HEPI Conference - London – December 2005

The Current Admissions Process

and UCAS’ Revised Processes:

Strengths, Weaknesses

and Proposals for Change

Anthony McClaran

Chief Executive

Overview

Historical perspective Current application process Strengths and weaknesses Revised processes Future challenges and change Questions and answers

Historical perspective

1961 - UCCA formed 1985 - PCAS formed 1991 - White Paper:

‘Higher Education – A New Framework’

i. UCCA & PCAS combined to form UCAS

ii. Significant expansion of numbers

iii. Ending of binary line

iv. Underlying purpose:- fair & efficient management of

the admissions process Charity status – owned by member institutions

Historical perspective 1966 90,900 applicants – 44,500 acceptances 63 institutions

2005 520,900 applicants – 405,000 acceptances 325 institutions

GTTR NMAS CUKAS

Current application process

Initiated over 40 years ago Well-established, central and standardised Applications made to undergraduate full-time courses Widely used:

i. > 500,000 applicants

ii. > 6,000 schools and application centres

iii. 189 member universities/HE colleges

iv. 136 member FE colleges

Strengths and weaknesses Strengths

Understood and respected Independent and impartial Balances needs of applicants, schools and HEIs Linked, via UCAS, to extensive information sources Minimises barriers Provides data and management information Gives assurance to both applicants and institutions

Strengths and weaknesses

Weaknesses

Included aspects of older, legacy systems Non-uniform information technology standards Limited opportunity for differentiation Challenge of market-based competitors Restriction of student choice Has to support wide variety of admissions practice

Revised processes

“Technical changes lie ahead. They may eventually

involve the inclusion of the whole contents of the

application form in the on-line traffic with the

universities …. We may also see the development of

on-line exchanges with the schools, perhaps even

with individual candidates, as personal microcomputers

increasingly come into daily use….”

Ronald Kay, General Secretary, UCCA, 1985

Revised processes Electronic systems at UCAS

Old system i. Over 20 years old with variety of additions and operating software

ii. Incompatible with more modern systemsiii. Lacked readily available operational and

maintenance expertise

New system i. Integrated applicant-facing services ii. Industry-standard, robust central operating systemiii. Electronic interface with HEIs

Revised processes What does it mean for applicants? Advisers can view progress in completing applications

on line Applicants can complete application independently Accuracy checks built into the system Fast processing of application by UCAS with

acknowledgement letter normally dispatched within

24 hours Applicant can ‘Track’ subsequent progress

Revised processes

What does it mean for HEIs?

Rapid transmission of applications to HEIs HEIs can load applicant data straight into their own

systems Rapid notification of offers to applicants Capacity for considerable additional information to be

submitted and transmitted to HEIs

Revised processes

Benefits for the sector

Addresses identified weaknesses Facilitates a ‘joined-up’ application process Speed Access to real-time data Future-proof

(e.g. adaptable to PQA)

Potential for 100% electronic applications (Currently running at 98% for UCAS 2006 entry cycle)

Future challenges and change

Differentiation:i. New forms of evidence ii. Unit gradesiii. Admissions tests

Widening Participation Professionalism Tuition fees, bursaries and scholarships PQA

Percentage of A level Scripts Achieving Grades100%

95%

90%

85%

80%

75%

30%

25%

20%

15%

10%

’92 ’94 ’96 ’98 ’00 ’02 ’04 ’05

Source: Inter Boars Statistics 2005

22.8%

A - E

A

96.2%

Future challenges and changes

i. New forms of evidence

Consultation on contextual data Legislation-led data Personal circumstances Type of school/college Social class proxies (postcodes etc) ePortfolio information Tests Customisation Feedback

Future challenges and changes

ii Unit Grade Project

HEIs could use unit grades as part of entry requirements

Unit grade information could be provided for all unit-based qualifications in the UCAS Tariff

Provides another layer of differentiation for selection Helpful in determining ‘near-miss’ offers

Future challenges and changes

iii Admissions tests

BMAT GAMSAT HAT MSAT MUL LNAT STLP TSA

SAT? UNITEST?

Future challenges and changes Widening participation A working definition:

The raising of attainment and participation among people from disadvantaged groups who have the potential to

benefit from, but are currently under-represented in, higher education.

UCAS involvement:i. Provides readily accessible informationii. Provides staff development programmes for schools, colleges and HEIs

iii. Contributes to work of Aimhigher Partnershipsiv. Proactive in the provision of data on social class and

ethnicity

Future challenges and changes

Professionalism Strength of traditional practice: holistic assessment Academics and administrators Emphasis on admission rather than

the admissions cycle Challenges to the traditional model

i. Logistical

ii. Training and professional development –

the knowledge base

iii. Need to integrate admissions within ‘SEM’ approach

iv. Consistent decisions on evidence-based criteria

Future challenges and changes

Supporting Professionalism in Admissions (SPA)

HEFCE funded project Based at UCAS Programme to identify best practice:

i. Admission tests

ii. Compact schemes

iii. Applications to part-time courses

Will inform UCAS’ CPD Programme

Future challenges and changes

UCAS CPD Programme Response to recommendations made by Schwartz Pilot project initially funded by HEFCE Developed by representatives from a wide variety of

HE Institutions and agencies Programme of personal development opportunities for

student recruitment and admissions staff Chance for HE staff to qualify their knowledge and

expertise in an ever changing professional environment

Future challenges and changes

Tuition fees, bursaries and scholarships

Tuition fees introduced for 2006 entry Bursaries and scholarships provide differentiating

factor in students choice Need for accurate and comparative data to

be available to students UCAS liaising with ‘Aimhigher’, ‘Directgov’ and SLC to ensure students can make informed choices

Future challenges and changes

UCAS Website Student Finance Page:

What will going to university or college cost me? Information about tuition fees and other expenses

What financial help is available to me?Information about a variety of financial support options

Search for courses Full details of each course, including fees,

bursaries and financial support

Future challenges and changes

UCAS Student Finance Development Project

net.update will allow financial information to be updated by HEIs

Financial comparatorwill allow applicants to directly compare financial information

between HEIs

Future challenges and changes Post Qualification Application (PQA)

Present system based on predicted examination results

Implementation of PQA long-delayed by logistical and political issues

Supported by Schwartz “The Steering Group wholeheartedly supports a move to PQA”

Professor Steven Schwartz - September 2004

Current consultations – outcomes? UCAS response

Future challenges and changes Post Qualification Application (PQA)

What are we trying to do with admissions? freedom v assurance (mutual commitment) institutions’ interest v applicants interest ‘gathered field’ v ‘first come – first served’ speed of processing v time for good decision making

“the need to balance technical against human consideration has been a continuous theme in our office and committee considerations”

Ronald KayGeneral Secretary, UCCA1985

HEPI Conference - London – December 2005

Any Questions

??01242 544990 Anthony McClarana.mcclaran@ucas.ac.uk Chief Executive