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Student Lifestyles - UK

DateJul, 2006
Pages179
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Abstract:
This report takes as its theme ‘students as consumers’, and looks at the attitudes of those who are already students during the first half of 2006 (who will not be affected by the new tuition fee arrangements) towards what their university provides for them - academically, socially, and in terms of other services such as accommodation. It also looks at their consumption of goods and services in areas such as travel, leisure and durable goods.

The principal focus of the report is young students (aged under 25), who make up 81% of the student population; however, some of the research sources used also include students in older age groups.


Table of contents:
INTRODUCTION AND ABBREVIATIONS
Report structure
Mintel research
Mintel-commissioned research
Definitions
ACORN
Definitions
ABBREVIATIONS


PREMIER INSIGHT
Healthy eating
Toiletries downgrade
Mobile switches
Essential reading?
Drinks discontent
Financially savvy?


EXECUTIVE SUMMARY
An expanding sector
Location matters when choosing where to study
League tables of minor importance?
Personal factors are more important than free gifts on open days
'Names out of a hat' - are they equipped to make the choice?
Value for money versus overstretched resources
Has university become just another business?
3 key components of VFM: contact time, class sizes, academic facilities
VFM varies by subject
Good teaching can over-ride other VFM concerns
Who gets value from university sports?
Is the first year wasted?
New fee arrangements fine - but students will expect more
'If you don't eat healthy food, your concentration goes': the importance of healthy eating
Online grocery shopping and student households
Students know what they want academically
Library log-jams: 'it ends up being really tactical'
Less TV, more DVD - changing student leisure
The future: philosophical about debt, and a reluctant return to the nest
A happy group of people


STUDENT DEMOGRAPHICS
19 million students aged 18-24
Figure 1: Students versus non-students in the 18-24 population, 2005
Have things changed?
Figure 2: Demographic changes in the student population, 2003-05
Getting there
Figure 3: Trends in higher education student numbers, 2001-02-2004/05
The expansion of higher education institutions
University income and expenditure


STUDENTS AS CONSUMERS: DO UNIVERSITIES DELIVER?
Getting to university - where does the gap year fit in?
Reasons for not taking a gap year
Keen to 'get on with it'
Looking forward to the student lifestyle
Making way for travelling and careers...
Courses including 'gap years'
Lack of self-discipline
Education: to leave and never return?
Reasons for taking a gap year
Travel, work and doing nothing!
University - not a certainty...
WHY GO TO UNIVERSITY?
Figure 4: Reasons for going to university, 2005
Learning more about their subject
Improved career prospects for those with set paths...
...and those with more general paths too
University - the provider of a career direction?
Networking?
The 'university of life experiences'
Sibling Influences...
The natural progression?
Feeling the pressure...
WHY THIS UNIVERSITY?
Figure 5: Academic factors determining choice of university, 2005
Figure 6: Social factors/facilities determining choice of university, 2005
Location as a major factor of influence…
'The optimum distance'
Town/city offerings...
Where in town?
Academic prowess
'Subjective' limitations...
Phone-a-friend
The role of the open day
'They're all the same'
Cynicism and mistrust
Responding to students' needs
The lure of the campus and facilities...
...and the friendliness and approachability of the university staff with whom they came into contact with
The problem with extraneous factors
Are they equipped to make the choice?
Organised...
...or random selection?
The gravity of the decision
DO THEY GET VALUE FOR MONEY FROM THEIR UNIVERSITIES?
Increased satisfaction
Figure 7: Attitudes towards customer service provided by university, 2005
Universities as businesses
How do they judge value for money?
Is the first year wasted?
The solution?
Dropping out
Figure 8: Dropping out of university, 2003 and 2005
THE MARKETING PERSPECTIVE
Key connections
First impressions
Getting their money's worth
Degrees in a hurry

