By Gemma Kenyon
Is going to university still worth it? That’s a question I hear more and more, particularly as families weigh the rising costs of post-secondary education against unclear job prospects and newer generations look to alternate avenues than the typical 9–5 job that you may not need a degree for. The answer increasingly depends on what a student wants from that degree, with many looking to overseas options instead to better fit their needs.
New research shows students are shifting their university expectations. In a recent survey we performed at City St George’s, University of London with Arlington Research, 83% of Canadian students said work experience opportunities were a top priority and placed this higher than prestige or reputation. Another 87% ranked employability skills training among their top five criteria for choosing a university.
The message is clear: today’s students expect their degree to prepare them for life after graduation, and this is what’s ultimately leading high school students’ university search. But not all degrees deliver the same return. Outcomes vary significantly depending on the subject studied, the university attended, and how actively students engage with the experience. This is where high school students and educators need better support.
Too often, post-secondary decisions are based on surface-level factors like course titles or brand recognition. But what about actual career outcomes? What do graduates from that program go on to do? Are they working in professional roles? Earning strong salaries? Are they in jobs aligned with their studies?
In the U.K., we track graduate outcomes 15 months after finishing a degree, but this data isn’t always easy for students or their families to find, let alone interpret. In Canada, there are similar tracking measures in place through Statistics Canada’s National Graduates Survey (NGS), but the issue here is that the survey is conducted roughly every five years, which is a long stretch of time when it comes to employment and employability trends. This lack of real-time access can create significant disadvantages, especially for students without established guidance networks.
To help better prepare students for success with all the information they need to make an informed decision for their future, we must make career outcome data part of the conversation in every high school. Students should feel empowered to ask questions like:
- What percentage of graduates from a particular university course are employed in relevant roles?
- What is their average starting salary?
- What work experience opportunities are embedded in the course?
And teachers should be equipped with the right data and tools they need to answer these questions.
Just as importantly, we need to dispel the myth that a degree alone guarantees success. A degree is not a golden ticket. It’s not the piece of paper that opens doors; it’s what students do with the experience that counts.
Much like joining a gym, value comes from participation. You don’t get fit by signing up and never showing up. The same is true for post-secondary education. The students who get the most out of their university experience are the ones who actively engage. Ones who take advantage of careers support services, join extracurricular activities, pursue internships, and seek out learning beyond the lecture hall.
At City St George’s, University of London, we believe education should unlock opportunity without limits. That’s why we’ve embedded employability throughout our programs, combining rigorous academic study with real-world application. Because in today’s job market, students don’t just need or want knowledge. They are looking for real experience, skills, and the confidence to thrive in a changing world.
The takeaway? Yes, going to university is still worth it for most, but students—and their teachers—need better tools to make informed decisions and ensure their education leads to the future they want.
Gemma Kenyon is the Director of Careers and Employability at City St George’s, University of London. She has been working in Higher Education careers services since 2009 and has been leading careers services since 2013. Gemma became a board member of the U.K. national body for HE careers services, AGCAS, in March 2023, and is a Senior Fellow of Advance HE. She lives in south London and is kept busy outside of work with her two kids and her cat.