Explore what motivates prospective postgraduate students, what challenges they face, their preferences on how and where to study, and what tools you should be using to communicate with them
For the Early Careers Survey 2025 we gathered detailed insights from more than 4,000 users of Prospects.ac.uk to understand their experiences, influences and attitudes when it comes to their career plans.
The poll ran between Thursday 9 January and Sunday 9 February 2025. Asked what they wanted to do next, about a quarter of respondents said they would pursue some form of study, either full time (21%) or part time (5%), while another 16% were interested in combining further study with a job.
Across all these groups expecting to move into studying, 34% were considering a postgraduate degree, and it's these respondents we'll look at in detail here.
What will you study next?,Percentage A or AS levels/T Levels/Scottish Highers/BTEC or equivalent,10 HND/HNC/Foundation degree/DipHE or equivalent,2 None of the above,4 Not decided yet,21 Other postgraduate degree (including PGCE/PGDE),3 Postgraduate Masters degree (such as MA or MSc),25 Postgraduate research degree (such as PhD or Dphil),6 Professional qualification (such as ACCA or CIPD),3 Short course or adult education (such as ESOL or City & Guilds),3 Undergraduate degree (such as BA or BSc),23
Who wants to study for a postgraduate degree?
A diverse range of respondents indicated that they would like to pursue a postgraduate qualification. Two fifths (44%) were between the ages of 18 and 24, a quarter fell within the 25 to 34 age range, and around a third (31%) were 35 or older.
| Ethnic backgrounds of respondents interested in postgraduate study | |
|---|---|
| White | 57% |
| Mixed or Multiple ethnic groups | 4% |
| Asian or Asian British | 11% |
| Black, Black British, Caribbean or African | 25% |
| Other ethnic group | 2% |
| Prefer not to say | 1% |
The majority (53%) were attending university when surveyed. However, a sizeable proportion (31%) were in employment, while 12% reported that they were not currently working or studying.
Those in employment were at various stages of their careers. One in ten (11%) said they were already established in their careers, a third (32%) were hoping to progress (e.g. promotion or training), and a quarter (24%) wanted a career change.
While most of those planning to pursue a postgraduate qualification were domiciled within the UK, 14% reported otherwise.
How do potential postgraduates prefer to study?
Of those who planned to study for a postgraduate qualification, the majority (77%) were looking to do so full time, with the remainder (23%) preferring part time. Those interested in part-time study tended to be older, with 80% of them over the age of 25, compared with about 40% for those opting for full time.
| How would you prefer to study? | 2025 | 2024 |
|---|---|---|
| Dont know | 2% | 2% |
| Hybrid (a mix of online and in-person learning) | 37% | 43% |
| In person/face-to-face | 53% | 41% |
| Online | 9% | 13% |
Over half (53%) of respondents suggested that they would prefer to study in person, representing a significant rise from the 41% who said the same last year.
However, those planning to study part time were far less likely than others to say this - just a third (34%) of this group said they would like to study in person. On the other hand, two thirds (64%) wanted to study on a hybrid (43%) or online (21%) basis. With these respondents being older and four times as likely to have been in employment when surveyed, it is understandable that the majority were more interested in hybrid or online learning.
Half of those with a disability said they planned to study in person, compared with 55% of those without a disability. Respondents who indicated that they have a severe disability were far less likely to say they preferred to study in person (39%) than those with less severe disabilities (56%).
These findings highlight just how important online and hybrid learning is for inclusivity, providing an opportunity for all prospective postgraduate students regardless of factors such as age or disability.
Interestingly, neurodivergent respondents were significantly more likely to say that they would prefer to study in person than neurotypical ones, by 60% to 47%. This could suggest that neurodivergent respondents expected to face more difficulties than others with hybrid or remote study.
In fact, there is evidence suggesting that, while neurodivergent students experience similar challenges to their neurotypical counterparts, these challenges are more intense for them - a finding that emphasises the need for educators and policymakers to work to create more inclusive online learning environments.1
Prospective postgrads struggling to find funding information
Most respondents (78%) indicated that they were actively researching courses. Those aged 25 to 34 were the most likely to say this (86%), followed by 18 to 25-year-olds (78%) and then the over-35s (72%).
Information respondents struggled to find,2024,2023 In-depth information about course content,36,34 Courses that match my skills and qualifications,27,29 Visa information,15,13 How to fund my course,54,56 How the course will be delivered (e.g. online or campus-based),18,18 Which course will help me progress in my career,45,38 I haven't struggled to find information,19,18 Other (please specify),3,2
Respondents said that the following categories of information proved the most challenging to find:
- How to fund their course
- Which course will help them progress in their career
- In-depth information about course content.
This top three has remained consistent across three editions of the Early Careers Survey. While the order stayed the same, participants this year were slightly less likely to say that they struggled to find information on funding compared to last year. They were more likely to say they struggled to find in-depth information about course content, as well as information about which course will help them to progress in their careers.
