SPA and current issues in HE admissions and student recruitment FACE Annual Conference 3 July 2008 Annie Doyle, Se

1. SPA and current issues in HE admissions and student recruitment FACE Annual Conference – 3 July 2008Annie Doyle, Senior Project Officer, SPA Welcome and introduction Welcome and introduction

2. What I will cover What is SPA and what has SPA achieved so far? SPA overview of some current issues Entry Profiles and Unistats Feedback to unsuccessful applicants Interviews for HE admission Delivery Partnership The applicant experience What SPA plans to do next Your views

3. What is SPA and why does it exist? UK’s independent and objective voice on HE admissions Set up to provide expertise and advice to the HE sector and other stakeholders to enhance professionalism in admissions, student recruitment and widening participation/access SPA leads on the development of fair admissions, and is managing the review of the implementation of the Schwartz report Fair Admissions (2004) recommendations The SPA Steering Group oversees the Programme and reports go to the UK HE funding bodies What is SPA SPA is the UK’s independent and objective voice on higher education admissions. SPA leads on the development of fair admissions, providing an evidence base and guidelines for good practice and in helping higher education institutions maintain and enhance excellence and professionalism in admissions, student recruitment and widening participation across the HE sector. Why SPA exists SPA has its origins in the Admissions to Higher Education Steering Group (Schwartz) report Fair Admissions to Higher Education: Recommendations for Good Practice, 2004. One of the recommendations was the creation of a central source of expertise and advice on admissions issues. In response to this SPA was established in May 2006 with the appointment of its Director, Janet Graham. SPA is a UK-wide programme, funded by all the UK HE funding councils. The SPA Programme outputs acts as resources for institutions which wish to maintain and enhance excellence in admissions practice and policy. SPA leads on continuing development of fair admissions, it will bring together and evaluate existing research and encourage the identification and dissemination of effective practice. The Programme supports all staff involved in HE admissions procedures, academic and administrators. How SPA operates The SPA Steering Group has representatives from Universities UK, GuildHE, UCAS, the HE Academy, UK government (including each of the devolved administrations) and HE funding councils, Association of Colleges, the pre-HE and HE sectors (including expert admissions practitioners). This membership helps to demonstrate the inclusiveness of the Programme – SPA is working for all stakeholders. SPA takes into account in what it does the equal opportunities legislation in the UK and its constituent parts, the drive to widen participation and access and the QAA’s Code of practice: Admissions to higher education (2006). SPA is based at UCAS, although not part of UCAS, SPA values the synergy of working closely with UCAS staff. Professor Geoff Layer, Pro-Vice Chancellor (Learning and Teaching) at the University of Bradford, is the independent external evaluator for the Programme. Geoff was Director of Action on Access in England and Northern Ireland until December 2006 and developed the Student Life Cycle Model approach to Widening Participation which has been widely used throughout the HE sector. “We greatly value our involvement in SPA. The Steering Group provides a rare opportunity for representatives from schools and colleges to engage with higher education policy makers from across the UK on the central issue of fair admissions to higher education. If SPA did not exist, someone would have to invent it. An equitable and transparent system of university admissions is an objective which we all share. This is a long term agenda, with no “quick fixes” and we hope long term funding can be secured for SPA to achieve its mission.” The Association of School and College Leaders, Headmasters’ and Headmistresses’ Conference and the Girls’ Schools Association.What is SPA SPA is the UK’s independent and objective voice on higher education admissions. SPA leads on the development of fair admissions, providing an evidence base and guidelines for good practice and in helping higher education institutions maintain and enhance excellence and professionalism in admissions, student recruitment and widening participation across the HE sector. Why SPA exists SPA has its origins in the Admissions to Higher Education Steering Group (Schwartz) report Fair Admissions to Higher Education: Recommendations for Good Practice, 2004. One of the recommendations was the creation of a central source of expertise and advice on admissions issues. In response to this SPA was established in May 2006 with the appointment of its Director, Janet Graham. SPA is a UK-wide programme, funded by all the UK HE funding councils. The SPA Programme outputs acts as resources for institutions which wish to maintain and enhance excellence in admissions practice and policy. SPA leads on continuing development of fair admissions, it will bring together and evaluate existing research and encourage the identification and dissemination of effective practice. The Programme supports all staff involved in HE admissions procedures, academic and administrators. How SPA operates The SPA Steering Group has representatives from Universities UK, GuildHE, UCAS, the HE Academy, UK government (including each of the devolved administrations) and HE funding councils, Association of Colleges, the pre-HE and HE sectors (including expert admissions practitioners). This membership helps to demonstrate the inclusiveness of the Programme – SPA is working for all stakeholders. SPA takes into account in what it does the equal opportunities legislation in the UK and its constituent parts, the drive to widen participation and access and the QAA’s Code of practice: Admissions to higher education (2006). SPA is based at UCAS, although not part of UCAS, SPA values the synergy of working closely with UCAS staff. Professor Geoff Layer, Pro-Vice Chancellor (Learning and Teaching) at the University of Bradford, is the independent external evaluator for the Programme. Geoff was Director of Action on Access in England and Northern Ireland until December 2006 and developed the Student Life Cycle Model approach to Widening Participation which has been widely used throughout the HE sector. “We greatly value our involvement in SPA. The Steering Group provides a rare opportunity for representatives from schools and colleges to engage with higher education policy makers from across the UK on the central issue of fair admissions to higher education. If SPA did not exist, someone would have to invent it. An equitable and transparent system of university admissions is an objective which we all share. This is a long term agenda, with no “quick fixes” and we hope long term funding can be secured for SPA to achieve its mission.” The Association of School and College Leaders, Headmasters’ and Headmistresses’ Conference and the Girls’ Schools Association.

