INVOLVEMENT
IN PAID WORK
COURSE COSTS
COST OF MOST ASSESSED
ACADEMIC EXPLORATION
ASSESSED WORK
This report aims to provide a comprehensive analysis of how these financial pressures impact UAL students’ academic experiences, creative work, and overall well-being. The research presented in this report is based on a survey conducted with 941 responses from UAL students, collected over the course of the 2024/2025 academic year.
This study sheds light on the persistent and evolving financial barriers that students encounter, offering valuable insights into how these costs affect their ability to succeed in an institution dedicated to fostering creativity and artistic development.
The need for this research is underscored by a previous study conducted by Arts SU in 2018, which explored the cost of study and material expenses for UAL students at the time. The aim of this new report is to update the understanding of the cost of study for a post-Covid landscape, recognising that the world (and students’ financial circumstances) has changed immensely. Comparing the findings of this 2024/2025 survey with the 2018 report reveals both continuities and significant changes in the financial challenges students face.
Material costs, which were already a concern in 2018, have continued to rise, with a significant proportion of students in the 2024/2025 study reporting that they spend substantial amounts (often over £50, and in some cases, over £200) on each assessed project.
The
financial challenges faced by students at UAL, particularly the costs associated with materials and resources needed for their studies, have come into increased salience as a result of broader conversations around the cost of living and access to education.
It is crucial that UAL listens to the recommendations laid out in this report. As the financial pressures on students intensify, it becomes increasingly important for the institution to take active steps to address these challenges. Students are being asked to risk their creative potential, academic performance, and overall well-being because of financial strain, which is not sustainable in the long term. In an institution that prides itself on nurturing creativity, these financial barriers must be recognised and mitigated to ensure that all students (regardless of their financial background) can excel.
The findings from this research provide an urgent call for action. UAL must invest in more robust financial support systems, increase transparency around the costs of study, and implement practical solutions to reduce the financial burden on its students. The institution’s commitment to fostering creativity should be mirrored in its approach to supporting students financially, ensuring that financial hardship does not hinder their ability to succeed academically and professionally. By addressing these financial barriers, UAL will not only improve the educational experience for current students but continue position itself as a leader in the sector with a social purpose commitment to equitable, accessible creative education.
The research for this report was conducted via an electronic survey, accessible to all current UAL students. The survey was composed as a series of Likert scale questions, multiple choice questions, and open text comments. It asked students about their experiences of the cost of study at UAL. It also collected demographic data to analyse trends.
The survey was open from 11th November 2024 until 6th January 2025.
It was promoted through the Students’ Union communication channels, such as social media, weekly email newsletters and the course rep system. It was also promoted collaboratively with the UAL Comms Team, and through course teams.
The survey received 941 responses and collected an accurate sample across all UAL colleges.
The results of this survey are accurate at a 95% confidence level and a margin of error of 3%, in line with standard social research practice.
This report examines the financial challenges faced by students at UAL, focusing on the cost of materials for assessed work, funding sources, and the impact of financial strain on academic performance.
The research, based on an electronic survey with 941 responses, reveals significant financial pressures, with some students forced to compromise on the quality and scale of their work due to material costs.
COST OF ASSESSED WORK
While 47% of students spent less than £50 on their most recent assessment, a notable 43% report spending between £50 and £200, and 17% spent over £200, highlighting the significant material costs involved in completing a UAL education.
Drawing supplies, printing materials, and digital tools were the most common purchases. 57% of students used materials they rated as "average quality," suggesting that many are trying to balance cost with quality.
TIME AND COMMITMENTWORK
Students spend substantial time on their work, with 35% of respondents dedicating over 40 hours per assessment.
Over 60% of students believe spending more on materials can improve grades, reflecting the perceived importance of material quality in academic success.
FUNDING
The assessment loans (31%). from (29%) There greater and in support years.
FUNDING SOURCES
The primary funding sources for assessment costs include student loans (42%) and part-time work (31%). However financial support from family (30%) and savings (29%) also play critical roles.
There has been a shift towards greater reliance on student loans and credit cards, with a decrease part-time work and parental support compared to previous years.
PRIVATE DEBT
26% of students have incurred private debt to finance their stud- ies, with many experiencing significant stress as a result. Mental health issues, financial anxiety, and difficulty focusing on coursework were common themes among those with debt.
SOURCING MATERIALS
While nearly half of students buy materials from UAL art shops (49%), most believe other suppliers offer better value for money (59%). Students noted the convenience of UAL shops, but criticised their high prices and limited selection.
IMPACT OF COURSE COSTS ON ACADEMIC EXPLORATION
PRE-ARRIVAL PERCEPTIONS OF COSTS
Many students felt unprepared for the financial burden of their cours- es, with 67% believing that course and material costs were not transparently communicated before they enrolled. This lack of clarity led to financial strain upon arrival.
Material costs have directly impacted the direction of students’ academic work, with 71% of respondents saying that they had to scale down or alter the vision of their academic projects due to financial limitations. This compromises their creative potential and often leads to a less fulfilling academic experience.
COST OF MOST ASSESSED WORK
This report examines the financial challenges faced by students at UAL, focusing on the cost of materials for assessed work, funding sources, and the impact of financial strain on academic performance.
The research, based on an electronic survey with 941 responses, reveals significant financial pressures, with some students forced to compromise on the quality and scale of their work due to material costs.
To gain a snapshot understanding of the cost of assessments, respondents were asked how much they spent on their most recent piece of assessed work. It was stipulated that the work must have received a grade to qualify for this question.
These responses were grouped into 4 categories:
NO SPEND
(the assessment did not require any spending)
SPENDING
(the assessment cost fell below £50)
(the assessment cost fell between £50 and £199)
(the assessment cost fell over £200)
A plurality of respondents’ assessments fell within the low spending category (47%), however only 10% of assessments did not require any spending at all.
Over a quarter of respondents spent between £50 and £199, the medium spending category (26%) while nearly a fifth of respondents (17%) spent over £200 on one assessment.
This demonstrates that while over half of respondents spent nothing or under £50 on their assessment, a very high minority (43%) of respondents are spending in the medium to high category on their assessed work. The fact that over 80% of students spent money on their project underscores the significance of material costs as a factor in art education.
The distribution of these findings can be found in the diagram on the following page.
Think back to your most recent piece of assessed work at UAL. This is a submission for which you have received a grade.
HOW MUCH DO YOU ESTIMATE THAT YOU SPENT ON MATERIALS COMPLETING THIS PROJECT?
NO SPEND
(the assessment did not require any spending)
LOW SPENDING
(the assessment cost fell below £50)
MEDIUM SPENDING
(the assessment cost fell between £50 and £199)
HIGH SPENDING
(the assessment cost fell over £200)
1: How much do you estimate that you spent on materials completing this project?
