71005 factors affecting the occupational choice …2 fa1! 3 pass and fa1! 9 non response 1/52 37...

UK Data Archive Study Number 71005 - Occupational Orientations of Polytechnic Sociology Students : First Stage, 1971

CARD/ COLUMN

1/1-3

1/4

1/5-6

1/7-8

1/9

1/10

1/11

1/12

1/13

1/14

VAR NO

1

2

3

4

5

6

71005 FACTORS AFFECTING THE OCCUPATIONAL CHOICE OF POLYTECHNIC SOCIOLOGY STUDENTS

TITLE

Case Number

Card Number

Unused

Wh1Ch polytechn1c are you tak1ng degree - place

Length of course

Type of course

Area of polytechn1c

Unused

Sex

Age

- 1 -

CODES

000 - 999

1 Card 1

Unused

01 B1nungham 02 Central London 03 04 05 06 07 08 09 10 14

K1ngston Lanchester Manchester Newcastle North-Eastern North-London Portsmouth Tees1de Non response

1 3 years 2 4 years 3 Not ar~anged CNAA

1 Ex London 2 CNAA/Non sandw1ch 3 CNAA/Sand'Hch 4 CNAA/undec1ded

1

2

Greater London = K1ngston, N. London, C. London, North Eastern South = Portsmouth

3 M1dlands = Lanchester, B1rm1ngham

4 North = Tees1de, Newcastle, Manchester

Unused

1 Male 2 Female 9 Non response

1 18 and under 2 19 or 20 3 21 - 24 4 25 - 29 5 30 or OVer 9 Non response

CARD/ COLUMN VAR NO TITLE CODES

1/15 7 MarJ.tal status 1 SJ.ngle, unattached 2 Engaged or gOJ.ng steady a MarrJ.ed - no chJ.ldren 4 MarrJ.ed and chJ.ldren 5 Dlvorced, vl1dowed, separnted 9 Non response

1/16 8 Home res~dence before college 0 Home resl.dence outsJ.de Br~tlsh Isles

I Greater London 2 South 3 Ml.dlands 4 North 5 Wales 6 Scotland 7 Northern Ireland 8 EJ.re 9 Non response

1/17 9 Student's country of orlg~n 1 England 2 Wales 3 Scotland 4 Northern Ireland 5 E1re 6 Commonlfealth 7 ForeJ.gn 8 Not lmown 9 Non response

1/18 Unused Unused

1/19 10 l!other IS country of orlgln 1 England 2 Wales 3 Scotland 4 Northern Ireland 5 E:s..re 6 Commonwealth 7 Forel.gn 8 Not known 9 Non response

1/20 11 Father's country of or1g1D 1 Engla~ 2 Wales 3 Scotland 4 Northern Ireland 5 Elre 6 CODlDoDWealth 7 ForeJ.gn 8 Not known 9 Non response

1/21 12 Father Whether lYorkJ.Dg 1 Workl.ng 2 Unemployed 3 Retlred 4 Dlsabled (s~ck)/unemployed 5 Deceased 6 Not known 7 Non response

- 2 -

CARD/ COLUMN

1/22

1/23

1/24

1/25

1/26

1/27

VAR NO

13

14

15

16

17

TI'l'LE

Father1s occupat~on. BallJones Index of Occupat1onal Prest~ge

Father - Crutchley Subculture

Unused

.Mother - whether worked

Mother - work now

Mother - Crutchley Subculture

- 3 -

ceBES

o Not app11cable 1 Class 1 - Frofess1onal -

Hl.gh Adm1n 2 Class 2 - Manager~al -

ExecutIve 3 Class 3 - Inspect~onal -

SupervISOry 4 Class 4 - Inspectl.onal -

Lower Grades 5 Class 5a - Rout 1. ne nOD

manual 6 Class 5b - Sk1lled manual 7 Class 6 - Sem~-skllled

manual 8 Class 7 - RoutIne manual 9 Non response

o Not appl~cable 1 Profess~onal - all professl.ons

and all prIvate teachers 2 BUSIness - all management

outSIde publl.c servIce 3 Estat1st - all publl.C

servIce, teachers, "ha are not functl.onary or manual

4 FunctIonary - routl.ne non-manual, lower grade sup_

5 Manual 9 Non response

Unused

1 Has worked 2 ILLS never worked 3 Not known 9 Non response

1 Worklng - full-tIme 2 WorkIng - part-tIme 3 Housew1fe 4 RetIred 5 Deceased 6 Not known 7 lYorltlng - not speCIfIed tl.me 9 Non response

o Not appll.cable 1 Profess10nal - all profeSSIons

and all prIvate teachers 2 Bt~l.ness - all management

outsl.de publIC servIce 3 Estatl.st - all publl.c 8erv~ce)

teachers, who are not funct10nary or manual

4 Functlonnry - routlne non-manual, lower grade sup.

5 Manual 6 Housew1fe 9 Non response


1/28 18 Father - lower educatlon 0 Not appllcable (not known) 1 Elementary 2 Seconda~ (non grammar) 3 Central techn1cal 4 L.A. grammar 5 D1rect grant/voluntary 6 Pr1vate/pub11c 9 Non response

1/29 19 Father - hlgher educatlon 0 Not appllcable (not known) 1 TechnIcal 2 Unl.Verslty 3 Teacher traln1ng 4 other 5 No h1gher educatl.on 6 Unlvers1ty!teachlng 7 u~vers1t~tcehn1cal 8 Technlcal teaCh1Dg 9 Non response

1/30 Unused Unused

1/31 20 Mother - lOlver educatlon 0 Not appllcable (not Imown) 1 Elementary 2 SecOnda~ (non grammar) 3 Central technlcal 4 L.A. grammar 5 Dlrect grant/voluntary 6 Prlvate/publlC 9 Non response

1/32 21 Mother - h1gher educatlon 0 Not appllcable (not known) 1 Technlcal 2 Un1verslty 3 Teacher tra.~1ng 4 other 5 No hIgher educatIon 6 UUlverslty!teach1ng 7 un1vers1t~techn1cal 8 Technl.cal teachlng 9 Non response

1/33 22 Father - Lower Academ1c 0 Not appllcable (not lmown)

(Matrlc. and H.S. Cert. 1 Matrlculat10n

are equal to 0 and A levels) 2 Hlgher school certlf1cate 3 None 9 Non response

1/34 23 Father - Hlgher Academlc 0 Not appllcable (not known) 1 Flrst degree 2 Hlgher degree 3 None 9 Non response

- 4 -

CARD/ COLUhm VAR NO TITLE CODES

1/35 24 Father - Profess10nal 0 Not app11cable (not mown) I Profes81onal 2 Techn1cal 3 BelolY tecbn1clan level 4 Other 5 None 9 Non response

1/36 Unused Unused

1/37 25 Mother - Lower AcademIc 0 Not applIcable (not lmown) 1 Matrlculat10n 2 B1gher school certIfIcate 3 None 9 Non response

1/38 26 Mother - hlgher academlc 0 Not appll.cable (not lmown) 1 Flrst degree 2 Hlgher degree 3 None 9 Non response

1/39 27 Mother - profess1onal 0 Not appll.cable (not known) 1 ProfessIonal 2 TechnIcal 3 BelolY technlclan level 4 other 5 None 6 Non response

1/40-41 28 Secondary school attended 01 Not applIcable (fore1gn) 02 Secondary modern 03 Secondary technIcal 04 L.A. Grammar 05 L.A. Grammar/comprehensIve 06 ComprehenSIve 07 DIrect Grant 08 Prlvate 09 PublIc 10 Other 14 Non response

1/42 Unused Unused

1/43 29 School leav1ng age 1 15 2 16 3 17 4 18 5 Over 18 9 Non response

1/44 30 to· Levels passed 0 Not applIcable (forelgn) 1 None 2 Below 5 3 5 - 8 4 Over 8 9 Non response

- 5 -

CARD/ COLUMN VAn NO TITLE CODES

1/45 31 Maths/Eng11sh passed 0 Not appll.cable (fore1gn) 1 Maths 2 Engl1sh 3 Maths and Engl1sh 4 None 9 Non response

1/46 32 'AI Levels passed 1 None 2 One 3 Two 4 Three or more 9 Non response

1/47 33 Where tAl Levels 0 Not appl1cable (no tA's) 1 School 2 College 3 School and college 4 Pr1vate 9 Non response

1/48 Unused Unused

1/49 34 Soc1010gy 'A' Level 0 Not app11cable 1 Pass 2 Fa11 3 Pass and fa11 9 Non response

1/50 35 80c1o.l SC1ence 'At Level 0 Not appl1cable 1 Pass 2 Fa11 3 Pass and fa11 9 Non response

1/51 36 SC1ence 'AI Level 0 Not app11cab!e 1 Pass 2 Fa1! 3 Pass and fa1! 9 Non response

1/52 37 Arts 'At Level 0 Not app11cable 1 Pass 2 Fa1I 3 Pass and fa11 9 NaIl response

1/53 38 Maths tA' Level 0 Not appl1cable 1 Pass 2 Fa11 3 Pass and fal.l 9 Non response

1/54 39 Techn1cal 'AI Level 0 Not appll.cable 1 Pass 2 Fa11 3 Pass and fa11 0 Non response

- 6 -

CARD/ COLUUN VAR NO TITLE CODES

1/55 Unused Unused

1/56 40 Soclology grades 0 Not app11cable 1 Grade A 2 Grade B 3 Grade C 4 Grade D 5 Grade E 6 Fnl.l 9 Non response

1/57 41 Number of Grade A'e obtalned at lA' Level - l.ncludlng reslts 0 Not appll.cable (no Grade A)

1 One 2 Two 3 Three 9 Non response

1/58 42 Number of Grade Bts 0 Not appl1cable (no Grade B) 1 One 2 Two 3 Three 9 Non response

1/59 43 Number of Grade ets 0 Not appllcable (no Grade C) 1 One 2 Two 3 Three 9 Non response

1/60 44 Number of Grade Die 0 Not appll.cable (no Grade D) 1 One 2 Two 3 Three 9 Non response

1/61 45 Number of Grade EIs 0 Not appll.cab1e (no Grade E) 1 One 2 Two 3 Three 9 Non response

1/62 46 Number of FAIL - l.nclude those eventually passed 0 Not app1l.cab1e

1 One 2 ~'O 3 Three 9 Non response

1/63 Unused Unused

1/64 47 Stra1. gbt from school 1 Yes 2 No 9 Non response

- 7 -


1/65 48 Interven~ng/'Ar Levels 0 Not appl~cable 1 Yes 2 No 9 Non response

1/66 49 Interven~ng/Prof. Tech. 0 Not appll.cable 1 Yes 2 No 9 Non respollse

1/67 50 Interven~ng/teacher tr&~n~ng 0 Not appl~cable 1 Yes 2 No 9 Non response

1/68 51 Interven~ng/Poly. degree 0 Not appl1cable 1 Yes 2 No 9 Non response

1/69 52 Intervenlng/Un~verslty degree 0 Not appl1cable 1 Yes 2 No 9 Non response

1/70 Unused Unused

1/71 53 Interven~ng/work-class 0 Not appll.cable 1 Manual 2 Routlne non-manual 3 Techn~cal

4 Adru1n1stratl0n 5 Profess1onal 6 No 7 Uhqual~fled 80c1al work 9 Non response

1/72 54 Interven1ng work/temp., full 0 Not appllcable 1 Just temporary 2 Temporary/permanent 3 Permanent 4 No 9 Non response

1/73 55 Degree appllcatlon date 1 W~th~n last year 2 1 - 2 years ago 3 2 - 3 years ago 4 Over 3 years a.go 9 Non response

1/74 56 SOCIology appllcatlon date 1 W1thlD last year 2 1 - 2 years ago 3 2 - 3 years ago 4 Over 3 years ago 9 Non response

- 8 -


1/75 57 Conaldered a1ternatlves to degree 0 Not appll.cable (none

conal.dered) 1 Work 2 Work and quall.fl.catlona 3 Teacher tralnl.ng 4 other full-tlme educatl.on 5 Marrl.age 6 Permanent radl.cal 7 Temporary radlcal (hl.PPle,

commune, travel) 8 Work and re-apply 9 Non response

1/76 58 Extent alternat1vee consldered 0 Not appl1cable (none consl.dared)

1 l~de appll.catl.ons 2 Made enqul.rl.es 3 Only thought about l.t 9 Non response

1/77 Unused Unused

1/78 59 Were alternatlves preferred 0 Not appl1cable (none conSl.dered)

1 Worl{ 2 Work and quallflcatl0ns 3 Teacher tral.nlng 4 Other full-tlme educatlon 5 Marrl.age 6 Permanent radlcal 7 Temporary radlcal (hlPPle,

connnune, travel) 8 Work and re-apply 9 Non response

1/79-80 60 Soclology - Reason 1 01 Vocat1onal

(Befers to reasons, as 02 BaS1C general educatlon 03 Change

pe~celved by the students, 04 Develop ab111.ty WhlCh fellow Boc101ogy 05 Partlcu1ar subJect students are most llke1y 06 Job quallflcatlon to present for enterlng 07 CommunIty/world problems hl.gher educatIon). 08 80c1al Ilfe 09 Postpone career 10 Leave home 11 No ldea. 14 Non response

2/1-3 Case Number 000 - 999

2/4 Card Number 2 Card 2

- 9 -

Cft..RD/ COLUMN VAR NO TITLE CODES

2/5-6 Unused Unused

2/7-8 61 Soc10logy - Reason 2 01 Vocatlonal 02 BaSle general educatlon 03 Change 04 Develop ablll.ty 05 Partlcular subJect 06 Job qunllflcat10n 01 Communlty/world problems 08 80c1.&1 11fe 09 Postpone career 10 Leave home 11 No l.dea 14 Non response

2/9-10 62 Own Reason 1 01 Vocatlonal 02 BaSl.C genera.l educat 1. on 03 Change 04 Develop ablll.ty 05 Partlcu1ar subJect 06 Job quall.fl.catlon 07 Commun1ty/uorld problems 08 Socl8.1 ll.fe 09 Postpone career 10 Leave home 11 No ldea 14 Non response

2/11-12 63 Own Reason 2 01 Vocatlonal 02 BaSl.C general educatl.on 03 Change 04 Develop abll1ty 05 Partl.cular subJect 06 Job quallflcatl.on 07 Communlty/world problems 08 Soc18.l llfe 09 Postpone career 10 Leave home 11 No l.dea 14 Non response

2/13 Unused Unused

2/14 64 Degree body appllcd for 1 CNAA 2 Ex London 3 CNAA/Ex London 4 UNIV./CN!A 5 UNIV./Ex London 6 All three 9 Non response

2/15 65 Degree body preferred 1 Any unl.versl.ty 2 Ex London 3 CNAA 4- None 9 Non response

- 10 -


2/16 66 Teach1ng preference 0 Not appl1cable 1 Yes 2 No 9 Non response

2/17 67 Internal exams preference 0 Not app11cable 1 Yes 2 No 9 Non response

2/18 68 Fac111t1cs preference 0 Not app11cable 1 Yes 2 No 9 Non response

2/19 69 Status preference 0 Not appl1cable 1 Yes 2 No 9 Non response

2/20 70 Course preference 0 Not app11cable 1 Yes 2 No 9 Non response

2/21 71 Soc1al I1fe preference 0 Not appll.cable 1 Yes 2 No 9 Non response

2/22 72 Other preferences 0 Not app11cable I Yes 2 No 9 Non response

2/23 73 Not UD1VerSl.ty/'At Levels 0 Not app11cable UDl.Vers1ty)

(appIl.ed

1 Yes 2 No 9 Non response

2/24 74 Not unlverSl.ty/too academ1c 0 Not app11cable (appl1. ed UDl.vcrsl.ty)


2/25 75 Not un1vers1ty/too d1fflcult 0 Not appll.cable (appll.ed un1verSl.ty)


