1. This workshop is being recorded in video/audio format by the University of Greenwich The recording may be used by the University of Greenwich for the purposes of education, teaching and research. This may include conversion to digital format and storing and publication on the University of Greenwich website. Any person who does not wish to appear in the recording should let this be known as soon as possible.

2. Joining up approaches to fair admissions University of Greenwich, 11 June 2015 Dan Shaffer, Head of Professionalism in Admissions

3. What is SPA? Set up in 2006 following the Schwartz Report Fair Admissions to Higher Education: Recommendations for Good Practice 2004 “ The Group recommends the creation of a central source of expertise and advice on admissions issues. Its purpose would be to act as a resource for institutions who wish to maintain and enhance excellence in admissions. Such a centre could lead the continuing development of fair admissions, evaluating and commissioning research, and spreading best practice.” UK’s independent, fully funded and objective voice on fair HE admissions

4. “Equal opportunity for all individuals, regardless of background, to gain admission to a course suited to their ability and aspirations.” Fair, in principle 1. be transparent 2. enable institutions to select students who are able to complete the course as judged by their achievements and their potential 3. strive to use assessment methods that are reliable and valid 4. seek to minimise barriers to applicants 5. be professional in every respect and underpinned by appropriate institutional structures and processes

5. “Equal opportunity for all individuals, regardless of background, to gain admission to a course suited to their ability and aspirations.” Fair, in principle QAA B2 Expectation: “Recruitment, selection and admission policies and procedures adhere to the principles of fair admission. They are transparent, reliable, valid, inclusive and underpinned by appropriate organisational structures and processes. They support higher education providers in the selection of students who are able to complete their programme.”

6.  Autonomous HE providers are responsible for satisfying themselves of the quality of their admission practice.  SPA’s guidance supports providers in reviewing and constantly developing and improving their own practice. What is good practice? OVERARCHING GOOD PRACTICESPECIFIC GOOD PRACTICE INFRASTRUCTURE STRATEGY Complaints and Appeals Centralising Admissions Part-time Admissions Feedback Native language Qualifications Paperless Processing Vocational Qualifications Criminal Convictions Timing of disability considerations Admissions Tests Interviews Competence Standards Refugees and Asylum Seekers Equality Impact Assessments Contextualised admissions College HE Admissions Admissi ons Policies Plannin g and Managi ng Admissi ons Effectiv e Admissi ons Operati on Applicant Experienc e Strategy Principles of Fair Admission s Competition Law Consumer Protection Supporting care leavers

7. Fair, in practice A joined-up approach to fair access and fair admissions influences students’ preparation engagement attitudes Which affects not only the quality of their student experience, but whether or not they seek to be your students at all and shapes the ‘psychological contract’ early on for motivating retention and success

8. We recommend adopting a behavioural view of ‘experience’: Interactive participation and engagement, not a passive journey  Applicants are not passengers  Education providers are more than just destinations  Information, advice and guidance are only beneficial if they inform, advise and guide Fair, in practice

9. Admissions Student experience and success Aspiration- raising and outreach Pre-applicant Student Applicant Graduate Applicant Experience Strategy Map

10. TOP-DOWN BOTTOM-UP Applicant Experience Strategy Map MISSION STRATEGIESPOLICIES activities people WHO WHAT WHY WHEN HOW R E S O U R C E S

11. A good applicant experience is mutually beneficial to both the applicant and the higher education provider prepares, informs and provides equality of opportunity to enter higher education should accurately match the student’s aims, abilities and aspirations with the character of the institution. therefore improves student retention and enhances the strategic mission of the institution A poor applicant experience  is inherently detrimental to both the applicant and the higher education provider – both lose out  perpetuates barriers to entry  disengages potential applicants and their advisors  risks incongruence between student expectations and institutional character  therefore embeds an enrolment strategy leading to unfulfilled potential and increased drop-out WHERE ARE YOU ON THIS SCALE? HOW DO YOU INFLUENCE THAT POSITION? HOW DO YOU MEASURE AND TRACK IT? The influence of the Applicant Experience

