session one: improving the system
DESCRIPTION
Welcome and introduction from conference chair. SESSION ONE: IMPROVING THE SYSTEM. Mike Baker. Journalist and Broadcaster, former Senior Education Correspondent BBC. KEYNOTE ADDRESS. Rt Hon Charles Clarke MP. Former Secretary of State for Education and Skills. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/1.jpg)
SESSION ONE: IMPROVING THE SYSTEMWelcome and introduction from conference chair
Mike Baker
Journalist and Broadcaster, former Senior Education CorrespondentBBC
![Page 2: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/2.jpg)
Rt Hon Charles Clarke MP
Former Secretary of State for Education and Skills
KEYNOTE ADDRESS
![Page 3: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/3.jpg)
Questions and discussion
![Page 4: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/4.jpg)
Professor Deian Hopkin
Vice-ChancellorLondon South Bank University and Joint Chair 14-19 HE Engagement Board
14-19 Diplomas: getting ready for new admissions criteria
![Page 5: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/5.jpg)
The 14-19 Diplomas and admission to Higher Education
Professor Deian Hopkin
Chair HE Engagement Board (DCFS/.DIUS)Chair, Diploma Development Partnership,SHD
![Page 6: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/6.jpg)
bringingyourlearningto life
The general curriculum changes
A-levels Introduction of extended project Introduction of Diplomas Functional skills Apprenticeships GCSE But also Cambridge Pre-U
![Page 7: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/7.jpg)
bringingyourlearningto life
The rationale for the Diplomas
Providing a wider range of preparation that conventional groups of A levels including Functional Skills, personal and thinking skills, applied learning linked to major economic and employment sectors
A flexible structure enabling existing qualifications to be embedded
Responding the views of universities and employers over the appropriateness of existing qualifications.
Attempt to bridge the academic and vocational divides
A major contributor to widening participation by offering provision to students who currently do not stay beyond 16
![Page 8: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/8.jpg)
bringingyourlearningto lifeAlex Singleton, University College London: www.spatial-literacy.org
0
50
100
150
200
250
300
0
20
40
60
80
100
120G
loba
l Con
nect
ions
Cul
tura
l Lea
ders
hip
Cor
pora
te C
hief
tain
sG
olde
n E
mpt
y N
este
rsP
rovi
ncia
l Priv
ilege
Hig
h T
echn
olog
ists
Sem
i-Rur
al S
eclu
sion
Just
Mov
ing
InF
ledg
ling
Nur
serie
sU
psca
le N
ew O
wne
rsF
amilie
s M
akin
g G
ood
Mid
dle
Run
g F
amilie
sB
urde
ned
Opt
imis
tsIn
Milit
ary
Qua
rter
sC
lose
to R
etire
men
tC
onse
rvat
ive
Val
ues
Sm
all T
ime
Bus
ines
sS
praw
ling
Sub
topi
aO
rigin
al S
ubur
bsA
sian
Ent
erpr
ise
Res
pect
able
Row
sA
fflue
nt B
lue
Col
lar
Indu
stria
l Grit
Cor
onat
ion
Str
eet
Tow
n C
entr
e R
efug
eS
outh
Asi
an In
dust
ryS
ettle
d M
inor
ities
Cou
nter
Cul
tura
l Mix
City
Adv
entu
rers
New
Urb
an C
olon
ists
Car
ing
Pro
fess
iona
lsD
inky
Dev
elop
men
tsT
own
Gow
n T
rans
ition
Uni
vers
ity C
halle
nge
Bed
sit B
enef
icia
ries
Met
ro M
ultic
ultu
reU
pper
Flo
or F
amilie
sT
ower
Blo
ck L
ivin
gD
igni
fied
Dep
ende
ncy
Sha
ring
a S
tairc
ase
Fam
ilies
on B
enef
itsLo
w H
oriz
ons
Ex-
indu
stria
l Leg
acy
Rus
tbel
t Res
ilienc
eO
lder
Rig
ht to
Buy
Whi
te V
an C
ultu
reN
ew T
own
Mat
eria
lism
Old
Peo
ple
in F
lats
Low
Inco
me
Eld
erly
Car
ed fo
r P
ensi
oner
sS
epia
Mem
orie
sC
hild
free
Ser
enity
Hig
h S
pend
ing
Eld
ers
Bun
galo
w R
etire
men
tS
mal
l Tow
n S
enio
rsT
ouris
t Atte
ndan
tsS
umm
er P
layg
roun
dsG
reen
belt
Gua
rdia
nsP
aroc
hial
Villa
gers
Pas
tora
l Sym
phon
yU
plan
d H
ill F
arm
ers
Symbols of Success
Happy Families
Suburban Comfort
Ties of Community
Urban Intelligence
Welfare Borderline
Municipal Dependency
Blue Collar Enterprise
Tw ilight Subsistence
Grey Perspectives
Rural Isolation
Who goes to university?
