The impact of cost on HE access in The impact of cost on HE access in the next 10 years: Learning from the the next 10 years: Learning from the

Australian experience?Australian experience?

Dr. Graeme Atherton, Aimhigher Dr. Graeme Atherton, Aimhigher Central London Partnership Central London Partnership

Manager Manager

Summary Summary

Background to the researchBackground to the research Access and cost in England and AustraliaAccess and cost in England and Australia The study and how it was deliveredThe study and how it was delivered The FindingsThe Findings Principles, careership & habitusPrinciples, careership & habitus Implications for policy in England Implications for policy in England

Background to the research Background to the research

Australia has had system of tuition fees and post Australia has had system of tuition fees and post graduation payment since 1989 (DEET 1990)graduation payment since 1989 (DEET 1990)

England has had such system since 2004 (Dfes 2003)England has had such system since 2004 (Dfes 2003) England approaching key review of systemEngland approaching key review of system HE participation in Australia amongst low Socio-Economic HE participation in Australia amongst low Socio-Economic

Status (SES) students not gone down since 1989 – at Status (SES) students not gone down since 1989 – at approx 15% of all students low SES vs 25% low SES in the approx 15% of all students low SES vs 25% low SES in the population (DEEWR 2009))population (DEEWR 2009))

What can England learn from Australian experience?What can England learn from Australian experience?

Access and cost in Australia and Access and cost in Australia and England England

Some evidence of ‘debt aversion’ amongst low SES Some evidence of ‘debt aversion’ amongst low SES students in England (Callender & Jackson 2005)students in England (Callender & Jackson 2005)

Not large evidence base of young people/students being Not large evidence base of young people/students being put off entryput off entry

In Australia no decline in SES but no improvement either & In Australia no decline in SES but no improvement either & ‘fair access’ issues as access to ‘Group of 8’ slightly down ‘fair access’ issues as access to ‘Group of 8’ slightly down for low SES students (James 2007) for low SES students (James 2007)

Key interaction of matrix of factors:Key interaction of matrix of factors: ‘‘Cost is a factor but it is not the only factor. All the evidence Cost is a factor but it is not the only factor. All the evidence

points to lower levels of school achievement, lower points to lower levels of school achievement, lower aspirations, and a lack of perceived personal relevance aspirations, and a lack of perceived personal relevance being far more potent factors’being far more potent factors’ (James 2007:11) (James 2007:11)

Australian systemAustralian system

Fewer HEIs (39) focused in fewer citiesFewer HEIs (39) focused in fewer cities A research intensive division as in England (Group A research intensive division as in England (Group

of 8) of 8) Diversity of mission (academic vs technical)Diversity of mission (academic vs technical) Stronger vocational route than in England via Stronger vocational route than in England via

TAFE courses – vocational tertiary courses at TAFE courses – vocational tertiary courses at Technical & Further Education Colleges (TAFE) Technical & Further Education Colleges (TAFE)

Payment of fees related to subjects Payment of fees related to subjects From 1996 HEIs can charge within a band for From 1996 HEIs can charge within a band for

different subjects different subjects

Australian systemAustralian systemNational National Priority Priority

Education, Nursing, Mathematics, Education, Nursing, Mathematics, Statistics & Science Statistics & Science

$0- $4.077$0- $4.077

11 Humanities, Arts, Behavioural Science, Humanities, Arts, Behavioural Science, Social Studies, Foreign Languages & Social Studies, Foreign Languages & Performing ArtsPerforming Arts

$0 – 5,201$0 – 5,201

22 Accounting, Commerce Administration, Accounting, Commerce Administration, Economics, Mathematics, Statistics, Economics, Mathematics, Statistics, Computing, Architecture, Health, Computing, Architecture, Health, Sciences, Engineering, Science, Sciences, Engineering, Science, Surveying, AgricultureSurveying, Agriculture

$0 - $7,412$0 - $7,412

33 Law, Dentistry, Medicine, Veterinary Law, Dentistry, Medicine, Veterinary ScienceScience

$0 - $8,677$0 - $8,677

Australian systemAustralian system

HECS (Higher Education Contribution System) – HECS (Higher Education Contribution System) – Loan to pay back fees via the tax system Loan to pay back fees via the tax system

‘‘Full fee paying places’ – students with lower Full fee paying places’ – students with lower scores who pay all fees scores who pay all fees

