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: [email protected] or 01242 544891
www.spa.ac.uk