Symbols of Success
Urban Intelligence
- Higher Age Profile
Welfare Borderline
Municipal Dependency
Twilight Subsistence
Blue Collar Enterprise
Metro Multiculture
Key Widening Participation Groups
MosaicMosaic
![Page 9: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/9.jpg)
bringingyourlearningto life
0
20
40
60
80
100
120
Glo
bal C
onne
ctio
nsC
ultu
ral L
eade
rshi
pC
orpo
rate
Chi
efta
ins
Gol
den
Em
pty
Nes
ters
Pro
vinc
ial P
rivile
geH
igh
Tec
hnol
ogis
tsS
emi-R
ural
Sec
lusi
onJu
st M
ovin
g In
Fle
dglin
g N
urse
ries
Ups
cale
New
Ow
ners
Fam
ilies
Mak
ing
Goo
dM
iddl
e R
ung
Fam
ilies
Bur
dene
d O
ptim
ists
In M
ilitar
y Q
uart
ers
Clo
se to
Ret
irem
ent
Con
serv
ativ
e V
alue
sS
mal
l Tim
e B
usin
ess
Spr
awlin
g S
ubto
pia
Orig
inal
Sub
urbs
Asi
an E
nter
pris
eR
espe
ctab
le R
ows
Affl
uent
Blu
e C
olla
rIn
dust
rial G
ritC
oron
atio
n S
tree
tT
own
Cen
tre
Ref
uge
Sou
th A
sian
Indu
stry
Set
tled
Min
oriti
esC
ount
er C
ultu
ral M
ixC
ity A
dven
ture
rsN
ew U
rban
Col
onis
tsC
arin
g P
rofe
ssio
nals
Din
ky D
evel
opm
ents
Tow
n G
own
Tra
nsiti
onU
nive
rsity
Cha
lleng
eB
edsi
t Ben
efic
iarie
sM
etro
Mul
ticul
ture
Upp
er F
loor
Fam
ilies
Tow
er B
lock
Liv
ing
Dig
nifie
d D
epen
denc
yS
harin
g a
Sta
ircas
eF
amilie
s on
Ben
efits
Low
Hor
izon
sE
x-in
dust
rial L
egac
yR
ustb
elt R
esilie
nce
Old
er R
ight
to B
uyW
hite
Van
Cul
ture
New
Tow
n M
ater
ialis
mO
ld P
eopl
e in
Fla
tsLo
w In
com
e E
lder
lyC
ared
for
Pen
sion
ers
Sep
ia M
emor
ies
Chi
ldfr
ee S
eren
ityH
igh
Spe
ndin
g E
lder
sB
unga
low
Ret
irem
ent
Sm
all T
own
Sen
iors
Tou
rist A
ttend
ants
Sum
mer
Pla
ygro
unds
Gre
enbe
lt G
uard
ians
Par
ochi
al V
illage
rsP
asto
ral S
ymph
ony
Upl
and
Hill
Far
mer
s
Mosaic Type / Group
Mile
s -
Ho
me
to
Ins
titu
tio
n
Symbols of Success
Happy Families
Suburban Comfort
Ties of Community
Urban Intelligence
Welfare Borderline
Municipal Dependency
Blue Collar Enterprise
Tw ilight Subsistence
Grey Perspectives
Rural Isolation
Average Distance from applicant home to accepting institution (2004)
MosaicMosaic
Alex Singleton, University College London: www.spatial-literacy.org
Key WP groups
![Page 10: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/10.jpg)
bringingyourlearningto life
Roll out timetable of the Diplomas
Phase Diploma Area Availability
Phase 1 ICT Health Society & DevelopmentEngineeringCreative and MediaConstruction
September 2008
Phase 2 Environmental& Land-Based,ManufacturingHair and BeautyBusiness Admin, Finance Hospitality and Catering
September 2009
Phase 3 Public ServicesSport and LeisureRetailTravel and Tourism
September 2010
Phase 4ScienceHumanitiesLanguages
September 2011
National Enntitlement 2013
![Page 11: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/11.jpg)
bringingyourlearningto life
Why is HE important?
