Study Skills Survey Report 23-24

Undeb Bangor

October - November 2023

1. Introduction

This annual survey is organised and created by SOS -UK and Green Impact Students Union (GISU) to gain insight into students’ perspective on sustainability, further research opinions and potential improvement points.

This report summarises the data from the survey launched between the 23rd of October to the 12th of November 2023 by SOS-UK, which we helped to promote to our students. 12,139 responses were received nationally, with 571 of these being from Bangor University.

2. Methodology

2.1 Survey Platform and Promotion

GISU sent the link via email to universities for individual distribution. The survey was promoted to all students via newsletter with an opportunity to win a cash prize of £500 in exchange for completion. The survey took approximately 10 minutes to complete, depending on how much detail was included by respondents in the open-ended questions.

Universities achieving over 100 responses were sent the raw data, and a version of the results collated into graphs.

2.2 Neutral Marketing and Inclusivity

The survey was promoted neutrally to minimise bias and ensure it was inclusive to all students regardless of demographics, or opinion on sustainability.

The survey was available in Welsh and English, and open-ended questions were accepted in any language and translated for analysis.

2.3 Survey Style and Contents

The survey consists of a mixture of multiple-choice questions, likert scale style questions and open-ended qualitative response questions, allowing students the opportunity to express detailed perspectives on sustainability.

The survey covers areas such as environmental priorities, factors influencing where people choose to study, opinions on the university’s current environmental actions, and potential areas for improvement. Demographic questions were also included to allow further insight and analysis into who responded to the survey, and any patterns in perspectives.

Demographics questions were asked using a variety of question styles including dropdown selections, multiple-choice, and multiple-choice with an open-ended option.

2.4 Data Analysis

Following the deadline for survey responses, the data was collected by GISU and sent via email back to Undeb Bangor.

The results of the survey were analysed by each question depending on the question style. Likert scale and multiple-choice questions were categorised and analysed using a points system, whilst qualitative open response questions were assessed and categorised thematically. For example, for the following question “What do you understand the term ‘sustainable development’ to mean?”, the results were read and assessed for their accuracy to the official definition of sustainable development and categorised based on correctness. This allowed for a percentage to be calculated based on how many respondents had a proficient understanding of the term.

Furthermore, the results from some open-ended and multiple-choice questions were analysed and ranked based the most/least common responses.

To present results back to students, the findings were further assessed to determine the key questions.

2.5 Limitations of Results

The survey was well structured and followed a logical order through the topics. Openended questions allow for students to put forward opinions and suggestions in a more detailed manner. However, the amount of detail between responses differed vastly, resulting in some answers being hard to categorise or identify. Additionally, as openended responses provide qualitative data, the analysis can be subjective.

2.6 Data Protection

Names were not requested on the survey allowing respondents to remain anonymous. All demographic questions contained a “I prefer not to say” option allowing further anonymity. Additionally, the raw results containing demographic information was provided only to the necessary members of staff.

3. Findings

3.1 Demographics

The respondents to the survey were made up largely of first year students, at 49%, with 59% of all respondents attending university straight from previous study.

The top three courses' respondents were completing, included biological sciences at 24%, other at 15%, and dentistry and related subjects making up 14%.

3.2

University Choices

Employment prospects after course completion was considered the most important factor by students when considering where to apply to university. Of eleven potential choices, reputation of the course, teaching methods, and employment prospects were considered the most important factors students considered when deciding where to study.

How seriously environmental issues and global development issues were taken by the institution, were considered the sixth and seventh most important factors, respectively.

Nightlife was considered the least important factor when considering where to study. This remained the same from the Sustainability Skills Survey conducted in 2022/2023.

Importance of Factors When Considering Where to Study

Very Important

Neither Important or unimportant

Very Unimportant

Rather not say

Number of responses

Somewhat Important

Somewhat Unimportant

Don't Know

^Figure 1; a graph showing the importance of factors considered by respondents when deciding where to study

When considering which course to study at university, the ability to gain qualifications was considered the most important factor, with 49% of respondents prioritising this option. Gaining qualifications was considered the most important factor in the previous 2022/23 survey as well, although received a higher percentage of 54% of respondents.

Making a difference to others and the environment were considered the fourth and fifth most important factors, respectively in the 2023/24 survey, showing an improvement from the previous year in which these factors placed in the fifth and sixth positions.

When asked how the courses being studied would help the respondents to make a difference to others, or the environment, 19% said it would help to support the health and wellbeing of others (fig 2). Increasing awareness and understand of the environment was the third most common response at 17%, with an additional 13% saying their course will allow them to work within or support conservation efforts.