To gain an understanding of the distribution of types of assessments students submitted, respondents were asked to describe the form of assessment they referred to in the previous question.
Over half (57%) of respondents described their assessment as a piece of physical work (for example a painting, sculpture or garment), while just under a quarter (23%) submitted a piece of digital work. Only 11% of respondents submitted a piece of written work, while 10% submitted a piece of work that fell within the ‘Other’ category (this could be a piece of mixed media, for example a digital and physical piece of work).
WAS THE ASSESSMENT YOU ARE REFERRING TO…
A PIECE OF WRITTEN WORK A PIECE OF PHYSICAL WORK
(painting, sculpture, garment, etc.)
A PIECE OF DIGITAL WORK
OTHER (please specify)
Respondents were also asked to describe the types of materials they used for their most recent piece of assessed work, to gain a better understanding of what students are spending their money on for these assessed pieces.
The survey responses indicate that drawing supplies (39%) were the most commonly purchased materials, closely followed by printing materials (35%) and digital tools (32%). This suggests that many students are engaged in projects requiring traditional media, as well as digital work.
Paints (31%) and fabric and textiles (28%) were also significant purchases, highlighting the diverse range of artistic disciplines among respondents. Sculpture materials (24%) and brushes and tools (24%) were less common but still notable, likely reflecting a mix of 2D and 3D artistic practices.
Diagram
Diagram 2: The types of assessments students are referring to
Lower percentages for items such as photography supplies (16%), sewing tools (16%), and reference books (14%) indicate that fewer students incorporated these elements into their projects. Cleaning supplies (7%), special effects materials (4%), and dress forms/ mannequins (4%) were the least frequently purchased, likely due to their niche use in specific fields like fashion or theatre design, as well as the availability of these items for free, either provided by the college or available elsewhere.
Additionally, 9% of students indicated that material purchases were not applicable, suggesting that some projects may have been completed using previously owned materials or digital only tools, or their most recent assessed piece of work was a written piece of work.
The full distribution of materials can be observed in Diagram 3.
WHAT TYPES OF MATERIALS DID YOU PURCHASE FOR THIS PROJECT, IF APPLICABLE?
DRAWING SUPPLIES (e.g. pencils, charcoal, markers)
PRINTING MATERIALS (e.g. quality printing paper, access to high-quality printers)
DIGITAL TOOLS (e.g. software such as Adobe Creative Suite)
PAINTS (e.g. oil, acrylic, watercolour)
FABRIC AND TEXTILES
SCULPTURE MATERIALS (e.g. clay, wood, metal)
BRUSHES OR TOOLS (e.g. rib tools, wire cutters, carving tools, sponges)
CANVAS OR OTHER SURFACES
MOCK-UP AND PROTOTYPING MATERIALS
PHOTOGRAPHY SUPPLIES (e.g. film, photo paper)
SEWING TOOLS
REFERENCE BOOKS OR MAGAZINES
OTHER (please specify)
CLEANING SUPPLIES
MAKEUP PRODUCTS OR SPECIAL EFFECTS (SFX) MATERIALS
DRESS FORMS AND MANNEQUINS
NOT APPLICABLE
Diagram 3: What types of materials did you purchase for this project, if applicable?
Respondents were asked to rate the quality of the materials they used for their most recent piece of assessed work, to ascertain whether students are spending above and beyond on the quality of the materials used.
A majority of students (57%) rated their materials as “average quality”, while 27% utilised materials they deemed either “high quality” or “very high quality”. Only 9% utilised materials they judged to be of low or very low quality. This indicates that the majority of students are not purchasing high quality materials, perhaps as a way to attempt to reduce costs, or because they do not perceive it as necessary.
The 7% who selected “Not applicable” may have relied solely on materials already available to them or worked digitally, or not been required to spend on their assessments.
HOW WOULD YOU RATE THE QUALITY OF THE MATERIALS YOU USED FOR THIS PROJECT?
NOT APPLICABLE
4: How would you rate the quality of the materials you used for this project?
Diagram
Respondents were asked whether they believe their grade from their most recent piece of assessed work reflected the quality of materials used, to determine whether students believe if access to better quality materials can yield better grades.
33% felt the grade reflected material quality “somewhat”, implying that material choice played a moderate role in assessment.
Only 7% felt it was “completely” reflective, while 15% said “mostly”, indicating that almost a quarter of students (22%) believed materials significantly influenced their grade.
On the other hand, 19% (7% “not at all” + 12% “slightly”) felt material quality had little to no impact on their grades.
These responses highlight that over half of respondents (55%) believe the quality of materials used in their assessment played a factor in the grade they received. It should however be noted that factors such as technique, creativity, and adherence to the assignment criteria will also play a significant role.
TO
WHAT EXTENT DO YOU FEEL THE GRADE YOU RECEIVED REFLECTS THE QUALITY OF THE MATERIALS USED?
Diagram 5: To what extent do you feel the grade you received reflects the quality of the materials used?
Finally, respondents were asked how much time they spent completing their most recent piece of assessed work. This is to illustrate that the cost of producing assessed work is not only financial, but a time cost too. The two issues are often interlinked, with time spent on assessments taking away time from paid work, and vice versa. Finding the correct balance is important if we acknowledge the reality that students need to earn to participate in university life.
The results indicate a significant time commitment from students:
• 35% spent over 40 hours, demonstrating the high level of dedication required for some projects.
• 26% spent 20 to 40 hours, meaning more than 60% of students invested at least 20 hours in their work.
• 25% worked between 10 to 20 hours, while 11% completed their work in 5–10 hours.
• Only 3% completed their assignment in under 5 hours.
These findings reinforce that most students devoted substantial time to their work, reflecting the intensive nature of artistic assessments.
APPROXIMATELY, HOW MUCH TIME DID YOU SPEND COMPLETING THIS PIECE OF ASSESSED WORK?
Diagram 6: Approximately, how much time did you spend completing this piece of assessed work?
While judging the cost of a student’s most recent piece of assessed work provides a tangible example of materials costs, it may be an outlier or unrepresentative of their spending as a whole. As a result of this, respondents were also asked to estimate how much they spend on assessments across the entirety of their degree.
They were first asked to think about all of the assessments they have completed over their time at UAL, and make a rough estimate of how much they spend on average per assessment.
The majority of students remain in the low spending category (49%), with 29% spending between £50-£199 and 16% investing over £200 per assessment. Only 7% reported no spending, indicating that nearly all students require some level of material investment for their coursework.
Now think about all of the assessments you have completed over your time at UAL.
IF YOU WERE TO MAKE A ROUGH ESTIMATE, HOW MUCH DO YOU SPEND ON AVERAGE ON MATERIALS PER ASSESSMENT?