4. What the SPA team have achieved so far 1 Reviewed current admissions procedures and policies at HEIs - evidence of good practice and encouraging transparency Visited 96 universities and colleges in the UK to date (31% of the 309 HEIs in the UCAS scheme, representing about 75% of applications) Audited the use of admissions tests http://www.spa.ac.uk/htm/tests.htm Worked with the UK HE-sector led Delivery Partnership particularly in relation to encouraging HE to develop more detailed Entry Profiles on UCAS Course Search and good practice in feedback to unsuccessful applicants Published information on data and statistics to support outreach, admissions decision making and policy What the SPA team have achieved SPA team – three admissions experts plus secretary for whole of UK 1. Review of current admissions practices Aim of this objective is to improve the evidence base for good practice and work with practitioners, using existing networks, to build consensus and identify and disseminate advice and guidance on what constitutes good practice and so to enhance professionalism throughout the HE sector in admissions, student recruitment and widening participation. Since September 2007 SPA staff have attended 61 meetings with 35 different groups or organisations to talk about the work of SPA and share good practice. To date we have visited over 96 universities and colleges throughout the UK (31% of the 309 HEIs in the UCAS scheme for 2008) chosen to ensure different types, sizes, mission groups and geographical areas. SPA welcomes these opportunities to discover more about the HEIs strategic view of admissions, student recruitment, widening participation/access and to discuss how this fits into the HEI’s teaching and learning strategy and vision as well as day to day good practice. 2. Audit of the use of admissions tests SPA’s research in this area to date has identified a total of 57 tests of different types and SPA has produced guidance on what is a ‘good’ admissions test. The SPA website has the most up to date information on tests. 3. Working with the HE sector led Delivery Partnership (DP) Janet is a member of the DP and Chair of its Working Group encouraging HEIs to develop Entry Profiles. The work is time consuming but is closely related to SPA’s activities; the cooperation is creative and beneficial. The DP welcomed SPA’s draft statement of good practice on feedback to applicants as a positive model to take forward and it will be circulated to all HEIs this month and is on our website. The DP believes that feedback, together with the increasing number of clear and transparent Entry Profiles developed by HEIs, should go a long way towards increasing fairness and transparency in admissions. 4. Assessment of the current data and statistics available SPA is exploring with UCAS what data and statistics are available to support good practice and professional decision making in the HE marketing, student recruitment, widening participation and admissions processes. SPA will also work with UCAS to take forward the use of data for HE admissions from sources around the UK, as well as exploring how data can be used by non-specialists within admissions and other teams in HEIs.What the SPA team have achieved SPA team – three admissions experts plus secretary for whole of UK 1. Review of current admissions practices Aim of this objective is to improve the evidence base for good practice and work with practitioners, using existing networks, to build consensus and identify and disseminate advice and guidance on what constitutes good practice and so to enhance professionalism throughout the HE sector in admissions, student recruitment and widening participation. Since September 2007 SPA staff have attended 61 meetings with 35 different groups or organisations to talk about the work of SPA and share good practice. To date we have visited over 96 universities and colleges throughout the UK (31% of the 309 HEIs in the UCAS scheme for 2008) chosen to ensure different types, sizes, mission groups and geographical areas. SPA welcomes these opportunities to discover more about the HEIs strategic view of admissions, student recruitment, widening participation/access and to discuss how this fits into the HEI’s teaching and learning strategy and vision as well as day to day good practice. 2. Audit of the use of admissions tests SPA’s research in this area to date has identified a total of 57 tests of different types and SPA has produced guidance on what is a ‘good’ admissions test. The SPA website has the most up to date information on tests. 3. Working with the HE sector led Delivery Partnership (DP) Janet is a member of the DP and Chair of its Working Group encouraging HEIs to develop Entry Profiles. The work is time consuming but is closely related to SPA’s activities; the cooperation is creative and beneficial. The DP welcomed SPA’s draft statement of good practice on feedback to applicants as a positive model to take forward and it will be circulated to all HEIs this month and is on our website. The DP believes that feedback, together with the increasing number of clear and transparent Entry Profiles developed by HEIs, should go a long way towards increasing fairness and transparency in admissions. 4. Assessment of the current data and statistics available SPA is exploring with UCAS what data and statistics are available to support good practice and professional decision making in the HE marketing, student recruitment, widening participation and admissions processes. SPA will also work with UCAS to take forward the use of data for HE admissions from sources around the UK, as well as exploring how data can be used by non-specialists within admissions and other teams in HEIs.

