Polling and Market Research

2014 Global Survey of Students

Submitted to:
Matthew Yale, Laureate International Universities

Submitted by:
Zogby Analytics
Jonathan Zogby, CEO
John Zogby, Sr. Analyst

June 2014

2014 Zogby Analytics

The Zogby Analytics Difference: we bring four decades of experience in measuring attitudinal
behaviors among a wide array of sectors, target audiences and geographic locations all over the
world in order to establish meaning and context for your research needs.

Executive Analysis

Introduction

It is an amazing period to be alive. Familiar institutions which have provided stability, security,
and opportunity for a millennium are withering amidst rapid technological change. It is an era
the world has not seen since the end of the Middle Ages and the rise of the Renaissance, the
New World and the Enlightenment. New institutions, driven by the needs of the actual
prosumers, are changing the landscape of politics, nongovernmental organizations, economies
and finance, and education.

Numerous authors and scholars point to a deep crisis facing universities and their stakeholders,
and countless summits have been held both in the United States and worldwide on how best to
deal with unsustainable models of higher education, too much debt for both institutions and
consumers; outdated courses and programs, and an overabundance of administration. Yet
throughout this process, there has not been any consistent effort to understand from students
how they believe that the higher education experience will change, and how they believe that it
should change.

Laureate Education, Inc., the worlds largest higher education company with more than 850,000
students worldwide in 29 countries, has been a leader adopting innovations to try to address
the challenges facing higher education. To make sure its educational model is and will remain
relevant to the students who attend its network of 75 institutions worldwide, Laureate
commissioned Zogby Analytics to survey students in 21 countries who presently attend post-
secondary institutions who are part of the Laureate network.

Zogby Analytics was selected because it has a tradition of four decades of providing excellence
in data collection and actionable direction to a wide variety of clients. The challenge associated
with polling hundreds of thousands of students in as many as ten languages who hail from a
wide variety of countries, institutions, and courses of study required the kind of strategies and
implementation that define the Zogby brand.

Based on survey results, Laureate students have a positive vision for the university of the future
it is accessible, flexible, innovative, and job-focused.

Accessible A plurality (43%) of Laureate students believe that the university of the future will
provide content online for free for most courses and more than half believe that students will
utilize social media platforms to learn and in turn to teach other students (59%). In addition,
nearly seven in ten (68%) believe that future universities will maintain free online libraries
where students can access course materials and books and other reference tools.

Flexible A majority of students believe that most courses will be offered at all times of the day
or night (52%) and a plurality believe that most courses will be offered without fixed schedules
(44%) to accommodate students who work or just prefer learning at different times. Just over
two in five (41%) students believe university students in the future will be able to earn
specialized certificates throughout their academic career allowing them to take courses at their
own pace instead of concentrating academic careers into 2- or 4-year spans culminating in a
degree.

Innovative More than half (54%) expect that the university of the future will provide courses
that are a collaboration between students with an emphasis on group projects. Additionally,
43% believe that students will be able to access personalized instruction or tutoring online
perhaps rendering the traditional classroom experience less important.

Job-Focused The day of the Medieval Studies student may soon be over. Laureate students see
a university of the future as one clearly focused on producing students who are prepared to
excel in jobs that are needed by industry and society. Sixty-one percent believe that most
courses offered by future universities will be designed by industry experts and 64% expect that
courses will be offered in multiple languages to facilitate employability. Finally, more than
seven in ten think that career-oriented skills (not just subject matter) will be taught in future
universities.

The University of the Future Student Survey

The objectives of the survey project were to:

Determine opinions towards topics and issues relating to advanced higher education
models; and

Explore student attitudes about what their university will and should look like,
fifteen years in the future.

The topics that the University of the Future Student Survey polled students on include:

course design (including the increased role of industry experts and entrepreneurs);
course schedules, method of delivery and pedagogic techniques (like the
incorporation of social media platforms and other tech friendly models);

types of professionals teaching courses;

job preparation and placement, apprenticeships;
the ability to take classes, degrees and certificates anytime and anywhere; and
lifetime education and other innovative approaches to new educational models for
the twenty first century.

The Laureate Education/Zogby Analytics poll of 20,876 students in 21 countries provides a
treasure trove of data that points in the direction of the future shape and conduct of higher
education as the students actually envision it.

Zogby Analytics received a list of student emails from Laureate schools for a total of 378,653
email addresses. Additionally, Zogby Analytics created portal pages for three of the schools that
could not provide lists of emails. In total, 37 schools participated from 21 countries. Over a
period of two weeks, invitations (in students native languages) were sent to these emails that
briefly explained what the survey was about and asked the student to participate. Each
invitation contained a link that was equipped with a unique identifier so that only one survey
per email could be completed. Clicking on the link embedded in the email would take the
student to a survey in the students native language (except India and South Africa where the
email invitation and survey were offered in English). Once the survey was completed, the
unique link expired and could no longer be used. Two weeks after an email was first sent out,
reminder emails were sent to those students who had not responded during the initial email
blast. The survey was live in the field for four weeks.

Following, we will highlight the results and meaning of this unprecedented survey on the future
of higher education and will make observations based on the findings of the survey overall,
among those students in developing countries, and among those who are 18-24 years of age.

The Student of the Future (Survey Respondents)

The past twenty years is the story of an unprecedented growth in the middle class worldwide
particularly the emergence from poverty of a C Class (or lower middle class) in developing
countries. The university of the future therefore must be able to respond to this increased
demand by making higher education more accessible to the C Class. This is exactly the direction
in which the Laureate Education network is leading according to the data collected, one in
three respondents of the Laureate Education network worldwide are the first ones in their
family to experience post-secondary education. Even more noteworthy is that about four in five
are either paying for their education themselves or through their family (90% in the developing
countries surveyed). Education for these students is very much a personal investment, not an
entitlement. In addition, because one in three of the student respondents are actually the first
in their families to attend a post-secondary school there is a heightened awareness of the value
of their schooling. Most of these respondents regardless of geography are representatives of
the Millennial generation, thus they are tech-savvy, more global in their outlook, and have high
expectations for the future. They are already, particularly in the developing countries, the
beneficiaries of significant growth rates, and are hopeful that their education will mean being
productive in growing economies

At the same time that such a huge number of students are attending colleges, there is a
considerable level of angst over the value of their investment in a limited job market. As
Princeton economist Alan Blinder has pointed out, students in the West have clearly entered a
gig economy where young people (or older people facing layoffs) are not settling into careers
but are moving from one short-term project to another. Blinder projects that todays 20-
somethings will have had four gigs by the age of thirty, ten by the age of forty. As a result, being
educated is itself taking on a new meaning. Instead of the goal of obtaining a degree, a
mindset needs to be created that emphasizes lifelong learning: refresher courses, certificate
programs, online mentoring and coaching, learning new skills. These kinds of programs must be
available in real time to meet students schedules, not the institutions. Businesses and
entrepreneurs will also need to be more in the drivers seats as they are (and will be) more and
more the job creators and enablers. The results of the survey suggest that this is what they see
in the near future.

