1. Improving young people’s HE decision-
making? Exploring the role of
Information, Advice & Guidance (IAG).
BERA Annual Conference, Manchester University
4-6 September, 2012.
Dr. Katy Vigurs, Dr. Kim Slack and
Prof. Jean Mangan
School of Education
Staffordshire University

2. Research aim
• To investigate young people’s HE decision-making
processes, specifically focusing on their use of formal and
informal sources of information, advice and guidance
(IAG).
Who do young
people trust when
seeking advice and
guidance about HE?
What sorts of
information, advice and
guidance do they want
and when?
And how does
this impact on
their HE
decisions?

3. Research methods
• 37 x A level students took part in 2 semi-structured
interviews during their final year of study.
• Interview 1 took place after UCAS forms had been
submitted (Autumn term).
• Interview 2 took place after HEI offer letters had been
received (Spring term).
• The sample was drawn from five West Midlands’
institutions (a sixth form college, an FE college, an
independent school, a state selective school and a
comprehensive school).
• This paper draws on data from the independent school,
and the FE college.

4. Sample: key characteristics
School Ethnicity First generation to
go to HE?
Degree subjects Applications to
Russell Group / mix
/ non-Russell Group
FE college
(2 males, 6 females)
8 White British 6 YES
2 NO
Psychology (1)
Accounting (1)
Art (1)
Dance (1)
Business (1)
Law (3)
8 Non-Russell
Group
Independent
(all male)
5 White British
2 Pakistani
1 Indian
1 YES
7 NO
Dentistry (1)
Medicine (2)
Law (1)
Languages (3)
Business (1)
8 Russell Group
Does it matter
whether they apply to
a RG HEI or not?
Role of IAG?
Role of IAG in choice of
degree subject:
What subject, rationale
for choice, when
chosen?

5. Formal IAG (1)
• Different terms for formal IAG – e.g. IAG, career IAG,
careers-related IAG, careers education and guidance,
Connexions, integrated youth support – boundaries and
the relationships between them are loose and unclear.
• Role of formal IAG is considered important in developing
‘opportunity awareness’ and decision-making skills in
young people. (Transitions Review Group, 2005)
• Social justice aspect (Reay, 1998) – HE decision-making is
influenced by students’ levels of social, cultural and
economic capital (as well as other factors). Not everyone
has access to the same information, advice and
knowledge. Who is privileged? Which social groups go to
which universities? (The Sutton Trust, 2011)

6. Formal IAG (2)
• Formal IAG has most impact on pupils of high ability who attend
schools achieving below average standards, typically without attached
sixth forms. (Transitions Review Group, 2005)
• Timing of formal IAG provision – needed earlier? Those planning on
going to HE may need IAG to start prior to choosing GCSE options.
(Transitions Review Group, 2005; (Foskett et al., 2004; Smith et al.,
2005). Wanted an integrated approach to IAG on GCSE options, HE and
careers delivered at a time when they are choosing their options (Y9)
(Hibbert, 2010).
• Concerns about the quality and consistency of IAG provision (National
Audit Office, 2004). Many schools did not feel they had capacity to
provide appropriate levels of IAG for young people.
• Evidence that young people feel that a human aspect to IAG provision
is important. Lots of information available, but advice and guidance
needed to access, negotiate and use relevant information (TRG, 2005).
Many felt let down by formal sources of IAG (Hibbert, 2010).
But who do young
people trust when
seeking advice and
guidance?
What sorts of
advice and
guidance do they
want?
And to what
end?

7. Informal IAG
• Evidence that formal IAG frequently has less impact than
informal IAG (Foskett, 2004). Trusted sources = people with
whom they have a good relationship. Prioritised as sources
over ‘IAG experts’ (Hibbert, 2010).
• Parents seen as key source of IAG and/or influence on HE
choices (McCrone et al., 2005; Hibbert, 2010).
• Evidence that teachers (who are not in formal IAG roles)
influence young people’s transition choices. Not clear which
aspects of teacher input (e.g. personality, quality of advice)
was source of influence (McCrone et al., 2005; Hibbert, 2010).
• Peers seen as a potential source of IAG but concern that they
are no better informed (Hibbert, 2010).
• Young people often turn to search engines to look for
(potentially unregulated) HE information.

