How do admissions processes work at selective universities? Kirsty Mayson, DANCOP Project Officer
Today Advancing Access University partners How do admissions processes work? The main stages Myth-busting University approaches Supporting decision-making Top tips
University of Birmingham / University of Bristol / University of Cambridge Cardiff University / Durham University / University of Edinburgh University of Exeter / University of Glasgow / Imperial College London King s College London / University of Leeds / University of Liverpool London School of Economics and Political Science / University of Manchester Newcastle University / University of Nottingham / University of Oxford Queen Mary University of London / Queen s University Belfast University of Sheffield / University of Southampton / University College London University of Warwick / University of York
Session introduction Learning outcomes: By the end of this session, you will have: A deeper understanding of how admissions processes work at selective universities Considered ways to improve the support provided to students both on results day and when making decisions about university offers. This presentation includes activities that will encourage discussion and provide opportunities for you to share best practice.
The admissions process UCAS? Offers made or application not made submitted Offers accepted or declined
The main stages of admissions processes Admissions processes will vary, but the main stages are: Application received Contextual information Considerations by admissions staff University responses Responding to the offer Confirmation, clearing and adjustment.
What do admissions staff look for? Admissions staff at leading universities have an in-depth knowledge of what makes a successful student for their programme of study. 1. Admissions staff will check that your students are predicted to meet the entry requirements. 2. They will look for evidence that the applicant has good subject knowledge and is enthusiastic about the course. 3. Admissions staff may use tests and/ or interviews.
Admissions processes myth-busting The number of applications to a university or course indicates quality. FALSE Selective universities never enter clearing. FALSE If a university takes a long time to respond to an applicant it means they are not really interested in the applicant. FALSE Universities do not read the personal statement. TRUE/ FALSE Admissions staff do want to read about a student s experience on a summer school that was not held at their university. TRUE
Admissions processes myth-busting Many selective universities accept BTEC or Access qualifications. TRUE Universities favour international students over UK students. FALSE Universities have unlimited places and can therefore offer a place to any highly qualified applicant. FALSE Selective universities consider the backgrounds of the applicants during the admissions process. TRUE
Behind the scenes After submitting the application: Many courses wait until the closing date to start assessing applications Other courses may assess applications as they Academic arrive and performance begin making admissions decisions earlier in the process. Regardless of the approach taken, all students applying by the deadline will be given equal consideration. Highly selective universities often receive many more applications than the number of places available Many highly selective universities are unable to make offers to all those who are predicted to achieve the basic entry requirements.
Admissions process example University 1: Medicine Applications sifted to meet entry requirements (standard or contextual) - A level predicted grades (15%) - GCSEs (15%) - UKCAT score (20%) Personal statement scored Reference (50%) Invitations to interview (MMI) Places offered
Admissions process example University 2: Medicine Use a threshold-based system: Academic sift UKCAT results sifted Do not use the personal statement and instead ask for a separate information form Invitations to interview (MMI) Places offered 12
Consideration of contextual information Leading universities are likely to consider contextual data: School or college attended Where a student grew up Young people in or leaving care Participation in outreach programmes Young adult carers First generation to enter higher education
University responses There are four types of response your students could receive: a conditional offer an alternative offer for a different programme an unconditional offer an unsuccessful outcome.
Reflecting on current practice Working in groups Discuss how you currently support students when they receive university decisions. Discuss how you support students during (and after) results day. Consider where there might be room for improvement. Share aspects of good practice that you would recommend to others. 10 minutes
Which offers to accept? Sarah has received offers to study English literature at three universities. She is predicted to achieve two As (in English literature and history) and one B (in French) at A-level. University X was Sarah s favourite institution and course. She has received an alternative offer of ABB to study English literature and theatre studies. Sarah rated University Y as her second favourite. This university has made an offer of 3As for English literature. University Z has offered AAB for English literature. Although Sarah likes the course, this university is her least favourite because she does not like the city. Discuss in groups the options available to Sarah: What aspects should Sarah consider when making her decision? Which universities should Sarah make her firm choice and insurance choice? 5 minutes
Top tips Encourage your students to take their time when deciding which offers will be their firm and insurance choices Encourage your students to visit the university. Many universities invite offer holders to visit on scheduled days Ensure that the conditions of the insurance offer are lower than the firm choice, unless there are particular circumstances that justify a different approach Encourage your students to choose the course and university that is best for them.
Top tips If a student has only just missed their grades, encourage them to contact the university directly Start early on results day you can give examination results to your students from 6am Make resources available on results day for students trying to find a place through Clearing When contacting universities, students should make the phone calls themselves If you think the results are wrong, you can contact the university to see if they can hold the place while examination papers are re-marked.
www.advancingaccess.ac.uk
Strands of CPD Making choices for post-16 study Choosing a university and course Applying to university Understanding university admissions.
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www.advancingaccess.ac.uk kirsty.mayson@advancingaccess.ac.uk 22