success in the student market · success in the student market 9 background understanding the needs...

Success in the Student

Market A report of research findings

Success in the Student Market

2

Contents

Foreword ............................................................................................ 3

Executive summary ............................................................................ 5

Introduction and objectives ............................................................... 8

Research design .............................................................................. 10

Research findings ............................................................................. 13

1) Know Your Market ....................................................................... 14

2) The Student Pound ...................................................................... 22

3) The Student Social Life ................................................................. 26

4) Digital Services ............................................................................ 35

Conclusions ...................................................................................... 41

Recommendations ............................................................................ 46

Endnotes .......................................................................................... 50

Appendices ........................................................................................ 51

Appendix 1: Student Questionnaire .................................................... 52

Appendix 2: Students’ Union Questionnaire ........................................ 76


3

Chapter

Foreword


4

Foreword


5

Chapter

Executive Summary


6

Executive

Summary

In order to understand the needs of

students and how Students’ Unions can

help meet these needs, two surveys were

conducted by DJS Research Ltd during

March 2012. 1448 students from the NUS

Extra Student Panel including students of a

range of different ages, course levels and

universities completed an online survey

about their lifestyle and the Students’ Union

at their university. 40 Students’ Unions

took part in semi-structured telephone

interviews regarding their perceptions of

the lifestyles of students within their

university, and how the Students’ Union

meets these needs.

Amongst the findings from the research

were the following key results:

Students can be classified into four

clusters with similar attitudes:

o SU Ambassadors - positive

about the Students’ Union

and it plays a key role in

their lives.

o The Student Masses -

profile of the more ‘typical’

student using Students’

Unions services when it suits

them.

o Ambivalent Mature

Students - predominantly

(but not exclusively) mature

students, regarding the

Students’ Union as irrelevant.

o Actively Disengaged

Students - negative about

the Students’ Union and

actively avoid the venue.

Whilst Students’ Unions all recognise

that it is important to know your

market, there are some clear

disparities in focus between students

and Students’ Unions. One of the

key reasons behind this is that

students are more ego-centric,

focussing on their personal

experience, whilst Students’ Unions

have to tackle the needs of the

wider student population.

Although students do have greater

financial pressures than historically,

students still regard socialising as a

basic element of the student lifestyle.

Many of the students are working to

support their social lives, and spend

a significant proportion of their

income on social basics such as

alcoholic drinks, clothing and eating

out.

However although students focus a

lot on socialising, in many cases

they are not socialising at Students’

Union venues as much as they are

at local competitors. In particular

local bars and nightclubs have

greater appeal, often seen as being

better than the Students’ Union,

indicative of opportunity in unions.

For those students who do not wish

to spend significant levels of their

income on alcoholic drinks, coffee

shops are a promising prospect.

However the opportunity to sell

branded coffee should not be

mistaken as a need for the coffee

product, and in order to increase


7

sales of non-alcoholic drinks,

Students’ Unions will need to

embrace the whole Coffee

Experience.

Digital services offer a key

opportunity for Students’ Unions,

although some Students’ Unions do

not necessarily recognise the

importance that students place on

the future of online services.

o In particular social

networking is a key

opportunity, although current

levels of awareness are low.

In order to engage best

practice for social networking,

Students’ Unions are advised

to raise awareness through

marketing, encourage

students to sign up through

special offers / events,

maintain engagement by

making the posts relevant

and engaging, and avoid

alienation by ensuring that

posts are targeted and not

too frequent.


8

o Chapter

Introduction and Objectives

NUS Services wishes to understand the

commercial capacities of Students’ Unions

and how these align with the student

lifestyle, in particular student spend. This

research aims to highlight some key

concepts and relevant statistics which

explore this.


9

Background

Understanding the needs of students is key

to the success of NUS Services and the

Students’ Unions. Particularly in the ever-

changing environment of Higher Education,

it is vital that Students’ Unions are ahead of

the game and are mindful of the

commercial opportunities available within

their market.

With this in mind, NUS Services

commissioned DJS Research Ltd. To

conduct research to understand the key

issues underpinning the commercial

development of Students’ Unions and how

these correlate with the student lifestyle.

Research

Objectives

The overall objective of the research is to

“Understand the commercial

contexts which unions work within,

and to align this with the student

lifestyle and the factors which

influence student spend.”

More detailed research objectives were to:

Understand the impact of changing

landscape on NUS Digital

Identify new income streams for

Students’ Unions

Identify how Students’ Unions can

build affinity

Assess the role of social media and

identifying good practice with

regards to social media

Understand the student lifestyle

Understand student spend on

shopping and catering

Assess the role of entertainments.


10

-

Research Design

Students were surveyed via an online

questionnaire and management of

Students’ Unions via semi-structured

telephone interviews. Both forms of

research combined both open-ended and

closed questions, and were both aligned in

order to highlight key differences in

perception between the two audiences. An

attitudinal segmentation was run on the

student respondents, resulting in four

clusters.


11

Methodology

In order to understand the perceptions on

student lifestyle from the Students’ Unions

and the students themselves, two types of

research were conducted by DJS Research

Ltd during March 2012.

Student Research

1,448 students from the NUS Extra

customer panel participated in an online

survey. The questionnaire lasted

approximately 15 minutes and included 46

questions; some open-ended and some

closed. The respondents were entered into

a prize draw for £250, provided by NUS

Services. After completion of the

questionnaire and analysis of the data,

respondents were segmented into four

clusters of students with similar attitudes.

This allowed data to be analysed by each

cluster.

Students’ Unions Research

40 semi structured interviews were

conducted with Chief Executive Officers and

General Managers of various Students’

Unions around the UK. These interviews

lasted approximately 20 - 40 minutes and

included 30 questions; again with a number

of closed and open-ended questions.

Both forms of research were conducted

during March 2012, and were designed to

align with each other in order to ease the

comparison of answers from the two

audiences.

Respondents

Students’ Unions

The 40 respondents to the semi structured

interviews were selected from a sample of

137 Students’ Unions for representation of

NUS Services quintiles. They included a

range of different sizes of Students’ Unions

and comparator groups:

5 Russell (amended) universities

11 1994 & campus universities

17 metropolitan universities (Polys and

CATs)

7 small or specialist universities.

12 of these universities had a higher

turnover, 13 a lower turnover and 13 had

similar turnovers in comparison to the

previous financial year. 25 respondents

were confident about the commercial future

of their Students’ Union, and 9 were

unconfident.

Students

55% of the 1,448 student respondents to

the online survey were aged between 18

and 21 years, 17% were 22-25 years old

and 28% were 26 years or older. 36% were

first year undergraduates, from 87% overall

undergraduates. 21% of students lived with

family, 56% lived in shared accommodation

with other students, and 19% lived in

rented property or owned/mortgaged their

property. They consisted of 52% males and


12

48% females. This ratio is inconsistent with

the student population, which consists of

43% males and 57% females.1 The data

was weighted in order to correct this bias.


13

Research Findings

Key themes have been identified around

understanding the student market, groups

that lack engagement with the Students’

Union, student spending behaviour, and

the student social life.


14

Know Your

Market

Despite a large majority of Students’

Union respondents recognising the

need to understand their student

market, there seemed to be a definitive

group of students that did not feel

engaged with the Students’ Union, or

that it was at all relevant to them. In

order to understand these students

and how they fit into the wider market,

an attitudinal segmentation was

performed and analysed.

Approximately two thirds of all respondents

from Students’ Unions said their top tip to

other commercial managers would be to

“Understand your audience… go out

and talk to your students, find out

what they really want and not what

you think they want.” Students’ Union

Attitudinal Segmentation

With this in mind, an attitudinal

segmentation was performed using cluster

analysis. Cluster analysis is a statistical

technique that can be applied to data that

exhibit natural groupings. Cluster analysis

explores the raw data and groups

respondents into ‘clusters’ or

segments. Each cluster is a group of

relatively homogeneous respondents that

share common characteristics. Once these

clusters are identified they can be used to

help understand how views, preferences

and behaviours differ for distinct segments

of the student population. They can also

then be profiled in terms of their

demographic characteristics.

The questions used to segment the

audience were those referring to the

attitudes and opinions of the Students’

Union and their overall satisfaction with the

Students’ Union. (Questions 8, 29 and 31 in

the Student questionnaire, as seen in

Appendix 1).

This segmentation resulted in four clusters;

the details of these are briefly outlined in

Figure 1.

Base: All Students (1448)

Ambivalent

Mature Students

15%

Actively

Disengaged

Students

19%

SU Ambassadors

24% The Student

Masses

42%

Figure 1: Student clusters


15

The Student Masses

“The facilities are good but myself

and my friends do find alternative

places to go.” Student

This 42% of the audience demonstrate a

whole range of attitudes towards the

Students’ Union. They are using a mix of

facilities and attending a variety of events.

These students are likely to be in their first

year of undergraduate study, but represent

an entire typical student population.

The Student Masses

“The facilities are good but myself

and my friends do find alternative

places to go.” Student (Student

Masses)

This 42% of the audience represent a whole

range of attitudes towards the Students’

Union. They are using a mix of facilities and

attending a variety of events. These

students are likely to be in their first year of

undergraduate study, but represent an

entire typical student population.

SU Ambassadors

“The union have been fantastic to

me. I currently work in the retail

outlet and volunteer for them.

They have been a big part of my

life.” Student (SU Ambassador)

This 24% of the student audience display

very positive attitudes towards the

Students’ Unions and the various aspects of

the unions, such as the events held and the

facilities offered. They are more likely to

attend a vast range of different union

events and use most facilities. The majority

of students within this cluster are aged

between 18-24 years old and are in their

first undergraduate year of study.

Actively Disengaged

Students

“Whatever they do is just to

justify their own existence. It’s a

bureaucratic organisation which

has nothing in common with real

students’ lives.” Student (Actively

Disengaged)

This cluster of students represents those

who are generally satisfied with all aspects

of their university lives, apart from their

Students’ Unions. Despite their positive

attitude towards their social lives, the night

life, the music scene, etc.; they are less

likely to use the facilities offered by their

unions and attend any union events. They

are likely to be in their fourth year of

undergraduate studies and if offered the

opportunity would improve facilities such as

special interest clubs and sports and

cultural facilities at their Students’ Unions.


16

Ambivalent Mature

Students

“I don’t use the union enough to

comment or be particularly

satisfied or dissatisfied.”

Student (Ambivalent Mature)

These students display an extremely

ambivalent attitude towards the Students’

Union, their facilities and the events offered.

They are less likely to attend any union

events, and generally tend to use the coffee

shop or canteen and NUS Extra more than

other popular facilities such as the bar or

the shop. These students tend to be 26

years or older and could not pinpoint

anything specific they would like to improve

within their Students’ Union if given the

opportunity. These students do not either

actively like or dislike the Students’ Union,

they simply do not feel it is of any

relevance to them.


17

Large Students’ Union

One of the highest levels of SU Ambassadors is

seen in one of the biggest Students’ Unions.

Amongst students taking part in the survey,

more than 2/3rds of students are SU

Ambassadors and there is higher than average

satisfaction with the Students’ Union and its

facilities amongst students.

“I get everything I want from the Students’

Union, and I know that there is more if I want

it” – Student

“We have the best union in the country!” –

Student

Although turnover in this Students’ Union is

high and the SU is confident about the future,

the general manager has some concerns,

particularly focusing on the size of the student

wallet, alongside increasing costs and

overheads.

The SU places a strong focus on social

networking, sending out details of SU Twitter

and Facebook sites to students before they

start their first year studies.

The biggest tip that this Students’ Union can

offer to other SUs is to “Know your market, do

your research and understand your students” – Students’ Union

Small Students’ Union

Higher than average SU Ambassadors can also

be seen in smaller Students’ Unions. Amongst

students taking part from one particular small

Students’ Union more than 2/5’s of students

are SU Ambassadors with higher than average

satisfaction with the Students’ Union and its

facilities.