12. “Although there are record-breaking rates of entry among disadvantaged groups, too many of these entrants are still getting lost by the wayside. Some will never graduate and those who do are more likely to underachieve than students who are the same in every respect apart from different backgrounds, gender or ethnicity. These inequalities in attainment and progression are the hidden face or fair access and they are unacceptable.” Les Ebdon, Director of Fair Access to Higher Education 4 June 2015 The influence of the Applicant Experience

13. Personal reasons Lack of integration Dissatisfaction with course/institution Lack of preparedness Wrong choice of course Financial reasons To take up a more attractive opportunity Most common reasons for early drop-out (according to National Audit Office reports 2002 and 2007) The influence of the Applicant Experience engagement attitudes preparation engagement attitudes How can your applicant experience strategy be an active agent in fixing these reasons before anyone starts?

14. www.spa.ac.uk/support/applicantexperience HEPs come in all different shapes and sizes, but the applicant experience is only effective if recruitment and admissions co-operate to achieve the same goals. What is the purpose of Recruitment in Greenwich? What is the purpose of Admissions in Greenwich? What is the purpose of the University of Greenwich? The influence of the Applicant Experience

15. Using just three circles, draw how you see the work of recruitment, admissions and the rest of your HEP currently interact. Then, on the other half of the page, draw how you think they should. size separation shape?

16. www.spa.ac.uk/support/goodpractice/effectiveadmissionso/nettguide A National Expert Think Tank (NETT) guide Promotes an integrated approach across the applicant experience Encourages greater understanding internally Helps HE providers identify, analyse and develop the relationship between recruitment and admissions Seeks efficiency, effectiveness and mutual benefit The Recruitment-Admissions relationship

17. Key recommendations: 1.Evaluate your recruitment and admissions relationships 2.Use SPA’s interactive review toolkit as part of a continuing review and enhancement plan 3.Plan strategic policy in advance to promote collaboration 4.Adopt a flexible approach to recruitment activities 5.Ensure fairness and transparency 6.Make effective use of data The Recruitment-Admissions relationship

18. Interactive review toolkit: Step 1: Congruence survey Step 2: SWOT analysis Step 3: Action plan Step 4: Interaction map Step 5: Act, remind and repeat The Recruitment-Admissions relationship

19. NETT Recruitment-Admissions Interactive Review Congruence Survey for University of Greenwich Relationship between recruitment and admissions activity

20. Staff breakdown

22. Staff training Do you feel you have been offered sufficient information, training and support on recruitment and admissions?

23. Staff congruence Set of questions comparing what respondents’ current understanding is with what they feel it should be: Congruence = match between what ‘is’ and what ‘should be’ The greater the divergence, the greater potential for unfulfilment  in a recruitment or admissions context this could lead to unprofessionalism: misunderstanding between staff, poor decisions, incorrect IAG, missed targets … It should be easier to treat/redress slight divergence with increased information, communication, training Wide divergence may indicate a trickier problem to treat

24. Congruence A response on the red dotted line is congruent Responses slightly away from the red dotted line (by about one grid point) are slightly incongruent Responses further away are highly incongruent Incongruence up and to the left of the dotted line is probably of greater concern but be wary of potential overconfidence suggested by incongruence down and to the right

25. My understanding of both recruitment and admissions strategies within my institution

26. My understanding of recruitment activity within my institution

27. My understanding of admissions activity within my institution

28. My understanding of the concerns of prospective students and their advisors

29. My understanding of external policy and funding changes impacting on student entry to my institution

30. My understanding of the internal policies that concern student entry to my institution

31. My understanding of the analysis of any ethical, equality impact or widening participation considerations for student entry to my institution

32. My understanding of the quality, reliability and sources of data used to analyse recruitment and admission activity in my institution

33. The recruitment-admissions relationship is just part of the co-op Epilogue RECRUITMENT ADMISSIONS OUTREACH / WP STAFF MARKETING STAFF TEACHING STAFF STUDENT SUPPORT STAFF PARTNERS AGENTS UCAS STUDENTS

34. Thank you More information from: enquiries@spa.ac.uk or 01242 544891 www.spa.ac.ukenquiries@spa.ac.uk

35. Step 1: Congruence survey

36. Step 2: SWOT analysis

37. Step 3: Action plan

38. Step 4: Interaction map