Student Responses

In the analysis that follows, we refer to the expectation of most or majority instances as
instances which refer to anywhere from 61%-100% of the time. This has been done to avoid any
confusion with too many percentages.

Transformation by Technology. Students vision of the university of the future reflects a
universally held belief in the transformative power of technology on higher education. Students
are internet savvy and they want the best that the technologies can offer. Free materials,

MOOCS, courses that are offered to everyone and at convenient times, teachers who are
available on-screen to tutor, mentor, and encourage. In each instance, at least one third and as
much as one half, expect the university of the future (identified in the next fifteen years) to
be dominated by tech-friendly models.

o More than two in five overall (43%) expect that a majority of their courses will
include free content on the internet to unlimited numbers of students. This
includes 45% of students in the 18-24 year age bracket (higher than any other
age cohort) and 44% of those in developing countries. One in three feel that a
majority of classes will be taught online instead of in traditional classrooms, a
view shared by 43% of Chinese students and nearly a third of Latin American
students (ranging from 26% in Brazil to 36% in Honduras). A huge 59% (including
60% of students 18-24 and 60% in developing countries) say that students will
utilize social media to learn and teach skills to other students.

o This age cohort of students are not only the most technology savvy, they are not
accustomed to paying for things that can (and perhaps should) be free. Better
than two-thirds (68%) expect that there will be free books and materials.
(Three in four 74% -- say this will make things better for them personally).

o These students are not a 9 to 5 age cohort they are actually 7 and 24. 52%
say that a majority of classes will be provided all day and night. They do not
expect that a majority of courses will adhere to a fixed schedule throughout the
year and that courses will be offered more frequently to accommodate more
students (44%).

o Overall, 46% of all students surveyed including 47% of 18-24 year olds, 47% of
those in developing countries, 58% of Chinese and 40% of Latin American
students say they will be better off because of these technology
enhancements, while half as many say they will be worse off (21% of 18-24 year
olds, 22% of those in developing countries, 31% of those in Latin America and
only 5% of those in China).

o More than any other regional group, Asian students believe that, in the future,
learning will be dominated by online content. They are also most likely to see
that as a good thing. In particular, 55% of Asian students think that changes to
how students will take classes in the future will benefit students, while only 8%
think that they will make things worse. In contrast, this differential is only +9% In
Latin America.

Value Driven Education. Students want an education that is better suited for a meaningful
return on investment, that is more practical and immediate in its return, and is very much a

joint venture between themselves and those in the best position to help them. This vision of
the university of the future is consistent with the Laureate network of institutions and
programs worldwide. They see a greater role for entrepreneurs, for company representatives
designing courses and mentoring students -- and ultimately placing them into work

o The Laureate students are pretty clear on the value of their education. About
seven in ten of the students polled (71%) understand that the majority of
courses in the future will teach students career-oriented skills. Almost two in
three (64%) also see that courses will have to be taught simultaneously in
multiple languages to facilitate a mobile age cohort.
o More said that they expect a majority of courses to be designed by industrial
experts to prepare students for jobs with their companies (60%) and by
entrepreneurs paid by participants (45%) than by scholars or government
experts (40%). Only 26% foresee that courses will be designed by students by
other students. Two in five (44%) assume that most of the instructors in the
future will be part-time industry experts instead of full-time instructors. This
includes 44% of the 18-24 year olds and 44% of students in the developing
countries. Overall, 43% say that most students in the future will get
personalized tutoring and instruction by professors online, not in person.

o Students recognize that a "degree" is temporary and static and, instead, seem to
recognize that in a gig economy that their education will involve more
certification and recertification -- something they want their institutions to
reflect. Instead of the current emphasis on taking courses all at once in
traditional degree programs, 41% of those polled overall believe students will
earn specialized certificates throughout their careers.
o

Students in the future will be the beneficiaries of career development, job

opportunities, and mentoring provided directly by employers online and in
real-time, according to 58% of those polled. Seven in ten (69%) say that
students will be better off by this direction, while only 6% say they will be worse
off. However, students do not eschew the value of scholars or of government
experts, they actually want to be sure that their skill development comes from
those who have the latest and most up-to-date knowledge, as well as from those
who are in the best position to represent the most relevant information and the
most direct connections to direct employment. Scholars have their place as
experienced tutors, and fellow students are needed to enhance team-building
skills.

Emphasis on Cooperation. Contrary to some well-worn stereotypes, Asian students are least
likely to think that future businesses will put a premium on academic performance on individual
courses (28% versus, for example, 48% for their counterparts in Latin America). At the same

time, Latin American students are less likely (48% vs 62% in Asia) to think that courses in the
future will be dominated by collaborative courses and group projects nonetheless, this
percentage is a plurality of responses.

The students in the survey note that grades in the future will be based much more on a
combination of contribution to teams and academic performance (64%) than simply
on academic performance (21%), as things now stand. This is even more pronounced
among the youngest students polled 66%. More than half (54%) say that most courses
offered in the future will be more collaborative between students with a greater
emphasis on group projects. Importantly, students expect that businesses will place a
higher value on internships (55%), teamwork (53%), and certificates of mastered skills
(48%) than the current model which emphasizes academic performance (39%).

A Global Mindset. While answers to some questions demonstrated significant differences

among regions, as well as among different countries, answers to many questions showed
remarkable consistency, especially among developing countries.

72% of all students in developing countries believe that the potential changes to what
kinds of courses will be taught in the future will be better for students, while only 5%
think that they will be worse for students. This positive sentiment is almost equally
shared among students from all 12 developing countries that participated in our survey.

The same can be said for the potential changes to how students will receive materials
and assistance. 69% of all students in developing countries believe that they will be
beneficial to students, while only 6% think that they will have negative impact. These
numbers are very similar for all 12 developing countries. This similarity in answers is
especially remarkable when one takes into account that some countries have
considerably different student makeup.