8. Changes to formal IAG profession
• LAs no longer have responsibility to provide universal
careers service.
• Responsibility for resourcing careers guidance has
switched to schools but no transfer of funding has
accompanied this
• Removal of statutory duty on schools to ensure all pupils
are provided with independent careers advice – can now
be met minimally e.g. through web-based or telephone
services.
(Hooley and Watts, 2011)

9. Changes to HE policy context
• HEFCE (2010) highlighted the role of accessible,
comparable and intelligible HE information.
• The Sutton Trust (2011) recommended that a new
system of HE advice and guidance be developed in
schools and colleges in order to narrow the gulf of HE
destinations between different types of schools/colleges.
• New tuition fee arrangements 2012 onwards.
• Current numbers cap on undergraduate courses.
• HE decision-making is complex
• HE landscape is complicated & changing
Key
Information
Sets

10. Policy privileging
information over A&G?
• Are young people effectively accessing and using
information now available? Is making information
available enough? How is this information being used to
inform decision making? Are some groups more
privileged than ever?
• Changing HE landscape means an increasing need for
accurate and flexible advice and guidance? Developing
young people’s strategies for making decisions and using
information according to their circumstances?

11. Back to research aim
• When were young people making decisions about HE?
• What sorts of IAG did they use at these times?
• Possible impact on decisions made?
• Was there variation between different sorts of young
people?
• What sources did they trust when seeking/receiving
advice and guidance about HE decisions?

12. Independent school – Timings of decisions
Khalid
Mani
Jack
Tom
Year 13Year 12Year 11
Biology
Chemistry*
French
Business Stds
RE
History
Maths
Economics*
RE
Spanish
Business Stds*
English Lit*
Biology
Chemistry
Maths
Geography*
French
Law
Spanish &
Philosophy
Medicine
Law
IAG
Medicine
No IAG
Span &
Phil
IAG
Medicine
No IAG
Degree
Changed
mind re:
medicine
career
IAG
What
degree?
IAG
What
HEIs?
U
C
A
S
U
C
A
S
U
C
A
S
U
C
A
S
IAG
What HEIs?
IAG
What HEIs?
IAG
What HEIs?
IAG
What AS
to drop?

13. FE College – Timings of decisions
Amy
1stG
Molly
Lewis
1stG
Chloe
Year 13Year 12Year 11
Law
Accounting
Business Stds
Law
Business Stds
Psychology
Law
French
Business Stds
Psychology
Media
Sociology
Graphic Design
Accounting
Law
Law &
French
Graphics &
Advertising
Law
IAG
No IAG
No IAG
Career
IAG
Degree
IAG
What
degree?
IAG
What
HEIs?
U
C
A
S
U
C
A
S
U
C
A
S
U
C
A
S
IAG
What
HEIs?
IAG
What HEIs?
IAG
What HEIs?
IAG
What
degree? AS
Lev grades
IAG
Degree or not?
IAG
What
degree?

14. Independent school – Timings of decisions*
Khalid
Mani
Jack
Tom
Year 13Year 12Year 11
Biology
Chemistry*
French
Business Stds
RE
History
Maths
Economics*
RE
Spanish
Business Stds*
English Lit*
Biology
Chemistry
Maths
Geography*
French
Law
Spanish &
Philosophy
Medicine
Law
IAG
Medicine
No IAG
Span &
Phil
IAG
Medicine
No IAG
Degree
Changed
mind re:
medicine
career
IAG
What
degree?
IAG
What
HEIs?
U
C
A
S
U
C
A
S
U
C
A
S
U
C
A
S
IAG
What HEIs?
IAG
What HEIs?
IAG
What HEIs?
IAG
What AS
to drop?

15. Independent school – IAG drawn upon
Khalid
Mani
Jack
Tom
French
Oxford
Law
Oxford
Spanish &
Philosophy
Oxford
Medicine
Sheffield
Used Net to
research
courses &
grade offers
Mum phones
everyday &
using CA at
her school
Reputation
of course
(needed to
be in top 20)
Reputation
of university
School CA
advised when
choosing
degree
Careers
Room
IAG to deduce
skills req for
degree in Yr 11
Times Uni
Guide to
narrow down
list
Parents want
top uni – “all
mine in top
11”
Careers
Room
Visited
open
days
Spoke to
current
students
IAG in Yr 12
which AS to drop
– worried about
HE application
Contacted
unis as
well as CA
Rare course –
found ‘good
unis’ using
Net
Then
spoke to
teachers
Visited
Open
Days
Careers room
to res Durham
& Oxford
colleges
“Haven’t had to
think too much,
just a case of
which unis”
Sister at Sheffield
doing Speech
Therapy helpful
Careers
Room
& Net
& CA
5 open
day
visits
Work
experience
contacts
Course
content
&
pedagogy

16. Independent school
• Cultural expectations from young age.
• Aware of wide range of issues about HE.
• Formal school careers advisor used by all, but some felt more
helpful (medics) than others. Some subjects/routes felt to be
valued more highly.
• Course & university reputation & rankings important.
Meaningful to them. Game to be played with rules to be
followed.
• Well resourced ‘careers room’ – free periods spent there.
• Jack, Khalid and Tom used informal IAG (social capital) in
focused and detailed way to shape & check decisions.
• Pro-active in taking initiative. Confident in using different
sources of IAG at different times for different purposes.

