 66% 57% 56% +9% Course-related/academic clubs & societies 39% 33% NA +6% Fun/special interest clubs & societies 37% 32% NA +5% Sports facilities 35% 33% 35% +2% Night-time social activities 34% 33% 41% +1% Other general social activities 32% 25% 43% +7% Volunteering opportunities 30% 26% NA +4% Daytime social activities 29% 34% NA -5% Students’ unions 29% 28% 34% +1% Sports club or teams 27% 26% 24% +1% Music scene 20% 22% 27% -2%

Q12a How important, if at all, were the following when choosing your university/college? (Base: 1,632)

International students rate academic clubs/societies and volunteering as more important factors than UK citizen students do. Compared to last year, international students no longer appear to rate sports facilities, daytime social activities or

accommodation as more important than UK citizen students do. UK citizen students, however, now rate the students’ union as a more important factor than international students do. Similar to last year, UK citizen students rate night-time social activities as more important than international students do, which chimes with the finding that international students generally spend less time in bars/pubs than UK citizen students do.

Home town socialisers are less likely to rate a number of factors as important when choosing their place of study, compared with university socialisers, including: night-time and daytime activities, sports facilities and clubs, course-related and fun/special interest clubs and societies. Furthermore, home

comforts are even less likely to rate these factors as important as the In & outs. Students who feel closest to their friends from home appear to start university/college expecting less from the social experience. This suggests that these students begin university/college with no intention of fully integrating themselves into the social side of their institution. It is possible that these students may not feel the need to participate in the social elements if they already have an established friendship group at home; however, students’ unions may wish to find out more about these individuals to determine if this is indeed the case, or whether their lack of participation is because they do not feel the social activities are aimed at them.


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Priorities while at university or college When students begin their study there are some noticeable changes in what they count as important (compared with the relative importance of factors when they are deciding where to study). Figure 3 demonstrates that the biggest increases in importance can be seen for current accommodation, which sees a 22 percentage point increase in importance, students’ unions, which grows by 10 percentage points, and nightlife by 8 percentage points. All remaining factors, other than academic course and university/college, increase in importance by 1−5 percentage points. Similar to the findings from last year, this indicates that the role of the students’ union and its offer become more important to students once they are at university. This might suggest that students only really become aware of the role and influence students’ unions can have after they have begun their course and therefore readjust their opinion. In comparison with last year, there have been many increases in what students see as important ‘now’. Namely, current accommodation has increased from 71% to 79% and other general social activities has increased from 26% to 30%. These increases are in tandem with their respective increases in importance when choosing their university/college. Figure 3. What is important to students now, compared with what was important

when choosing their place of study Top 2 box: Very important & important Ranked by importance 2014

Importance now

Importance when choosing

Difference

Base 1,632 1,632 Academic course 95% 96% -1% University/college 89% 90% -1% Current accommodation 79% 57% +22% Course-related/academic clubs & societies

35% 33% +2%

Fun/special interest clubs & societies 33% 32% +1% Sports facilities 35% 33% +2% Night-time social activities 41% 33% +8% Other general social activities 30% 25% +5% Volunteering opportunities 31% 26% +5% Daytime social activities 39% 34% +3% Students’ unions 38% 28% +10% Sports club or teams 26% 26% 0% Music scene 23% 22% +1% Q12a How important, if at all, were the following when choosing your university/college? (Base: 1,632)

Q13a How important, if at all, are the following in your student life now? (Base: 1,632) Student satisfaction Figure 4 shows the level of importance of factors ‘now’ (i.e. while in study) and how satisfied students are with them. The percentages are based on very important and important, or very satisfied and satisfied. This chart also highlights the difference between the proportion of students who say that something is important and the proportion who say that it is satisfactory. Satisfaction with students’ unions has dropped marginally compared with last year (50%: 2014; 53%: 2013), while at the same time importance has increased marginally (38%; 2014,


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36%; 2013). Therefore, although a reduction in satisfaction is not desirable, what we are seeing is a reduction in the gap between satisfaction and importance. In terms of year groups, unlike last year where satisfaction with the students’ union seemed to decrease as students progressed through university, this year we have seen satisfaction more evenly spread throughout year groups (first-years 61%, second-years 58%, third-years 61% and fourth-years 59%). Figure 4. What’s important to students now and satisfaction levels

Q11 How satisfied are you, if at all, with eh following elements of your university/college experience? (Base: 1,632) &

Q13a How important, if at all, are the following in your student life now? (Base: 1,632)

Home town socialisers are less likely to be satisfied with their students’ union compared with university socialisers. Furthermore, home comforts are less likely to be satisfied with their students’ union compared with the In & outs.

International students, however, are significantly less likely than UK citizen students to be satisfied with a number of elements including the music scene, sports facilities, sports clubs, fun/special interests and volunteering.

Continuing the trend from last year, the academic course, university/college attended and current accommodation are the elements students are most satisfied with. However, again, they are the only three factors where importance is higher than satisfaction. Arguably these three elements can be classed as ‘hygiene’ factors – things students assume will be of high quality and will meet their needs, resulting in proportionately higher expectations compared to the other elements of university/college life.

28%

31%

39%

35%

35%

39%

35%

50%

39%

45%

63%

84%

83%

23%

26%

30%

31%

33%

35%

35%

38%

39%

41%

79%

88%

95%

0% 20% 40% 60% 80% 100%

Music scene

Sports clubs or teams

Other general social ac@vi@es

Volunteering opportuni@es

Fun/special interest clubs and socie@es

Sports facili@es

Course related/academic clubs and socie@es

Students’ union

Day@me social ac@vi@es

Night-‐@me social ac@vi@es

Current accommoda@on

University/college

Academic course

Importance

Sa@sfac@on


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However, mapping the average scores against one another highlights the factors where satisfaction is comparatively low and importance is comparatively high, which may help to indicate priority areas for improvement. Figure 5 shows that despite having high levels of satisfaction and importance, relative to the other factors current accommodation receives a relatively low satisfaction score and therefore may be a priority area for students’ unions to improve. Figure 5. Priority areas for improvement

Q11 How satisfied are you, if at all, with the following elements of your university/college experience? (Base: 1,632)

Q13a How important, if at all, are the following in your student life now? (Base: 1,632)

Reviewing the relationship between students’ satisfaction with their students’ union and the various important elements of university life reveals, like last year, that there are no strong correlations. This may confirm the conclusion drawn in 2013 that students view the students’ union as an entity in itself and not a sum of various parts. Notably, again replicating last year’s data, there is a lack of relationship between the students’ unions and with the academic course and the university/college itself, i.e. one does not influence the other. It was suggested in 2013, and holds true today, that although this may be the norm for students’ unions, it must be considered that the academic side of the student experience is the most important factor in student life. Therefore, if a students’ union can make a positive input towards this for students (e.g. through course-related activities) then this should be considered among the priorities.