Youth Allowance – means tested payment via Youth Allowance – means tested payment via Social Security System to 16-24 yr oldsSocial Security System to 16-24 yr olds

AusStudy – means tested payment for over 25sAusStudy – means tested payment for over 25s Recent reform package (DEEWR 2009) Recent reform package (DEEWR 2009) Start up scholarships/increase in YA thresholdStart up scholarships/increase in YA threshold

The study & how it was delivered The study & how it was delivered

Focus groups with total of 250 learners in Focus groups with total of 250 learners in England & AustraliaEngland & Australia

3 universities & 3 schools/colleges in each 3 universities & 3 schools/colleges in each countrycountry

Students in HE and those from year 9 to 12 Students in HE and those from year 9 to 12 Rural & urban locationsRural & urban locations All participants ‘first in family to go to HE’All participants ‘first in family to go to HE’

The findings The findings

Similarities across countries /contextsSimilarities across countries /contexts Number of ‘Number of ‘Key principlesKey principles’ underpinning ’ underpinning

decisions/preferences decisions/preferences Employment and Enjoyment main influence on HE Employment and Enjoyment main influence on HE

entry decisionsentry decisions Cost is a concern but not a deterrentCost is a concern but not a deterrent Attainment levels make cost more of a concernAttainment levels make cost more of a concern Overall, paying for HE is fairOverall, paying for HE is fair Paying back after graduation is fairPaying back after graduation is fair HE should be ‘value for money’HE should be ‘value for money’

Influence Ladder Influence Ladder

InfluenceInfluence EE AA

Whether my teachers thought I could go to university Whether my teachers thought I could go to university 88 99

Whether my friends want to go to universityWhether my friends want to go to university 1010 1111

Information from schools/colleges about going to universityInformation from schools/colleges about going to university 77 88

The cost of going to university and how much debt I thought I would be in after I The cost of going to university and how much debt I thought I would be in after I finish at university finish at university

44 44

Information from universities about the courses they offered and university lifeInformation from universities about the courses they offered and university life 66 55

How good my results and performance at school were How good my results and performance at school were 33 33

What I saw on TV/read in magazines about university and university lifeWhat I saw on TV/read in magazines about university and university life 1111 1010

Whether my parents/carers of other family members thought I should go to university Whether my parents/carers of other family members thought I should go to university or notor not

55 66

Taking part in activities involving university visits or meeting university students which Taking part in activities involving university visits or meeting university students which helped me learn more about university lifehelped me learn more about university life

66 77

Whether the career that I wanted to pursue requires a university degreeWhether the career that I wanted to pursue requires a university degree 11 11

Whether I enjoy learning about a particular subject that I could stay at university Whether I enjoy learning about a particular subject that I could stay at university 22 22

EmploymentEmployment

‘‘I went to university to so I could get the I went to university to so I could get the qualifications you need for a good career. You qualifications you need for a good career. You would not go to university unless you needed the would not go to university unless you needed the qualifications.’qualifications.’

(Mature university student Australia)(Mature university student Australia) ‘ ‘The career I want to pursue is the most important The career I want to pursue is the most important

reason because if I don’t need a degree for my reason because if I don’t need a degree for my job. There is no point in going to uni if you don’t job. There is no point in going to uni if you don’t need to.’need to.’

(Year 9 pupil England) (Year 9 pupil England)

Enjoyment Enjoyment

‘ ‘I needed to do something that I was passionate in and I needed to do something that I was passionate in and wanted to do to keep my interest and so it would make me wanted to do to keep my interest and so it would make me stick uni out.stick uni out.’’

(Australian student) (Australian student) ‘ ‘The subjects I want to do at uni are the ones that I am The subjects I want to do at uni are the ones that I am

interested in so when I look for universities they have to do interested in so when I look for universities they have to do my course. They would have to offer me a large amount for my course. They would have to offer me a large amount for example to make me choose a uni or course that was example to make me choose a uni or course that was cheaper but I wasn’t interested in. I know that doing a cheaper but I wasn’t interested in. I know that doing a course in art means I won’t earn as much but it is what I course in art means I won’t earn as much but it is what I want to do.want to do.’’