5. What the SPA team have achieved so far 2 Created and developed the SPA website to disseminate good practice and build links www.spa.ac.uk Produced the first SPA annual review report Informed the UCAS CPD programme for HE staff; feeding in aspects of good practice and topics for training Reviewed the impact on cross border applications on issues related to fairness and good practice with the devolved administrations of the UK and HEIs 5. Creation and development of the SPA website and information and communication strategy The SPA website is a major feature of the strategy as are meetings around the UK. The SPA team have attended over 20 conferences, launches and events promote since September our work and encourage thinking on good practice and professionalism by the wider community of HEIs, school and college staff and other stakeholders. See the Annual Review for more details. 6. Informing the future development of the UCAS CPD programme and feeding in aspects of good practice The UCAS CPD programme exists to support academic admissions tutors and administrative and support staff involved in admissions, student recruitment and widening participation. SPA meets regularly with CPD colleagues to input into their programme. Professional development and training issues are discussed by SPA at our HEI visits including internal staff development, conferences and training and the 26 professional development sessions offered by UCAS. 7. Identification of the impact on cross border applications of issues related to fairness and good practice SPA meets with senior staff across all the UK administrations and education, learning and HE funding bodies to discuss policy and implementation of the SPA operational plan from their perspective and to feedback issues. In Scotland this has included discussions with regard to Learning for All and Learner Choice, Curriculum for Excellence, the new baccalaureates and wider achievement, articulation, enhancement themes on transition to first year under the Quality Enhancement Framework, equality issues and more. We also bring examples possible impacts of decisions in other administrations on Scotland, such as the new Diplomas and A* etc – which is covered in the workshop session later The breadth of knowledge this brings to the SPA team means that cross border issues can be identified by SPA and the voice of HE admissions from the individual administrations can be raised by SPA at national meetings as appropriate. SPA has a unique, impartial position in these debates in being able to bring together the various perspectives to ultimately have a positive effect on fairness and good practice across the sector as a whole. Criminal convictions work5. Creation and development of the SPA website and information and communication strategy The SPA website is a major feature of the strategy as are meetings around the UK. The SPA team have attended over 20 conferences, launches and events promote since September our work and encourage thinking on good practice and professionalism by the wider community of HEIs, school and college staff and other stakeholders. See the Annual Review for more details. 6. Informing the future development of the UCAS CPD programme and feeding in aspects of good practice The UCAS CPD programme exists to support academic admissions tutors and administrative and support staff involved in admissions, student recruitment and widening participation. SPA meets regularly with CPD colleagues to input into their programme. Professional development and training issues are discussed by SPA at our HEI visits including internal staff development, conferences and training and the 26 professional development sessions offered by UCAS. 7. Identification of the impact on cross border applications of issues related to fairness and good practice SPA meets with senior staff across all the UK administrations and education, learning and HE funding bodies to discuss policy and implementation of the SPA operational plan from their perspective and to feedback issues. In Scotland this has included discussions with regard to Learning for All and Learner Choice, Curriculum for Excellence, the new baccalaureates and wider achievement, articulation, enhancement themes on transition to first year under the Quality Enhancement Framework, equality issues and more. We also bring examples possible impacts of decisions in other administrations on Scotland, such as the new Diplomas and A* etc – which is covered in the workshop session later The breadth of knowledge this brings to the SPA team means that cross border issues can be identified by SPA and the voice of HE admissions from the individual administrations can be raised by SPA at national meetings as appropriate. SPA has a unique, impartial position in these debates in being able to bring together the various perspectives to ultimately have a positive effect on fairness and good practice across the sector as a whole. Criminal convictions work

6. Developing good practice Feedback to unsuccessful HE applicants – on SPA website Admissions Tests – what is a ‘good’ test? – on SPA website Good practice in interviews – draft on SPA website Applicants with criminal convictions procedures – in progress Admissions policy – what should be included in fair and transparent policy documents – draft on SPA website SPA Conferences 2007: London, June. Wales, December. 2008: Scotland, February. Northern Ireland, June. Cheltenham 24 June, Leeds 14 October. Good practice guidelines Learning directly from admissions decision makers, practitioners, academic admissions tutors and administrators, SPA discussions include policies, entry criteria and the admissions decision making process. HEIs need to ensure they are making these areas transparent to applicants. SPAs expertise coupled with knowledge gained from staff in HEIs and other stakeholders has enabled SPA staff to draft good practice guidelines on: Feedback to HE applicants Admissions Tests Good practice in interviews – consulting with HEIs Applicants with criminal convictions – look and processes to develop check list of good practice Contextual data and holistic assessment for fair admissions – JISC project on fairness mechanisms, work with UCAS These, together with SPA reports, news and events will be placed on the SPA website SPA Conferences London June 07 Wales Dec 07 Scotland Feb 08 Northern Ireland June 08 Cheltenham 24 June 08 National Conference, Leeds 14 October 08 Good practice guidelines Learning directly from admissions decision makers, practitioners, academic admissions tutors and administrators, SPA discussions include policies, entry criteria and the admissions decision making process. HEIs need to ensure they are making these areas transparent to applicants. SPAs expertise coupled with knowledge gained from staff in HEIs and other stakeholders has enabled SPA staff to draft good practice guidelines on: Feedback to HE applicants Admissions Tests Good practice in interviews – consulting with HEIs Applicants with criminal convictions – look and processes to develop check list of good practice Contextual data and holistic assessment for fair admissions – JISC project on fairness mechanisms, work with UCAS These, together with SPA reports, news and events will be placed on the SPA website SPA Conferences London June 07 Wales Dec 07 Scotland Feb 08 Northern Ireland June 08 Cheltenham 24 June 08 National Conference, Leeds 14 October 08

7. What are Entry Profiles and why have them? Entry Profiles (EPs) give applicants more information about the courses they want to study: i.e. entry qualifications and levels, other entry criteria required such as personal skills and qualities, relevant work experience, motivation, audition, interview or admissions tests etc. in one place EPs are web-based, written by HEIs and are located within Course Search on the UCAS website Applicants can use EPs to help match their pre-HE study with the HE courses they are interested in, and they can help them to tailor their post-16 study more precisely to their HE needs This should help give a better applicant experience as it is clear what the applicant will need to get in and should help with retention as the applicant has some idea of what to expect when they get to the HEI One of recommendations of DP, to have 85% HE UG courses with EPs by September 2008 and 100% by 2009 June 2008 – 70% of courses have EPs – but do they include all the main qualifications? What about vocational? July Figure?One of recommendations of DP, to have 85% HE UG courses with EPs by September 2008 and 100% by 2009 June 2008 – 70% of courses have EPs – but do they include all the main qualifications? What about vocational? July Figure?