When it comes to developing countries and how students will take classes in the future,
the enthusiasm for changes is almost evenly spread across Asia (strongest in China). The
skepticism in Latin America is very strong in Brazil and Mexico (+5% and +3%
better/worse differential, respectively) but not so much in Panama (+19%) and Peru
(+24%).

Conclusion

Today, huge numbers of college students are enrolled worldwide, particularly in the developing
countries, and they increasingly want and expect to be enabled by both technologies that are
available and with which they have special facility. The results of this survey demand that
Laureate Education continue its mission of meeting the aspirations of todays students for an
education that is more direct, personal, practical, convenient, affordable, and more attuned to
a lifetime of changes. While the results of the survey reveal differences in degrees of
agreement on the vision of the future, these are really only nuances. Actually, a clear picture of
the student vision of the university of the future emerges. These results provide both a
mandate for Laureate to continue its mission of relevance, change, and excellence and, at the
same time, offer a blueprint of the shape of the change to come.

Analytics Tables and Charts

3. What is your family history of educaFon?

First in your family

to akend a
university
33
Siblings graduated
from university

31
Parents graduated
from university

30
Parents akended
university but did
not graduate
9
Siblings akended
university but did
not graduate
8
Other

9
Not sure

4

4. Which of the following best describes what

you are studying?
Business

19

Engineering

13

Economics

11

Design

Communicamons

Educamon

Computer
Science/IT

Law/legal
studies

Psychology

Architecture

Nursing

Hospitality

Medicine

Denmstry
Other*

1
17

5. When do you expect to complete your program?

14

2014

2015

23

28

2016

2017

23

10

Other

Not sure

6. How are you paying for your educaFon?

Paying your own way

26
Family support

61
Student loans

14
Scholarships

17
Other

4

8. Courses will be provided as free content on the internet to
unlimited numbers of students at the same time

0- 61%-
60% 100%
57

43

9. Would it make a difference if courses were provided on the internet for a fee?
Yes
65
No
16
Not sure
19
10. Students will earn specialized certificates throughout their careers
rather than taking courses all at once through a traditional degree
59
41
program
11. Courses will be taught online instead of in a traditional classroom
66
34
setting
12. Courses will be provided at all times of day (or night) for students
48
52
to take when it is convenient for them
13. Courses will be provided without fixed schedules throughout the
year and with a frequency that let students complete a program faster 56
44
or slower as convenient for them
14. Courses will be more collaborative between students with a
47
54
greater emphasis on group projects
15. Students will utilize social media platforms to learn and also teach
41
59
important skills to other students
16. Regarding the potential changes to how students will take classes in the future
mentioned in Q8-15, do you think this will be better for students, worse for
students, make no difference, or you do not know/not sure?
Better
46
Worse
23
No difference
7
Not sure
25

17. Courses will be designed by industry experts to prepare students
to find a job at their companies when they graduate
18. Individual course will be designed by entrepreneurs who are paid
based on student participation or rating

0- 61%-
60% 100%
40

61

55

45

60

40

20. Courses will be designed by students and offered to other students 74

26

19. Courses will be designed by scholars or government experts

21. Regarding the potential changes to how students will take classes in the future
mentioned in Q17-20, do you think this will be better for students, worse for
students, make no difference, or you do not know/not sure?
Better
51
Worse
13
No difference
9
Not sure
27
22. Courses will be taught part-time by industry experts instead of full-
57
44
time instructors
23. Do you think this will be better for students, worse for students, make no
difference or you do not know/not sure?
Better
51
Worse
17
No difference
10
Not sure
23
24. Courses will teach students career-oriented skills

29

71

25. Courses will be taught in multiple languages for improve students

36
64
ability to work anywhere in the world
26. Regarding the potential changes to what kinds of course will be taught in the
future mentioned in Q24-25, do you think this will be better for students, worse for
students, make no difference or you do not know/not sure?
Better
72
Worse
5
No difference
6
Not sure
16

27. Students will receive personalized tutoring and instruction by
professors online instead of in-person
28. Books and course materials will be provided for free in online
libraries

0- 61%-
60% 100%
57

43

32

68

29. Would it make a difference if materials were available online for a fee?
Yes
74
No
15
Not sure
11
30. Career development, job opportunities, and mentoring will be
42
58
provided directly by employers online and in real-time
31. Employers will offer students with apprenticeships that will allow
students to earn money part-time while they study for a position with 34
66
an employer
32. Regarding the potential changes to how students will receive materials and
assistance mentioned in Q27-31, do you think this will be better for students, worse
for students, make no difference or you do not know/not sure?
Better
69
Worse
6
No difference
7
Not sure
18
Note: Totals may equal more than 100% due to rounding.




Developing Countries-What the University should look like, fifteen years in the future?

As you read each statement about the future, please tell me how common, based on a scale of
0-100% of the time, you think each of the following scenarios will be fifteen years from now:

Questions
8. Courses will be provided as free content on the internet to unlimited numbers of
students at the same time
10. Students will earn specialized certificates throughout their careers rather than taking
courses all at once through a traditional degree program
11. Courses will be taught online instead of in a traditional classroom setting
12. Courses will be provided at all times of day (or night) for students to take when it is
convenient for them
13. Courses will be provided without fixed schedules throughout the year and with a
frequency that let students complete a program faster or slower as convenient for them
14. Courses will be more collaborative between students with a greater emphasis on group
projects
15. Students will utilize social media platforms to learn and also teach important skills to
other students
17. Courses will be designed by industry experts to prepare students to find a job at their
companies when they graduate
18. Individual courses will be designed by entrepreneurs who are paid based on student
participation or rating
19. Courses will be designed by scholars or government experts
20. Courses will be designed by students and offered to other students
22. Courses will be taught part-time by industry experts instead of full-time instructors
24. Courses will teach students career-oriented skills
25. Courses will be taught in multiple languages or improve students ability to work
anywhere in the world
27. Students will receive personalized tutoring and instruction by professors online instead
of in-person
28. Books and course materials will be provided for free in online libraries
30. Career development, job opportunities, and mentoring will be provided directly by
employers online and in real-time
31. Employers will offer students with apprenticeships that will allow students to earn
money part-time while they study for a position with an employer

In the table that follows, the numbers in the grid refer to anywhere from 61%-100% of the time
for each scenario regarding the university of the future. This has been done to avoid any
confusion with too many percentages.

