steve jones university of manchester 20.03.12

Work Experience and the UK University Work Experience and the UK University Admissions System: comparing UCAS Admissions System: comparing UCAS Statements according to School TypeStatements according to School Type

Steve JonesSteve JonesUniversity of ManchesterUniversity of Manchester

20.03.1220.03.12

Non-academic indicators and the UK Non-academic indicators and the UK university admissions systemuniversity admissions system


““There is good evidence* that for some students, There is good evidence* that for some students, exam grades alone are not the best predictor of exam grades alone are not the best predictor of potential to succeed at university.” potential to succeed at university.”

(Browne Report, 2011:58)(Browne Report, 2011:58)



(Browne Report, 2011:58)(Browne Report, 2011:58)

*evidence includes *evidence includes HEFCE (2003); Smith and Naylor (2005); HEFCE (2003); Smith and Naylor (2005);

Ogg, Zimdars and Heath (2009);Ogg, Zimdars and Heath (2009); Hoare and Johnston Hoare and Johnston (2011)(2011)



(Browne Report, 2011:58) (Browne Report, 2011:58)

*evidence includes *evidence includes HEFCE (2003); Smith and Naylor (2005); HEFCE (2003); Smith and Naylor (2005); Ogg, Zimdars and Heath (2009);Ogg, Zimdars and Heath (2009); Hoare and Johnston (2011) Hoare and Johnston (2011)

““British universities have always looked beyond British universities have always looked beyond A-level grades to other things such as A-level grades to other things such as applicants’ CVs, personal statements and applicants’ CVs, personal statements and their potential to benefit from a particular their potential to benefit from a particular course.” course.”

(David Willetts, (David Willetts, TelegraphTelegraph, 22/8/10), 22/8/10)

Work Experience and the UK Work Experience and the UK university admissions systemuniversity admissions system

““Influence might be twofold: [Work Influence might be twofold: [Work Experience] can help young people make Experience] can help young people make better informed decisions about university better informed decisions about university progression … and provide material for progression … and provide material for use in UCAS personal statement and use in UCAS personal statement and interviews demonstrating commitment to interviews demonstrating commitment to occupational areas linked to the course of occupational areas linked to the course of study.” study.”

(Education and Employers Taskforce, 2011:6)(Education and Employers Taskforce, 2011:6)

The UCAS Personal StatementThe UCAS Personal Statement


““The personal statement is your opportunity to The personal statement is your opportunity to tell universities and colleges about your tell universities and colleges about your suitability for the course(s) that you hope to suitability for the course(s) that you hope to study. You need to demonstrate your study. You need to demonstrate your enthusiasm and commitment, and above all, enthusiasm and commitment, and above all, ensure that you stand out from the crowdensure that you stand out from the crowd.” .”

(UCAS website)(UCAS website)

Previous Research Previous Research on Personal Statementson Personal Statements

Ferguson, Sanders, O'Hehir and JamesFerguson, Sanders, O'Hehir and James (2000):(2000):



Investigated 176 successful applicants to a UK medical school;Investigated 176 successful applicants to a UK medical school;



Investigated 176 successful applicants to a UK medical school;Investigated 176 successful applicants to a UK medical school; Rated Personal Statements according to ‘information categories’; Rated Personal Statements according to ‘information categories’;



Investigated 176 successful applicants to a UK medical school;Investigated 176 successful applicants to a UK medical school; Rated Personal Statements according to ‘information categories’; Rated Personal Statements according to ‘information categories’; Assessed each student’s subsequent academic performance Assessed each student’s subsequent academic performance

according to 21 different measures of attainment.according to 21 different measures of attainment.



Investigated 176 successful applicants to a UK medical school;Investigated 176 successful applicants to a UK medical school; Rated Personal Statements according to ‘information categories’; Rated Personal Statements according to ‘information categories’; Assessed each student’s subsequent academic performance Assessed each student’s subsequent academic performance


ConclusionConclusion: “: “not predictive of future performancenot predictive of future performance” (2000: 321)” (2000: 321)



Investigated 176 successful applicants to a UK medical school;Investigated 176 successful applicants to a UK medical school; Rated Personal Statements according to ‘information categories’; Rated Personal Statements according to ‘information categories’; Rated each student’s subsequent academic performance Rated each student’s subsequent academic performance


ConclusionConclusion: “: “not predictive of future performancenot predictive of future performance” (2000: 321)” (2000: 321)

Norman Norman (2004): (2004):

ConclusionConclusion: “: “highly dubioushighly dubious” selection method (2004:81)” selection method (2004:81)

Publications about Personal StatementsPublications about Personal Statements

Publications about Personal StatementsPublications about Personal Statements

Ferguson, Eamonn, Andrea Sanders, Fiona O'Hehir and David James. 2000. Ferguson, Eamonn, Andrea Sanders, Fiona O'Hehir and David James. 2000. “Predictive validity of personal statements and the role of the five-factor model of “Predictive validity of personal statements and the role of the five-factor model of personality in relation to personality in relation to medical trainingmedical training”. ”. Journal of Occupational and Journal of Occupational and Organizational PsychologyOrganizational Psychology 73(3): 321-344 73(3): 321-344

Hawkins, James W.C. 2004. “Assessing potential: the development of selection Hawkins, James W.C. 2004. “Assessing potential: the development of selection procedures for the Oxford procedures for the Oxford medical coursemedical course”. ”. Oxford Review of EducationOxford Review of Education 30: 241- 30: 241-55.55.

James, David and Clair Chilvers. 2001. “Academic and non-academic predictors of James, David and Clair Chilvers. 2001. “Academic and non-academic predictors of success on the Nottingham undergraduate success on the Nottingham undergraduate medical coursemedical course 1970-1995”. 1970-1995”. Medical Medical EducationEducation 35: 1056-64. 35: 1056-64.

Lumb Andrew B. and Andy Vail. 2004. “A comparison of academic, application Lumb Andrew B. and Andy Vail. 2004. “A comparison of academic, application form and social factors in predicting early performance on the form and social factors in predicting early performance on the medical coursemedical course”. ”. Medical Education Medical Education 38: 1002-5. 38: 1002-5.