Diagram 7: If you were to make a rough estimate, how much do you spend on average on materials per assessment?
HIGH SPENDING
MEDIUM SPENDING
(the assessment cost fell between £50 and £199)
LOW SPENDING
(the assessment cost fell below £50)
(the assessment cost fell over £200) NO SPEND
(the assessment did not require any spending)
Diagram 8: If you were to make a rough estimate, how much do you spend on average on materials per assessment?
When comparing spending on the most recent assessment vs. overall degree averages, there is minimal change in spending habits between the two, showing the consistency of responses.
The largest shift is the increase in the medium spending range (£50–£199) for the overall degree average, which saw a slight increase of 3 percentage points. When coupled with the 3-percentage point decline in no spend responses in the overall degree average, this shows that students on average spend slightly more than the most recent assessment responses would indicate.
The full comparison can be observed below.
Respondents were also asked to approximate how much time they spend completing their assessments on average. The responses further indicate a significant time commitment, reinforcing the findings from the most recent piece of assessed work questions:
• 39% of students spend over 40 hours on each assessed project.
• 30% dedicate 20–40 hours, meaning nearly 70% of students invest at least 20 hours per assessment.
• 22% spend 10–20 hours, while only 9% complete projects in under 10 hours.
This aligns with the nature of artistic disciplines, where extensive experimentation, revisions, and craftsmanship are required to complete high-quality work.
Diagram 9: Comparison on the spending between the most recent assessment vs. overall assessment
APPROXIMATELY, HOW MUCH TIME DID YOU SPEND ON AVERAGE COMPLETING YOUR ASSESSED PROJECTS?
LESS THAN 5 HOURS
5-10 HOURS
10-20 HOURS
20-40 HOURS MORE THAN 40 HOURS
did you spend on average completing your
Finally, respondents were asked to think about their spending on their course that is not assessed, but is equally necessary to be able to meet the requirements of the course.
Beyond assessed projects, students invest in non-assessed work like mood boards, mock-ups, samples, and classwork:
• 45% spend under £50 per term, keeping additional costs minimal.
• 27% spend between £50–£199.
• 8% spend over £200, likely reflecting students in resourceheavy disciplines like fashion or sculpture.
• 9% report spending nothing on non-assessed work, though this is slightly higher than the 7% who spend nothing on assessed work, likely due to the ability to reuse materials or rely on digital processes for class exercises, or their course not requiring spending on non-assessed work.
Although the spending on non-assessed work is smaller, when combined with the cost of assessments, students are laying out significant amounts of money per term in order to complete their degree.
The full breakdowns can be observed on the following page.
Diagram 10: Approximately, how much time
assessed projects?
Think about all of the work you produce to be able to participate in your course, but is not part of your assessments.
IF YOU WERE TO MAKE A ROUGH ESTIMATE, HOW MUCH DO YOU SPEND PER TERM ON NON-ASSESSED WORK?
This could be: mood boards / mock-ups models / samples / toiles / classwork.
NO SPEND (£0)
LOW SPENDING (<£50)
MEDIUM SPENDING (£50-£199)
HIGH SPENDING (£200+)
Diagram 11: If you were to make a rough estimate, how much do you spend per term on non-assessed work?
HIGH SPENDING
MEDIUM SPENDING
(the assessment cost fell between £50 and £199)
LOW SPENDING
(the assessment cost fell below £50)
(the assessment cost fell over £200) NO SPEND
(the assessment did not require any spending)
Diagram 12: If you were to make a rough estimate, how much do you spend per term on non-assessed work?
To understand how students are funding to pay for the material costs of their assessments, respondents were asked to choose from a list of funding sources.
They were first asked how they funded their most recent piece of assessed work, again to provide a tangible example fresh in the respondent’s mind. The results can be observed in the chart below.
This same question was asked when Arts SU carried out research into the cost of study in 2018, and so the percentage shift between the two studies has also been displayed for comparison.
HOW DID YOU PERSONALLY FUND YOUR MOST RECENT ASSESSMENT? (Please choose all options that are applicable)
Diagram 13: How did you personally fund your most recent assessment? (please choose all options that are applicable)
The most common funding sources for students’ most recent assessed work were:
• Student loans and maintenance grants (42%), showing a 4 percentage point increase since 2018, suggesting that more students are relying on formal financial aid. It could also indicate a demographic shift in the UAL population, with more students eligible for student loans as part of the UAL population in comparison to 2018.
• Part-time paid work (31%) and financial support from parents (30%) were also common, though both saw notable declines of 11 and 10 percentage points compared to 2018, respectively. This could indicate increasing financial pressures, making it harder for students to balance work and studies, or that family contributions are decreasing due to the broader rise in the cost of living. The additional difficulties of finding work post-Covid should also be acknowledged.
• Savings (29%) remained a steady source, dropping only slightly (-2 percentage points).
• Credit cards (16%) and bank overdrafts (11%) were used by a notable minority, though overdraft reliance dropped by 6 percentage points, potentially due to changing student banking policies, with fewer banks promoting generous student overdrafts.
• Scholarships and grants (7%) remained a relatively rare funding method but increased slightly (+1 percentage point), which may reflect greater availability or awareness of funding opportunities.
• A small number of students relied on full-time work (3%), financial support from friends (2%), or payday loans (1%), with no significant change from 2018.
Respondents were also asked how they funded their entire course, as opposed to just their most recent assessment. This breakdown can be observed in the chart below.
(PLEASE SPECIFY)
THROUGHOUT YOUR ENTIRE COURSE, WHAT MEANS DO YOU USE TO PERSONALLY FUND SPENDING ON YOUR COURSE COSTS? (Please choose all options that are applicable)
APPLICABLE/ I HAVE NO COURSE COSTS
Diagram 14: Throughout your entire course, what means do you use to personally fund spending on your course costs? (please choose all options that are applicable)
STUDENT LOAN & MAINTENANCE GRANT
FINANCIAL SUPPORT FROM PARENTS/ GUARDIANS/ FAMILY MEMBERS
When looking at how students fund their overall degree costs, some key differences emerge:
• Student loans and maintenance grants (55%) play a larger role in overall funding (+13 percentage points compared to the most recent assessed work).
• Parental support (40%) and part-time work (37%) are more common responses for overall degree funding than the most recent assessed work (+10 and +6 percentage points, respectively).
• Savings (35%) are also slightly higher for overall degree funding than for the most recent assessed work (+6 percentage points).
• Credit card use (16%) remains unchanged.
• Overdraft reliance (14%) is higher for overall degree funding than for the most recent assessment (+3 percentage points).
One of the biggest contrasts is that only 2% of students reported having no course costs at all, compared to 5% who did not need to spend money on their most recent assessment. This suggests that while some projects may not require additional spending, nearly all students face costs at some point during their degree.