Table 1: Countries- University of the Future-Fifteen Years from Now

Please see Question Grid Above for Full Description
Questions
8 10 11 12 13 14 15 17 18 19 20 22 24 25 27 28 30 31
Grid #s
Brazil
38 37 26 57 48 49 55 64 42 30 19 40 78 62 40 70 60 74
China
59 52 43 48 45 66 66 53 49 45 36 49 67 61 47 67 56 68
Costa Rica 32 38 35 63 42 40 55 62 44 39 22 37 70 63 49 69 57 59
Honduras
42 52 36 63 48 54 59 74 53 44 36 43 81 75 46 71 65 71
India
23 31 33 45 30 47 65 67 45 23 27 53 76 65 33 62 61 65
Malaysia
37 40 29 53 48 47 62 64 44 31 18 37 66 54 43 72 60 70
Mexico
38 43 35 56 45 47 58 63 49 42 28 46 71 67 49 69 60 61
Morocco
40 21 20 34 31 56 45 63 40 62 21 50 67 63 28 67 49 49
Panama
42 44 34 64 48 50 59 68 54 46 28 44 72 70 48 73 60 66
Peru
37 42 30 57 41 50 62 66 47 40 27 40 73 69 46 67 59 66
Thailand
37 45 29 46 47 42 45 61 46 42 37 46 67 64 45 62 51 58
Turkey
25 29 24 32 26 54 61 40 38 46 13 29 48 47 24 60 40 47
Orange Highlight Highest percentage; Blue Highlight Lowest percentage





Brazil Institutions- What the University should look like, fifteen years in the future?

As you read each statement about the future, please tell me how common, based on a scale of
0-100% of the time, you think each of the following scenarios will be fifteen years from now:

Questions
8. Courses will be provided as free content on the internet to unlimited numbers of
students at the same time
10. Students will earn specialized certificates throughout their careers rather than taking
courses all at once through a traditional degree program
11. Courses will be taught online instead of in a traditional classroom setting
12. Courses will be provided at all times of day (or night) for students to take when it is
convenient for them
13. Courses will be provided without fixed schedules throughout the year and with a
frequency that let students complete a program faster or slower as convenient for them
14. Courses will be more collaborative between students with a greater emphasis on group
projects
15. Students will utilize social media platforms to learn and also teach important skills to
other students
17. Courses will be designed by industry experts to prepare students to find a job at their
companies when they graduate
18. Individual courses will be designed by entrepreneurs who are paid based on student
participation or rating
19. Courses will be designed by scholars or government experts
20. Courses will be designed by students and offered to other students
22. Courses will be taught part-time by industry experts instead of full-time instructors
24. Courses will teach students career-oriented skills
25. Courses will be taught in multiple languages or improve students ability to work
anywhere in the world
27. Students will receive personalized tutoring and instruction by professors online instead
of in-person
28. Books and course materials will be provided for free in online libraries
30. Career development, job opportunities, and mentoring will be provided directly by
employers online and in real-time
31. Employers will offer students with apprenticeships that will allow students to earn
money part-time while they study for a position with an employer

In the table that follows, the numbers in the grid refer to anywhere from 61%-100% of the time
for each scenario regarding the university of the future. This has been done to avoid any
confusion with too many percentages.

Table 2: Brazil Institutions- University of the Future-Fifteen years from Now

Please see Question Grid Above for Full Description

Questions 8 10 11 12 13 14 15 17 18 19 20 22 24 25 27 28 30 31
Grid #s
Brazil
36 39 31 57 48 45 51 62 40 27 15 38 77 63 40 68 57 69
Anhembi
Brazil
38 35 25 51 49 46 53 61 42 26 14 36 77 54 40 73 55 71
FADERGS
Brazil FG

41 40 26 59 52 52 57 70 44 32 14 39 84 66 42 72 64 76

Brazil FPB 45 42 22 59 50 48 50 65 45 34 23 40 79 77 47 76 64 83
Brazil
IBMR -
Brazil
UNIFACS
Brazil
UniNorte

36 31 27 57 51 42 53 67 39 29 15 42 80 67 38 75 59 75
34 34 21 57 49 52 56 65 37 29 17 43 81 63 35 70 62 76
42 39 25 56 45 55 59 67 47 35 28 42 76 62 39 71 63 77

Brazil UNP 40 40 33 64 55 53 59 66 45 35 17 40 82 64 49 79 66 78
Brazil UNR 31 29 22 55 44 41 50 59 36 22 15 34 72 57 37 60 54 71
Orange Highlight Highest percentage; Blue Highlight Lowest percentage

33. At your university ieen years in the future,

will students mainly be graded on ndividual
achievement, their contribuFon as part of a team,
a combinaFon of both, or other?

Both

64

Individual
achievement

21

Part of
a team

10
Other

1

Not
sure

5

34. Which do you think that businesses will value most in

selecFng among potenFal employees?

Academic
performance on
individual courses
39
Academic
performance on
team-based
acmvimes 53
Cermcates that
studentshave
mastered skills
48
Performance at
internships or
apprenmceships,
55
Other

5

Not sure

3

35. Who will pay for the majority of the expenses at your
university ieen years in the future?

Students/
families

58

Employers

25

Gov't

31

Investors
(crowd-
funding)

27

Other

1

Not sure

7

Open-Ended Responses

Q7. What skills and expertise should your university help you develop for a career and life
after you graduate?

The majority of respondents from every country and every school said that Laureate should
prepare them with the skills to get a job in their chosen field. One student from Australia put it
this way: To understand the real word industry and how to conduct yourself professionally.
However, a student from Brazil (FG) said it more bluntly: the faculty should teach us how to
actually make money.

Students also indicated the desire for more effective career and academic planning from the
outset of their education, a program that Laureate is actively engaged in providing to students
in its network. A student from UNITEC in Mexico wanted help before even starting course
work, saying the university should evaluate our profile and recommend courses to students.

Workplace Skills. In addition to specific skills related to their career choice, many indicated
practical skills like communication or computer literacy. A student from Anhembi in Brazil
said it this way: Practical and theoretical knowledge to enter and operate in the labor market
in a competitive manner, team work, and how to make and maintain a network." Another
Brazilian student from the same university emphasized another current Laureate network
initiative, suggesting that their school should teach some of the soft skills like negotiation,
how to speak in public, career management, and so on.

