The purpose of this study was to survey second-year undergraduates in U.K. polytechnics and universities as part of the SSRC programme of studies in Post-Compulsory Education at Lancaster University. The survey was designed to investigate, in relation to previous research at Lancaster and elsewhere: (a) major dimensions in students approaches to studying; (b) major dimensions of their course and departmental perceptions; (c) differences in approaches and perceptions in different disciplines and departments; (d) links between approaches and course perceptions; (e) links between academic progress and approaches to studying. Variables Students completed a 64-item approaches to studying inventory and a 40-item course perceptions questionnaire. Analysis of these data was carried out by grouping together items into subscales resulting from earlier item analysis. Students also gave background information about themselves, including school examination grades and a self-rating of academic performance.