(England, Year 12 pupil) (England, Year 12 pupil)

Cost concern not deterrent Cost concern not deterrent ‘‘I think about the cost and I think that it is too much but I will still go to I think about the cost and I think that it is too much but I will still go to

uni because there is HECs.’uni because there is HECs.’ (Year 12 pupil Australia) (Year 12 pupil Australia) ‘‘Basically my number one reason for going is that I really want to Basically my number one reason for going is that I really want to

study at a higher level and I will get there any way I can. But I could not study at a higher level and I will get there any way I can. But I could not afford law so I am studying arts.afford law so I am studying arts.’’

(HE student Australia) (HE student Australia) ‘‘The cost and the debt are a worry but I don’t think about it. It doesn’t The cost and the debt are a worry but I don’t think about it. It doesn’t

seem real when you have to pay it back later. It’s almost like monopoly seem real when you have to pay it back later. It’s almost like monopoly money sometimes.’money sometimes.’

(HE student England) (HE student England) ‘‘It is like good and bad debt. Nobody likes paying but it has to be done, It is like good and bad debt. Nobody likes paying but it has to be done,

like paying for a top-up card on your phone.like paying for a top-up card on your phone. ’’ (HE student England) (HE student England)

Cost and process in England Cost and process in England English students seem to find the ‘finance regime’ more complicated English students seem to find the ‘finance regime’ more complicated

that in Australiathat in Australia ‘‘My mum doesn’t do forms, so I had to learn. We don’t have it in our My mum doesn’t do forms, so I had to learn. We don’t have it in our

family, nobody in my area ever goes so she doesn’t know.family, nobody in my area ever goes so she doesn’t know. ’’ (University student)(University student) ‘‘The process is confusing, you have to look here for one thing and The process is confusing, you have to look here for one thing and

there for another. The forms for the loan are different to grants and there for another. The forms for the loan are different to grants and things. And after that there is what the uni might give you. I’ve looked things. And after that there is what the uni might give you. I’ve looked at the website but it is hard to follow.at the website but it is hard to follow.’’

(Year 12 student) (Year 12 student) ‘‘It is the acronyms as well – SLC, LEA, - where do you start if you are It is the acronyms as well – SLC, LEA, - where do you start if you are

in year 12 say. I am an ambassador so I have learnt about it but when in year 12 say. I am an ambassador so I have learnt about it but when you try and explain it you realise how complicated it is.’you try and explain it you realise how complicated it is.’

(University student) (University student)

Attainment levels make cost more of Attainment levels make cost more of a concerna concern

‘‘If it was free or something you would think about it If it was free or something you would think about it more. I have heard it is really expensive? Is that more. I have heard it is really expensive? Is that right? Thing is though, I want to go and do a TAFE right? Thing is though, I want to go and do a TAFE course and I don’t think I would get the ENTER course and I don’t think I would get the ENTER scores anyway, I am not smart enough.’scores anyway, I am not smart enough.’

(Year 9 pupil Australia)(Year 9 pupil Australia) ‘‘I do worry about my grades and things because I I do worry about my grades and things because I

only just got into uni. If I do fail then the debt will only just got into uni. If I do fail then the debt will really be there and it was hard to get to uni really be there and it was hard to get to uni anyway.’anyway.’

(HE student England) (HE student England)

Most think Most think paying for HE is fair paying for HE is fair

Case Study Case Study Fair Fair Not fair Not fair

Aus. Group of 8 UniAus. Group of 8 Uni 9090 1010

Aus. UniAus. Uni 8585 1515

Aus. Year 12Aus. Year 12 8080 2020

Aus. Year 9Aus. Year 9 9090 1010

Eng. ‘Russell Group’ UniEng. ‘Russell Group’ Uni 8080 2020

Eng. UniEng. Uni 7575 2525

Eng. Year 12Eng. Year 12 7070 3030

Eng. Year 9 Eng. Year 9 5555 4545

Paying for HE is fair Paying for HE is fair ‘‘It is fair to pay because you have to pay for everything in life. Also, if It is fair to pay because you have to pay for everything in life. Also, if

you didn’t pay people might go for the wrong reasons and mess about you didn’t pay people might go for the wrong reasons and mess about and things’and things’