One of his or her classmates at Anhembi was a bit more romantic and said he or she wanted to
learn autonomy, maturity, excellence, and social responsibility. A student from China (LIEU)
agreed and said the university should teach independence, autonomy, self-reliance, self-
confidence, and self-esteem. Another student from Peru said I would like to see the
university teach their pupils to cope with life.

Career Placement. Another area where a significant number of students said their university
should help is in finding a job after graduation. A Brazilian student from IBMR left nothing out
saying he or she expected complete support in entering the labor market. Several students
offered specific ideas for helping students enter the workforce a UniNorte student from Brazil
thought that the university could offer employment for the students that had the best grades
in the course, while another student from the same school said the university should forward
or hire their best students for paid internships, lectures or courses. Finally, a Malaysian
student thought that the university should train final year students in real-world business or
accounting environment.

Practical Experience. A common desire among students in all schools was the ability to gain
practical experience. A student from Brazil (UNR) was very pointed in his or her criticism:
Unfortunately, currently the undergraduate course does not allow the practical experience,
therefore cannot think about a school helping in the future. A Honduras student thought the
university could help by opening extracurricular workshops, since these would help one with
extra training. A student in India said that company exposure and more industry interactions
would help and a student from Mexico (UVM) thinks practical experience should start early:
Send us from the beginning to internships so that you can reaffirm the knowledge of classes.
A student from Panama thought the university should allow professional internships in
selected places and every student should be accepted into such a program. One Peruvian
student was very practical: The courses must be balanced 50% lecture, 50% internship. Then,
follow with an assessment of our performance.

Language Study. Of course students from all schools said they wished that their university
offered a variety of courses that were currently not being offered, but one subject that cropped
up in nearly every school was the availability of language study and specifically English. A
student from Costa Rica complained about the caliber of his or her English course: A really
good English course, and not free from some language courses for students. One Brazilian
student from Anhembi thought that courses in English were ended too quickly before students
could acquire fluency and a fellow Brazilian (UNIFACS) thought offering free English courses
would be a good idea. Students from one of the Chinese schools (LIEU) were particularly vocal
about requesting fluency in English, while a student in Thailand expressed his or her feelings
more broadly wanting more emphasis simply on developing language skills.

Q7. Word Cloud of open-ended responses

7. What skills and expertise should your university help you develop for a career
and life after you graduate?
Australia
Real world application of skills (21); Life skills (3)
Brazil
Real world application of skills (317); Help in finding a
job/internship (113); Offer more /different courses (81); Life
skills (49); Greater communication between students/
faculty/administration (25); Fee discounts/free
courses/scholarships (15); Nothing (11)
China
Real world application of skills (510); Life skills (73); Offer
English (45); Help in finding a job/internship (23); Offer
more/different courses (12); Nothing (3); Greater
communication between students/faculty/administration (1)
Costa Rica
Real world application of skills (81); Help in finding a
job/internship (20); Offer more/different courses (4); Better
facilities (4); English (3); Life skills (2); Nothing (1)
Cypress
Real world application of skills (14); Life skills (4); Nothing (2);
Help in finding a job/internship (1)
France
Real world application of skills (145); Life skills (7); Help in
finding a job/internship (1); Nothing (1)
Germany
Real world application of skills (28); Life skills (3); Help in finding
a job/internship (2)
Honduras
Real world application of skills (52); Help in finding a
job/internship (12); Life skills (11); Greater communication
between students/faculty/administration (1)
India
Real world application of skills (20); Help in finding a
job/internship (5); Life skills (4); Fee discounts/free
courses/scholarships (1)
Italy
Real world application of skills (14); Help in finding a
job/internship (8); Life skills (2)
Malaysia
Real world application of skills (50); Life skills (14); Help in
finding a job/internship (14); Offer more /different courses (1);
Fee discounts/free courses/scholarships (1); Nothing (1)
Mexico
Real world application of skills (224); Help in finding a
job/internship (90); Offer more /different courses (10); Life
skills (10); Greater communication between students/

Morocco
Panama

Peru

Portugal

South Africa
Spain

Thailand

Turkey

US

faculty/administration (5); Fee discounts/free

courses/scholarships (5); Nothing (4)
Real world application of skills (20); Help in finding a
job/internship (6); Life skills (5)
Real world application of skills (146); Help in finding a
job/internship (23); English (11); Life skills (4); Nothing
(4);Greater communication between students/faculty/
administration (2); Fee discounts/free courses/scholarships (1);
Offer more /different courses (1)
Real world application of skills (198); Help in finding a
job/internship (33); Life skills (24); Fee discounts/free
courses/scholarships (3); Greater communication between
students/faculty/administration (3); Nothing (1)
Real world application of skills (7); Help in finding a
job/internship (2); Offer more /different courses (1); Nothing
(2)
Real world application of skills (9); Help in finding a
job/internship (3)
Real world application of skills (33); Help in finding a
job/internship (4); Life skills (3); Fee discounts/free
courses/scholarships (2)
Real world application of skills (9); Help in finding a
job/internship (4); Offer more /different courses (7); Life skills
(1); English (3)
Real world application of skills (32); Help in finding a
job/internship (12); Do not expect help (4); Nothing (2); Life
skills (1); English (1)
Real world application of skills (40); Help in finding a
job/internship (7); Life skills (6)

Q36. What is one idea you have for your university of the future that you believe will most
benefit students?

Technology. Perhaps the most often cited idea from students across the board for the
university of the future is one which uses the latest technology and teaching methods. A
student from UniNorte in Brazil said this about technology and the future:


The university of the future will be transformed by the technology of the last

generation; students in the future will benefit from the ability to learn in a shorter time

everything they need what used to take 5 years to learn to graduate will allow

students to learn and graduate in 2 to 3 years.

Another student from UniNorte said the university of the future is linked closely with
technology, and a Uamerica student from Costa Rica has a practical vision for the university of
the future: employ the latest technology and have a good team on hand to avoid technical
failures.

A number of students said that their university needed to attract the best teachers, but
criticism of the teaching staff was most vocal in Costa Rica (Ulatina). One student said simply
ensure that courses are properly taught. One fellow student was more pointed in his or her
criticism: Ensure that teachers actually have the willingness, time, and skills to impart lessons
because otherwise it is a waste of time.