McManus I. C., David A Powis, Richard Wakeford, Eamonn Ferguson, David James McManus I. C., David A Powis, Richard Wakeford, Eamonn Ferguson, David James and Peter Richards. 2005. “Intellectual aptitude tests and A levels for selecting UK and Peter Richards. 2005. “Intellectual aptitude tests and A levels for selecting UK school leaver entrants for school leaver entrants for medical schoolmedical school”. ”. British Medical JournalBritish Medical Journal 331: 555-560. 331: 555-560.

Montague W, and F.C. Odds. 1990. “Academic selection criteria and subsequent Montague W, and F.C. Odds. 1990. “Academic selection criteria and subsequent performance”. performance”. Medical Education Medical Education 24: 151-7. 24: 151-7.

Norman, Geoff. 2004. "The Morality of Norman, Geoff. 2004. "The Morality of Medical SchoolMedical School Admission." Admission." Advances in Advances in Health Sciences EducationHealth Sciences Education 9 (2): 79-82. 9 (2): 79-82.

Powis, David A., David James and Eamonn Ferguson. 2007. “Demographic and Powis, David A., David James and Eamonn Ferguson. 2007. “Demographic and socio-economic associations with academic attainment (UCAS tariff scores) in socio-economic associations with academic attainment (UCAS tariff scores) in applicants to applicants to medical schoolmedical school”. ”. Medical Education Medical Education 41(3):242-9.41(3):242-9.

Research QuestionsResearch Questions


RQ1: Do Personal Statements differ RQ1: Do Personal Statements differ according to the educational background according to the educational background of the applicant?of the applicant?



RQ2: To what extent does School Type RQ2: To what extent does School Type correlate with the quantity and quality of correlate with the quantity and quality of Work Experience cited?Work Experience cited?



RQ2: To what extent does School Type RQ2: To what extent does School Type correlate with the quantity and quality of correlate with the quantity and quality of Work Experience cited?Work Experience cited?

RQ3: Would greater emphasis on Personal RQ3: Would greater emphasis on Personal Statements increase fairness in the Statements increase fairness in the admissions process?admissions process?

Data Collection Procedure Data Collection Procedure

Personal Statements were collected from all Personal Statements were collected from all 5,276 applicants to one School within one UK 5,276 applicants to one School within one UK Russell Group university for 2010 entry. Russell Group university for 2010 entry.



The host School is home to about ten single The host School is home to about ten single honours undergraduate programmes and various honours undergraduate programmes and various combinations of those subjects. combinations of those subjects.



The host School is home to about ten single The host School is home to about ten single honours undergraduate programmes and various honours undergraduate programmes and various combinations of those subjects. combinations of those subjects.

All disciplines come under a Humanities umbrella All disciplines come under a Humanities umbrella and most lean towards social sciences rather than and most lean towards social sciences rather than arts.arts.



The host school is home to about ten single The host school is home to about ten single honours undergraduate programmes and various honours undergraduate programmes and various combinations of those subjects. combinations of those subjects.

All disciplines come under a Humanities umbrella All disciplines come under a Humanities umbrella and most lean towards social sciences rather than and most lean towards social sciences rather than arts.arts.

For the purposes of this research, all overseas For the purposes of this research, all overseas applicants were eliminated, as were all applicants were eliminated, as were all applications from mature students. applications from mature students.

Controlling for academic attainmentControlling for academic attainment


The study was restricted to the 327 applicants The study was restricted to the 327 applicants who subsequently achieved A-level grades of BBB who subsequently achieved A-level grades of BBB (excluding General Studies).(excluding General Studies).



School Type:School Type:

Comprehensive School Comprehensive School (87)(87)





Sixth Form College Sixth Form College (83)(83)





Sixth Form College Sixth Form College (83)(83)

Grammar School Grammar School (45)(45)




Comprehensive School Comprehensive School (87)(87)Sixth Form College Sixth Form College (83)(83)Grammar School Grammar School (45)(45)

Independent School Independent School (93)(93)




Comprehensive School Comprehensive School (87)(87)Sixth Form College Sixth Form College (83)(83)Grammar School Grammar School (45)(45)

Independent School Independent School (93)(93)Other (18)Other (18)




Comprehensive School Comprehensive School (87)(87)Sixth Form College Sixth Form College (83)(83)

Grammar SchoolGrammar School(45)(45)Independent School Independent School (93)(93)

Other (18)Other (18)

In total: 309 personal statements, comprising In total: 309 personal statements, comprising 196,244 words.196,244 words.

Ethical ConsiderationsEthical Considerations


Details of the host university and Details of the host university and host School not made public; host School not made public;



Applicants’ names deleted at source; Applicants’ names deleted at source;



Applicants’ names deleted at source; Applicants’ names deleted at source;

Where text from a Personal Where text from a Personal Statement is cited, key information is Statement is cited, key information is omitted to maintain anonymity.omitted to maintain anonymity.


UCAS applicants given 4,000 characters (or 47 lines) in UCAS applicants given 4,000 characters (or 47 lines) in which to compose a ‘free response’. which to compose a ‘free response’.


UCAS applicants given 4,000 characters (or 47 lines) in UCAS applicants given 4,000 characters (or 47 lines) in which to compose a ‘free response’. which to compose a ‘free response’.

UCAS website offers several pages of advice, including a list UCAS website offers several pages of advice, including a list of dos and don’ts, a how-to video and a mind map PDF. of dos and don’ts, a how-to video and a mind map PDF.

The UCAS Personal StatementThe UCAS Personal Statement UCAS applicants given 4,000 characters (or 47 lines) in UCAS applicants given 4,000 characters (or 47 lines) in

which to compose a ‘free response’. which to compose a ‘free response’.


Snippets of advice are provided from a series of admissions Snippets of advice are provided from a series of admissions tutors: tutors:

(“(“a representative from Ulster Business School told us: 'The a representative from Ulster Business School told us: 'The presentation of the personal statement is of critical importance presentation of the personal statement is of critical importance to demonstrate use of English language and grammar at a to demonstrate use of English language and grammar at a standard suitable for entry to higher educationstandard suitable for entry to higher education'”).'”).






Unaffiliated student websites also offer guidance, and many Unaffiliated student websites also offer guidance, and many

provide sample personal statements.provide sample personal statements.