- 11 -

CARD/ r ! COLUMN VAR NO TITLE CODES

2/26 76 Not un1vers1ty/locat10n 0 Not applicable (nppll.ed un1verSl.ty)

1 Yes 2 No 9 Non respons e

2/27 77 Not UDl.versl.ty/other reasons 0 Not app11cable (app11ed un1vers1ty)


2/28 78 S1gn1f1cant difference between universities and polytechn1cs 1 Yes

2 No 9 Non response

Differences between univer-sities and polytechnics

2/29 79 Teach1ng better 0 Not applicable 1 YeS7u0lY. 2 Yes UD.iV. 3 No ment10n 9 Non response

2/30 80 Internal exams 0 Not applicable 1 YeS7u01Y. 2 Yes uniV. 3 No mention 9 Non response

2/31 81 Faci11tl.es better 0 Not applicable 1 YeS7u0lY. 2 Yes UD.1V. 3 No mention 9 Non response

2/32 82 Status better 0 Not appll.cable 1 YeS7u01Y. 2 Yes un1V. 3 No ment10l1 9 Non response

2/33 83 Social llfe better 0 Not appll.cable 1 YeS7u0lY. 2 Yes uniV. 3 No mentl.on 9 Non response

2/34 Unused Unused

2/35 84 Poltechnlc facl.l1tles superl.or to univers1ty fac1l1t1es 1 True

2 Opposite to true 3 No d1ffcrence 4 Donlt know 9 Non response

- 12 -


2/36 85 Unlvers1ty students partlc1pate more 1n government of the1r lnst1tut1ons than polytechn1c students 1 True

2 0pposl.te to true 3 No dl.fference 4 Donlt know 9 Non response

2/37 86 POlytcchn1c degrees provlde tral.nl.ng for spec1flc Jobs wh1.1e unlverslty degrees proVLde base for many Jobs 1 True

2 Oppos1te to true 3 No dlffelence 4 Don't know 9 Non respollse

2/38 87 Polytechnlc graduates wll1 galD entrance to career of thelr chOlce more eaB1ly than UD1VerSl.ty graduates 1 Trne

2 Opposlte to true 3 No dl.fference 4 Don't know 9 Non response

2/39 88 Unlvers1ty degrees have h1gher prestlge than polytechnlc degrees 1 True

2 Opposlte to true 3 No d1fference 4 Donlt know 9 Non response

2/40 89 Standard of lecturlDg 18 h1gher In polytechnlc than un1vcrs1ty 1 True

2 0pposlte to true 3 No dl.fference 4 Don't kllOW 9 Non response

2/41 90 Unlversltl.eS have blgher standards of l.ntellectual excellence than polytechnl.cs 1 True

2 Opposl.te to true 3 No dl.fference 4 Don't know 9 Non response

2/42 91 Polytechnl.c degrees provl.de , base for employment whereas unl.Ver8l.t~es are more con-cerned wl.th educatl.ng student 1 True

2 Opposl.te to true 3 No dl.fference 4 Don't mow 9 Non response

- 13 -

CARD/ COLUMN V.AR NO TITLE CODES

Student preference l.n subJects.

2/43 92 Appll.cd - Law 1 CNAA only 2 :El: London only 3 CNAA/Ex London 4 U/CNAA 5 U/Ex London 6 All three 7 Unl.VerB1ty only 8 None 9 Non response

2/44 93 Appll.ed - Appl1cd SCl.ence As for VAR 92.

2/45 94- App11ed - Eng11sh As for VAR 92.

2/46 95 Appll.ed - Bus1ness Stud1es and Economl.cs As for VAR 92.

2/47 96 Appl1ed - H1Story As for VAR 92.

2/48 97 Appl1ed - Pure SC1ence As for VAR 92.

2/49 98 App11ed - Geography As for VAR 92.

2/50 99 App11ed - Pol1t1cs and Ph11osophy As for VAR 92.

2/51 100 App11ed - Languages As for VAR 92.

2/52 101 App1l.ed - Psychology As for VAR 92.

2/53 102 App11ed - Soc1n1 Stud1es As for VAR 92.

2/54 103 Appll.ed - J01nt Soc1a1 Stud1es As for VAR 92.

2/55 104 Appl1ed - Med1c1ne As for VAn 92.

2/56 105 Appl1ed - other As for VAR 92.

2/57-58 106 SubJect most preferred 01 Law 02 Appll.ed SCl.ence 03 Engll.sh 04 Economlcs/Bus1ness Stud1es 05 Hl.story 06 Pure SC1ence/Maths 07 Geography 08 Pol1tl.cs/Ph11osophy 09 80cl.a.1 Studl.es 10 Languages 11 I 'PJychoiRgy 12 JOlnt Soc1al Studles 13 other 14 Non respollB e

- 14 -

CARD/ COLUMN

2/59

2/60

2/61

2/62

2/63

2/65

2/66

2/67

VAR NO

107

108

109

110

III

112

113

114

TITLE

Why subJect most preferred

Why socl.ology/l.ntrl.nsl.c

Why socl.ology/traInIng for a partlcular Job

Why soc10logy/provldes general Job quallflcatl.On

Why SOCl.ology/extrLnslc

Unused

Actual degree course.

How heard about course

Was course flrst chol.ce

Other offers speclfled

- 15 -

CODES

o Not applIcable 1 IntrInSIC to course (1nterest

1n subJect, Increase understand1ng)

2 Extr1Dslc to course (Jobs, p011.tlcal, change)

3 Both 9 Non response



I Yes 2 No 9 Non response

I Yes 2 No 9 Non response

Unused

1 Knew student 2 Knew staff 3 ~~d about 1t - school

4 5 6

magaZl.ne School - careers School - other staff Other I1terature

7 Newspa~er adverts. 8 other/mlxed 9 Non response

1 F1ret of all 2 F1rst of polytechnl.cs 3 No flrst ch01ce 9 Non response

I 2 a 4 5 6 7 8 9

UnlverSl.ty/soclal SClence Unlverslty/other Polytechn1c/socl.al SCl.ence Polytechnl.c/other None Polytechnl.cjm1x Unlverslty/mlx Un1vcrslty/polytechnlc/mlx Non response


2/68 Unused Unused

Why de(aded to come on present cours

2/69 115 Socla1 llfe 0 Not app1J.cab1e (no other offers: 1 Yes 2 No 9 Non ;response

2/70 116 Te.achlng 0 Not app11cable (no other offer~ 1 Yes 2 No 9 Non response

2/71 117 Internal exams 0 Not app11cab1e (no other offers) 1 Yes 2 No 9 Non response

2/72 118 Facll1tl.eS 0 Not appll.cable {no other offers 1 Yes 2 No 9 Non response

2/73 119 Status course 0 Not appll.ca.b1e {no other offers 1 Yes 2 No 9 Non response

2/74 120 Status l.nstl.tutlon 0 Not appllcable (no other offers 1 Yes 2 No 9 Non response

2/75 121 Partl.cular course 0 Not appll.cable (no other offers 1 Yes 2 No 9 Non response

2/76 122 Geographl.cal area 0 Not appll.cable (no other offers 1 Yes 2 No 9 Non response

2/77 123 Other 0 Not appll.cable (no other offers 1 Yes 2 No 9 Non response

2/78 124 Influences caUSl.ng applJ.catl.on - 1st 1 College near home

2 Geographlcal locall.ty - other 3 PractJ.cal course 4 Dept. good 5 Easy to get l.n 6 Partlcular course 7 Other 9 Non response

- 16 -


2/79 125 lllfluences caus1ng appl1cat10n - 2nd 1 College near home

2 Geograph1ca1 1oca11ty - other 3 Pract1cal course 4 Dept. good 5 Easy to get 1n 6 Part1cular course 7 Other 9 Non response

2/80 126 Branches of spec1al1zatlon 1 Yes 2 No 9 Non response

3/1-3 Case Number 000 - 999

3/4 Card Number 3 Card 3

3/5-6 Unused Unused

3/7 127 Course prov1de speclf1c training/teaching 1 Yes

2 No 3 No ment10n 9 Non response

3/8 128 Speclf1c tra1n1ng/research 1 Yes 2 No 3 No mention 9 Non re spons e

3/9 129 Spec1flc traln1ng/soclal work 1 Yes 2 No 3 No mentlon 9 Non response

a/l0 130 Spec1f1c tralDlng/adm1n1stratlon 1 Yes 2 No 3 No mentlon 9 Non response

3/11 131 Speclflc tralnlng/personnel 1 Yes 2 No 3 No ment10n 9 Non response

3/12 132 Spec1flc tra1nlng/other 1 Yes 2 No 3 No mentlon 9 Non response

3/13 Unused Unused

- 17 -

CARD/ COLUMN

3/14

3/15

3/16

3/17

3/18

3/19

3/20

3/21

3/22

3/23

3/24

3/26

3/26

3/27

3/28

3/29

3/30

VAR NO

133

134

135

136

137

138

139

140

141

142

143

144

145

146

147

TITLE

WhIch opportunltles would you lIke to fInd In your future career

Career - opportunIty oreatlve

Career - opportunIty to use specIal abl1ItIeB

Career - socIal status and prestIge

Career - In sUItable geographIcal locatIon

Career - good standard of llV1ng

Career - "ark WIth people

Unused

CODES

1 A - most Important 2 B - least Important 3 C - eaSIest to satIsfy 4 A + C 5 B + C 6 QualIty not mentIoned 9 Non response

As for VAn 133.

As for VAR 133.

As for VAR 133.

As for VAR 133.

As for VAR 133.

Unused

Career - no supervlslon As for VAR 133.

Career - exerCIse leadershIp As for VAR 133.

Career - pro~otlon opportunltles As for VAR 133.

Career - helpful to others As for VAR 133.

Career - f1exlble hours As for VAR 133.

Career - other As for VAR 133.

Unused Unused

Expected salary - Year 1 (£IS) 1 Less than 1,000 2 1,000 - 1,499 3 1,500 - 1,999 4 2,000 - 2,999 5 3,000 - 3,999 6 4,000 - 4,999 7 5,000 or more 8 Don't know 9 Non response

Expected salary after 5 years As for VAR 145.

Expected salary at peak As for VAR 145.

- 18 -

CARD/ COLU.MN VAR NO TITLE CODES

3/31-32 148 Career most ll.ked - 1st 01 Don't know 02 Olm bUslnesB 03 Teacblng/col1ege 04 Teachl.ng/hl.gher 05 Research!academlc 06 Research/cl.vl.l servl.ce 07 Rcsearch!commercl.al 08 PersOllne1 09 Admln./clv11 servLCe 10 Management/lndustry 11 80c1al welfale 12 Radlca1 a1ternatl.ve 13 other 14 Non response

3/33-34 149 Career most l1.1<ed - 2nd As for VAR 148.

3/35 Unused Unused

3/36-37 150 Career most 11ke1y - 1st As for VAB 148.

3/38-39 151 Career most 11ke1y - 2nd- As for VAR 148.

3/40 Unused Unused

3/41-42 152 Career least 11ked - 1st As for VAR 148.

3/43-44 153 Career least ll.ked - 2nd As for VAn 148.

3/45 Unused Unused

3/46-47 154 Career 11kely - soclologl.st 1st As for VAR 148.

3/48-49 155 Career 11kely - soclologlst 2nd As for VAR 148.

3/50 Unused Unused

a/51 156 Postgraduate work 1 Postgraduate degree 2 Vocatl.onal dlploma course 3 No 4 Donlt molY 9 Non response

3/52 157 Career plans 1 Defl.D1te 2 Some l.dea 3 No declslon 4 Not thought 9 Non response

a/53 158 Informatlon sought 1 Yes 2 No 9 Non response

- 19 -


3/54 159 D1ffl.culty gettlng Job 1 ConB~derab1e dlfflcu1ty 2 Dlffl.culty got approprlate 3 Dl.ff1culty Job really want 4 L1ttle dlffl.cu1ty 9 Non response

3/55 Unused Unused

3/56 160 Job prospects/l! UDl.VerSl.ty 1 Got better 2 Got worse 3 Not changed 4 Don't know 9 Non response

3/57 161 Job prospects/1f work 1 Got better 2 Got worse 3 Not changed 4 Don't l<now 9 Non response

3/58 162 Job prospects/l.f college of educatlon 1 Got better

2 Got worse 3 Not changed 4 Donlt know 9 Non response

3/59 Unused Unused

3/60 163 Career advl.ce - parents 1 Adv1sed by 2 Influenced by 3 Both 4 None 9 Non response

3/61 164 Career adv1ce - slbllngs 1 Advlsed by 2 Influenced by 3 Both 4 None 9 Non response

3/62 165 Career advlce - youth employment 1 Advlsed by

2 Influenced by 3 Both 4 None 9 Non response

3/63 166 Career advlce - careers master 1 Advlsed by


- 20 -


3/64 167 Career adVIce - other teachers 1 Advlsed by


3/65 168 Career adVIce - youth leader 1 Advlsed by 2 Influenced by 3 Both 4 l-lone 9 Non response

3/66 169 Career adVIce - relIgIous nunIster 1 AdV1sed by


3/67 Unused Unused

3/68 170 Career adVIce - frIends own a.ge 1 AdvIsed by

2 Influenced by 3 Both 4 None 9 N:o'Wl response

3/69 171 Career adVIce - agUs,lntances OCcupatIon 1 Adv1sed by

2 Influenced by 3 Both 4 None 9 N1YD response

3/70 172 Career adVIce - occupatIon guIdance 1 AdvIsed by

2 Influenced by 3 Both 4 None 9 NGD response

3/71 173 Career adVIce - partner 1 AdvIsed by 2 Influenced by 3 Both 4 None 9 Non rosponse

3/72 174 Career adVIce - other relatIves 1 Advlsed by 2 Influenced by 3 Both 4 None 9 Non response

- 21 -

CARD/ COLUHN

3/73

3/74

3/75

3/76

3/77

3/78

3/79

VAR NO TITLE

175 Career advice - others

176

177

178

179

Unused

Wh~ch areas w~ll be most 1mportant for provld1ng satlsfactlon for you 1n

llfe after college

1st cho1ce

2nd chol.ce

3rd chol.ce

Unused

Becel.pt of questl0nnalre

- 22 -

1 2 3

CODES

Advlsed by Influenced by Both

4 None 9 Non response

Unused

1 Career 2 Frunl.ly 3 Lel.sure 4 POll.tlCS - local 5 Rell.gl.on 6 lnt. and Nat. P011t1CS 7 Other 9 Non response

As for VAR 176.

As for VAR 176.

Unused

1 Forwarded to students durlng 1st week October, 1911

2 Follo" np of students end of November 1971

9 Non response

POLYTECHNIC OF mE SOUTH BANK

SURVEY OF POLYTECHNIC SOCIAL SCIENCE/SOCIOLOGY S'lUDENTS

Soc 1/1971

Soc 1/1971

We would be grateful lf you would provide us wlth information about some of your bl0graphica1 experlences and attitudes to courses and careers by answering the following questions All answers will be treated in complete confidentiality and the informatlon given wll1 be used solely in relatlon to thlS research

Throuflhout the questionnaire, where appllcable, show your answer to each questlon by putting a rlng round the number WhlCh corresponds to your response, ss 1n this example

What is your seJc? Male \.1 . .J Female 2

QUESTIONNAIRE

Full name --------~--------------------------

Sect10n A Quest10ns of a general background nature

(1) In which polytechnic are you taklng up a degree place?

(6) vlliat is your marital status?

Single, unattached EngaBed or going steady Married w1thout chlldren Married wlth children Other (please speclfy)

I 2 3 4 5 (2) How long lS your course?

(3)

(4)

3 years 4 years

What is your

Male Female

What 18 your

England

I 2

1 2

sex?

country of orig1.n?

I Other (please specLfy) 2

(5) What lS your age?