Universities strongly influence the choices that 14-19 year olds make
The more HEIs understand, the more likely they will be to reach early conclusions on acceptability
Need for support at ‘strategic’ and practical levels for the new Diplomas
Involvement at a local level in 14-19 partnerships
Development of appropriate progression routes such as new Foundation Degrees and Honours Degrees
![Page 12: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/12.jpg)
bringingyourlearningto life
What is HE looking for?
What exactly does the diploma contain? How does the diploma compare with other
qualifications? What kind of student will present themselves in
2010? Will they fit the present curriculum or will something
new have to be offered? Will the diplomas change? And…what input can we have?
![Page 13: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/13.jpg)
bringingyourlearningto life
Some early concerns by admissions tutors
Diploma content uncertain or even unknown Diplomas offered only to certain students – the less
able? Diplomas providing limited progression routes
especially to professional subjects especially those with a science base
Students potentially set up to fail Employer attitudes – will they accept the diploma? The attitude of professional bodies over exemptions
![Page 14: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/14.jpg)
bringingyourlearningto life
The threats
Ineffective Information, Advice and Guidance Diplomas perceived as second-class to A levels Offered by certain types of school for certain types of
pupils leading to certain types of university courses or even certain type of universities
Complexity of qualifications confusing Some educational specialists casting doubt about the
value of the diploma
![Page 15: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/15.jpg)
bringingyourlearningto life
The DCFS strategy
Engagement by all universities including the Russell Group
Clear endorsement by major employers and professional bodies
Review of A level following the development of generic Diplomas
Major communication effort Consistent message by government
![Page 16: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/16.jpg)
bringingyourlearningto life
Delivering the strategy
Higher Education Engagement Project Board
Information and communication programme:
Regional Conferences
Information pack
Timeline of actions for HE
Newsletters
Website
Accepting invitations to speak
![Page 17: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/17.jpg)
bringingyourlearningto life
Key Groups and Agencies
Diploma Development Partnership Chairs HE Engagement Project Board Secretary of State’s advisory groups
Children’s Plan including 14-19 Phase 4 Advisory Group
QCA groups Edge Foundation Universities UK Skills Task Group Lifelong Learning Networks Aim Higher Regional Partnerships
National Council for Educational Excellence UK Skills and Employment Commission.
![Page 18: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/18.jpg)
bringingyourlearningto life
Diploma Development Partnership Chairs Group
Monthly Meetings Oversight of Gateways Feedback to DCFS officials Sharing experience across all 14 lines of learning Engagement with QCA Engaging with the communication strategy Encouraging universities to become involved
![Page 19: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/19.jpg)
bringingyourlearningto life
QAA
QCA
UVAC
UUK
GuildHE Mission Groups
Higher Education Academy
Specialist advisers
DFES officers
FoundationDegree Forward
UCAS
Joint ChairsAnd
DFES secretariat
Ministers
Employersand SSCs
Studentsand parents
Universities,schools and Colleges
The HE Engagement Board
![Page 20: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/20.jpg)
bringingyourlearningto life
Board’s activities
Cross-agency forum for consultation with officials and Ministers
Oversight of HE communications strategy Participation in conferences and symposia Commissioned Research e.g. Exeter study of 1994
Universities’ response to 14-19 Preparation of and commentary on briefing
materials or Ministerial consultations. Liaison with universities in order to ensure
engagement with partnerships Coordination of involvement in Diploma
Development Providing information about admissions : first
cohorts will be small, therefore concern about some institutions not seeing many students with new qualifications
![Page 21: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/21.jpg)
bringingyourlearningto life
What HEIs are currently doing:
Becoming better informed:qualification contentAssessment criteriaAssessment methodsGrading criteria
Mapping against own qualifications Becoming engaged in design especially
additional and specialised learning Involvement in consortia Developing new progression routes.
