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Degree courses 'not value for money', say many students Degree courses 'not value for money', say many students
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Over a quarter of UK students say their degree course is poor or very poor value for money, a study indicates.Over a quarter of UK students say their degree course is poor or very poor value for money, a study indicates.
The Higher Education Policy Institute (Hepi) student experience survey also suggests 44% of current students rate courses as good or very good value.The Higher Education Policy Institute (Hepi) student experience survey also suggests 44% of current students rate courses as good or very good value.
There are regional variations, with 70% of those at Scottish universities saying their course is good value, compared with 42% of those in England.There are regional variations, with 70% of those at Scottish universities saying their course is good value, compared with 42% of those in England.
The government said students were "rightfully becoming more discerning". The government said students had "higher expectations, quite rightly".
Higher tuition fees were introduced in England in 2012 meaning undergraduates currently in the first or second year of university are paying up to £9,000 a year.Higher tuition fees were introduced in England in 2012 meaning undergraduates currently in the first or second year of university are paying up to £9,000 a year.
However, Scottish students pay no tuition fees, if they study at a university in Scotland.However, Scottish students pay no tuition fees, if they study at a university in Scotland.
The Hepi report says regional differences in perceptions of value for money are "not unexpected given that Scottish and other EU-domiciled students from outside the UK, who constitute the vast majority of students at Scottish institutions, effectively pay no fees".The Hepi report says regional differences in perceptions of value for money are "not unexpected given that Scottish and other EU-domiciled students from outside the UK, who constitute the vast majority of students at Scottish institutions, effectively pay no fees".
Higher feesHigher fees
The report questioned 15,046 students in their first, second and third year of study.The report questioned 15,046 students in their first, second and third year of study.
It assessed the impact of higher fees by comparing the views of first- and second-year students in 2014 (paying up to £9,000 a year) with those in 2012 (paying around £3,000 a year).It assessed the impact of higher fees by comparing the views of first- and second-year students in 2014 (paying up to £9,000 a year) with those in 2012 (paying around £3,000 a year).
While over half of students in 2012 (52%) believed their course represented good value for money, this dropped to 36% in 2014.While over half of students in 2012 (52%) believed their course represented good value for money, this dropped to 36% in 2014.
One third of current first- and second-year students (33%) say they are receiving poor or very poor value for money, compared with 18% in 2012.One third of current first- and second-year students (33%) say they are receiving poor or very poor value for money, compared with 18% in 2012.
When asked what their top three priorities would be for institutional expenditure, 48% of students said "reducing fee levels", followed by having more teaching hours and reducing the size of teaching groups (both 35%).When asked what their top three priorities would be for institutional expenditure, 48% of students said "reducing fee levels", followed by having more teaching hours and reducing the size of teaching groups (both 35%).
The survey also found 31% said they would definitely or maybe have chosen another course if they were to have their time again.The survey also found 31% said they would definitely or maybe have chosen another course if they were to have their time again.
The survey found that in the first and second years of their degree, undergraduates have an average of 14.2 hours of "contact" time - for example time spent in lectures and seminars, and spend another 14.3 hours on average in private study.
This is much less than the 40 hours a week of study suggested in the Quality Assurance Agency's (QAA) guidelines, the report said.
The findings show students do not attend about 9% of lectures and seminars laid on by their university, with the most common reasons for absence being that undergraduates did not find that the lectures were very useful and that the notes were available online.
Universities minister David Willetts said: "Young people are more serious about their education than ever before. Universities need to raise their game [...] I don't think universities are worse, but students have higher expectations, quite rightly."
Mr Willetts said institutions would now have to do "far better" than simply offering lectures with 500 students sitting in a room taking notes from slides on a screen.
He added: "The days where the academic experience is simply sitting in rows with 500 other people taking notes from slides on a screen that you can access online on your laptop, universities now have to do far better than that."
ElectionsElections
Nick Hillman, director of Hepi, said: "The data suggest growing differences across the UK. Students in Scotland generally think they are getting good value for money.Nick Hillman, director of Hepi, said: "The data suggest growing differences across the UK. Students in Scotland generally think they are getting good value for money.
"Meanwhile, students in England are paying much more but receiving only a little more. In England, one in three students say they are getting poor value for money - nearly twice as high as before the £9,000 fees were introduced."Meanwhile, students in England are paying much more but receiving only a little more. In England, one in three students say they are getting poor value for money - nearly twice as high as before the £9,000 fees were introduced.
"In this election year, students should press all the political parties to say what they will do to encourage universities to offer world-class teaching alongside their world-class research.""In this election year, students should press all the political parties to say what they will do to encourage universities to offer world-class teaching alongside their world-class research."
A Department for Business, Innovation and Skills spokesman said: "We welcome the findings of this report and encourage all universities to regularly review their student feedback to identify where improvements can be made.
"Students are rightfully becoming more discerning about their experience of higher education and therefore institutions will need to ensure that they have systems in place to take on board student concerns.
"As this report points out, student satisfaction remains high."
Nicola Dandridge, chief executive of Universities UK, said: "The increase in fees in England and the shift away from public funding to higher graduate contributions means that students are clearly demanding more from their courses.Nicola Dandridge, chief executive of Universities UK, said: "The increase in fees in England and the shift away from public funding to higher graduate contributions means that students are clearly demanding more from their courses.
"The important thing is ensuring that students have enough information about their courses and that the experience matches their expectations."The important thing is ensuring that students have enough information about their courses and that the experience matches their expectations.
"Due to the quality of its degrees, the UK has one the strongest and most highly respected higher education systems in the world.""Due to the quality of its degrees, the UK has one the strongest and most highly respected higher education systems in the world."
Sonia Sodha, head of public services policy at the consumer magazine Which?, said: "A key problem is a lack of information that makes it difficult for students to make a fully informed choice. We want better data to be included in the key information set such as the amount and type of scheduled teaching."Sonia Sodha, head of public services policy at the consumer magazine Which?, said: "A key problem is a lack of information that makes it difficult for students to make a fully informed choice. We want better data to be included in the key information set such as the amount and type of scheduled teaching."