(Year 9 pupil England)(Year 9 pupil England) ‘‘Yes, it’s fair. When you work it out it’s like $80 an hr of class. That’s ok Yes, it’s fair. When you work it out it’s like $80 an hr of class. That’s ok

considering you have to pay for buildings and lecturers and things’considering you have to pay for buildings and lecturers and things’ (HE student Australia)(HE student Australia) ‘‘It’s fair otherwise taxes would increase and people who don’t go to uni It’s fair otherwise taxes would increase and people who don’t go to uni

would be paying for others’would be paying for others’ (HE student Australia) (HE student Australia) ‘‘I don’t think it is fair because people who want to go to uni but can’t I don’t think it is fair because people who want to go to uni but can’t

afford it might not goafford it might not go’’ (Year 9 pupil England) (Year 9 pupil England)

Paying back after graduation is fair Paying back after graduation is fair

‘‘It’s reasonable that you know what you are signing up for. It’s reasonable that you know what you are signing up for. It is also available to everybody without prejudice so you It is also available to everybody without prejudice so you don’t have to prove you are eligible.’don’t have to prove you are eligible.’

(HE student Australia) (HE student Australia) ‘‘I I couldn’t go to uni without HECs, it’s opened up things for couldn’t go to uni without HECs, it’s opened up things for

me. The full paying thing couldn’t happen for me as my me. The full paying thing couldn’t happen for me as my parents could never afford to lend me the money.parents could never afford to lend me the money.’’

(HE student Australia) (HE student Australia) ‘‘Paying back after you finish sounds ok. The amount Paying back after you finish sounds ok. The amount

seems a lot though but if you are earning afterwards it will seems a lot though but if you are earning afterwards it will be like other things you pay for later I suppose, like cars be like other things you pay for later I suppose, like cars and stuff.’and stuff.’

(Year 9 pupil, England) (Year 9 pupil, England)

HE should be value for money HE should be value for money

‘‘I I am doing just 4 hours a week and that is not enough am doing just 4 hours a week and that is not enough given what I pay. The other day the lecturer cancelled the given what I pay. The other day the lecturer cancelled the class because there wasn’t enough students. I’m thinking class because there wasn’t enough students. I’m thinking what am I paying for here? Just because some other what am I paying for here? Just because some other people don’t turn up I don’t get the service – where else people don’t turn up I don’t get the service – where else can people get away with that?’can people get away with that?’

(HE student England)(HE student England) ‘‘The fees and HECs are fair but it is too expensive for what The fees and HECs are fair but it is too expensive for what

you get. If it was a bit less then that would be better. I know you get. If it was a bit less then that would be better. I know some of my friends think it isn’t worth it.’some of my friends think it isn’t worth it.’

(Year 12 student Australia)(Year 12 student Australia)

Major differencesMajor differences

HECs has a ‘brand name’ in AustraliaHECs has a ‘brand name’ in Australia Paying for fees more embedded in Australia but is Paying for fees more embedded in Australia but is

seen as ‘too expensive’ seen as ‘too expensive’ Detailed knowledge of finance system low as in Detailed knowledge of finance system low as in

EnglandEngland A vocational route makes HE appear less A vocational route makes HE appear less

importantimportant A full paying alternative makes HECs in Australia A full paying alternative makes HECs in Australia

attractive attractive Support for paying differential fees divided in Support for paying differential fees divided in

England at present England at present

Theoretical explanations of HE entry Theoretical explanations of HE entry

‘‘HabitusHabitus’: ‘’: ‘‘an amalgamation of the past and ‘an amalgamation of the past and present that mediates current and future present that mediates current and future engagement with the social world, shaping engagement with the social world, shaping what is perceived as ab/normal, what is perceived as ab/normal, un/desirable and im/possible’un/desirable and im/possible’ (Archer et al (Archer et al 2007) 2007)

‘‘CareershipCareership’: ‘pragmatic rational’ decisions ’: ‘pragmatic rational’ decisions within ‘horizons of action’ with certain key within ‘horizons of action’ with certain key turning points’ (Hodkinson 2008) turning points’ (Hodkinson 2008)

Unpacking these ideas Unpacking these ideas

Both theories based on young people/students holding Both theories based on young people/students holding certain principles regarding (higher) educationcertain principles regarding (higher) education

How can study help us understand more about how habitus How can study help us understand more about how habitus or careership works?or careership works?

Key issue is how the principles outlined earlier Key issue is how the principles outlined earlier interact/relate to each other in different contextsinteract/relate to each other in different contexts

Cost of HE seen in cost:benefit terms as a relative Cost of HE seen in cost:benefit terms as a relative investment – form of rationality within a certain habitusinvestment – form of rationality within a certain habitus

Perception of cost:benefit related to ‘learner identity’ – how Perception of cost:benefit related to ‘learner identity’ – how good am I at education? good am I at education?