The overall comparison between the two can be observed in the chart below.
GRANT OR SCHOLARSHIP MONEY
Diagram 15: Comparison on the funding between the most recent assessment vs. overall assessment
When looking at trends between funding sources in 2024/25 and 2018, a few themes emerge:
• Part-time work and parental support have declined significantly (-13 and -11 percentage points, respectively). This suggests that fewer students are able to rely on family contributions or balance jobs with their studies, possibly due to increased academic workload or fewer employment opportunities.
• Student loan reliance has increased (+8 percentage points).
• Bank overdraft use has dropped (-7 percentage points), which could be due to better financial management, stricter banking policies, or a shift toward other forms of borrowing, like credit cards.
INVOLVEMENT
IN PAID WORK
To further understand the relationship between paid work and funding the materials costs of a degree at UAL, respondents were asked if they have been involved in paid work to fund their studies.
The majority of respondents (67%) have been involved in paid work at some time in their degree to fund their studies.
HAVE YOU NEEDED TO TAKE PART IN PAID WORK IN ORDER TO FUND YOUR STUDIES?
Diagram 16: Have you needed to take part in paid work in order to fund your studies?
Of those respondents who have been involved in paid work to fund their studies, they were asked in open text comments to describe the average hours they work and what they were paid.
Students reported a wide range of working hours, with the majority working between 10 and 20 hours per week. However, some take on 30 or hours per week, demonstrating the financial pressure many students face.
The following quotes from students illustrate their working conditions:
“I work 14 hours a week but sometimes more.”
“I work 30 hours on average and I get paid £14 as I previously studied in my industry.”
“I work two jobs. Part-time at a shop where I do around 25 hours a week, and another where I freelance for an event company when I have the time, roughly 8 hours a week.”
Pay rates vary considerably, with most students earning between £11 and £16 per hour, which broadly aligns with London’s living wage. Some students receive higher pay in specialised roles, while others struggle with low pay and unstable hours.
“I do freelance so it’s undefined how much I earn per week.”
“I am paid £16.25/hr and work roughly between 24 - 32 hours per week.”
“I’m on minimum wage (£11.40) and work at least three times a week for 7 hours or more a shift. Last year, I had to work five days a week.”
“I worked 24 hours a week at £11 per hour before being made redundant.”
Some students struggle to secure employment, exacerbating their financial difficulties.
“I am still searching for a job, however, I desperately need to find one in order to support both my living and studies.”
“I work freelance from my country, so around 10-15 hours per week, because I can’t find a stable job here.”
“I have lost my job and am struggling to find a new one.”
Some students reported limiting their working hours to avoid interfering with their studies. Others prefer freelance work or employment during holidays.
“I only work in the term breaks but not in all of them, depending on how much work I have to complete for uni.”
“I work as a nanny part-time, but it’s really unstable, so there can be a month when I’m not paid.”
“I work during the holidays. It was on average 23 hours per week at £11.54/hr.”
Respondents were also asked what impact paid work has on their studies, both positive and negative.
A major theme among respondents is the toll that working while studying takes on their physical and mental well-being. Many students express feeling tired, overworked, and unable to focus on their coursework.
“I am incredibly fatigued all the time and I get 0 days off in the week.”
“I work late and have chronic fatigue syndrome, which makes it even harder to keep up with my studies.”
“I am exhausted. I haven’t had a rest or reset day in weeks. I eat dinner at uni, and it’s a Tesco meal deal because I have to stay late often until 9 pm.”
“Lack of sleep. I sometimes have to choose between resting or finishing my coursework.”
Many students miss out on important studio time, lectures, and workshops due to work commitments.
“It means I miss at least 1-2 days of work per week, including studio time. It’s a massive stress.”
“I had much less energy and inspiration. Sometimes I don’t have money for food, so I am distracted or depressed. I also have a dozen of projects written down that I can’t create due to financial restrictions and space limits. I am not sure that I will be able to continue paying for Adobe Premiere after the trial period ends, but I can’t make a good submission with free programs that I have.”
“I don’t have time to work on my projects as much as I would like to.”
“Taking up a lot of time that I could be focusing on work at uni. I’ve missed a lot of lectures and important tutorials because of this.”
“I’m so busy all the time, I cannot study as much as my friends, and it stresses me all the time.”
“Less time to focus on what I’m making. My work suffers.”
Students who work often feel at a disadvantage compared to peers who don’t need to work. As discussed earlier, time is a resource as much as financial support, and inequalities in availability of time to work on projects can lead to students feeling demoralised or left behind.
“I can’t do as much work as my peers that don’t have to work, and therefore my projects are worse.”
“It’s time that I could have spent making work. I feel behind all the time.”
“I see a difference in grades between myself and those who don’t work.”
“Students on my course that don’t need to work generally perform better because they can fully dedicate themselves.”
Despite the negative impacts of trying to juggle work and study, respondents indicate that they would not be able to afford their education or living costs without working.
“If I don’t work, I have to drop out of university as I cannot afford to not have a job.”
“I struggle to complete homework because I have to work to afford to live in London.”
“My work is missing parts it needs and is not as bulky as my classmates’ who don’t work.”
“I can’t afford better equipment, which puts me at a disadvantage when it comes to future job prospects.”
A small number of respondents noted some benefits of working alongside studying, such as financial independence and gaining realworld experience.
“Being able to afford materials, travel costs, and general necessities.”
“Working is essential to create my preferred portfolio of physical work instead of digital work.”
Finally, respondents were asked whether they agreed or disagreed with the following statement: “if I was able to spend more time on my university work, and less time involved in paid work, I would be able to achieve higher grades”.
89% of respondents engaged in paid work agreed with the statement, while only 11% disagreed.
DO YOU AGREE WITH THE FOLLOWING STATEMENT: “IF I WAS ABLE TO SPEND MORE TIME ON MY UNIVERSITY WORK, AND LESS TIME INVOLVED IN PAID WORK, I WOULD BE ABLE TO ACHIEVE HIGHER GRADES”?
Diagram 17: Do you agree with the following statement...
Respondents were asked about the private debt (in addition to student loans) they have taken on in order to fund their studies.
26% of respondents reported having taken on private debt, such as a credit card, pay day loan, or other form of private debt to fund their studies. (Diagram _, left)
HAVE YOU TAKEN OUT A CREDIT CARD, A PAY-DAY LOAN, OR OTHER FORM OF PRIVATE DEBT IN ORDER TO FUND YOUR STUDIES?
This does not include government-funded student loans.
In open text comments, respondents who have taken on private debt were asked what impact this had had on their studies. The overarching themes that emerge from the data include mental health struggles, long-term financial fears, reduced academic focus, and financial sacrifices.
