‘I want a degree that will make me more employable’: a counsellor’s response
Competitive job markets and fear of debt mean increasing numbers of students are applying for degrees that will lead to a job – but it’s not always so straightforward
Students applying to university in the UK are applying not only to specific universities but also for specific courses – they need to know what they plan to spend the next three years studying by the time they apply in the autumn or winter of their final year of secondary education. In preparation for that, those undertaking British-patterned education will usually have already narrowed their curriculum to three A-level subjects.
This system has advantages – it allows deep immersion in particular subjects, and it can allow students to concentrate on areas they enjoy and are successful in. It does also, however, mean that students make significant academic choices at a young age, and those choices can sometimes close doors. For example, dropping sciences or mathematics can limit opportunities to undertake pathways in clinical professions and economics-based subjects.
Competitive job markets and fear of debt in domestic students can lead young people to apply for degree courses based on perceptions of employability. These perceptions may not always be accurate.
Wanted: a degree that leads to a job
Ucas recently released , and the figures indicate that students’ concerns regarding graduate employment are a driver in applications. The subject areas with the most increases are:
- Law (up 4 per cent on 2023)
- Physical sciences (up by 6 per cent)
- Computing (up 7 per cent)
- Mathematical sciences (also up by 7 per cent)
- Engineering and technology (up by 10 per cent).
Medicine, dentistry and subjects allied to medicine, psychology and business and management all remain very popular. These all have titles hinting at job roles or are STEM (science, technology, engineering and mathematics) orientated – an area promoted by careers-guidance policy in the UK and associated with higher salaries.
What this means for counsellors
This has two implications for guidance practitioners:
- How to counsel students interested in these areas and therefore entering a competitive market.
- How to reassure students interested in other areas, who fear a perceived professional and fiscal disadvantage should they, for example, follow their interests in the humanities or creative arts.
For the first group, early intervention – especially in systems where subject option choices are made at ages 14 and 16 – is crucial in ensuring that students continue with the subjects they will need. High proficiency in mathematics aids economics, business and psychology applicants. Psychology applicants also benefit from having studied a science such as biology or chemistry, but many students may not realise this when making choices.
Mathematics and the right combination of sciences is necessary for the many fields of engineering, and students may need guidance when looking at the differences between these. Most UK universities require clinical applicants to have studied biology and chemistry to 18; though there are exceptions to this, the numbers are small.
Interviews are compulsory for clinical applicants and some universities use them for engineering; there may be additional entrance tests. Applicants may therefore benefit from interview and test preparation.
Tests such as the new TMUA (used for mathematics-related courses for the University of Cambridge, Imperial College London, Durham University, the University of Warwick and London School of Economics) and ESAT (for engineering courses at Cambridge and Imperial) and all tests for the University of Oxford take place on specified days, and have to be booked in advance at a Pearson Vue test centre. The lack of flexibility means students need to be organised and proactive. Relevant work experience is also important for many of these areas, especially medicine and dentistry.
Taking a different route
Applicants for less ostensibly vocational subjects may benefit from reassurance considering the following points.
Relatively few graduate roles require a specific degree subject – many graduates . Skills, not specific knowledge, are key and graduates of all disciplines need to recognise this.
The World Economic Forum suggests younger workers , and the impact of technological advances will mean skills will need developing regularly. The degree is a springboard – not the end point, but a springboard.
The UK government reports that the arts and creative industries , and the number of employees in the field rose by 49 per cent in the decade 2011-21.
Many universities and courses offer the possibility of a placement year or year in industry, usually after the second year of academic study. These can help students with the development and recognition of transferrable skills, and can lead to employment opportunities. They also allow students the chance to test careers for suitability.