1

2

3

4

5

2 3 4 5

Sa#sfac#on

Importance

High satisfaction & low importance

Academic course

Low satisfaction & low importance

High satisfaction & high importance

Low satisfaction & high importance

university/ college

Current accommodation

Students’ union Nightlife

Daytime social activities Other social activities

Music scene Sports facilities

Sports clubs/teams Clubs & societies

Volunteering


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The student lifestyle Students are now spending a third of their time either studying or using the internet/on a computer (which may be for leisure or study). The remainder of their time is largely spent socialising and eating. However, there has been a drop in the proportion of students engaging in activities that may incur a financial cost, including shopping, going to the cinema and going to the bar/pub/club. The home continues to be where students are most likely to socialise, regardless of time of day. First-year undergraduates are more likely to socialise in their local nightclub or students’ union bar/pub. However, there has been an overall reduction in the percentage of students socialising in their local and students’ union bars/pubs and nightclubs. Day-to-day activities This year’s data mirrors the results from 2013 with studying and attending lectures being the activities students report spending most of their time doing. On average, students stated that they spend 19 hours per week in lectures or other study. Unlike last year however, students are now reporting spending the same amount of their time per week (2013: 19 hours) using the internet or on a computer (which could be for study or for pleasure). This sees a slight increase in time spent on the internet from 2013 (17 hours per week). Assuming eight hours’ sleep per night, this indicates that around a third (33%) of students’ time is spent in study or at a computer, as demonstrated in Figure 6, which shows the proportion of students’ time spent on various activities. Figure 6. Amount of time spent per week on key activities

Q2 In an average week how many hours do you spend doing the following activities? (Base: 1,632) The percentages shown represent the percentage of hours spent per week and account for approx. half a week as it excludes sleep and other (less common) activities. The number of hours is based only on students who take part in that particular activity. For the 38% of students with a job, employment takes up around 16 hours per week. This is both an increase in the percentage of students with a job and the amount of time spent working compared with last year (30% with a job and 14 hours per week working).

Home town socialisers are more likely to spend time on family commitments whereas Resident partiers are more likely to spend time on clubs and societies

24%

22%

13%

12%

12%

6%

6%

5% Studying

Internet/computer

Mee@ng friends

Ea@ng

Watching TV/films

Going to pub/bar/club

Hobbies

Shopping


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Spare time Despite the proportion of time spent on each type of activity per week having remained fairly consistent with last year, there has been a drop in the percentage of students engaging in activities that may incur a financial cost. Figure 6 shows that the percentage of students who say they go shopping, to the cinema and a pub/bar/club has reducedfor all those activities. Conversely, there has been an increase in the percentage of students watching TV/films – an activity that is likely to have very little if any financial burden. Consistent with the past two years, only 1% say they do not have any spare time. Figure 7. The change in activities since 2013

Q1. Which, if any, of the following things do you do in your spare time? (Base: 1,631) Daytime socialising

During the day, the most popular place to socialise continues to be at home or at a friend’s home (60% of students socialise in this way during the day). This is particularly true for first- and second-year undergraduates (65%) who socialise in homes more than any other year groups. Postgraduate students are much less

likely to socialise at home(s), averaging at around 44%. Postgraduates are also much more likely to state that they just don’t socialise during the day (29%), compared with undergraduates (20%). This could be due to an increased likelihood to work during term time (38% versus an average of 33%).

Other than in homes, popular places to socialise during the day are shown in Figure 7, which also shows the changes year on year.

1st 2nd


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Figure 8. Daytime social venues year on year

Q14a. During term time where do you generally go to socialise during the daytime? (Base: 1,632)

The trend for the most frequented students’ union offering to be the students’ union cafe or canteen has continued into this year; however, there has been a slight decline in the percentage of students visiting all students’ union facilities. There has also been a slight reduction in the percentage of students visiting local bars/pubs for a meal while the percentage visiting local bars/pubs for a drink has remained constant. This indicates that students view eating out as a luxury and are more likely to give this up than drinking and that they view their local bars and pubs as better value for money than their students’ union bars/pubs. That said, where students’ unions offer a coffee shop or a convenience store and it is their own brand, students report being happy with this and say they would not prefer it to be a branded coffee shop or store.

Home town socialisers are less likely to socialise in their students’ union bars/pubs or coffee shops during the daytime. Study buddies are more likely than Resident partiers to use their students’ unions café during the daytime. It may be that those who are closest to their course mates use the students’ union café as it is the closest and most convenient place for them to socialise in between their lectures.

Interestingly, students’ unions generally believe students spend most of their time during the day socialising in student’s union facilities e.g. bars/pubs (45%), university canteen (40%) students’ union café/canteen (40%) or students’ union coffee shops (38%). Only 33% believe students socialise in their or a friends’ home – nearly half the number of students who say this is where they socialise most during the day.


24

Night-time socialising In their own or a friend’s home continues to be the most popular place to socialise at night-time, and is somewhat more prevalent (65%). ‘Pre-loading’ (the act of drinking a lot of alcohol at home before going out) is well known now throughout the student movement and is a key part of socialising in homes. This is something that occurs throughout the student life cycle, although it is slightly less common for postgraduates. The next most popular places to socialise in the evening/at night are local pubs/bars (45%), local nightclubs (39%) and local pubs/bars for a drink and a meal. As with last year, students are generally more likely to socialise outside of the students’ union; where nightclubs, bars and pubs are concerned, they are more likely to visit local establishments rather than their students’ union. Figure 9 shows the proportion of students who frequent local venues and students’ unions’ licensed trade venues this year compared with last year. The percentages are based on students whose students’ unions offer these facilities and it is clear that the ‘local’ venues are more popular. Figure 9. The percentage of students socialising in local and students’ union

clubs and bars year on year

Q15a. During term time where do you generally go to socialise during the evening/night-time? (Base: 1,632) 2014

Q11a. During term time where do you generally go to socialise during the evening/night-time? (Base: 1,976)

2013 As Figure 9 shows, there has also been a large drop in the percentage of students using their students’ unions nightclub (18% compared with 36% in 2013). Consequently, unlike last year, students’ unions nightclubs (where offered) are no longer more popular than students’ union bars and clubs. Given that around half (48%) of students’ unions report offering a night club this figure is low.

First-year undergraduates are more likely than any other year group to use local nightclubs and their students’ union bars/pubs, and postgraduates are significantly less likely than undergraduates to use local nightclubs.

Consistent with last year’s data international students are less likely to socialise in local nightclubs (29%), local bars/pubs (26%) and students’ union bars/pubs (14%) than UK citizen students; 61% socialise in homes, which is consistent with the norm (65%);

1st


25

15% socialise in high street coffee shops, which is significantly higher than the norm (8%) across all students. In saying this, they are still more likely to socialise in a licensed trade venue than a coffee shop; however, there is a proportionate shift towards coffee-serving and away from alcohol-serving venues among international students. Postgraduate students are also more likely to socialise in coffee shops (13%).

Home town socialisers are less likely to visit their students’ unions and local bars and nightclubs than University socialisers, and they are more likely to say they don’t go out in the evenings. Furthermore, home comforts are less likely than In & outs to socialise in the

evening.