Unaffiliated student websites also offer guidance, and many Unaffiliated student websites also offer guidance, and many

provide sample personal statements.provide sample personal statements. Several ‘how to’ books have also recently appeared on the Several ‘how to’ books have also recently appeared on the

market (Telfer 2008; Stannard 2008; Stewart 2009).market (Telfer 2008; Stannard 2008; Stewart 2009).

Analysing the Personal StatementsAnalysing the Personal Statements


Three categories:Three categories:



Writing (error analysis)Writing (error analysis)



Writing (error analysis)Writing (error analysis) Work Experience (quantity, quality, Work Experience (quantity, quality,

relevance)relevance)




relevance)relevance) Commitment, Goals and AwarenessCommitment, Goals and Awareness




relevance)relevance) Commitment, Goals and AwarenessCommitment, Goals and Awareness

Based on GlenMaye and Oakes (2002) and Brown (2004), Based on GlenMaye and Oakes (2002) and Brown (2004), following Pelech et al. (1999).following Pelech et al. (1999).

Writing: what counts as an error?Writing: what counts as an error?


Only unambiguous, meaning-impairing Only unambiguous, meaning-impairing errors were counted.errors were counted.



Prescriptive ‘rules’ of grammar (don’t split Prescriptive ‘rules’ of grammar (don’t split infinitives, etc.) were disregarded.infinitives, etc.) were disregarded.



Prescriptive ‘rules’ of grammar (don’t split Prescriptive ‘rules’ of grammar (don’t split infinitives, etc.) were disregarded.infinitives, etc.) were disregarded.

Four categories of quantifiable error Four categories of quantifiable error identified: identified:

apostrophe misuse; apostrophe misuse; typing and spelling errors; typing and spelling errors; punctuation erros; punctuation erros; ungrammaticality.ungrammaticality.

Apostrophe MisuseApostrophe Misuse ““I I am re-sitting two am re-sitting two modular'smodular's” (COMP)” (COMP)

““the the countriescountries oldest working Catholic convent” (IND) oldest working Catholic convent” (IND)

““the economy … is in the economy … is in it'sit's worst state for many worst state for many years”. (SFC) years”. (SFC)

Apostrophe MisuseApostrophe Misuse ““I I am re-sitting two am re-sitting two modular'smodular's” (COMP)” (COMP)

““the the countriescountries oldest working Catholic convent” (IND) oldest working Catholic convent” (IND)

““the economy … is in the economy … is in it'sit's worst state for many worst state for many years”. (SFC) years”. (SFC)

School TypeSchool Type ComprehensivComprehensive Schoole School

Sixth Form Sixth Form CollegeCollege

Grammar Grammar SchoolSchool

Independent Independent SchoolSchool

Total errorsTotal errors 3838 3838 77 1313

Errors per Errors per 1,000 words1,000 words 0.680.68 0.730.73 0.240.24 0.220.22

Typing and Spelling ErrorsTyping and Spelling Errors “…“…I have the I have the deisredeisre, work rate, motivation and , work rate, motivation and

personality to become a personality to become a successsfulsuccesssful university university student.” (COMP)student.” (COMP)

““We have a football program which runs on We have a football program which runs on weekley basis.” (SFC)weekley basis.” (SFC)

“…“…alongside the skills I have already alongside the skills I have already aquiredaquired at at AS level.” (GRAM)AS level.” (GRAM)

Punctuation ErrorsPunctuation Errors ““In addition to; helping me contemplate my life choices, …” (COMP)In addition to; helping me contemplate my life choices, …” (COMP)

““Literature is also a major part of my life, I read nearly all the time.” Literature is also a major part of my life, I read nearly all the time.” (GRAM)(GRAM)

““I dedicated my afternoons off to assisting at the local nursing I dedicated my afternoons off to assisting at the local nursing home. Which was a very touching experience and opened my eyes home. Which was a very touching experience and opened my eyes to yet more members of society being swept under the carpet.” to yet more members of society being swept under the carpet.” (COMP)(COMP)

Punctuation ErrorsPunctuation Errors ““In addition to; helping me contemplate my life choices, In addition to; helping me contemplate my life choices,

…” (COMP)…” (COMP)

““Literature is also a major part of my life, I read nearly all Literature is also a major part of my life, I read nearly all the time.” (GRAM)the time.” (GRAM)

““I dedicated my afternoons off to assisting at the local I dedicated my afternoons off to assisting at the local nursing home. Which was a very touching experience and nursing home. Which was a very touching experience and opened my eyes to yet more members of society being opened my eyes to yet more members of society being swept under the carpet.” (COMP)swept under the carpet.” (COMP)







UngrammaticalityUngrammaticality ““I am particularly looking forward to studying I am particularly looking forward to studying

effective marketing will be a topic area that I will effective marketing will be a topic area that I will particularly enjoy as I find businesses attempts to particularly enjoy as I find businesses attempts to reach their target audiences interesting.” (COMP)reach their target audiences interesting.” (COMP)

““Throughout the course, I've found many of the Throughout the course, I've found many of the questions that used to float around in my head questions that used to float around in my head were finding.” (SFC)were finding.” (SFC)

Quantifiable Linguistic Errors per Quantifiable Linguistic Errors per 1,000 of Personal Statement text, 1,000 of Personal Statement text,

by School Typeby School Type

0

0.5

1

1.5

2

2.5

IndependentSchool

Grammar School Sixth FormCollege

ComprehensiveSchool

Work ExperienceWork Experience

Work ExperienceWork Experience

““include details of jobs, placements, include details of jobs, placements, work experience or voluntary work, work experience or voluntary work, particularly if it's relevant to your particularly if it's relevant to your chosen course(s)”chosen course(s)”

(UCAS website)(UCAS website)

Education and Employers Education and Employers Taskforce SurveyTaskforce Survey

2011 YouGov survey relating to the 2011 YouGov survey relating to the work experience received by 987 work experience received by 987 young people.young people.



Q. Did the Work Experience that Q. Did the Work Experience that you undertook help you get into you undertook help you get into University?University?



Q. Did the Work Experience that Q. Did the Work Experience that you undertook help you get into you undertook help you get into University?University?

