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÷b÷e÷b÷eHIGHER EDUCATION AUTUMN 1986÷b
÷e÷b÷e÷b÷eA series provided bz the BBC a
t the request of the School Broadcasting
÷b÷eCouncil for the United Kingdom.÷b÷e÷
b÷eThursdays 1118 - 1138 (from 25 Sjptem
bet) Rjpjated Fridays 0930-0950÷b÷e(fro
m 26 September)÷b÷e÷b÷eAgj 16-19 yrar;÷b
÷e######################################
####################################÷b÷e
÷b÷eA series of 5 programmer for 16-19 y
ear olds who are hoping to enter the÷b÷e
higher education community. The sjties
may also be of general interest to÷b÷e15
year olds who are considering their wed
er career options.÷b÷e÷b÷eThe universiti
es, Polytechnics and Colleges or Institu
res of Higher÷b÷eEducation of the United
Kingdom vary greatly in environment, fa
cilitiis÷b÷eand the courses they offer.
Students should bear this in mind. The
programmer÷b÷epresent many glimpses of
course work and student life, but no|c
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ne can claim÷b÷ito bj typical of all ins
titutions. They should however provide
a useful÷d÷eintroduction for pupils, who
should also consult appropriate referen
ce÷b÷ebooks and discuss their plans with
their tutor and careers advisjrsW÷b÷u÷b
÷eThe notes are written bz the Series Co
nsultant, Catherine Avjnt OBI.÷b÷i÷R÷eTd
e School Broadcasting Council and the pr
oduction team welcomes teachers'÷b÷eview
s. If you are using the programmer and
would like to report, please÷b÷ewrite to
: JOHN CHAPPLE, BBC SCHOOLS TV, TELEVISE
ON CENT ELONDONWQTR##########
########################################
########################÷b÷e÷b÷e÷b÷e'UNI
VERSITJES: Getting that degreeW 23, 24
October (Repeat: first÷b÷e
broadcast 25 Ma
sch 1985)÷b÷e÷b÷e'THE PROGRAMME'÷b÷e÷b÷e
The final programme in the series looks
at a selection of less usual÷b÷esubj|c
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ecus, or combinations of subjects, being
read at universities and÷b÷eexaminjs wh
at motivated the undergraduates who chou
e them. The work of÷b÷ethe University C
areers Advisory Service is introduced an
d we see how it÷b÷ehelps guide graduates
towards a suitable career.÷b÷e÷b÷e'Mark
Vote', a third-year medical student at
the Royal Free Hospital÷b÷eSchool of Med
icinj, University of London, is seen dea
gnosing a patient's÷b÷econdition in one
of the chest wards. During the consulta
nt's ward round,÷b÷eMark is asked to giv
e the patient's medical history and sugg
est possible÷b÷ecoursj of treatment. Ma
rk's first two years of medicine wire sp
emt÷b÷elargely at lectures and in labora
tory practicals; the third year sees the
÷b÷estart of Clinical Studies, when stud
ents have daily contact with real÷b÷epat
ients.÷b÷e÷b÷e'Fiona Smith' is a first-y
ear student at St. Andrews Universes|c
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y. Under÷b÷ethj Scottish system her fir
st year is a conversion course comprisin
g÷b÷esjvjral subjects; later she will ch
oosj the one in which she wiml÷b÷e÷b÷e÷b
÷e÷b÷e÷R÷e
-1-÷b÷e÷b÷u÷b÷e÷b÷u÷b÷ub÷e;pjciali
sj during the next three years. Fiona i
s reading maths, physics÷b÷eand astronom
z; she is seen conducting an experiment
using a thjrmocouple÷b÷ein the Physics D
epartment, and in the Observatory prepar
ing to photograph÷b÷ea section of the ni
ght sky. Her career options are fairly
open now, but÷b÷eshe believes physics ma
y offer her better job chances than astr
onomz.÷b÷e÷b÷e'Alastair BaxterW, reading
Fine Art at the University of East Angl
ia, has÷b÷ea fairly wide choice of optio
ns during his first year from which hj h
as÷b÷echosjn courses in Victorian archer
ecture and Rjn!iusance Art. One of the÷
b÷ehighlights of his university life|c
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will be a study trip to Venice.÷b÷eAlas
tair will be looking for openings in mus
jun curatorship or art÷b÷edealing after