Resident partiers are more likely than Study buddies to visit their students’ union bars/pubs and night clubs and their local bars/pubs and nightclubs. Comparatively, study buddies are more likely to say they don’t socialise in the evening compared to resident partiers.

Overall, it would seem that regardless of the time of day, students who are closest to their friends from university are more likely to utilise their students’ unions facilities. This is perhaps unsurprising given that these facilities are likely to be convenient for the whole friendship group. Interestingly, those who are closest to the people they study with are more likely to use the students’ union café during the day than those who are closest to the people they live with. Students’ unions may want to maximise on this tendency by creating study areas within the café/canteen.

While the students’ unions’ perception of where students socialise during the daytime is quite different from that of the students’ perceptions, when it comes to night-time socialising the students’ unions have a much more accurate perception. The vast majority of students’ unions (80%) believe students tend to socialise at home during the night-time (the majority of students indeed socialise at home in the evening), whereas only 23% think they socialise in the students’ union nightclub (reported usage 18%).


26

Extracurricular activities Extracurricular activities play a role in the lives of more than two-thirds (68%) of students − offering them a way meet new people while continuing an existing interest. Figure 10 shows that around 68% of students state that they take part in at least one extracurricular activity with course-related or academic societies being the most popular (26%) followed by sports clubs or teams (23%), volunteering (21%) and fun/special interest societies (21%) – all a very similar picture to last year. Figure 10. Participation in extracurricular activities

Q17a (2014) & Q19a (2013) Please could you select from the below list of extracurricular activities which, if any, you participate in? (2014 Base: 1,632) (2013 Base:1,976)

International students are more likely to participate in faith groups (12%) and fun/special interest groups (27%) than UK citizen students (7% and 23% respectively) and postgraduates are more likely than

any other year group to be a course representative (21% compared with 11% overall).

On the whole, first-year undergraduates continue to have higher participation rates comparedwith all other year groups across course-related societies (29%), sports clubs and teams (28%) and fun/special interest societies (25%). In contrast, their rates of participation are generally the lowest when it comes

to volunteering, being a union democratic representative and being a course representative.

3%

4%

5%

6%

7%

11%

14%

21%

21%

23%

26%

32%

2%

4%

3%

4%

9%

23%

21%

27%

31%

33%

0% 10% 20% 30% 40%

Union democratic representative

Other, please specify

Student fundraising

Student media

Faith groups

Course representative

Non-course related lectures or seminars

Fun/special interest societies

Volunteering


Course related/academic societies

None of these

2013 2014

1st


27

Home town socialisers are less likely to participate in sports clubs/teams and course-related clubs and are less likely to become a course representative or union democratic representative. They are also more likely (36%) than University socialisers (28%) not to participate in any of the extracurricular

activities offered. Home comforts, by their nature, do not engage in any extracurricular activities at university/college. In & outs, however, are more inclined to get involved in clubs and societies, play sport or get work experience. It is possible that home town socialisers in general, and home comforts specifically, feel less of a need to engage in activities at university/college as a means to make friends if they already have an established and close friendship group in their home town. Although it is true to say that extracurricular activities such as clubs are less important to students when it comes to choosing their university/college (69%) compared to other factors such as the course itself (96%) or the university/college itself (90%), they are still an important component of university life. Furthermore, data from this year shows an increase in the level of importance of course/academic and fun/special interest clubs and societies when choosing their university compared with last year (see page 16). Students’ unions’ perspectives on extracurricular activities According to the students’ unions the vast majority offer more than ten different types of extracurricular activities. Around a third also offer other non-typical activities, such as off-campus trips, environmental and sustainability projects and enterprise competitions. Figure 10 demonstrates that students’ unions generally have a fairly accurate picture of what activities students take part in. That is with the exception of volunteering, which appears fifth on students’ unions’ lists, whereas for students this is the third most engaged in activity – perhaps highlighting a need for more students’ unions to offer and/or advertise volunteering opportunities. Figure 11. Most popular extracurricular activities

Q18l And which of these extracurricular activities do you take part in most often? (Base: 1,103) Q8. Which of these extracurricular activities (that your students’ union offers) are the most popular? (Base: 39)

2%

2%

4%

5%

8%

8%

8% 20%

20%

21%

28%

10%

8%

10%

28%

8%

3%

18%

31%

46%

59%

0% 10% 20% 30% 40% 50% 60% 70%

Student fundraising

Union democratic representative

Student media

Other, as previously specified

Course representative

Faith groups

Non-course related lectures or seminars

Volunteering

Course related/academic societies

Fun/special interest societies


SU

Students


28

Social groups Within the context of the different activities students participate in, the largest proportion socialise with friends from their course, as shown in Figure 10. When it comes to who students report socialising most often with, however, the largest proportion say their flat/Resident mates (89%) compared to their course mates (75%). Similarly, a higher proportion say they feel closest to their flat/Resident mates (30%) compared to their course mates (23%). Figure 12. Groups of people students socialise with

Q18n. Thinking about all the different activities you engage in, which groups of people do you socialise with? (Base:

1,632) Q19. How often do you socialise with these different groups? (Base: 148-1,122)

Q19g. Which of these groups do you feel closest to? (Base: 1,533)

First-year undergraduates are the most likely of all year groups to say they feel closest to their flat/Resident mates.

Around three-quarters of students’ unions think students are equally close to their course mates as they are to their flat/Resident mates.

5%

9%

24%

26%

29%

41%

51%

69%

0% 20% 40% 60% 80%

None of these

Other

Friends from work

Friends from clubs (e.g. sporting clubs or special

Friends from school

Friends from my home town

Flat/house mates

Friends from my course

1st

89% socialise most

often and 30% feel the

closest to the group


29

The student pound Money and finances are top of mind for the vast majority of students, probably reflecting the increasing costs of everyday items and the recent increases in student fees. That said, reported spend has remained fairly stable compared with reports from last year, with only a few exceptions (notably weekly food shopping). Students report spending more this year in their students’ union clubs and bars/pubs, which may explain the drop in the number of students reportedly using these facilities, e.g. it is getting more expensive. Therefore, it is unlikely that students’ unions will have seen an increase in income via these avenues. Source of income Student loans remain the biggest source of student income (60%), followed by parental support (45%) and existing savings (38%), all of which is a very similar picture to 2013. As Figure 12 shows, however, there has been a slight drop in reliance upon student loans compared with last year, falling back in line with 2012 data. Figure 13. Sources of student income year on year

Q4. Which, if any, of the following are your main sources of income? (Base: 1,629)

The increase in credit card usage is more likely among final-year and postgraduate students compared with first- and second-year undergraduates. However, bank overdrafts are significantly more likely to be utilised by undergraduates than postgraduates. Furthermore, first-year

undergraduates are least likely to work during term time. Home town socialisers are less likely to rely upon student loans, parents/guardians or existing savings than university socialisers.

The increase in parental support observed in 2013 across undergraduate study has remained constant. With the costs of being a student increasing (referring here to the everyday cost of living) it seems that parents are continuing to be more likely to subsidise student income.

