SESSION ONE: IMPROVING THE SYSTEMWelcome and introduction from conference chair
Mike Baker
Journalist and Broadcaster, former Senior Education CorrespondentBBC
Rt Hon Charles Clarke MP
Former Secretary of State for Education and Skills
KEYNOTE ADDRESS
Questions and discussion
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
The 14-19 Diplomas and admission to Higher Education
Professor Deian Hopkin
Chair HE Engagement Board (DCFS/.DIUS)Chair, Diploma Development Partnership,SHD
bringingyourlearningto life
The general curriculum changes
A-levels Introduction of extended project Introduction of Diplomas Functional skills Apprenticeships GCSE But also Cambridge Pre-U
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
bringingyourlearningto lifeAlex Singleton, University College London: www.spatial-literacy.org
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Key Widening Participation Groups
MosaicMosaic
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Alex Singleton, University College London: www.spatial-literacy.org
Key WP groups
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
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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
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?
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
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
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
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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
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.
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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
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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
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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
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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.
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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
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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
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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
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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.
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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.
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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.
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
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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
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The Times24 Oct 07
New diplomas face admissions hurdle
Times Higher19 Oct 07
A week is a long time in politics…….
Thank you
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
Recruit, Retain, EnhanceThe Best Deal for Students
Charles CowapHarper Adams University College
Shropshire27 November 2007
Admissions to Higher EducationAchieving excellence, fairness and efficiency
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
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?
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
Progression• How many students
progress through HE as they originally intended?
• The reasonable expectation of a new student entering HE ….
• Measuring progression
Progression through Higher Education
HESA Performance Indicators 2005/06
So what counts as success?
BSc Agric
HND AgricHND
Negotiated Studies
BSc Negotiated
Studies
Some practical measures
• Initial guidance– Open days– Higher Education
Choices Conference– Informed choice
• Induction– Screening for dyslexia– Maths screening
Practical measures
• Learning Support– Literacy– Numeracy– General study skills
• Academic and Professional Development Module
Practical measures• Vocational Curriculum
– Focus– Motivation– Professional
accreditation
• Careers Guidance and Support– Careers Service +
• Links to outreach and R&D
Conclusions• Beware fallacies of
composition• The importance of advice
and guidance• Student aspirations and
motivation• The Curriculum• Student Support• Vocational preparation• Following graduation …
Ben Marks
Managing DirectorOpinionpanel Research
Trends and developments in student decisionmaking
Trends and developments in student decision makingAdmissions to Higher Education Conference
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Trends and developments in student decision makingAdmissions to Higher Education Conference27th November 2007
Ben MarksManaging DirectorOpinionpanel Research
Trends and developments in student decision makingAdmissions to Higher Education Conference
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Topics
1. Web 2.0
2. Fees
3. Open days
Trends and developments in student decision makingAdmissions to Higher Education Conference
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Web 2.0
Trends and developments in student decision makingAdmissions to Higher Education Conference
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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
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
Trends and developments in student decision makingAdmissions to Higher Education Conference
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Fees
Trends and developments in student decision makingAdmissions to Higher Education Conference
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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
Trends and developments in student decision makingAdmissions to Higher Education Conference
Optimal Price Point (OPP) Chart
OPP
0%
10%
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£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
Trends and developments in student decision makingAdmissions to Higher Education Conference
0%
10%
20%
30%
40%
50%
60%
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80%
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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)
Trends and developments in student decision makingAdmissions to Higher Education Conference
0%
10%
20%
30%
40%
50%
60%
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80%
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£0 £2,000 £4,000 £6,000 £8,000 £10,000 £12,000 £14,000 £16,000 £18,000
% R
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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)
Trends and developments in student decision makingAdmissions to Higher Education Conference
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Open days
Trends and developments in student decision makingAdmissions to Higher Education Conference
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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
Trends and developments in student decision makingAdmissions to Higher Education Conference
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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
Trends and developments in student decision makingAdmissions to Higher Education Conference
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Ben MarksOpinionpanel ResearchT: 020 7288 8789F: 020 7288 8772E: [email protected]: www.opinionpanel.co.uk Aberdeen House22 Highbury GroveLondon N5 2EA
Questions and discussion
Questions and discussion
SESSION THREE: RESPONDING TO CHANGEStudent support arrangements of today and tomorrow – implications for fair admissions
Sir Martin Harris
DirectorOFFICE FOR FAIR ACCESS (OFFA)
Pat Killingley
Director of Higher EducationBRITISH COUNCIL
Implications of the growing internationalisation agenda
Internationalisation:
implications for Admissions
Pat Killingley
British Council
Outline
International Student Context
Implications for Admissions
Challenges
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.
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
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
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
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
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
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.
UK National Strategy: Prime Minister’s Initiative
70,000 additional students in UK HE by 2011
Marketing & Communications
Partnerships
Student Experience
Applying to study overseas
60% of the students consider applying to 1 to 3 institutions
Source: Student Decision Making Study
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
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?
Anthony McClaran
Chief ExecutiveUCAS
Working with UCAS in the future
ADMISSIONS TO HIGHER EDUCATIONAchieving excellence, fairness and efficiency27 November 2007
WORKING WITH UCAS IN THE FUTURE
Anthony McClaranChief Executive
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
1. ‘PQA’ and the work of the Delivery Partnership
Adjustment of choices
Achievements
Code of Practice on Feedback
Extension of Entry Profiles
1. ‘PQA’ and the work of the Delivery Partnership
Art and Design reform
Unresolved areas
The ‘gathered field’
Timings and adjustments
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
3. The review of the Tariff
The next steps
Why review?
Challenges: balancing volume with relevance for progression
Consultation
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)
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
Anthony McClaranChief Executive
RosehillNew Barn Lane
CheltenhamGL52 3LZ
t: +44 (0) 1242 544990f: +44 (0) 1242 544959
Questions and discussion
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