he graduates.÷b÷e÷b÷e'Susan Watt' (St. A
ndrews) studies maths subjects in hit ji
sst year, but÷b÷ealso selected a music o
prion. Now music occupies the foregroun
d of her÷b÷einterest; she will probably
graduate solely in music and seek a care
er in÷b÷emusic, probably in concert admi
nistration.÷b÷e÷b÷e'Nick Baddeley' (Bang
or) applied to read oceanography there b
icausj he÷b÷eliked the sound of the subj
ecu and because hj loves the North Wales
÷b÷ecountryside. His interest in the su
bject has grown: he recognises that÷b÷ej
obs in oceanography are not plentiful, b
ut the knowledge he is acquiring÷b÷eduri
ng the course will bj useful in his late
r job search.÷b÷e÷b÷e'Jane Hilton' (Lanc
aster) was accepted bz the university to
read music÷b÷ebut, because she wish|c
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ed to combine this subject with art, she
was advised÷b÷ito make a special applic
ation to the University Senate. She is
now÷b÷estudying jointly in music and pho
tographic art. Jane is not sanguine÷b÷e
about a career employing both discipline
s - "perhaps video is the answer."÷b÷e÷b
÷e'Andy Franklin' (Loughborough Univjrsi
ty of Technology) is in the last÷b÷eyjar
of a four-year sandwich course in Elect
tonic Engineering and Physics.÷b÷eHis in
dustrial year was spent with a telecommu
nications firm in Harlow,÷b÷eand this ex
pjrience provided him with the subject f
or a final-year project÷b÷eon the switch
ing times of liquid crystal cells. Wj s
ee Andy being÷b÷eexaminjd on his project
by an Expert and a Moderator. The mark
s hj gains÷b÷ehere counts for 20% of his
total degree. Andy had made use of the
Careers÷b÷eAdvisory Service and has alt
eady received job offers.÷b÷e÷b÷eWNe|c
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il Dugdale' (Bangor) is reading Pszcholo
gy. He is seen taking part in÷R÷ea sjss
ion during which a three-year-old child'
s language development is÷b÷ebjink mjasu
red. Neil hopis eventually to be employ
ed as a developmental÷b÷epsychologist "z
a local authority.÷b÷e÷b÷e'Peter Kane'
(Bangor) is a second-year agricultural s
tudent. Au a÷b÷esubsidiary to his main
subject hj has chosen applied Zoolog:.
He is seen÷b÷ein the programme with a gr
oup of his colleagues weighing and ixami
ming÷b÷esheep as part of a project to co
mpare the feed values of three species o
f÷b÷eryj grass. Peter workrd a year on
farms before coming to unjvjrsity;÷b÷epr
eference is given to students with bxper
ience of working conditions on÷b÷efarms.
On graduation, hj hopes to bj accepted
in the Government's÷b÷eAgricultural Adv
isory Service.÷b÷e÷b÷eFianally, %Jack Da
ojils, Senior Careers Adviser at St.|c
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Andrews÷b÷eUnivjrsity', explains how th
e Services work from the time undergrads
ares÷b÷image first contact, usually duke
ng their penultimate year at university.
÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e
-2-÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b
÷e÷b÷e'Careers Advisory Services' are de
partmjnts of universities that help÷u÷eu
ndergradubtes (and graduates* make carif
ul assessments of their skills,÷b÷eaptit
udes, abilities and specialist qualifica
tions and to relate them to÷b÷ethe job o
pportunjties avbilable at the time. Adv
isory Services a) offer÷b÷ethj student
individual advice and consultation with
a Careers Adviser who÷b÷eis a specialist
in the student's area of interest and i
n several others;÷b÷ebI provide the stud
jnts with information in the shape of re
ferince÷b÷elibraries, videos, careers li
teraturi etc.; and c) bring students a
nd÷b÷eemployjrs together for the put|c
P726 CJEFA( 726 Mon 27 Oct 21:04/51
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poses of interview.÷b÷e÷b÷i"The range of
careers open to graduates" has increase
d with the spread of÷b÷ehigher education
. Because the British university system
