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National Developments

National Developments in Admissions

University and College admissions is currently experiencing one of the most intense periods of discussion and change since the Robbins Report and the setting up of UCCA (the precursor to UCAS, both in 1963). It is subject to intense scrutiny by a range of stakeholders including government, employers, the media, schools and colleges, applicants and potential applicants and their families.

It is sometimes difficult to keep pace with the range of organisations and current initiatives which have an impact on admissions to higher education. This page outlines some of these. If you are aware of others which you consider should be here, please let us know and we shall be pleased to add them.

1. Schwartz Report - Fair admissions to higher education: recommendations for good practice

Many of the current discussions around HE admission can be traced back to the Review of Admissions to Higher Education, usually called the Schwartz Report, which was published in 2004. Although the Report applied only to England it has been very influential across the UK, focussing on key issues in admissions to higher education and widening social inclusion. A review will take place in 2008 to examine the extent to which the Schwartz recommendations have been implemented, what changes have occurred in admissions processes in HE in response to the Schwartz recommendations, and how the implementation of the recommendations has supported the five principles of fair admissions. This work has been commissioned by the Department for Innovation, Universities and Skills (DIUS) and will be managed by SPA.

One of the recommendations of the Schwartz Report was the establishment of a centre for expertise in admissions, and this resulted in the establishment of SPA.

2. Improving the HE Application Process

Another of the recommendations in the Schwartz Report was regarding post qualification applications (PQA) and a group was established by the government, led by Sir Alan Wilson, Director General for Higher Education to look into how this could be achieved. The work was conducted through a consultation group of key stakeholders, with similar arrangements in Scotland, Wales and Northern Ireland under the heading of 'Improving the Higher Education Applications Process'. The consultation at the end of 2005 gave rise to a response from the government in 2006 which summarised the results of the consultation and made a number of recommendations including the setting up of an HE sector-led Delivery Partnership being established.

3. Delivery Partnership (DP)

The Delivery Partnership is a UK-wide initiative being taken forward by Universities UK and GuildHE that met for the first time in October 2006. One of its responsibilities is to consider issues relating to Post Qualification Application (PQA) and other improvements to the HE application process. As part of its work the DP Steering Group established three working groups. One was to encourage all HEIs to develop Entry Profiles, the second to look at simplifying the Art and Design application process and the third to look at Timings and Adjustment around Confirmation. The Delivery Partnership website has progress reports and the action time lines.

4. Higher Education reform

It is also interesting to look at the Government’s comments on higher education reform and at the Higher Education Act 2004.

5. Quality Assurance Agency (QAA)

The work of the Quality Assurance Agency affects many areas of admissions good practice. Staff working in admissions and recruitment will know of the QAA Code of Good Practice, Section 10 Admissions to higher education and the QAA, SPA and UCAS are working together to make sure that the QAA's experience and knowledge are made available to applicants and their advisers and to admissions staff.

Admissions staff will also have encountered the QAA during its audits of institutions but they may not all be aware of another result of the audits; the Outcomes from Institutional Audit. In these papers the Agency looks at the findings of the audits and draws together examples of good practice from a number of institutions sorted by topic. Examples of particular relevance in the admissions context include 'Recruitment and admission of students' and 'Institutions' support for widening participation and access to higher education' but colleagues may also be interested in the papers on 'Progression and completion statistics', 'Institutions' support for students with disabilities', 'Programme specifications' and many others.

The QAA has provided SPA with a helpful statement on the Outcomes Papers and their implications. We believe that admissions colleagues will find these of interest both in anticipation of QAA audits of their own institutions but also as valuable resource for information on best practice across the sector. Colleagues may find it worthwhile to subscribe to the QAA news alert using the invitation at the end of the QAA statement.

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Reviewed: September 2009