18 or under I 19 or 20 2 21-24 3 25-29 4 30 or over 5

1

(7) In what part of the country was your home residence before coming to college?

County or London postal distlict

Name of town, city or vlllage

(8) What is the country of origin of your parents? Mother Father

England Other (please speclfy)

Mother Father

1 2

I 2

(9a)What lS the name of your father ' s present occupation? If he 1S not work1nB, 19 retired or deceased, please specify and glve his last full-time occupatlon

Cont Id

(9~)If you can, please describe as carefully aB possible what YOJr father does/did in this occupation.

(12) What educational or professional qualifications have your father and mother obtained, if any?

Mother Father

(lOe), What is the name of your mother's present occupation? If she is not working, is retired or deceased, please specify and give her lar.t occupation, stating whether it was full-time or part-time. If she has never worked in pnid employment, please say so.

(lOb) If you can, please describe as carefully as possible what she does/did in this occupation.

None Matriculation (e~uivalent

to 0 level) Higher School Certificate

(equivalent to A level) First degree (write in

subject)

Higher degree (e.g. M.Sc., Ph.D. )

Professional or technical qualifications (write in full)

1

2

3

5

6

Other (please specify) 7

-------------------------------------- (13) What type of secondary school have you attended since primary school?

(11) What educational establishments did your parents attend?

Mother Father

Elementary school I I Secondary (non-grammar) 2 2 Local Authoriry Grammar 3 3 Direct Grant or Voluntary

Aided Gratnm.ilr '+ L. Public School (i.e. member of Headmasters J Conference)5 5

Other Private School 6 6 Technical College 7 7 University 8 8 Teacher Trnining College 9 9 Donlt know 10 10 Other (please specify) 11 11

(I! ... )

2.

Secondary Modern Secondary Technical Local Authority Grammar Direct Grant or Voluntary Aided Grammar

1 2 3

4 Public School (i.e. member of

the Headmasters r Conference) 5 ether Private School Comprehensive Other (please specify)

At what age did you leave

15 years I 1(' years 2 17 years 3 18 years l~

19 years or over 5

6 7 8

schoc...l?

1

2

3

4

5

6

7

(IS) Please spec1fy the subjects you have taken at. GCE "OH level and the results obta1ned

Subjects Results obtalned Subjects Results obtained

(16) Please specify the subjects you have taken at GCE "A" level, the dates they were taken, where you stud1ed for them and the results you have obtained.

Subject t Where stud1ed lDate taken obtained

'Art 1

Biology 2

Botany 3

Britlsh Const1tut1on 4

EconomlCS 7

IEconom1C Hist01Y 8 I------------------------------.------------------------------~ ____________ _L----------____ ~ lEng11.sh 9 1--------------------~--------------------·--------------_4------------~---------------'French 10

Geography 11

IGeneral ~~ud1es 12 I-------------------------------~----------------------------~------------~------~------~ iGerman 13 ,------------------------------~----------------------------_r------------~--------------~ IHistory 14

Latin 15 I , I

Maths (App11ed) 16 !

1l-1aths (Pure) 17 I I--------------------------------~--------------------~------~----------·--~·--------------~ IFurther Maths IS I J

~------------~--------------~----------------------------~--------.-----+~----~~-------IMetal Work 19 1-!PhYS1CS 20

Ipsychology 21 I ISOC1010gy 22 I IStatistl.CS 23

IZoo1ogy 2/+ I

IOthers (please specify) 25 I

1=======================================:1========= : "

3

(17) Did you come straight from school to the polytechnic, not counting the vacation period between school and college?

Yes 1 No 2

(18) If you answered UNo" to <!uestion (17) please state, in chronological order, what you did in the intervening period. Give your answer in two parts (a) Educational e~cperience, (b) Work experience.

(a) Education experience

Dates From To

Institutions attended and courses studied

Cb) Work experience

From To ;Your Employer and the nature of your duties Dates

Whether parttime or full-time

i Whether partItime or full-time I

I ; I I 1- I i

I------------~------------------------------~----------~ l ____________ ~--------------------------~---------~ !

i------------------,~------------------------------------------------------------------------~--------.-----------I

I---·---------~---------------------------~--------

1

___ ~------_..II._ __ ...l_._. ________ ~ ____ . ____ . ___ . ______ L •. __ • ___________ • _._. ___ _

4.

Sectlon B Questions about courses

(19)When dld you declde to apply for

(a) a degree 1n h1.g~er education? (b) a saclology/saclal studies degree?

(n) (b)

With1n the lnst yenr I 1 1-2 years ago 2 2 2-3 years llgo 3 3 Over 3 years ago 4 4

(20) Below are listed several subjects in which it is possible to read for a degree at univers1.ties and polytechnics Please lndlcate wh1ch subjects you applied for thlS year and whether the course was a University, C N A A , or London University External Degree

Un1- CNM Externlll versity London

Appll.ed Science or Englneering 1 1 1

Eng11sh 2 2 2 EconomlCS 3 3 3 History 4 4 4 Pure Science 5 5 5 Mathemotl.cs 6 6 6 Languages 7 7 7 Psychology 8 8 8 Sociology/Social

Studies 9 9 9 BUSlneas Studies 10 10 10 Medicine 11 11 11 Other (please

speclfy) 12 12 12

----------------------------------

(21) WhlCh subject would you hove moat liked to be dOl.ng this year?

(22) Which degree-glving body would you have most llked to be studying under this yenr?

Any univers1ty External London Unl.versity C N A A.

1 2 3

(?3) What do you flnd particularly ottractl.ve about t~e subject you would most ll.ke to be studY1ng?

------------------------------------------ 5

(2L.) Why would you prefer to read for 0

degree under the degree-giving body you have indicated above?

(25) If you dld not ~pply for an lnternal unl.versity course, why not?

I didn t expect to get good enough A levels 1 I thought univers1ty courses were too

ClcodemlC 2 I thought unlverslty courses were too

d1fflcult 3 I wanted to stay 1.n my home area 4 Other (please specify) 5

-------------------------------------

(26) How did you hear about the degree course which you are beginning?

Knew student at college I J.(new a nemher of staff on the course 2 Hnd read about the course 10 a ~agnzine

for school leovers 3 My nttentl.on wos drllwn to lt by my

school careers moster My attention was drawn to it by

member of school staff Ot;el literature on polytechnic Newspaper advertlsements Other (please spec1fy)

another

courses

l~

5 6 7 8

(27) Did you seriously consider any alternatives to taking a degree this year?

Yes (please specify) 1

No 2

If flYes" how far dl.d you go in coosiderlng these alternat1ves?

Mode applicatlons Made enqUl.rleS Only thought about

nlternatl.ves

1 2

3

(28) Would you prefer to read for a degree rather than do anything else?

(29) Do you think there are any significant differences between reading for and obtaining a degree in a polytechnic and in a university? Yes 1

No 2 If "No:! please indicate

Yes 1 No 2 (8) What you would have preferred

to do instead of a degree

(b) Hhy you are taking II degree If ;;Yes C

" what significant differences do you see?

(a)

(b) ______ . ___ ._ ~ _____ ._ .. _______ ~_ .. ____________ _

(30) Below we have listed several statements about the possible differences between universities and polytechnics. Please give your opinion of the validity of each statement.

True Q£eosite No difference Don t is true

(a) Polytechnic f,'lcilities, e.g. librllries t

students' unions, are superior to university facilities. I 2 3 4

(b) University students pnrticipate more in the government of their institution than polytechnic students. 1 2 3 4

(c) Polytechnic degrees provide a training for specific jobs while nniversity degrees provide a base for many jobs. 1 2 3 4

(d) Polytechnic gradnates will gain entrance to the career of their choice more eas:tly than university grnduates. 1 2 3 l~

( e) University degrees have higher ?restige t'lnn polytec!lnic der;rces. 1 ..,

3 4 L

( f) The standard of lectTJ.rtn~ is 'licher in polytechnics than in universities- 1 2 3 4

(g) Universities have higher standards of intellectual excellence thnn polytechnics. 1 2 3 4

(h) Polytechnic degrees provide a bnse for employnent where.'ls un:i.veroities are more concerned with educating ntudents. I 2 3 4

6.

know

(31) Students have offered a variety of reasons for wanting to enter higher education, some of which we have listed below Please indicate

(a) WhlCh two of these reasons you think students entering engineering courses would tend to emphaslse

(b) which two reasons you think soclology/social studies students would tend te-emphasise

(c) WhlCh two reasons you yourself would emphasise in your own case indlcate WhlCh one of these two reasons you regard as being most important by placing (1) next to it.

(a) Engineering (b)SOClology/Social (b)Yoursaf

To galD vocational trainlng and develop Skllls dlrectly applicable to my future career

To gain a basic general educatlon and nppreciatlon of ideas

To have a change by reading a subject not taught at school

To develop my abl11ty to get along with a varlety of people

To further develop my interest in a particular subject

To obtaln a Job qualification

To develop a knowledge of and in1erest ln community and world problems of a soclal and/or political nature

To take the opportunlty to have 0 rewardlng social llfe

To postpone ~y career declslon

To leave home and be lndependent

Other (please speclfy)

NG idea at all

Students SClence Students

I

2

3

4

5

6

7

8

9

10

11

12

1

2

3

4

5

6

7

8

9

10

11

12

(32) Why d1d you apply for a soclology/social studies course?

--------------------------------------------------------------------

7

1

2

3

4

5

6

7

8

9

10

11

12

(33) Below are listed several f&ctors which (36), Are there any branches or options may have influenced your dccis':"on to apply your COUl'Ije "iblch you think you might

on like

to your present college rather than other to take eventually? colleges and universities offering social Yes (plense specify) 1 studies/sociology courses.

Please indicate which two factors were most impo~tant in your own case, of these two, please indicate which llllS the most important by putting (1) next to it.

The college was near my home 1 I preferred the geographical locality

for other reasons 2 I wanted to do a practical course 3 The department has n good reputation 4 I thought it might be reasonably

easy to get into 5 Other (please specify) 6

(34) Was the course at your present polytechnic your first choice among your degree applications?

First choice of all applications

First choice of polytechnic : applicetions

Not first choice of either category

(35) Did you receive any offers of 0 place for a degree course ~lich you could have taken up instead of your present course?

Yes (please specify) I

No 2

If "Yes!! why did you decide to come on your present course?

1

Not yet decided 2

(37) What do you consider life at college will be like, compared for example with life at school? Plense indicate below.

(38) What particulor sntisfactions do you expect 2 to obtain from life nt college? Please 3 indicate below.

(39) As well as being generally useful for a wide range of careers, do you think that your course provides 0 specific training for any particular career(s)?

Yes (p1esxe specify which career) I

No 2

8.

Section C

(40) How settled are your plans for a career after fl.nishing your degree?

I have a fal.rly defl.nl.te idea of what career T want to enter

1 have some lde~ of what career I want to enter but 1.t is not yet definite

I hAve thought about what I might do but have not yet come to any decision

I have not really thought about what I might do after my course I

(41) Below ore l1.sted several careers Please ind1.cate

(a) which two of them you would most like to enter on completing your degr~ indicate w1.th (l)~here is one you would mo&t ll.ke to enter,

(b) wl'l1ch ~ you think it is most lik~ly you will enter, indicate with (1) if there is one you are most l1.kely to enter,

(c) whl.ch two you would 1E"8st like to enter)

(d) wh1.ch two you think most socioloSl/social studies graduates E.Dte.r

(n) (b) (c) (d)

1

2

3

4

Would most Most l1kely Would least Most Sociology/ like to enter to enter like to enter Social Studies

_____________ graduates enter

Don't know Own busl.ness or private

pract1.ce'\ Teach1.rg 1.n a college of further education or secondary school

ranching 1.n nn institution of higher educnt1.on

Research post 1n an academ1.c instltutl.On

Research post 1n Cl.vl.l Service or Local Government

Research post in a commercinl or 1.ndustrial firm

Personnel manaBement Ad~inistrot1ve post in C~vl.l

Servl.ce or Local GovernmQnt Management post (other than

personnel) 1.n l.ndustry Social Welfare work (specify

Wh1Ch kind 1f you know)

Other (please spec1.fy)

1

2

3

4

5

6

7 8

9

10

11

12

9

1

2

3

4

5

6

7 8

9

10

11

12

1

2

3

4

5

6

7 S

9

10

11

12

1

2

3

4

5

6

7 8

9

10

11

12

(42) What p~rticularly attracts you about the careers you would most like to enter?

(43) What do you particularly dislike about the careers you would least like to enter?

(44) Do you think you will want to undertake any postgraduate course on completing your first degree?

Yes a postgraduate degree Yes a postgrarluate vocational diploma course No Don t know Other (please specify)

1 2 3 4 5

(45) Have Y')'.l sought any information on career s you might enter after your degree cc.' i .. ;' :::;?

Yes (ple~se specify how you sought it) 1

No 2

(46) How much difficulty do you think you will have in getting a job on graduation?

I will have considerable difficulty in Gcttin~ nny job at all 1

I ~iill be able to get Gome kind of a job but it will be difficult to get one appropriate to my ~ualifications 2

I will be able to get some job appropriate to My qualifications but it will be difficult to get a job I really want 3

I will have little difficulty in getting n job I really want 4

(47) How do you think your prospects of getting a job you really want will have changed as a result of taking your present course instead of doing each of the following?

Got better Got worse Not changed Don know

(a) Going to universi.ty 1 2 3 4 (b) Going straight into a job or con-

tinuing in a job and studying part-time 1 2 3 4

(c) Going to a college of education 1 " 3 4 L.

10.

(48) Below we have listed several qualities which dlfferent students have said they would like to flnd in their future career Please indicate

(a) which three of these qualitles you thlnk it most important to have of these three, put (1) next to the quality you regard as the most important and (2) next to the second most important,

(b) which three of these qua11ties you regard as being of least lmportnncc,

(c) which three of these qua1itles you thlnk lt will be easiest to satisfy 1n your future

Provide me with an opportunity to be creative and orlglnal

Provide Me with an opportunlty to use my special abilities

Give me social status and prestige Be in a BUltable geographical location Provlde me wlth the chance to obtain a hlgh

standard of Ilving Glve me an opportunlty to work with people rather

than things Leave me relatlvely free of supervision by others Glve me a chance to exercise leadershlp Provlde me with an opportunity to obtain qUlck

promotion G1V~ me a chsnce to be helpful to others P-o~~de fleYlble worklng hours o '.~ -::r quaIl Ll.QS (please speci fy)

(a) Uost

(b) Least

lmportant important

1 1

2 2 3 3 4 4

5 5

6 6 7 7 8 8

9 9 10 10 11 11 12 12

(c) Easiest to

satl.sfy

1

2 3 4

5

6 7 8

9 10 11 12

(49) Ignorlilg lrflall0n clnd assuming present English rates of pay, what do you expect to be ~crn1ng (a) on startlng work, (b) after S years, (c) at your earnlngs peak?

~'~'lal Salary (£ s) (a) First year (b) After S years (c) At your

l' for-S than 1000 1-')0 - 1499 1 ~{jO - 1999 2('JO - 2991 3000 . 399~ ~'JOO - 49~" SuOO or mo ... e Don't knO\!