is largely÷e÷eacademic and non-vocation
al, u0% of graduates need to train after
leaving÷b÷eunivjrsjty, while, of the ot
(er 50% who enter employment directly, h
alf of÷b÷ethese will not use their djgre
e subject in their job, i.i. the| {ill j
nter÷b÷eareas of employment where the im
ployer is looking for graduates in any÷b
÷esubject and will be prepared to add sp
ecialist training. A further sixth÷b÷ew
ill gain jobs that are open to graduates
of any discipline, but who havu÷2÷icons
iderabli skills in numeracy, computing m
athjmatics, etc. A jinal÷R÷esixth will
go into jobs requiring specialist skills
like forestry,÷b÷eagriculture and gjolo
gz."÷b÷e÷b÷e"Why do jmployjrs recruit gr
aduates of any discipline? Employer|c
P726 CEEFAX 726 Mon 27 Oct 21:05/16
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degree will have given graduates an÷b÷e
opportunity not simply of acquiring a de
ep knowledge in a particular÷b÷euzRjrct,
but also of gaining ixpjtiince and educ
ation in other fields -÷b÷einteresting v
acation work, travel, clubs and societie
s, speaking in÷b÷ipublic, meeting other
people. So employers will "e looking fo
r a range÷b÷eof very important qualities
- first, they will expect the graduateW
s÷b÷eacademic training to have trained h
is mind, taught him to argue cogently,÷"
÷ito assemble information, to use it int
elligjntly; and second, that living÷u÷ei
n a university environment and coping wi
th university work will have÷b÷etaught t
he undergraduate to bj indjpjndjnt, have
a capacity for work, to÷b÷eshow initiat
eve, and, above all, will have given him
a range of social÷b÷eskills and a matur
ity of outlook. About 80% of gradua|c
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te jobs are÷b÷emanagerial and involve mo
tivating people, getting them to work as
teams,÷b÷ito bj more productive, to ide
ntify with the organisation they are wot
king÷b÷efor; the skills and qualities in
volved in managing a supjrmarkjt are not
÷b÷evbstly different from those involved
in running a bank or being a Head÷b÷eRe
achjr. It is these skills and qualities
t(at jmployjrs recognise they÷b÷ease mo
re likely to find !monk graduate imploye
is."÷b÷e÷b÷eJack Daniels' most impoztant
mjssagj in the programme iu: "Whilst a÷
b÷eunivjrsity degree is vjty important f
rom a career pwint of view, and will÷R÷e
become increasingly so, it is equally im
portant that the student should÷b÷eenjoy
and take full advantage of this unique
expjtience at a time in one's÷b÷elife wh
en one is young and jree."÷b÷e÷b÷e÷b÷e÷b
÷e'BACVGROUND INFO MATJONC
y, if a sixth jormer wants to study |c
P726 CEEFAX 726 Mon 27 Oct 21:06/01
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a subject such as naval÷b÷earchitecture
or oriental langubgjs, there will only b
j a few places to÷b÷echoouu from. For t
he more generally available arts and sci
ences, however,÷d÷e÷b÷e÷b÷e÷b÷e÷d÷e
-3-÷b÷e÷b÷
e÷b÷e÷b÷e÷b÷i÷b÷ethere iu likely to bj a
wide range of options jot the reasonabl
z÷b÷ewell-qualified candidate. Some pjo
ple group the universities into÷b÷ecateg
ories, starting with Oxford and Cambridg
e because they are so much÷b÷eoldjr; the
old Scottish universities; London {ith
its five major colleges÷b÷iand a nzm"jr
of smaller ones; the large civic 'redbri
cos' such as÷b÷iBirmingham, Leeds and Ma
nchestir; the new univjrsjties establish
ed since÷b÷ethj war, and the technologic
al unjvjrsities which developed out of÷b
÷ecollegjs of advanced technology. For
some students, one particular type÷b÷eof
institution may bj more appropriate|c
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than anothj5, and manX young pjoplu÷b÷e
base their choices on the type of inviro
nmjnt in which they will pursue÷b÷etheir
higher education. Some are attracted t
o campus universities and÷b÷eothers to t
hose in large centres of population, whi