“I love spending time on campus and in the

Students’ Union” – Student

“Although we have a small Students’ Union

they do a lot for all the students and make the

overall experience more exciting” - Student

Although turnover is relatively low with a focus

on core facilities and events it has increased in

the last year. There is a strong focus on the

online services, with a comparable range of

online services to larger Students’ Unions.

Social networking and online services are key

and there is a strong focus on ensuring that

students remain engaged by encouraging them

to take responsibility for social networking.

The biggest tip that this Students’ Union can

offer to other SUs is to “Remain current with

student trends particularly how to generate

buzz for an event” – Students’ Union

Bigger doesn’t always mean better


18

Lack of Engagement

As briefly mentioned, those students in the

Ambivalent Mature Students cluster feel a

lack of engagement with their Students’

Unions, with many of the students not even

feeling that the union is of any relevance to

their lives.

“It doesn't seem to affect my life

that much, the union generally

doesn't seem to affect me at all.”

Student (Actively Disengaged)

Figure 2 shows responses to question 31 in

the student questionnaire (Appendix 1);

where students were shown a number of

statements regarding their Students’

Unions and asked to indicate how strongly

they agreed or disagreed with each

individual statement. Please note

statements asked in a negative manner are

indicated with an asterisk; the responses to

these statements have since been flipped in

order to ease the comparison of responses.

It can be clearly seen through studying this

figure that a huge proportion of students

portray this ambivalent attitude.

47

45

45

38

35

30

28

25

22

18

13

40

41

43

38

49

42

47

54

23

31

23

13

14

13

24

16

28

25

21

55

51

64

0 50 100

Online is way forward

Meets the needs of students

Keeps up with modern student

Improved the experience

Understands me*

Cater to my needs*

Exciting place

Better than others

Informs students*

Central to life

Am involved

% of students

Agree Neither Disagree

Figure 2: Student responses to attitudinal statements

Base: All students (1448)

* Statements asked negatively, but responses flipped for comparison with other statements


19

The students within this cluster displaying

this lack of engagement with the Students’

Union are much more likely to be working

than other students; especially in full time

employment.

“I am a mature student, working full

time and have not used the Students’

Union at all. This is not the Union’s

fault but at 49 I don't really think it

is intended for the likes of me!”


Each student in this cluster stated the

Students’ Union was not applicable to them

as a student; and the majority of them

chose ‘don’t know’ when asked their

satisfaction on night life, the music scene,

sports, clubs and societies and general

social activities. This notion of satisfaction

with social lives within each cluster of

students is discussed further within the

‘Student Social Life’ findings. Three

quarters (73%) of this cluster of students

had no opinion on the facilities offered at

their Students’ Unions.

These students tend not to attend Students’

Union events and 59% of them claim this is

because they are not relevant or interesting

to them.

“I am never intrigued by the events

they hold…” Student (Actively

Disengaged)

Despite this apparent lack of engagement

with the Students’ Unions, this is not due to

a lack of interest in the stereotypical busy

social student lifestyle, as 77% socialise

during the evening.

“We need more postgrad oriented

events that are actually FUN, not

assuming all postgrads only want

very sedate quiet events.” Student

(Ambivalent Mature)


20

91 respondents who are full time workers (and therefore presumably part time students) took part in

this research. A large number of these respondents fall into the Ambivalent Mature Students cluster

(37 out of 91).

“I tend not to be involved myself as a mature part time student but there always appears

to be plenty of activities advertised” – Student (Ambivalent Mature)

In essence, although working full time, these students are not very different to other students. Like

other students, they are most likely to spend their spare time (albeit significantly fewer hours) on the

internet, meeting friends and watching TV. Unsurprisingly they spend more time on family

commitments and at work.

Students who work full time tend to be slightly more satisfied with their course and significantly more

likely to say that the Students ’ Union is not applicable to them (40 out of 91 say Don’t Know or Not

Applicable). They are significantly more likely than other students to say that they don’t know any

Students’ Union events (86% cf. 33%) and that they don’t know any Students’ Union facilities (64%

cf. 13%). The only facilities that have a significant level of awareness amongst full time workers are

NUS Extra and the bar.

“I have had little involvement with the students union other than to pick up my NUS Extra

card.” Student (Actively Disengaged)

Verbatim comments from students who also have a full time job indicate a mixed level of interest in

Students’ Union facilities, with some feeling remaining stoical that the Students’ Union does not apply

to them and others interested to find out more about what might be on offer, and keen to make

suggestions about what Students’ Unions might offer them:

“I like to get involved, but would like to see it do more for specialist groups and societies”

– Student (Ambivalent Mature Student)

Others highlight a feeling of being ignored by their Students’ Union, and that the services have

nothing to offer for part-time students:

“I have had no contact with the Students’ Union. I feel that part time students are

ignored” Student” (Actively Disengaged)

CASE STUDY: Full Time Workers


21

Disparity between Students

and Students’ Union

Attitudes

Although it is not surprising that Students’

Unions have more positive perceptions of

the services offered, and the attitudes that

they may expect their students to hold,

there are some areas that highlight high

levels of disparity.

Whilst students are more likely to agree

that online services are the way forward,

Students Unions’ are less likely to agree

with this statement. Likewise they are less

likely than students to agree that they cater

to the needs of all students.

However the greatest areas of disparity

arise where Students’ Unions have a

significantly more positive perception of the

services they offer and the attitudes that

students might hold, than the students do

themselves. This in particular applies to

improving the experience of university,

understanding students, that the student

union is an exciting place, and that it is

central to students’ lives.

This is particularly relevant, since many of

these statements highlight the differences

between the ego-centric position of

Base: All respondents (448 students, 38 SUs)

Figure 3: Level of agreement with attitude statements

47

30

29

24

21

17

14

15

13

10

7

40

53

68

90

75

10

75

55

48

63

35

0 50 100

Online is way forward

Meets the needs of…

Keeps up with modern…

Improved the experience

Understands me*

Cater to my needs*

Exciting place

Better than others

Informs students*

Central to life

Am involved

% of respondents agree strongly / slightly

Students Students' Unions

* Statements asked negatively, but responses flipped for comparison with other statements Base: All respondents (1448 students, 40 SUs)


22

students (i.e. the Student Union has

improved my university experience) versus

the more challenging position that Students’

Unions have to take, of considering issues

for all students (i.e. the Student Union

improves the university experience for all

students).

This is an issue that is not lost on Students’

Unions or students:

This is assuming that there is an

average student and there isn't. It is

all about niche markets – Students’

Union

“It is difficult to aim at all students –

at the moment it fails to meet the

needs of students who do not fit into

the 18-21 category” – Student (Student

Masses)


23

The Student

Pound

As expected; during the current

economic crisis, students are feeling

the pinch. Despite this, they are still

regarding social activities as a basic

and are finding additional sources of

income to fund these necessities of

student life. Students’ Unions’ views on

this economic downturn vary greatly

according to their turnover comparison

with the latest financial year. The Student Perspective

Students can struggle to make ends meet.

Figure 4 shows that 29% of students have

a part time job during term time.

The majority of these (75%) were not

surprised by the need for of extra income

as they always expected to need a job

throughout their university experience for

financial reasons. A further 15% of students

in part time employment were caught more

unawares and have found themselves

needing a job since starting studying in

order to cover the financial stresses of

student life.

It seems students generally only have jobs

during their university study for financial

purposes; only 19% of students expected

to have a job for work experience and 5%

have taken a job for this reason since

starting their studies. This attitude towards

work experience also differs hugely

according to student clusters. SU

Ambassadors are much more likely to get a

job in order to gain work experience and

enhance their CV (72%); this is much

higher than other students. (59% of the

Student Masses, 56% of Actively

Disengaged Students, and only 43% of

Ambivalent Mature Students.)

A very small percentage of students have a

job related to their future career. As

expected, this does vary by age. Only 11%

of students aged 25 years or less are

included in this bracket of students, along

with 23% of student aged 26 years or over.

Whilst there are a much higher percentage

of mature students, these students still only

amount to less than a quarter of all mature

students.

When students were asked the reasons

behind them needing this extra financial

security; the responses at first seemed

paradoxical. 42% of students mentioned

they could not manage on only their

61%

41%

40%

29%

21%

21%

19%

13%

11%

8%

7%

7%

0% 50% 100%

Student loan

Parents

Savings

Paid work in term time…

Bank overdrafts

Paid work in holidays…

Local authority/…

Paid work in holidays…

Scholarship/ Company…

Full time work (during…

Credit cards

Other

% Students


Figure 4: Sources of income


24

student loan, and 64% said they needed a

job to cover expenses such as

accommodation, food, and household bills.

Having said this, the highest mention

throughout the audience was that of

socialising and leisure activities, which 71%

of students stated was a reason behind the

need for additional income. (Please note

multiple responses were allowed for this

question, and so the sum of response

figures will be greater than 100%.)

The number of students claiming they need

a job to help them with the financial

aspects of socialising differs between

clusters of students. 80% of SU

Ambassadors state that they work to

provide money for socialising; as opposed

to 73% of Actively Disengaged Students,

68% of the Student Masses and only 58%

of the Ambivalent Mature Students. It is

interesting to note that whilst the attitudes

towards needing a job for help with various

household bills is equal for all types of

students, almost 60% of Ambivalent

Mature Students still need a job to help

with their social lives.

Students spend a significant amount of

money each week on food; with an average

of £10.38 on eating out, £26.09 on their

weekly food shop, and £8.73 on other food.

As an overall total, it seems that catering

and food is the highest cost to students.

They claim to spend an average of 1.34

hours a day eating, which is in line with

previous figures obtained from The Student

Lifestyle Report (2010).2

It is also clearly demonstrated that the

average spend on cigarettes is fairly high in

comparison to other items at £11.33.

However, considering the average pack of

cigarettes cost £7.463, it could be argued

students are working hard to ensure this

cost stays low. Results from this research

show only 10% of the audience smoke.

Figure 5 shows the average weekly spends

for students on various items. A red box in

this Figure shows some of the items which

generate the highest spend each week by

students. Four of the seven highest costing

items are for social purposes

(bars/pubs/clubs, alcoholic drinks, clothes

and eating out).

0 20 40

Food shop (1347)

Travel (1064)

Bars/pubs/clubs (1059)

Cigarettes (145)

Alcoholic drinks (971)

Clothes (940)

Eating out (1145)

Course books (778)

Mobiles (1149)

Course equipment (640)

Excursions (507)

Internet (778)

Non-alcoholic drinks…

Films / DVDs (463)

Music (371)

Toiletries (1239)

Printing (830)

Stationery (788)

Average spend (£)

Figure 5: Student Expenditure

Base: All students who purchase in each category

(bases in brackets)

NB averages exclude those who do not

spend anything in each category


25

By contrast, students also claim that they

spend an average of only £63.10 per week

in the Students’ Union. The majority of this

expenditure is in the bar or nightclub, with

an average of £8.68 spent each week in the

Students’ Union nightclub and £6.78 spent

each week in the Students’ Union bar / pub.

In addition students say that average they

spend a further £99.61 per year on NUS

Extra (19.28), University balls (31.81) and

health and fitness centre (£48.52)

This clearly demonstrates that students

believe their social life is a core part of the

university experience – and cannot be

ignored because of the current economic

situation.

The Students’ Union

Perspective

Unsurprisingly, all Students’ Unions

recognise the difficulty of the current

financial situation. Having said this, their

attitudes towards this challenge differ

greatly according to how their turnover

compares with that of the previous financial

year.

Figure 6 shows the number of unions that

saw increased or decreased turnover

between the two financial years, along with

those whose turnover remained stable.