![Page 22: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/22.jpg)
bringingyourlearningto life
Evolution of Phase 2-3 Diplomas
HE Subject Centres involved Nominations invited from all mission groups
to join working groups HEIs invited to take a more active part in
leading partnerships Learning from Phase 1 Gateways Even phase 1 is still evolving
Contact Christine West at DCSF
![Page 23: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/23.jpg)
bringingyourlearningto life
What more needs to be done
Clear statements from HEI admissions officers (e.g. UCAS website)
Endorsement of content by employers and HEIs
Stronger messages to parents and pupils Intensification of training and support for
teachers and schools. Clearer navigation through the complexity Learning from early experience Continuous evolution of content
![Page 24: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/24.jpg)
bringingyourlearningto life
Skills for Sustainable Development Lifelong Learning Network
Health and Social Care ABTG
Report on the perceptions, opinions and reflections of Higher Education Admissions Tutors
and Programme Leaders about the advanced (level 3) diploma in
Society, Health and Development
October 2007
Dr. Richard Davies Youth and Community DivisionElizabeth Barner Youth Affairs Unit
![Page 25: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/25.jpg)
bringingyourlearningto life
Three new diplomas
Responding to concerns about the amount and quality of science available in the first 14 lines of learning
In particular the absence of science limits progression to a wide range of university courses
The experience of Maths in Engineering poses questions about other elements e.g. languages or a deeper association with humanities.
Need to introduce more recognisable “subjects” to complement the more sectoral approach
Another bridge between the academic and vocational.
![Page 26: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/26.jpg)
bringingyourlearningto life
Phase 4 diplomas
Science, Humanities and Languages Introduced from 2011 Scoping exercise to Jan 2008; Green Paper later Expert advisory group to advise Secretary of
State VCs of Leeds, Exeter and London South Bank Universities Sir Mike Tomlinson CBI Industry representative (Vice President CISCO) Principals of two FE and 6th Form Colleges Headteacher Union representative Chair of Association of Education Assessors.
![Page 27: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/27.jpg)
bringingyourlearningto life
Some early issues
Ensuring that Phase 4 diplomas harmonise with Phases 1-3
Avoiding a new binary divide between academic and vocational
Involving employers/Sector Skills councils in a generic diploma
Creating portable elements e.g. Science for the SHD Diploma; languages for Business-related diplomas; humanities for Creative and Media.
Ensuring the strategies of DCFS and DIUS are aligned.
![Page 28: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/28.jpg)
bringingyourlearningto life
Main timeframes for HE: 2007-8
UCAS tariff published (Dec 07-Jan 08)
HEI s to publish indicative admissions policies for new and revised qualifications to inform school and college planning
HEIs to examine specifications in detail when available to inform curriculum planning
New work on additional and specialised learning and on the Phase 4 diplomas
![Page 29: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/29.jpg)
bringingyourlearningto life
The reforms will deliver better prepared students to higher education and for employment:
Knowledge Skills Motivation
The reforms will allow greater differentiation between students but acknowledging difference
The diplomas will attract a wider audience Diplomas will become a ‘standard’ route into HE Diplomas will be the preferred entry route to some
programmes
The prize
![Page 30: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/30.jpg)
bringingyourlearningto life
The Times24 Oct 07
New diplomas face admissions hurdle
Times Higher19 Oct 07
A week is a long time in politics…….
![Page 31: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/31.jpg)
Thank you
![Page 32: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/32.jpg)
Charles Cowap
Director of Lifelong Learning and Curriculum Aspire CETL, Harper Adams University College and GuildHE representative
Recruit, retain, enhance: the best deal for students
![Page 33: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/33.jpg)
Recruit, Retain, EnhanceThe Best Deal for Students
Charles CowapHarper Adams University College
Shropshire27 November 2007
Admissions to Higher EducationAchieving excellence, fairness and efficiency
![Page 34: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/34.jpg)
Excellence
• Excellence must be judged on outcomes• Our ‘outcomes’ are graduates• Graduates will judge us by what they have
done and by what they can do• Others will judge our educational function on
the quality of our graduates
![Page 35: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/35.jpg)
Fairness
• Is about more than ratios• Should also be concerned with ‘preparedness’• Is it ‘fair’ to recruit to a task which many may
fail?• Should we care if ‘academic rigour’ leads to a
lot of student casualties?