Cost. Not surprisingly, cost was a topic that appeared again and again. A student from Anhembi
in Brazil said all universities would have to be free for all people to be his or her idea of a
university of the future. Another student from the same campus was specific in his or her
desire: Free transportation to and from campus, regardless of the region in which the student
lives. Also, a copier gratis to each class so you dont have to spend so much money on books.
Spending on books was a common complaint for some students in most schools. A student
from UNITEC in Mexico put it this way: Not forcing us to buy the books that we do not use in
the classes, or that teachers do their program based on the book of UNITEC would be his or
her idea for a university of the future. Another student from Anhembi had a lot to say on the
subject of cost:


The prices of universities do not meet the needs of students attending - they always

depend on their parents for long periods because of the sky high monthly tuition.

Should have more scholarships available, and scholarships for students who want to

study abroad as already exists in Europe. Encourage companies to recruit students from

Anhembi Morumbi. And also give discounts to students who take languages to

encourage the learning of several languages, thus creating students who are going to

have more opportunity to work in the future. These opportunities would turn out

students who are dynamic and more willing to put themselves to see the return on the

cost of their education.

A few of the schools stood out for specific issues or ideas that did not appear in other schools.
For instance, Honduras students mentioned student housing more than once as something that
would bring their university into the future and one in four Indian students mentioned the
dismal state of their campus and said that updating, or more preferably, moving the campus
has to be a first step in bringing their university into the future. Said one Indian student: A
better campus for Pearl Academy Delhi and it should not be in an industrial area. A better and
safer place for students so that their family members are not nervous for them.

Many students said that their university of the future would focus on students as individuals. A
student from Brazil (Anhembi) felt that customizing study and online content for each student
would be his or her idea of a future university. Another Brazilian student from Fadergs was
more concerned about comfort and a free-style of learning:


The university of the future has a cozy environment in which the student will be able to

study as if you were at home, with couches to rest on, large tables with sockets and an

excellent Wi-Fi. It would be a place for the exchange of ideas and experiences in which

the main objective would be to make the student think and be creative.


Many students were clear that their idea of a university of the future is global in style and
reach. A Brazilian Unifacs student said access without a lot of bureaucracy. A UniNorte
student said his or her university of the future is mandatory, unrestricted, and free. A Chinese
student from LIEU agreed, saying schools will be free from administration, management, and
will be free. Some students didnt necessarily say that their university of the future should be
free, but it should be more accessible. A student from Uamerica in Costa Rica said students in
the future should be allowed to take online courses for entire careers in other universities
belonging to the Laureate International Universities network. A Mexican student (UVM) said it
this way: Allow the exchange of information with universities in other countries.


Language Study. As was the case with many students answering question 7, language cropped
up repeatedly. Many students said their university of the future would offer courses in different
languages. Said one student from Brazils Anhembi, Courses offered in person should be
entirely in the English language. One student from Turkey complained that no courses at his
school are offered in English, though it is promised that they are. A Chinese student from LIEU
said he or she would like a university of the future to offer multi-language teaching.

Pre-Employment Training. Finally, students in all schools would tailor their university of the
future to providing the opportunity to have a job at the end of their university career. Said one
student from Brazil, Courses created will be in accordance with the needs of the market and

employment guaranteed at the end of training. A Chinese (LIEU) student thought of it this way:
Employers will provide students with employment opportunities, so that students' knowledge
is put to use.

Q36. Word Cloud of open-ended responses

36. What is one idea you have for your university of the future that you
believe will most benefit students?
Australia
Global university open to anyone, anywhere, anytime (7);
University connections with business and industry (5); Low
cost/affordable/free (3); Focus on students (2); Integrated face-
to-face and online (2); Latest in technology and methods (2);
Traditional classrooms, less virtual (2)
Brazil
Focus on students (121); Latest in technology and methods
(105); University connections with business and industry (91);
Global university open to anyone, anywhere, anytime (76);
Low cost/affordable/free (70); Integrated face-to-face and
online (68); Traditional classrooms, less virtual (34)
China
University connections with business and industry (152); Low
cost/affordable/free (117); Latest in technology and methods
(99); Focus on students (95); Global university open to
anyone, anywhere, anytime (81); Integrated face-to-face and
online (62)
Costa Rica
Latest in technology and methods (50);University connections
with business and industry (35); Low cost/affordable/free (27);
Integrated face-to-face and online (23); Global university
open to anyone, anywhere, anytime (19); Focus on students
(14); Traditional classrooms, less virtual (9)
Cypress
Low cost/affordable/free (8); Focus on students (3); Integrated
face-to-face and online (3); Global university open to anyone,
anywhere, anytime (3); University connections with business
and industry (3); Latest in technology and methods (2)
France
Latest in technology and methods (30); University connections
with business and industry (20); Integrated face-to-face and
online (17); Focus on students (14); Low cost/affordable/free
(14); Global university open to anyone, anywhere, anytime
(9); Traditional classrooms, less virtual (4)
Germany
Focus on students (2); Integrated face-to-face and online (5);
Global university open to anyone, anywhere, anytime (1);
Latest in technology and methods (7); University connections
with business and industry (9); Low cost/affordable/free (7)
Honduras
Latest in technology and methods (21); Low

India

Italy

Malaysia

Mexico

Morocco

Panama

Peru

cost/affordable/free (11);University connections with business

and industry (10); Global university open to anyone,
anywhere, anytime (8); Focus on students (7); Integrated face-
to-face and online (3); Traditional classrooms, less virtual (7)
Latest in technology and methods (10); University connections
with business and industry (6); Global university open to
anyone, anywhere, anytime (4); Low cost/affordable/free (4);
Focus on students (2); Integrated face-to-face and online (2)
University connections with business and industry (8); Low
cost/affordable/free (4); Focus on students (3); Global
university open to anyone, anywhere, anytime (2); Latest in
technology and methods (2); Traditional classrooms, less virtual
(2)
Latest in technology and methods (20); Focus on students (18);
Low cost/affordable/free (13); University connections with
business and industry (12); Global university open to anyone,
anywhere, anytime (8); Integrated face-to-face and online (2)
Latest in technology and methods (95); Low cost/affordable/
free (49); University connections with business and industry
(48); Focus on students (47); Integrated face-to-face and online
(33); Global university open to anyone, anywhere, anytime
(18); Traditional classrooms, less virtual (9)
Focus on students (2); Integrated face-to-face and online (1);
Global university open to anyone, anywhere, anytime (7);
Latest in technology and methods (6); University connections
with business and industry (3); Low cost/affordable/free (2);
Just like UIC (5)
Latest in technology and methods (51); Low cost/affordable/
free (21); Integrated face-to-face and online (21); Focus on
students (17); Global university open to anyone, anywhere,
anytime (16); University connections with business and industry
(12); Traditional classrooms, less virtual (3)
Latest in technology and methods (65); Focus on students (52);
Integrated face-to-face and online (30); Low cost/affordable/
free (30); University connections with business and industry
(22); Global university open to anyone, anywhere, anytime