^Figure 2; a graph showing how the courses respondents were on will allow them to make a difference to others and the environment

3.3 Skills

Of the skills listed within the survey, 62% of respondents had been taught about considering ethical issues linked to their subject, whilst studying at Bangor University (fig 3). Additionally, planning for the long term as well as the short term was experienced by 53% of respondents. The causes of inequality in the world were the least commonly taught knowledge factor at 25%.

The importance of these skills was additionally reviewed by participants, showing that the causes of inequality in the world was considered the least important factor, whilst planning for the long term as well as the short term was regarded as the most important.

Placements and work experience opportunities were considered the most important method for learning these skills, with 87% of respondents agreeing. Additionally, linking coursework, dissertations and projects to the issues was considered the second most valuable method, with an agreeing response of 81%. Building the issues into existing course material was identified as the third most important method for teaching skills, with 78% of respondents agreeing.

Skills and Knowledge Taught at Bangor University

4. Employability

Respondents were asked which they considered to be the most important factors for potential employers. The top five factors considered most important by respondents included communicating complex information clearly and effectively to different types of people, planning for the long term as well as the short term, considering ethical issues linked to your subject, solving problems by thinking about whole systems, and understanding how to create change.

Respondents were additionally asked what factors would be considered when sourcing future employment (fig 4). A good starting salary was considered the most important factor, followed by a role that contributes to development in the community, and roles that contribute to the environment.

The causes of inequality in the world

ethical issues linked to your subject

for the long term, as well as the short term

^Figure 3; a graph showing the skills and knowledge experienced at Bangor University in descending order of considered importance by respondents

Factors Considered When Finding Future Employment

^Figure 4; a graph showing the factors considered by respondents when looking for future employment.

Survey participants were given employment scenarios regarding a company’s starting salary and their environmental and social records. When given the opportunity to choose a company providing a salary £1000 higher than average with bad environmental and social records, versus a company £1000 lower than average with good records, 77% of respondents said they would choose the company with better environmental records. When the salary difference was changed to £3000 lower/higher than average 61% of respondents chose the company with better environmental and social records.

An additional scenario was provided regarding a £3000 salary difference and environmental contributions of the company as opposed to records. 58% of respondents chose the company offering a £3000 lower than average salary, with better environmental contributions.

The most common employment sectors participants identified as wishing to enter, included healthcare as the most popular at 28%, followed by environmental and agricultural work at 21%, and teaching and education, at 14%. Hospitality and events management was the least popular sector with a 4% response rate.

5. Actions, Understanding, and Impact

Participants of the survey were asked to what extent they agreed with statements referencing to the actions of the university, and students’ union. 83% of respondents believe places of study should be obliged to develop students environmental and social skills as part of courses. Whilst 80% of respondents said that Bangor University takes action to limit the negative impact it has on the environment and society. When asked about the actions of the students’ union, 72% of respondents agree Undeb Bangor take

action to limit the negative impact it has on the environment and society. Additionally, 79% of respondents agreed that ‘being a student at my place of study encourages (them) to think and act to help the environment, and other people’, whilst 79% of respondents agree that ‘Knowing (their) place of study takes action to limit the negative impact it has on the environment and society would make (them) proud to be a student there’.

5.1 Sustainable Development

Sustainable development refers to development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Participants were asked to define sustainable development. Answers to the question were categorised based on accuracy, with 64% of respondents having a good understanding of the term (fig 5). In comparison to the 2022/23 sustainability skills survey, understanding of the term decreased from 66%.

Understanding of the term 'Sustainable Development'

^Figure 5; a graph showing participant understanding of the term sustainable development.

When asked about sustainable development within Bangor University, 89% of respondents agreed it should be actively incorporated and promoted by the institution, with 83% agreeing it should be incorporated and promoted within all courses. Additionally, 73% agreed all course tutors and teachers should be required to incorporate it into their teaching.

67% of respondents said they would like to learn more about sustainable development. The most common reasoning given by respondents for wanting to learn more about sustainable development was to be able to make personal changes, given by 22% of participants (fig 6). To be able to support the environment was the second most common response, at a 19% response rate.

Reasoning For Wanting to Learn More About Sustainable Development

5.2 Personal Impact and Learning

When provided with a variety of issues relating to sustainability, participants identified that secondary school was the place they were most likely to have learnt about the majority of the issues, excluding accountability and ethics of which was mainly learnt at university (fig 7).