Students’ Unions with

lower turnover

Those unions whose turnover compared

unfavourably with that of the year before

generally display a defeatist attitude

towards this challenging situation. They

claim the reason behind their decrease in

turnover is the general lack of money,

particularly within the student population.

“There’s just less money around….”

Students’ Union


similar turnover

This attitude differs to those working at

Students’ Unions who managed to maintain

their turnover. Whilst the staff working at

these unions are aware of these additional

pressures, they have also worked hard to

13

13

12

11 12 13 14

Lower

Similar

Higher

Number of Students’ Unions

Figure 6: Turnover in unions

Base: All Students’ Unions (ex DK) (38)

NB 2 Students’ Unions are unable to compare turnover to previous year


26

adjust to the tougher demands on students

and the union.

“We were very mindful and on top of

our commercial performance… we

worked hard to maintain sales and

efficiency.” Students’ Union


higher turnover

There is again a definite change in attitude

at those unions that increased their

turnover during this period. These unions

not only realised the extra financial

pressures and adjusted their strategies to

overcome these; they also concentrated on

certain commercial concepts and

investments that ensured the union would

excel.

“We invested in named acts for

Fresher’s week which created

interest in Union events.” Students’

Union

It is of course important to mention these

investments need not be purely financial,

as investments in thought leadership,

volunteers and staff training and

development were also hugely successful in

demonstrating this same behaviour.


27

The Student

Social Life

For many students, their social lives

centre around alcohol and licensed

venues. However the Students’ Union

is not at the core of this, with local

bars and clubs being of greater interest

to most students. Coffee shops

provide a strong opportunity to meet

the needs of students who are looking

for non-licensed social spaces and

opportunities, but it is important to

recognise that the coffee experience is

as important as the coffee product.

General Social Activities

When asked to list the things that they did

in their spare time; the top social activities

were meeting friends, going to the

pub/bar/club, going to the cinema, going to

a live concert/gig/show and university club

and society activities. Table 1 shows the

number of responses for each activity,

along with the mean number of hours spent

doing each activity per week. Please note

this question was multi-response, therefore

percentages will not sum to 100%.

Generally, students seem fairly satisfied

with the night life and general social

activities at their respective universities.

The percentage of all students satisfied with

these elements of their university lives

range from 63% satisfied with the night life,

to 47% who are satisfied with the music

scene. Many respondents from Students’

Unions have already realised this

dissatisfaction with live music; suggesting

themselves that this is an area they should

explore.

Activity Total SU

Ambassadors

Ambivalent

Mature

Students

Student

Masses

Actively

Disengaged

Students

Meeting friends

87%

10.06 hrs/ wk

93%

12.06 hrs/ wk

81%

6.39 hrs/ wk

85%

10.30 hrs/ wk

89%

9.69 hrs/ wk

Pub/bar/club

65%

5.30 hrs/ wk

77%

5.97 hrs/ wk

51%

4.15 hrs/ wk

63%

5.26 hrs/ wk

67%

5.17 hrs/ wk

Cinema

53%

1.94 hrs/ wk

57%

2.16 hrs/ wk

56%

1.76 hrs/ wk

49%

1.84 hrs/ wk

54%

1.98 hrs/ wk

Live concerts/

gigs/shows

35%

2.02 hrs/ wk

40%

2.32 hrs/ wk

38%

1.63 hrs/ wk

30%

2.02 hrs/ wk

36%

1.94 hrs/ wk

Club and society

activities

30%

3.93 hrs/ wk

52%

4.04 hrs/ wk

7%

7.54 hrs/ wk

30%

3.58 hrs/ wk

23%

3.75 hrs/ wk

Table 1: Popular student social activities


28

Again, as expected, satisfaction with these

aspects of the student lifestyle differs

according to cluster, with the SU

Ambassadors being more likely than other

to spend time (although not necessarily

spending significantly more time than

others who undertake these activities)

meeting friends, going to bars / pubs/ clubs

and taking part in club and society activities.

Ambivalent Mature students, unsurprisingly

are significantly less likely than others to

take part in club and society activities,

whilst is it interesting to note that although

disengaged with the Students’ Union,

almost a quarter of Actively Disengaged

students say that they do take part in club

and society activities – spending about the

same amount of time doing so, as other

students who take part in these activities.

Figure 7 shows the difference in satisfaction

with night life across the clusters of

students whilst at university. It is

interesting to note the dispersion of

Actively Disengaged Students; only 39% of

students are satisfied, and 16% of students

are dissatisfied.

Figure 7: Satisfaction with nightlife

75

16

50

39

22

82

43

45

3

2

7

16

0 50 100

SU ambassadors

Ambivalent mature students

Student masses

Anti-establishment students

% of students

Satisfied Neither* Dissatisfied

Base: All students (1448) * Neither category includes those who chose options ‘don’t know’, ‘not applicable’ and ‘neither satisfied or dissatisfied’


29

Figure 8 shows student satisfaction with the

music scene whilst at university. Whilst SU

Ambassadors are the most satisfied, a large

proportion of all students still don’t believe

the music scene is relevant to them, or

they have no opinion on this.

Figure 9 shows an interesting story. The

opinions of SU Ambassadors and Actively

Disengaged Students are almost polar

opposite to each other, with 78% of SU

Ambassadors satisfied, and 88% of

Ambivalent Mature Students dissatisfied.

This suggests that the people who do use

the clubs and societies are satisfied with

them, but that there are a large proportion

of students not using any. Again, a large

number of Actively Disengaged Students

are dissatisfied with the clubs and societies.

78

12

43

31

22

88

51

51

6

19

0 50 100

SU ambassadors


Student masses


% of students


Figure 9: Satisfaction with clubs and societies

Base: All students (1448) * Neither category includes those who chose options ‘don’t know’, ‘not applicable’ and ‘neither satisfied or dissatisfied’

59

12

34

29

34

85

56

50

7

3

10

21

0 50 100

SU ambassadors


Student masses


% of students


Figure 8: Satisfaction with music scene


* Neither category includes those who chose options ‘don’t know’, ‘not applicable’ and ‘neither satisfied or dissatisfied’


30

Students’ Union Events

Attending Students’ Union events is only a

part of the student social life for less than a

third of students (31%). Amongst this

group they attend an average of 1.90

events a week. SU Ambassadors are

significantly more likely to attend Students’

Union events (60% attend events) but only

slightly more frequently than others (an

average of 2.08 events per week).

As demonstrated in figures 10 students

have limited awareness of some events

organised by their Students’ Unions – in

particular there are discrepancies between

the proportion of Students’ Unions saying

that they organise fundraising events and

specific pub nights, and the number of

students aware of these events.

However figure 11 demonstrates that

Students’ Unions and students agree that

the most popular events revolve around the

typical student nightlife. (i.e. nightclub

events, themed club nights, specific club

nights, general pub nights and specific pub

nights). Again is not surprising to note that

SU Ambassadors are significantly more

likely to have attended these events than

other student groups.

Students’ Unions generally agree with

students that nightclub events are the most

popular events, with a large number also

mentioning student balls, themed club

44

17

11

8

8

6

25

14

14

14

6

0 50

Student Nightclub

events

Themed club nights

Specific pub nights

Comedy nights

Specific club nights

Sports events

% of students

Students Students Unions

42

33

32

32

26

26

25

24

63

55

55

68

55

45

78

50

0 50 100

Student Nightclub…

Themed club nights

Comedy nights

Fundraising events

General pub nights

Specific club nights

Specific pub nights

Sports events

% of students

Students Students Unions

Figure 10: Awareness of events organised by

Students’ Unions


Figure 11: Most popular events attended in

Students’ Unions



31

nights and specialist pub and club nights as

also being popular events.

Typically, students’ Unions place the

popularity of these events on habit and the

fact that they are well established events,

whilst others admit that they are targeting

the mass market:

“It’s habit. The nightclub events are

well established evenings.” – Students’

Union

“Dance nights are what people like.

We offer them cheap. We like to

provide for the mass audience” –

Students’ Union

However some Students’ Unions have

acknowledged that it is difficult to compete

with the local competition on the mass

market events, and hence highlight some

more specialist events that appeal to

specific student groups:

“Specialist pub nights are popular,

because if they wanted a night club

event they would go into [city] to a

proper night club” – Students’ Union

Others believe that engaging students,

either as event organisers or as performers

helps to increase turnout and make these

events more popular:

“Open mic nights are popular. We are

a campus based university, and the

students like to hear fellow students

perform.” – Students’ Union

“Student organised events are very

popular. They invest the time

arranging something they want. They

take door money and we take money

on bar.” – Students’ Union

With this in mind, some Students’ Unions

have already identified that the Students’

Union can play a role in promoting student

organised events, offering support and

advice, which will help to bring disengaged

students back into the Students’ Union and

help them to feel that it is more relevant:

“We’d like to carry on bringing the

discrete student communities together.

More things being handed over to

students to arrange. We have and

Events Management course so would

be good to hand over reigns to them” –

Students’ Union

“Smoother and easier ways for

societies to arrange their own events.

We would like to offer a one shop party

organising service like a 'wedding

planner'. We hope to offer an external

conferencing events centre. Once that

is set up we would like to be able to

offer those services to our members

and societies to help members

organising similar events.” – Students’

Union

The Student Night Out

The student night out generally doesn’t

include the Students’ Union; students are

much more likely to visit local bars and

nightclubs than they are the union

equivalents. There are two key reasons

emerging to explain this:


32

The Students’ Union equivalents are

not interesting or relevant to the

student.

As expected, the Ambivalent Mature

Students and the Actively Disengaged

Students discussed earlier are much more

likely to give this reason behind their lack

of involvement with the night time facilities

held by their Students’ Unions.

The alternatives available are better,

cheaper, or more convenient.

There is no great difference in segment

attitudes towards this; it seems to be a

general concept from all students.

Examples of how other venues are more

convenient or better include:

“The main building is out of the way so

it doesn't draw much of a crowd” –


“On an average night, you can expect

to wait at least 20 minutes for a drink

because the bar is understaffed” –


“It isn't convenient for anyone but

those who live on this accommodation

campus to visit the union” – Student

(Actively Disengaged)

“The Bar does not appear to be

subsidised at all... and the choice of

drinks is limited” – Student (Actively

Disengaged)

The level to which students say that they

do not socialise at the Students’ Union

because others are better is particularly

worrying when compared with the Students’

Unions attitudes towards local bars, pubs

and nightclubs; only nine of 40 respondents

mentioned local amenities venues when

asked where their students socialise.

Furthermore 22 out of the 36 Students’

Unions that have a bar mentioned that it is

the most popular facility in the Students’

Union, with 15 of these saying that it is the

most profitable.

Students’ Unions generally believe that the

reason the bar is the most popular is

because they are providing a service that

meets the needs of the students, and is

central to student life:

“It is part of the culture of the

university” – Students’ Union

“Focal point on campus for people to

socialise” – Students’ Union

“We have regular entertainments in

the bar, which is open six days week. it

is what students do” – Students’ Union

However only three respondents explain

that they base these figures on research

conducted with their students – the

majority base their perception of the bar as

the most popular facility on simple facts

and figures, such as footfall or turnover, or

their own perception. Furthermore only

three of the respondents mentioned the

local competition when commenting on the

popularity of their bar:

“Because it is competitive with the

local market” – Students’ Union

“One of the major venues in a small

town” – Students’ Union


33

“We are competitive compared to local

bars”– Students’ Union

It is important unions firstly recognise the

competition in local bars and nightclubs if

they wish to change the involvement of

their facilities in the typical student night.

This is further demonstrated, by exploring

the average student night out.