““Yes” = 27%Yes” = 27%


2011 YouGov survey relating to the work 2011 YouGov survey relating to the work experience received by 987 young experience received by 987 young people.people.

Q. Did the Work Experience that you Q. Did the Work Experience that you undertook help you get into undertook help you get into University?University?

““Yes” = 27% Yes” = 27%

(“Yes, a lot” = 8%)(“Yes, a lot” = 8%)

QuantityQuantity of Work Experience of Work Experience


““As an 18 year old, I have had a variety of short As an 18 year old, I have had a variety of short periods of experience in the workings of periods of experience in the workings of businesses in today's financial world. businesses in today's financial world.

(IND)(IND)



I first became aware of the workings of businesses I first became aware of the workings of businesses when, to supplement my savings, I worked for when, to supplement my savings, I worked for [[company namecompany name], a designer in London, as a ], a designer in London, as a model. model.

(IND)(IND)




I have also worked on the trading floor of a London I have also worked on the trading floor of a London brokers firm, [brokers firm, [company namecompany name] … ] …

(IND)(IND)





My other work experience thus far includes work with My other work experience thus far includes work with my local BBC radio station, events planning with a my local BBC radio station, events planning with a corporate 5 star country hotel, and working in the corporate 5 star country hotel, and working in the marketing team of a leading City law firm. marketing team of a leading City law firm.

(IND)(IND)





My other work experience thus far includes work with My other work experience thus far includes work with my local BBC radio station, events planning with a my local BBC radio station, events planning with a corporate 5 star country hotel, and working in the corporate 5 star country hotel, and working in the marketing team of a leading City law firm. marketing team of a leading City law firm.

I have since had a variety of jobs, most recently I have since had a variety of jobs, most recently managing a small gastro pub”. managing a small gastro pub”.

(IND)(IND)


““In Year 11 we were taken on a school trip to In Year 11 we were taken on a school trip to Cadbury World ... During the day we were given a Cadbury World ... During the day we were given a presentation by the workers at Cadbury World presentation by the workers at Cadbury World who explained how they advertise, produce and who explained how they advertise, produce and promote their new and existing products. I felt promote their new and existing products. I felt this was particularly valuable to my this was particularly valuable to my understanding of the business world.” understanding of the business world.”

(COMP)(COMP)


““In Year 11 we were taken on a school trip to In Year 11 we were taken on a school trip to Cadbury World ... During the day we were given a Cadbury World ... During the day we were given a presentation by the workers at Cadbury World who presentation by the workers at Cadbury World who explained how they advertise, produce and explained how they advertise, produce and promote their new and existing products. I felt this promote their new and existing products. I felt this was particularly valuable to my understanding of was particularly valuable to my understanding of the business world.” the business world.”

(COMP)(COMP)

““In the final GCSE year there was an opportunity for a In the final GCSE year there was an opportunity for a group of us to manage the school lockers.”group of us to manage the school lockers.”

(SFC)(SFC)

QualityQuality of Work Experience of Work Experience


““I also have a part time job as a drinks I also have a part time job as a drinks waitress working at the [waitress working at the [sports stadiumsports stadium]. ]. Even though it's my job I look forward to Even though it's my job I look forward to the shifts” the shifts”

(SFC)(SFC)


““I also have a part time job as a drinks I also have a part time job as a drinks waitress working at the [waitress working at the [sports stadiumsports stadium]. ]. Even though it's my job I look forward to Even though it's my job I look forward to the shifts” the shifts”

(SFC)(SFC)

““My extensive involvement and success in My extensive involvement and success in assisting my father in his international assisting my father in his international telecommunications company shows my telecommunications company shows my ability to handle situations in the real ability to handle situations in the real world. Next summer I have been offered world. Next summer I have been offered a work experience placement to shadow a work experience placement to shadow the Pakistani Ambassador to the United the Pakistani Ambassador to the United Nations, in New York.” Nations, in New York.”

(IND)(IND)

Family Networks as Social CapitalFamily Networks as Social Capital


““My desire to study business and management was My desire to study business and management was primarily borne whilst visiting my Uncle in primarily borne whilst visiting my Uncle in America, observing his aircraft brokerage and America, observing his aircraft brokerage and marketing company.” marketing company.”

(IND)(IND)


““My desire to study business and management was My desire to study business and management was primarily borne whilst visiting my Uncle in primarily borne whilst visiting my Uncle in America, observing his aircraft brokerage and America, observing his aircraft brokerage and marketing company.” marketing company.”

(IND)(IND)

““My father is an entrepreneur who has created and My father is an entrepreneur who has created and sold a number of successive businesses and I sold a number of successive businesses and I have therefore experienced the multi-faceted have therefore experienced the multi-faceted world of business first hand … Watching and world of business first hand … Watching and learning from my father has made me aware of learning from my father has made me aware of the qualities required by an entrepreneur … I the qualities required by an entrepreneur … I have achieved this through reading the financial have achieved this through reading the financial press, and spending time with my father and his press, and spending time with my father and his business contacts.” business contacts.”

(GRAM)(GRAM)


““[Young people of higher SES] utilise [Young people of higher SES] utilise family contacts to access work family contacts to access work placements in professional placements in professional workplaces … [and are] much more workplaces … [and are] much more likely to undertake responsible tasks likely to undertake responsible tasks and work-shadowing, to be treated as and work-shadowing, to be treated as a colleague and to receive mentoring a colleague and to receive mentoring in a professional context.” in a professional context.”

(Hatcher and Le Gallais 2008:74)(Hatcher and Le Gallais 2008:74)

Relevance of Work ExperienceRelevance of Work Experience

““I am also a filing clerk at the local doctors' surgery, I am also a filing clerk at the local doctors' surgery, which helps me to stay focussedwhich helps me to stay focussed.” .”