11

1 2 3 4 5 6 7 8

1 2 3 4 5 6 7 B

earnlngs peak

1 2 3 4 5 6 7 8

('0) Below are listed several people who may have given you advice about careers Please indicate

(a) which of t~em you can remember advising you about careers,

(b) which of them you regard as hav1ng had any influence on your attitude to careers

(a) (b) Advised b~ Influenced

Parents Brothers and/or sisters Your Employment Officer Careers master Other teachers Youth leader Minister of rel1gion Friends of own age People you know in spec1f1c occupations Occupat1onal Guidance Counsellor No one Other (please specify)

1 2 3 4 5 6 7 8 9

10 11 12

If you were lnfluenced by any of the above people J please indicate how each one you have clrcled influenced you

(51) Below are listed several areas 1n wh1ch one might expect an lndividual to be able to find satisfactlon in his/her life Please indicate wh1ch three of these areas you think will be most important for providing satisfaction for you in your life after college Of the three nreas you hnve indicated, plnce (1) next to the most lmportant area and (2) next to the second most important

Career or occupation 1 Fam11y 2 Leisure time, recreat10nal act1vities 3 Participation in local politics or local atfairs 4 Religious beliefs or act1vities 5 Participation in national or internat~onal polit1cs 6 Other (please specify) 7

12

1 2 3 4 5 6 7 8 9

10 l' 12

by

/

We are interested in your reactions to thlS questionnaire and would like you to use this page to make nny observations or crlticlsms about it Please be as frank as possible

Thank you very much for your co-operation

Explanatory notes to accompany Cod~ng Book

The purposes of the notes below are: 1. to en1arge, where appropr~atet aome of the abbrev~at~one

found 1n the cod~ng book ( although ~n moet casea the abbrev~at~one w~ll become clear as a result of reference tOI the queet~onna~re).

2. To pOJ.nt out addJ.t1onal codes 1ntroduced ~n addJ.tJ.on to the content of the quest~onna1re.

3. To expla1n the prJ.ncJ.ples underly~ng the codes chosen for open-ended queet1ons.

* Notes are organ1zed accord1ng to the var1able number.

Var1able No.

02

03 04

07 08

13

14

16

17 18

22

· . · . • •

• • · . • •

• •

• • • •

• •

WJ.th reference to code 3 - no dec1sJ.on J.8 made J.n the fJ.rst year as to the fJ.nal length of the course. Code 4 - as for varJ.able 02 Greater London = K1ngeton, North London,

Central London, North Eastern. South = Portsmouth M1dlands = Lanchester, BJ.rm1ngham North = TeesJ.de, Newcastle, Manchester Code 2 refers to Engaged or GOJ.ng steady. Code 0 refers to students who have home ree1dence Outs1de the BrJ.t1sh ISiee ( Br. Isles J.ncludes E~re) .. The Occupa.tJ.onal ClassJ.fJ.cat~on used J.6 the Hall-Jones Index of OccupatJ.onal Prest1ge. Th~s 1S a class~fJ.catJ.on of occupatJ.onal subcultures derJ.ved from that employed by J.Crutchley J.n h1s study of 'Student Culture I at M1ddlesex Polytechnlc. Code 0 - No father or father not known. COde 1 - Includes all the members of professJ.one

outslde the publlc serv1ce, and also lncludes all prJ.vate teachers.

Code 2 - All management posts outs~de publJ.o serv1ce.

Code 3 - Includes all pub12c eervJ.ce employees, lncludlng teachers, who are not funct-10nary or manual.

Code 7 The tlme of the mother's workJ.ng per20d has not been epecJ.fJ.ed.

Please refer to the notes for var1able 14. A statue h~erarchy of schools was employed 1n order to declde WhlCh code applled when more than one type of school had been attended by the ~3~parentS. The hJ.ghest status school mentJ.oned was the one coded ( hlghest numerlcal code ). Our JU6tlflcat~on for the hJ.erarchy employed was an lnterest In the hJ.ghest level ( popularly conceJ.ved ) of educatlon experlenced by the parents. We have employed a hlerarchy where more than one code ~s appllcable to the parent. Code 2 takes prededence over Code 1.

Var1able No.

24 • •

25,26,27 31

33 • •

34 - 39 ~nclus~ve ••

40 • •

41 - 46 ~nclus~ve ••

48 - 54 ~nclus~ve ••

49

54

57

58 59 60 & 61

62 & 63 66 - 72

· . • •

• •

• • • • • •

• •

~nclus~ve ••

73 - 77 ~nclus~ve •• 7~

2.

Aga~n a h~erarchy has been employed when more than one code ~s appl~cable - Code 1 ~s h~ghest etc. See var~ables 22,23,24. Th16 refers to whether Maths and Engl~eh were passed at '0' level. No h~erarchy has been app11ed because all the codes are mutually exclus~ve ~n terms of the responses.

These refer to the range of subJects taken at 'AI level. Code 3 refers to subJects wh1ch have been passed and fa1led by respondents. Where a subJect has been taken more than once only the best result le coded.

refers to all the fA' level galned by students ( ~ncludlng res~ts ).

These quest~ons refer to what the student d~d In the lnterven~ng perlod between school and the~r present course. Cooe 0 - stralght from school and therefore not appllcable. Refers to professl0nal or technlcal tralnlng WhlCh has been undertaken. How the respondent percelved hlS preVlOUS Jobs ~n terms of the~r permanency. Refers to any alternat~ves students may have consldered lnstead of a degree. Code 2 - work plus further quallflcatlons or

tra~nlng related to work. Code 4 - other full-tlme educat~on. Code 6 -Code 7 - Permanent or temporary optlng out cr eoclety

eg. Hlpple culture, commune, travel. Code 8 - Work and reapply for a degree next year. Code 0 No alternat~ve consldered. Code 0 - No alternatlve preferred. Refer to the reasons, as percelved by the students, WhlCh fellow soclology students are most l~kely to present for enter~ng hlgher educatlon. The ranklng requlred ln the quest~onnalre has been ~gnored - 1st. and 2nd. cholce have equal stand~ng. Ranklng ~gnored as for 60 & 61.

Reasons stated for preferr~ng the degree-g~vlng body. Code 0 refers to no preference belng expressed for any part1cular degree body.

Reasons g1ven for not apply~ng to Unlverslty. Does the respondent see any s~gn~flcant dlfferences between Unlversltles and Polytechnlcs.

Ve.r~able No.

79 - 83 ~nclusJ.ve

84 - 91 ~nclus~ve · . 92 - 105 ~nclu6~ve · . 103 · . 107 • •

108 - 111 ~nclus~ve • • 108

109 · . 110 • • 111 · . 112 · . 114 • •

124 & 125 ••

127 - 132 ~ncluB~ve ••

133 - 144 ~ncluBJ..ve

148 - 155 J..nclus~ve ••

173 • •

S~gn~fJ..cant d~fferences perceJ..ved between Un1vers1tJ..es and Polytechn1cs. J...e. Tee.ch~ng better at Poly = Code 1

Tee.ch~ng better at Un1v = Code 2 Teach1ng not ment~oned = Code 3

Refer to questJ..on 30 a-h 1nclUB~ve.

Refers to degree subJects appl~ed for and the body/e to Wh1Ch appl~cat~on was made. Refers to Jo~nt degrees - eg Soc101ogy & Psychology. states why the subJect most preferred 1S so preferred.

The reasons for read1ng socl-ology. For t 1ntr1ns1c'explanat1on see var~able 107 on the cod~ng schedule. Prov1des tra1nJ..ng for a part~cular Job. ProvJ..des general Job qualJ..f1cat~on. Course ~ncreases polJ..tJ..cal awareness, ab1l1ty to create 60c1al change etc.

3.

Code 8 - IDJ..xed refers to mJ..xture of codes 1 - 8 Codes specJ..fy the type of degree body and the general subJect areas of offers. Code 8 does not fully break down 1nto four categorJ..ee - there was no data requJ..rement. Code 6 refers to applJ..catJ..ons made because the nature of the course was attractJ..ve ~n J..tself. Excludes e.ttract~ons of a practJ..cal Job nature, ( draws d1etJ..nctJ..on between Codes 3 & 6 ).

Our cle.seJ..f~catJ..ons of the suggested areas of tra1nJ..ng Wh1Ch respondents thought the course m1ght of£er. Code 2 - No means that students do not regard the course as spec1f1c tra~n~ng for any Job. In any case of' th1S nature each varJ..able 127 - 132 ~nclus1ve w1ll be coded 2. Code 3 - means that the respondent has not mentJ..oned th16 partJ..cular tra1nJ..ng but has ment10ned others.

Code 1 = Code 2 = Code 3 = Codes 4 &: 5 = Code 6 =

most J..mportant least 1mportant eae1eet to sat1sfy

comb1nat10ns of 1 - 3 qua11ty 16 not mentJ..oned by the respondent at all.

The rank1ng order of these varJ..ables has been ~gnored. The two choJ..ces J..n each case have equal standJ..ng. Code 12 = Not career orJ..entated eg. HJ..pp~e, travel. Partner = Student's w1fe/husband, g1rl/boy f'r1end,

etc.

Var~able No.

174 • •

179 • •

Relat~ves exclud~ng parents, s~bl~ngs and partners. Our date of the rece~pt of the quest10nna~re 1. QUBet10nna1re forwarded to students dur~ng

f1rst week of Ootoberf 1971.

4.

2. Follow up of students at end of November, 1971. 3. Reoe~pt of quest~onna1res closed M1d January,1972.

General note on non-response codes

The use of these 1S d1rectly related to the computer analys1s. 9 and 14 are the non-response oodes used throughoutf 9 for the one d1g1t codes and 14 for the two d1g1t codes. For computer reasons each var1able 1ncludes the appropr1ate code even 1f ~t w111 never be used.

- __ l

POLYTECHNIC OF THE SOUTH StiNK Borourrtt d.oad..LJ:..oluton, SE'l_ OliA

Hov. 72.

DepPtrtme:p.~f _IIu~.2:. tJ.c~s_ 8nd ~:;()C ~-.£_~_~'t'::~~E\i!.!.. . CODJNj. srHEnULE -- ------.- -

OGCUPNTTONJ~L CHOICE STUDY ------ --NO COLtJr.1N

1. POLYTEqHN re CHA~AC,!,ERlS'J~ICS.!..

Q.l 01 A)Polytechnic n~me. t'Iidlands CNAA/S

VMIABLE CODE rOr,U~1rrS NO.

Greater London Ex LON. Greatp!, London CNA4../NS. Midlands CNAA!S/NS,. North CNAA/NS. North CNAA/NS e

Greater London Ex LON. Crea ter LOfjdcn Ex LON. South. CNAA/NS-Ex LON.

North. CNAA/NS.

Q.2 02 B) Length of Course

Q.* 03 C) Type.of Course

Birmingham

Central London Kingston Lanchester }\1anchos ter

Newcastle North-Eastern North-London Portsmouth

Teeside Non-Responsl?

0]

02

03 01+

05 06 Cl 08

09 10 14

5 years 1

4 years 2 Not Bl.')r .. mged CILL\ 3 Uon-Hesponse 9 Ex .. London J

CNAA/Non Sandwich 2 CNAA/Sandwlch ~

CNAA undec1ded. Non'::'RaGponae

Q. ~ 04 D) Area of Polytech.!lt.£!_Greater London

4 9 1

Q.3 05 A) Hex

South. T"h.dlands

2

3 North 4 Non-Response ~

~1ale

Female Non-Rc:sponse

1

2

9

---- ---CARD I.

2 7.8

1 9

1 10

1 11

1 13

/eonrinued~ •••

Q.5 06 B) fge

Q.6 07 C) Marital Status

0.7 08 D) Home residence -~)Tore-:correBe

Q.4

~ South of Greater London ) ( North of G.London to ~

Stoke on Trent. '

09 E) countr~ of Origin · · - s nUDENT.

(Old British Empire)

-2-NO COLUMN

CODE COLUMNS NO.-·

18 and under

19 or 20

21 - 24

1

2

3 25 - 29 4 30 or over 5 Non-Respon3e 9

Single-Unattached ] Engaged-Steady 2

Married -no children 3

t·1arried and children Lt

Divorced, widowed, separated. 5

Non-Response 9

Not applIcable Great€'r London South Midlands

North

o 1

3

4 Wales 5 Scotland 6 Northern Ireland 7 Eire 8 Non-Response 9

England Wales Scotland N.lreland EIre Commonvu:al th

F'oreit;l:'

1

2

3 4

5 6

7 Not known 8 Non-Response 9

1 14

1 15

1 16

1 17

/continucd •••• o

Q .. 811 G) CounLry: l~t..9}"1.t31n - PNl'I-lER

(D1s~b]ed also includes sick)

-3-NO COl.Uf\1N

CODE ~OmMNS -NO-.-

ilS for VOT1 able" 09

As for varlublc .. 09

Workjng

Unemployed R~tired

D1.sabled/ unemployed

Deceased

1 -8, 9

1-8 1 9

1

4

5 No t knO'fn1 6 Noa-Re3ponse g

Nut appl~ceble

Class I Proiesslona1 -Hlgh Admln'-

Class 2 Managerl.ol -Executlve. Class 3. lnspectional -Supervlsory

Class 4. Inspect:Lonal -lO''Ier grac1 es ,.

o 1

2

3

Cldss 5a. 5 Rout~ne non-ma.nuaJ. Class 5b, 6 Sl{lll ed manual

Cl~0s 6. 7 Sewi-sk1..l1eu. manual

Class 7. 8 l10utine manu81

~on-Response 9

1

"'\ ..1.

1

19

20

?1

22

/contlnued ••• a

-4-

VARIABLE

*Q.9 14 C) Father - CI'ut:chley~, Subcultu~ .

Not applicable 0

All professional and Professional 1 priyate teachers. All non funct:Lonal/manl...tal Business. and Net.Industry.

2

Govt. C.Service. all teaching EstatiDt. non N/F.

3

Routine non-m. and lower Functionary 4 grad.e sup. All spheres. Manual. 5

Q.10 15 D) Mother - whether work~a: ,,_'n~_

Non-Response 9

Has ~·orked

Hoa nov£..l:' \'/ollked

not known Non-Response

, ..l.

2

3 9

(:1.10 16 E) Mother - vlor~~ Working - 1~\111 1

·*Q.10 17, F) Mother - Crutchley Subculture.

~/orking -Part-time.

Housewife Retired Deceased 5 not known 6

Working - not 7 specif.1.ed time. Non-Response 9

Not applicnble 0

All' professional and Professional 1 private teachers. All non functj.onal/manua.l Business.. 2 and Nat.Industry. Govt.C.Service. all teach- Estat1st. .ing non ltt/I?

3

Routine non-m. and lOWtH t Functionary 4 grade Sup. All spheres, Manual 5

Housewife 6 Non-Responss. 9

1 23

1 25

1 26

1 27

/continued •••••

0.11 18 G) rather - Lower Educdclon

(Where more tl1 an one

-5-

VARIABLE

No l- &ppl.lcD.bJ 0 (not known) Elementary Sel)ondar~' (non

grarnmar) •

CODE

o

1

2

Centro.l/tf>chnlcnl '3 code - heJT'nr'chy appJ..les _ highest code takes Lo A. Gramm1u" precedence). Dlrect grant!

Q.11 19

Q.11 2~ J) Mother - H18hcr -l~dU'C2 t ion --

vo]untary. Private/PublJ.c Non-Hesponse

Not appJ1.cable (not knol.lin) Technical Unlverslty 1'eacher tr..11n tng Other

6

9

o

1

3 4

No hlgher 5 F.ducut.lon.

UnlverslLy/ 6 teachl.ng.

Ihi1. vers1 ty / technl.cdl. 7

Technical/ 8 teaching.

Non-Response 9

As for f:tther .. variable. ]0 0-6, 9

I\s for father -var~able. 19 0--8, 9

Not applicable (not known)

o

Matrlculatlon 1 (Matric & H.S. Ccrt. ari~ TTlgher school equal to 0 & A levels) cprtlficate

2

~one 3 Non·Response 9

NO COT .lJfViN ceJjjJ'v}T'Js --n0-

J 28

j 29

1 31

1 32

/conllfluerl ••••

Q .12 23 L) Father .. - IItghcr Academic

-6-

VAHIABLE .~ .. ~

Not applicable (not kno'1n)

F~rst degree"

o

(Where more than one Higher degree 1

2 code Higher degree takes None precedance). 3

Non-Renponse' 9

Q.12 24 M) Father -Professional

Q.12

Q.12

(Prof. qualification).