Policy implications in England Policy implications in England

Over time what was new becomes normalOver time what was new becomes normal Benefits of HE have to outweigh costsBenefits of HE have to outweigh costs Is HE relevant to my career?Is HE relevant to my career? Does it offer things I am interested in?Does it offer things I am interested in? How do lower SES pupils/students form these perceptions How do lower SES pupils/students form these perceptions

and and when when do they form them?do they form them? Which groups of pupils/students is HE for and who is telling Which groups of pupils/students is HE for and who is telling

them this?them this? Which ‘principles’ are important for policy? Which ‘principles’ are important for policy? Increasingly – HE has to offer ‘value for money’Increasingly – HE has to offer ‘value for money’ The regime appears complex, beauracratic and hard to The regime appears complex, beauracratic and hard to

accessaccess

FinallyFinally

Australia learning from England Australia learning from England Australia about to create Australia about to create ‘a partnership programme worth ‘a partnership programme worth

£108m over 4 years to link universities with schools, £108m over 4 years to link universities with schools, vocational education and training providers. This will vocational education and training providers. This will promote leading practice, increase the aspirations of promote leading practice, increase the aspirations of students and contribute to higher rates of education students and contribute to higher rates of education attainment of low SES, indigenous, regional and remote attainment of low SES, indigenous, regional and remote students’ students’ http://www.deewr.gov.au/HigherEducation/Documents/PDF/Pages%20from%20A09-303http://www.deewr.gov.au/HigherEducation/Documents/PDF/Pages%20from%20A09-303%20Budget%20Fact%20Sheets-2_webaw.pdf%20Budget%20Fact%20Sheets-2_webaw.pdf

Sounds familiar?Sounds familiar?

ReferencesReferences Archer, L., Hollingworth, S., & Halsall, A. (2007) ‘University’s not for me – I’m a Nike Archer, L., Hollingworth, S., & Halsall, A. (2007) ‘University’s not for me – I’m a Nike

person: Urban, Working-Class Young People’s Negotiations of ‘Style’, Identity and person: Urban, Working-Class Young People’s Negotiations of ‘Style’, Identity and Educational Engagement Educational Engagement SociologySociology 41:219 41:219

Callender & Jackson (2005) Does the fear of debt deter students from higher education?Callender & Jackson (2005) Does the fear of debt deter students from higher education? Journal of Social PolicyJournal of Social Policy, 34(4) 509-540, 34(4) 509-540

Department of Education and Skills (2003) Department of Education and Skills (2003) The future of higher educationThe future of higher education London: Dfes. London: Dfes. Department of Education, Employment and Workplace Relations (DEEWR) (2009) Department of Education, Employment and Workplace Relations (DEEWR) (2009)

Transforming Australia’s Higher Education SystemTransforming Australia’s Higher Education System Canberra: Australian Government Canberra: Australian Government Department of Employment, Education and Training, National Board of Employment, Department of Employment, Education and Training, National Board of Employment,

Education and Training (1990) Education and Training (1990) A Fair Chance for All: Higher Education that’s within A Fair Chance for All: Higher Education that’s within everyone’s reach everyone’s reach Canberra: Australian Government Publishing Service Canberra: Australian Government Publishing Service

Hodkinson, P. (2008) Understanding career decision making and progression: Hodkinson, P. (2008) Understanding career decision making and progression: Careership Revisited John Killeen Memorial Lecture, Woburn House, London 16Careership Revisited John Killeen Memorial Lecture, Woburn House, London 16 thth October 2008 October 2008 http://www.crac.org.uk/crac_new/pdfs/fifth_johnkilleenlecturenotes.pdfhttp://www.crac.org.uk/crac_new/pdfs/fifth_johnkilleenlecturenotes.pdf

James, R. (2007) James, R. (2007) Social equity in a mass, globalised higher education environment: the Social equity in a mass, globalised higher education environment: the unresolved issue of widening access to universityunresolved issue of widening access to university Faculty of Education Dean’s Lecture Faculty of Education Dean’s Lecture Series 2007, Centre for the Study of Higher Education Series 2007, Centre for the Study of Higher Education