(COMP) (COMP)



(COMP) (COMP)

““Previously I worked for 6 months at McDonalds, Previously I worked for 6 months at McDonalds, which directly engaged me with people from all which directly engaged me with people from all walks of life and all cultureswalks of life and all cultures

(COMP)(COMP)



(COMP) (COMP)

““Previously I worked for 6 months at McDonalds, Previously I worked for 6 months at McDonalds, which directly engaged me with people from all which directly engaged me with people from all walks of life and all cultureswalks of life and all cultures

(COMP)(COMP)

““I undertook work experience both in a office and a I undertook work experience both in a office and a local college local college which gave me a useful insight into which gave me a useful insight into the world of work, specifically an office the world of work, specifically an office environment. environment. This was a totally new experience This was a totally new experience for me.for me. [It] demanded excellent time [It] demanded excellent time management as I had to be punctual at all times management as I had to be punctual at all times which is a skill needed at universitywhich is a skill needed at university.” .”

(SFC)(SFC)


““My work experience at [My work experience at [company namecompany name] ] provided provided an overview of retail management and I saw how an overview of retail management and I saw how different departments work in unison to ensure different departments work in unison to ensure the guaranteed growth of a business. I learnt the guaranteed growth of a business. I learnt much about human interaction and diplomacy.much about human interaction and diplomacy.

(IND)(IND)


““My work experience at [My work experience at [company namecompany name] ] provided provided an overview of retail management and I saw how an overview of retail management and I saw how different departments work in unison to ensure different departments work in unison to ensure the guaranteed growth of a business. I learnt the guaranteed growth of a business. I learnt much about human interaction and diplomacy.much about human interaction and diplomacy.

In the Marketing Department, I researched In the Marketing Department, I researched incentives offered by competitors and also took incentives offered by competitors and also took part in designing samples for new products. part in designing samples for new products. Consequently, the Manager offered me a part-Consequently, the Manager offered me a part-time sales position, which I held for six months. time sales position, which I held for six months. This developed my self-confidence, ability to This developed my self-confidence, ability to learn quickly and to accept responsibility.learn quickly and to accept responsibility.

(IND)(IND)


““My work experience at [My work experience at [company namecompany name] ] provided an provided an overview of retail management and I saw how overview of retail management and I saw how different departments work in unison to ensure the different departments work in unison to ensure the guaranteed growth of a business. I learnt much guaranteed growth of a business. I learnt much about human interaction and diplomacy.about human interaction and diplomacy.

In the Marketing Department, I researched incentives In the Marketing Department, I researched incentives offered by competitors and also took part in offered by competitors and also took part in designing samples for new products. Consequently, designing samples for new products. Consequently, the Manager offered me a part-time sales position, the Manager offered me a part-time sales position, which I held for six months. This developed my self-which I held for six months. This developed my self-confidence, ability to learn quickly and to accept confidence, ability to learn quickly and to accept responsibility.responsibility.

Subsequent work experience at [Subsequent work experience at [company namecompany name]’s ]’s Headquarters Headquarters gave me an insight into banking. I gave me an insight into banking. I opened accounts, shadowed cashiers and observed opened accounts, shadowed cashiers and observed how the managers worked effectively to secure new how the managers worked effectively to secure new business. In order to understand this clearly, I had business. In order to understand this clearly, I had the opportunity to accompany managers to their the opportunity to accompany managers to their meetingsmeetings.” (IND).” (IND)

Estimating Distributions of Work Estimating Distributions of Work (including all jobs, roles, visits, placements, volunteering, etc.)(including all jobs, roles, visits, placements, volunteering, etc.)

Estimating Distributions of Work Estimating Distributions of Work (including all jobs, roles, visits, placements, volunteering, etc.)(including all jobs, roles, visits, placements, volunteering, etc.)

0

1

2

3

4

5

ComprehensiveSchool

Sixth FormCollege

Grammar School IndependentSchool

Approximate number of

experiences per statement

The Work Experience The Work Experience ContinuumContinuum

paid unpaidpaid unpaid

low prestige high prestigelow prestige high prestige

low skilllow skill high skill high skill

‘‘Jobs’ Jobs’ vsvs ‘Experience’ ‘Experience’

JobsJobs vs vs ExperienceExperience

JobsJobs vs vs ExperienceExperience

““I have a part time job in a I have a part time job in a local pub where I work as a local pub where I work as a waitress and a barmaid.” waitress and a barmaid.” (GRAM)(GRAM)

““Currently, I have a part-time Currently, I have a part-time job at Shop Direct.” (SFC)job at Shop Direct.” (SFC)

““I have two part time jobs in I have two part time jobs in the hotel and catering the hotel and catering industry.” (GRAM) industry.” (GRAM)

““I work an 8 hour shift on I work an 8 hour shift on Sunday and clean for 3 to Sunday and clean for 3 to 4 hours per week.” (SFC)4 hours per week.” (SFC)

JobsJobs vs vs ExperienceExperience““I have a part time job in a I have a part time job in a

local pub where I work as a local pub where I work as a waitress and a barmaid.” waitress and a barmaid.” (GRAM)(GRAM)

““Currently, I have a part-time Currently, I have a part-time job at Shop Direct.” (SFC)job at Shop Direct.” (SFC)

““I have two part time jobs in I have two part time jobs in the hotel and catering the hotel and catering industry.” (GRAM) industry.” (GRAM)

““I work an 8 hour shift on I work an 8 hour shift on Sunday and clean for 3 to Sunday and clean for 3 to 4 hours per week.” (SFC)4 hours per week.” (SFC)

““I have a six months I have a six months commodities internship in commodities internship in Ghana.” (GRAM)Ghana.” (GRAM)

““During November 2008 I During November 2008 I took the initiative to took the initiative to become a volunteer for an become a volunteer for an organisation called organisation called REACH.” (SFC)REACH.” (SFC)

“ “For my work experience I For my work experience I shadowed a prosecutor shadowed a prosecutor who worked for the Crown who worked for the Crown Prosecution Service in Prosecution Service in Wakefield Magistrates Wakefield Magistrates Court.” (SFC)Court.” (SFC)

Work Distribution by School TypeWork Distribution by School Type

0

1

2

3

4

ComprehensiveSchool

Sixth Form College Grammar School Independent School

Jobs Experiences Unclear



Independent School:Independent School:

Grammar School:Grammar School:

Comprehensive School:Comprehensive School:


Q. Did the Work Experience that you Q. Did the Work Experience that you undertook help you get into University?undertook help you get into University?