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30

One-third of students now claim to work during term time, with a quarter saying they work the equivalent of full-time (35+ hours) and just under a third working 17-35 hours a week. Furthermore, 31% state their term-time job is not related to their intended career. As was the case in 2013, the main reason students work during term time is to supplement their income (20%) and help with necessities such as food and accommodation costs (12%). For 15% paid employment is their only source of income. All these findings indicate that the financial burdens students were experiencing in 2013 have certainly not improved and if anything have worsened a little. Furthermore, when asked which are the top five things on their mind at university/college, money/finances was the most commonly selected and the second most likely to be top of mind, as illustrated in Figure 14. The fact that their course was only just more likely to be chosen as the most likely top of mind topic emphasises how much of a concern and consideration money is for students at the moment. Figure 14. Top five things on students’ minds while at university/college

Q3 Using the list below, please tell us your top five things that are on your mind while at university (Base: 1,629)

8%

15%

10%

8%

8%

9%

10%

6%

10%

8%

10%

7%

10%

12%

11%

10%

10%

7%

12%

8%

9%

14%

16%

11%

8%

5%

10%

10%

11%

19%

17%

17%

5%

6%

6%

7%

9%

16%

29%

31%

0% 20% 40% 60% 80% 100%

Housing

Fashion

Politics

Travel

Other

Your safety/security

Relationships

Your health/wellbeing

Social life

Exams

Family

Job/career/future employment

Money/finances

Your course

5th choice

4th choice

3rd choice

2nd choice

1st choice


31

Student expenditure The data from 2013 revealed that in tandem with a general increase in the cost of living for much of the country, students were seeing a general increase in the cost of items. In particular students’ biggest expenditure – food – was seen to increase year on year by around 76p per student per week. This year, however, we have seen a more stable picture with only a handful of items increasing from last year, including mobile phones up £1, internet/wifi up £1 and, most notably, the weekly food shop, which has increased from £25 per week to £27 per week. Figure 15 shows the items where weekly spend has changed year on year. Figure 15. Average student expenditure per week year on year changes

Q10. How much is your weekly average spend on the following items? (Base 1,632) NB Figure 14 only shows those elements where spend has changed year on year

Unsurprisingly, given the relatively stable picture across average weekly spend it remains the case that social expenditure represents a high proportion of overall spend for students. When looking at sub-groups of students we see that first-year undergraduates are likely to spend more money per week on bars/pubs (+£1.72)

and alcohol (+£2.62) than the average. Conversely, they are likely to spend less money on eating out (−£1.25) and travel (−£4.83) than the average.

International students are likely to spend more money than the average student on items such as eating out (+£3.90), clothes (+£4.41) and non-alcoholic drinks (+£1.72) but are likely to spend less than the average student when it comes to bars/pubs

(−£1.13).

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Home comforts spend more on average than In & outs on their weekly food (+£3.24), travel (+£1.38), course books (+£1.85) and course related equipment (+£1.31).

Resident partiers spend more than Study buddies on bars / pubs / clubs (+£1.91) and alcohol (+£1.70). Study buddies spend more on average than Resident partiers on clothes (+£2.31), travel (+£3.44), internet (+£1.50) and unsurprisingly on course books (+£2.87), course related

equipment (+£3.18) and other course related expenditure (+£1.96) Spend in students’ unions The trend of student spend towards social activity is further evidenced in students’ expenditure on their students’ union facilities. The top spend of those who use the facility, on average, is nightclubs, with almost £11 spent on SU nightclubs per week per student. This is an increase of £2 per week compared with 2013. The next biggest expenditure is in bars/pubs with weekly spend sitting at just over £8 per student, which again is an increase from last year (+£1). Spend in students’ union cafes has remained fairly consistent at around £7.62 per student week. Similar to last year, the only students’ union facility that is not a particularly social facility that takes in a comparatively high proportion of student spend is the convenience store/shop. Students spend, on average, £8 per week in their students’ union shop. Despite the increases in spend on the various students’ union facilities such as nightclubs and bars/pubs, it is unlikely that students’ unions will see any increased revenue owing to the continued reduction of student usage of these student union facilities, (night clubs down 18% from 36% in 2013 and bars/pubs down 24% from 30%). As was highlighted in 2013, students’ unions remain challenged with enticing new or lost students to the students’ union venues and ensuring what they offer meets the needs of students.

When asked about the financial turnover in the last year, however, almost two-thirds (63%) of students’ unions said it was higher than 2013. Similarly, two-thirds (66%) said they are confident in the commercial future of their students’ union. Almost all students’ unions (91%), however, were confident in the future of their membership services, which is a very similar picture to 2012 (92%).

According to the students’ unions consulted, the biggest commercial driving forces anticipated over the next year include: o student numbers o student finances o student engagement & loyalty o the wider economic/financial environment.

Build loyalty through quality service that really consider the

needs of your student body

Keeping up the student numbers means we have a

bigger market

Most of our income comes from external advertisers so as their situation

improves and they spend more on advertising so our revenue will grow


33

Students and their students’ unions This year, there has been an overall increase in the proportion of students who neither agree nor disagree with a number of statements about the students’ unions’ influence and impact, suggesting a lack of knowledge or neutrality about what a students’ union does and offers. Continuing the trend from 2013, Figure 16 shows that the majority of students believe that their students’ union improves the student experience and meets the needs of students. However, there has been a drop in such agreement levels in the past year from 62% to 58% and from 61% to 55%, respectively. Indeed, there has been a drop in agreement levels across all statements in the past year. However, disagreement levels have also dropped somewhat, revealing an overall increase in those who neither agree nor disagree. This suggests that this year, more so than in 2013, students do not really know what they think about the work of their student’s union whether through lack of knowledge or ambivalence. Figure 16. Students and students’ unions’ agreement with statements about

students’ union year on year

Students Students’ unions 2014 2013 2012 Top 2 box: Agree strongly and slightly

Ranked by importance 2014 2014 2013 2012

58 62 38 The students’ union improves the student experience

95% 95% 90%

55 61 45 The student’s union meets the needs of the students at the university/college

73% 80% 53%

50 54 45 The students’ union keeps up with the modern student

73% 78% 68%

48 53 35 The student’s union understands the students

87% 88% 75%

47 50 22 The students are well informed about the students’ union

45% 63% 48%

48 49 18 The students’ union is central to the students’ lives at university/college

75% 78% 63%

46 48 47 Online services are the way forward for students’ unions

55% 60% 40%

41 44 30 The students’ union caters to all student needs

47% 53% 55%

41 44 13 The students are actively involved in the students’ union

60% 68% 35%

33 37 28 The students’ union is an exciting place to be

87% 88% 75%

28 32 25 The students’ union is better than others I know of

62% 60% 55%

Q25. Here are a number of statements regarding university/college and the students’ union. Please confirm how

strongly you agree or disagree with each statement (2014 base:1,632, 2013 base: 1,976, 2012 base: 1,448). Q31 I’m going to read out a number of statements regarding university/college and the student’s union. Please confirm how strongly you agree with each statement (Base: 40)


34

As Figure 16 shows, while agreement levels increased for all statements about students’ unions between 2012 and 2013, we have seen a drop in agreement levels across the board in the past year. Encouragingly, however, agreement levels have not dropped back down to the levels they were at in 2012. This is with the exception of online services being seen as the way forward for students’ unions, which have remained relatively stable. University socialisers are the most likely to agree that their students’ union:

• is central to students’ lives • meets students’ needs • improves the student experience • is better than others they know of • is an exciting place to be • keeps students well informed • has actively involved students.