(rrech. qual1flcntion).

(Craft qualification).

25

26

Hot applicablo 0 (not lcnown)

Professional Tachnical. Below technicinn

level"

1

2 "7. .J

Other 4 None 5 Non-Response 9

f~s for Pather variablf~ 2~ ()-3~ 9

As for F'ather variable 23

0 .. 12 27 p) Nother ... Pr:.q[_~§.sional·

l~ .S'IUDENTS EDUCATION ---0.13 28 A) SecondaI2Y- School

( v.'her e more than one code hierarchy epplied - highest code takes

pre~eclence

02 - 09 only).

As for Father variable 24 0-5, 9

Net applicable 01 (foreign) Seconda.ry modern 02

Secondary 03 technical

1.,.A. Grammar 04 L.A. Grammar/ 05' CCoInp,rfihensive omp 'e l(:ns~ ve e ' 06 Direct gr~nt 07'

Private 08

Public 09 Other 10

Non-Rf"::sponBc 1/+

1 34

1 35

1 37

1 38

1 39

") ", 40tl~1

/cont.tnuccl ••

- -7-NO COJJJMN

VAHJ j\nLI:!.: COJ.JE (~(;j:tl}\INS ~-~rO--....._ ............. _-""-- 1.,,-

0.14 ')9 I~ B) School Leav l~[j_ A~ years 1

L6 ye'1rs 2

17 yef\rs :1 1 '+3-18 yearn t.

Over 1[3 :> Non-Jl.espons0 9

Q.15 30 C) 0 leve1s passed Not RppJtcablu (forclgn)

0

None 1

Below 5 2 1 44 5 - 8 3 Over 8 4

Non-ne~ponl~( S)

Cl.15 31 D) Mat}}12 /}'!l2:~ 11 ~§.£ Not apl)l~("D.bJ(' 0 ~c t.."'e (forelgn) C-l,:!:':-_

Jv1ath~ 1

EnglJsh 2 1 45

IVIothG e'( Enr;libh 3 Nor.o Lt

N Ol1-il.C)SP Ol'JS e 9

Q.16 32 E) ~l~v~~E:. 12a~e~ None 1

One ,.., L 1 46

Two '3

3 or m')re '-+ Non-f{esponse g

Q .. 16 3; F) \vhere A It='vel~ Not sppll.cable 0 ---- (no Ar£:,)

School 1

College 2 1 47

SC'bool & Co] l~f:,e 3 Privatp ll-

Non-Rosponse ')

! CODl.,lnued ••••

.... 8-

NO C01,Ur.1N VAFtI!\'j3LE cc: I );l~ (~OT:rJFiNS '-i'fQ-----..,..".....~ .---...----~

Q.16 34 G) So C ~.Q 10 f£:LL 1 qv ql:-.:. Nut ,~ppli(;.~ble 0 (no I ... level.:; or no sociology)

Pass 1 1 49 Foil ')

'-

PassiFal1 3 Non-Responsl:: 9

0.16 35 H) Social ScIence As for vari,3ble --X--i eVc~1. 3L~ 0 ..... ·3, C) 1 50 ----- .;'

Q.-16 36 I) SC.:i.enc.e f.. level As for vari.able ---- 3l } 0 .... 3 1 n -r 51 .; .1 •

l~<J16 37 J) Arts A level As for V:'-:lJ' l. able 3lt (' 7-"'-.) , Q

-' 1 52

Q.16 38 K) Naths l\. level As for Vi:~r:i. n.b] e ._.-...-3'-, 0-3, 9 1 53

Q.16 39 L) Technlcal A level As for vnriable -.... . . .. -.-.....---,--...... .,--~ .3i l 0 .. ·3, () 1 5i t -'

Q.16 40 r1) Soe i (') 1 ogy _,9 ]."Z:"i2 e s Not 8pplicDbJc~ 0 (No A leve1r; or no sociology)

Grade A 1

Gr~de B .) ".

Grade C 3 1 56 Grade D '+ Grade r~

.. ~I 5 Fail T'"

0

Non-Respons<: 9

fJ.16 l~l N) Grade A Not D.ppli.ci:~b10 0 (No A grade)

On.~~ 1.

Two .. ) 1 57 " Three 3 Non-Responge '9

/continued ••••

-9-

NO COLTJr'ttJ V} n T.J~ PLE cnp] . ('('l]'";"! Jlr~S --~ ----- - _ ... _ .... _-

Q.16 ~2 0) GrAde D ;\3 for vnrldbJc It 1 ().- :S

- 1 9 1 58

Q.]6 '+3 p) Grode C As for vDr1..ob)c 'I-] (1-) , 9 1 59

0.16 4l~ 0) Grade D A5 for VG}'l :J.hle 41 0-3, 9 l 60

Q.16 45 H) Gradf~ E A~ for varid.bl(l ----- l.J.l O-J, 9 1 61

Q.16 46 s) FniJ As for vA.rl.dbJ'9 ---( [i'al. "ts ~nclud0d even Wl12n

q l 0-:;, g 1 62 d'"entu[Jl1y p.-lsscd)

5. S rUI@IT TNTlt~t VEI'll1!n_l"~EI1I012

Q.i'7 /t7 A) s t.,l".::!.~ ti!!..-t:_ fro~,School~ Yes J

No ? 1 64 Non-Response 9

Q.18 4~ n) In t8rV'E;:L~np.Jl\. j ~'rGl~

Not appllcnLle 0

Yes -, 1 6? l

No 2

fSon .... Re5pOl1f:,O 9

Q.J 8 49 C) Interv<?n.'tTlP j: rof • t€ch. -.....,....~-.. --- -

1\s for vnr13blc lJ.8 0,.2, 9 1 66

0.18 50 D) In{erv~!~.Yl/ t~::'C't~0..ra1.l'i~£g As for' ",;- Jr.ln{)J fl

1 .... 6 0-2, 9 1 67

Q.18 51 E) ,I n t erVr? ~l.!..lii! Po_~y de lQ'~ liS for val'1..~,lJl(~

LI:8 0-2, <) 1 68

I con tl.l1ued. .... ,

-10-

Vld·1I :'\8LE ... _--

1\.5 for var,i;;),blf~ Ld3 0 .. ;.~ J 9

Q.IS 53 G) I}1tervenJng/work-~l.~~.§.

Not 6ppJic~ble 0 Manual 1 Routine non- 2

mnnual Technical 3 Administrntion 4 Professi,onnl .5 No 6

Unqualified. S,)ci::\l \Jork ?

Non-ResponSt~ 9 Q.18 54 H) Interven~Q.g-.::!~rrk/l; . .:.:::~I!!l?... fu.l~

Q.19 55

Uor applieable Just t;ernporl.~ ey Temp Ip erm,:u"le at Pe:r'mal1ent No Non-Response

A) pf;g~(l(~_~l'.El ~~~.t.i. 0ll...g~'\te. Within last yeor 1-2 years ago 2-3 years ag1j

o 1 2 3 4 9

1.

3 OVer 3 yrs Hgo l~

Non-Response 9

Q.19 56 B) Socio~ogY_ERPli~~iOp £ate As for varlable

55 1-4, 9

1 69

1 71

1 72

1 73

1 74

. \ / cont.inu(~d .....

-11-

VI rlIAt'3LE C'OOt: --- .... .----

Q.27 57 c) Considered ol terna t 1_!"9_E!.-!_c.?_ deHl"C(~ !{o t appl.LcahJ e 0 (none ~onsldercd) V/orl{ 1

\'lo) k t~ quallf.1cat- 2 1.0nD ..

Teacher trAlning .5 Other full t.~me ocl.4

~1orrlaee 5 Permanent: r~1dlC,"11 6 rl'~mporarv rad.J..cnl

,.., I

WOl'k and re-ap-ply 8 Non-Rt-:lsponst-) 9

Q.27 58 D) Extent 01 t(::r'nntl U(\[:, consl.dered ---.. ~ ... --- ........ -- ...... ---~ "'"'~---....-.

Not appll.cnoJc ()

Iiad~ .appl1("ntio['s .. 1

lll:!d~ er..quirl.c~ 2

Only thought .~bGut It .. )

Non-Hesponse ~

Q.28 59 R) We!'~ t' 1 te!.!.!.:.~f~ Y-rt~ Jil~.re!.!:.cd ._ lL3 for' viJrleble

57 0-8 ,

Q 31 b-O ~) ~ - lJ 1 • Ll ~~~o L .. 'ITY _.:E~~s..9_tl _.

1.Vocutionnl 01

2.Daslc general td, 02 3.Change OJ 4.Deve]op abll1Ly 04 5. Po.rtlculHr 3Ul"'·- or:;

j~ct..

6.Job qualiflcutlon"

OG

7 .. Communi LY/"Jorld 07 probl~n1.3 •

8.Soc1al lifo 08 g,Postponc cnrcor 09

]O,Lpuve home 10

11.No idea 1] Non-HesponrJ€'

tiC) COLf.Jj\'N co11i;\·,tlS --mJ-

......... -, ... -~

, , 75 ..I.

76

9 1 78

2 79,80

-12· ..

VARIABLE

,\5 for V n r t 'J b J (~ 60 ] -. J 1, lh

Q.31 62 H) OWi1 Heason 1 As for varinble 1'-0 ... , 1 ~'J I.) .L"..I.., ..1 ,+

Q.31 63 ,As foT' v'').L\i.l:·tblf~ 60 1·-- -1.1 J 1 ~;.

7 l-'J-'(' r')}··r;t "3-or rr.'s • J";: :1 .1 "'-i,l..',.[ ) J.!J~

Q .. 20 64 A) De g!:E..E2._!~.9..~Y __ ~£'l?l·l ed ._f or CNAA 1

Ex London

C~l\'\/E:x LON

UNIV/CNAA ljI\TI"/J;' 'r ("\'13

J. •• iJ ... X .L, _.111

All thr{;E'

Non--R 8SpOn~j e

Q • 22 65 13) D~!:£:!_l?5::~0 )=_J2.'~~~(~~f'::J' rg cl

Ct 21. 6h (,: )'l'I h . f .>t It 4- . -' r ;~~l ~:E~.. .1. n !.L1?!.'~:£ _? r £.f' .. :::~ e

!\ny un i ve.c ~~;:L ty

Ex LON CNAI\

Hone tlon··R€spOl138

not applicable Yes N<.l .

t·r on -Re s p O'~S (,

Q. 2l~ 67 D) Int0~~nal ~~~.31r.:i pr~~ff!:.?::!l.~.~ 1\5 :for varlflbl~

,~.

(-~

3 1-1

5 6 9

1 r} ~~

3 4

9

0

1 1",

~

9

fl; 0-2 1 9

7, 8

2 9,10

11,12

1 14·

1 ]5 .J...

, 16 .i.

1 17

1 ,

I (:':/'';lrt:lnued ••••

-13-;10 COl L:;N

V/\!tli\BLE l'onr., rf)J~ijrfIMs --1'10----.. -- --"""' ....... --

( I

Q24 69 F) S tfl tUf1 £_(~r(;r~c::0cf. i\3 for vnr 1 ':11J1(' I.' (y; O-~.t :) 1 19

Q.24 70 G) ('curse n::cp l' or (=nc c A~ for V~H\1.~1.lJle ------ ' -- ----- 66 9 0-2, 1 20

0.24 71 11) ~)oc tal 11fe As for val1iflblB trcc:-fcr f;;nce

r _ ~ 615 o ,') 9- 1 21 -". , --Q.24 ?2 1) Ot;her prcfe~oIlccs Ao .:t for v:lll.nblo €G 0-2~9 1 22 >

~Y.!J~EF~l:~t/ Q .. 25 73 J) Not appltcable 0 A lCVG S (applJ..ed U) -----

Yes 1 1 23 No 2

Non-Rpflponse 9

Q.25 74 K) No t .. U~!.Y2r~~J;YL 1\s for variable too academic 75 0-2, 9 l 24

Q.25 75 L) N (' t l!;Q.! v r -l~~~~Y/ As for vo.r1rJbJe -l,O:; ell t L .1 cuI t 73 0-2, 9 1 25 -.-.. ~.-..---- "'-- -

Q.25 76 r--I) N 0 LT.{n_~ Y:.2!' s 1 !::.tl As for vnrJ c:'b1 f' .L 0 ...... a Ll. on ~J3 0-2:- 9 1 26 ------

fcl.25 7'7 If) Not UnlverslLY/0ther It If rr

'13 0-2, 9 1 27 r~~~)ons •

Q.2978 0) UnJ. ver:, 1. ty r Yes 1 For'/tec lnie - " No 2 1 28

Non-Rebl'0nae 9

Q.29 r;9 p) D l.f f/ l ~ it 2~~:.,~ Not applict1.b1 (3 0 b{~t ter No b.Q&29 _#_-

Yes/Poly 1

res/Un~v. '"' ] 29 t.:.. j ..

No mention 3 No~-Response 9

Q.29 80 Q) D1. r f / 1111; .. : t'!" Rl As for vaI'1.. (lble

I ~£X~ll~t b'6ttl;r 7() 0 ... ';, 9 1 30 -----..... --

(:1.29 81 R) Dlff/facj]1tJes 1\s for" varJ..ub1cl ---- oet"t~~r 79 0-3, ~~ 1 31 ---,-

/contl.nucd ••••

0.29 82 S) D:tff/Status ----"- better

Q.29 83 T). Diff/Social life better.

Q.30

Q.30

Q.30

Q.30

Q.30

0.30

Q.30

84 U)

85 V)

86 W)

87 X)

88 Y)

89 z)

<)0 i)

S true tu !9.f!i£.2.!l facilities better

struc-t:ured/P2JJl. .2E.ecifi9 trnl!.!Jl1~

VARIJi.DLE

/\s for var}.nbl(;; 79 C--j 1 9

As for varl::lble 79 0···3, 9

rrrue

Opposi t(~ .i3 true

No difference

1

2

Don't .~now l~

Non-Hesponse 9

As for variable 8 h 1_/+, 9

)\.5 for varIable 84 1._1., 9

1\8 for vari qblf~ 8j !·

As for vr:r.ln.ble

1··-4 q ') ~

fVt- I_lt, 9

As for vari3blf~ Bil· 1-·4· I 9

As for va.rtablH

8.. STUDEnT Pi:?.EJ?EiiENCE IN ~~unJ ~~CTS Q.2-0 92 iii)1\~piied:L~~~~·~·-·'-·-UNAA only

Ex LON only C1\f J\ , ... /Ti"l.. LON _ /\..a. ~ ..... c .!.

U/CNAA. U/RK LON All tb.cee UNV' only Non~ Non-nCSI)OI~S(~

As for varinblc

1 2 3 lj..

5 .6 ,7

8 o ./

92 -1--8,9

1

1

1

].

1

1

1

1

1·

1

1

1

32

33

7.5 ~)

36

37

38

39

41

43

;.

