Supporting Fair Admissions in College HE

1. Supporting College HE Admissions 20 June 2014

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3. back to shortcuts Welcome and Introduction Dan Shaffer, Head of Professionalism in Admissions

4. What is SPA? Set up in 2006 following the Schwartz Report Fair Admissions to Higher Education: Recommendations for Good Practice 2004 The Group recommends the creation of a central source of expertise and advice on admissions issues . Its purpose would be to act as a resource for institutions who wish to maintain and enhance excellence in admissions. Such a centre could lead the continuing development of fair admissions , evaluating and commissioning research, and spreading best practice .

5. 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

6. SPA's good practice framework SPAs framework supports you as you build to bridge the gaps: established new practice current new developments new experienced staff you external peers Wheres your gap? www.spa.ac.uk/support

7. SPECIFIC GOOD PRACTICE OVERARCHING GOOD PRACTICE STRATEGY Admissions Policies Planning and Managing Admissions Effective Admissions Operation Art and Design Admissions Complaints and Appeals Centralising Admissions Part-time Admissions Feedback Native language Qualifications Paperless Processing Vocational Qualifications Criminal Convictions Age Timing of disability considerations Admissions Tests Interviews Competence Standards Refugees and Asylum Seekers Equality Impact Assessments Contextualised admissions Student Number Controls Applicant Experience Strategy Principles of Fair Admissions College HE Admissions

8. SPAs work with FE Colleges offering HE SPAs College HE Objective To support Colleges to further develop professionalism in fair admissions and good practice in HE admissions In support of this objective SPA have Established a project group to build a community of good practice in College HE admissions, in collaboration with AoC appointed a part time SPA Project Liaison Officer for College HE, on secondment from a college HE admissions role

9. Introduction Todays set-up: Sharing ideas, issues, intelligence Openness and confidentiality Todays planned outcomes: Improved networking: sharing good practice; promoting new contacts and new ideas Develop communal plans to deal with key issues Your input into ensuring a supportive College HE Admissions community

10. What are the issues for College HE admissions? Nick Davy, HE Policy Manager, AoC back to shortcuts

11. College HE Admissions 2014 AoC Policy Team Nick Davy, HE Policy Manager

12. HEFCE Higher education in England 2014: Summary of enrolment trends and characteristics Continued increase in FT HE enrolments in 2013 after dip in 2012 UCAS applications up 8% for 2014 entry Continuing decrease in part time enrolments down 50% in HEI; less steep in FEC circa 25% Decrease in other undergraduate numbers foundation degrees, HNs, short courses Since 2011-12 more full-time entrants to other undergraduate courses other than first degrees have been studying in FEC than in HEI

13. HEFCE Enrolments Trends FPE:08/09 -12/13

14. 30,000 extra students allocated for 2014 Student Number Control to be lifted from 2015 Higher Technical Education possible changes from 2016? Colleges more autonomy over awards/validation? Position of Pearson Non-licensed awards? National Student Survey schedule published Colleges to pay for Destinations of leavers Survey July 2014 leavers QAA Higher Education Review includes admissions Maintaining dialogue with HEFCE on the NSS/KIS threshold rules Relevant Policy issues

15. 2014 Admissions Conference Any Questions? Nick Davy - nick_davy@aoc.co.uk

16. College HE admissions: how we do it Liz Wyman, Newcastle-under-Lyme College back to shortcuts

17. Newcastle-under-Lyme College HE Admissions How we do it Liz Wyman Head of Resources and Guidance

18. About Newcastle under Lyme College Large tertiary college in the West Midlands 3,600 full time students, 800 part time adults 1,400 work based students, 1,250 apprentices Small HE offer around 300 students

19. HE Offer Lengthy partnership with one university formerly the SURF partnership Just signed agreement with another university Full time courses FDs, HNC, HND, Fdn Year Part time courses FDs and Teacher Training Across a range of subjects. Creative subject specialism. Full time recruit through UCAS, via the university. New partner doesnt use UCAS with colleges Part time apply either to the university or to college

20. System nuts and bolts Applications dealt with by college faculties (except Fdn Year) All applicants interviewed some by telephone Some initially assessed for maths and English In some subjects applicants exclusively from our level 3 Part time applications almost exclusively work based

21. Issues Neither central nor fully devolved Small staff teams Course leaders stretched across provision Different calendars Small applicant numbers Internal applicants Feedback

22. Issues (cont) Changes to university systems Communication with university Duplication of paperwork Working with employers Part time applications lack of structure Communication between departments

