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This job-ready focus also means students
want their universities to equip them with
skills that are going to be highly valued in
the workplace, like good communication
abilities. Was it surprising that acquiring
these non-technical skills was so valued
by prospects?
It wasn’t particularly surprising. We know
that the current generation of graduates
expect to have between five and seven
different careers in their working life.
Students do seem to be becoming more
aware that they need to have those
transferable, perhaps non-technical skills
that are going to help them thrive in
any workplace, in addition to, obviously,
the technical or theoretical skills in their
chosen field.
We’re seeing that things like teamwork,
problem-solving, communication and
interpersonal skills are the types of things
students perceive are in demand from
graduate employers. And they do expect
to be taught these through their chosen
course, in addition to the technical
requirements of their chosen field.
The survey engaged prospects at different
life stages. Do you think higher education
institutions are doing enough to consider
the unique motivations and needs of
mature-aged students in their outreach and
messaging? Or is the emphasis still more on
high-school leavers?
That’s a good question. We know that
universities are taking on more of those
mature-aged students. Either those who
want to pursue an additional qualification
in order to progress their career, or
perhaps gain a qualification to pursue a
new career, or go down a different track
entirely. What we are seeing is a lot of
those external communications do really
seem to be targeted towards that cohort
of school leavers – the 17 and 18-year-olds
looking for their first qualification.
What we see from the survey is that
there are some ways universities can
develop their marketing strategies on that
front – for example, really emphasising
how the courses they offer can help not
only at the start of a career, but also be
really beneficial for changing a career or
progressing within an existing career.
It’s also about understanding the
differences in what older prospects are
looking for. While at a core level that
high-quality teaching and those workplace
outcomes are really important across the
board, we do know that for that more
mature-aged cohort, they tend to value
things like flexibility and convenience
in their future workplace. They’re not
necessarily looking to get in on the ground
floor of a company, as a graduate would,
but go up that corporate ladder. A lot of
mature-aged students are in a life position
where what they’re really looking for is a
job that suits their lifestyle.
I think that’s a really important
consideration in the way that courses are
marketed, but as well as the way they’re
developed – in terms of the industry link,
the internships, and the work placement
they offer – to make sure there’s a future
workplace for every type of student,
regardless of what their outcomes are.
What sources are prospects accessing that
most influence their study decisions?
Other than the official sources – things like
attending open days, looking at university
websites – we found that word of mouth
and personal connections are pretty
widely used. We found that 60 per cent
of students stated that their parents have
an influence. And 56 per cent stated that
their friends also have an influence on
their study decisions.
People do take advice from those
around them, as well as obviously going
to the official sources of information.
Prospective students also want to be
assured about the high-quality education
they’re seeking – information about
teaching staff, work placement, case
studies and success stories of previous
students who have been on the same path
as them. They really want that assurance
that they are making the right move in
choosing that course.
What key points can universities take from
the survey to help them market themselves
to prospects more effectively?
Firstly, in addition to teaching the core
technical components of the course, it is
vital that we have that broad, overarching
education where we teach those
generalisable, non-technical workplace
skills: the communication, the problem
solving, the teamwork, the things that are
going to be relevant, important and valued
in any workplace.
From the marketing perspective, I think
considering the increased mobility of
students is important. What we’ve seen
from the survey is that, particularly for the
younger cohort, students are prepared to
travel to go where they want to go. Younger
prospects are willing to travel if they think
the best university for them is in a different
city or state. The older cohort perhaps
not so much, but I think it is important
to remember that if you can make the
case that you can provide the best study
experience, there is going to be a market
outside of your immediate location.
For instance, a NSW university could
geotarget Facebook ads to students in
Tasmania?
Exactly. For regional or interstate prospects,
there does seem a particular willingness
for students to travel if they think they
are going to get the best educational
experience elsewhere.
As mentioned, when marketing
towards that more mature-aged cohort,
it’s important to emphasise how the
qualifications are not just for those
graduates entering the workforce for the
first time; it’s important to emphasise how
a qualification can be just as important as
taking that next step in a career or even
transitioning sideways into a new career.
I think a final point I’d like to make is
understanding the differences in expected
outcomes. The younger cohort who are
going to be entering the workforce for
the first time are really looking for stability.
They’re looking for opportunities for
Younger prospects are
willing to travel if they think the
best university for them is in a
different city or state.
advancement. They’re looking to be well
compensated. They’re really looking for
those big employers who are going to
provide a strong career pathway.
With the older cohort, what we tend to
see is that they’re looking for more flexibility
and the convenience. They’re not looking
to start at the bottom of the ladder. They’re
really looking for a job that can work
around their lifestyle.
I think it’s important that institutions
make sure they’re working with employers
and establishing industry links that can
help them enable prospects to get into the
type of work they want to, regardless of
what they’re intended outcome is. ■
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