![Page 36: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/36.jpg)
Efficiency• Efficiency, effectiveness and
economy – three E’s of public sector management
• Measurements of efficiency in recruitment?– Cost per student recruited– Ratio of
contacts:applicants:recruits– Cost per graduate/employed
graduate?
• Recruitment v. retention
![Page 37: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/37.jpg)
Progression• How many students
progress through HE as they originally intended?
• The reasonable expectation of a new student entering HE ….
• Measuring progression
![Page 38: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/38.jpg)
Progression through Higher Education
HESA Performance Indicators 2005/06
![Page 39: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/39.jpg)
So what counts as success?
BSc Agric
HND AgricHND
Negotiated Studies
BSc Negotiated
Studies
![Page 40: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/40.jpg)
Some practical measures
• Initial guidance– Open days– Higher Education
Choices Conference– Informed choice
• Induction– Screening for dyslexia– Maths screening
![Page 41: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/41.jpg)
Practical measures
• Learning Support– Literacy– Numeracy– General study skills
• Academic and Professional Development Module
![Page 42: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/42.jpg)
Practical measures• Vocational Curriculum
– Focus– Motivation– Professional
accreditation
• Careers Guidance and Support– Careers Service +
• Links to outreach and R&D
![Page 43: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/43.jpg)
Conclusions• Beware fallacies of
composition• The importance of advice
and guidance• Student aspirations and
motivation• The Curriculum• Student Support• Vocational preparation• Following graduation …
![Page 44: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/44.jpg)
Ben Marks
Managing DirectorOpinionpanel Research
Trends and developments in student decisionmaking
![Page 45: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/45.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
45
Trends and developments in student decision makingAdmissions to Higher Education Conference27th November 2007
Ben MarksManaging DirectorOpinionpanel Research
![Page 46: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/46.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
46
Topics
1. Web 2.0
2. Fees
3. Open days
![Page 47: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/47.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
47
Web 2.0
![Page 48: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/48.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
48
Web 2.0
Facebook 83%
MySpace 55%
YouTube 50%
Bebo.com 37%
MSN Groups 21%
Hi5.com 17%
WAYN.com 15%
Faceparty.com 14%
Yougo further.co.uk 14%
Friendsreunited.com 12%
Flickr.com 9%
Yahoo! Groups 9%
Ringo.com 8%
Student membership of online communities - October 2007
Source: Opinionpanel, October 2007
![Page 49: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/49.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
49
Web 2.0
Source: Opinionpanel, September 2007
2%
1%
2%
2%
4%
5%
5%
7%
7%
8%
13%
27%
51%
61%
65%
None of these
Dating service/meeting new girl/boyfriend
Diary/blog
Finding out about universities
Music
To make as many friends as possible
Flirting
Finding people with similar interests
Discussing issues of the day
Talking to friends I’ve met on the site
Making new friends
Finding out information about events
Share photos
Talking to friends I knew before I joined site
Keeping up to date with old friends
How students use Facebook - October 2007
![Page 50: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/50.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
50
Fees
![Page 51: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/51.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
51
Fees
“I don't think £3000 is too much to pay for a decent education, however it depends on whether it is a decent education. The recent strikes by lecturers brought it home that we have very little control over our education…”
Male 2nd year, University of Leeds, July 2006
![Page 52: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/52.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
Optimal Price Point (OPP) Chart
OPP
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
£0 £2,000 £4,000 £6,000 £8,000 £10,000 £12,000 £14,000 £16,000 £18,000
% R
esp
on
den
ts
Too Expensive Too Cheap OPP
OPP = £4694
The OPP is the point at which the percentage of respondents considering the price for the course Too Cheap equals the percentage considering it Too Expensive.
University X
Fees
![Page 53: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/53.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
£0 £2,000 £4,000 £6,000 £8,000 £10,000 £12,000 £14,000 £16,000 £18,000
% R
esp
on
den
ts
Only a small number feel £3,000 is too much to pay for their course
Note the very price sensitive middle group
£5,000 is an important (psychological?) price point for students at this university
Fees
University Y (large modern uni)
![Page 54: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/54.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
£0 £2,000 £4,000 £6,000 £8,000 £10,000 £12,000 £14,000 £16,000 £18,000
% R
esp
on
den
ts
To deter 50% fees would need to be around £11,000!