STUDENT FINANCE
BACKGROUND TO STUDENT FINANCE
ATTITUDES TOWARDS NEW STUDENT FUNDING ARRANGEMENTS
Changing minds?
It's not all doom and gloom…
The need for fee justification - (overriding feeling)
STUDENT INCOMES
Student income is worth £16 billion
Figure 9: Total student income and main sources of income (£) - full-time students, 1998/99 and 2004/05
Student support
FINANCIAL SUPPORT FROM FAMILIES
Figure 10: Help from parents/other family, 2005
INCOME FROM PAID WORK
Figure 11: Paid work during term-time, 2000 and 2005
Term-time employment - C2DE bias
Women are the more conscientious workers
It's all good
STUDENT EXPENDITURE
Students are worth £19 billion
Figure 12: Income versus expenditure (£) - full-time students, 1998/99 and 2004/05
Figure 13: Expenditure by category (£) - full-time students, 2004/05
SAVING, BORROWING AND DEBT
Dramatic increases in student borrowing
ATTITUDES TOWARDS MONEY
How are they managing?
Figure 14: Those agreeing that: 'I'm no good at saving money' and 'I tend to spend money without thinking' 'students, 2003 and 2005
Students are starting to take their finances more seriously
The parental 'safety net'
Have they got enough?
THE MARKETING PERSPECTIVE


STUDENT LIVING
ACCOMMODATION
Figure 15: Rating of accommodation at university, 2005
Figure 16: Reported problems with accommodation, full-time students, 2005
Cost and location gripes
Spending on accommodation
Figure 17: Undergraduate spending on accommodation, 2001-05 (Unite survey)
Figure 18: Expenditure on housing (£) - full-time students by housing type, 2004/05
FOOD
Has the healthy eating bug finally reached the students?
Two years ago...
...and now
The knock-on effects of healthy eating...
For some, student cooking is an improvement on home cooking!
But eating healthily is not always practical or convenient…
But there are ways...
Shopping, sharing and cooking complications...
...but wwwe have the answer!
Figure 19: Balance of agreement that 'I consider my diet to be very healthy', 2005
Figure 20: Balance of agreement that 'I really enjoy cooking', 2005
Spending on food
COMMUNICATIONS
Transport and travel
Long-distance love - a travel company's dream...
Even short-distance travel can be hard on the pocket
Other modes of transport?
Spending on travel and transport
...average spend is £14 a week
Figure 21: Expenditure on travel and transport (£) - full-time students, 2004/05
Telecoms
Mobiles are virtually ubiquitous
Figure 22: Mobile phone ownership among students, 1998-2005
Consumer cynicism strikes again...
Spending on telecoms...
CLOTHES, TOILETRIES AND OTHER PERSONAL EXPENDITURE
Students just love to shop!
Temptation...
...but 'down-grade' to compromise
Spending on clothes and toiletries
Figure 23: Expenditure on personal items (£) - full-time students, 2004/05
What do students do all day?
Figure 24: Time spent by students on daily activities, 2005
THE MARKETING PERSPECTIVE


THE ACADEMIC STUDENT
HOW SATISFIED ARE THEY WITH THE ACADEMIC ASPECTS OF THEIR COURSE?
Figure 25: Those rating elements of academic support at university to be 'very good', 2005
Figure 26: Those rating elements of academic support at university to be 'very goo', 2000-05
Teaching quality
Qualities which indicated a good teacher included:
Poor teachers were identified because of:
Course content and structure
Flexible, interesting and varied?
Work placement or year abroad is a positive addition
Contact time a must, and concerns over time-tabling
Marking matters
Industrial strikes of lecturers
Academic facilities
'New' satisfaction!
The discontent, however, are unafraid to say so
Library log-jams and student tactics
ACADEMIC SPENDING
Figure 27: Those who own a personal computer - students and non-students, 1998-2005
Books are too costly (and often unnecessary)
Some books are essential - but only with the benefit of hind-sight!
Course text packages - offers a solution
THE MARKETING PERSPECTIVE