Independent School: Independent School: 42%42% ‘yes’ ( ‘yes’ (13%13% ‘a lot’) ‘a lot’)

Grammar School:Grammar School:





Grammar School: Grammar School: 28%28% ‘yes’ ( ‘yes’ (11%11% ‘a lot’) ‘a lot’)





Grammar School: Grammar School: 28% 28% ‘yes’ (‘yes’ (11%11% ‘a lot’) ‘a lot’)

Comprehensive School: Comprehensive School: 25%25% ‘yes’ ( ‘yes’ (6%6% ‘a ‘a lot’) lot’)

Work Experience: School PerspectivesWork Experience: School Perspectives


““These kids are in the sweet shop, they’ve These kids are in the sweet shop, they’ve got it all, they can pick and choose.” got it all, they can pick and choose.”

(Teacher describing Work Experience at her own Independent (Teacher describing Work Experience at her own Independent School, cited by Huddlestone and Mann, 2011)School, cited by Huddlestone and Mann, 2011)


““These kids are in the sweet shop, they’ve got These kids are in the sweet shop, they’ve got it all, they can pick and choose.” it all, they can pick and choose.”

(Teacher describing Work Experience at her own Independent (Teacher describing Work Experience at her own Independent School, cited by Huddlestone and Mann, 2011)School, cited by Huddlestone and Mann, 2011)

““We have to be the parents for our pupils. Our We have to be the parents for our pupils. Our [pupils’] parents are not able or cognisant [pupils’] parents are not able or cognisant enough to play the game and the children enough to play the game and the children here make choices according to bus routes.”here make choices according to bus routes.”

(Headteacher at Comprehensive School, cited by Le Gallais, (Headteacher at Comprehensive School, cited by Le Gallais, 2011:4)2011:4)

Commitment, Goals Commitment, Goals and Self-awarenessand Self-awareness

Cultural CapitalCultural Capital Economic Capital Economic Capital Social Capital: ‘School Type’Social Capital: ‘School Type’

AspirationsAspirations Closing RemarksClosing Remarks

Cultural CapitalCultural Capital

Cultural Capital (Hobbies)Cultural Capital (Hobbies)

““I also extend my hobbies to the fields of music I also extend my hobbies to the fields of music and drama, where I have been learning the piano, and drama, where I have been learning the piano, the violin, and undertaking the LAMDA the violin, and undertaking the LAMDA examinations since the age of 4. I take pleasure examinations since the age of 4. I take pleasure in performing to public audiences.” (GRAM)in performing to public audiences.” (GRAM)

Cultural CapitalCultural Capital ““I also extend my hobbies to the fields of music I also extend my hobbies to the fields of music

and drama, where I have been learning the piano, and drama, where I have been learning the piano, the violin, and undertaking the LAMDA the violin, and undertaking the LAMDA examinations since the age of 4. I take pleasure in examinations since the age of 4. I take pleasure in performing to public audiences.” (GRAM)performing to public audiences.” (GRAM)

““I did a Cordon Bleu cookery course at the Tante I did a Cordon Bleu cookery course at the Tante Marie School, in London.” (IND)Marie School, in London.” (IND)


and drama, where I have been learning the piano, and drama, where I have been learning the piano, the violin, and undertaking the LAMDA the violin, and undertaking the LAMDA examinations since the age of 4. I take pleasure examinations since the age of 4. I take pleasure in performing to public audiences.” (GRAM)in performing to public audiences.” (GRAM)


““I try to follow Manchester United Football Club as I try to follow Manchester United Football Club as much as I possibly can as I have a keen interest much as I possibly can as I have a keen interest in football. I regularly watch Match of the Day and in football. I regularly watch Match of the Day and I enjoy the diversity of the Champions League.” I enjoy the diversity of the Champions League.” (COMP)(COMP)


and drama, where I have been learning the piano, and drama, where I have been learning the piano, the violin, and undertaking the LAMDA the violin, and undertaking the LAMDA examinations since the age of 4. I take pleasure examinations since the age of 4. I take pleasure in performing to public audiences.” (GRAM)in performing to public audiences.” (GRAM)


““I try to follow Manchester United Football Club as I try to follow Manchester United Football Club as much as I possibly can as I have a keen interest much as I possibly can as I have a keen interest in football. I regularly watch Match of the Day and in football. I regularly watch Match of the Day and I enjoy the diversity of the Champions League.” I enjoy the diversity of the Champions League.” (COMP)(COMP)

““I love to listen to music; sometimes I just go on I love to listen to music; sometimes I just go on walks and listen to my iPod which gives me time walks and listen to my iPod which gives me time to think and reflect on my day.” (SFC)to think and reflect on my day.” (SFC)

Economic CapitalEconomic Capital


““During my gap year I plan to do a ski season in During my gap year I plan to do a ski season in Meribel in order to gain a better understanding Meribel in order to gain a better understanding of French language.” of French language.”

(GRAM)(GRAM)



(GRAM)(GRAM)

““In my gap year I also intend to go on a music In my gap year I also intend to go on a music production course and travel through Africa production course and travel through Africa assisting locals along the way.”assisting locals along the way.”

(IND)(IND)



(GRAM)(GRAM)

““In my gap year I also intend to go on a music In my gap year I also intend to go on a music production course and travel through Africa production course and travel through Africa assisting locals along the way.”assisting locals along the way.”

(IND)(IND) ““I witnessed first hand the effect that poverty has I witnessed first hand the effect that poverty has

on children; through this I have been moved to on children; through this I have been moved to sponsor a young girl in Romania.” sponsor a young girl in Romania.”