Some groups struggled more than others when searching for specific information. For instance, respondents domiciled outside of the UK had difficulty finding visa information, with 48% reporting this when asked. They were also more likely than others to say that it was challenging to find funding information.
Those planning to study part time were two times as likely as those looking at full time study to say that they struggled to find information about how their course would be delivered. Considering the previous findings that respondents preferring part time study were more likely to be interested in hybrid or online learning, it is vital that this kind of information is more easily accessible.
,18-24,25-34,35+ In-depth information about course content,40,44,23 Courses that match my skills and qualifications,23,31,28 Visa information,11,25,13 How to fund my course,55,54,53 How the course will be delivered (e.g. online or campus-based),18,20,16 Which course will help me progress in my career,45,52,39 I havent struggled to find information,15,23,22 Other (please specify),3,0,5
All age groups struggled to find information on how to fund their course. However, there were some differences between age groups. For instance, those over 35 were far less likely to say that they struggled to find in-depth information about course content. Likewise, they were also the least likely to struggle while looking for information on which course would help them to progress in their career.
Conversely, half of those within the 25 to 34 age range had difficulty finding information on which course would help them to progress in their career, with 45% of those within the 18 to 24 age range saying the same.
Interestingly, 18 to 24-year-olds - the vast majority of whom were in university when surveyed - were the age group that generally had the most difficulty finding the information they needed.
Passion for subject is the key driver for potential postgrads
Respondents said that their passion for the subject had the largest influence on their decision to continue with their studies. This was followed by the potential for better career prospects and a desire to earn a higher salary.
| Factors having the largest influence on decision to continue studies | Rank |
|---|---|
| I have a passion for the subject | 1 |
| Better career prospects | 2 |
| Higher salary | 3 |
| Lack of jobs available | 4 |
| I want to retrain in a different career | 5 |
| The social life | 6 |
There were some differences between groups. For instance, those currently in university were the most likely to say that their passion for the subject influenced their decision. They were also more likely than anyone else to say they decided to continue studying due to a lack of available jobs. This suggests that university students may be feeling the effects of a weaker jobs market.
Recent research from The Recruitment and Employment Confederation indicates that there has been a sharp decrease in permanent hiring, while the British Chambers of Commerce have noted concerns about a worryingly low level of commitment to investment.2 With postgraduate recruitment tending to be countercyclical - becoming stronger at times when the graduate labour market weakens - there is no surprise that students are being influenced by what they perceive to be a lack of available jobs.
On the other hand, those in employment were the most likely to say that better career prospects, the potential to earn a higher salary, and the desire to retrain for a different career influenced their decision. Those currently planning to leave their employer were even more likely than others in employment to be motivated to continue their studies by these three factors, highlighting just how vital the scope for progression is to employee retention.
Tuition fees top the list of biggest concerns
The cost of tuition fees, the cost of living, and juggling other commitments were the three biggest concerns that respondents of this year's survey had about continuing their studies.
Biggest concerns about continuing studies,2025,2024
Cost of tuition fees,65,70
Cost of living,59,66
Juggling other commitments (such as family and work) around studying,48,53
Whether it will lead to the career I want,44,37
Will I be good enough at the subject,43,38
Amount of debt after graduation,41,N/A
Will I meet the entry requirements,35,27
Managing my mental wellbeing,33,34
Will I enjoy the course,27,29
Completing the application,19,18
Managing my health condition or disability,18,17
I dont know what career I want,17,13
I havent studied for a long time,9,15
I have no concerns,3,2
Other {Q60.a},1,2
Notably, those domiciled outside of the UK (70%) were more likely than others to express concern about the cost of tuition fees. This is likely to be due to the higher fees charged to international students, and the fact that financial support can be more difficult to find.
Alarmingly, those with a disability (55%) were more than two times as likely to say they were concerned about managing their mental wellbeing than those without one (26%). Neurodivergent respondents (58%) were three times as likely as neurotypical ones (19%) to say this. This illustrates just how crucial mental health support is for fostering inclusivity within higher education institutions.
,18-24,25-34,35+ Whether it will lead to the career I want,51,43,34 Will I be good enough at the subject,50,38,33 Will I enjoy the course,34,24,19 Cost of tuition fees,66,70,60 Cost of living,64,64,50 Juggling other commitments (such as family and work) around studying,46,48,52 Completing the application,21,27,9 Will I meet the entry requirements,42,35,22 I dont know what career I want,24,16,8 Managing my mental wellbeing,37,37,24 Managing my health condition or disability,14,19,22 I havent studied for a long time,4,15,11 Amount of debt after graduation,47,38,35 Other (please specify),2,0,2 I have no concerns,1,2,6
The concerns of younger respondents were quite different to those in the older age groups. For example, younger respondents were much more likely than others to say that they were concerned about whether continuing their studies would lead to the career they want. Similarly, a quarter indicated that they were unsure what career they want.