THE SOCIAL STUDENT
HOW DO THEY SPEND THEIR TIME?
Figure 28: Main spare time activities of students, 2005
WHAT DOES THE UNIVERSITY PROVIDE?
Social facilities
Re-fresh-ing for some...
...but not for others
Sporting facilities
GOING OUT: OUT-OF-HOME ENTERTAINMENT
Weeknights are for going out!
Pubs, clubs and bars
Female socialites
Figure 29: Agreement that 'In the evening I often go to a bar (café, club, pub) - students and non-students, 2003 and 2005
Cultural activities
Figure 30: Cultural activities taken part in by students, 1998-2005
Figure 31: Cultural activities taken part in by students, percentage point change between 1998 and 2005
Sport and exercise
A slight male bias
Figure 32: Those definitely agreeing that 'I do some sport or exercise at least once a week' - students and non-students, percentage-point change between 1998 and 2005
STAYING IN: IN-HOME ENTERTAINMENT
TV, DVD, video
Television has less appeal
Popularity of 'pooling resources'
Music
Fast changes in taste and technology...
SOCIAL SPENDING
Going out costs between £14-£15 a week (excluding alcohol!)
In-home entertainment
Alcohol and cigarettes
Drink more for less
Drinks promotions - not for those who don't drink beer or alcopops
Home drinking before venturing out
Students - more likely to stray away from the parental eye
THE MARKETING PERSPECTIVE


THE FUTURE: PRIORITIES AND PLANS
Careering ahead - expectations and reality
Figure 33: Those agreeing that 'I am optimistic about getting a job when I finish my course' - students, 2002-05
A Degree of optimism?
Figure 34: Destinations of first degree graduates six months after graduation, 2001 and 2004
Figure 35: Salaries: expectations and reality - undergraduates and graduates, 2000-05
What will they owe?
Figure 36: Graduate debt levels, 1994-2004
Back to the nest?
Enjoying life?
Figure 37: Agreement/disagreement with statement 'i am very happy with my life as it is' - students and non-students, 2005

FORECAST
Figure 38: Forecast for the student population in higher education, 2005/06-2010/11
Amount borrowed by students is predicted to double
Figure 39: Forecast of the value of SLC loans at current and constant prices & number of SLC loans, 2005/06-2010/11
Moving towards a more American Model?
Good news for banks...
...bad news for students
Factors used in the forecast
Total student forecast
Financial forecast