(IND)(IND)

‘ ‘School Type’ CapitalSchool Type’ Capital

Social Capital: ‘School Type’Social Capital: ‘School Type’ “… “… in my first year of studying Economics at in my first year of studying Economics at [[school nameschool name]], I , I

was chosen to go on a trip to China …” (IND)was chosen to go on a trip to China …” (IND)

““I have travelled extensively to Europe for the past four years with I have travelled extensively to Europe for the past four years with the the [[school nameschool name]] History Department.” (IND) History Department.” (IND)

““Since arriving at Since arriving at [[school nameschool name]] I have played 1st team Rugby I have played 1st team Rugby and Tennis.” (IND)and Tennis.” (IND)

““[[school nameschool name]]'s Economics Society gave me the opportunity to 's Economics Society gave me the opportunity to listen to a range of speakers.” (IND)listen to a range of speakers.” (IND)

““Since leaving Since leaving [[school nameschool name]] in Oxfordshire in 2009…” (IND) in Oxfordshire in 2009…” (IND)

““Since arriving at Since arriving at [[school nameschool name]] I have played 1st team Rugby I have played 1st team Rugby and Tennis.” (IND)and Tennis.” (IND)

““[[school nameschool name]] provided me with many opportunities outside provided me with many opportunities outside class: I joined the Combined Cadet Force ...” (IND)class: I joined the Combined Cadet Force ...” (IND)

‘‘School Type’ CapitalSchool Type’ Capital

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AspirationsAspirations

““It is my intention to continue to studies to It is my intention to continue to studies to masters level and perhaps also a doctorate.” masters level and perhaps also a doctorate.” (GRAM)(GRAM)



““I wish to fulfill my goal of being at the forefront I wish to fulfill my goal of being at the forefront of the financial world.” (IND)of the financial world.” (IND)




““My ambitions in the future are to have financial My ambitions in the future are to have financial security and be able to live a comfortable security and be able to live a comfortable lifestyle without worry. My greatest goal in life lifestyle without worry. My greatest goal in life is to simply succeed in whatever I choose to do is to simply succeed in whatever I choose to do and be as happy as I possibly can be.” (COMP)and be as happy as I possibly can be.” (COMP)

Aspirations Aspirations



““My ambitions in the future are to have financial My ambitions in the future are to have financial security and be able to live a comfortable security and be able to live a comfortable lifestyle without worry. My greatest goal in life lifestyle without worry. My greatest goal in life is to simply succeed in whatever I choose to do is to simply succeed in whatever I choose to do and be as happy as I possibly can be.” (COMP)and be as happy as I possibly can be.” (COMP)

““I have no firm ideas of what I really want to do I have no firm ideas of what I really want to do in the future.” (SFC)in the future.” (SFC)

Closing the Personal StatementClosing the Personal Statement


““With Robert Bennett's earlier statement in mind, my With Robert Bennett's earlier statement in mind, my personal belief is that, as sure as a thriving business personal belief is that, as sure as a thriving business will follow successful management, an exhilarating will follow successful management, an exhilarating career and personal prosperity will follow university.” career and personal prosperity will follow university.” (IND)(IND)



““As Ronald Reagan once said, ‘There are no such As Ronald Reagan once said, ‘There are no such things as limits to growth, because there are no limits things as limits to growth, because there are no limits on the human capacity for intelligence, imagination on the human capacity for intelligence, imagination and wonder.’” (IND)and wonder.’” (IND)



““As Ronald Reagan once said, ‘There are no such As Ronald Reagan once said, ‘There are no such things as limits to growth, because there are no limits things as limits to growth, because there are no limits on the human capacity for intelligence, imagination on the human capacity for intelligence, imagination and wonder’”. (IND)and wonder’”. (IND)

““I look forward to you reading my application.” (COMP) I look forward to you reading my application.” (COMP)





““I would like to humbly request a place on the I would like to humbly request a place on the course.” (SFC)course.” (SFC)





““I would like to humbly request a place on the I would like to humbly request a place on the course.” (SFC)course.” (SFC)

““I can guarantee I'll be an excellent Sociology I can guarantee I'll be an excellent Sociology student.” (SFC)student.” (SFC)





““I would like to humbly request a place on the course.” I would like to humbly request a place on the course.” (SFC)(SFC)

““I can guarantee I'll be an excellent Sociology student.” I can guarantee I'll be an excellent Sociology student.” (SFC)(SFC)

““I want to succeed in business and I mean business.” I want to succeed in business and I mean business.” (COMP)(COMP)

RQ1: Do Personal Statements differ RQ1: Do Personal Statements differ according to the educational background according to the educational background

of the applicant?of the applicant?



COMP+SFC statements contain over COMP+SFC statements contain over four times as many quantifiable four times as many quantifiable linguistic errors than IND+GRAM linguistic errors than IND+GRAM statements.statements.



COMP+SFC statements contain over COMP+SFC statements contain over four times as many quantifiable four times as many quantifiable linguistic errors than IND+GRAM linguistic errors than IND+GRAM statements.statements.

Cultural, Social and Economic Capital Cultural, Social and Economic Capital indicators vary enormously according indicators vary enormously according to School Type (COMP+SFC vs to School Type (COMP+SFC vs IND+GRAM).IND+GRAM).

RQ2: To what extent does School Type RQ2: To what extent does School Type correlate with the quantity and quality of correlate with the quantity and quality of

Work Experience cited?Work Experience cited?



QuantityQuantity: Independent School applicants : Independent School applicants draw on approximately 55% more draw on approximately 55% more examples of Work Experience than examples of Work Experience than applicants from other educational applicants from other educational backgrounds.backgrounds.



QuantityQuantity: Independent School applicants : Independent School applicants draw on approximately 55% more draw on approximately 55% more examples of Work Experience than examples of Work Experience than applicants from other educational applicants from other educational backgrounds.backgrounds.

QualityQuality: For Independent School applicants, : For Independent School applicants, the the jobs:experiencejobs:experience ratio is about ratio is about 1:61:6; ; for Comprehensive School and Sixth Form for Comprehensive School and Sixth Form College applicants, the ratio is about College applicants, the ratio is about 4:34:3..



““Work experience in schools, as it operates at Work experience in schools, as it operates at present, tends to reflect and reproduce present, tends to reflect and reproduce existing patterns of social class inequality in existing patterns of social class inequality in the school system and the labour market.” the school system and the labour market.”

(Hatcher and Le Gallais, 2008:77)(Hatcher and Le Gallais, 2008:77)



““Work experience in schools, as it operates Work experience in schools, as it operates at present, tends to reflect and reproduce at present, tends to reflect and reproduce existing patterns of social class inequality existing patterns of social class inequality in the school system and the labour in the school system and the labour market.” market.”