Home comforts and study buddies are generally more likely to feel ambivalent towards their students’ union on the aforementioned characteristics, compared with the In & outs and resident partiers who tend to feel more positively towards their students’ union. This suggests that a comparative lack of engagement with the students’ union does not necessarily result in negative connotations – rather just a feeling of neutrality and ambivalence. Students’ unions may wish to consider how they can engage with home town socialisers in particular and, to a lesser extent, study buddies to transform their ambivalence into positivity. This could take the form of targeted communications to inform them of what the students’ union is currently offering or campaignng on. Although these individuals may choose not to take part in many of the extracurricular activities offered, they may be interested to hear about their good work and how they can access and interact with the students’ union in ways other than attending a social event. Continuing the trend from 2013, students’ unions remain more positive about the union than students do. Year-on-year data shows that students’ unions are on the whole less positive about the students’ union than last year but, as is the case with the students, these levels have not dropped to as low as they were in 2012. Figure 15 shows the proportion of students’ unions that agree with the statements listed, and the comparison with the previous two years. This data indicates that between 2012 and 2013 students’ unions made significant headway in their prominence in students’ experience of university life. However, it appears that between 2013 and 2014 students’ unions may have been unable to maintain the level of improvement/activities they had initiated in the previous year. An alternative explanation may be that students’ expectations were raised throughout 2012-2013 and may not have been met by a further increase in students’ unions’ activities and services.


35

Students’ union facilities Students are showing more ambivalence towards their students’ union facilities this year. Where offered, the convenience store is the most frequently used students’ union facility, followed by the café/canteen and coffee shop. Satisfaction and use of students’ union facilities Student satisfaction with students’ union facilities has remained fairly stable throughout the past three years. Compared with last year, however, students appear to be more ambivalent, with fewer people satisfied and dissatisfied – falling back to similar levels observed in 2012. Figure 17. Satisfaction with students’ union facilities year on year

Year Satisfied Neither Dissatisfied 2012 54% 37% 9% 2013 56% 30% 14% 2014 53% 37% 11%

Q23_16. And so taking into account all of the aspects of the students’ union that you have just been thinking

about, overall how satisfied or dissatisfied are you with the students’ union facilities? (Base: 1,632) 2014

Q29 (Base: 1,976) 2013 Q29 (Base: 1,448) 2012

Looking at the frequency with which various students’ union facilities are used, it appears that the convenience shop, NUS extra, coffee shops, cafés/canteen and bars/pubs are the most frequently used. Interestingly where a convenience store is offered, more than half (58%) of the students say the convenience store is the students’ union own brand and that they like it that way (only 10% said they wished it was a well-known brand). Similarly, the largest proportion (44%) say that their coffee shop is the students’ union own brand and that they like it that way (only 7% wish it was a well-known brand). This indicates that where students’ union facilities are offered in the form of their own brand, students are satisfied with the services to the point that they would not prefer a better-known high street brand. It is possible that this also indicates a level of trust among students in the students’ union brand. Usage of students’ union facilities continue to be for the following reasons; they are convenient (78%), cheap/free (44%) or in a good location (43%). Their usage to meet friends, however, has dropped in the past year from 40% to 30%.

Home town socialisers are generally less aware of the facilities their students’ union offers compared to university socialisers. Furthermore, home comforts are less likely than the In & outs to know what facilities their students’ union offers.


36

Figure 18. Usage of students’ union facilities by those aware of facility

Figure 18 shows the number of students (for every 10 who are aware of the students’ union facility) who use it. This doesn’t take into account the level of awareness among students of the facility – in removing awareness it demonstrates the potential usage levels, or footfall return on investment, should a facility have 100% awareness. Based on this analysis, the results reveal a similar picture to last year with regard to social venues (cafes, bars, coffee shops and nightclubs) being well used where offered. However, some of the lesser-used facilities have seen a comparative increase in usage where available. Of particular note is the increase in usage of employment/volunteering advice service (up ten percentage points), which may be the result of students feeling the pressure to get a job to supplement their income and/or gain work experience to enhance their employability post-university. There has also been an increase in usage of health & fitness centres (up 17 percentage points) and sporting events (up 16 percentage points) from last year.


37

Awareness of students’ union facilities Figure 19 shows where there is a difference between the facilities offered by students’ unions versus the proportion of students actually aware of the facilities being offered. Figure 19. Difference between facilities offered and those aware of

Q20a. Which, if, any of the following facilities does your students’ union offer? (Base: 1,632) students; Q1a (Base: 40) students’ unions The lowest awareness levels are among the less ‘everyday’ facilities, such as games machines (45%) advice and welfare (40%) and tickets for events (40%). The lack of awareness in relation to advice and welfare may be of concern to some students’ unions given the increased financial pressures being placed upon students and the recognition that finances are a top of mind issue for the vast majority. Advice and welfare may well be a service students would value being aware of. Interestingly, what Figure 19 also shows is that, for the most part, where ATMs are offered they are used. This suggests that if a students’ union wants to increase footfall they should ensure they have an ATM on site.

-16%

-18%

-19%

-20%

-24%

-32%

-33%

-34%

-37%

-39%

-39%

-40%

-40%

-45%

-‐50% -‐45% -‐40% -‐35% -‐30% -‐25% -‐20% -‐15% -‐10% -‐5% 0%

Games machines

Advice & WelfareAdvice & welfare

Advice & WelfareTickets for events

Advice & Welfare NUS extra

Advice & WelfareOther

Advice & WelfareRoom booking on-site

Advice & WelfareUniversity balls

Advice & WelfarePhoto booths

Advice & WelfareSporting events

Advice & WelfareBar/pub

Advice & WelfareConvenience store

Advice & WelfareVolunteering/employment advice

Student newspaper

ATM machines


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Online facilities A number of facilities have seen a year-on-year increase in usage including online spaces for clubs & societies, volunteering/employment advice and advice and welfare. It is clear from how students report spending their time that the internet plays a large part in their lives (as highlighted earlier, students reportedly spend 19 hours per week on the computer/internet). However, when asked how far they agree or disagree that online services are the way forward for students’ unions around the same proportion said they neither agreed nor disagreed (42%) as those who said they agreed (46%). This may suggest that students are not always aware of how their students’ union could operate in an online capacity. At the same time, however, this year’s findings reveal a general increase across the board in the percentage of students who believe their students’ union offers particular online facilities, indicating a general increase in online facilities being offered and/or an increase in awareness of students’ unions’ online facilities. In line with 2013 and 2012, e-ticket sales remain the most used online facility (22%). However, there has been a drop of 5% percentage points from last year. The next most used facilities include online spaces for clubs and societies (16%), student newspaper (14%) and voting procedures (14%). Figure 20. Most frequently used students’ union online facilities year on year

Q21d. Which of these online facilities do you use most often? (2014 Base: 897, 2013 Q25a. Base: 776, 2012 Q25a. 587) NB respondents could choose up to three services.

