What is the purpose of a university degree? Is it solely intended for education, and preparing graduates for directly relevant careers, or does it offer a broader array of life experiences that are invaluable but hard to quantify?
This dilemma lies at the core of the UK government’s plan to limit the number of students pursuing ‘Mickey Mouse’ degrees. They hope to address concerns about the value of certain courses and strike a balance between promoting meaningful education and ensuring employability.
Prime Minister Rishi Sunak has described ‘low value’ courses as those with either high dropout rates or a low proportion of graduates gaining a professional job in six months.
The term ‘Mickey Mouse degree’ has been bandied about for years, but the problem with attempting to crack down on worthless degrees is that there’s no definitive criteria for what counts. Generally speaking, Bachelor of Arts degrees tend to be less directly relevant to a certain career path than Bachelor of Science degrees, but it’s still difficult to determine which arts and humanities degrees are worth more than others, and which ones should get the boot.
Some prominent examples of what might be considered more ‘worthless’ areas of studies include a Harry Potter Studies module, and a Surf and Beach Management degree, which were both pulled from Durham University and the Swansea Institute of Higher Education, respectively, after criticism that they devalued academia. Whilst most people would agree that the above would fall into the category of Mickey Mouse subjects, not everyone can agree where the criteria stops. In 2022, Sheffield Hallam University stopped offering English Literature in a response to a government initiative that cut funding for university degrees where at least 60% of graduates don’t end up in highly skilled jobs within six months of the course’s completion.
As no one can agree on the definition of a Mickey Mouse degree, it’s likely that there’s also no unified criteria for a ‘professional’ or ‘highly skilled’ job. The majority of English graduates won’t find themselves in a job dealing with rocket science or brain surgery, but does that mean that the degree itself is entirely worthless?
A significant concern with this crackdown is the potential restriction of young people’s career aspirations. For individuals who thrive in creative scenarios, pushing them towards STEM degrees and associated career paths will likely result in a lack of fulfilment and job satisfaction. A focus on employability might inadvertently discourage young minds from pursuing their passions and stifling the potential for creativity and innovation.
Humanities degrees often receive criticism for their perceived lack of direct job relevance; however, these courses provide students with a wealth of transferable skills that can significantly enhance their employability in various industries. A history graduate might not need their degree to directly step into a role as a Marketing Director, for example, but the critical thinking, research, and communication skills acquired during their degree can significantly contribute to their success in such positions.
The government's approach has also sparked discussions about class bias in the evaluation of degrees. Privately educated students pursuing Classics or Latin at prestigious institutions like Oxford or Cambridge might not face the same scrutiny as working-class students studying Drama at less renowned universities. This perception bias can further compound social inequalities and hinder diverse talent from receiving equal opportunities.
As far as opportunities for ‘highly-skilled’ or ‘professional’ jobs go – your degree might not be the determining factor. Location is everything. The Office for Students “found that in the north of England and coastal areas, graduates had the lowest proportion of well-paid jobs, or were pursuing further study. In contrast, the highest proportion of graduates in well-paid work were concentrated in London and the south of England. Those humanities graduates seeking opportunities must turn their attention to the south.’
As recruiters, it's essential to consider the broader implications of the government's plan to limit Mickey Mouse degrees. While employability is crucial, it's equally vital to recognise the value of diverse educational experiences, transferable skills, and the potential for innovation in all fields. Encouraging a diverse and inclusive workforce means considering candidates based on their unique talents and abilities, rather than solely their educational background. In the last few years, more progressive industries have done away with the exclusive need for university degrees and will accept a few years of relevant experience.
While some progress should be made in ensuring a skilled and productive workforce for the UK, the crackdown should be carefully balanced to avoid stifling creativity and restricting career aspirations. As recruiters, embracing diverse educational backgrounds and transferable skills can lead to a more inclusive and innovative workforce, driving success in an ever-changing world.
As specialists in recruitment website design, here at Fast Recruitment Websites, we would hope that any jobseekers looking to work with us would have some web design experience and technological knowledge in this area. However, we certainly wouldn’t make the subject of their degree the be all and end all if a candidate had mastered these basics in their spare time. Their skills gained at university will be welcome and employed when researching new programs, when assessing clients’ needs and prioritising their workload in a remote role, which actually requires a lot of self-discipline.
Contact Fast Recruitment Websites on 01302 288591 to discuss your recruitment website’s design needs.