23. College HE admissions: how we do it Sally Dodsley, Vision West Nottinghamshire College back to shortcuts

24. Vision West Notts Admissions Sally Dodsley HE & International Study Skills Coach

25. HE at West Notts 22 HE programmes, 24 wef from September BA Hons in 6 areas Range of HNs and FdAs Approx 600 students Collaborative partnerships UoD, BCU

26. Admissions Direct, online applications to the college outside of UCAS Central admissions team, one admin managing HE applications initial checks (personal statements, appropriate qualifications

27. Applicant Event Presentation by the central HE team Provide an Applicant Guide Interview by curriculum team Offer (or not) made and details sent to Admissions Admin for posting

28. Keep Warm Activities Summer School programme LRC events Taster days

29. Issues Insufficient details on application forms perception that college doesnt need the same level of information as universities Clarity and consistency re: entry criteria (L2/GCSE English and Maths expectations) Consistency of interview paperwork (clarity of conditions, renegade staff) Occasional hold ups at the partner institutions Students dont like the decisions and admin trying to deal with this

30. College HE admissions: how we do it Paul Sisterson, Newcastle College Group back to shortcuts

31. Considerations from a Mixed Economy College (& the new UCAS College HE Advisory Group) Paul Sisterson UCAS Admissions Manager Newcastle College Chair, UCAS College HE Advisory Group

32. Newcastle College in context Foundation Degree (awarded by Newcastle College Group, 2012 on) Top-up Degree (in partnership with Teesside University) Taught-degree awarding powers (TDAP) - application in progress through QAA FTE @ 1 May 2014: 3295 (including West Lancashire College) Applications through UCAS @ 16 June 2014: 2,514 Centralized Admissions (Recruitment & Marketing) since 2002

33. Reflections from a Mixed Economy College one year on 1) explored facets of current practice characterizing HE admissions at Newcastle College 2) shared good practice established by the SPA Code of Practice Group (CoP): http://www.spa.ac.uk/support/goodpractice/heinfe 3) discussed the manner in which HE Admissions @ Newcastle College tailors SPA good practice: http://www.spa.ac.uk/support/goodpractice/ 4) Promoted the professionalism of College HE admissions staff the merits for Personal and Professional Development (PPD) as a significant contribution towards the sustainability of the HE Offer So why conditions now warrant a comprehensive review of centralized admissions?

35. Considerations all the points of interaction between HE (in FE) and a potential student . As a precursor to the Student Experience - the merits of which will, ultimately improve retention and improvement: http://www.spa.ac.uk/support/applicantexperience/ - accessed 9 June 2014. 1) Influencing Recruitment: using UCAS Course Collect platform to your advantage 2) Centralized Admissions: reasoning for comprehensive review of current practices 3) Merits of Centralized & Devolved Decision-making in the context of internal & external progression (with special reference to Business & Enterprise, Health & Social Care, Creative Industries) 4) Type[s] of Quality infrastructure to oversee centralized admissions (in the context of QAA UK Quality Code Chapter B2: recruitment, selection & admission)

36. UCAS College HE Advisory Group Inaugural meeting, Cheltenham, 20 March 2014 Second meeting, Cheltenham, 16 June 2014 Provides UCAS with the representative voice of Colleges delivering HE; acting as a conduit for communication & consultation Outcomes will feed into UCAS Change Steering Group and will inform future developments to the shared admissions service Excellent response from the sector, will continue to ensure the Group is representative of colleges using UCAS HE admissions service For further information contact Paul Sisterson paul.sisterson@ncl-coll.ac.uk & Caroline Cowburn c.cowburn@ucas.com

37. Confirmation and Clearing 2014 issues Dan Shaffer, Head of Professionalism in Admissions back to shortcuts

38. Planning and managing admissions collaboration overview predict enact review keep up to date be ready

39. Issues at Confirmation and Clearing Staffing System and data issues Managing student number controls Conflict between getting numbers and fair admissions Progression of own internal students against external recruitment Conflict between Partner HEP control and own college autonomy

40. To avoid issues at Confirmation and Clearing

41. Improving the applicant experience into HE SPAs Applicant Experience Strategy built under four broad stages Adopted a behavioural view of experience Interactive participation and engagement, not a passive journey Linked and underpinned through effective information, advice and guidance pre- application application post- application transition ing ing sing www.spa.ac.uk/applicant-experience

42. Most common reasons for early drop-out Personal reasons Lack of integration Dissatisfaction with course/institution Lack of preparedness Wrong choice of course Financial reasons To take up a more attractive opportunity According to National Audit Office reports 2002 and 2007:

43. Thank you enquiries@spa.ac.uk 01242 544891 www.spa.ac.uk back to shortcuts