9. Entry Profiles Aiming for 100% of courses by September 2009, currently at 70% EPs need to have accurate, up to date, quality information - more on vocational qualifications and 14-19 changes needed 94% of home students and 96% of international students stated that EPs were either extremely helpful or helpful within the application process. Quotes from applicants: “The Entry Profiles allowed me to judge the level of care and interest that a university had in students of a particular subject. Those universities that had taken the time to complete their Entry Profiles were more interesting to me as a result” “They helped me know what the course entailed and whether or not it would suit me as a person and whether or not it would allow me to go on into a career I liked” Source: SPA Applicant Survey, June 2007

10. Unistats Compare UCAS tariff points on entry to HE and other information for different subjects and institutions Find out the degree class achievements of recent students and discover what sort of jobs they are doing six months after finishing Read what over 177,000 students felt about the quality of their HE experience (NSS) HEIs can add commentaries against the information shown on the Unistats site Unistats www.unistats.com increasingly important official source of information

12. Feedback Government Recommendation: More informative feedback to students, detailing particularly why their applications have been rejected The Delivery Partnership Steering Group (DPSG) considered this recommendation and welcomed SPA’s draft statement of good practice on 1 May 2007 as a positive model to take forward. Links to the work of the DPSG Entry Profile Working Group encouraging the provision of clear, comparable entry requirement information, with a view to moving toward 100% Entry Profile information about courses on the UCAS website by September 2009 One of three consultations to stakeholders May/June 2007 Delivery Partnership’s discussed the Government recommendation that HEIs should develop more informative letters to feed back to students, detailing particularly why their applications have been rejected,. It also links to the work of the DPSG Working Group to encourage the provision of clear, comparable entry requirement information, with a view to moving toward 100% provision of Entry Profile information for students on the UCAS website by 2009. The Delivery Partnership welcomed the draft statement of good practice developed by SPA from the JISC scoping study, at its meeting on 1 May 2007 as a positive model to take forward. HEIs will have an opportunity to comment on the statement. Good practice regarding feedback, together with the increasing number of clear and transparent Entry Profiles developed by HEIs for applicants on UCAS Course Search, might go a long way towards changing any perceptions of unfairness in admissions by some stakeholder groups and avoid the need for the options for change that were the subject of the recent consultation regarding the gathered field. I will quickly highlight the main points of the statement if requested Delivery Partnership’s discussed the Government recommendation that HEIs should develop more informative letters to feed back to students, detailing particularly why their applications have been rejected,. It also links to the work of the DPSG Working Group to encourage the provision of clear, comparable entry requirement information, with a view to moving toward 100% provision of Entry Profile information for students on the UCAS website by 2009. The Delivery Partnership welcomed the draft statement of good practice developed by SPA from the JISC scoping study, at its meeting on 1 May 2007 as a positive model to take forward. HEIs will have an opportunity to comment on the statement. Good practice regarding feedback, together with the increasing number of clear and transparent Entry Profiles developed by HEIs for applicants on UCAS Course Search, might go a long way towards changing any perceptions of unfairness in admissions by some stakeholder groups and avoid the need for the options for change that were the subject of the recent consultation regarding the gathered field. I will quickly highlight the main points of the statement if requested

13. Statement of Good Practice on Feedback Statement updated as a result of comments from consultation and elsewhere. Accepted by the Delivery Partnership Steering Group, UCAS Board, UUK Board, GuildHE Council, and SPA Steering Group Available to all on the SPA website: http://www.spa.ac.uk/good-practice/applicant-feedback.html Circulated by Delivery Partnership Steering Group via UUK and SPA to HEIs in February 2008 Delivery Partnership and SPA recommend that HEIs revisit their feedback policies and procedures in 2008 with a view to having their updated policies and procedures in place and accessible by December 2008, for use by those applicants applying for 2009 entry Main issues relating to feedback Transparency - in entry criteria and how decision reached e.g. are experience, qualifications, motivation, interview etc factors in deciding who gets an offer? Transparency - are other factors taken into account e.g. questionnaire after they apply, numeracy test for those without GCSE/Key skills Maths, school performance? Transparency - how important are these factors in relation to the qualifications? Holistic assessment How do HEIs inform potential applicants, applicants and/or their advisors about entry criteria and feedback mechanisms? Main issues relating to feedback Transparency - in entry criteria and how decision reached e.g. are experience, qualifications, motivation, interview etc factors in deciding who gets an offer? Transparency - are other factors taken into account e.g. questionnaire after they apply, numeracy test for those without GCSE/Key skills Maths, school performance? Transparency - how important are these factors in relation to the qualifications? Holistic assessment How do HEIs inform potential applicants, applicants and/or their advisors about entry criteria and feedback mechanisms?