APPENDIX
BACKGROUND
Figure 40: Proportion of 16-18-year-old A-level candidates in all schools and FE sector colleges achieving or more GCE/VCE A-level passes (or equivalent), 2000/01-2004/05
Figure 41: GCE A-level examination results of 16-18-year-old students in all schools and colleges, by grade, 1996-2005
TRENDS IN HIGHER EDUCATION
Student participation
Figure 42: Trends in higher education student numbers, 2001/02-2004/05
Figure 43: Higher education initial participation rate - Great Britain, 1999/2000-2003/04
Higher education institutions
Figure 44: Number of Higher Education institutions, UK, 2004 and 2005
Figure 45: Academic staff of UK Higher Education Institutions, 2003/04 and 2004/05
Figure 46: Size of Higher Education institutions (numbers of students), 2002/03-2003/04
Figure 47: Size of Higher Education institutions (income), 2002/03-2003/04
Figure 48: Sources of income of Higher Education institutions, 2003/04 and 2004/05
Figure 49: Expenditure by Higher Education institutions, 2003/04 and 2004/05
STUDENTS AS CONSUMERS
Figure 50: Reasons for going to university, 2004 and 2005
Figure 51: Academic factors determining choice of university, 2005
Figure 52: Social factors/facilities determining choice of university, 2005
Figure 53: Attitude towards customer service provided by university, 2005
Figure 54: Attitude towards value for money provided by university, 2003 and 2005
Figure 55: Those agreeing that ‘resources at my university are stretched due to the increase in student numbers', 2002-05
Figure 56: Satisfaction with university package, 2003-05
Figure 57: Those strongly agreeing that ‘Going to university is a worthwhile experience', 2000-05
Figure 58: Dropping out of university, 2003 and 2005
Figure 59: Main reasons for dropping out of university, 2003 and 2005
STUDENT FINANCE
Figure 60: Total student income and main sources of income (£) - full-time students, 1998/99 and 2004/05
Figure 61: Main sources of income (% of total income) - full-time students, 1998/99 and 2004/05
Figure 62: Income from student support (£) - full-time students, 1998/99 and 2004/05
Figure 63: Income from student support (% of total income) - full-time students, 1998/99 and 2004/05
Figure 64: Whether required to pay tuition/course fees, 2002 and 2005
Figure 65: Help from parents/other family, 2000 and 2005
Figure 66: Paid work during term-time, 2000 and 2005
Figure 67: Paid work during term-time, by socio-economic group, 2005
Figure 68: Main types of term-time job, 2005
Figure 69: Reasons for working during term-time, 2003 and 2005
Figure 70: Effects of term-time working, 2005
Figure 71: Expenditure by category (£) - full-time students, 1998/99 and 2004/05
Figure 72: Expenditure by category (% of total expenditure) - full-time students, 1998/99 and 2004/05
Figure 73: Those with deposit/savings bank accounts –- students and non-students, 1998 and 2001
Figure 74: Those who own a credit card - students and non-students, 2003 and 2005
Figure 75: Student borrowing/debt (£) - full-time students, 1998/99 and 2004/05
Figure 76: Student borrowing/debt (% of total) - full-time students, 1998/99 and 2004/05
Figure 77: Current and anticipated debt (£), 2000-05
Figure 78: Those agreeing that: 'I think I'm good at managing my money' - students and non-students, 2005
Figure 79: Those agreeing that: 'I think I'm good at managing my money' - students and non-students, 2003 and 2005
Figure 80: Those agreeing that ’I am no good at saving money’ - students and non-students, 2003 and 2005
Figure 81: Those agreeing with statement 'I tend to spend money without thinking'- students and nonstudents, 2003
Figure 82: Those definitely agreeing with the statement 'I don't like the idea of being in debt - students and non-students, 2003 and 2005
Figure 83: Managing financial commitments, 2001 and 2005
Figure 84: Who students would turn to in financial difficulty 2005
Figure 85: Extent to which financial difficulties have affected attainment - full-time students, 2004/05
Figure 86: Assessment of own financial situation - full-time students, 2004/05
Figure 87: Agreement/disagreement with statement 'I am perfectly happy with my standard of living' - students and non-students, 2005
STUDENT LIVING
Figure 88: Rating of accommodation at university, 2005
Figure 89: Extent to which current accommodation is value for money, 2005
Figure 90: Reported problems with accommodation, full-time students, 2005
Figure 91: Undergraduate spending on accommodation, 2001-05 (Unite Survey)
Figure 92: Undergraduate spending on utility bills, 1999-2005
Figure 93: Expenditure on housing (£) - full-time students by housing type, 2004/05
Figure 94: Agreement/disagreement with statement 'I really enjoy cooking - students and non-students, 2005
Figure 95: Agreement/disagreement that: 'I consider my diet to be very healthy' - students and nonstudents, 2005
Figure 96: Undergraduate spending on food, 1999-2005
Figure 97: Undergraduate spending on food, 2001-05 (Unite Survey)
Figure 98: Expenditure on food and household goods (£) - full-time students, 2004/05