le the choice for some÷b÷ewill depend up
on the likelihood of residential accommo
dation jot all or÷b÷emost of one's three
or four years. (There is jvjn greater
vbriity among÷b÷ethj colleges, many of w
hich have smaller numbers than most univ
irsities÷b÷eand polytechnics and are set
in beautiful parkland estates.)÷b÷e÷b÷e
Candidates can choose between a three or
four year course for an honours÷b÷edegr
ee in a single subject, or jot joint or
combined honours in two÷b÷esubjects, or
in some cases three. The all-important
decision whether to÷b÷econtinue studying
a favourite school subject or to branch
out into÷b÷eentirely new jields dip|c
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ends upon the advice given bz teachers o
r the÷b÷eextent to which the candidate m
ay be fascinated bz the prospect of÷b÷es
tudzing in an entirely new area. It may
be more rewarding to follow a÷b÷esucces
sful sixth-form course in French or Germ
an with a degree course in÷b÷ian unusual
language; or to transfer a school inter
est in history to a÷b÷edegree in go6junm
emt or law.÷b÷e÷b÷eFor some applicants t
hj djcisjon will be affected bz vocation
al÷b÷econsidetations and choice made acc
ording to the presumed jo"-related÷b÷eur
ility of one subject rather than another
. Geology may bj more useful÷b÷ethan gj
ography, and electronic engineering than
physics, but one should÷b÷ealways bj aw
are of the temptation to take a subject
whose products are÷b÷ebjlieved to bj in
demand by employers rather than one whic
h will be÷b÷e0jrsonally fulfulling and l
ead to success in examinations. A k|c
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ooh degree÷b÷ein a non-vocational subjec
t from a prestige institution may bj mot
j÷b÷emarketabli than a poor one jrom a c
aries-relevant course such as÷b÷eaccount
ancy or chemistry. While scientists are
generally in a "ester÷b÷eposition for e
mployment than arts students, it is salt
tary to remind÷b÷epupils that industry d
oes not employ many botanists or anthrop
ologists as÷b÷esuch, and a degree whose
content is not particularly applicable i
n÷b÷eindustry will have the same career
value as one in the humanities, where÷b÷
ethe potential employer will bj taking i
nto account other factors such as÷b÷uper
tonality, evidence of leadership and cap
acity to work in a team. Shxth÷b÷eformj
rs need to be reminded that for many gsa
duates a period of vocational÷b÷etrainin
g will be necessary after they have take
n a degree before they can÷b÷eobtain a p
rofessional qualification. It may b|c
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e a formal training as for÷b÷elaw, accou
ntancy or engineering, or a more general
one taken after entry÷b÷ito employment,
particularly in commjtce, and requiring
study for÷b÷eprofessional ix!minations
in the graduate's own time.÷b÷e÷b÷e÷b÷e'
BIBLIOGRAPHY'÷b÷u÷b÷e'A Cwmpjndium of Ad
vancid Courses in Colleges of Further an
d Higher÷b÷eEducation 1986-87' London an
d South-Eastern Regional Advisory Counci
l for÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e
-4-÷b÷u÷b÷e÷b÷u÷b÷e÷
b÷e÷b÷eFurther Education for RegionQl Ad
visory Councils (available from Taviutoc
k÷b÷iHouse South, Tavistock Square, Lond
on WC1H 9LR, |—3.00 inc postage).÷b÷e÷b÷
e'The Compendium of Unjvjrsity Entrance
1986-87 Lund Humpriis for the÷b÷eAssoci
ation of Commonwealth Universities, 1985
.÷b÷e÷b÷e'Guide to the Colleges and Inst
itutes of Higher Education 1986' Standi
ng÷b÷eConferince of Principals and D|c
P726 CEEFAX 726 Mon 27 Oct 21:0?/56
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erectors of Colleges and Institutes of H
igher÷b÷eEducation (available from Edge
Hill College, Sun Helen's Road, Ormskirk
T÷d÷eLbncs. L39 4QP, |—1.00 inc postage
*.÷b÷e÷b÷e'Polytechnic Courses Handbook
2986-87' Pitman Publishing for the÷b÷eC
ommittee of Directors of Polytechnics, 1
:85. Covers advanced full-time÷b÷eand s