Note, far more price elastic at this university
Fees
University Z (a Russell Group uni)
![Page 55: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/55.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
55
Open days
![Page 56: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/56.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
56
Open days
Which of the following did you get to do on the open day at your current / your declined university?
DID DOWOULD HAVE LIKED TO
HAVE DONE
Current Declined Current Declined
10,524 10,597 10,270 18,677
Tour the university 85% 78% 5% 10%
Visit the department you hoped to join 84% 77% 8% 11%
Chat informally with staff 71% 52% 9% 16%
See a presentation 64% 54% 6% 8%
Chat informally with university students 61% 41% 11% 18%
Free time to explore 57% 38% 12% 15%
Tour university accommodation 56% 49% 17% 24%
Sample the catering 30% 21% 10% 10%
Tour the town 26% 23% 17% 22%
Go to a mock lecture 19% 15% 25% 22%
None of these 1% 2% 32% 24%Usefulness of activities at open day or university visitOpinionpanel Higher Expectations 2006/7
![Page 57: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/57.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
57
Summary
• Applicants communicate via Web 2.0 – its therefore a great word of mouth marketing opportunity
• Open days can be engaging and exciting. But they can also be a let-down. Universities need to find out what works best.
• Fee expectations are wide ranging. They often reflect league table ranks. But not always. Universities can differentiate themselves with great open days and communications and great open days
![Page 58: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/58.jpg)
Trends and developments in student decision makingAdmissions to Higher Education Conference
58
Ben MarksOpinionpanel ResearchT: 020 7288 8789F: 020 7288 8772E: [email protected]: www.opinionpanel.co.uk Aberdeen House22 Highbury GroveLondon N5 2EA
![Page 59: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/59.jpg)
Questions and discussion
![Page 60: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/60.jpg)
Questions and discussion
![Page 61: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/61.jpg)
SESSION THREE: RESPONDING TO CHANGEStudent support arrangements of today and tomorrow – implications for fair admissions
Sir Martin Harris
DirectorOFFICE FOR FAIR ACCESS (OFFA)
![Page 62: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/62.jpg)
Pat Killingley
Director of Higher EducationBRITISH COUNCIL
Implications of the growing internationalisation agenda
![Page 63: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/63.jpg)
Internationalisation:
implications for Admissions
Pat Killingley
British Council
![Page 64: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/64.jpg)
Outline
International Student Context
Implications for Admissions
Challenges
![Page 65: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/65.jpg)
Postgraduate trends overview
Postgraduate education marked the fastest growth since 1996:
» Postgraduate taught degrees increased by 141% since 1994
» Postgraduate research degrees increased by 76% since 1994
The ratio between PG and UG changed from 39% : 61% in 1996 to 49% : 51% in 2005.
![Page 66: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/66.jpg)
International Students’ Level of Study Trends 1995 - 2006
0%
20%
40%
60%
80%
100%
120%
140%
160%
1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06
Postgraduate Research
Postgraduate Taught
First Degree
Other Undergraduate
![Page 67: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/67.jpg)
International Student Enrolment in UK: UG vs. PG Study
0
20000
40000
60000
80000
100000
120000
140000
160000
180000
1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06
PG Total
UG Total
![Page 68: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/68.jpg)
International Students Enrolments in USA: UG vs. PG Study
0
50000
100000
150000
200000
250000
300000
1954/55 1964/65 1975/76 1984/85 1988/89 1990/91 1992/93 1994/95 1996/97 1998/99 2000/01 2002/03 2004/05
Undegraduate students
Postgraduate Students
![Page 69: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/69.jpg)
Ratio between UK and non-UK students (Full-time and Part-time students)
Level of study Ratio: Full time Ratio Part time Total
Postgraduate Research 48% 33% 41%
Postgraduate Taught 51% 15% 29%
First Degree 11% 4% 10%
Other Undergraduate 21% 5% 9%
Total 19% 9% 15%
Source: HESA (2006), British Council analysis
![Page 70: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/70.jpg)
UK/US Comparisons
Level of Study UK US
Postgraduate 31% (172,965) 12% (259,717)
Undergraduate 10% (183,115) 2% (172,744)
Total 15% (356,080) 4% (564,766)
Source: HESA, IIE; British Council analysis
International students as % of the total student population 2005-06
![Page 71: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/71.jpg)
Admissions and their importance
The 1st-year students account for 53% of all students
To maintain the current numbers (no growth), universities have to recruit almost 200,000 students each year
Increasingly, overseas students are coming to the UK in their 2nd or 3rd year to “top up” their degrees. Analysis of HESA suggests that about 32,360 students are currently in the UK on similar arrangements.