(Hatcher and Le Gallais, 2008:77)(Hatcher and Le Gallais, 2008:77)

““Each year there are 3,000 ‘missing’ Each year there are 3,000 ‘missing’ students from state schools who have the students from state schools who have the grades to attend the top dozen grades to attend the top dozen universities, but who end up elsewhere.” universities, but who end up elsewhere.”

(Sutton Trust, 2010)(Sutton Trust, 2010)

RQ3: Would greater emphasis on RQ3: Would greater emphasis on Personal Statements increase Personal Statements increase

fairness in the admissions process?fairness in the admissions process?



No, because the Personal Statement reflects No, because the Personal Statement reflects school-based advantages (including Work school-based advantages (including Work Experience opportunities, as well as Experience opportunities, as well as academic advantages).academic advantages).



No, because the Personal Statement reflects No, because the Personal Statement reflects school-based advantages (including Work school-based advantages (including Work Experience opportunities, as well as Experience opportunities, as well as academic advantages).academic advantages).

No, because “some staff and parents advise No, because “some staff and parents advise to the extent that the personal statement to the extent that the personal statement cannot be seen as the applicant’s own cannot be seen as the applicant’s own work.” (Schwartz, 2004:26)work.” (Schwartz, 2004:26)



““How universities close the door on the How universities close the door on the working class”working class”

Barbara Ellen, Barbara Ellen, GuardianGuardian, 19/12/10, 19/12/10



““Certain applicants (middle class; in good, Certain applicants (middle class; in good, focused, mostly private, schools; with clued-up focused, mostly private, schools; with clued-up parents) are much more likely to be able to parents) are much more likely to be able to "speak uni". By which I mean "decode" the "speak uni". By which I mean "decode" the foreign language of the university admissions foreign language of the university admissions process. process.

Meanwhile, less supported candidates Meanwhile, less supported candidates are staggering around in what amounts to a are staggering around in what amounts to a game of educational blind man's bluff, unused to game of educational blind man's bluff, unused to the terminology, struggling with forms, writing the terminology, struggling with forms, writing personal statements unaided…”personal statements unaided…”

““How universities close the door on the How universities close the door on the working class”working class”

Barbara Ellen, Barbara Ellen, GuardianGuardian, 19/12/10, 19/12/10

Possible Intervention Points?Possible Intervention Points?


Point OnePoint One: Improve opportunities for state : Improve opportunities for state school children to receive high quality school children to receive high quality Work Experience;Work Experience;


Point OnePoint One: Improve opportunities for state : Improve opportunities for state school children to receive high quality Work school children to receive high quality Work Experience;Experience;

Point TwoPoint Two: Help state school applicants to : Help state school applicants to recognise the value of their experience and recognise the value of their experience and express it appropriately;express it appropriately;


Point OnePoint One: Improve opportunities for state : Improve opportunities for state school children to receive high quality Work school children to receive high quality Work Experience;Experience;

Point TwoPoint Two: Help state school applicants to : Help state school applicants to recognise the value of their experience and recognise the value of their experience and express it appropriately;express it appropriately;

Point ThreePoint Three: Revisit non-academic indicators, : Revisit non-academic indicators, (such as the UCAS Personal Statement) to (such as the UCAS Personal Statement) to ensure that they don’t favour educationally-ensure that they don’t favour educationally-advantaged applicants in the same way that advantaged applicants in the same way that academic indicators do.academic indicators do.

Point One: Improve opportunities for state school Point One: Improve opportunities for state school children to receive high quality Work Experiencechildren to receive high quality Work Experience


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ComprehensiveSchool




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high prestige ‘experience’, sometimes overseenby school


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high prestige ‘experience’, sometimes overseenby school

school-driven, school-enabledactivity

school-driven, school-enabledactivity

Point Two: Help state school students to Point Two: Help state school students to recognise the value of their experience and recognise the value of their experience and

express it appropriatelyexpress it appropriately



Brown (2004:243): “[applicants] may feel Brown (2004:243): “[applicants] may feel themselves to be composing in a rhetorical themselves to be composing in a rhetorical void in which they must write in an void in which they must write in an unfamiliar genre for an audience that they unfamiliar genre for an audience that they do not know nor will likely ever meet.” do not know nor will likely ever meet.”



Brown (2004:243): “[applicants] may feel Brown (2004:243): “[applicants] may feel themselves to be composing in a rhetorical themselves to be composing in a rhetorical void in which they must write in an void in which they must write in an unfamiliar genre for an audience that they unfamiliar genre for an audience that they do not know nor will likely ever meet.” do not know nor will likely ever meet.”

Raey (2005:39): “information [received by Raey (2005:39): “information [received by low SES applicants] is largely uninfluential low SES applicants] is largely uninfluential or, at times, actively unhelpful.”or, at times, actively unhelpful.”

Point Three: Point Three: Revisit non-academic indicatorsRevisit non-academic indicators


Schwartz recommended “structuring the Schwartz recommended “structuring the personal statement … through the personal statement … through the insertion of course-specific prompts.” insertion of course-specific prompts.” (2004:45) (2004:45)


Schwartz recommended “structuring the Schwartz recommended “structuring the personal statement … through the personal statement … through the insertion of course-specific prompts.” insertion of course-specific prompts.” (2004:45) (2004:45)

Consider replacing ‘free response’ statement Consider replacing ‘free response’ statement with series of character-limited fields: with series of character-limited fields:

discuss discuss oneone example of relevant Work example of relevant Work Experience (completed or ongoing);Experience (completed or ongoing);

discuss discuss oneone key extra-curricular activity. key extra-curricular activity.

New Directions for ResearchNew Directions for Research


How do state school pupils approach, How do state school pupils approach, conceptualise and articulate their Work conceptualise and articulate their Work Experience?Experience?



What it is the role of other non-academic What it is the role of other non-academic indicators in the admissions process (e.g. indicators in the admissions process (e.g. interviews)?interviews)?



What it is the role of other non-academic What it is the role of other non-academic indicators in the admissions process (e.g. indicators in the admissions process (e.g. interviews)?interviews)?

How do the HE personnel involved in the How do the HE personnel involved in the admissions process approach non-admissions process approach non-academic indicators?academic indicators?

steve jones university of manchester 20.03.12

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