5%

7%

7%

9%

9%

10%

12%

13%

14%

14%

16%

22%

8%

5%

6%

5%

5%

11%

6%

12%

10%

13%

15%

27%

5%

4%

4%

4%

9%

3%

5%

10%

18%

15%

12%

28%

0% 5% 10% 15% 20% 25% 30%

Print shop

Room booking

Housing/letting agency

Online loyalty and discounts

Online chat spaces/forums

Online shop/store

Advice & welfare

Volunteering/employment advice

Voting procedures

Student newspaper

Online space for clubs and societies

E-ticket sales

2012

2013

2014


39

The facilities that have seen an increase in being the most used include online space for clubs and societies, volunteering/employment advice, advice and welfare, online loyalty and discounts, housing/letting agency and room booking. The majority of students say they use online facilities from their students’ union because they are convenient (58%), while a further quarter claims to do so because they are targeted at them (25%) and just under a fifth (16%) say it is because they are cheap or free. Students’ unions’ perception of online service usage The pattern for students’ unions to overestimate students’ usage of facilities continues with regard to the most used online facility. Nearly four times as many students’ unions thought voting procedures were the most used facility as there were students who selected it as such. Figure 21. Most used online facility according to students and students’ unions

Students: Q21d. Which of these online facilities do you use most often? (Base 897) Students’ unions: Q5a. Which online facilities that your union offers are the most used? (Base 38) NB It should be noted that given the sample differences between students and students’ unions the proportions shown may not be directly comparable. Students’ unions believe these are the most used facilities owing to there being no alternative or being the easiest option.

9%

5%

7%

14%

10%

13%

12%

9%

7%

16%

22%

14%

13%

0%

3%

3%

5%

8%

8%

8%

8%

21%

29%

42%

53%

-10% 0% 10% 20% 30% 40% 50% 60%

None of the above

Online loyalty and discounts

Print shop

Housing/letting agency

Student newspaper

Online shop/store

Volunteering/employment

Advice & welfare

Online chat spaces/forums

Room booking

Online space for clubs and societies

E-ticket sales

Voting procedures

SU

Students

Voting, it's the only way to do it

E-ticket sales, it’s an easy way to buy

Room bookings, used mainly by the clubs

and societies


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Success and risk at university Overall, students tend to associate general life skills as the most important to their success in life, and the majority of students can be described as positive and happy with regard to their chosen institution and course. Students’ feelings towards success in life The skills that students agree are the most important to their success in life are those more associated with general life skills: learning to work well with others (85%) and learning life skills to help in the ‘real world’ (85%). Achieving a good degree (81%) and being able to apply what they have learned at university (81%) follow closely behind. Interestingly, despite the skills and experiences gained by taking part in clubs and societies, students are less likely to view these as important to their success in life. Figure 22. Level of student agreement with factors associated with being

successful in life

Q29. Thinking about your time at university or college, please indicate how far you agree or disagree with each of the following statements & Q30. Again, thinking about your time at university or college, please indicate how far you agree or disagree with each of the following statements (Base 1,606 – 1,617)

First-year undergraduate students are more likely than any other year group to agree with all but the top two statements (learning to work well with others and learning life skills to help in the ‘real world’).

31%

28%

12%

6%

6%

6%

5%

5%

34%

33%

25%

19%

17%

16%

14%

13%

12%

12%

35%

39%

63%

75%

77%

78%

81%

81%

85%

85%

0% 20% 40% 60% 80% 100%

Participating in clubs and societies

Volunteering

Making lots of friends and meeting people

Learning to manage household bills and upkeep

Gaining work experience

Gaining more confidence in meeting people and socialising

Being able to apply knowledge I have learned at university to the career I want

Getting a good degree classification

Learning life skills to help in the 'real world'

Learning to work well with others

Disagree Neither/nor Agree

1st


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Home town socialisers are less likely than University socialisers to agree that participating in clubs and societies is important to their success in life, and Home comforts are even less likely than the In & outs to agree. Home comforts are also less inclined to agree that making lots of friends and meeting people is important their success in life.

Students’ unions generally overestimate the percentage with which students agree that getting a good degree is important to their success in life, with the average students’ union guessing 85% compared with the stated 81%. They also have a tendency to underestimate the percentage of students who agree that learning to work well with others is an important factor (averaging 74% compared with the stated 85%) and learning life skills to help in the ‘real world’ (averaging 80% compared with the stated 85%). Students’ level of risk at university Figure 23. Level of student agreement with risk factors associated with

university/college

Q29. Thinking about your time at university or college, please indicate how far you agree or disagree with each of the following statements & Q30. Again, thinking about your time at university or college, please indicate how far you agree or disagree with each of the following statements (Base 1,606 – 1,617)

74%

69%

68%

59%

49%

66%

38%

12%

13%

14%

8%

10%

10%

13%

11%

18%

26%

9%

18%

25%

21%

14%

11%

10%

15%

19%

21%

23%

25%

26%

43%

63%

66%

72%

80%

80%

0% 20% 40% 60% 80% 100%

I have considered leaving and coming back next year

I have considered transferring to another university/college

I have considered transferring to another course

One or more of my close friends is considering leaving the institution I study at

One or more of my close friends is considering changing course at the institution I study at

I have considered dropping out of university/college

I don't feel I'm academically performing as well as I want to

There is good morale among students at my institution

There is good morale among students on my course

I feel that I am able to achieve my full potential while studying this course

Undertaking my current course is one of the best decisions I have made

I am happy with my decision to study at my chosen institution

Disagree Neither/nor Agree


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On the whole, the majority of students are happy with their decision to study their chosen course and feel there is good morale. Approximately a quarter says they have considered dropping out of university/college and another quarter says that one or more of their close friends is considering changing their course or leaving the institution. Those who say they have considered dropping out of university/college are more likely to be female and less likely to spend their time meeting friends and exercising. Money is more likely to be top of mind for this group and they are more likely to rely on student loans and bank overdrafts than anything else as a main source of income. They are less likely to socialise during the day time and evening and they are less likely to feel positive about their students’ union (Q25).

UK citizen students are more likely than international students to agree that doing their current course is one of the best decisions they have made and that there is good morale among their classmates.

First-year undergraduates are more likely than any other year group to believe they can achieve their full potential on their course but also to have a close friend who is considering changing course. This may be because in their first year, students are perhaps still deciding which course is right for them.

Undergraduates are more likely than postgraduates to have considered transferring to another course, suggesting that by the time students reach postgraduate level they are more confident of their personal strengths and interests. Second-, third- and fourth-year students are more likely than first-year students, however, to have considered leaving and coming back the following year or dropping out completely. This is perhaps not altogether surprising given that for many degrees the pressure and stress increase after the first year.

