Progression to postgraduate study
Postgraduate student numbers have risen rapidly in recent years, with 305,025 enrolled in 2018-19.1 Universities, government, research councils and others recognise the need to ensure equality of access to postgraduate study, including both taught and research degrees. For social mobility, this is significant as graduates with postgraduate degrees earn more than those with undergraduate degrees alone.2 But there is also a wider benefit to society in ensuring diversity in the spheres in which those with postgraduate degrees work. However, there has been much less research about participation at postgraduate level than at undergraduate level.
Percentage of first degree qualifiers by progression to taught higher and research degree by educational background3
Historically, there has been unequal access by gender, ethnicity and socio-economic background to taught Master’s degrees and/or research degrees.4 However, there has been some improvement in recent years. Graduates who attended a private school or whose parent(s) achieved a higher education qualification were significantly more likely to progress to postgraduate degrees.
Another set of data, using the cohort of students that took their GCSEs in 2002, also indicates that individuals from higher socio-economic backgrounds are much more likely to do a postgraduate degree than their peers from lower social groups.5 This is primarily a factor of prior attainment, as academic performance at both school and university is determined by social class. There are also differences, by social background, in the type of postgraduate course undertaken. Notably, individuals from lower socio-economic backgrounds are more likely to do a PGCE.
The large socio-economic gaps in undergraduate participation are also observed at postgraduate level. “Around 20% of the poorest students are progressing from an undergraduate to a postgraduate degree, while around 30% of the richest students do so.”6
More recent data shows that women are overrepresented in undergraduate degrees and — even more significantly — in postgraduate taught degrees but they continue to be underrepresented in research degrees.
There is evidence of racial inequality in progression to postgraduate study. The proportion of White students increases from first degrees to postgraduate taught degrees and again to research degrees. Conversely, the representation of Black and Asian students falls as the level of study rises. The fall is particularly stark for Black students.
Following the rise in undergraduate fees to £9,000 a year in 2012, there was some concern that students from lower socio-economic backgrounds — who, on average, accrue higher levels of debt — would be deterred from postgraduate degrees because of wanting to avoid increased debt.7 Evidence indicates that access to financial resources (for example, through parental support or awards from universities or other bodies) influences progression to research degrees.
Attaining first-class honours, graduating in physical science subjects and attending a pre-1992 university are all closely associated with progression to a research degree. These characteristics are not evenly distributed across gender, ethnicity and socio-economic class which may partly account for apparent inequalities in access to research degrees along these lines.
- P Wakeling and C Kyriacou. (2010). Widening participation from undergraduate to postgraduate research degrees: A research synthesis. Department of Educational Studies University of York and ESRC, p. 6.8
The 2012 rise in undergraduate fees prompted the Higher Education Funding Council for England to introduce Postgraduate Support Schemes for graduates wishing to progress to taught Master’s courses and who were from groups underrepresented on such courses. The scheme launched in 2014 provided grants, match-funded by universities, while its successor, introduced in 2016-17, provided Government-supported loans. These changes have had a positive impact on enrolment rates and the probability of progressing to a taught master’s, narrowing gaps across socio-economic groups.
Non-financial factors also play a significant role, including the need for additional support to master the key skills and academic practices necessary for postgraduate study. Research indicates that students who are the first in their family to enter higher education may be deterred or face barriers on-course.9
A consortium of Yorkshire universities worked together to develop non-financial interventions to support access to postgraduate study. Funded by the Office for Students, the partnership identified non-financial measures that universities should implement.10
Participants in the research welcomed information about the nature and content of postgraduate study, how to finance it and how a postgraduate degree benefitted their employability. Participants also felt it was also important to hear from a diverse range of people involved in postgraduate study. This suggests that the factors influencing progression to postgraduate study are broadly similar to those affecting access to undergraduate degrees.
Footnotes
- HESA. What are HE students’ progression rates and qualifications
- J González and P Wakeling. (2020). Student loans and participation in postgraduate education: the case of English master’s loans. Wakeling, P. and Kyriacou, C. (2010). Widening participation from undergraduate to postgraduate research degrees: A research synthesis. Department of Educational Studies University of York and ESRC.
- HESA. Student Record and Destinations of Leavers from Higher Education survey 2009-10 - 2010-11.
- P. Wakeling, P. and G Hampden-Thompson. (2013). Transition to higher degrees across the UK: An analysis of national, institutional and individual differences. Higher Education Academy.
- Jack Britton et al. (2020) The earnings return to postgraduate degrees in the UK. Institute for Fiscal Studies.
- Jack Britton et al. (2020) The earnings return to postgraduate degrees in the UK. Institute for Fiscal Studies, p. 9
- Independent panel report to the Review of Post-18 Education and Funding [The Augar Report]. (May 2019).
- P Wakeling and C Kyriacou. (2010). Widening participation from undergraduate to postgraduate research degrees: A research synthesis. Department of Educational Studies University of York and ESRC, p. 6.
- Mary Stuart et al. (2007) Widening participation to postgraduate study. Higher Education Academy.
- University of Leeds. (2019) Project overview.
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