Are You a Student Who Has Dropped Out of University? #droppingout

Case Study 

J was exposed to the short falls of L3 educational provision in two colleges of further education (FE). These colleges to this day offer degree, (or degree equivalent) courses where the fees are the same as that of a student attending a top university in England. 

Later, when J was a prospective student of Higher Education (HE) he underwent Open Day visits at four universities in England, and a couple of colleges for comparison. Observational information gathered then is relevant to what transpired for him later on. 


J dropped out of university after seeing one term through, 2016. It is J's association with Nottingham Trent University (NTU) as both a prospective student, and, subsequently, from being a fully enrolled student and a renter of university accommodation at Brackenhurst campus where he was quick to conclude that this particular university base was like a college in all respects.

J believes that NTU mis sold him their 'product'. J feels the mis sell stems from NTU's promotional activities designed to recruit potential students on their courses and supplying a half truth version of campus life. 

J's experience could well be a reflection of the bigger picture which is a concept I will explore in this article. It's 2019, and with fresher's week over, students countrywide, will be starting university in earnest. A small percentage, like J, will drop out this academic year, disillusioned as he felt. 

Higher Education - What We Know 

• Students take up university placements to gain a degree. 
• College awards in England are viewed as an alternative but are generally perceived as not being a status match. 
• Good apprenticeships are becoming increasingly hard to find. 
• Fees for any higher level educational provision in England are expensive. 
• Tutoring expertise is lacking in some establishments. 
• Those who funded their placements with a student loan will not be debt free for many, many years.
• Many ex-students, and not just in lower ranking establishments, rate their university as successful because of the social aspect having worked for them, rather than championing solely the academic side and the award obtained.
• The majority of post graduates, whether happy with their degree and uni experience or not, will conclude that university wasn't actually worth the time or the money. 

How does the type of University reflect on the student experience?

Where universities for example, have multiple campuses there is often a site that is poorer in comparison and overlooked. Degree courses in these places do not attract high flying students in their droves and so the delivery of courses goes to smaller numbers. Lecturers of degree courses at university or colleges might know their stuff but this does not, necessarily, make them good tutors. Teaching staff have a tendency to get 'comfortable' in their roles in some of these less challenging environments where expenditure is often restricted. This reflects on the overall standards in some instances. Classes may be less impersonal, but the scholarly enhancements on offer in small-town/rural campuses or colleges can be much less in comparison to those establishments where academia excellence and funded research chooses to hang out. Poor transport links to these 'outlets' are problematic for students in their down time, and they can be left feeling isolated in these remote locations. 

All students, wherever they may be, would have had, or will have similar high expectations going to uni. They would have paid, or will be paying the same as the next. Someone attending a land based college on a HE course, pays the same in student fees to a counterpart attending a top 10 university in England.

All prospective students have been, or will be, sold a degree producing package that, seemingly, fits their ideal at an impressionable time in their young lives. 

Remember that students (and parents) have been hysterically whipped up by the educational system for many years. Where there's competitiveness and snobbery involved there's an opening for institutions to market their brand, disguised in an application process that is designed to be scare mongering persuasive in netting and duping people to agreeing to things that would be almost criminal to do in the selling of any other financial product. 
An important point this, and a lead to the exploration of the next question...   

Does Higher Education in England's recruitment strategies deceive and exploit students? 

Prospectus's, websites, email-marketing, hard copy booklets and pamphlets, open days, programmes and events are designed to present the idea that university (or college) is going to be an exciting, career path setting and life changing opportunity for the student. However, like any sales campaign the devices used are purely promotional rather than true. 

With every intake, year-upon-year, a tightly controlled marketing exercise kicks in, where, over the course of many months, information is deliberately drip-fed to students (and their parents), following a complex timetabling covering the processes of: 
recruitment, application(s); accommodation booking; enrolment; welcome days. 

Tactical Stress Inducing Recruitment Drives

Prior to application the university/college presents potential students with an influencing idea of being part of a life enriching environment which balances study with student life. 

One must acknowledge the months in the academic year when an establishment is recruiting, is a time in the overall process when only general style questions are being addressed, and there's nothing in place to reveal specifics for any one individual. 

Admittedly, potential pitfalls in regard to course suitability and problems with campus living, etc., are addressed in Open Day talks and discussions. Carefully scripted 'ways to work around' such problems are given. Questionably these tips are designed to appease people at a crucial time in their decision making, and perhaps to cover-up those problematic areas where facilities and provision are known to be lacking. 

Question that it may be a deliberate action on the part of the institution to withhold information during the recruitment phase, and remember that everything relating to study and campus living is hidden under a veil of veined positivity. For many students this will not become obvious until they are actually living it; and by then they have agreed everything financially, and, subsequently, are committed to repaying a debt amounting to thousands of pounds. They can end up feeling completely 'had'.

At this point it will also be a doubling fear for the applicant, who can only look forward to 'sweating it' for months in the hope of securing their first choice university. Over this unstable time and while under the pressure of studying and sitting L3 examinations the majority of young people will agree a student loan which will grow with interest every year. Additionally they will commit to paying an accommodation rent for the whole of the first year whether they drop out or not.

In fact, each and every applicant past, present and future have been or are being brainwashed into securing that place at university no matter what the personal cost is. 

There is no monetary capping in place if one has a change of heart about university.The application into Higher Education is one based on choice. Therefore, the institution is selling a 'product'; a product that has no returns policy! In J's appeal against NTU, he participated in an procedure which didn't listen or acknowledge the articulate case he presented, because there was a predetermined winner; and the winner was never going to be J.

I'd like to hear from students who have dropped out of uni and their reason for doing so. Readers please add your contributory comments on this post, or take to social media using the hashtag #droppingout