Home town socialisers are more likely to have considered dropping out of university than university socialisers and less likely to feel they are able to achieve their full potential.

Although home town socialisers may not feel the need to engage in the social side of their institution as much as university socialisers do, it is possible that this lack of social engagement and connection leaves them open to a greater risk of leaving their course before completing their qualification. For example, it is easy to imagine that these students have fewer people to share their course challenges and concerns with. Students’ unions may want to consider how they can offer specific drop-in sessions or support groups to students who have not fully integrated into the social side of university/college life. Students’ unions appear to hold a fairly accurate picture of their students in terms of their level of risk, believing they are generally a confident and positive group. On the whole, however, students’ unions again tend to underestimate the percentage of students who would agree with each statement. That is with the exception of morale, for which students’ unions generally overestimate the percentage of students who agree morale is good.

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Students’ union communications The majority of students say their students’ union communicates with them via email, whereas the majority of students’ unions say they communicate via posters, post and text. Email continues to be the most common channel for students’ unions to communicate with students’ (78%). As Figure 24 shows, posters around campus (51%) and social networks (42%), namely Facebook and Twitter, follow this – painting an identical picture to 2013 albeit with slightly lower percentages across the board. Figure 24. Methods of communication used by students’ unions

Q21r. Which methods of communication, if any, does your students’ union use with you? (Base:1,632) Students’ feelings towards the communications they received from their students’ union are generally positive, with many very satisfied with what they are sent. Where recommendations are suggested these largely centre on the desire for more personalised or targeted information and less ‘spam’ or generic information, timelier and better-organised communications and some would value more opportunities to speak to a friendly person face to face.

1%

4%

4%

6%

7%

9%

42%

51%

78%

20%

30%

40%

40%

30%

40%

30%

0% 20% 40% 60% 80% 100%

Other

None of the above

Telephone

Text

Post

Don't know

Social networks

Posters around campus

Email

Students' Unions say

Students say

Communication with the student union is really good and there is nothing that can be improved

I’d like more concise but fewer emails. Sometimes I consider

them spam


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Innovation Last year’s Success in the Student Market saw a focus on innovation within students’ unions. Innovation was defined as ‘doing new things’ – implementing creativity or new ideas or simply doing things in a better way. Innovation is something students’ unions do to meet the needs of students, whether proactively or reactively. Students are positive about their students’ unions’ innovation, but students’ unions are even more positive about themselves. Students would like to see a range of improvements to their students’ union, including more targeted information, more communication and more daytime events (and those not centred on alcohol). The one service they would like to see improved is the employment agency, indicating an increasing need for help securing a job. Approach to innovation Encouragingly, students generally feel positive about their students’ union approach to innovation. More than two-thirds (69%) agree their students’ unions are always trying new things and only a tenth (11%) think they are resistant to change. Figure 25 shows that students’ unions are even more positive about their approach to innovation, with 85% stating that they are always trying new things. Figure 25. Level of agreement with students’ union approach to innovation

Q26. Below are some statements about change and innovation within students’ unions. Please confirm how strongly you agree with each statement in relation to your students’ union (Base: 1,220-1,324 students & Q25. I’m going to read out some statements about change and innovation within students’ unions: please confirm how strongly you agree with each statement (Base: 39 students’ unions)

48%

74%

33%

95%

9%

8%

42%

8%

46%

32%

8%

11%

18%

21%

5%

69%

85%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

My students’ union is resistant to change (students)

My students’ union is resistant to change (SU)

My students’ union doesn’t need to change/innovate (students)

My students’ union doesn’t need to change/innovate (SU)

My students’ union is always trying new things (students)

My students’ union is always trying new things (SU)

Disagree Neither / nor Agree


45

Home town socialiser are generally less positive than University socialisers about their students’ unions ability to change and innovate and the Home comforts are generally less positive about their students’ unions ability to change and innovate compared to the In & outs.

Similar to 2013, students’ unions are keen to learn what other unions are currently doing and the majority are actively looking for new ideas. However, two-thirds can be classed as risk-averse – in other words, if they do not feel certain enough that a new idea will succeed they would be hesitant to implement it. This is a higher proportion of risk-averse students’ unions than was seen in 2012 (58% were classed as risk-averse), indicating that students’ unions are becoming more cautious with their money.

As Figure 26 overleaf shows, the top challenges to students’ unions this year were identified as increasing student expectations (25%), followed by the falling student pound (20%) and falling commercial income (20%).

98% I like to learn about the new things that

other students’ unions are implementing

96% I’ve been looking for

new ideas/innovations to implement in my

students’ union

69% If I were not certain that an

innovation would be successful, it would really influence my decision

to implement it in my union


46

Figure 26. Top challenges to students’ unions in the next year

Q22. NUS conducted some research into the main challenges for students’ unions in 2013, these were found to

be … Which of these, if any, would you say are challenges for your students’ union this year? (Base: 40)

Opportunities for improvement When students were asked what they would do to make the students’ union more appealing to them, around half were able to make a suggestion. The most common suggestions included: This is a very similar picture to 2013 when suggestions for more events (including non-alcohol-related) and better communications were among the top themes.

8%

3%

5%

5%

8%

10%

10%

10%

13%

15%

15%

20%

20%

25%

0% 20%

I don't know

Helping improve student employability

Welfare of particular student groups (please specify)

Improving the image of student's unions

Knock-on effects from changes to tuition fees

Q23 on the National Student survey

Decreased participation and engagement from students

The general economic situation and its impact on students

Falling number of students

Funding cuts (i.e. block grants)

Changing relationship with partner university/college

Falling commercial income

Falling student pound

Increasing student expectations

Find out what students specifically

require

Advertise so students know what is

happening each term

Organising more events that appeal

to everyone

Ensure people can afford the events and necessities

(laundrette, shops)

More events including daytime and non-alcoholic

More targeted activities & info

More/better communications

Cheaper events & services


47

Students were also asked to indicate what they would improve within their students’ union and then to pick one thing they would improve the most. Figure 27 shows what students would improve this year compared with 2013. Figure 27. Things to improve year on year 2013 2014 Employment agency 33% 38% NUS extra 28% 34% Extracurricular activities 32% 32% Advice/support services 25% 30% Healthcare for students 26% 30% Catering 37% 30% Student media 24% 26% Retail trade 34% 25% Nightclub sponsorship 23% 25% Non-term time enterprise 24% 22% Lettings agency 24% 22% Environmental travel 26% 21% Charity/volunteering 18% 20% Student enterprise opportunities 18% 20% Local volunteering 16% 18% Licensed trade 29% 18% Education campaigns 14% 18% Social enterprise projects 12% 15% Other environmental 12% 14% Childcare 12% 13% Other campaigning 7% 7% Other 0% 4% Q28a. Which, if any, of the below would you focus on to improve your students’ union? (Base: 1,458) 2014 Q28a. And which, if any, of the below would you focus on to improve your students’ union? (Base: 1,976) 2013

As might be expected, first-year undergraduates are more likely to want to see improvements at students’ union nights at local nightclubs, and UK citizen students are more likely to want to see licensed trade improved compared with international students, which marries with the

finding that international students spend less money in bars/pubs. As is commonly found, international students are more likely to say NUS extra needs improving. Previous research has concluded that although NUS extra offers a wide range of benefits to students, it needs to improve its breadth of communication to ensure all groups of students are aware of how it can benefit them. When asked what one thing they would improve, Figure 20 demonstrates that the employment agency (12%) is top of the students’ list, followed by advice and support services and NUS extra (9%). This again sees a move away from more tangible services seen in 2013 and towards more advisory and assistance, which may be the result of the recently reported high unemployment rates among 18-25 year-olds and the increase in university fees.