When asked about the personal impact of learning about these issues, only 5% of respondents said that learning had no influence on them personally. 16% said that learning about the issues caused them to make changes in their life or look for potential solutions. Additionally, 13% said they developed a better understanding of the issues, with 13% identifying learning about these sustainability issues as encouraging them to pursue their current study path or career. Of the survey respondents 12% identified an increase in cultural and political awareness following education on these issues.

^Figure 6; a graph showing categorised responses from participants regarding why they would like to learn more about sustainable development.

Issues and where participants learnt about them

Accountabilityandethics BiologicaldiversityandnatureCitizenshipanddemocracy Consumerism, globalandethicaltrade Corporatesocialresponsibility/businessethicsCulturaldiversityandequality Ecosystemsandecolog icalprinciples RuralandurbandevelopmentSocialjusticeHealthandwellbeingHumanrightsClimatechange Waste, water, energy Colonismanditsinfluencesinthepastandtoday

Primary education

Secondary Education College University Other place of study I've not learnt this yet Don't know

^Figure 7; a graph showing issues relating to sustainability and the educational institutions in which participants learnt about them.

When asked if participants had learnt about specific sustainability topics during their education so far, 86% responded they had learnt about what climate change is and how it happens (fig 8). Additionally, 81% agree that they’d learnt about what we can do at local and global levels to lessen climate change. When considering perspectives from cultures around the world, 76% identified as having previously learnt this in education.

The topic identified as least likely to have been previously learnt in education so far was ‘how the ways in which (we are) taught and the content (learnt) has been influenced by processes like colonialism’. 56% of participants responded as having learnt about this topic.

Percentage of Respondents Having Learnt About Sustainability Topics During Their Time in Education

^Figure 8; a graph showing the percentage of participants having learnt about specific sustainability topics previously in education.

6. Suggestions and Influence

6.1 Influence

When asked about acting to reduce negative impacts, university was identified as the institution most likely to have done this at 47%, alongside being most likely to encourage students to think and act to help the environment, and other people, at 44%. Secondary education was the second most likely institution to be seen as acting to reduce their negative impacts and encourage students to act.

6.2 Suggestions

Survey participants were asked for suggestions for the university to improve its performance on sustainable development. These suggestions were then categorised by theme. The most common suggestion was for more events, activities and work experience opportunities to be available for students, at 21%. Integrating into courses was identified as the second most common suggestion, at 16% of responses. Additionally, the university improving on plastic use, waste and recycling made up for 13% of participant responses, such as through reducing plastic when giving out free items “such as giving out pencils instead of pens”.

6% of the survey respondents said the university is doing well and contributing “maximum effort” and should maintain their current actions.

7. Discussions and Recommendations

7.1 Survey Responses and Distribution

The sustainability skills survey received 4.4 times the number of responses for the 2023/24 survey as the previous year.

Marketing of the survey this year consisted of social media and speaking with students in person. As this was effective in receiving the target over 100 responses this year, it is recommended that this is repeated for the 2024/25 sustainability survey.

As demographics show, the survey has been majoritively completed by first year students for the previous two years, research into how to approach students in other years of university could be effective in achieving a wider range of data.

7.2 Skills Discussion

The most effective methods for teaching sustainability skills were identified as placements and work experiences, linking into coursework and projects, and integrating into course materials. As these methods mainly refer to university course material, discussions with course representatives would allow for a better understanding on how to move forward with improving the teaching of these skills.

7.3 Employability

Of the five skills considered by participants to be the most important for employers, four were identified in the previous question as in the top five skills most likely to have been taught whilst at Bangor University; therefore, showing that according to participants the university is succeeding in teaching skills relevant to employability.

7.4 Actions, Understanding, and Impact

As 83% of respondents identified that ‘places of study should be obliged to develop students environmental and social skills as part of courses’, it would be valuable to consider how well integrated these skills are in Bangor University courses. Previous survey questions identified that sustainability topics were being adequately covered by

the university, with potential to improve in areas such as teaching the causes of inequality in the world.

7.5 Sustainable Development

A comparison of the 2022/23 survey to the 2023/24 survey, showed a small decrease in the percentage of students with an accurate understanding of the term ‘sustainable development’. It is expected that this decrease in the percentage of students understanding the term, is due to the increase in survey respondents from a wider variety of educational disciplines, compared to previous surveys of which had lower responses with a greater number consisting of environmental based degree students. As 67% of respondents indicated they would like to learn more about sustainable development, it could be valuable to research how this information could be further integrated into course materials, projects, and work experience opportunities.