The general picture

Generally, the students tend to begin their

nights at home or a friend’s house; this is

most popularly known as ‘pre-loading’ (The

Student Lifestyle Report, 2010)1. Once they

leave their accommodation, students tend

to either go straight to local nightclubs,

where the majority of them stay until the

end of the night; or visit some local pubs or

bars before then ending up at the local

nightclub. This story is depicted in Figure

12

Figure 12: The average student night out

61% start at home

37% next stop is local bar

24% next stop local nightclub

25% next stop local nightclub

Base: All students socialising in evenings (1301)

Total of 51%* end the night at a local nightclub

23% visit SU bar or nightclub at any point in the evening

*This percentage includes the small

percentage of students starting their nights at

local nightclubs


34

Socialising in the union

As discussed, the majority of students

begin their nights by ‘pre-loading’ at home.

Where they go next however a huge effect

on the remainder of their evening has; this

relationship is displayed through Table 2.

Start in SU

bar / club

(n=202)

Start in local

pub / bar / club

(n=827)

End in SU bar /

club 24% 4%

End in local pub

/ bar / club 36% 41%

Table 2: The ‘path’ of the student night out

As this Table clearly shows, if the students

start their evening in a Students’ Union

venue , they are just as likely to stay there

or move to another Students’ Union venue

as they are to move to a local bar, pub or

club. The converse however is not true,

only 4% of students who start their evening

at local bars, pubs and clubs will then make

their way to Students’ Union venues.

Attitudinal differences

It seems the picture of the typical student

night out varies greatly between each

cluster of students discussed earlier. This is

of course to be expected, considering the

differences in attitudes towards various

aspects of university life.

Table 3 shows the percentages of each

cluster that frequent the Students’ Union

night time facilities and the local

competition. Amongst those who are aware

of Students’ Union’s night time facilities, it

can be seen that SU Ambassadors are much

more likely to socialise at Students’ Union

facilities than any other cluster of students;

despite this figure still being fairly low

(40%). The percentage of students from

both the Ambivalent Mature Students and

the Actively Disengaged Students are

particularly low at 5% and 8% respectively.

Location (%) Local pub

/ bar /

club

Students’

Union*

SU Ambassadors 78 42

Ambivalent Mature

Students

85 13

Student Masses 80 30

Actively

Disengaged

Students

84 10

Table 3: Location of socialising for students in

different clusters

*Percentages calculated from those who are aware of the Students’ Union facilities


35

It is important to mention, however, that

the percentage of students socialising at

local pubs, clubs and bars is fairly similar

for all clusters of students. This suggests

students from both clusters not socialising

at the Students’ Union are still socialising,

they are simply doing so elsewhere.

Coffee: The Experience

Two thirds (65%) of all students claim to

have used the Students’ Union coffee shop

at least once throughout their university

experience. Unsurprisingly, the SU

Ambassadors are more likely to be using

this service, but so have 63% of the

Student Masses and almost half of the

Ambivalent Mature Students and the

Actively disengaged Students. Whilst more

students use high street coffee shops as

opposed to Students’ Union coffee shops

(30% in comparison to 17%); there is a

clear need for this service amongst

students.

Of this 65% who have used the union

coffee shop, only 35% of students name

this service as one of their most used. The

same pattern again appears when

examining clusters; 44% of the SU

Ambassadors, 33% of the Student Masses,

29% of the Actively Disengaged Students

and 24% of the Ambivalent Mature

Students claimed this service is one of their

most used. Key reasons behind using the

union coffee shops include convenience

(80%), a good location (65%) and price

(43%). Whilst these figures may seem low,

only 9% of all students surveyed mentioned

the coffee shop as one of their least used

services run by the Students’ Union. These

figures highlight the need for this service

throughout the university, despite any

individual characteristics of students.

The potential of coffee shops run by the

Students’ Union have also been recognised

by the union management. Figure 12 shows

the responses from Students’ Union staff

when asked about any exciting new

developments in the student movement. It

is clear that although letting agencies

proved a popular topic of discussion, coffee

was also at the forefront of most people’s

minds.

Figure 12: Key Themes emerging as ‘the most exciting new developments in the student movement


36

Many Students’ Union respondents

mentioned the potential of the social spaces

offered by coffee shops; although most

seemed to fixate on the notion of branded

coffee;

“I like the idea of contracts with

branded coffee outlets. This may make

a difference…” - Students’ Union

Surveys with students however focus on

non-alcohol based social spaces as the

main advantage behind coffee shops, rather

than the opportunity to purchase branded

coffee:

“I think an event that didn't involve a

lot of drinking would be more my

thing! Maybe a continental coffee

place/evening, or a pub rather than a

club.” - Student (Student Masses)

This viewing of coffee as an experience

rather than a product was specifically

highlighted by some SU respondents:

We run a coffee shop on site that has a

better turnover than Costa Coffee on

site” - Students’ Union

The general feeling from both audiences on

this issue is that it’s the how, and not the

what that is important where coffee is

concerned:

“How we run our coffee shop is

important.” – Students’ Union


37

Digital Services

With NUS Digital soon to be launched

as a service for Students’ Unions,

online and digital services are of key

importance. However, whilst students

of all ages and attitudes recognise

online services as the future, many of

the Students’ Unions place higher

importance on other attributes.

Importantly social networking is an

area that the majority of students

would like to see improved, although

there are many who are not aware of

the social network sites already used

by their Students’ Union, and there is a

clear need to raise awareness of these

networks through marketing at the

earliest possible opportunity.

Level of Internet Use

Use of the internet plays a significant role

in students’ lives with 96% of students

stating they use the internet during their

spare time. Furthermore, students say that

they spend an average of more than 12

hours a day on the computer - 6.14 hours’

work or study purposes and a further 6.01

hours for leisure purposes (including time

spent using social media on smartphones).

Interestingly this is a consistent picture

across all groups of students, although SU

Ambassadors spend slightly more time on

the internet for study purposes than other

students (6.70 hours per day).

However, whilst Students’ Unions do

recognise that the internet and social media

are key in their students’ lives, only 8 of

the 40 Students’ Unions that were

interviewed for this research mentioned

that using the internet or social media is

one of the things that students spend the

majority of their time doing.

Social Media

In line with the high levels of use of the

internet, more than 9 out of 10 (92%) of

the students taking part in this research

mentioned that they have a Facebook

account. This data, shown in Figure 13,

closely represents the national data, with

data released by the Office for National

Statistics in 2011 stated that while 57% of

the population spend time using social

media, the figure rises to 91% amongst

16-24 year olds4.

Whilst high levels of use of Facebook exist

amongst all groups of students, Ambivalent

Mature Students are significantly less likely

to have a Facebook account than other

student groups (86%). Males are

significantly more likely to use YouTube,

whilst SU Ambassadors are more likely than

other students to use Twitter.

92

56

41

0 50 100

Facebook

YouTube

Twitter

% respondents

Figure 13: Social networking sites that students hold accounts with



38

Online Services For the vast majority of students, the future

of the Students’ Union lies in the use of

digital services.

“Make the Students’ Union a place

where people can ask questions

and socialise in an online

environment.” Student (SU

Ambassadors)

All students, regardless of age, university

and attitudes towards to the Students’

Union agree with the statement that ‘online

services are the way forward for Students’

Unions, as shown in Figure 14.

Figure 14: Student Agreement with statements

about their Students’ Union

However whilst many of the Students’

Unions are in agreement that NUS Digital is

an exciting prospect, General Managers and

CEOs generally place greater levels of

importance and agreement with other

attributes, which means that the role that

online services plays in the future of

Students’ Unions is played down. This is

depicted in Figure 15.

“Online is an area I am not

familiar with, but I am sure we

can make money there with

guidance.” Students’ Union

Figure 15: Students’ Union Agreement with

statements about their Students’ Union

47

45

44

38

35

30

28

25

22

18

13

0 50 100

Online way forward

Keep up with student

Meets needs

Improved experience

Understands me*

Cater to my needs*

Exciting place

Better than others

Informs students*

Central to life

Am involved

% of students agree strongly / slightly

* Statements asked negatively, but responses flipped for comparison with other statements


90

75

75

68

63

55

53

48

40

35

10

0 50 100

Improved experience

Understands…

Exciting place

Keep up with…

Central to life

Better than others

Meets needs

Informs students*

Online way forward

Involves students

Cater to all needs*

% of respondents agree strongly / slightly

Base: All Students’ Unions (40)


39

Use Of Students’ Union

Online Services

All of the Students’ Unions mentioned that

they have at least one online service

available to their students as follows:

93% Voting procedures

93% Online space for clubs and

societies

75% Student newspaper

70% Advice and welfare

65% Retail sales

60% Online chat spaces / forums

60% E-ticket sales.

However despite high availability of online

facilities and the natural affinity that

students display towards use of the internet,

there are significant groups of students who

do not engage with these services. This is

highlighted in Figure 16:

Again unsurprisingly older students are

more likely to say that they are not aware

of any online SU facilities (61% 26 or older),

whilst SU Ambassadors are more likely to

say that they use at least one online SU

facility (38%).

Figure 17 shows the services that students

and Students’ Unions identify as the most

popular. Reassuringly both Students’

Unions and students agree that the most

popular online facilities are E-tickets and

voting procedures. Students’ Unions also

mention high use of online space for clubs

and societies, whilst students also mention

relatively high use of the student

newspaper and online space for clubs and

societies.

Figure 16: Use of online Students’ Union facilities

Figure 17: Online facilities identified as the most popular

by students and Students’ Unions

45

14

31

Don't know any SU online facilities

Know but don't use any SU online facilities

Use at least one SU online facility

28

18

15

12

10

9

25

25

5

20

8

10

E-ticketing

Voting procedures

Student newspaper

Online spaces clubs /…

Volunteering /…

Online chat / forums

0 10 20 30

Students Students' Unions




40

Interestingly, there is some disagreement

between Students’ Unions regarding the

use of online spaces – either for chat or for

clubs and societies:

Eight Students’ Unions mention that

online space for clubs and societies

is one of the most popular online

facilities, while three say it is one of

the least popular

Four Students’ Unions mention that

online space for chat and forums is

one of the most popular online

facilities, while three say it is one of

the least popular

For both of these services, the link and

similarity with social networking sites are

highlighted as a reason for both high and

low use of the facility.

Reasons for online spaces as the most

popular include:

“The students tend to use this area

for communication purposes and to

link with Facebook. It is used as an

alternative to the old poster boards.

We allow payments for clubs and

societies via website which

increases traffic.” Students’ Union

“Our clubs are well organised, they

have Facebook links from our website”

Students’ Union

Reasons for online spaces as the least

popular include:

“They tend to use Facebook. Our online

sites just have a Facebook address for

the club/society” Students’ Union

“Students don’t know the spaces are

there. They end up using Facebook

more” Students’ Union

“The students already use other

forums such as Facebook, or they

discuss things in other ways” Student’s

Union

This information tallies with the earlier

insights that the vast majority of students

are using Facebook, but demonstrates that

whilst some have embraced the role of

social media within their Students’ Unions,

many regard online space as trying to

compete with existing sites such as

Facebook without recognising that the two

can complement each other.

Use Of Social Media

As this information demonstrates, social

media is an important tool, however, in

many cases not used to its full potential.

All of the Students’ Unions interviewed for

the research stated that they use social

networks; however, only 38% of students

were aware of this. The youngest students

were most likely to say that their Students’

Union communicates with them through

social networks whilst older students were

less likely (47% under 25s cf. 14% over

25s).

“Get more students on Facebook. We

have 5,000 students on our Facebook

page, but there are 20,000 students in

the university.” Students’ Union

By contrast the vast majority (82%) of

students mentioned that their Students’


41

Union uses email (in line with the 83% of

Students’ Unions who mentioned email),

whilst half (49%) mentioned posters

around campus (cf. 85% of Students’

Unions who mentioned this).

Both students and Students’ Unions agree

that social networks are an effective way to

communicate with students (89% of

students state very effective or effective cf.