Portugal

South Africa

Spain

Thailand

Turkey

US

(18); Traditional classrooms, less virtual (5)

University connections with business and industry (5);
Integrated face-to-face and online (3); Global university open
to anyone, anywhere, anytime (3)
Integrated face-to-face and online (5); Focus on students (2);
University connections with business and industry (2); Latest in
technology and methods (1);
Low cost/affordable/free (11); Focus on students (8); Latest in
technology and methods (7); Global university open to
anyone, anywhere, anytime (5); University connections with
business and industry (5); Integrated face-to-face and online (2)
Focus on students (6); Latest in technology and methods (5);
Low cost/affordable/free (3); Global university open to
anyone, anywhere, anytime (3); Integrated face-to-face and
online (2); University connections with business and industry
(2)
Latest in technology and methods (14); Focus on students (11);
Integrated face-to-face and online (7); University connections
with business and industry (7); Low cost/affordable/free (5);
Global university open to anyone, anywhere, anytime (4);
Traditional classrooms, less virtual (1)
Low cost/affordable/free (14); Focus on students (12); Global
university open to anyone, anywhere, anytime (8); Latest in
technology and methods (7); Integrated face-to-face and online
(3); University connections with business and industry (2);
Traditional classrooms, less virtual (1)

Open-Ended Responses -- Other Specify

Q3. Word Cloud of open-ended responses

3. What is your family history of education?

Australia
Mother/Father attended University (3) other relative attended
university (1);siblings enrolled/or attended (3): Everyone on my
family is going/has gone to university (1)
Brazil
Mother/father attended university (16); I am the first (8); Other
relative attended university (7); A sibling is enrolled or attended
university (5); Everyone in my family is going/has gone to
university (2); I am formed in a university (2)
China
Mother/Father attended Univ. (35);other relative attended
Univ. (15); Siblings enrolled/or attended (20); Everyone in
family attended/attending (8); Did not attend past
primary/high school (101)
Costa Rica
Mother/Father(22); Siblings(39); Other(12); I am first (5);
Everyone attended (1)
Cypress
Mother/Father attended Univ.(3); Siblings enrolled/or attended
(2)
France
Mother/Father attended Univ.(6); Siblings enrolled/or attended
(18)

Germany
Honduras

India
Italy
Malaysia
Mexico

Morocco
Panama
Peru
Portugal
South Africa
Spain
Thailand
Turkey
US

Mother/Father attended Univ.(5); Siblings enrolled/or attended

(9); other relatives attended Univ.
Mother/Father attended University(10); Siblings enrolled/or
attended(21);
Other relatives attended (4)
Everyone in family has graduated(5)
Mother/Father attended University (7); Everyone in family
going/has gone (1)
Mother/Father attended University (5); Siblings enrolled/or
attended(16); No one attended (2)
Mother/Father attended University (43); Siblings enrolled or
attended(33); Other relatives attended(4); Everyone in family
going/has gone (5); I am first to attend (8)
Mother/father attended University (2); Siblings enrolled/or
attended(3); Other relatives attended (1)
--
Father/Mother(55); Siblings/enrolled or attended(62); Other
relatives(5);Everyone In family attended(10); I am first (6)
Other Relative attended(1)
Everyone in family attended/attending (6)
Mother/Father(8); Siblings (4); Other relatives (4);
Sibling (1)
Mother/Father(10)
Mother/Father(5); Siblings(7); Other (1); I am first (3)

4. Which of the following best describes what you are studying? Other
Australia
Health science (7); Naturopathy (3) Psychotherapy (2); Social
and community services (5);
Brazil
Accounting (97); Physiotherapy (73); Nutrition (62); Social
Services (52); Aesthetics/Cosmetics (50); Marketing (48);
International Relations (43); Biomedicine (43); Pharmacy (39);
Pedagogy (30); Biology (28); Veterinary Medicine (27); HR
Management (26); Logistics (20); Oil and Gas (13); Speech (10);
Advertising (9); Managerial Processes (9); Physical Education
(9); Civil Aviation (9); Music/Theater (8); Computers (8); Quality
Management (7); Foreign Trade (7); Fashion (7); Mathematics
(7); Financial Management (6); English (6); Interior Design (5);
Events (5); Gastronomy (5); Hotel/Tourism (5); Education (4);
History (4); Hospital Management (3); Game Design (3);
Chiropractic (2); Chemical Engineering (2); Environmental
Management (2); Civil Engineering (2); Occupational Therapy
(1); Psychology (1); Project Management (1)
China
Music/Arts(136); Language(97); Business/Management(103);
Sports/golf (23)
Costa Rica
Accounting (25); Administration (20);Marketing/Advertising(5);
Medical/physical therapy (21)
Cypress
Accounting (3); Public Health (2)
France
Management(8); Marketing (8); Political (2); Science(2)
Germany
Photography (7); Business psychology(5); International Mgt.
(4); Sport Management (6); Journalism/Communication(3)
Honduras
International relations(15); Tourism(10);Marketing (9); Finance
(5)
India
Fashion Business (13); Photography (1); Interior Design (1)
Italy
Fashion Design (17); Graphic Design (11);
Media/Communication (13); Art-Visual & Fine(7)
Music
Sciences(19); Accounting/Finance(9);Construction/surveying(3)
Mexico
Marketing(68); Administration(84); Accounting/Finance(63);
International Relations/Trade(28); Health/Nutrition(68)
Morocco
Speech Therapy(11); Physiotherapy(7); Accounting (3)
Panama
Advertising/Marketing(1)

Peru

Portugal
South Africa
Spain
Thailand
Turkey
US

Accounting/Finance(18); Marketing/Advertising(11);
Translation/Interpretation(21); Administration/Business
Management(19); Music(16); Right(15); Medical (10)
Marketing (6); Business Management (11)
Sciences(9); Accounting (1); Criminology (1)
International Relations/Communication(8); Physiotherapy (18);
Pharmacy(7); Biotechnology(5)
Liberal Arts(14); English (5); Tourism(4)
International Relations(16); Logistics(8); Arts/Education(15);
Political Science (7); Sociology (6)
Film/Performing Arts (31);Creative writing, illustration (11);
Culinary Arts (8)