A dominant theme in the responses is the intense financial stress that comes with taking on private debt. Many students describe experiencing constant anxiety, sleep issues, and a persistent sense of financial insecurity:
“Horrible anxiety, trouble sleeping, constant stress.”
“There’s a lot of tension and anxiety around the fact that I have to pay the debt.”
“It’s anxiety-inducing. Each month I’m barely affording the minimum payments.”
“Stress every single day.”
Many students report that the financial pressure affects their mental health, making it difficult to focus on coursework:
“A lot of financial stress, affecting mental health and in turn affecting academic performance.”
“High stress. Priorities shifting to paying it back rather than studying.”
Diagram 18: Have you taken out a credit card, a pay-day loan, or other form of private debt in order to fund your studies?
Some students feel trapped by their financial situation, particularly those who anticipate years of repayments:
“Stress and I will need to pay it off for the next 20 years of my life.”
“I will end this course most likely with a £3k overdraft going into a job market designed to keep me on minimum wage for the starting years. The amount of debt I will accrue from this course is something I never forget about.”
Several students express guilt or shame over having to rely on debt to fund their education. This is particularly evident in cases where family members have also taken on financial risk:
“It makes me feel very guilty, but I’m struggling to find work and cannot fund myself otherwise.”
“It’s embarrassing and also hard living and affording to eat.”
“It’s made me very stressed out, especially knowing the risk my mom had to take when taking out a loan for me. It’s always in the back of my mind.”
Some students describe mental strain from owing money, with one stating:
“It is a constant drain because it never ends, and you always ALWAYS need to take money of your own no matter what.”
Many students note that financial worries distract them from coursework, making it harder to concentrate on learning and creative work.
“It does distract you from your studies when you’re worrying about debt.”
“Heightened financial stress makes it harder to focus.”
“I’m constantly reminded of my loans and the fact that I have a lot of loans to repay.”
Others feel that taking out debt has increased the pressure on their studies and their graduate outcome, with one respondent stating:
“I get stressed out about paying back my loan and expecting a great outcome from my studies in order to make them worthy.”
Students frequently mention having to sacrifice meals, social activities, or necessary materials to manage their debt:
“I would choose to use less money on meals and be careful of how I use my debit card each month in order to afford my materials.”
“Sometimes I want to enjoy a perfect dinner with my friends, but I have to save money rather than enjoying.”
“I often worry that I spend too much money because it also includes the cost of my rent, which is very expensive, so I will be reluctant to buy good quality materials.”
For some, cutting costs means limiting participation in university life, which further impacts their educational experience.
Finally, respondents were asked whether they agreed or disagreed with the following statement: “if I had more support with my course costs, I would not need to take on private debt to fund my studies”
90% of respondents engaged in paid work agreed with the statement, while only 10% disagreed.
DO YOU AGREE WITH THE FOLLOWING STATEMENT: “IF I HAD MORE SUPPORT WITH MY COURSE COSTS, I WOULD NOT NEED TO TAKE ON PRIVATE DEBT TO FUND MY STUDIES”?
Diagram 19: Do you agree with the following statement...
ACADEMIC EXPLORATION
COURSE COSTS
In other feedback forums, such as Quality Reviews, UAL students have historically reported that the cost of study has impacted on their ability to execute their creative vision to the best of their ability. This may manifest in creating a piece of work that is smaller in scale, or uses inferior materials, in order to manage costs.
To test this anecdotal evidence, respondents were asked whether the cost of materials has ever negatively influenced the direction they have taken with their academic projects.
71% of respondents agreed that this had been the case.
HAS
THE COST OF MATERIALS EVER NEGATIVELY INFLUENCED THE DIRECTION YOU HAVE TAKEN WITH YOUR ACADEMIC PROJECTS?
For example, you decided to create a smaller version of a project because you could not afford to execute your vision the way you would want to.
Diagram 20: Has the cost of materials ever negatively influenced the direction you have taken with your academic projects?
In open text comments, respondents were asked to provide examples to explain their answer.
Many reported having to scale down their projects due to the financial constraints of purchasing necessary materials. A common sentiment amongst respondents is that, while they may have ambitious ideas, the costs of materials preventevd them from executing those ideas at the scale they envisioned. One respondent noted:
“I initially envisioned a larger, more ambitious project that would fully express my creative vision. However, due to budget constraints, I had to scale down my ideas and create a smaller version of the project.”
This student’s experience resonates with many others, highlighting that the limitations in material budgets often mean that larger, more elaborate projects must be abandoned in favour of smaller, more affordable alternatives. Another respondent mentioned how scaling down the scope of their project led to a less satisfying outcome:
“I had to make a smaller canvas rather than a larger one because the canvas was too expensive.”
When respondents are constrained by budget, they often have no choice but to compromise on the quality of the materials they use. Many respondents spoke about choosing cheaper materials that ultimately led to inferior results than they would prefer. For instance, one student shared:
“I was using scraps of fabric because I couldn’t afford the good fabric I wanted to use for my costume. It impacted the aesthetic of my final piece, and it was disheartening to see the difference.”
This sentiment is echoed by another student who felt the limitations on their materials directly impacted the quality of their work, stating:
“I have to use cheaper materials like cheap fabrics and paints because I can’t afford high-quality ones, and this affects the overall aesthetic and finish of my work.”
Such compromises are not only frustrating but can also undermine the confidence of students who are trying to create work that replicates the finish found in industry, but are limited by financial resources.
A further recurring theme is how material costs restrict experimentation, which is a crucial part of the creative process for art students. Several students expressed hesitation about trying new techniques or materials because they could not afford the risk of wasting expensive supplies. One student mentioned:
“I wanted to do a larger, more intricate sound installation, but I had to scale it down to a smaller piece because the cost of materials and equipment was too high.”
Another respondent mentioned how this financial limitation led to them working with less exciting materials, saying:
“I always go for the cheapest options because I can’t afford to make mistakes with expensive materials. This makes me hesitant to experiment with new ideas.”
The inability to freely experiment without worrying about the cost of materials can stifle creativity, leading students to ‘play it safe’ rather than push boundaries in their art. This stifling could have implications beyond simply the artistic output, but also affect students’ ability to attain the grades they desire.
With the high costs of physical materials, many respondents repor ted choosing to work digitally, even if it means sacrificing some of the tactile, hands-on aspects of their creative process. For instance, one respondent shared:
“I’ve chosen to go digital for most of my projects. It’s cheaper and less risky than working with physical materials that could be expensive or hard to access.”
This shift to digital tools is not always ideal for students who prefer working with traditional materials. One student expressed:
“I would love to create physical models and work with clay, but the cost of those materials and the studio time make it prohibitive. Digital work is just more feasible.”
While digital work can be a viable alternative, it also limits the types of projects that students can undertake. The decision to forgo physical mediums can feel like a creative compromise, especially for students who want to fully engage with a particular material or medium.
