Access to HE Summit: Building the Consensus

How does admissions fit as part of the

whole student life cycle? Discussion group

25 November 2014

Janet Graham, Director of SPA

What is SPA and what do we do?

SPA promotes fair admissions and access to higher education in the UK

by developing and leading on good practice in the recruitment and

selection of students.

We undertake, evaluate and commission research to support evidence-

based good practice in HE admissions throughout the UK

SPA is an independent and objective Programme; funded by HEFCE,

UCAS, HEFCW, DELNI, and Universities UK

We are not auditors, regulators, a professional body or membership

organisation

We are a small team providing admissions expertise, advice, resources,

events etc. generally free at the point of use for HE providers

“Equal opportunity for all

individuals, regardless of

background, to gain

admission to a course

suited to their ability and

aspirations.”

What is Fair Admissions?

1. be transparent

2. enable institutions to select students who are able to complete the

course as judged by their achievements and their potential

3. strive to use assessment methods that are reliable and valid

4. seek to minimise barriers to applicants

5. be professional in every respect and underpinned by appropriate

institutional structures and processes

Recruitment, selection and admission policies and

procedures adhere to the principles of fair admission.

They are transparent, reliable, valid, inclusive and

underpinned by appropriate organisational structures

and processes. They support higher education

providers in the selection of students who are able to

complete their programme.

The QAA UK Quality Code for Higher Education sets out a single

Expectation for Recruitment, selection and admission in Chapter B2:

Is one of the chapters of the code for HE.

Admissions within the QAA UK Quality Code for HE

QAA Quality Code B2: Recruitment, selection and admission

Thinking about higher education(Ind. 5)

Applying to higher education(Ind. 6)

Going through the selection process (Ind. 7)

Receiving the decision and feedback(Inds 8–9)

Making the transition from prospective student to current student (Ind.10)

Indicators

1–4 cover all

stages of

recruitment,

selection &

admission

INFRASTRUCTURE STRATEGYComplaints and

Appeals

Centralising

Admissions

Part-time

Admissions

Feedback

Native language

Qualifications

Paperless

Processing

Vocational

Qualifications

Criminal

Convictions

Timing of

disability

considerations

Admissions

Tests

Interviews

Competence

Standards

Refugees and

Asylum Seekers

Equality Impact

Assessments

Contextualised

admissions

College HE

Admissions

Admissions

Policies

Planning and

Managing Admissions

Effective

Admissions

Operation

Applicant

Experience

Strategy

Principles

of Fair

Admissions

Competition Law

and Admissions

SPA’s Overarching Good Practice SPA’s Specific Good Practice

What is the applicant experience?

It is a part of the student experience:

A student’s experience of university does not begin at the moment

they step onto campus at the beginning of October … The early

relationship between student and university is important during the

applications and admissions process, in preparing students for

university life, and to initiate their engagement with and attitudes

towards their university in the best way possible. A student’s

experience of university can stretch back even further through

effective HE engagement with schools and colleges.

- Enhancing the Student Experience, 1994 Group (2007)

What is the applicant experience?

Adopting a behavioural view of ‘experience’

Applicants are not passive passengers

HE providers are more than just destinations

Linked and underpinned by effective, quality interactions

informing advising guiding

pre-

application

post-

applicationapplication transition

Why is a good applicant experience important?

A bad applicant experience

... is inherently detrimental –

both lose out

... perpetuates barriers and

disengages applicants/advisors

... risks incongruence

... leads to unfulfilled potential

and increased drop-out

A good applicant experience

... is mutually beneficial to the

applicant and the HEP

... prepares, informs and

provides equality of opportunity

... accurately matches

... improves student retention

and enhances the HEP’s

strategic mission

Admissions

Applicant Experience Strategy Map

pre-

application

post-

applicationapplication transition

Student experience

and success

Aspiration-raising

and outreach

mo

nito

rm

ea

su

re

pre-

application

post-

applicationapplication transition

institution mission and values

policiesstrategic aims

key

interactions

key

interactions

key

interactions

key

interactions

linking

interactions

linking

interactions

linking

interactions

integrated practitioner groups/communities

enablers – staff, systems, funds

Applicant Experience Strategy Map

Benefits of the applicant experience

Strategic leadership in admissions is integral to learning and

teaching strategy, management and planning

The applicant experience strategy underpins the student

experience, and supports the management and processes of both

academic and professional staff, leading to:

more integrated ways of working, with possible efficiency gains

enhanced staff professionalism and understanding of strategy

high quality practices and procedures that may give competitive

advantage, enhance reputation and aid retention

ability to take advantage of external changes quickly

… and the benefits for the applicants

Better understanding of what HE entails for all potential applicants,

and the growth of cultural capital for low participation groups

Better understanding of the available options, leading to...

Well informed decision-making, reducing risk of dissatisfaction or

withdrawal

Better preparedness for HE:

socially emotionallyacademically

higher rates of completion and student success

Discussion

Thinking about your own HEP or organisation, what team/ section

do you work in? What department is that in?

How closely do you work with colleagues in other areas for the

benefit of students/applicants

What more can be done within the applicant and student

experience/lifecycle for staff to work together build consensus and

support for the benefit of the pre-applicant, applicant and student?

Choice and Competition - OFT Report March 2014

The OFT Call for Information (CfI) on HE in England at end of 2013 sought to

gain a better understanding of how choice and competition were working in the

HE sector.

Report overview (para 1.20): The HE sector is in many respects performing to a

very high standard in competition and consumer law terms, and enjoys an

excellent reputation at the national and international level.

BUT challenges to be addressed if the sector is to fulfil its potential to deliver to

the benefit of students and the wider society, especially in light of the increased

role of competition between HE providers (including internationally) and choice

by students.

The OFT advised the CMA and HEFCE to work on how to best resolve these.

OFT Report: https://assets.digital.cabinet-office.gov.uk/

media/53355970ed915d630e000017/OFT1529s.pdf 14 March 2014

CMA Consultation: Advice to HE on consumer protection

CMA ‘UK HE Providers – draft advice on consumer protection law –

helping you comply with your obligations’ includes:

Information provision: ensuring that students are given clear, timely,

accurate and comprehensive information at the

Student research and application stage

Offer stage

Student enrolment stage

Ensuring that terms and conditions between HE providers and students

are fair*

Ensuring that HE providers’ complaint handling processes and

practices are accessible, clear and fair to students (and applicants)

Consultation closes: 18 December 2014

*SPA’s information for HE providers on the admissions aspects of terms and conditions is on

our website

Thank you

Questions and Discussion

More information from: enquiries@spa.ac.uk or 01242 544891

www.spa.ac.uk