Considering that many in this age group are yet to start their careers, it is understandable that they are anxious about their next step. On the other hand, older respondents were much more likely to be employed, and in many cases interested in courses that are complementary to their existing careers.
This may also explain why older respondents were less concerned with both the amount of debt they could incur, and the cost of living. With older respondents generally being more financially stable, they were less likely to be concerned about paying off debt.
Content of courses is key for potential postgrads
Respondents indicated that the content of courses, the subjects offered, and reputation were the most important factors when choosing where to study.
| Most important factors when choosing where to study | Rank |
|---|---|
| Content of courses I am interested in | 1 |
| Subjects offered | 2 |
| Reputation of the courses I am interested in | 3 |
| Reputation of the institution | 4 |
| Location | 5 |
| Facilities available | 6 |
| Low tuition fees | 7 |
| Digital services (e.g. virtual learning environment) | 8 |
While there wasn't much difference between groups, there were some interesting variances. For instance, respondents from an ethnic minority background were significantly more likely to say that low tuition fees were important. Those domiciled outside of the UK were much more likely than others to say this as well.
There was also some difference between those planning to study part time and those planning to study full time. Unsurprisingly - given their preference for hybrid or remote study - those planning to study part time placed more importance on the digital services available when choosing where to study.
They were also more likely to say that low tuition fees were important. With this group of respondents being older and more likely to be employed, there is a greater chance that they plan to pay their own tuition fees rather than taking a postgraduate loan, making lower fees more of a priority.
There's no one-size-fits-all approach to social media
The majority (79%) of respondents said they had already started to collect information, with university finalists (89%), and those domiciled outside of the UK (87%) being the most likely to say this.
Where respondents have looked for information about specific institutuions,Percentage University websites,85 Google or other search engines,56 University comparison sites,44 Prospectus,41 Open days (online or in person),32 Social media or forums,27 Someone I know,21 AI tools (e.g. ChatGPT and Microsoft Copilot),14 Blogs,9 Newspapers/magazines (online or print),6 Other,5
University websites were the most reported source by some margin, with 85% of respondents indicating that they used them to look for information. Notably, those domiciled outside of the UK were much more likely than others to say that they used AI tools and slightly more likely to say that they used social media.
,18-24,25-34,35+ Google or other search engines,58,56,53 University websites,83,88,85 Social media or forums,28,30,23 Blogs,6,14,7 University comparison sites,48,44,38 Newspapers/magazines (online or print),2,10,10 Someone I know,25,26,10 AI tools (ChatGPT or Microsoft Copilot),11,17,13 Open days (online or in person),36,27,30 Prospectus,39,38,47 Other,6,2,5
There were also some interesting differences between age groups, with those 35 and over being the least likely to use social media and the most likely to use university prospectuses.
Furthermore, while very few respondents within the 18 to 34 age group said that they used a newspaper or magazine, 10% of both 25 to 34-year-olds and those 35 and over said that they used them as a source of information. 25 to 34-year-olds were also two times as likely as others to use blogs to seek out information about specific institutions, and they were the most likely to use AI tools.
This goes to show how important it is for universities to know their audience and tailor their strategies in a way that caters to different groups effectively.
Social media platforms respondents used to find information about specific institutions,Percentage LinkedIn,57 Instagram,55 YouTube,42 Facebook,33 TikTok,32 Reddit,15 X,8 Pinterest,7 Other (please specify),7 Snapchat,4 Threads,4 Bluesky,3 BeReal,2 Discord,1
In the same vein, it is also important for universities to tailor their social media campaigns to specific audiences according to the social media platform they are using to promote postgraduate courses. LinkedIn, Instagram and YouTube were, by some margin, the most popular social media platforms used to find information about specific institutions. However, there were some major differences between age groups.
While younger respondents were far more likely than older ones to say they used Instagram or TikTok, the inverse is true for YouTube, LinkedIn and Facebook, with older respondents being much more likely to use them.
Conclusion
Prospective postgraduates responding to this year's Early Careers Survey are mainly motivated by their passion for their subject. Not only that, but the content and reputation of the courses they are interested in are the most important factors when choosing where to study. Clearly, the quality of the academic experience remains pivotal, whatever other concerns and challenges exist.
But those challenges are nevertheless significant:
- The predominance of financial concerns and the continued difficulty of finding information on funding options.
- The notable increase in preference for in-person study compared with last year.
- Concern particularly among neurodivergent respondents and those with disabilities about their mental wellbeing if they undertake PG study.
These are just some examples of the key insights and trends of interest revealed by this year's survey that can be acted on by those who support potential postgrads - such as careers professionals advising on next steps - and university recruiters looking to hone their message and boost their institution's appeal.
Notes:
- Neurodiversity and cognitive load in online learning: A focus group study, Le Cunff et al, 2024.
- 2025 and the graduate labour market, Luminate, 2025.
Written by
Was this page useful?
Thank you for your feedback