For many students, the inability to afford the necessary materials results in delays or even the abandonment of their projects entirely. One student shared how the lack of resources led to them postponing an important aspect of their work:
“I originally planned to do a large-scale painting for this term, but the cost of a large canvas was simply too much. I’ve had to put it off until next year.”
Another student explained that they were unable to finish their project due to material shortages.
“I had to stop halfway through my project because I couldn’t afford more materials. It’s frustrating because I couldn’t complete my vision.”
This feeling of having to leave projects unfinished or significantly altered due to financial strain can cause significant emotional and creative distress for students.
Finally, respondents explained how these limitations affect their long-term goals, particularly regarding their portfolios. Many are concerned that their final outcomes, altered by material constraints, might not adequately represent their skills or vision. Portfolio building is recognised as an essential component of a successful graduate outcome from creative students, and developing a strong portfolio is a key incentive for studying at UAL. One student noted:
“I always feel like my work is limited because I’m forced to use cheaper materials. My portfolio doesn’t reflect the best I can do, which makes me anxious about future job prospects.”
Another shared how these compromises affect their academic and professional trajectory:
“Not having access to good materials has made me question the quality of my portfolio. I feel like my classmates with more money can create higher-quality pieces, and that sets them apart.”
The anxiety surrounding portfolio quality is palpable, with students aware that the materials they use may not only affect their academic grades but also their future employment opportunities.
Respondents were asked about their perceptions of course costs at UAL before they started their course, to understand whether their perceptions matched reality, and whether they were able to adequately prepare for arrival at UAL financially.
Respondents were first asked whether the perception of certain courses as ‘high cost’ discouraged them from apply for that course.
Over a third (37%) agreed that they had been deterred from applying for certain courses due to the perception of their high course costs.
BEFORE YOU ARRIVED AT UAL, DID THE PERCEPTION OF HIGH MATERIALS COSTS ASSOCIATED WITH CERTAIN COURSES
DISCOURAGE YOU FROM APPLYING FOR THOSE COURSES?
Diagram 21: Before you arrived at ual, did the perception of high materials costs associated with certain courses discourage you from applying for those courses?
Respondents were also asked whether they feel that course costs and materials costs were shared transparently with students ahead of arriving at UAL.
63% of respondents did not feel that course costs and materials costs had been transparently shared in advance.
DO YOU FEEL COURSE COSTS AND MATERIALS COSTS ARE TRANSPARENTLY SHARED WITH STUDENTS AHEAD OF ARRIVING AT UAL?
Diagram 22: Do you feel course costs and materials costs are transparently shared with students ahead of arriving at UAL?
In open text comments, respondents were asked to explain their answer to the previous question.
Many respondents indicated that the specific costs associated with materials were not clearly communicated ahead of time. Several students expressed surprise when they realised the full extent of the costs once they arrived. For example, one respondent shared:
“I didn’t know how much it would cost to complete my work. The materials list was only provided after we had already started the course.”
This is echoed by another student who explained:
“I didn’t realise I had to buy everything, not even basic supplies like paper or sketchbooks. It was a shock to see how much I needed to spend after I arrived.”
These responses highlight a consistent theme of students being caught off guard by the actual financial burden, which was not fully detailed in the materials provided before starting the course.
Many students expected that certain materials would be supplied as part of their tuition or included in their fees. This assumption led to disappointment when they found out that they were expected to fund most, if not all, of their materials. One respondent shared:
“I thought I would have access to basic materials, like sketchbooks and paper, but I quickly learned that I had to buy everything myself.”
Another student, who had previously studied at a different institution, noted:
“At my previous university, materials like wood and paint were provided, so I assumed the same would be true here. I was wrong.”
This disconnection between expectation and reality points to a gap in communication about what is and isn’t covered by tuition fees.
A number of respondents mentioned that while they were informed that they would need to buy some materials, they were not given a detailed breakdown of what these materials would cost. One respondent said:
“They mentioned we’d need to buy materials, but there was no clear cost breakdown. It was only after I arrived that I got a sense of how much things would actually cost.”
Some students pointed out that this lack of clarity created a sense of confusion and frustration, especially since some of the required materials were not readily available or had unpredictable prices. Another student noted:
“It would have been helpful to get an estimate of what I’d need to spend before the course started so I could budget accordingly.”
A few respondents noted that there was some information available through emails or the university’s website, but they felt it was vague or incomplete. One student commented:
“The course website had some information, but it didn’t mention the full extent of the material costs. I had to do a lot of my own research to figure out what I’d need.”
Another respondent pointed out:
“The emails we received were helpful in terms of the general list of materials we might need, but there was no detailed price list or any explanation about the cost of studio resources.”
This reflects a sense that while the information was available on some courses, it is not seen as comprehensive or sufficiently detailed to help students adequately prepare.
Several students suggested that UAL could do more to prepare incoming students for the financial realities of their courses. A common suggestion was for the university to provide a detailed, transparent breakdown of material costs. One respondent suggested:
“It would be helpful if there was a list of required materials and their costs provided well in advance, so we could plan our budgets better.”
Another student proposed:
“An estimated cost for each project or course module would help students manage their finances and avoid unexpected expenses.”
As has been touched on earlier in this report, there remains a perception amongst some students that the ability to purchase higher quality materials can lead to better grades.
Respondents were asked definitively to what extent they feel that spending more on materials leads to higher grades.
60% of respondents agreed or strongly agreed with the sentiment that spending more can lead to higher grades, with only 7% disagreeing or strongly disagreeing.
TO WHAT EXTENT DO YOU FEEL THAT SPENDING MORE ON MATERIALS GENERALLY LEADS TO HIGHER GRADES?
STRONGLY AGREE
Diagram 23: To what extent do you feel that spending more on materials generally leads to higher grades?
To test this concept further, respondents were asked to rank several factors to determine to what extent they believe they affect the grade they receive. The factors are:
• Adherence to the marking scheme
• Creativity and originality
• Feedback from tutors
• Quality of materials
• Technical skill
• Time spent on the project
The ranking of factors, from most significant to least significant, can be observed in Diagram 24.
CREATIVITY AND ORIGINALITY
TECHNICAL SKILL TIME SPENT ON THE PROJECT
ADHERENCE TO THE MARKING SCHEME
IN YOUR OPINION, WHAT FACTORS MOST STRONGLY INFLUENCE YOUR GRADE ON ASSESSED PROJECTS? Rank in order from most important to least important.
Diagram 24: In your opinion, what factors most strongly influence your grade on assessed projects? Rank in order from most important to least important.
It is important to note here that students believe ‘Creativity and originality’ to be the most important factor in securing good grades.