,VARIA13LE CODE ... _-.......-Q.20 94 v) App11ed - Imt~5h ~s for var1able 02 1-8,9

Q.20 95 VI) A[!p]~~Bu(31,t!~_1-As for varl-able 92 1~8,9 StUdl~ s & ... :';c ononll cs

C~.20

Q,.20

96 VII)I\Qplled -Hlstory 97 VIII)~lie~-

Pure Sctenee & Maths ---

As for vHl"1ablo <)2 1-8,9

As for Vo.rl able 92 1 ... 8, 9

Q.20 98 tX)m).) ed-GeoBT'a12hy l\.s for vari able 92 ] -8, q

Q.20 39 x) ~2plled PolJ.tics & : As for varlable 92 1-8,Q Phl1osophy

Q.20 100 XI) .!EEl i.erl-Lanr;uA,p,es As for Vl"'"'ilblo <12 1-.9,9

Q.20 lql Xll)AuplJed -Psychology As for varlable 92 1-8,9

Q.20 102 XIII) 1l.l!Qlled Soclsl-St.udJ.es

· As for variable 9~ l-R,9

Q.20 103 XIY)Apol 1.ed- J01.n~_~c~}.:nl

StunlC3 As for varj Dblo <)c-= 1-8,9

Q. 20 ~04 XV) Appl;l~Jj ·-~cdJ.(;).~_ As for vaJ'l..:lble 9~~ ] -8, <)

Q,.20 105 XV1)AQilied-O';hQE_ As for varlable {)2 1-8,9

Q.21 106 XlIII) S'-!o"ec t mOLt !?1:'eferred

r

Law Ol

Ap::>l~pd SClllnce 02 EnglJ .:~h 03 Econ!BllSJ.ness Studl.es 0'1

I

H~scory · Purr' SC.lence/f1a.ths

Geof~raphy

05 ()Ej

07 P01JtlCS/Ph~losophy 08 Soc~al Studies 09 L.:=tllgunges 10

Pf:!3'C hology ~ '. 11

JOl~n-: Soc~al Studl.es l.~

Oiht;t"

Non-H.eqponse 13 14

NO

CclUi1NS

1

1

1

1

1

].

1

1

1

1

1

1

2

I , '

COLUlvrN ----no ----

45

46

48

50

51

52

55

56

57-58

XVIII) , Q. 23 10'1 \'nlY s'~:t·.-ipc t: most

--~--'D:(jJ(::r_~\l?!q

(interest in Dub~i0Ct; increase understanding)

-:16-

VARI/\BLE -_. Not npp1icD,ble

Intrinsic to course

C()rH~

0

~

J.

(jobs; political; change) .. Extrinsic t()

course 2

Q • 32 110 XXI) .tlF.y so C lQl9..tiY .J Ch!1 '~'cne1";~:l ~_"'\.''''_4''' ___ '''~ __

10.J\.c/ru·.'L DEGREE COCn:~E ------~ .... ..........---.. ...--........ -.. -... ~--........... -

I

Q. 3'~ 113 b) WF1S Course f:Lrst ---'~--"'-~""-. --~ cnOlCC

Both 3 Non-Response 9

],

2

Non-H.0sponse 9

;\3 for val'j ::;h1(~ lOB 1···;~, 9

1\s for '\!.'lriab 1(: lC8 1 ... 2, J

j\ s for var.i ab le lOS 1-2, 9

l.Knew student 1

2.Knew staff 2

3.Read about it- 3 School !,Ja G"

'-+. School-e,~rt:oer'~:; 4'

5.Beho::)1 ,- otho-r' 5 staff.

6.0ther litorotilre b

'7.Ne;.rspapcr' ad-verts. 7 8. Other ji1ixed. a

'N011-HO}.:p()i1se

First of all First of Polys

1

2

No first choice 3 Non-Rcnro~sc 9

no CULU1'1N' cotUCfNS --r:JO-----,--

1 59

1. 60

1 61

1 62

1. 63

1 65

1 66

/ccntinued ••••

V f\.kJ .~ HJJ F Ct) iJJI; COLUM!IS NO ----.-.. - -- - "'- -------~2. 35 11LI c) cther offer~8 ---------- Unlv/Soc. l.cnce 1

~eolfJ£~ U1l1v/Other 2

Poly/Soc.Sc~enc~ 3 1 67 (Cond1.t"'lOnflJs not Poly/Othe.c 4

l.ne1uded) None t:; ,

Poly/MJ.x 6

UUl.v!Ml.x 7 Un~/poJ y /I'h.x 8

Non-Response 9

Q.35 115 d) ',lhy_S omtLSIj(~'11 Not applJ cAble 0

11fe (no other orf~rs) Yes J 1 69 No 2

Non-Respon5e q

Q. ,5 116 e) "vl'1.y c~mo/t ~~achlI}.fi As for var1able 11;' 0-2, 9 1 70

Q.35 117 f) Hhy comc/lntl~r:!1al

eXUTIlC3 As for varloble

115 0-2, G 1 7J Q. 3~' 118 g) Wl];L gO'TleLfac ~) 1. tl..()S

Aa for vaL'idble 115 0-2, q ] 72

Q.35 119 h) 'v1~!.e IS t ~'!tl~?. course As for varlable

115 0-2, 0 1 ??J ,

Q.3S }?O ~) vlh~ come/- Stu tlU:;

Irlst ttutl.on As for var::tnble 115 0-2, 9 1 7'+

Q.35 121 J) \·,1h;l e ums.l'2.~ .. t 2!:~Y 1 ar course As ':0], v<::iT'1.ub1e .-....... .. ........-,.

115 0-2, 9 1 75 Q.35 12? k) i;/hv comE'~e<"2fi __ '-~c.1 As

I

If for varl.able

115 0-2,9 1 76

Q.35 123 1) l"h.y comeLother~ As for vaC'l.uo 1 c

115 O-;~\ 9 1 77

<1.33 12'+ m) JIlf 1 u .££l.~..Q£~ u s ):.!115_ .!ill'pllcdt~lst

ColleGe nea:c home 1

Geoe .1ocA.l~ 1..)' -otr.Ler 2 /'

Practlcal courne :> 1 78 Dept. good 4

Easy to set l.n 5 l~ar G1.CU] n:r cour'se t)

OLher 7 Non-Hcbponse 9 Cont1.Tlue.1 •••

V.l~HIABLE ----Q~ 33 125 n)

Q.36 126 0) Branches of Yes 1. El: ec~rrIT"i ~~~ t.t on No

Non-Response 9

Q.39 127 p) Specific tr;~j.n!D.~ Yes teaching No

No menti.on

1

2

3 Non-Response 9

Q.39 128 q) Specl.f.t,::~ Tr~~E.~ reS(\s'rc ), ~"""'_"''f/I~''''''

Q.39 129 r), Specific. trn.~~±!!fL social v/ork ..--.......*_._---

Q.39 130 s) §.:e..~cifi c. train);pgf Admin --"

Q.39 131 t) §pecif!£~~~lningl Persor_"1el -......-.....~-~

Q.39 132 u) Spec1fic_tr~in~nB( Ot.h~~r ---

As

As

As

148

As

A. R

C

for

for

for

for

for

A + C

B + C

None

varjl\ble ., ..... 17 .J... c:

vnriablf~

127

variablf: } '"'7 .Co

variable 127

varinble 127

Q.48 134 B) Cnrt:·cr - Gl)'t) or tun!..!z ~ __ ~ __ 't'.-t..J.l......-,_~_

:'}ulli t:i(~S 'AC':' for . l·t ------.----....) varl :10 .e .l

) .... ?, t

1-3,

1-3,

1~3,

1-3,

1

2

::1

4

:5 6 (~

1 79

1 80

1 7

9 1 8

~~ 1 9

("~ J' 1 10

C' ::) 1 11

9 1 12

1 14

1 15

It· ~ ! co!r "l.nuea, It •

Q.40 135 C) Carp0r - Status

Q.48 136 D) Career ~ geograph1cal

loc..atlon

Q_48 137 E) earE'er - [{ood - ·stanaard :rf vir},g

Ad for vrtrlo.hlf'l 133 1-(:;, 9

As for variable l :;r;..t ., c. 0

." ~ 1-\.: 1 ~,;

As for variable 133 1-6, 9

Q,48 138 F) fare(:ll:.,: work wi th As for vnr1able E.eopl~ 133 ] ··6, 9

Q.48 139 G) ~areer -~upervlsl_~

As for varlable 133 1-6, 9

0.48 14Q H) Career -lcadernhj,£ As for varlable 133 1-6, q

(J.48 ll~l I) Career -.E£omo tl9!!

.2E.P2t.tun1 t 1 2!

Q 4I 48 142 J) CA.r'e~!' ~ __ helpfl.ll to ott !:"lrs

1\s for variable 135

1\5 for vo.r:.:).ble

J-6, 9

133 1 .... 6; 9

Q .. 48 ll~3 K) (;areer - :flexl bJ e :tb for varl ab] '; ~.!:.§. ] 33 1-6, 9

Q .l~9 1l1-? M) Expec ted :.Sa }f\.ry Year 1

Q.49 146 N) Expected 3a~~rY .1/1,(::)1 '.~

As for var~able 13~ 1-6, 9

Leas JOOO 1

1000 - 1499 2

J500 1999 3 2000 - 2999 ~

3000 3~99 , 4000 - 49g9 6 5000 or m0re 7 Don't know 8 Non-Response 9

1'.5 for vD.l'labl p

1'+5 1 R, 9

1 J6

1 17

1 18

1 19

1 21

1 2?

1 2')

1 24

1

1 26

1 28

1 29

Vfd-(JABLE ----As for variable

11~5 1-8, 9 1 30

~.J .ltl lL.~8 p) Cflr(~er mos t- liked.

Q.l.1149 Q)

Q.1J·1150 R)

(~.41151 ~) ... )

0 4 4,1 152 T)

G .. 4:i 15' u)

0.41 154 V)

Career most

J.st. 1.Don't know 2.Owl1 business 3. Teach1ng/College 4.T~nching/hlgher

5.Hesearch/ academic

6.Research/ civil service.

7 j> R(;Se~1rch/ commerc1al

01

02

03

0;"-' .J

06

07

8.Pcrsonnel 08 9.Admin/Civl1 09

6€,t'vice

lO.Managemont/ 10 industry,

11.50cia1 Welfare 11 1;:'~. Hadical a1 tern- l~!

ative.

13.0ther 13 Non-Response l~

liked As for' variable -----2nd lite ()1-13,1'~

"-

Career __ IE~:..fd; __ ~ i.!5~ly /" , ... for vari:.;.ble tu,,)

] {,~+ . 148 Cl· .. : 13,14-• L) .., ---carcer~.:Ll.i~2).*

. for varioble i~ [j

_11 148 Cl-13,14 -Car(;~;r least 1J.ke·:} /\>1 for voriablp, --·--~~·-·----·ltt-t' 1/+3 ('1 }';I: 1', ,,_ , ... , _) I .L t ~,

Career least 1 i.keel /\5 for variablE) ---- --2nd r~l~ 1 '1' ., h 1/t-8 ~", - .), .....

Career l.i.k:.'lv - /t~3 for var.ift.blf) ---(.-:;--~-: ",-'. '~':""::t'l ,. t

,~££!:.:2.!-.:.::t::.2:-.::;_ . ...!2-.. lll-f3 ~}1~15, lh

2 31,32

,., e.

2 36,3'7

2 38,39

2

'~)

<!:.

2

I t', c- r' + in- .. -, (l "..,.}.J,..t. ,._It~~l ... t ••

-2'-r~n COIJ.ITtfN

Vl\RJ ABLE COT)1<: (" In ,-. - J...) -NO -_ .. -- - -------Q.,41 ] 55 w) 0-:: E ~:2£_l.i It £l.Y __ 7' /\S for vnrlnb]p

SOCloJ ogJ f:>t. cnit 148 Dl-l3,14 "" 48,49 ~

Q,44156 X) Pos tsrl~rtUo.te work Degrt:::c J

Vocational 2

No 3 1 51

Don't krl 0 '11 4 Non-R~sponse 9

Q.l~O 157 y) Career Plans Deflnitc 1 --SomE' idea ?

t;_

No decisior. 3 1 52 Not thOLlght l..f

Non-HespOtl3e 9

Q.45 158 z) Infolmation Yes 1 ------- ~ught

No 2 J 53 ~on-Hesponse t)

.,/

Q.46 159 1) .Qll·fl(.l-:~~ tl.£.~t ting Job

Con'3i<i.orabla , .J

dlff.lcuJty Dlificulty g(it

eppro,pr ld tf' 2

Difficulty Jeb '3 .,

54 ..1

really wont Litt.le 4

d1ff lC.U 1. ry

Non-Re3pollse 9

O.Ll7 160 1. i ) ~[ 0 ~-P.£2~_<;:~_~L Got better ]

.:t Unl V .. Got worfie '""I ------ ~-

Not ('hanged :; 1 )6 nun l t k not,r h

I\~ I..)n-Re HfJOn8(~ 9

(~ .. 4'7 161 i1 l )Jol?, prc~_<;.9ts/ As for var~ablf:! 1 f work 1f.0 1-4, 9 1 57

12. ACKNO\'lLl~DGED :'.DVI~;OHS ft •• ___ .. w., ......... _ ..... ___ _

Q.50 164 n) Caroer Advice --8 i bl1nilfi - -

<J.50 165 C) Caroer advice -. .".,.-: .. ~-~ iJ!!lV ~, 0 Y.!!~~~.~~

Q.50 166 lD)

Cl o 50 167 E)

Q.50 171

G._50 172 S) Cnr0l-)r ~~,d vice -----,------· .. :·-'r'-'-!2!2. (~U p..!..-Lt~}:..~!~_~

(.,1.50 173 K) "!1"t'''''cr :...:.~ ... ~ , advice --r'.::i r tn:jr

.,......-..--_ ...... -

V,~HIl\nLE wa~ .. ~

As for vaI'1o~".l,(:

160 , I C' .J,_·t) Si

Advised by

Influenced by'

Both

1

None /.:..

Non-Rosponae 9

As for v3ri '4hlr~ 163 1.·4~

J\s for v2..r:iabl(, 163 I_Lt "

I\s for var.1.nb1e

9

(~ ....

') ~ :1. .~ ·-4.. (j ...1.0) ,.

.As for vnr'Lablt'\ 16) l.# .. l~ 'J SI

.\8 for vHr:~Hble le3 l~l~, 9

As f<.lr \) Hr t n b 1, (; lr:-l, 1. __ i+ , ',"\ , r,l./ ""

As for vt'rr i~blf; le) ''I I

..t..~ I.)' ') iJ

:'~8 for var:lJ:~b] e 1 h ') l-_l~, 9

.1 58

1 60

]. 61

1 62

1

1 64

1 65

1 66

68

1 69

1. 70

1 71

1 /.,,"') ! ~.

le ,,,,\,, .. : l'lU~d ",,"').(,.ll~ .... , 1V" •••••

'" " .. ( •

-23-

NO. COLUMN VA.R1ADLF CODl·; Cc)f..,UMNS -NO----- ------

Q.50 175 N) C<3re r=-=r ndv~( e - J~.S for vpr J [ .. h 1 (' ------OTi1e r [3 l(,j ] lJ 9 1 73 ---- ,

13 .. LTFE ORt~~N"rrA'rlON

Q.I:>l 176 A) 1(.) t choice Career 1 -----F'am.lJy 2

]Jeisurc "3 Poljtjcs - Local 4 1 75 Helig~on 5 Int & Ndt ...

t)

poll ti(.~~

Other 7 Non-Responf.1e 9

Q.51 17'1 D) 2nd chojce 1\8 for va clar->lc ----- 170 J-7 .• (, ., 76 .. .J..

Q.C;) 178 C) 3rd choice A~ for 'Tartar]e l'lC :..- 7 ~ :' 1 77

J It.DJ\TE OF RECEIP'r

Q-lC 179 It) ~!E.t Pr'lor Nov 30th 1 1971.

