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Explain your ordering. Compare it with that of your group-mates. Are there any reasons you can add to the list?



5.a Work in pairs. Interview your partner as to the reasons of his/her choice of the university. Report your findings to the rest of the group.

5.b Read texts A and B and be ready to discuss which of the above reasons the students were guided by while choosing their place of study.

TEXT A

'I'D BEEN TO THE CITY, I LIKED ITS VIBES, SO I DECIDED TO STUDY THERE'

POLITICS student Andy Bagnall, 20, has just returned from his first year at Leeds University. His reasons for choosing Leeds were far from academic, but the decision has clearly paid off.

'I chose to go to Leeds because I met this girl in Ibiza in 1993. I'd been up to Leeds a couple of times and I liked the city, the vibes of it, and so I decided to go to university there.'

In Andy's mind, a university's location can be much more important than how its courses are structured.

'With a course like politics; there are about 10 universities in the country that have departments, and I think that if you have the choice, location is more important than the nuances of the course. If you are not happy, if you are bored, you won't give as much academically as you would if you are having a good time.'

Andy has certainly been very happy at Leeds. 'The first few weeks were difficult because I didn't know anyone, but then the course fell into place. I do about nine hours a week, and my expectation of university being slightly more relaxed in terms of teaching has been fulfilled. 'The teaching is adequate, but the pastoral care is non-existent, in that you are given guidance — but only if you actively go and seek it.'

One aspect of the course that has especially pleased Andy is that it is modular. 'I didn't fully appreciate the plus points of a modular course before I started — by the end of the second year I will have done over half my degree. It's quite a bonus, and I was happily surprised about that.'

Leeds itself is everything Andy expected it to be. 'It is brilliant as a city. Whatever you are into, you can find a bit of that in Leeds.

'I have had a really good year. A lot comes down to luck. I met my tutors before I came, at the open day, and I think that's very important. At least you know If there Is some rapport, if someone stimulates you academically.'

TEXT B.

THE COURSE WASN'T FOR ME. I GOT BORED AND DECIDED TO DROP OUT'

ANDREW Yardley, 20, bad a change of mind daring his first year of an accountancy degree at Portsmouth University, and switched to a coarse in applied chemistry.

'I started doing accountancy, but after the first-semester exams I realised that the course wasn't for me. 'I got bored with it, I didn't turn up for lectures and I decided to drop out.

'I popped over to the chemistry department, and they offered me a place for '95.

'Chemistry is much more interesting – there are more bits to it, which makes the course more diverse.'

For Andrew, where he studied was more important than what. He could not afford to move away from hid home town of Gosport, a stone's throw away from Portsmouth.

'The university has a lot to offer. I already knew most of the area, but it is much better laid-out than I expected, and there are bits of the university that I didn't know existed. It's completely different from what I'd imagined.'

Andrew is very relieved that he made the change to a science degree. "The lectures are much better in the chemistry department, because there are smaller groups of people, and it is -more intimate.

'In my first year, studying accountancy. I was just one among a mass of people. The tutors have more time for us. They are always ready to help out. and will always make themselves available.'

If there is one thing Andrew has learned from his experiences at university, it is that he should have thought long and hard before picking a course.

'I have learned an important lesson from having to re-start my university career, I should have been less single-minded about the course I wanted to follow, and talked to people about my choices before I made a decision which proved to be wrong.'

 

5.c Work in two groups.

Group A: take the point of view of Andy Bagnall: "A university's location can be much more important than how its courses are structured". Prepare argument to defend this idea.

Group B: choose arguments to defend the point of view that the reasons for the choice of a course to study should be academical rather than personal. Organize a discussion

6. Here are some statistics by the UCAS as to the popularity of university courses in the UK. What accounts for such a choice? Compare the trends in the UK with those in Ukraine.

This year (2004), the number of students applying for courses starting in September rose by nearly 4 per cent, to 335,312. Law received the largest number of applications, with 74,617, followed by computer science and psychology. Management studies and business studies, which were previously counted by UCAS as a single subject, take the fourth and fifth spots respectively: if combined, they would have been by far the most popular discipline, with more than 112,000 applications. The number of applications to medical schools rose by a further 15.6 per cent. The levels of demand are closely tied to employment prospects: six months after graduating, 99.5 per cent of graduates in medicine, dentistry or , veterinary science who are seeking employment have found it. More worryingly, applications for mathematics courses have fallen by 12 per cent this year. The five most popular courses:

University Applications 2004

Law 74,617

Computer Science 68,557

Psychology 66,919

Management Studies 58,894

Business Studies 53,849

7.a Read the article about heralded changes in the British admission system and be ready to discuss it, contributing your own ideas.

 




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