for , what you have to pay for , that sort of thing . You don ’ t … I didn ’ t realise how much was sort of behind it and it ’ s not just you join a course and you go , it ’ s a lot .
In addition to the longer-term financial implications , students were also concerned about the fiscal challenges of managing their money whilst at university . For some this was a significant concern and more of a worry than the studying itself . As Calum explains ,
I mean I ain ’ t worried about the work because I always get that done , like that don ' t worry me . The only thing that does worry me is like the money , I know I ' m going to spend a lot of that and quickly , so .
For other students like Lisa , that financial concern meant that she needed to start saving to be able to afford university life . Lisa told us in her final interview ,
But at the moment , I am actually working two jobs , so I ’ ve taken on another job , so I ’ m working full-time , and then I ’ ve got another part-time job at the moment , just so I can have enough money saved up so that when I do move up there , I can go a couple of months while I ’ m looking for a job , if it comes to it .
This suggests that the financial implications of going to university , both in the short-term whilst studying , and in the long-term with regards to paying back any student loans , are key considerations for Uni Connect students . Although the results of this study suggest that students aren ’ t deterred from university by the cost implications , any support the university can offer in terms of students finding jobs , but also to reassure them that their longer-term financial position will be enhanced by going to university , would be beneficial , particularly if students could have this information during their decision-making phases .
In conclusion , the implications of the decision-making process for these students demonstrate the importance of universities , tutors and others to help students ultimately make their own decisions about what their next year will entail ; This support should recognise the complexities of students ’ decision-making as multifaceted and generally not contributed to one factor alone .
Page 18 of 22