In a rank of 1 to 6, respondents rank ‘Quality of materials’ only 5th. However, most troublingly, respondents rank this ahead of ‘Feedback from tutors’, which they rank in last place.
It should therefore be observed that respondents generally feel that the quality of materials used plays a more decisive factor in the grades they receive than the instruction and guidance of the feedback provided by tutors.
NOT APPLICABLE (I DON’T NEED TO PURCHASE MATERIALS FOR MY COURSE)
Respondents were asked about where they source materials from, and whether they utilise the art shops on campus.
First respondents were asked “Do you tend to purchase materials for your course from the UAL art shops or other suppliers?”
49% of respondents primarily source materials from UAL art shops, while 42% utilise other materials suppliers. 9% do not need to purchase materials for their course.
Respondents were further asked which they believe represents better value for money, UAL art shops or other materials suppliers. Only 30% believe UAL art shops represent better value for money, while 59% believe other materials suppliers do.
What this shows is that while more students purchase from UAL art schools, perhaps due to proximity or ease on campus, they are not perceived as representing better value for money than competitors.
UAL ART SHOPS
Diagram 24: What do you believe represents better valye for money, UAL art shops or other materials suppliers?
In open text comments, respondents were asked to explain their views on UAL art shops and competitor material suppliers.
From these responses, overall sentiment towards the UAL art shops is mixed, with many students acknowledging their convenience but expressing dissatisfaction with their pricing and selection.
A significant number of students find the UAL art shops useful in emergencies, especially for last-minute purchases, but many feel that the prices are too high for students. One student noted:
“The art shop is good for last-minute needs or when I’m in a rush, but I rarely go there unless absolutely necessary because it’s overpriced.”
Another respondent echoed this sentiment, saying:
“The art shops are convenient, but their prices are on par with, if not higher than, other retail art stores, which is frustrating for students who are already paying high tuition.”
Some also highlighted the disparity between the convenience of having materials readily available on campus versus the affordability of external suppliers:
“They are incredibly overpriced, but the convenience of having them on campus means I still use them when I need something urgently.”
Several respondents mentioned that the variety of materials stocked in the UAL shops was somewhat limited. One student shared:
“There’s a decent range, but not everything I need for my course is available. I often have to go elsewhere for specific materials, especially fabric or specialty items.”
Another pointed out:
“I wish they had more options, especially for design courses. I sometimes need to go off-campus for more specialised materials.”
A few students suggested that the shops could benefit from offering more student discounts or bulk buying options to make purchases more affordable. One respondent said:
“It would be great if they could offer student discounts on all items, not just a select few. Prices would be more reasonable if they had bulk purchase options, too.”
However, despite these suggestions, the consensus amongst respondents is that the pricing still falls short of expectations, given that many students are already paying substantial fees in a context of a rising cost of living.
In contrast to the UAL art shops, many students turn to external suppliers for a variety of reasons, primarily price, variety, and convenience. A significant reason for purchasing from other suppliers is cost savings. Many students rely on online platforms like Amazon, eBay, and other discount art suppliers. One student explained:
“I mostly buy from Amazon because it’s cheaper and I can find almost anything I need quickly. Sometimes, I even get secondhand items which help me save money.”
Another mentioned:
“Hobbycraft and Amazon are usually cheaper than UAL’s art shops, especially for basic supplies like paint or brushes.”
Some respondents feel that external materials stores often provide a better selection, especially for niche materials that the UAL shops may not carry. A respondent shared:
“I buy from Cass Art because they have a wider variety and often have sales. UAL doesn’t always have the specific items I need for my projects.”
Another student highlighted specialised suppliers for specific needs, or the desire to shop locally and ethically, and the greater capacity for discounts:
“For fabric and textile work, I go to places like Goldhawk Road or MacCulloch & Wallis, where I get better deals on fabric and sometimes a student discount.”
“I prefer to buy from local fabric shops near me because they offer good prices and I can see the quality firsthand. I also get discounts because I’ve built a rapport with the shop owners.”
“I purchase a lot from Shepherd’s Bush Market because the fabric is cheap and there’s a variety of materials that suit my course requirements.”
While UAL art shops are seen as convenient and a reliable option for urgent material needs, many students feel that the prices are too high for regular use. The limited variety and lack of consistent student discounts contribute to dissatisfaction.
Consequently, many students turn to other suppliers, with Amazon, Cass Art, and local fabric shops being popular alternatives. These external options are favoured for their lower prices, better variety, and the availability of discounts. Students also appreciate the convenience of online shopping and the ability to purchase from specialised suppliers, further indicating that UAL’s art shops may need to address pricing and range concerns to remain competitive and fit for purpose for student needs.
To better understand what infrastructure of support already exists for students coping with financial hardship as a result of their course costs, respondents were asked to describe in open text comments the support they are aware of and have accessed.
The responses reflect a combination of university support, family aid, personal savings, as well as advice for charities.
Many students have sought support from UAL itself, particularly through financial relief services such as the hardship fund, equipment fund, and bursaries. The UAL hardship fund appears to be a common resource that students rely on for financial relief, though responses suggest that the amount of assistance provided is often not sufficient to cover all their needs, despite increases in recent years.
Several respondents mentioned that they applied for the hardship fund to cover basic living expenses or specific academic needs like materials and equipment. One student shared:
“I have applied to the hardship fund, but the assistance was minimal. It’s only a temporary solution, and it didn’t help much with material costs.”
Another respondent noted:
“The UAL hardship fund helped me with living costs for a short time, but it wasn’t enough for both tuition and materials. I had to make do with my savings and a part-time job.”
A few respondents also mentioned applying for the equipment fund, which assists with purchasing essential tools for their studies:
“I was able to get support from the equipment fund for a laptop, which was critical for my studies. Without it, I couldn’t have completed my coursework effectively.”
However, some students expressed frustration with the process, as they were denied access for not meeting the specific criteria:
“I’ve sought financial aid from UAL, but I was rejected multiple times because I had a job. It’s frustrating, especially when you need help but don’t meet the criteria.”
Family support, both financial and emotional, emerged from the responses as a further critical lifeline for many students. For those without access to substantial financial aid, family assistance is often the primary way to cover course and living costs. One respondent said:
“I rely heavily on my parents for financial support. Without them, I wouldn’t have been able to afford my tuition and materials. I feel guilty asking for help, but there’s no other option.”
Another student noted how they receive support from their family, but recognise their family are also facing their own financial pressures and sacrifices:
“I’ve been fortunate that my family can support me, but it’s still difficult. My parents are already making sacrifices for me to study here, so I try not to ask them for too much.”
The reliance on family, while essential, also comes with its own emotional toll, as some students feel uneasy or guilty about the burden they place on their loved ones. One student shared:
“My family has been helping me out, but it’s hard because I know they have their own financial struggles. I don’t want to add to their stress, but I just don’t have many options.”