1st


48

Figure 28. What students would improve most year on year 2013 2014 Employment agency 10% 12% NUS extra 5% 9% Extracurricular activities 8% 9% Advice/support services 8% 7% Healthcare for students 9% 7% Catering 4% 5% Student media 5% 5% Retail trade 5% 5% Nightclub sponsorship 4% 5% Non-term time enterprise 2% 4% Lettings agency 8% 4% Environmental travel 7% 4% Charity/volunteering 4% 4% Student enterprise opportunities 0% 4% Local volunteering 2% 3% Licensed trade 2% 3% Education campaigns 3% 3% Social enterprise projects 2% 2% Other environmental 1% 2% Childcare 1% 2% Other campaigning 1% 1% Other 1% 1% Q28b And which of these would you focus on most to improve your students’ union? (2014 base: 1,458) (2013 base: 1,976)


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Opportunities for students’ unions This section looks at the successful opportunities students’ unions have taken advantage of recently, and exciting developments on the horizon. Thinking about recent opportunities that students’ unions have taken advantage of, the most effective changes that have reportedly taken place focused on staffing structures, commercial activities, researching what members want, introducing online facilities and having better represented student councils. The most exciting new developments within the student movement are currently seen to be very similar in terms of focusing more on students’ wants and needs, NUS digital, membership services and more support from NUS. Finally, in terms of how NUS can help students’ unions’ future growth within the student movement the most common suggestions were to provide best practice within the support offered, appreciate and respond to the differing needs of students’ unions, provide market intelligence and ensure their visibility.

We now have dedicated staff for the academic reps, volunteers, welfare. This has made students more aware of other

things we do by coming in contact with us through the new posts

What has been important is a new society co-ordinator

to find out what students are up to

A much improved representational system means the union does a better

job for a broader range of students academically and recreationally. This

has boosted their profile and made the students more aware

Growth of digital, I don't think it is fully realised yet so we don't know what the

outcome will be, but we have high hopes for it

We get better support from the NUS including behind the scenes. The area

where this has had real impact is welfare advice and education. They

have refocused from the commercial to campaigning

The change of unions moving back to a more

representational body from being very commercial


50

Conclusions


51

Conclusions and Recommendations The general increase in the cost of living and studying identified in 2013 has continued to have an impact upon students in 2014. Students are reporting spending less time on activities that cost them money, including spending less time in their local and students’ unions’ bars and nightclubs. Additionally, there has been a further reduction from 2013 in the proportion of students using their students’ union facilities, which may be linked to the reported increase in spend in many of these facilities. This year’s research also reveals that money and finances are among the five top of mind factors for most students. Simultaneously, there has been an increase in the proportion of students who claim to be in paid employment during term time (one-quarter says they work the equivalent of full-time) and an increase in those who use credit cards or a bank overdraft as a main source of income. The current economic environment and the all-time low levels of employment among 18-25 year-olds also appear to have had a significant impact upon what students are asking for and expect from their place of study. There has been an increase in the usage of online volunteering and employment services offered by students’ unions, coupled with a request for improvements to students’ unions employment agencies. Students now seem to be looking to their place of study for more than just a good education and social life – assistance with getting valuable experience and employment advice is an increasingly desired service. This increase in students’ expectations is echoed by students’ unions who state that this is their biggest challenge within the market. While satisfaction with students’ unions increased between 2012 and 2013 it appears to have dropped marginally in 2014, with an increase in ambivalence and uncertainty towards students’ unions. It is clear that students’ unions play an important role in the lives of students and their experience of university/college – the majority still believe their students’ union improves the student experience and meets the needs of students. However, it seems that students expectations of their students’ unions are widening, or that they are placing more emphasis on specific services being offered. In the absence of these services, or their sufficiency, students appear to be increasingly unsure of what to expect from their students’ union – hence the growth in ambivalence. The findings of this report also reveal a specific need for those students who are closest to their friends from home or school. These students appear generally less engaged and less satisfied with their students’ union than those who are closest to their university friends, and are at a higher risk of fearing failure on their course. With the increase in the cost of living, coupled with the increase in university fees we are likely to see an increase in the number of students choosing to stay at home while they study. Therefore, there has arguably never been a more pertinent time for students’ unions to ensure their services and facilities meet the diversifying needs of the student population: whether that be increasing their employment advice services for the population as a whole or dedicating time to ensure those within the home town socialiser segments have the support in place to minimise their risk of dropping out. There is also an argument for students’ unions to begin their relationship with students at an earlier stage – before they


52

begin university/college. Students’ unions become more important to students once they are at university/college, indicating a lack of awareness about its role and the impact it can have on their overall experience. Furthermore, home town socialisers generally start university/college expecting less from their experience. Perhaps this can be turned around. Just as universities/colleges have open days, perhaps there is a place for students’ union open days and inductions and for students’ unions to link more closely with individual courses as well as university accommodation.

Image credits Mortar Board designed by Nicholas Menghini, Globe designed by Andrew Forrester, User designed by L Russell, Shopping designed by Juan Pablo Bravo from the Noun Project, Clapperboard designed by Fabio Grande, Bar designed by Pieter J. Smits, Television designed by Piero Borgo, Home designed by Edward Boatman, Coffee designed by Monika Ciapala, Silverware designed by Scott Lewis, Coffee designed by Hugo Freijanes, Beer designed by Jo, Lunch designed by Annie Wang, Bar designed by Pieter J. Smits, Shopping Cart designed by Dmitry Baranovskiy, Tools designed by Haridass, Soda designed by Blaise Sewell, Printer designed by John Caserta, Cell Phone designed by Marwa Boukarim, Pencil designed by Takashi Kondo, Communication designed by Eric Bird, Weight Lifting designed by Scott Lewis, Briefcase designed by Edward Boatman, Crosshair designed by Rhys, Plus designed by Alex S. Lakas from the Noun Project, Piggy Bank designed by Patrick Brentano, Monument designed by Márcio Duarte, Hand designed by Stephen Borengasser, Resident designed by Brandosaur.us, Love Shack designed by Luis Prado, Worker designed by James Fenton, all from the Noun Project.

Macadam Resident 275 Gray’s Inn Road London WC1X 8QB t 0845 5210 262 e [email protected] www.nus.org.uk

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