Figure 99: Expenditure on travel and transport (£) - full-time students, 2004/05
Figure 100: Full driving licence ownership - students and non-students, 2003 and 2005
Figure 101: Car ownership - students and non-students, 2003 and 2005
Figure 102: Bicycle ownership - students and non-students, 2003 and 2005
Figure 103: Undergraduate spending on telephone bills, 2003-05
Figure 104: Undergraduate spending on mobile phones/mobile communications, 2003-05 (Unite Survey)
Figure 105: Ownership of mobile phones, 1998-2005
Figure 106: Type of mobile phone contract - students, 2003 and 2005
Figure 107: Undergraduate spending on clothing, 1999-2005
Figure 108: Expenditure on personal items (£) - full-time students, 2004/05
Figure 109: Time spent by students on daily activities, 2003 and 2005
THE ACADEMIC STUDENT
Figure 110: Rating of standard of teaching or lecturing, 2005
Figure 111: Rating of support received from university with academic studies, 2005
Figure 112: Rating of amount of contact time with course tutor/lecturer, 2005
Figure 113: Rating of availability of course books in library, 2005
Figure 114: Rating of availability of and access to IT hardware/computers and software, 2005
Figure 115: Purchasing of hardback books in the last year - students and non-students, 2005
Figure 116: Purchasing of paperback books in the last year - students and non-students, 2005
Figure 117: Purchasing of paperback and hardback books - students, 1998-2005
Figure 118: Those who own a personal computer - students and non-students, 1998-2005
Figure 119: Anticipated spending on course-related expenses, 2005
Figure 120: Spending on course-related expenses (£ per academic year) - full-time students, 2004/05
THE SOCIAL STUDENT
Figure 121: Main spare time activities of students, 2005
Figure 122: Main clubs/societies belonged to, 2005
Figure 123: Agreement that 'In the evening I often go to a bar (café, club, pub) - students and non-students, 2003 and 2005
Figure 124: Pub drinking in the daytime and evening - students and non-students, 2005
Figure 125: Those who drink in pubs at least once a week - students and non-students, 2003 and 2005
Figure 126: Agreement/disagreement with statement 'I consider myself interested in the arts' - students and non-students, 2005
Figure 127: Those agreeing with statement 'I am a regular cinema-goer - students and non-students, 2005
Figure 128: Theatre visiting - students and non-students, 2005
Figure 129: Visitors to opera and dance performances - students and non-students, 2005
Figure 130: Concert-going - male and female students and non-students, 2005
Figure 131: Those who visit art galleries/exhibitions - male and female students and non-students, 2005
Figure 132: Those definitely agreeing that ’I do some sport or exercise at least once a week’ - students and non-students, 1998-2005
Figure 133: Undergraduate spending on going out, 1999-2005 (NatWest Study)
Figure 134: Undergraduate spending on going out/entertainment, 2002-05 (Unite Survey)
Figure 135: Spending on going out/entertainment - full-time students, 2004/05
Figure 136: Undergraduate spending on music, 2000-05
Figure 137: Undergraduate spending on music (CDs, record, tapes) and on DVDs/videos, 2003-05 (Unite Survey)
Figure 138: Cigarette smokers - students and non-students, 1998-2005
Figure 139: Undergraduate spending on cigarettes, 1999-2003 (NatWest Survey)
Figure 140: Undergraduate spending on cigarettes/tobacco, 2002-05 (Unite Survey)
Figure 141: Undergraduate spending on alcohol, 1999-2005 (NatWest Study)
Figure 142: Undergraduate spending on alcohol, 2001-05 (Unite Survey)
Figure 143: Spending on alcohol - full-time students, 2004/05

THE FUTURE
Figure 144: Those agreeing that 'I am optimistic about getting a job when I finish my course' - students, 2002-05
Figure 145: Most important factors when looking for a job - undergraduates, 2004 and 2005
Figure 146: Those who ‘definitely agree' with statement 'I want to get to the very top in my career - students and non-students, 2005
Figure 147: Those agreeing with statement 'I would like to set up my own business one day' - students and non-students, 2005
Figure 148: Destinations of first degree graduates six months after graduation, 2001 and 2004
Figure 149: Salaries: expectations and reality - undergraduates and graduates, 2000-05
Figure 150: Graduate debt levels, 1994-2004
Figure 151: Graduate debt by source (% owing anything to each source), 2001 and 2004
Figure 152: Graduate debt by source (average debt), 2001 and 2004
Figure 153: Those agreeing that 'I am seriously worried about the debts I am going to incur as a result of going to university' - students, 2000-05
Figure 154: Agreement/disagreement with statement 'I am very happy with my life as it is' - students and non-students, 2005
Figure 155: Those agreeing that ’I like to enjoy life and don't worry about the future’ - students and nonstudents, 1998-2005

APPENDIX: RESEARCH METHODOLOGY




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