Download the report: The Benefits of Hindsight – Reconsidering Higher Education Choices (2025)
The research – in partnership with the Higher Education Policy Institute (HEPI) and Advance HE – involved two surveys, one of more than 2,000 undergraduates and the other of more than 2,000 graduates from Universities across the UK, which asked them whether in hindsight they would have made a different decision about what and where to study.
The research reveals undergraduates and graduates overwhelmingly believe in the importance of getting a degree, but a high proportion think with the benefit of hindsight they would have made a different decision about what or where to study.
The report recommends that advice and guidance about careers and post-school and college options should be strengthened, reaching further into earlier school years, to help facilitate more fully considered choices.
It also says undergraduates who have second thoughts during their studies should be more informed about what options are available for them to adjust or change their courses or universities.
Overall, only 2-3% respondents thought higher education was not the right path for them. But positive feelings about what and where they chose to study were found to be less prevalent among graduates than undergraduates.
The majority (65%) of undergraduate respondents were happy with their choice of what and where to study. However, around a third (35%) said they would do things differently on reflection: 10% said they would have studied the same course at a different university, 6% would study a different course at the same institution, 6% would study a different course at a different institution. The remainder would do an apprenticeship, defer for a year, get a job without going to university, or something else.
Among graduate respondents, who were aged between 25-30, although nearly half (48%) were happy with their decisions, the remainder said with hindsight they would have done things differently. Breaking this down, 15% would do a different course at the same institution, 12% would do a different course at a different institution, 11% would go to a different institution to do the same course, 8% would do an apprenticeship, and the remainder would get a job and not go to university, defer for a year, or something else.
The most common reason undergraduates gave for wanting to do things differently was they would have been happier or fitted in better. The most common reason for graduates was it would lead to more career options. While 40% of undergraduates who would have done things differently said they should have done more research, a similar proportion of graduates doubting their decisions expressed the need for different or better careers’ advice.
“ The results provide important insights into students’ feelings about their decisions whilst still at university and how these sentiments can change having embarked on their careers. Given more than half of graduates said they would have done things differently on reflection, it highlights the importance of schools and colleges providing more information and advice to help ensure fully informed and considered choices can be made. This should include raising awareness of future job opportunities associated with courses, and advocating a vocational mindset. It could involve taking a year out to explore and learn more about fields of interest, as well as the most suitable places to study.”
Co-lead author Richard Watermeyer, Professor of Education at the University of Bristol
Around six in 10 undergraduates and graduates (59% and 63%) who doubted their decisions would have taken the option to change course or institution. But many respondents said they were unaware this was possible and significant numbers – almost half of undergraduates and nearly a third of graduates – felt it would be too difficult and disruptive to switch.
In light of the findings, the report makes various policy recommendations, such as ensuring schools, colleges and other advisors encourage young people to carry out more research into different course and university options at an earlier stage, in line with UCAS recommendations and best practice career guidance. This should include explicit consideration of deferring decisions to allow for more mature and considered choices and work experience. The perspectives of undergraduates and graduates should also be taken into account in the guidance given to young people at school and college, and there should be more join up between school, college and university careers advice.
Once at university, more information and guidance should be provided to students about options available to transfer course or university, whether or not they decide that is the right option for them. For students who successfully complete a year before switching, their studies should be accredited with a formal qualification.
“Despite many undergraduates and graduates telling us that in hindsight they wished they had made a different decision, many were unaware of the possibility of changing course or institution, and also said that it would have been too disruptive or difficult to make a change.
“Given the lasting consequences of these choices, and the considerable financial implications, students should be aware of the options for transfer that might be available for them so they can make an informed decision about whether or not a change of direction is possible or desirable. The system should accommodate and support that greater flexibility.”
Co-lead author Nicola Dandridge, Professor of Practice in Higher Education Policy at the University of Bristol
In addition to HEPI and Advance HE, PolicyBristol also supported the report from the Research England Quality-related (QR) Policy Support Fund 2024-25.
- Paper:
‘The benefits of hindsight: reconsidering higher education choices’ by Professor Nicola Dandridge, Dr Yi-Hsuan Irene Huang, Valentina Perinetti Casoni, and Professor Richard Watermeyer
- Download:
The Benefits of Hindsight – Reconsidering Higher Education Choices (2025)
Research data will be available upon request through the University of Bristol repository shortly.