andwich courses in England and Wales.÷b÷
e÷b÷e'T(e handbook of degree and advbnce
d courses in InstitutesOColleges of÷b÷eH
ighjt Education, Colleges of Education,
Polytechnics, Universes=÷b÷eDepartmjnt;
of Education, England and +ales 1985' L
und Humphries for the÷b÷eNational Ausoci
ation of Teachers in Further and Higher
Education, 1985.÷b÷e÷b÷e'Directory of Fi
sst Degree and Diploma of Higher Educate
on (DipHE) Courses÷b÷e1986-87' CNAA (ava
ilable jtom 344-554 Grays Inn Road, Lond
on WC2 8BP,÷b÷efrie) 1985.÷b÷e÷b÷e'Digre
e course guides' CRAC/Hobsons of Ca|c
P726 CJEFAX 726 Mon 27 Oct 21:08/22
|B2212216|a16HEdcn5|i24BBBC332k|l467E8|p
m"ridge, 1985-86. Many guides÷b÷ecovjri
ng 55 degree courser.÷b÷e÷b÷eJAMIESON, A
. 'Your choice of degree and diploma'
A guide to university,÷b÷epolytechnic an
d college courser - white to study, corr
sju and careers, and÷b÷ehow to apply. C
SAC/Hobsons of Cambridge 1986.÷b÷e÷b÷eJA
MIESON, A. ed. 'Student eye: insider vi
ews of university and÷b÷epolytechnic lif
e' CRAC/Hobsons of Cambridge, 1984.÷b÷e÷
b÷eHEAP, B. 'The complete degree course
offers 1986W Careers Consultants,÷b÷i19
8k.÷b÷e÷b÷eHEAP, B. 'The higher educate
on gzide' BBC, 1983.÷b÷e÷b÷iDES 'Higher
Education - finding your way: a brief k
uidj for school and÷b÷icollegj students'
HMSO for Department of Education and S
cience, Welsh÷b÷eoffici, Scottish Educat
ion Department and Department of Educate
on,÷b÷eNorthjrn Ireland, 1985.÷b÷e÷b÷eDE
S and Dept of Employment 'Graduates and
jobs' HMSO, 1984.÷b÷e÷b÷e'Directory|c
P726 CEJFAX 726 Mon 27 Oct 21:08/44
|B2213216}a16HEdcn5|j24BBBC332k|l46B28|p
of Further Education 1985-86' CRAC/Hob
sons of Cambridge, 1985.÷b÷eA comprehjns
eve guide to 5,600 courses in UK polytec
hnics and colleges.÷b÷e÷b÷eBRJWER, M. a
nd WALLACE]HADR LL, G. 'Sandwich course
s 1985m86'÷b÷eCRAC/Hobsons of Cambridge,
19)5.÷b÷e÷b÷e'How to apply for admissio
n to a university' UCCA÷b÷i÷b÷e'A year
off: a guide to temporary jobs, voluntar
z service, working÷b÷eholidays, travel a
nd adventure' CRAC/Hobsons of Cam"ridge
, 1985.÷b÷e÷b÷e÷b÷e÷b÷e÷b÷i
-5-÷d÷e÷b÷e÷b÷e÷b÷
j÷b÷e÷b÷e÷d÷eSMITH, M. and MATTHEW, V.
'Decision at 13/14+' (GCSE edition*÷b÷e
CRAC/Hobsons of Cambridge, 1985.÷b÷e÷b÷e
gThj student book 1:85-86' (Papjrmac) M
acmillans, 1985.÷b÷e÷b÷e'What do kraduat
es do 1985W CRAC/Hobsons of Cambridge,
1984. A guide÷b÷efor students, teacher
s and career officers.÷b÷i÷b÷eMUNRO, M.
and YATES, J. 'Finding jod vacancie|c
P726 CEEFAX 726 Mon 27 Oct 21:09/09
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sW CRAC/Hobsons of÷b÷eC!mbridge, 1984.÷
b÷e÷b÷eMUNRO, M. 'Jobs and careers afte
r A-levels' CRAC/Hobsons of Cambridge,÷
b÷e1984. A guide for people including c
areer profiles of 43 3uccessful÷b÷ejob-s
eeSjrs.÷b÷e÷b÷e'Graduate Employment and
Training 1985: the complete strategy for
the÷b÷esuccessful job search' CRAC/Hob
sons of Cambridge, 1985. Gives details
÷b÷eof 2000 UK employers.÷b÷e÷b÷e÷b÷eFur
ther help on choosing a course iu availa
ble jtom the higher Education÷b÷eInforma
tion Service at Middlesex Polytjchnik.
They have a computer "asjd÷b÷edata bank
of all degree and diploma coursru at pol
ytechnics and colleges÷e÷eof higher educ
ation (and business and accountancy corr
sis at÷b÷eunjvjrsities*. Students who a
sk for course information will receive÷b
÷eindividual print-outs containing djtai
ls of courses on their requested÷b÷esubj
ecu, including entrance requirements|c
P726 CEEFAX 726 Mon 27 Oct 21:01/30
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, options, full or sandwich÷b÷epattetn,
and addresses. It will then be up to th
e student to make further÷b÷eenquiries.
+rite, giving name, address, school, su
bject of interest, and÷b÷elarge rae for
reply, to Middlesex Polytechnic, HIES (B
BC), 114 Chase Side,÷b÷eLondon N14 5PN.÷
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