14. Example: A Russell Group university with a medical school 2007/08 entry cycle 49,000 applications 21,000 offers 28,000 unsuccessful 5,000 requests for feedback (about 18% of those rejected) Investment in feedback for ‘customer relations’, to limit queries Use of template letters with some standard paragraphs Feedback provided after main period of admissions decision making University of Edinburgh Selecting areas: Humanities and Social Sciences Medicine and Veterinary Medicine Recruiting areas: Science and Engineering What is provided to applicants: Decision context Reason for decision Place in applicant pool Personalised What is provided to others: Decision context Generalised Decision context: “Taken all together this placed you in the top 500 of our 2,500 UK/EU applicants but not in the top 300 to whom we are able to make an offer.” Who provides what feedback? Relevant admissions officer Normally written feedback Template letters No record with telephone feedback – not used Template letters ineligible failed to meet min requirements application was uncompetitive failed to meet offer at confirmation University of Edinburgh Selecting areas: Humanities and Social Sciences Medicine and Veterinary Medicine Recruiting areas: Science and Engineering What is provided to applicants: Decision context Reason for decision Place in applicant pool Personalised What is provided to others: Decision context Generalised Decision context: “Taken all together this placed you in the top 500 of our 2,500 UK/EU applicants but not in the top 300 to whom we are able to make an offer.” Who provides what feedback? Relevant admissions officer Normally written feedback Template letters No record with telephone feedback – not used Template letters ineligible failed to meet min requirements application was uncompetitive failed to meet offer at confirmation

15. Electronic Feedback options UCAS working on the technological side, SPA input on good practice 1. Coding linked with a reject decision – this would be an institution devised code which would generate text of a standard sentence or paragraphs or possibly free text, which the applicant would view as a letter on Track 2. ‘Amended reject’ decision where, on request from the applicant, the HEI would send feedback via UCAS as a standard sentence/ paragraph or free text as a new ‘amended reject’ decision, which the applicant would view as a letter on Track Text would need to be reviewed by the HEI on an annual basis Use of these by HEIs via UCAS would be optional tool from 2009 The responses to the consultation gave a considerable amount of support to finding ways to provide electronic feedback via UCAS. A suggestion for electronic feedback that will be considered by UCAS, for implementation from October 2008 for entry in 2009, is to develop some coded responses which would generate some standard sentences/ paragraphs and/ or some free text, linked to a reject decision and/ or a new ‘amended reject’ decision. These codes would be institution specific codes, devised by each HEI, that could generate text, normally in the form of a letter, for the applicant on UCAS Track. These would need to be reviewed/updated by the HEI on an annually basis. These developments are likely to require some minor amendment and updating to both UCAS and HEI software, and HEIs and software houses will be kept informed of developments via UCAS. These developments would be optional for HEIs to use, in a similar way to the current UCAS facility for HEIs to generate and send to UCAS institution specific elements within offers. This developmental work may enable suggestions to be made for other mechanisms to support the generation of feedback to applicants using web services and tools The responses to the consultation gave a considerable amount of support to finding ways to provide electronic feedback via UCAS. A suggestion for electronic feedback that will be considered by UCAS, for implementation from October 2008 for entry in 2009, is to develop some coded responses which would generate some standard sentences/ paragraphs and/ or some free text, linked to a reject decision and/ or a new ‘amended reject’ decision. These codes would be institution specific codes, devised by each HEI, that could generate text, normally in the form of a letter, for the applicant on UCAS Track. These would need to be reviewed/updated by the HEI on an annually basis. These developments are likely to require some minor amendment and updating to both UCAS and HEI software, and HEIs and software houses will be kept informed of developments via UCAS. These developments would be optional for HEIs to use, in a similar way to the current UCAS facility for HEIs to generate and send to UCAS institution specific elements within offers. This developmental work may enable suggestions to be made for other mechanisms to support the generation of feedback to applicants using web services and tools