83% of Students’ Unions), whilst a strong

majority of students who are not aware of

their Students’ Union using social networks

say that they think it should (60%).

Both students and Students’ Unions agree

the key issue for the success of social

networking as a communication tool lies in

raising awareness. Students agree that

they and their peers naturally gravitate

towards social media and therefore it

should be an easy tool for Students’ Unions

to use:

“If an SU wants to be seen more often,

it is definitely more through social

networks than any other media these

days” - Student

With this in mind, students and Students’

Unions agree that there are 4 steps to

raising levels of use of social networks, as

demonstrated in Figure 18, over the page.

Of particular relevance from this figure, is

the need to promote social networks at the

earliest opportunity to students.

Both students and Students’ Unions who

feel that social networking has been

particularly successful comment that

Facebook and Twitter details are marketed

to students as soon as they arrive at the

university or even earlier. Particular

success has been noted by generating

interest in the Students’ Unions Facebook

page by marketing it through the welcome

pack before students even start their first

year at the university.


42

“The social networking doesn’t need any changes, students just need to be aware that it exists, they

will automatically use it” - Student (Actively Disengaged)

“We send out details of our Facebook and Twitter page with the joining pack that the university sends out

before the students get to the uni. Students are

aware of our pages before they even join” - Students’

Union

“Hold exclusive events for members who like Facebook pages” - Student (Student Masses)

“Offering something in return, some sort of offer” - Student (Student Masses)

“Communicating through statements that

are slightly thought provoking. Students will like it or explain why they dislike it” -

Student (SU Ambassador)

“You can't make an Engineering student

respond about

something that is only relevant to an English

student” - Student (SU Ambassadors)

“Use Facebook groups to communicate with

discrete groups, not the whole student

population” - Students’ Union

“Be responsive. It is about having a

conversation not just sending out

messages” - Students’ Union

“Be coordinated about our messages

so that we don’t

bombard students. Choose our

messages carefully”

- Students’ Union

“Use Facebook groups to

communicate with discrete groups, not

the whole student population” - Students’ Union

Raise Awareness

•Promote the Facebook pages at the earliest opportunity

Encourage students to sign up

•Offering incentives and exclusive offers

Maintain Engagement

•Be relevant, responsive and engaging

Don’t alienate users

•Maintain frequency without bombardment

Figure 18: Good Practice for Social Networking


43

Conclusions


44

Don’t forget the niche

groups of students

Based on their attitudes towards the

Students’ Unions, there are four key groups

of students, each with their own needs:

SU Ambassadors have a high level

of engagement with the Students’

Union and may even be actively

involved with the union. This group

of students are likely to regard the

Students’ Union as being fairly

central to their lives. However there

are a high level of first year

undergraduates, and even this group

of students lack loyalty, already

exploring alternative socialising

venues. Students’ Unions should

not regard these students as a

captured market, since they are

likely to move into other clusters

later in their university life.

The Student Masses represent the

main body of students. They have

some interest in the Students’ Union

and use the facilities and attend

events when it suits them, however

they are more regular users of non-

Students’ Union venues and facilities.

As the largest group of students,

this group represents the largest

opportunity for Students’ Unions.

Ambivalent Mature Students are

a smaller, more niche group of

students. They are more likely to be

(but not exclusively) mature

students, and generally feel that the

Students’ Union is not relevant to

them. Despite being a niche group

of students, this group represent an

untapped market.

Actively Disengaged Students are

the hardest group of students to

tackle, since they are generally

aware of the Students’ Union and

the services offered, but actively

dislike the union. They are more

likely to be fourth year

undergraduates or postgraduates,

which means it is important to try to

keep this group at a minimum by

avoiding converting SU Ambassadors

or the Student Masses to this group

as they move through university.

With this in mind, the key conclusion

regarding the student market is that whilst

the Student Masses do remain the core

target audience for Students’ Unions, there

are a number of niche audiences,

particularly mature students, but also

others who feel that the Students’ Union is

just not relevant to them. Focussing on the

core market has led to some students

feeling marginalised, and unwelcome at the

Students’ Union. The challenge is clearly

demonstrated in the discrepancies in

attitudes, with students being more likely

than Students’ Unions to disagree with the

student centred statements such as the

Students’ Union being central to their life,

the Students’ Union understanding them

and feeling (personally) informed about the

Students’ Union.

Jobs are key for increasing

the cash flow, but little

thought is put to future

work experience

A large proportion of students are working,

but although they say they work because


45

their student loan is not sufficient, the

majority of those who work say that they

spend their money on socialising and

leisure activities. From this we can

conclude that for many students even with

the greater pressures on the student wallet,

socialising is still regarded as a basic.

Furthermore, few students who work

appear to be looking to the future and

considering the rising youth unemployment

figures for graduates. Whilst almost all

students who have a job say that they had

always expected to work through university

for money, few say that they expected to

do so for work experience. Many of the

students who have jobs at this time say

that it is not linked to their future career, or

that their current job provides only

transferrable skills, rather than genuine

work experience in their intended career.

Opportunities clearly exist for Students’

Unions to support students in developing

their intended careers, and encouraging

students to recognise the need for genuine

work experience.

Money may be tight, but

students will find a way to

have a social life

With the importance that many students

clearly place on socialising in mind, it is not

surprising that a significant proportion of

students weekly spend is on alcohol.

Overall, most students are satisfied with

their social lives, although live music is the

area with the lowest satisfaction, and

therefore offering the greatest opportunities

to Students’ Unions. Nightlife is a specific

area of satisfaction; however, it does not

generally appear to be the Students‘ Unions

which are fuelling this, since few students

include the Students’ Union in their typical

night out. Instead the majority start at

home, and then move either directly to a

local nightclub, or visit local bars before

moving on to local nightclubs. Even the

most loyal students, the SU Ambassadors

are generally socialising in local bars and

clubs rather than the Students’ Union bars

and clubs.

Whilst there are group of students

(generally the Ambivalent Mature Students)

who do not feel that the Students’ Union is

relevant to them (an issue that is tackled

later), there are also students to whom the

Students’ Union has the potential to be

relevant but the competition is deemed to

be a more appealing option – either due to

overall appeal, convenience or price.

This presents a particular challenge to

Students’ Unions, many of whom do not

appear to consider the local competition

when evaluating the performance of the bar

when compared with other facilities offered

by the Students’ Union. They measure

success based on facts and figures such as

footfall, or even their own perceptions,

rather than research with students, and

explain this success through a belief that it

meets students’ needs.

However there may be an opportunity to

break the trend of students visiting local

bars and clubs by attracting students to the

Students’ Union bar as early in the evening

as possible. Whilst relatively low, those

students who visit the Students’ Union early

in the evening are almost as likely to stay

in Students’ Union venues for the rest of

the evening as they are to move on to local

bars or nightclubs. The reverse is not true

– very few of those who start their evening


46

in a local bar or club move to the Students’

Union later on.

From this we can conclude that the key

point in attracting students to the Students’

Union venues is to capture their interest

earlier in the evening, rather than hoping

that students will move to the Students’

Union after drinking elsewhere.

Coffee is an experience,

not just a product

With a particular group of students

(generally mature students, but also others

who currently feel that the Students’ Union

is not relevant to them) focussing on non-

alcohol related activities in their social lives,

it is no surprise that there is a strong buzz

around branded coffee and the ability to sell

Starbucks Coffee in future. However, as

some of the responses from students and

Students’ Unions demonstrate, coffee is not

simply a product, but an important

experience for students. Non-alcohol

socialising areas are a significant issue for

students – particularly Ambivalent Mature

Students who currently associate the

Students’ Union with drinking and alcohol

related activities. With this in mind, it is

important that the buzz generated around

the Starbucks opportunity does not simply

centre on the product, but Students’ Unions

should understand that investment in coffee

should include investment in the whole

experience – including non-alcohol

socialising areas and the more relaxed

environment of a coffee outlet.

Online services are at the

heart of the student

lifestyle

Students of all ages and attitudes spend a

large proportion of their time on the

internet – either for study or for leisure.

With this in mind it is no surprise that

students focus on online services as the

way forward. However while students say

online services are the way forward, less

than a third are actually using online

services in Students’ Unions. With all

Students’ Unions mentioning at least one

online service, and only 14% of students

being aware of online services, but not

using them, we can assume that the issue

is an awareness issue – more than two-

fifths of students don’t know what online

services their Students’ Union offers.

With this in mind, it is important Students’

Unions embrace the digital future, and

invest in online services, and more

importantly marketing them, whether using

the NUS Digital platform or an alternative

digital service platform.

Social networking requires

skilled investment

Similarly although almost all students

(again of all ages and attitudes) have a

Facebook account, and all Students’ Unions

mentioned that they have a social network

presence, only two fifths of students

mentioned that this is one of the ways that

their Students’ Union communicates with

them. Again this indicates an awareness

issue, since most students are keen to see


47

their Students’ Union using social media;

however marketing social networks is only

the first step towards increasing use of

social networking as a communication tool.

The key insights for best practice for

implement social networking are:

1. Raise awareness – with limited

numbers of students aware of the

social networks that their Students’

Unions use, this is the first and

biggest hurdle to overcome

2. Encourage sign-up – students

recognise that unless there is a

benefit to them, then there is no

reason for signing up / following

their Students’ Union on a social

network

3. Maintain engagement – irrelevant

and unengaging comments and

posts do not encourage students to

follow their Students’ Union, and

therefore interest is lost

4. Achieve a balance – whist frequent

posting is needed to ensure that

students maintain engagement,

bombarding students with too many

posts is equally off-putting.

With this in mind, the Students’ Unions who

have found themselves to be most

successful with social networking have

invested in the service, with members of

the team who spend a large proportion of

their time managing the social networks.

They have also invested in clear protocols

as to how social networks should be used

and strong marketing to raise awareness

and engagement with the service. Many of

the Students’ Unions agree that this is a

role best allocated to younger team

members, who have greater understanding

of social networking and the opportunities it

provides. However, given the low number

of students who have a job that is providing

genuine work experience to improve their

work prospects for the future, this may be

an area in which students can be employed

(whether in a paid or voluntary role),

perhaps with supervision from more

experienced Students’ Union staff, who can

ensure that the protocols are enforced.


48

Recommendations


49

Don’t forget the niche

groups of students

With niche groups such as mature students

and non-drinkers currently feeling excluded

from the Students’ Union and regarding it

as not being relevant to their lives as a

student, a large untapped market exists.

Students’ Unions should focus on increasing

engagement with ambivalent and

disengaged students by:

Fostering a community within the

Students’ Union that feels inclusive

to all students.

Offering and promote services,

facilities and events specifically

targeted at niche student groups.

Providing social areas that appeal to

all students, not simply those who

choose to spend their time in the bar.

Utilising the growing pressures to

reduce the level of low cost alcohol,

and promote non-alcohol events as

readily as those that generate

licensed sales.

Although it shouldn’t need to be said, the

research data demonstrates that at all

levels students feel more engaged when

they are actively involved with what the

Students’ Union does. This doesn’t simply

include providing a good range of clubs and

societies, and recommended examples for

increasing engagement include:

Student centred events – i.e.

encouraging students to be the

performers, such as open mic nights,

up and coming band nights and

student comedy nights

Student organised events – i.e.

providing students with the venue

and the support to organise their

own events, which will particularly

help to increase engagement

amongst niche groups such as

mature students and international

Jobs are key for increasing

the cash flow, but little

thought is put to future

work experience

Although the majority of students say the

main reason they have a job is financially

driven, SU Ambassadors are more likely to

say that their job is also an opportunity to

gain work experience. This means that

those students who have engaged with the

Students’ Union at the highest level

recognise the future opportunities

associated with the work they have whilst

studying.