7.6 Personal Impact and Learning

When considering the influence of learning about sustainability related topics, only 5% of respondents said the information had no personal influence. This number is relatively small for the number of respondents; however in order to reduce this, it could be effective to consider how the skills can be better integrated using the identified relevant methods within the skills section.

7.7 Suggestions for Improvements

The suggestions made by participants for improvements at the institution are highly valuable for making important changes to the university and students’ union to further improve actions on sustainability. The most common response was calling for an increase in events, activities, and work experience opportunities. Undeb Bangor aims to provide many sustainability based opportunities for students to get involved in, considering the responses for the survey it is likely that some students are unaware of these events taking place. Therefore, research should be considered into how these events could be marketed to reach more students and target the appropriate audiences.

The second most common response regarding suggestions, was to integrate sustainability into course material better. To understand how best to approach this, conducting a focus group and discussions with course representatives would be appropriate and potentially lead to higher success in positively influencing students regarding sustainability.

The suggestion of reducing plastic usage, waste and improving recycling, is consistently discussed within the university, with sustainable marketing choices being made at the students’ union wherever appropriate. Discussions with sabbatical officers and the marketing team would allow for additional strategies to be put in place within the students’ union and potentially the institution to further reduce waste and improve recycling rates.

8. Conclusions

8.1.

Summary and Positive Influences

In conclusion, the responses to the survey have demonstrated the positive influence Bangor University and Undeb Bangor are having on sustainability issues. The university has provided opportunities for connecting students to organisations, companies, and professionals to allow them to make meaningful contacts, and work within the sustainability field; alongside educating and raising awareness on important issues through events and activities and encouraging students to make

personal changes. Respondents identified that the university is teaching the skills, they consider most relevant to potential employers, such as considering ethical issues related to their subject; therefore, showing the university preparing students to integrate sustainability into future careers through teaching. Additionally, 46% of respondents strongly agreed that ‘knowing (their) place of study takes action to limit the negative impact it has on the environment and society (makes them) proud to be a student there’, demonstrating the influence the universities positive actions on sustainability, are having on students’ personal development.

To continue making improvements and maintain the current successes, it is important for the results of this survey to be discussed with the relevant teams, both within the Students’ Union and University. This would allow for a better understanding of how to integrate changes appropriately and effectively, whilst gaining deeper insights into new ideas regarding sustainability.

8.2. Key Recommendations

Based on the survey responses, there are opportunities for Bangor University to maintain and improve their influence on sustainability.

- Discuss the survey results with the relevant teams within the university and students’ union, including sabbatical officers, course representatives, the university housing department, estates, and marketing.

- Analysis of student union activity and events marketing to assess opportunities for improvements to reach a wider variety of students.

- Speak with course representatives and teaching staff to understand how sustainability could be further integrated into course material. Utilising the responses for preferred methods of teaching skills would additionally allow for the most appropriate and effective method of integration.

- Providing training to course representatives at the beginning of the year regarding sustainability would support in maintaining this topic as a priority during meetings and allow the possibility of greater integration into course material.

- 13% of the suggestions for improvements were in relation to waste, recycling, and plastic usage within the university. One of the suggestions made was to reduce plastic within freebies given out at events. It would be recommended for the students’ union to utilise any remaining freebies prior to making changes to prevent waste. Following the use of these, changes should be considered, such as purchasing pencils instead of pens, and ensuring any freebies containing plastic are necessary and useful to students.

- To reduce paper waste, additional documentation should be circulated with student groups prior to welcome events such as serendipity, to encourage groups to reduce their waste.

- Energy use and carbon emissions were a common suggestion for improvements. Recommendations regarding this would include discussions with university strategy groups and sabbatical officers to further understand and promote the actions already taken, whilst assessing potential for further change. For example, opportunities for reducing energy usage in buildings through lighting changes and continuing to analyse investments.

- Consistent marketing on sustainability to ensure students maintain education on sustainable development, and to increase the number of students with a comprehensive understanding of the term.

- Continued work with students’ clubs, societies and projects to current sustainability processes are consistent and support improvements.

- Utilise the survey data and suggestions to amend the Sustainability Challenge to improve engagement in the following year.

- Maintain and increase social media campaigns surrounding environmental and social sustainability to communicate current efforts made by Bangor University

and Undeb Bangor. Therefore, ensuring students are aware of existing projects and actions prior to implementing additional suggestions.

- Present key aspects of survey results back to students via social media and the website, including recognition of suggestions and identification of specific existing, upcoming, and potential future actions targeting the suggestion areas.