16. Feedback - the way forward Feedback part of the evolving and increasingly complex area of admissions decision making Feedback is part of ‘customer care/service’ and good practice Feedback is a national issue [QAA, DP etc.] and if developed in conjunction with good Entry Profiles etc. is a positive way to overcome any perceptions of unfairness The statement of good practice on feedback is on the SPA website www.spa.ac.uk Each HEI will need to review policies and procedures in light of the good practice Feedback is an important element in the evolving and increasingly complex area of admissions decision making It is another element in ‘customer care/service’ and HEIs should think of it as an opportunity and be proactive, but need to find ways to manage volume issues for some courses It is an issue that comes up via various national organisations, QAA, DP etc and if developed in conjunction with Entry Profiles is a positive way to overcome any perceptions of unfairness Each HEI will need to review policies and procedures in light of the overall support given to the statement of good practice by those responding to the consultation and the importance placed on it by the DP. Proposed that revised polices and procedures for feedback should be in place by December 2008 for those applicants applying for 2009 entry You might want to think about Type of feedback – to all rejects or on request? Who/which office would receive the requests? How requests would be handled – who/which office? The source of the information for feedback – applicant records? What information could be provided - content? How it could be provided – electronic, phone, written? Timescales? What happens to an application once it has been received by the institution? All dealt with in central admissions office? Mix of central and admissions tutors? Who does first sift through applications, how is this done/recorded? Template? What happens to those who will get offers, are rejected and who deals with the ones in between and how? Changed course offers? If it’s a recruiting course does everyone who applies really get an offer or are some rejected?’ how are they dealt with How does an applicant or potential applicant know this process? What are the implications of not making this process clear? One way to avoid litigation is to look at your policies and procedures, these may be for staff and/or applicants. They should be reviewed regularly and be available to applicants in some clear way Is your website easy to navigate through? Does it contain all of the appropriate policy documents? Admissions tests Unit grades Interviews Portfolio assessment Auditions Response to 14-19 curriculum Can you ensure that your selection tools are appropriate to the course requirements and can you confidently justify their use? Do you use scoring/weighting: What is it? Attributing a set of points/values to elements of the application process as deemed appropriate to the course. How do you do it? This very much depends on what you are looking for in a student, how you assess this information and your record keeping systems. One institution is very clear about its scoring procedure: UCAS form and overall academic ability (20%) GAMSAT Score (20%) Interview Performance (60%) This level of information maybe regarded as too detailed to publish, it might change year to year, but general relative importance of elements on decision making would be helpful.Feedback is an important element in the evolving and increasingly complex area of admissions decision making It is another element in ‘customer care/service’ and HEIs should think of it as an opportunity and be proactive, but need to find ways to manage volume issues for some courses It is an issue that comes up via various national organisations, QAA, DP etc and if developed in conjunction with Entry Profiles is a positive way to overcome any perceptions of unfairness Each HEI will need to review policies and procedures in light of the overall support given to the statement of good practice by those responding to the consultation and the importance placed on it by the DP. Proposed that revised polices and procedures for feedback should be in place by December 2008 for those applicants applying for 2009 entry You might want to think about Type of feedback – to all rejects or on request? Who/which office would receive the requests? How requests would be handled – who/which office? The source of the information for feedback – applicant records? What information could be provided - content? How it could be provided – electronic, phone, written? Timescales? What happens to an application once it has been received by the institution? All dealt with in central admissions office? Mix of central and admissions tutors? Who does first sift through applications, how is this done/recorded? Template? What happens to those who will get offers, are rejected and who deals with the ones in between and how? Changed course offers? If it’s a recruiting course does everyone who applies really get an offer or are some rejected?’ how are they dealt with How does an applicant or potential applicant know this process? What are the implications of not making this process clear? One way to avoid litigation is to look at your policies and procedures, these may be for staff and/or applicants. They should be reviewed regularly and be available to applicants in some clear way Is your website easy to navigate through? Does it contain all of the appropriate policy documents? Admissions tests Unit grades Interviews Portfolio assessment Auditions Response to 14-19 curriculum Can you ensure that your selection tools are appropriate to the course requirements and can you confidently justify their use? Do you use scoring/weighting: What is it? Attributing a set of points/values to elements of the application process as deemed appropriate to the course. How do you do it? This very much depends on what you are looking for in a student, how you assess this information and your record keeping systems. One institution is very clear about its scoring procedure: UCAS form and overall academic ability (20%) GAMSAT Score (20%) Interview Performance (60%) This level of information maybe regarded as too detailed to publish, it might change year to year, but general relative importance of elements on decision making would be helpful.

17. Interviews - Background SPA objective to: “review current admissions practices to improve the evidence base for good practice. Work with practitioners using existing networks to build consensus and identify and disseminate advice and guidance on what constitutes good practice” HEI request for guidance Work to date http://www.spa.ac.uk/good-practice/interviews.html Next Steps Outcomes

18. Before the interview 1 Clear information to applicants – should include: How to prepare themselves Date, time, duration, location of interview, details of where to report to Travel information, accommodation, map Structure of the day Detail about the interview type and content Information about sample questions Just covering a few of the points in the statement today: Just covering a few of the points in the statement today:

19. Before the Interview 2 Details of any written work that will be sent to the applicant Details of any written test that will form part of the interview, or reading required Details of any facilities and/or equipment that will be available to applicants on the day Details of any documentation applicants should bring with them Applicants should not be requested to send or bring a photograph with them Applicants should be made aware of the consequence of non-attendance

20. Conduct of the Interview 1 Good Practice Guidelines for HEIs – include: Minimum of two trained interviewers Gender mix Balance of interviewers Appropriate surroundings Facilities/arrangements for those accompanying applicants Interruptions and disruptions

21. Conduct of the Interview 2 Keep to time Identification Chairperson’s responsibilities Interview structure and details Opening question Interviewers’ demeanour and approach

22. Conduct of the Interview 3 Interview questions Paperwork available to interviewers Recording and scoring - specific criteria and final score Interview Report Forms Materials post interview Outcome/post interview process

23. Delivery Partnership Developments Delivery Partnership (DP) – set up in 2006 to implement the Government’s recommendations arising from Schwartz/Alan Wilson Group on improvements to the HE applications process. Progress: Change from 6 to 5 applications via UCAS Good Practice on Feedback for Unsuccessful applicants – produced by SPA New Adjustment Period from 2009 – more on this in 2008/09 Consultation on Art & Design simplification under consideration Vocational Qualifications Working Group established by DP - met for first time June 2008 Entry Profiles – Working Group chaired by Director of SPA working with UCAS; SPA and DP encouraging more and better quality Entry Profiles, now 70% of courses in UCAS have them, aim 100% by September 2009 DP: Delivery Partnership: Change from 6 to 5 applications; Entry Profiles – Working Group chaired by Director of SPA; Good Practice on Feedback for Unsuccessful applicants – produced by SPA; New Adjustment Period from 2009; Consultation on Art & Design simplification under consideration EPs - 2million hits March 2008DP: Delivery Partnership: Change from 6 to 5 applications; Entry Profiles – Working Group chaired by Director of SPA; Good Practice on Feedback for Unsuccessful applicants – produced by SPA; New Adjustment Period from 2009; Consultation on Art & Design simplification under consideration EPs - 2million hits March 2008

24. The Applicant Experience 1 A good ‘applicant experience’ is a key precursor to a good student experience: Pre-application; Application; Post-application and Transition HEI staff making admissions decisions need to connect proactively with initiatives, organisations and networks: UCAS, Aimhigher, Foundation Degrees, LLNs and progression agreements, Leitch agenda, Delivery Partnership, SPA etc. to update their knowledge and understanding of changes and the impact Staff training and professional development key in enhancing good practice – UCAS CPD Programme etc.