By further engaging with students, the

Students’ Union can promote the messages

about future opportunities and help to

tackle the issues of graduate

unemployment. Students’ Unions should

expand on their advice and welfare services

to include careers advice, and helping

students to recognise the role of work

experience gained through a part time job

whilst studying.

Money may be tight, but

students will find a way to

have a social life


50

Despite the pressures of fees and loans,

students will continue to socialise, however

they are not necessarily doing so within the

Students’ Union. Students’ Unions who

have acknowledged the challenges

associated with increasing financial

pressures have increased turnover, by

engaging with students at the earliest

opportunity. With live music being the

area of students’ social lives that is the

least satisfying, Students’ Unions are the

ideal locations to fill this gap, a strategy

already employed to some effect by some

Students’ Unions.

However, live music is not the only

opportunity for appealing to the social lives

of students, and quite simply, the low

conversion rate from local bars to Students’

Union bars means that marketing should

target students at the start of the evening,

including linked offers to encourage

students to move from one Students’ Union

venue to another instead of moving to local

competitors. Where multiple Students’

Union venues do not exist, then a similar

tactic can be employed with other local bars.

Coffee is an experience,

not just a product

Whilst the positive vibe around branded

coffee products is encouraging, it is

important to ensure that Students’ Unions

do not place too much emphasis on a single

notion, since attitudes, needs and

experiences change as new students move

through university. Instead, Students’

Unions should remain aware of the issues

that drive these notions, and engage tactics

to help tackle the issues or meet the needs

at the earliest opportunity through local

business intelligence strategies.

Taking the example of branded coffee,

there is a significant group of students

already identified as looking for non-alcohol

related social lives, which means that the

non-licensed drinks trade, particularly

coffee is an exciting opportunity to engage

with the ambivalent, marginalised students.

However it is important to acknowledge

that Coffee Experience is more than simply

a drink, and investment in coffee venues

should include making the venues

appealing to students who are looking for

an alternative to the bar scene for

socialising.

For example, linking these areas to further

events and facilities that will appeal to

mature students and others who currently

regard the Students’ Union as being

irrelevant to their lives as a student will

help to engage more students, and build

greater affinity with the wider student

population.

Social networking requires

skilled investment

Social networking offers a key tool for

engagement with students, if utilised in the

most effective way.

To ensure that social networks are used to

the greatest effect, dedicated teams are

recommended, particularly if younger team

members can be encouraged to be involved.

Students who are looking for marketing


51

related work experience may be able to

fulfil this role in a voluntary capacity, with

supervision from more experienced / senior

team members to ensure that relevant

protocols are adhered to.

In order to increase levels of engagement

with social network pages, Students’ Unions

should market the tool as a benefit to

students. Examples of this include:

Special offers / discounts

Priority events / ticketing

Special / VIP events

Priority information

Posts on social network pages need to

follow certain protocols to ensure the pages

increase the level of affinity and

engagement that students feel with their

Students’ Union:

Posts should be engaging and

encourage response from students

o Examples include

encouraging students to ‘like’

or comment on posts.

Posts should be frequent but not

overwhelming

Posts should be relevant

o Consider creating specific

pages for different student

groups, to ensure that posts

are relevant and targeted,

and to help keep posts at a

happy medium.


52

End Note 1 HESA Statistics, Student intake 2009/10 2 NUS Services Ltd, The Student Lifestyle Report 2010, 2010 3 Bowers, S. 2012, Budget 2012 hits smokers with 37p rise in prices of a

pack of cigarettes, The Guardian, 22/03/12 4 Office For National Statistics, Internet Access: Households and

Individuals Report, August 2011


53

Appendices


54

Appendix 1: Student Questionnaire

Introduction

Many thanks for participating in this survey. The research is being conducted by our friends at

DJS Research Ltd, an independent market research company on behalf of NUS Services Ltd.

It is about student lifestyles at University, and will take approximately 10-15 minutes to

complete, depending on your answers. It is being conducted according to the rules and

regulations of the Market Research Society. All of your responses will remain completely

confidential and there are no right or wrong answers, so please be open and honest in your

responses.

These initial questions are to help us understand about the student lifestyle.

Base: All Respondents

Multicode

1. Which, if any, of the following things do you do in your spare time? Please choose as many as are applicable.

a. Using Internet / computer (includes email, online chatting, computer and console games, etc...)

b. Meeting friends c. Shopping d. Watching TV e. Hobbies f. Going to the cinema g. Going to the pub / bar / club h. Sports / team sports i. Exercising / going to the gym j. Going to live concerts / gigs / shows k. Working / paid employment l. Family commitments m. University clubs / society activates n. Voluntary / charity work o. Campaigning (i.e. NUS, environmental etc.) p. I don’t have any spare time q. Other, please specify


Single code for each option. Respondents to enter numerical data for each option

selected at Q1 and the following codes

2. On an average week how many hours do you spend doing the following activities? a. Lectures / study b. Eating


55


Multicode

3. Which, if any of the following, are your main sources of income? Please select as many as are applicable. Please remember your responses are entirely confidential.

a. Scholarship / Company sponsorship b. Credit cards c. Bank overdrafts d. Savings e. Local Authority / Government grants f. Parents g. Paid work in holidays (full time) h. Paid work in holidays (part time) i. Paid work in term time (part time) j. Student loan k. Other, please specify

Base: All working during term time (code 9 at Q3)

Single code

4a. How many hours a week on average do you work during term time?

a. 1-10 b. 11-16 c. 17-20 d. 21+


Single code

4b. How are you paid for this job?

a. Hourly pay b. I am on a salary c. Don’t know

Base: All on an hourly pay during term time (code 1 at Q4b)

Single code - numerical answer to be inputted by respondent. Allow ‘don’t know’

option.

4c. What is your hourly rate for this work?

Base: All on a salary during term time (code 2 at Q4b)


option.

4d. What is your salary for this work?


56


Single code

4e. What type of job do you have during term time? Please select one option only.

a. A job that has nothing to do with my future b. A job that is related to my future career, but offers transferable skills c. A job that offers opportunities for related careers d. A job that is related to my intended career e. A job that related to my career before I became a student f. Academic, i.e. lecturing, tutoring, academic research g. A job linked to my course or is part of my course

Base: All working during holidays (codes 7-8 at Q3)

Single code

5a. How many hours a week on average do you work during the holidays?

a. <16 b. 17-25 c. 26-35 d. 35+


Single code

5b. How are you paid for this job?

a. Hourly pay b. I am on a salary c. Don’t know

Base: All on an hourly pay during the holidays (code 1 at Q5b)


option.

5c. What is your hourly rate for this work?

Base: All on a salary during the holidays (code 2 at Q5b)

Single code; numerical answer to be inputted by respondent. Allow ‘don’t know’

option.

5d. What is your salary for this work?


Single code

5e. What type of job do you have during the holidays? Please select one option only.

a. A job that has nothing to do with my future b. A job that is related to my future career, but offers transferable skills c. A job that offers opportunities for related careers d. A job that is related to my intended career e. A job that related to my career before I became a student f. Academic, i.e. lecturing, tutoring, academic research g. A job linked to my course or is part of my course


57

Base: All students working (codes 7-9 at Q3)

Multicode

6a. Which, if any, of the following reasons best describes why you have a job? Please

select as many options as are applicable.

a. Extra money for socialising / leisure activities b. Help with accommodation / food / household bills c. To put on my CV / to gain work experience to help me get a job in the future d. Extra money for clothes / shoes / DVDs etc. e. Supplementary income to student loan as cannot manage on it alone f. To afford a holiday / travel g. To pay for study related items e.g. books h. To gain extra skills i. Savings for future j. To avoid getting into debt k. To help with paying off / management of personal debt l. Only source of income (no student loan) m. To pay for tuition costs n. I have family to support o. Other, please specify p. Can’t say


Multi code – do not allow combination of codes (1,3) or (2,4)

6b. Which of the following best describes your working situation? Please select all that

apply

a) I always expected that I would have a job to support me financially through university / college b) I always expected that I would have a job to provide me with work experience during university

/ college c) I did not expect to need a job when I first started university / college but have now taken one

to help me meet my living costs d) I did not expect to need a job when I first started university / college but have now taken one

to provide me with work experience


58

Base: All respondents

Single code for each option - Bands for values: Nothing, <£10, £10 - £20, £21 - £50,

>£50

7. How much is your weekly average spend on the following items: a. Bars / pubs / clubs b. Eating out c. Weekly food shop d. Other food e. Alcoholic drinks f. Clothes g. Travel h. Mobile phones i. Non-alcoholic drinks j. Toiletries k. Films / DVDs l. Internet / wife m. Cigarettes etc. n. Music / downloads o. Course books p. Course-related equipment q. Excursions r. Stationery s. Printing / photocopying t. Other course related expenditure u. Other


59

We would now like to ask you about your student experience.


Single code each option

8. How satisfied are you with the following elements of your university / college experience?

Very satisfied

Satisfied Neither satisfied nor dissatisfied

dissatisfied Very dissatisfied

Don’t know

Course 1 2 3 4 5 6

University / college halls 1 2 3 4 5 6

Privately owned

accommodation 1 2 3 4 5 6

Students’ Union 1 2 3 4 5 6

Night life 1 2 3 4 5 6

Music scene 1 2 3 4 5 6

Sports facilities 1 2 3 4 5 6

Sports teams 1 2 3 4 5 6

Clubs and societies 1 2 3 4 5 6

Other general social

activities 1 2 3 4 5 6



9a. How important were the following when choosing a university / college?

Very importan

t

Important

Neither important

nor unimporta

nt

Unimportant

Very unimpor

tant

Don’t know

Course 1 2 3 4 5 6


Privately owned








Other general social activities 1 2 3 4 5 6


60



9b. How important are the following in your student life now?

Very

important

Important

Neither important

nor unimporta

nt

Unimportant

Very unimpor

tant

Don’t know

Course 1 2 3 4 5 6


Privately owned








Other general social activities 1 2 3 4 5 6

We would now like to ask some questions about your social life.


Multicode

10. During term time where do you generally go to socialise during the day?

a. Home / friend’s house

b. Students’ Union bars / Pubs

c. Students’ Union café / canteen

d. Students’ Union coffee shops

e. Local pubs / bars for a drink

f. High street coffee shops

g. Local pubs for a drink and a meal

h. I don’t generally socialise during the day

i. Other, please specify


61


Single code

11a. During term time if you were to go out socialising during the evening where would you begin

your night?


b. Students’ Union bars / pubs

c. Students’ Union nightclub

d. Students’ Union café / canteen

e. Students’ Union coffee shops

f. Local pubs / bars for a drink

g. High street coffee shops

h. Local pubs / bars for a drink and a meal

i. Local nightclubs

j. I don’t generally socialise during the evening

Base: All who socialise during the evening (all except those who chose code 10 at

Q11a)

Single code

11b. After you had been to the place mentioned above, where would you go next when socialising

during the evening?









i. Local nightclubs

j. I wouldn’t go anywhere else


62

Base: All who would go somewhere else (all except those who chose code 10 at

Q11a or Q11b)

Single code

11c. After you had been to the place mentioned above, where would you end your night?









i. Local nightclubs

j. I wouldn’t go anywhere else

Base: All who socialise during the evening (all except those who chose code 10 at

Q11a)

Multicode

12. When you are choosing a place to go out socialising during the evening, which of the

following factors influence your decision?

j. Where my friends go

k. Type of music played

l. Cheap drinks

m. Club reputation / atmosphere

n. Drinks promotions

o. Live music / bands

p. Loyalty schemes

q. Live comedy

r. If there is a themed night (e.g. school disco, Hawaiian party, etc..)

s. If there is a brand partnership (e.g. VK Nation, etc..)

t. Whether the venue is safe

u. To support the venue in what it does

v. Other, please specify


63

Base: All those who socialise in nightclubs (all who chose codes 3 or 9 at Q11a, b, or

c)


13. Please rate the importance of the following when choosing a nightclub

Very importan

t

important

Neither important

nor

unimportant

unimportant

Very unimpor

tant

Don’t know

Going with friends 1 2 3 4 5 6

Atmosphere 1 2 3 4 5 6

Music 1 2 3 4 5 6

Entry price 1 2 3 4 5 6

Drinks prices 1 2 3 4 5 6

Venue reputation 1 2 3 4 5 6

Standard of toilets 1 2 3 4 5 6

Friendliness of door staff 1 2 3 4 5 6

Friendliness of bar staff 1 2 3 4 5 6

Venue furniture 1 2 3 4 5 6


Single code – respondents to enter numerical value

14. How many times a week on average, if any, do you attend Students’ Union social events?

(These can include club / pub nights, film nights, comedy nights, live music, daytime

activities etc..)