Post Noy 30th ? , 79 .L

J C{/l

Non-Hesponc~ 9

f'"

t ,

POLYTECHNIC OF THE SOUTH BANK

DEPARTMENT OF HUMANITIES AND SOCIAL STUDIES

Research Group

November 1972

FACTORS AFFECTING THE OCCUPATIONAL CHOICE

OF STUDENTS

I.C. Cannon, B.Se I Ph.D. M A. R~gbYI B A. I D~p P.M. Annette Scambler, B Sc



STUDENT OCCUPATIONAL CHOICE

An Introductory Paper

1. Aims

2. Rat10nale for the Study

3. Relationship of the Study to Soc1ological theory

4. Methodology

Schedule

References

Page

1

1

3

9

17

19



STUDENTI,OCCUPATIONAL CHOICE

An Introductory Paper

1 . Aims

Our study exam1nes the occupat1onal cho1ce of polytechn1C

sociology/social stud1es students It 1nvest1gates the development

of the1r occupat10nal asp1rat10ns during the course by mon1toring

the occupat1onal or1entatl0ns of students on entry t~ thelr course,

on two subsequent occaS10ns during their cours~and 1n the first

year after graduatl0n. The asplrat10ns held by the students are

exam1ned In re1atlon to the1r pre-c011ege social1sation and their

ongoing socialisation wh11st at college and 1mmed1ately after

college

2. Rationale for the study

The lack of consensus ln soo1010g1ca1 theory on the processes

1nvolved 1n occupat10na1 deC1s10n-mak1ng1 1S d1scussed in deta11

1n a subsequent sect10n: lt 1S suff1cient here to 1ndicate that

there 1S a need for further exam1nat1on of how, why, and on the

bas1s of what 1nformat10n 1nd1v1duals make decisions about wh1ch

occupations they are gOlng to enter. The occupational cho1ce of

the part1cular population belng stud1edo polytechn1c sociology/

social stud1es students, lS problemat1c lnlt1ally because lt has

not been exam1ned by previous research The students studied are

for the most part on courses WhlCh have been recently developed 2

1n colleges WhlCh themselves represent a recent 1nnovatlon The

colleges and several of the courses 1nvo1ved 1n th1s study have

exp11c1t vocat~onal Ob]ect1ves and many of these courses have

1

developed ~n an area of study WhlCh has not 1n the past been

noted for any emphasls on the vocatlonal lmpllcatlons of study.

These educatlonal developments are also occurring at a tlme when

growJng concern about graduate unemployment ~s belng expressed

from as varled sources as the Nat10nal Unlon of Students and the 3

Confederatl0n of Br~tlsh Industry. The students ln the sample

are among the flrst to raad for soclo1ogy/soclal studles degrees

In such a context r 1.e. the developm8nt of courses In these areas

In more vocatJonally orlentated lnstltutl0ns at a tlme of graduate

unemployment D whereas prev1ous]y such courses tended to be non-

vocatl0nal at a t~me of full employment Students' experlence of

these courses especlally In relatlon to the development of thelr

occupatlonal cholce demands speclal study In thlS new sltuatlon.

All members of the research team ar~ located In a polytechnlc

soclal studles department. We are deeply involved# therefore o ln

the developments thlS study examines.

The thlrty polytechnlcs were formed from eXlstlng colleges

WhlCh had alreudy developed a substantlal amount of high level

work, elther via the External London Unlverslty degree courses

or the Natlonal Councl1 for Technolog1cal Awards The polytechnlcs

often cons1sted of amalgamat10ns of several prev10usly dlstlnct

colleges and thls resulted 1n attendant d~fflcultles. It has

frequently been d~ff1cult to develop 1n glven colleges a unlfled

1der.t1tyo there were pract1cal problems as a result of geograph1cal

separatlon D there was ln1t1al SUsp1clon between colleges w1th

w1dely d1ffer1ng disc1pllnary bases o and stresses result1ng from

1nad~quate reSOULces such as accommodatlon and llbrary faCl11tles.

~~ese factors affect the context ln wh1ch courses are developed and

varlOUS aspects of Polytechn~cs are now beginnlng to be studlea4

.

The hlgh level work existing In the polytechnlcs lnit1ally

ln the socl0logy/soclal studles area malnly took the form of the

2

External London degree. This 19 now rapidly be1ng replaced by

degrees awarded by the Counc1l for Nat10nal Academic Awards - wh1ch

enables college staff to develop the1r own courses and 9ubm1t them

for recoqn1t10n. Some of these new social science degrees have

explic1t vocat1onal objectives, and include sandw1ch courses.

3. The relat10nship of the study to socioloq1cal theory

Th1S sect10n f1rst examines soc101og1cal contribut1ons to

the theory of occupational cho1ce and relates them to our study.

In the second sect1on~ using certain data on student occupational

cho1ce. we suggest a number of hypotheses for the study.

Several sociologists have been concerned w1th occupat10nal

choice. E. Ginsberg5 employs a developmental theory of

occupational cho1ce: an ind1v1dual never reaches an ult~mate

decision about his occupation at a specif1c point 1n t1me but

through a ser1es of decisions over many years, as a result of the

problems of appra1s1ng the alternat1ves in his environment, h1s

dec1s10ns are made in terms of the values wnich seem important to

him. These vglues are a result of the 1ndividual ' s social#

educat10nal and psycholog1cal baCKgrounds. Ginsberg demarcates

three stages of development - fantasy choice, tentative choice~

and realist1c choice. There are two sources of var1ation in

th1S scheme, f1rst 1n the tim1ng of stages o and secondly in the

width of the range of dec1sion-makinq of the stages. The cho1ce

of occupat1on is a comprom1se between an 1nd~vidual·s values and

the opportunities ava11able to him and involves f1tt1ng a ser1es

of subject1ve elements to reality. Ford and BOX6 re1terate the

Vlew of occupat~onal cho1ce as a compromise between an 1ndiv1dual ' s

valu~s and his perception of real1s1ng them though they do not

subscr1be to Ginsberg's developmental stages. The V1ew of

occ~pational cho1ce as a comprom1se does not necessar1ly 1mply a

conver~between 1ndividual values and perceived opportun1ties -

3

it 18 poss1ble that the larger the compromise an individual makes

(1.e. the d1vergence between an ind1vidual ' g values, and h1S

percept10n of realiz1ng them 1n the job he takes) the larger w1ll 7 8

be h1s/her dissatisfaction 1n the job. Musgrave and Roberts ,

whilst accept1ng the compromise as an accurate descr1ption of

the decision to enter a part1cular occupat1on D attempt to resolve

their major crit1c1sm of G1nsberg - that his scheme 19 developmental

and descr1pt1ve with little analytical content - by emphasising the

role of soc1alisation in explaining occupational choice. Roberts

suggests that the momentwn and d1rect1on of the 1nd1v1dual ' g

career cho1ce are derived from the way in Wh1Ch they become

cumulatively structured by his experience Wh1Ch places h1m 1n

varying degrees of prox1mity w1th d1fferent ease of access to

d1fferent types of employment. The ambitions of individuals

adapt to these experiences and are not major determ1nants of the

occupation entered. Musgrave, though plac1ng a s1milar stress

on socialisationD tends towards a consensus perspective of the

processes of comprom1se: this could involve the assumption that

a close fit 1nevitably develops between an 1ndividual ' s values

and h1s perception of the opportunit1es for rea11sat10n 1n a

part1cular occupat10ni

from such a close fit9

.

1t is diff1cult to explain dev1ation

Finally, BlaulO

also emphasises the

importance of socialisation and of view1ng occupational cho1ce as

a compromise: he lists 1n more deta11 the types of 1ndiv1dual

exper1ence wh1ch are l1kely to constrain occupat10nal choice.

Thus there seems to be a consensus in the sociological

l1terature on occupational cho1ce, both 1n the 1mportance of

soc1alisation in the occupational choice process and also 1n

v1ew1ng occupat10nal ch01ce as a compromise. These two concepts

(of fl s oc ia11sat1on 11 and IIcomprom1se 11) fonu the basis of the

hypotheses for our study. However. before moving on to exarn1ne

occupational choice in the student context# same comment 1S

4

requ~red on our ~nterpretation of these two concepts ~n the study.

F~r9to Musgrave has already been crlt~c1sed for uS1ng soc1a11sation

in a way that tends to accept as 1nevltable the smooth integrat10n

of values and opportun1t1es: th1S is seen as result~ng ma1nly

from the soc1etal value system where the ind1v13ual attr1butes

meanings to occupat1ons which derive from a source external to

h1rnself Our perspective gives the individual a rather more

act1ve role as such mean1ngs are being created and reassessed by

him 1n a social context. OUr study emphasises the 1mportance of

view1ng socialisation as an active ongo1ng pro('ess and the mean1ngs

students attr1bute to occupat1ons need to be ctlntinually socially

susta1ned 1f they are to persist. The stud~therefor~ exam1nes

the impact of students· past and ongo1ng experinnce on the1r

occupational values and perceived career opportlm1ties. and how

particular decisions have career 1mpl1cations fer the students.

even though they may have been taken w1thout cor 1siderat10n of

the1r career 1rnp1icat1ons. We would stress that wh11st we

examine occupat1onal choice as a compram1se betwee~ values and

the perce1ved opportun1t1es of rea11sing them D we apprec1ate that

1t would be art1f1c1a1 to V1ew the two parts to the compromise,

values and perceived opportunit1es D as being completely d1st1net -

values may be modified by perceived opportun1t1es and V1ce versa.

Mod1f1cation may also result from a more accurate assessment of

what a job entails

In looking at the sources of occupational 1nterest we are

concerned w1th both the extra college and 1ntra college influences

on students Some of the literature suggests that the 1mpact of

college on student occupational values can be exaggerated. Recent

stud1es suggest that the occupational (and non-occupat10nal)

values students possess on enter1ng college are clung to with some

pers1stence and that students are not eas1ly deflected from a

part1cu1ar career they may have 1n m1nd on enter1ng college. A

5

deC1S1on to enter a course involves conscious or unconscious

side-bets or investment decis10ns by students wh1ch constra1n

the1r future act1VJty and expla1n the1r continued adherence to

partl.cular occupatio7:al values. 'll}}is does not of course 1mply

that all students are ll.kely to ma~ntain a persl.stent comrn1tment

to part1cular career ob]ect1ves as a result of side-bets be1ng

wade: also the s1de-bets may result l.n a comm1tment to no careers,

. 1 1 11 1.e. to a-occupatl.ona va ues .

The majority of data on the occupat10na1 aspl.ratl.ons of

sociology/social studies students 1S from students on non

vocat1onal course9~ for such courses have until recently been

very much 1n the majorl.ty. Abbott12

carr1ed out a study of the

employment of sociology and anthropology graduates of 1966-67

(mainly universl.ty students) Wh1Ch questioned students

retrospectl.vely about the1r career attitudes on entry to thel.r

course and immediately before graduat10n: 34% of the students

had orl.gl.nally chosen the1r course for specif1c career reasons D

another 11% for general job reasons and the rest for reasons

unrelated to careers. The low percentage of students cons1der1ng 13

careers at th1S stage 18 also reflected 1n the Robb1ns Report

where only 51% of the soc1al stud1es students had any idea

about the career they des1red. Of th1s 51% only 65% sa1d the1r

course cho1se was 1nfluenced by occupat1onal asp1rat1ons.

Therefore ava1lable eV1dence suggests that about half sociology/

social stud1es students enter their course without f1rrn

occupat1onal asp1rat10ns. This d1sinterest 1n careers for a

large part of Abbott's sample contl.nued unt11 Just before the1r

f1nal exam1nat1ons, when occupat1onal dec1s10ns had to be made in

an atnosphere of greater urgency. A study carried out by

ourselves on the occupatl.onal chol.ce of past graduates of our

own polytechnic reveals a s1ml.lar pattern

6

One tentat1ve hypothesis on the types of commitment to

be found among our pcpulat10n would be that students embarking

upon vocatl.onnl nG',::' nl studies ccurses would be more likely to

exhl.bJ~t conSl.Gtent f',"cupatl.onal comml.tments during thel.r course.

fer 1:1' d~ciding to eai1bark upon a vocational course6 they have

en=e~"~d into several sl.de-bets with vocational l.mpll.catl.ons:

the uppo~ite would apply for students embarking upon non

voc~t~onal courses. The latter at least tends to be confirmed

by ava1.1ahle data c~ soc1al studies students.

Our 1nterest 1.n the extent of change 1.n the students·

occupational comml.tment dur1.ng their course led us to consl.der

exist1ng typologies of student commitment. In partl.cular we 14 have eXaIDl.ned a typology whl.ch has been constructed around two

ideal types of course comm1tment. expressive and l.nstru~enta1D

from whl.ch have emerged four types of student comm1tment:

(1.) the academic student who fulfils h1s expressl.ve and

l.nstrumenta1 r~quirements in the courseD (l-i) the careerist

who fulfilG only instrumental requ1.rements 1n his courseD

(1ii) the ~1ssionary who is only express1vely committed to hl.S

course, and (l.v) the boheml.an who experiences express1ve and

1~strumental deprivat10n. Whatever the Crl.tl.C1SmS that can be

made of part1cular parts of this typologyD it has had the value

of 111uotrating the types of var1at10n in comm1.trnent we may

find in our study. We would certa1.nly w1sh to consider whether

there are any types of comml.tment which remal.n espec1ally

consistent during the course.

Thus a number of hypotheses require exam1nat1.0n:

(1) that students w1th f1rm occupational commitments w111

tend to embark on courses with explic1t vocat1onal

object1ves:

7

(11) that any occupational cornm1tment exh1b1ted by students

on entry to the1r course w1l1 be ma1nta1ned dur1ng their

course and 1tS source will 11e in the students' pre t and

extra-college exper1ence:

(i11) that the greater the compromise 1nvolved 1n the f1nal

decis10n to enter a part1cular occupat1on g the greater

the d1ssat1sfact1on w1th 1nit1al employment

In addit10n to these three princ1pal hypotheses o there are

several Subs1d1ary areas of 1nterest wh1ch we w1ll study:

(a) The relationsh1p between occupat1onal commitment and

1ndependent var1ables wh1ch come 1nto the pre-college

categorYD 1.e. source of occupational orientat1on (e.g.

fr1ends g teachers g fam11Y)Q soc1al class and fam11y

background~ prev10us educat10nal and occupat1o~al

exper1encec agec sexo and nat1ona11ty.

Cb) The relat1onsh1p between occupat10nal comm1tment and

1ntra-college var1ables q e.g. type of course chosen v

staff/student relationsh1p, S1ze and character of college

and department. In explor1ng these areas other factors

may also appear relevant, though we may not have the

fac111t1es to study them adequatelyu e 9 phys1cal

environment 0 rate of growtho commun1cat1on procedures o

student representat10nD library and soc1al fac111t1es D

staff/student rat10s g staff qua11flcations and exper1ence Q

course d1verS1ficat1on o curr1cu1um, rna1n subject emphases D

teachinq methods.

(c) The relationsh1p bet~leen occupat~onal comm1tment and

academ1c ach1evement.

(d) The relevance for our data of the typolog1es of student

comm1tment ment10ned above

8

(e) The role of the formal agenc1es of career gU1dance 1n

occupational choicer student knowledge of the labour

market and the1r sources of 1nformat1on about 1t.

4. Methodology

(1) Populat1on

The populat1on of the survey cons1sts of students 1n

polytechn1cs follow1ng honours degree courses w1th opportun1t1es * to spec1a11se in Soc101ogy. After exclud1ng two colleges from

the ma1n sample (see below), ten colleges were in th1S category:

Birrn1ngham, Central London, K1ngston D Lanchesteru Manchester,

Newcastle g North East London, North London, Portsmouth, Teess1de.

Of these Q seven offered CiN.A.A 3-year full-t1rne and 4-year

sandwich courses o and four offered Un1v~rs1ty of London External

Degrees in Soc1ology. All students enter1ng the1r f1rst year in

the seS910n 1971/72 were included and these w1l1 be stud1ed

long1tud1nally throughout the duration of the1r courses and

jmmed1ately following graduationr th1S g1ves a total populat1on

of 535 students.

Students from two courses are excluded from the ma1n study:

Polytechn1c of the South Banku and Enfleld College of Technology

(part of proposed M1ddlesex Polytechn1c). The survey 19 being

conducted f~om the forrner p Wh1Ch would ra1se methodolog1cal

diff1cult1es~ and the students are be1ng used 1nstead for the

purpose of p110t surveys. The Enfield sLtuat10n 1S more complex:

f1rstly there is some d1fference 1n the course from the other

colleges 1ncluded: from the second year the course spec1a11ses in

* For a number of reasons we dec1ded to exclude the Un1vers1ty of London External B.Sc.Econ w1th Soc1ology spec1a11sat~on.