25. The Applicant Experience 2 HE providers need positive and effective engagement with schools/ colleges and careers/HE advisers: to raise aspirations and awareness of the value of HE, increase and widen access and participation in HE through: supporting attainment-raising through enrichment activities, taster days etc. to ensure accurate information, advice and guidance for potential students about HE choices is available to careers/HE advisers to ensure HEIs provide transparent and accurate information for potential students from early in their school career onwards about HE, relationship building Staff of the relevant offices, services, units and departments in each HEI need to be trained and work with each other to achieve this The pre application stage, this includes everything from outreach and WP with schools and colleagues, working with FE on articulation, HE fairs, talk in schools and colleges by HE, Open Days, league tables, HEI publications and websites, HEIs need positive and effective engagement with schools, colleges and careers/HE advisors: to raise aspirations and awareness of the value of HE, increase and widen access and participation in HE through supporting attainment raising through master classes, enrichment, summer schools, taster days etc for accurate information, advice and guidance to potential students about HE choices is available to advisors, e.g. HE advisor days, for particular subjects related also to A level and other curricula for subject teachers etc to ensure HEIs provide transparent and accurate information for potential students from early in their school career onwards, relationship building The relevant sections, units and departments in each HEI need to work with each other to achieve this The pre application stage, this includes everything from outreach and WP with schools and colleagues, working with FE on articulation, HE fairs, talk in schools and colleges by HE, Open Days, league tables, HEI publications and websites, HEIs need positive and effective engagement with schools, colleges and careers/HE advisors: to raise aspirations and awareness of the value of HE, increase and widen access and participation in HE through supporting attainment raising through master classes, enrichment, summer schools, taster days etc for accurate information, advice and guidance to potential students about HE choices is available to advisors, e.g. HE advisor days, for particular subjects related also to A level and other curricula for subject teachers etc to ensure HEIs provide transparent and accurate information for potential students from early in their school career onwards, relationship building The relevant sections, units and departments in each HEI need to work with each other to achieve this

26. The Applicant Experience 3 ‘Official’ sources of information: talks in schools and colleges by HE or by careers/HE advisers, Open Days, publications and websites, Unistats, NSS, UCAS Yougofurther, Entry Profiles ‘Unofficial’ sources of information: league tables, books, blogs, forums, parents, friends and ‘application support’ companies Recent technological and social changes (Facebook etc.) - easy to view information on websites, exchange views with peers about HE on-line New more informal approaches to obtaining information and advice – how should schools, colleges, HE advisers and HE providers react/support? The pre application stage, particularly I would want to mention the need for good Entry Profiles - entry criteria must be transparent, clear and easy to understand and updated annually to reflect any changes in the course, programme or HEI.   Unistats and www.yougofurther.co.uk both aim to communicate and inform students in very different ways - recent technological and social changes (Facebook etc) require a new more informal approach to obtaining information and advice. The use by applicants of Unistats, NSS and other ‘official’ websites/ publications etc. Where can students find the best, most accurate and relevant, information – from official sources or from blogs, forums and application support companies?  Role not just of student but of parents, peers and advisers – relationship building.  Tracking of applicants as ‘prospects’ and keeping in contact from first contact (in school), through outreach, articulation, to application and beyond – keeping staff informed. Entry Profiles give applicants more information about the courses they want to study: i.e. entry qualifications and levels, other entry criteria required such personal skills and qualities, relevant work experience, motivation, audition, interview or admissions tests etc in one place. Entry Profiles are web-based, written by HEIs and are located within Course Search on the UCAS website They help applicants improve their match between their pre-HE study and HE courses they are interested in, and help them to tailor their post-16 study more precisely to their HE needs This should help give a better applicant experience as it is clear what the applicant will need to get in and should help with retention as the applicant has some idea of what to expect when they get to the HEI SPA surveyed applicants and HEIs views of Entry Profiles (EPs): 94% of home students and 96% of international students stated that EPs were either extremely helpful or helpful within the application process “The entry profiles allowed me to judge the level of care and interest that a university had in students of a particular subject. Those universities that had taken the time to complete their Entry Profiles were more interesting to me as a result” Home Student “For a person from outside the UK like me it is important to have as much information about the courses, teaching quality and financing, especially taking into account that the official websites of universities often differ dramatically which make it difficult to find and compare particular aspects of the courses of interest” International Student Source: SPA Applicant Survey, June 2007 Use of Facebook by new students risen from 22% October 2006 to 83% 2007The pre application stage, particularly I would want to mention the need for good Entry Profiles - entry criteria must be transparent, clear and easy to understand and updated annually to reflect any changes in the course, programme or HEI.   Unistats and www.yougofurther.co.uk both aim to communicate and inform students in very different ways - recent technological and social changes (Facebook etc) require a new more informal approach to obtaining information and advice. The use by applicants of Unistats, NSS and other ‘official’ websites/ publications etc. Where can students find the best, most accurate and relevant, information – from official sources or from blogs, forums and application support companies?  Role not just of student but of parents, peers and advisers – relationship building.  Tracking of applicants as ‘prospects’ and keeping in contact from first contact (in school), through outreach, articulation, to application and beyond – keeping staff informed. Entry Profiles give applicants more information about the courses they want to study: i.e. entry qualifications and levels, other entry criteria required such personal skills and qualities, relevant work experience, motivation, audition, interview or admissions tests etc in one place. Entry Profiles are web-based, written by HEIs and are located within Course Search on the UCAS website They help applicants improve their match between their pre-HE study and HE courses they are interested in, and help them to tailor their post-16 study more precisely to their HE needs This should help give a better applicant experience as it is clear what the applicant will need to get in and should help with retention as the applicant has some idea of what to expect when they get to the HEI SPA surveyed applicants and HEIs views of Entry Profiles (EPs): 94% of home students and 96% of international students stated that EPs were either extremely helpful or helpful within the application process “The entry profiles allowed me to judge the level of care and interest that a university had in students of a particular subject. Those universities that had taken the time to complete their Entry Profiles were more interesting to me as a result” Home Student “For a person from outside the UK like me it is important to have as much information about the courses, teaching quality and financing, especially taking into account that the official websites of universities often differ dramatically which make it difficult to find and compare particular aspects of the courses of interest” International Student Source: SPA Applicant Survey, June 2007 Use of Facebook by new students risen from 22% October 2006 to 83% 2007