64


Multicode

15a. Which types of Students’ Union events does your Students’ Union hold? Please select

as many as are applicable.

a. Student nightclub events

b. Dance nights

c. Comedy nights

d. Concerts (big name band)

e. Concerts (up and coming band)

f. Themed club nights (e.g. fancy dress)

g. Specific club nights (i.e. cheese, indie, rock, R&B nights, etc…)

h. General pub nights

i. Specialist pub nights (i.e. open mic night, pub quiz, etc…)

j. Trips / excursions

k. Fundraising events

l. Theatre / Live shows

m. Sports events

n. Other, please specify …….

o. Don’t know

Base: All attending events (all except those who selected code 15 at Q15a.)

Multicode. Show all codes selected at Q15a, with extra code for ‘I don’t attend any

Students’ Union events’

15b. Which types of Students’ Union have you ever attended? Please select as many as are

applicable.

Base: All who attend events (all except those who selected code 15 at Q15a, or ‘I

don’t attend any Students’ Union events’ at Q15b)

Multicode. Respondents to choose at most three from options selected at Q15b

16a. Which types of Students’ Union events do you attend most? Please select up to three.



Multicode. Ask for each option chosen at Q16a

16b. Why do you attend the following events at your Students’ Union most?

a. It’s cheap / free b. It’s convenient c. It’s targeted at students / graduates d. My friends go there / will be there e. It’s in a good location f. It makes student life easier g. It isn’t available elsewhere h. Other (please specify) i. Don’t know


65

Base: Those not attending events (all who answered ‘I don’t attend any Students’

Union events’ at Q15b)

Multicode

17. Why don’t you attend any Students’ Union social events? Please select as many as are

applicable.

a. It isn’t relevant to me

b. It’s of no interest to me

c. It’s too expensive

d. Alternatives are better

e. Alternatives are cheaper

f. Alternatives are more convenient

g. My friends go somewhere else

h. Other (please specify)

i. Don’t know



Multicode. Respondents to choose at most three. Must be different to those chosen at

Q16a

18a. Which types of Students’ Union events do you attend least? Please select up to

three.

a. General club nights

b. Specialist club nights (i.e. cheese, indie, rock nights, etc…)

c. General pub nights

d. Specialist pub nights (i.e. open mic night, pub quiz, etc…)

e. Trips / excursions

f. Fundraising events

g. Comedy / Theatre / Live shows

h. Sports events

i. Other, please specify …….


66



Open ended. Ask for each option chosen at Q18a

18b. Why do you attend the following events at your Students’ Union least?

a) It isn’t relevant to me b) It’s of no interest to me c) I don’t know what they offer d) It’s too expensive e) Alternatives are better f) Alternatives are cheaper g) Alternatives are more convenient h) My friends go somewhere else i) Other (please specify) j) Don’t know


Open ended.

19. What, if any, additional events / social activities would you like your Students’ Union to offer?


Multicode

20a. Which, if any, of the following facilities does your Students’ Union offer? Please select as many as are appropriate.

a. Bar / pub b. Café / canteen / coffee shop c. NUS Extra d. Print shop e. University balls (i.e. summer ball, graduation ball, Christmas ball, department and club

balls, etc…) f. ATM machines g. Photo booths h. Student newspaper i. Sporting events j. Nursery k. Games machines / amusements l. Vending machines m. Nightclub n. Convenience store / shop o. Volunteering / employment advice p. Advice & welfare q. Housing agency r. Room booking s. Tickets for events t. Launderette u. Health & fitness centre v. Other, please specify


67

w. Don’t know

Base: All who know facilities offered (all except those who selected code 23 at

Q20a.)

Multicode - Show all codes selected at Q20a, with extra option for ‘I don’t use any

Students’ Union facilities’.

20b. Which, if any, of the following facilities have you ever used? Please select as many as are appropriate.

Base: All except those who selected code 23 at Q20a or ‘I don’t use any Students’

Union facilities’ at Q20b.

Multicode - Show all options selected at Q20b. Respondents to choose at most three.

21a. Which three of these facilities do you use the most often?



Multicode – ask for each code chosen at Q21a

21b. Why do you use this facility at the Students’ Union? Please select as many as are appropriate.

a. It’s cheap / free b. It’s convenient c. It’s targeted at students / graduates d. My friends go there / will be there e. It’s in a good location f. It makes student life easier g. It isn’t available elsewhere h. Other (please specify) i. Don’t know



Multicode - Show all options selected at Q20b. Respondents to choose at most three.

22a. Which three of these facilities do you use the least often?


68




22b. Why don’t you use this facility at the Students’ Union? Please select as many as are appropriate.

a. It isn’t relevant to me b. It’s of no interest to me c. It’s too expensive d. Alternatives are better e. Alternatives are cheaper f. Alternatives are more convenient g. My friends go somewhere else h. Other (please specify) i. Don’t know

Base: All those who selected code 23 at Q20a or ‘I don’t use any Students’ Union

facilities’ at Q20b.

Multicode

23. Why do you not use any Students’ Union Facilities? Please select as many as are appropriate.

a) It isn’t relevant to me b) It’s of no interest to me c) I don’t know what they offer d) It’s too expensive e) Alternatives are better f) Alternatives are cheaper g) Alternatives are more convenient h) My friends go somewhere else i) Other (please specify) j) Don’t know


69


Multicode

24a. Which, if any, of the following facilities does your Students’ Union offer in an online environment? Please select as many as are appropriate.

a. Print shop b. Student newspaper c. E-ticket sales d. Retail sales e. Volunteering / employment advice f. Advice & welfare g. Housing agency h. Room booking i. Voting procedures j. Online space for clubs and societies k. Online loyalty and discounts l. Online chat spaces / forums m. Other, please specify n. Don’t know

Base: All except those who selected code 13 at Q24a.

Multicode - Input all options selected at Q24a, with extra option for ‘I don’t use any

online Students’ Union facilities’.

24b. Which, if any, of the following facilities have you ever used? Please select as many

as are appropriate.

Base: All except those who selected code 13 at Q24a or ‘I don’t use any online

Students’ Union facilities’ at Q24b.

Multicode - Show all options selected at Q24b, respondents to choose at most three.

25a. Which of these online facilities do you use the most often? Please select up to three.

Base: All except those who selected code 13 at Q24a or ‘I don’t use any online

Students’ Union facilities’ at Q24b.


25b, c, d. Why do you use this online facility at the Students’ Union? Please select as

many as are appropriate.

a. It’s cheap / free b. It’s convenient c. It’s targeted at students / graduates d. It makes student life easier e. It isn’t available elsewhere f. Other (please specify) g. Don’t know


70

Base: All who didn’t answer ‘I don’t use any Students’ Union facilities’ at Q24b or

Q25a

Only show following options if chosen by respondent at Q24b or Q25b. Bands for

values: Nothing, <£10, £10 - £20, £21 - £50, >£50

26. On average, how much do you spend per week on the following Students’ Union facilities?

a. Bar / pub b. Cafe / canteen c. Coffee shop d. Print shop e. Photo booths f. Sporting events g. Nursery h. Games machines / amusements i. Nightclub j. Convenience store k. Tickets for events l. Launderette m. Online print shop n. E-ticket sales o. Online retail sales p. Other, please specify

Base: All who didn’t answer ‘I don’t use any Students’ Union facilities’ at Q24b or

q25a

Only show following options if chosen by respondent at Q24b or Q25b. Bands for

values: Nothing, <£10, £10 - £20, £21 - £50, >£50

27. On average, how much do you spend per year on the following Students’ Union facilities?

a. NUS Extra b. University balls (i.e. summer ball, graduation ball, Christmas ball, department

and club balls, etc…) c. Health & fitness centre d. Other, please specify


71


MultiCode

28. What would you focus on to improve the Students’ Union if you were in charge? Please select all that apply

a. a programme of events for nightclubs / venues b. more one off events c. new retail opportunities d. new catering opportunities e. new licensed trade opportunities f. existing retail opportunities g. existing catering opportunities h. existing licensed trade opportunities i. support for existing clubs j. more new clubs k. more events for clubs and societies l. more contact hours m. a wider range of qualified lecturers / tutors n. better qualified lecturers / tutors o. university / college owned accommodation p. social spaces in accommodation q. letting / renting r. sports and cultural facilities s. special interest clubs t. social meeting areas u. community involvement / charity / volunteering opportunities v. late night transport w. employment within the Union x. trips / holidays y. discounts with local businesses / services z. academic and study skills support aa. careers advice bb. healthcare / physical well being cc. stress management dd. other mental health support services ee. financial advice ff. legal advice gg. childcare hh. tackling bullying, sexual harassment, other crime ii. reduced fees jj. grants // bursaries / scholarships based on income and academic results kk. wages of Union staff


72


Single code

29. And so taking into account all of the aspects of the Students’ Union that you have just been thinking about, overall how satisfied or dissatisfied are you with the Students’ Union facilities?

a. Very satisfied b. Quite satisfied c. Neither satisfied nor dissatisfied d. Dissatisfied e. Very dissatisfied


Open ended

30. Why do you say that?


Single code each statement

31. Here are a number of statements regarding university / college and the Students’

Union. Please confirm how strongly you agree or disagree with each statement.

Agree

strongly

Agree

slightly

Neither

agree nor

disagree

Disagree

strongly

Disagree

slightly

My Students’ Union is central to my

life at university / college 1 2 3 4 5

My Students’ Union meets the needs

of the students at the university /

college

1 2 3 4 5

My Students’ Union has improved

my student experience 1 2 3 4 5

My Students’ Union is better than

others I know of 1 2 3 4 5

My Students’ Union is an exciting

place to be 1 2 3 4 5

My Students’ Union keeps up with

the modern student 1 2 3 4 5

I don’t know much about my

Students’ Union 1 2 3 4 5

I am actively involved with my

Students’ Union 1 2 3 4 5

My Students’ Union doesn’t

understand me as a student 1 2 3 4 5

My Students’ Union doesn’t cater to

all needs 1 2 3 4 5

Online services are the way forward

for Students’ Unions 1 2 3 4 5


73

Finally, we would like to ask you about your use of the internet and social media.



32. How many hours a day on average, if any, do you spend on the internet for work /

study purposes?



33. How many hours a day on average, if any, do you spend on the internet for

entertainment purposes? (this can include social networking, playing games, watching

TV / films, etc..)


Multicode

34. With which social networking sites do you have an account, if any?

a. Facebook

b. YouTube

c. MySpace

d. Twitter

e. Bebo

f. Friends re-united

g. Livejournal

h. WAYN

i. Xanga

j. Other

k. I don’t have an account with any social networking sites

Base: All except those who chose code 11 at Q34

Single code. Show all options selected at Q34.

35a. Which of these sites do you use the most often? Please select one.

Base: All except those who chose code 11 at Q34

Multicode. Show options selected at Q35a.