17. FE College – Timings of decisions
Amy
1stG
Molly
Lewis
1stG
Chloe
Year 13Year 12Year 11
Law
Accounting
Business Stds
Law
Business Stds
Psychology
Law
French
Business Stds
Psychology
Media
Sociology
Graphic Design
Accounting
Law
Law &
French
Graphics &
Advertising
Law
IAG
No IAG
No IAG
Career
IAG
Degree
IAG
What
degree?
IAG
What
HEIs?
U
C
A
S
U
C
A
S
U
C
A
S
U
C
A
S
IAG
What
HEIs?
IAG
What HEIs?
IAG
What HEIs?
IAG
What
degree?
IAG
Degree or not?
IAG
What
degree?

18. FE College – IAG drawn upon
Amy
1stG
Molly
Lewis
1stG
Chloe
Accounting
Local post-
92 HEI
Law
Local
post-92
HEI
Law &
French
Aberystwyth
Graphics &
Advertising
Leeds Met
Wanted
to stay
local –
less debt
School
encouraged
progression
to FE only
Doesn’t
know what
uni will be
like
FE IAG
on UCAS
process
Aunt
advised
‘Red
Bricks’
Friends
going
local too
Chose
subject
due to
open day
Spoke to FE tutor
re: UCAS process
& personal
statement
Didn’t ask
Law
teacher for
advice
Looked
where did
course
near by
Open day
visits to
confirm
choices
She ‘knows’
local HEI has
good law
dept.
Family
supportive
but no IAG
Typed in
course choice
to UCAS
website
Used
alternative
prospectus
Looked at
relevant
uni
websites
Wanted to
move away
Open days
important
– some ‘up
tight’
Info on
chances
of getting
a job
Thought uni a
waste of time
& money
Info on future
career meant
degree
Sought IAG
from personal
tutor on what
& where
Looked
where
offered
course
Wanted to
move
away
Info from
‘peers’ on
‘quality’

19. FE College
• Lewis & Amy decided early on that they would study locally to
avoid debt and stay near friendship group / family. This
shaped decisions to be made and IAG to be drawn upon. Both
ignored family advice.
• Molly worked out own set of criteria for choosing HEIs
(seaside, job prospects) – then negotiated information
available. Used open days to check ‘my kind of place’.
• Chloe spent time negotiating competing information. Used
informal IAG through social networks (friends of friends) to
check HEI seal of approval – together with other information
and advice from tutor.
• FE students knew less over a wider range of issues at key
times of decision-making for university? Make decisions
differently. Does this matter?
• Perceptions of self/place in world important? How relate to
what IAG is sought out and valued?

20. Further questions
• Should yp be challenged on what they think their
‘information’ and ‘advice & guidance’ needs are at
regular intervals? Who by? Using what criteria?
• Is this partly an issue of timing? How conscious/strategic
are schools/parents of what IAG is being offered to
young people when? What resources are being used?
• Do informal sources of IAG need to be supported to have
relevant and appropriate knowledge for those asking?
How?
• Do young people need to be supported to develop pro-
active strategies for making sense of IAG available and
applying it to their lives? How?

21. k.vigurs@staffs.ac.uk
School of Education
Staffordshire University

22. References
• Foskett, N. et al. (2008) The influence of the school in the decision to participate in learning post-16.
British Educational Research Journal 34(1):37–61
• Hibbert, T. (2010) Face to Face. What young people think about information, advice and guidance. NYA &
LGA.
• Hooley, T. and Watts, A.G. (2011) Careers Work with Young People: Collapse or Transition? An analysis of
current developments in careers education and guidance for young people in England, International
Centre for Guidance Studies, University of Derby.
• Hughes and Gration (2009) Literature review of research on the impact of careers and guidance-related
interventions.
• McCrone, T. et al. (2010) Information, Advice and Guidance for Young People (LG Group Research
Report). Slough: NFER.
• McGowan, A., Watts, A.G. and Andrews, D. (2009) Local Variations: a Follow-Up Study of New
Arrangements for Connexions/Careers/IAG Services for Young People in England. Reading: CfBT.
• Nicoletti, C. and Berthoud, R. (2010) The role of Information, Advice and Guidance in young people’s
education and employment choices. DfE Research Report DFE-RR019
• Ofsted (2010) Moving through the system – information, advice and guidance
• Transitions Review Group (2005) A systematic literature review of research (1988–2004) into the impact
of career education and guidance during Key Stage 4 on young people’s transitions into post-16
opportunities.
• Wilde, S. and Wright, S. (2007) On the same wavelength but tuned to different frequencies? Perceptions
of academic and admissions staff in England and Wales on the articulation between 14-19 education and
training and higher education. London Review of Education 5 (3): 299–312