But six in ten also say that this attribute is most often found missing in students University admissions officers have highlighted a disturbing void between school and university study in the latest annual University Admissions Officers survey launched at this year's IBSCA HE Advisors’ Conference in London.
Asked how they thought students could be better prepared to thrive at university and successfully complete their degree, all respondents cited ‘by ensuring that they are ready to think and learn independently’. But worryingly, almost two thirds, 62 per cent, also believe that this single attribute is the one most often found missing in students.
The survey, now in its eleventh year, was commissioned by ACS International Schools, International Baccalaureate Organisation (IB) and International Baccalaureate Schools and Colleges Association (IBSCA) and conducted amongst university admissions officers at 81 UK universities between February and May this year.
The survey also highlighted how Admissions Officers believe that success at university is down to students ensuring that they choose a subject they are passionate about. Fortunately, it seems that students are quite adept at doing this: just three per cent of admissions offers believe this attribute to be missing.
More disquieting perhaps, is the view that students should have a secure understanding of the demands of their chosen course to thrive at university, cited as important or very important by 98 per cent of officers, but with a third, 32 per cent, believing this knowledge to be missing in students.
Jeremy Lewis, Head of School at ACS Egham, said:
“Why are so many students starting university unprepared for this level of learning? Our study shows quite clearly that many of our exam systems are just not preparing students to make that leap from secondary to higher education.
“There is a huge emphasis placed on the quality of the student experience at university nowadays, but the reality is that many young people are unable to access the right experience for themselves. We need to equip them with the skills to succeed in higher education, and develop their style of learning, but some exam systems are too narrowly focussed on subject content alone to achieve this.
“As well as being prepared to think and work independently, students also clearly need to do their homework on course content and realistically ensure that they are able to cope with the challenges it will bring if they are to thrive and succeed at university.”
Sandra Morton, Chief Executive, IBSCA, said:
“It is clear that the IBDP is developing in students the attributes needed to thrive at university and to contribute positively to the workplace as they go through their careers. Vocational courses, which should also be doing this, are sadly failing to do so.
“Pragmatic skills are just not enough - where is the creativity, the enquiry, the need to understand what it means to be operating in a global market place?
“It was to address these concerns that the IB career-related Programme (IBCP) was developed. Students can combine their vocational courses with individual, complementary subjects from the prestigious Diploma Programme so giving them the best of both worlds.
“Interestingly 39 per cent of admissions officers have cited an increase in applicants with a EPQ qualification this year – an additional qualification that mirrors the IBDP’s Extended Essay and the IBCP’s reflective project, which can give students additional UCAS points. This increase suggests perhaps that more schools and colleges are recognising the failure of A levels alone to develop skills such as self-management which are so valuable in university and throughout our lives.”
Dr Peter Fidczuk, UK Development and Recognition Manager, IB, said:
“It is no accident that the IBDP is consistently rated by universities as the best preparation to thrive and succeed at university. The IBDP puts great emphasis on independent enquiry, but also engagement and interest in a wide range of areas. University admission officers recognise the different qualities which IBDP students offer, and how important these skills are when student engagement and completion make such a huge contribution to the quality of the overall university experience.”