27. Fair admissions and the applicant experience Professional, use of good practice Applicant focussed, clarity and transparency to demonstrate to potential students: the benefits and value of HE what courses the institution has to offer what is required for admission and progression into HE their application is valuable and will be treated professionally the support and facilities available to new students Doing these well has huge benefits for the HE provider and applicant In order to be fair admissions decision makers and those involved in the admission, support and teaching of new students need to be professional and ensure they use good practice in all aspects of the recruitment, admission and transition process This involves being applicant focussed and having clarity and transparency to demonstrate to potential students: In order to be fair admissions decision makers and those involved in the admission, support and teaching of new students need to be professional and ensure they use good practice in all aspects of the recruitment, admission and transition process This involves being applicant focussed and having clarity and transparency to demonstrate to potential students:

28. Moving forward SPA’s plans for the next three years include: issues around the 14-19 curriculum vocational, skills and work based learning routes into HE working with the organisations involved in equality and diversity issues continuing to develop our role in good practice, fairness and transparency relating to widening participation/access and development of good practice linking schools and colleges to HEIs good practice around what makes a good applicant experience examining admissions processes and procedures for part-time applicants continuing to take cognisance of the policies and strategies of the individual administrations in the UK Looking ahead The Schwartz Report identified an on-going need for a centre for expertise for admissions, and the SPA Programme was set up in 2006. SPA was funded for two years initially to 31 July 2008 and has submitted a business case to the UK HE funding bodies for a further three years. The Chief Executive of HEFCE, of behalf of all the funding councils, stated: ‘We are pleased with the progress of the SPA to date and believe that the work undertaken during its first two years of operation has and will continue to give the programme a profile and presence in the sector.’ SPA aims to promote change in HEIs underpinned by good practice, transparency and fairness. We will build on our success to date as the leader in professionalism in admissions by working with Pro-Vice-Chancellors and senior staff in HEIs as well as continuing to work with admissions tutors and administrators. SPA’s plans for the next three years include: Exploring issues around the 14-19 curriculum relating to good practice in progression and admission to HE Examining vocational, skills and work based learning routes into HE, including the role of compacts and progression agreements, foundation degrees and employee/employer engagement Working with the organisations involved in equality and diversity issues on matters relating to equality of opportunity and how this impacts admissions Continuing to develop its role in good practice, fairness and transparency relating to widening access/participation and development of good practice linking schools and colleges to HEIs Exploring and developing good practice around what makes a good applicant experience, in order to develop HEIs’ recognition of the strategic importance of recruitment, admissions and widening access to the institution Examining admissions processes and procedures for part-time applicants, establishing and analysing an evidence base of current practice to review equality of opportunity and good practice Continuing to take cognisance of the policies and strategies of the individual administrations in the UK. To support the expansion of the Programme SPA will recruit two new members of staff, a Senior Project Officer and a Project Officer.Looking ahead The Schwartz Report identified an on-going need for a centre for expertise for admissions, and the SPA Programme was set up in 2006. SPA was funded for two years initially to 31 July 2008 and has submitted a business case to the UK HE funding bodies for a further three years. The Chief Executive of HEFCE, of behalf of all the funding councils, stated: ‘We are pleased with the progress of the SPA to date and believe that the work undertaken during its first two years of operation has and will continue to give the programme a profile and presence in the sector.’ SPA aims to promote change in HEIs underpinned by good practice, transparency and fairness. We will build on our success to date as the leader in professionalism in admissions by working with Pro-Vice-Chancellors and senior staff in HEIs as well as continuing to work with admissions tutors and administrators. SPA’s plans for the next three years include: Exploring issues around the 14-19 curriculum relating to good practice in progression and admission to HE Examining vocational, skills and work based learning routes into HE, including the role of compacts and progression agreements, foundation degrees and employee/employer engagement Working with the organisations involved in equality and diversity issues on matters relating to equality of opportunity and how this impacts admissions Continuing to develop its role in good practice, fairness and transparency relating to widening access/participation and development of good practice linking schools and colleges to HEIs Exploring and developing good practice around what makes a good applicant experience, in order to develop HEIs’ recognition of the strategic importance of recruitment, admissions and widening access to the institution Examining admissions processes and procedures for part-time applicants, establishing and analysing an evidence base of current practice to review equality of opportunity and good practice Continuing to take cognisance of the policies and strategies of the individual administrations in the UK. To support the expansion of the Programme SPA will recruit two new members of staff, a Senior Project Officer and a Project Officer.

29. Thank you – any questions or comments?More information from: enquiries@spa.ac.uk or 01242 544891www.spa.ac.uk Conclusion Conclusion