5. When do you expect to complete your program?

Australia
2018 (3) 2019 (1)
Brazil
2018 (324); 2019 (92); 2020 (7); 2022 (1)
China
2018(3) 2020 (1)
Costa Rica
2018(17); 2019 (3); 2020 (3)
Cypress
2018 (1); 2019 (1); 2020 (1)
France
2018(205); 2019 (15); 2020 (3); 2021(3)
Germany
--
Honduras
2018(24); 2019 (10); 2020 (1); 2021 (1)
India
2018 (1)
Italy
2018(2)
Malaysia
2018(24); 2019(1); 2020 (1)
Mexico
2018(17); 2019 (2)
Morocco
2018(16); 2019(4); 2020(7); 2021(1)
Panama
2018 (1); 2019 (1)
Peru
2018(275); 2019(112); 2020 (27); 2021(16)
Portugal
2019(1)
South Africa
2018 (2)
Spain
2018(16); 2019 (8); 2023 (1)
Thailand
--
Turkey
2018(23); 2019 (4); 2020 (1)
US
--

Q6. Word Cloud of open-ended responses

6. How are you paying for your education?

Australia
Fee help (6); HCSS (5)
Brazil
Self/family (53); Loans/Help from college (42); Through job
(28); ProUni (14); Friends (5)
China
Self/Family (29); Government/Charity (8)
Costa Rica
Self/Family (12); Loans(12); Bill of Exchange(6) Through Job(15)
Cypress
Family (1)
France
Learning (14); Alternation(12); Self/Parents (3)
Germany
Loans(9); Self (5)
Honduras
Self/Family(9); Loans/Help from college(11)
India
loans (1)
Italy
Self/Family (5)
Malaysia
Self/Family(4) PTPTN(5)
Mexico
Self/Family (19); Loans(9);scholarship(8); Job(18)
Morocco
Scholarship (1)
Panama
--
Peru
Self/Family(73);Loans(5); Scholarship (7)
Portugal
--

South Africa
Spain
Thailand
Turkey
US

Parents (1)
Self/Family (1)
--
Self (3); Scholarship (6)
Financial Aid(17); Employer (4)

33. At your university fifteen years in the future, will students mainly be graded
on individual achievement, their contribution as part of a team, a combination
of both, or other?
Australia
Should be done fairly (1)
Brazil
Both (13); Integrity (1)
China
Integrity, ethics, attitude (3)
Costa Rica
Should be done fairly (2)
Cypress
--
France
Both (6)
Germany
Both (2)
Honduras
--
India
--
Italy
Both(2); Merit (1)
Malaysia
--
Mexico
--
Morocco
Both (3); Originality (1)
Panama
--
Peru
Both (5)
Portugal
--
South Africa
--
Spain
--
Thailand
--
Turkey
Both (2)
US
Both (3)

34. Which do you think that businesses will value most in selecting among
potential employees?
Australia
Strong portfolios/ experience/attitude (5); varies according to
job needs (4); all of above (4
Brazil
Experience (29); Abilities (17); Academics (16); Combination of
things (16); Personality (12); Another language (7); Reputation
of the school (7); Recommendations (6); Depends on the job
(6); Age (2)
China
Business needs/capacity(31); Abilities/experience (43);
Attitude/appearance (15);
Costa Rica
Business needs(6); Performance/Abilities/Experience(38);
Education/specialties(11)
Cypress
--
France
Abilities/Experience(11); Personality (14)
Germany
Personality (2); Skills/experience (5)
Honduras
Performance/Abilities/Experience (14)
India
Experience/abilities/attitude (5)
Italy
Experience/ability (5);
Malaysia
Personality (8); Performance/Ability/Experience(8)
Mexico
Performance/Experience/Abilities(53);
Education/Specialties(15)
Morocco
Performance/skills (3)
Panama
--
Peru
Performance/Abilities/Experience (36);
Education/specialties(24); Personality (22)
Portugal
--
South Africa
Abilities/Experience/Performance(3)
Spain
Performance/abilities/performance (6); Education(3)
Thailand
--
Turkey
Performance/Abilities/Experience (11); Education (4)
US
Performance/Experience/Abilities(3); Personality (3);
Academics (4)

35. Who will pay for the majority of the expenses at your university fifteen
years in the future?
Australia
All of above (1)
Brazil
Self/relatives (13); Scholarship (4); Government (3); Business
(1)
China
Self/relatives (19); Government/National (4)
Costa Rica
Self/Relatives (9); Loans (5); Scholarship (6)
Cypress
--
France
Loans(4); ECE (2)
Germany
Loans(2);Scholarships (1)
Honduras
Parents(3); Scholarships (4)
India
University (2); Students (1)
Italy
--
Malaysia
Government (2)
Mexico
Self/Family (5); Companies(6)
Morocco
Family (1) Scholarships (1)
Panama
--
Peru
Family (5); University (4); Loans (3)
Portugal
--
South Africa
--
Spain
--
Thailand
--
Turkey
Family (2); University (1)
US
Government(3); Loans (2) Students (1)

Methodology

Zogby Analytics was commissioned by Laureate Education to survey 37 of their institutions within
their total network of institutions in 21 different countries. The purpose of the survey was to
determine opinions towards topics and issues relating to advanced higher education models and
explore Laureate students attitudes about what their university should look like, fifteen years in
the future.

In collaboration with the client, Zogby Analytics has developed a 36-item questionnaire probing
these issues to which standard demographics were appended. The survey was then translated into
Laureate institutions primary language of instruction. Using a client supplied email list of 378,653
email addresses and creating links on student portal pages, undergraduate students were emailed a
survey invitation. Each invitation was password coded and secure. The IP addresses were tracked
to make sure each respondent could only take the survey once.

The survey was active between April 23 and May 23, 2014, with one follow up. A total of 20,882
respondents from the Laureate network completed the survey, for an overall response rates of
5.4%. The response rate by institution varied between 5 to 38%. The average time of completion
was about 20 minutes.
Based on a confidence interval of 95%, the margin of error for 20,876 is +/- 0.69] percentage points
for point estimates performed on the overall sample. Subsets of the data have a larger margin of
error than the whole data set. As a rule we do not rely on the validity of very small subsets of the
data especially sets smaller than 50-75 respondents. At that subset we can make estimations based
on the data, but in these cases the data is more qualitative than quantitative.

Additional factors can create error, such as question wording and question order.