35b. Why do you use this site more often than others?

a. It’s the only one I use

b. My friends use this one most often

c. It’s easier to use

d. Others don’t interest me as much

e. Others aren’t relevant to me

f. I get the best offers from this site

g. I get the best information from this site


74

h. Other (please specify)

i. Don’t know


Multicode

36. Which methods of communication, if any, does your Students’ Union use with you?

a. Social networks (please specify)

b. E-mail

c. Telephone

d. Text

e. Post

f. Posters around campus

g. Other (please specify)


Single code each option – only show codes chosen at Q36

37. Please rate these methods of communication from very effective to very

ineffective

Very effective

Effective Neither effective

nor ineffective

Ineffective

Very ineffecti

ve

Don’t know

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6


75


Single code each option – only show codes not chosen at Q36

38. Do you think your Students’ Union should use any of the following methods of

communication with its students in your opinion?

Yes No Don’t

know

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

Base: All those who chose option ‘1: social networks’ at Q36 or Q38

Open ended

39. How, if at all, do you think your Students’ Union would be able to persuade

students to respond to communications via social networks?

Finally, we would like to ask some questions about yourself.


Single code. Input list from NUS Services

40. At which university / college do you study?


Single code

41. Are you

a. Male

b. Female


Single code

42. Please could you confirm your age?

a. <18

b. 18-21

c. 21-25

d. 25+


76


Single code

43. Please could you confirm your year of study?

a. 1st year undergraduate

b. 2nd year undergraduate

c. 3rd year undergraduate

d. 4th year undergraduate

e. Postgraduate


Single code

44. Which level of course are you studying?

a) Level One (e.g. Basic Skills or ESOL) b) Level Two (e.g. GCSEs, NVQ2) c) Level Three (e.g. A-levels, Advanced Apprenticeships) d) Level Four (e.g. Bachelor’s degree, HND) e) Level Five (e.g. Masters) f) Level six (e.g. Ph.D.) g) Other, please specify


Multicode

45. Which subjects are you studying?

a. Medicine & Dentistry b. Engineering and Technology c. Subjects allied to medicine d. Physical sciences e. Maths & Computer Sciences f. Education g. Business & administrative studies h. Law i. Creative arts & design j. Social studies k. Historical & Philosophical studies l. Languages m. Written arts


77


Single code

46. During term time, what are your living arrangements?

a. I live at home with parents

b. I live at home with other family

c. I live in university halls / university owned accommodation

d. I live with other students in privately owned accommodation

e. I rent accommodation and live alone

f. I own / have a mortgage on the property in which I live

g. Other (please specify) ………………


78

Appendix 2: Students’ Unions Questionnaire

You may recall recently receiving an email from NUS Services about research into the

commercial contexts in which unions work. This research is hoping to align these ideas with

student lifestyle and the factors which influence student spend. NUS Services have

commissioned DJS Research to undertake this research.

This interview is part of this research and will take around twenty minutes to complete. It is

conducted according to the Market Research Society Code of Conduct and your responses will

be anonymous. It can be rearranged for a time that is convenient for you.

Are you interested in taking part in this survey?

(If yes, continue)

Is this a good time for you?

(If yes, continue. If no, rearrange interview)


Multicode

1. Which, if any, facilities does your Students’ Union offer? x. Bar / pub y. Café / canteen / coffee shop z. NUS Extra aa. Print shop bb. University balls (i.e. summer ball, graduation ball, Christmas ball, department and club

balls, etc…) cc. ATM machines dd. Photo booths ee. Student newspaper ff. Sporting events gg. Nursery hh. Games machines / amusements ii. Vending machines jj. Nightclub kk. Convenience store / shop ll. Volunteering / employment advice mm. Advice & welfare nn. Housing agency oo. Room booking pp. Tickets for events qq. Launderette rr. Health & fitness centre ss. Other, please specify tt. Don’t know


79


Multicode - Respondents to choose at most three options chosen at Q1.

2a. Which are used the most often?


Open ended - Ask for each of the options chosen at Q2a

2b. In your opinion why is this facility one of the most popular? And what do you base

your knowledge on (i.e. is this perception or business intelligence?)


Multicode - Respondents to choose at most three of the ones chosen at Q1 (must be

different to those chosen at Q2a).

3a. Which are used the least often?



3b. Why is this facility one of the least popular? And what do you base your knowledge on (i.e. is

this perception or business intelligence?)


Multicode

4. Which, if any, facilities does the Students’ Union offer in an online environment?

o. Print shop p. Student newspaper q. E-ticket sales r. Retail sales s. Volunteering / employment advice t. Advice & welfare u. Housing agency v. Room booking w. Voting procedures x. Online space for clubs and societies y. Online loyalty and discounts z. Online chat spaces / forums aa. Other, please specify bb. None of the above

Base: All except those who chose code 14 (None of the above) at Q4

Multicode - Respondents to choose at most three options chosen at Q4.

5a. Which are used the most often?



5b. Why is this online facility one of the most popular? And what do you base your knowledge on

(i.e. is this perception or business intelligence?)


80


Respondents to choose at most three options chosen at Q4 (must be different to

those chosen at Q5a).

6a. Which are used the least often?



6b. Why is this online facility one of the least popular? And what do you base your knowledge on

(i.e. is this perception or business intelligence?)

Base: All those who chose code 14 at Q4

Open ended

7. Why don’t you offer any online facilities?


Single code each option - Show all options not selected at Q4, except code 14.

8. For you as a business, how would you rate the appeal of the following online facilities

at the Students’ Union?

Very

appealin

g

Appealin

g

Neither

appealin

g nor unappeal

ing

Unappeal

ing

Very

unappeali

ng

Don’t

know

INSERT CODES NOT

SELECTED AT Q4 1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6


Single code - Show all options selected at Q4 (except code 14) and all selected at Q1

(except code 23).

9a. Which of these facilities performs the best financially?


81


Open ended

9b. Why is that?


Single code - Show all options selected at Q4 (except code 14) and all selected at Q1

(except code 23). (Must be different to option chosen at Q9a)

9c. Which of these facilities performs the worst financially?


Open ended

9d. Why is that?


Open ended

10. What is the approximate turnover per year of the Students’ Union?


Open ended

11. How does the turnover in the latest financial year compare with that of the year before? Why do

you think this is?


Open ended

12. What do you anticipate will be the biggest driving forces over commercial performance in the next

12 months? Why do you say this?


Open ended

13. How confident would you say you feel about the commercial future for your Students’ Union?

Why do you say that?


Multicode

14. What factors do you consider when making new investments?

a) Student officer pressure

b) profit

c) popularity

d) social capital

e) footfall

f) instinct

g) commercial intelligence external to own union

h) commercial intelligence internal to own union

i) other, please specify


82


Open ended

15. What do you think are the most exciting/profitable new business developments within the student

movement?


Multicode

16. Which activities do your students spend the majority of their time doing, in your opinion?

l. Lectures / study m. Eating n. Sports / exercise o. Socialising at home p. Socialising out of home q. Working (paid job) r. Using the internet s. Other t. Don’t know


Multicode

17. During term time, where do your students socialise?









i. Local nightclubs

j. Other (please specify)


83


Multicode

18. When students go out socialising during the evening, which factors do you think influence their

decision on where to go?

a. Where their friends go

b. Type of music played

c. Cheap drinks

d. Club reputation / atmosphere

e. Drinks promotions

f. Live music / bands

g. Loyalty schemes

h. Live comedy

i. If there is a themed night (e.g. school disco, Hawaiian party, etc..)

j. If there is a brand partnership (e.g. VK Nation, etc..)

k. Whether the venue is safe

l. To support the venue is what it does

m. Other, please specify



19. How important do you think students find the following in a student nightclub?

Very importan

t

Important

Neither important

nor unimporta

nt

Unimportant

Very unimport

ant

Don’t know

Going with friends 1 2 3 4 5 6

Atmosphere 1 2 3 4 5 6

Music 1 2 3 4 5 6

Entry price 1 2 3 4 5 6

Drinks prices 1 2 3 4 5 6

Venue reputation 1 2 3 4 5 6

Standard of toilets 1 2 3 4 5 6

Friendliness of door staff 1 2 3 4 5 6

Friendliness of bar staff 1 2 3 4 5 6

Venue furniture 1 2 3 4 5 6


84


Open ended

20. What additional facilities do you think the Students’ Union could offer in future, if any?


Multicode

21. Which type of Students’ Union events do you hold?

a. Student nightclub events

b. Dance nights

c. Comedy nights

d. Concerts (big name band)

e. Concerts (up and coming band)

f. Themed club nights (e.g. fancy dress)

g. Specific club nights (i.e. cheese, indie, rock, R&B nights, etc…)

h. General pub nights

i. Specialist pub nights (i.e. open mic night, pub quiz, etc…)

j. Trips / excursions

k. Fundraising events

l. Theatre / Live shows

m. Sports events

n. Other, please specify

o. None of the above

Base: All except those who chose option 15 (None) at Q21

Single code- Show all options selected at Q21

22a. Which of these is the most popular?


Open ended

22b. Why is this?


Single code- Show all options selected at Q21 (must be different to option chosen at

Q22a)

23a. Which event is the least popular?


Open ended

23b. Why is this?


Open ended

24. What additional events do you think the Students’ Union could offer in future, if any?


85


Multicode.

25. Which methods do you use to communicate with your students?

a. Social Networks

b. Email

c. Telephone

d. Text

e. Post

f. Posters around Campus

g. Other (please specify)



26. Thinking about all of the methods of communication, including ones that you do not currently use,

how effective do you feel the following methods of communication are?

Very effective

Effective Neither effective

nor

ineffective

ineffective

Very ineffectiv

e

Don’t know

Social networks 1 2 3 4 5 6

E-mail 1 2 3 4 5 6

Telephone 1 2 3 4 5 6

Text 1 2 3 4 5 6

Post 1 2 3 4 5 6

Posters around campus 1 2 3 4 5 6

Other (please specify) 1 2 3 4 5 6


86

Base: All those who didn’t select code 1 (social networks) at Q25 27. Do you think your Students’ Union should use social networking sites to communicate with its

students?

a. Yes

b. No

c. Don’t Know


Open ended

28. How if at all do you think the Students’ Union could improve / encourage communications with

students through the use of social networks?


Single code each statement

29. Here are a number of statements regarding university / college and the Students’ Union. Please

confirm how strongly you agree with each statement.

Agree

strongly

Agree

slightly

Neither

agree nor

disagree

Disagree

slightly

Disagree

strongly

The Students’ Union is central to

students’ lives at university / college 1 2 3 4 5

The Students’ Union meets the

needs of the students at the

university / college

1 2 3 4 5

The Students’ Union improves the

student experience 1 2 3 4 5

The Students’ Union is better than

others I know of 1 2 3 4 5

The Students’ Union is an exciting

place for students to be 1 2 3 4 5

The Students’ Union keeps up with

the modern student 1 2 3 4 5

The students are well informed about

the Students’ Union 1 2 3 4 5

The students are actively involved

with the Students’ Union 1 2 3 4 5

The Students’ Union doesn’t

understand the students 1 2 3 4 5

The Students’ Union doesn’t cater to

all student needs 1 2 3 4 5

Online services are the way forward

for Students’ Unions 1 2 3 4 5


87


Open ended

30. What would your top tip be to other commercial managers to ensure success in the current market

place?


Single code

31. Thankyou for taking part in this interview. Your responses will be valuable towards this research. I’d like to take this opportunity to remind you that the research is conducted according to the MRS Code of Conduct. Are you happy for us to pass on your details and comments to NUS Services?

a. Yes b. No


Open ended

32. Before we finish do you have any further comments?

National Union of Students

4th Floor

184–192 Drummond Street

London NW1 3HP

t. 0845 5210 262

f. 020 7383 0794

w. www.nus.org.uk

© NUS 2012

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