9

Economics, Land Use, and Soc1al Work, besides Soc101oqy, and we

would have had to include a large in1t1al sample in our f1rst

year, w1th pos91bly only a 25-30% follow up in future years. The

second main reason for the exclus10n of Enfield is that a study

of students is already being conducted 1n the1r own college: we

were concerned that over exposure of the students m1ght produce

a 'halo effect'. The populat1on has 1n fact been tapped for

quest10nna1re mater1al, but the informat1on w11l be 1n1tially

analysed separately w1th poss1ble 1nclus1on at a later date.

After personal contact with Heads of Departments or course

organisers, written requests were made to colleges. The co

operat1on of every college approached was obta1ned and the

cont1nued 1nvolvement by colleges hasD 1n general, been excellent.

(i1) Methods and Analysis

The survey 1S long1tudinal and the students w1ll be stud1ed

by a m1xture of quest10nna1res and interv1ews~ the interv1ews

tak1ng place at two of the colleges.

(a) Long1tudinal study

We decided that for a study of th1s character concern1ng 1t

self withtleevo1ut1on of values and attitudes and the factors

attend1ng th1~ evolut1on, the problems of a long1tud1nal study

were outweighed by the advantages. It 19 recogn1sed that in

add1tion to the general problems of research such as samp11ng

errors, non-response, quest10nna1re design, long1tud1nal stud1es

have their own d1fficulties: contract1ng sample S1ze through

wastage or non-response: the effect of poss1ble changes in

research staff: holding the ~nterest of respondents w1th the

repet~tion of 1nterv1ew and questionnaire, particularly when the

same quest10ns are asked. The longer the study, the more

l1kel1hood there is of the problems be1ng compounded.

10

The problems of 1ncreased awareness of subject matter and

the purpose of the study common to all long1tud1nal surveys are

made more complex by our special population. As Soc1ology

students, they might be expected to have a heightened appreciation

of the studyo yet at the same time they might be more cr1tical and

wary of our methodology. We can only hope that our increased

experience will offset some of the b1ases introduced by re

quest10ning and re-1nterview1ng.

We were fully conv1nced that the dynamic nature of the

long1tudinal method was essential for the type of data we were

trying to collect The longitudinal approach, w1th its method

of wave measurements, gives the only really effective way of

d1scover1ng the process of change through t1me. Further, 1t 19

poss1ble to mod1fy the 1n1t1al hypotheses or areas for ~uestion1ng

during the study as the early results are analysed. Whilst we

cannot prevent some umorta11ty" of our population. we hope to make

careful use of follow-up methods both for non-respondents and for

those who w1thdraw from courses. A cross-Gect10na1 method would

have shortened the length of the study considerably, but we would

have lost these advantages. In addition we would have had less

control over our sample: the 1nherent differences between the

panels due to the differences of preced1ng periods would have

been very diif1cult to allow for. as would the problems of the

chang1ng employment opportunit1es for graduates.

Cb) QUest1onna1res and Interviews

The populat1on 19 being studied 1n two ways: (1) the Whole

population is being covered by distr1buted quest10nnaires at

selected interva191 (1i) in add1tion to the quest10nnaires the

student intake at two colleges are being 1nterviewed at s1m11ar

intervals.

11

The quest10nna1re was chosen as the only way to tap a

large sample economically and quicklY1 but we were not satisfied

that we could rely only on th1S method, and we decided to select

two colleges w1th different courses in order to probe more

1ntensively the 1nformat10n we wanted. By using the quest1onna1re

as well as an interview at these colleges we are able to compare

the responses to each. Th1S will enable us to gauge the

reliability of the quest10nna1re and to g1ve an 1ndication of

how confident we can be 1n extrapolat1ng from the 1nterv1ew

sample to the total sample.

The Questionnaire

It was 1mportant to try to obta1n the complet1on of

questionna1res before students j01ned co1leges 1n order to

m1n1m1ze the extent of contaminat1on. We wanted to obta1n l1sts

of students who had accepted places at the colleges so that we

could send quest10nnaires d1rectly to them ann have them returned

d1rectly to us. In the event th1S rarely happened 6 and in most

cases the quest10nna1res were distributed in various ways by

the colleges (e.g. through studentp1geon-holes or distribut10n

at enrolment)~ though students returned them d1rectly to us.

Introductory letters were sent stress1ng conf~dent1ality.

The 1nic1al questionna1re was des1gned to glean a

comprehens1ve array of data, and 1ncludes a variety of different

question types both structured and unstructured: factual D

att1tudinal D retrospective D and predict1ve1 the factual data

quest10ns cover the student's soc1al and educational background

and that of his parents. Information was collected on reasons

for applY1ng for courses, and att1tudes to degrees and inst1tutions:

a f1nal sect10n asks a ser1es of quest10ns concern1ng proposed

occupat1ons. It 1S hoped that the des1gn of the questionna1re

1n this way would fac111tate response1 easy questions of fact

12

are asked first, followed by more intricate quest10ns on

educational matters and on the extent of occupational interests.

We are aware of the problems of uS1ng attitud1nal. retrospect1ve

and pred1ctive questions and have attempted to combat some of

these d1ff1culties by using standard techniques and by asking

the same quest10ns in different ways. We have also incorporated

the interv1ew as a prob1ng mechan1sm to test the va11d1ty of our

approach. Nevertheles~we recognise that interpretation and

comparabil1ty w11l be controvers1a1 and we are record1ng the

problems that arise for d1scussion 1n our final report.

The Interv1ews

For the interv1ews we wished to include students from both

C.N.A.A. and Un1versity of London Extern~l Sociology courses.

It was also des1rable to try to obta1n courses that were

reasonably well established and not likely to be subject to

1mmed1ate changes# and also have sufficiently large intakes to

make analysis viable. In the time ava11able and with our

ava11able resources we could not cope with more than two colleges.

G1ven our requirements, the colleges chosen were the Polytechn1c

of Central London (University of London External course) and

Manchester Polytechnic (C.N A.A. course). Both agreed to co

operate.

The 1nterv1ews are sem1-scheduled and, as already mentioned#

are designed to check the 1nformation given 1n the questionna1re

responses 0 to draw out further threads, and act as a source of

clar1ficat1onr they also serve to check the validity of the

des1gn of the questionnaire and 1tS contents in ter.ms of

question types, etc.

The 1nterview~ were designed to be about an hour in durat~on.

preferably shorter D and the first ser1es were to take place as

13

near to the beg1nn1ng of the academ1c year as possible. In our

case this was a rather diff1cult undertak1ng, S1nce a large

proport1on of the final Polytechn1c intake comes to college latec

often after fa11ure to secure Un1vers1ty places Our student

lists were not f1na11sed unt1l after the beg1nn1ng of the Autumn

termo and then we had to try to arrange 1nterviews before the1r

1n1tial expectations of college 11fe had been mod1fied by the1r

actual exper1ences.

We are ma1nly uS1ng two 1nterv1ewers for the study, wh1ch

means that add1tional work w11l have to be done on their 1ntr1nsic

differences as 1nterviewers and the b1ases Wh1Ch ma~ be introduced

from th1S source (we have one female and one male interviewer).

We are also taping the 1nterviews and hope to analyse these both

to 1mprove subsequent 1nformation collection and to evaluate the

interv1ewer/respondent 1nteract1on. As 1nd1cated ear11erq we

are deal1ng w1th a populat1on of soc10logy students, who will

become 1ncreas1ngly capable of knowledgeable 1nterpretat1ons of

what we are trY1ng to do: we hope we may re assisted by the fact

that both our 1nterv1ewers are themselves recent graduates 6 who

should have reta1ned an empathy w1th the student s1tuat1on.

The success of our 1nterv1ews 19 dependent very much on

the goodw111 and assistance of the two colleges concernedR both

for contact1ng students and for the prov1s1on of 1nterv1ew1ng

accommodation.

P1lots

Students applY1ng to and attending the B.Sc. Social SC1ences

course at the Polytechn1c of the South Bank are being used for

p110ts for both questionna1res and 1nterv1ews for all stages of

the enqu1ry. The procedure adopted at each stage 1S l1kely to

be s1milar to that for the f1rst stage of the survey: f1rstly a

14

prepilot of 12 1nterv1ews of app11cants to the course took place

structured around the following areas: reasons for applying for

a degree course, choice of Polytechn1c D expectat10ns of course,

alternat1ves cons1dered, job ant1cipat1on and social background.

The interviews were taped and from th1s data a rev1sed 1nterv1ew

schedule and questionna1re were constructed_ A second p1lot

then took place on a random sample of app11cants, 20 of whom

were interviewed and 50 questionna1res d1str1buted. On the basis

of this information, further rnodif1cations were made to the

des1gn of interv1ews and quest1onna1res.

D1Scuss1on Groups

The use of th1s method of 1nvest1gat1on has not been

f1nally decided up~nD but there 1S a strong poss1b111ty that 1t

w111 be used at a later stage. The purpose would be to develop

more qua11tat1ve data 1n a s1tuat1on of 1nteraction between

student and 1nterv1ewerD and student and student. The 1nterv1ewers

would act both as in1t1ators and as part1c1pant observers.

The College Prof11e

We intend collect1ng 1nformation on Departments and Colleges

1n order to develop prof1les wh1ch we hope to relate to students·

exper1ence or att1tudes~ Informat10n is l1kely to include:

91ze and nature of 1nstitutionr size and or1entation of the

Departrnent:cQurse and subjact range:staff1ng1 nature of research:

careers adv1ce.

Analysis of the Data

The analysis wlll be carried out by computer and 1t is

hoped to use a var1ety of stat1st1cal techn1ques 1nclud1ng

Ch1-square, Factor analys1s, and Path analys1s.

15

It will be not1ced that stat1stically our populat10n 19

not total, as two colleges are being excluded: at the same

time we are not using a stat1st1cal sample of colleges. However,

as specif1ed, we are studying separately the two populations

excluded and will have th1s data available for cross-check1ng

w1th the main populat1on. We feel that this loss of stat1stical

purity is counterbalanced by methodological ga1ns, for example,

of avoid1ng contaminated populations.

16

1970

1971 Spring Term

1971 Early Summer

1971 Late Summer

1971 Early Autumn

1972 Spring

1972 Summer/Autumn

1972 Summer

1972 Autumn

1972 Autumn

1972 Christmas

1973 Sprl.ng

1973 Summer

1973 Summer

1973 Autumn

SCHEDULE

Survey of I1terature - formulat~on of problems - e11c1ting of co-operat1on.

Stage 1. F1rst Pilot.

Stage 1. Second P1lot.

F1nal formulation of Stage 1. Quest1onna1re and 1nterview schedules.

Quest10nnaire d1str1but1on and follow-ups. Stage 1 interviews.

Preparat~on of quest10nnaire data for analysis ..

Questionna1re and lnterv1ew analysl.s of StagQ 1.

Wrl.te up of Intro~uctory Report.

P110ts for Stage 2, followed by preparation of quest10nna1res and 1nterv1ew schedules for Stage 2.

Questionna1re to students who drop out of course.

Proposed date Stage 1 report. Preliminary marglna1s for students (Stage 1).

Stage 2 quest10nnaire and 1ntervl.ews. 1st College prof11e.

Preparation of Stage ? questl.onnal.res for ana1ys1s.

Quest10nnaire and interview analys19 of Stage 2.

Final College Stage, 3 year full-t1me students. Pilots and preparat10n of schedules. Marginals for Students (Stage 2). Quest1onna1re to drop-outs (not prev10usly contacted).

17

1974 Spr~ng

1974 Summer

1974 Autumn

1974 Autumn or Spring 1975

1975 Sprlng

1975 Summer

1975 Autumn

1975 Autumn or Spr~ng 1976

1975 Christmas

1976 Spr~ng

1976 Summer ongo1ng

Quest1onna~re and interv1ews to F1nal College Stageo 3-year fu11-t~me students. (Poss1bly Lanchester Soc~a1 Work branch Stage 3 c but not f~nal year.)

Report on Stage 2. Preparat~on of quest10nnaires on employment for distr1bution later o actual tim1ng yet to be dec1ded 2nd College Prof1le.

Quest10nna1re to drop-outs (not previously contacted)

1st Leavers Employment Questionna1re d1stribut1on

F1na1 College Stage~ 4-year students. Quest1onna1res and 1nterv1ews.

Preparat10n for analys1s of Final College data.

Questionna~re to drop-auts (not prev10usly contacted).

2nd Leavers Employment Quest1onna1re dl.strl.hut1on.

Questl.onnal.re and l.nterVl.ew analys1s of F1nal College Stage.

Report on all three stages.

Ana1ys1s of Employment. Completion of Report on whole survey.

18

R E FER E N C E S

1. J.M. Butler: Occupat~ona1 Cho1ce (HMSO 1968) s. Wh1te: The Process of Occupational Ch01ce (BJIR July. 1968)

2. E Rob1nson: The New Po1ytechn1cs (1968)

3. N.U S. Annual Conference Report (1971). C.B I Statement on Graduat~ Unemployment (19.1.72). First Employment of Univers1ty Graduates: U.G.C. (1969, 1970Q 1971)

4. C.N.A A Cornpend1um of Degree Courses (1972). C Cox, M.Mea11ng, J. Wh1tburn D The B1ackbr1ck Un1vers1ties, (a) The1r Staff (T H.E S • 5.11.71), (b) C.N A A - The Way Forward (T.H.E.S., 14.1.72.). A Corbett, Degrees of Esteem (New Soc1ety, 9.12.71.)

5. E G1nsberg et a1: Occupat10nal Cho1ce (1951)

6. J. Ford & S Box: Soc1olog1cal ~heory and Occupat1onal Cho1ce (Soc101og1cal Rev1ew, Vol 15, No 1, 1967)

J. Ford & S Box: commitment to SC1ence: a solut10n to student marg1na11ty (Soc101ogy. Vol. 1, No 3 D 1967)

7. P.W. Musgrave: Towards a Soc101og1ca1 Theory of Occupat10nal Cho1ce (Soc10log1ca1 Rev1ew, Vol. 15 D No. ID 1967)

8. K. Roberts: The Entry 1nto Employment: an approach towards a general theory (Soc101og1cal Rev1ew, Vol. 16, No. 2, 1968)

9. M.A. Cou1son, Ke11, R1ddell, and Struthers: Towards a Soc10log1cal Theory - a cr1t1que (Soc~olog1cal Rev1ew, Vol 15, No. 3. 1967)

10. P M. B1au et al: Occupat10nal cho1ce - a conceptual framework (Industr1al and Labour Review, Vol. 9. No 4, 1956)

11. D.C. Beardslee and O'Dowd: Students and the Occupat10nal World (in N. Sanford: The American Co11ege g 1962)

T.M. Newcomb & K. Feldman: Impact of College on Students. Vol. 16 1969

H.S. Becker: Fate of Idea11sm 1n a Med1cal School (Amer1can Soc101og1cal Rev1ew, Vol. 23 0 1958)

H.S. Becker: Notes on the Concept of Commitment (American Journal of Soc101ogYR Vol. 66, 1966)

H.S Becker & Carper: Development of Ident1f1cation w1th an Occupat1on (Amer1can Journal of Soc10logy, Vol. 61, 1956)

19

• f

12.

13.

14.

J. Abbott: Career Patterns of British Soc101ogy Graduates (B.S.A , 1969)

Robbins Report on H1qher Educat~on. Append1x Two (B), Part 11, Sect10n 2, pp.167-189.

J. atutchley, J. Young, J. Grant: Student Culture (1969). Th1S has in part been der1ved from a more detailed typology in R E. Peterson, The Student Left in H1gher Education (Daeda1us, No. 97, W1nter, 1968)

20

71005 factors affecting the occupational choice …2 fa1! 3 pass and fa1! 9 non response 1/52 37...

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