![Page 72: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/72.jpg)
UK National Strategy: Prime Minister’s Initiative
70,000 additional students in UK HE by 2011
Marketing & Communications
Partnerships
Student Experience
![Page 73: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/73.jpg)
Applying to study overseas
60% of the students consider applying to 1 to 3 institutions
Source: Student Decision Making Study
![Page 74: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/74.jpg)
Increasing flexibility and diversity of studies in the UK
65% of the students think 1 week to 1 month is acceptable time to receive a response from the institution they’ve applied to
Source: Student Decision Making Study
![Page 75: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/75.jpg)
Challenges
Increasing competition for international students (e.g. traditional sending countries are becoming host countries - China 162,000 students; Malaysia 44,390; Singapore 66,000; Japan 121,812). How can the admissions process contribute to our competitive advantage?
Top up degrees: institution to institution arrangements - how sustainable are they in the long-run?
Students’ expectations re response time from institutions are getting shorter: how can we respond to this change in the market?
Transparency issues: some competitor countries (e.g. Australia) are offering transparent application process (courses and tuition fees). How can we respond?
![Page 76: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/76.jpg)
Anthony McClaran
Chief ExecutiveUCAS
Working with UCAS in the future
![Page 77: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/77.jpg)
ADMISSIONS TO HIGHER EDUCATIONAchieving excellence, fairness and efficiency27 November 2007
WORKING WITH UCAS IN THE FUTURE
Anthony McClaranChief Executive
![Page 78: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/78.jpg)
OVERVIEW
5. The applicant journey: joining up admissions and finance
2. Advanced Diplomas: preparing to admit diploma students
1. ‘PQA’ and the work of the Delivery Partnership
3. The review of the Tariff
4. Progressing with vocational qualifications
![Page 79: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/79.jpg)
1. ‘PQA’ and the work of the Delivery Partnership
Adjustment of choices
Achievements
Code of Practice on Feedback
Extension of Entry Profiles
![Page 80: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/80.jpg)
1. ‘PQA’ and the work of the Delivery Partnership
Art and Design reform
Unresolved areas
The ‘gathered field’
Timings and adjustments
![Page 81: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/81.jpg)
2. Advanced Diplomas: preparing to admit diploma students
Comprehensive information and communication strategy: - HEIs - Schools - Parents - Pre - applicants
UCAS has key role to play
Member of HE Engagement Partnership Board
Tariff for the Advanced Diploma
![Page 82: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/82.jpg)
3. The review of the Tariff
The next steps
Why review?
Challenges: balancing volume with relevance for progression
Consultation
![Page 83: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/83.jpg)
4. Progressing from vocational qualifications
A level progression rate to HE: 84%Vocational Level 3 progression rate to HE: 51%
(Source: Youth Cohort Study 11)
The invisibility of vocational qualifications
Positive responses: - Monitoring admissions and progression- Clarity of entry requirements (Entry Profiles)- Tariff“The provision of the UCAS Tariff appears to have had a positive effect on the acceptance of qualifications other than GCE A levels – VCEs in particular – by admissions staff.”
(Source: Action on Access 2006)
![Page 84: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/84.jpg)
5. The applicant journey: joining up admissions and finance
Service will begin to operate during the 2009 entry cycle
“Our vision is to bring together online applications for university and college with applications for student finance.”
Inspiring the Student Finance Service, January 2006
Agreement reached between UCAS and SLC on data sharing
![Page 85: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/85.jpg)
Anthony McClaranChief Executive
RosehillNew Barn Lane
CheltenhamGL52 3LZ
t: +44 (0) 1242 544990f: +44 (0) 1242 544959
![Page 86: SESSION ONE: IMPROVING THE SYSTEM](https://reader035.vdocuments.mx/reader035/viewer/2022062807/568150ba550346895dbed420/html5/thumbnails/86.jpg)
Questions and discussion