Many students supplement their income by taking part-time jobs, though balancing work and study can be challenging. Some students expressed the need to work more hours to cover their expenses:
“I’ve been working part-time, but it’s difficult to balance with my coursework. I’ve had to take on extra hours just to make ends meet, which leaves me with less time to focus on my projects.”
Another shared:
“I work a part-time job on top of my studies, but I still find myself falling short financially. It’s a constant juggling act, and it affects my energy and focus.”
For some, working long hours combined with spiralling debt has created a cycle of financial strain:
“I’ve had to take out a student loan and rely on overdrafts while working, but it’s just a cycle of borrowing money to make up for what I can’t afford. It’s exhausting.”
Some students are taking a more independent approach by using their own savings or seeking ways to make money outside traditional work. One student shared:
“I had some savings before starting university, and I’ve been using that to cover my costs. Once it runs out, I’ll likely have to find a way to make more money through freelance work or side gigs.”
Another student remarked:
“I’ve sold some of my belongings to get through tough months. It’s not ideal, but when you’re facing financial hardship, you do what you have to do.”
A few students mentioned exploring non-traditional routes to support their education, such as freelancing or developing side businesses:
“I’ve been working on freelancing projects, which helps me make a bit of extra cash. It’s not stable, but it’s better than nothing.”
In terms of seeking financial advice, some students reported that they had contacted UAL’s Student Services for guidance on managing their finances, although a lack of follow-up with material support left some students continuing to struggle:
“I reached out to the university’s financial support team for advice on how to manage my funds better and to inquire about possible assistance. They provided me with some general budgeting tips but weren’t able to offer much direct financial aid.”
“I spoke to a financial advisor at UAL about my struggles to balance my student loan with the costs of materials and living expenses. They offered some advice on budgeting and informed me about available funds, but I still found it difficult to manage.”
Other students sought support from tutors or course support staff, particularly about how to balance the financial aspects of their education with their academic responsibilities. Respondents were generally positive about this type of support, which could indicate that better embedding of financial advice within course teams could be beneficial:
“I’ve had discussions with my tutors on how to manage costs. They’ve helped me figure out ways to save money on materials and gave me advice on how to prioritise my spending.”
“I reached out to my course leader for advice on how to reduce costs, especially with regard to the materials I need. They were supportive and offered suggestions for affordable alternatives.”
In addition to formal financial advice from staff, many respondents also sought advice from their peers or mentors, who may have more experience navigating financial difficulties. One student noted:
“I’ve asked my peers for advice on where to get cheaper materials or how to manage my budget more effectively. They’ve been a great support, especially those who have already been in the program for a while.”
Another student shared:
“I have a mentor who has been very helpful in offering advice on managing my finances. They have suggested ways to cut down on unnecessary costs and have recommended some local resources for discounted materials.”
Some students also turned to external resources for financial advice, such as government advice services or charity services. One student explained:
“I sought advice from Citizens Advice on how to handle my finances better. They helped me understand my options for debt management and provided information on government support programs that I could potentially access.”
The responses indicate that students are proactively seeking financial advice from a variety of sources, including UAL’s Student Services, tutors, peers, and external charities like Citizens Advice. While many students receive helpful guidance on budgeting and finding aid opportunities (particularly within their course), the adequacy of the support varies, and some students still feel the pressure of managing their finances effectively. This highlights the importance of accessible, transparent financial support systems within universities and the need for more comprehensive advice to ensure students can fully focus on their studies without the constant stress of financial strain. It also further highlights the need for ongoing financial interventions for those in long-term need, as one-off payments or advice can only go so far
Create a UAL Cost of Study Strategy, with a renewed task force and measurable KPIs
After Arts SU published its research in 2018 on the Cost of Study, UAL responded by establishing the Cost of Study Steering Group. Although this group had many successes, such as vastly expanding the hardship fund and introducing course guidelines on cost of study, the financial landscape since then has changed dramatically.
The Covid pandemic and its aftermath, particularly the cost-of-living crisis, off-set the progress of the Cost of Study steering group. As this research demonstrates, UAL students continue to struggle with the cost of study, but it is manifesting in different ways to how it did pre-2020.
To give this issue the dedicated resourcing and urgency it deserves, UAL should establish a new Cost of Study task force, committed to a measurable strategy to reduce course costs for students, and address the financial health of the student body.
Using the report’s findings as a starting point, the group should propose interventions to the university with the aim of reducing financial barriers to equally accessing a UAL education within a specific timeframe. This work could be linked with, or feed into, UAL’s broader Access Strategy. Most importantly, the goals of this Cost of Study Strategy must be measurable, to ensure progress is not lost as happened previously.
Make Adobe Creative Cloud free for all students
Many UAL students, especially those from lowerincome backgrounds, cannot afford the expensive Adobe subscription costs. By providing free access to Adobe software, UAL would ensure that all students (regardless of their financial situation) have access to industry-standard tools required for their coursework and future careers.
Free access to Adobe tools would eliminate the financial barrier that limits the creative potential of students. Students who cannot afford these tools are often forced to work with inferior software, which may affect the quality of their work and hinder their ability to develop the skills that are highly sought after by employers.
Adobe Creative Cloud is the go-to suite of tools for professionals in a range of industries, including graphic design, film, photography, fashion, digital arts, and more. By providing free access to Adobe products, UAL would ensure that students graduate with hands-on experience in the software most used in their chosen fields. In addition to this, many employers expect students to be proficient in Adobe tools. Having access to these programmes throughout their studies would allow UAL students to build a robust portfolio that demonstrates their competence in tools they will need to use in the workplace.
Provide clearer, more detailed information about course and material costs before students begin their studies
UAL should create a comprehensive, itemised breakdown of both course-related and material costs, including required materials, estimated project expenses, and any additional fees for specific resources. This information should be readily accessible through the UAL website, course handbooks, and pre-arrival communications.
Students will be able to better plan their finances, reducing the surprise financial burdens that many students reported upon arrival. This can also help students make informed decisions about their course choice and degree commitments.
Reevaluate pricing structures and stock at UAL art shops to make them more affordable and better aligned with students’ needs
Students will benefit from more affordable, accessible materials on campus, reducing the need to turn to external suppliers. The introduction of bulk buying and student discounts would lower costs and potentially increase convenience for students who prefer to purchase on-campus.
Interventions that could be beneficial for students in this area include:
• Conducting a price comparison between UAL’s art shops and external suppliers to ensure competitive pricing.
• Offering student discounts for all materials sold through the UAL art shops, not just on select items. Implement bulk-buying options facilitated by UAL, to help reduce the cost for students purchasing frequently used materials.
• Expanding the variety of materials available, especially for courses such as fashion or sculpture, and ensure that students have easy access to specialised tools and resources.
