Mind your Ps and Qs
Professionalism and Quality in Admissions
SPA Conference, 10 June 2014
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Welcome and Introduction
Janet Graham, Director of SPA
Welcome to this SPA conference
SPA promotes fair admissions and access to higher education in the
UK by developing and leading on good practice in the recruitment
and selection of students, to support HE providers.
 SPA is an independent Programme, fully funded by the UK HE funding
councils, UCAS and Universities UK, working with HE providers.
 Our advice and support for universities and colleges is free, we charge
a subsided amount for some events.
 Small team of 6 with relevant practical and strategic experience
 We undertake, evaluate and commission research to develop evidence
based good practice to support professionalism in HE admissions
throughout the UK
What is Fair Admissions?
1. be transparent
2. enable opportunity
institutions to select
“Equal
forstudents
all who are able to complete
the course as judged by their achievements and their potential
individuals, regardless of
3. strive to use assessment
background,
to gainmethods that are reliable and valid
admission
to abarriers
course
4. seek to minimise
to applicants
suited
to their ability and
5. be professional in every respect and underpinned by
appropriate institutional structures and processes
aspirations.”
Introduction
Today’s set-up:
 Sharing
ideas, issues, intelligence
 Openness
and confidentiality
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SPA's framework of good practice and
professional admissions
Dan Shaffer, Head of Professionalism in Admissions
SPA's good practice statements




SPA’s existing good practice statements are
available on www.spa.ac.uk as a free resource
Helpful guidance for development and enhancement
Combined, they form a framework of good practice
to support your admissions infrastructure
But:




viewed as standalone documents
sometimes difficult to navigate through them
Not always clear how to distil into more accessible points
for other staff (e.g. executive advice; staff training)
We’re working on redeveloping our resources into a
more supportive framework and toolkit
SPA's framework
SPA’s framework supports
you as you build to bridge
the gaps:
established  new practice
current  new developments
new  experienced staff
you  external peers
A framework of professionalism and quality standards gives
reassurance your infrastructure is robust
OVERARCHING GOOD
PRACTICE
STRATEGY
Admissions
Policies
Principles
of Fair
Admissions
Applicant
Experience
Strategy
Planning
and
Managing
Admissions
Effective
Admissions
Operation
SPECIFIC GOOD PRACTICE
Complaints and
Appeals
Feedback
Criminal
Convictions
Timing of disability
considerations
Age
Refugees and
Asylum Seekers
Contextualised
admissions
Student Number
Controls
Competence
Standards
Vocational
Qualifications
Native language
Qualifications
Interviews
Admissions
Tests
Paperless
Processing
Centralising
Admissions
Equality Impact
Assessments
Art and Design
Admissions
Part-time
Admissions
College HE
Admissions
Strategy
STRATEGY
• Your admissions approach should be founded on your
top-level institutional strategy:

Principles
of Fair
Admissions
Applicant
Experience
Strategy
mission statement and strategic/corporate plan should
form the starting point.
• Consider:
1. Statements/aims/proposals directly aimed at
admissions
2. Points indirectly aimed at admissions
(particularly in adjacent work areas)
3. Points admissions may be able to support
(think creatively)
• Plan how to meet, or even exceed.
Strategy – Principles of fair admissions
STRATEGY
• A commitment to fair admissions should be embedded
within all admissions activity.
Principles
of Fair
Admissions
• It is therefore important in your analysis to check all
your policies, procedures and practices against the
five key principles of fair admissions.
Applicant
Experience
Strategy
• Where an aspect of admissions does not meet these
principles, seek improvements.
• Ensure colleagues understand and uphold these
principles.
Strategy – Principles of fair admissions
STRATEGY
Principles
of Fair
Admissions
Applicant
Experience
Strategy
A fair admissions system should:
1. be transparent
“Equal
opportunity
2. enable
institutions to select students who are able to
for
all individuals,
complete the course as judged by their
regardless
of and their potential
achievements
background,
to
3. strive to use assessment methods that are reliable
gain
to a
andadmission
valid
course
tobarriers to applicants
4. seek tosuited
minimise
their
ability andin every respect and underpinned by
5. be professional
appropriate institutional structures and processes
aspirations.”
Strategy - the applicant experience
STRATEGY
• The applicant experience encompasses all
opportunities or points of interaction between
higher education and a potential student.
Principles
of Fair
Admissions
• Managing those interactions requires integrated
practice across all involved, leading to a more
predictable transition into higher education.
Applicant
Experience
Strategy
• It will aid your analysis by helping you strategically
map all the different activities and disparate teams
involved in aspects of admissions.
• Decide how your analysis is co-ordinated with and
communicated to all those areas.
Strategy - the applicant experience
STRATEGY
•
Built under four broad stages
preapplication
application
postapplication
transition
Principles
of Fair
Admissions

Applicant
Experience
Strategy
Adopted a behavioural view of ‘experience’
Interactive participation and engagement,
not a passive journey
OVERARCHING GOOD
PRACTICE
STRATEGY
Admissions
Policies
Principles
of Fair
Admissions
Applicant
Experience
Strategy
SPECIFIC GOOD PRACTICE
Workshops will each focus on a different
aspect of the overarching good practice
Complaints and
Criminal
Feedback
infrastructure.
Appeals
Convictions
Focussing
ondisability
that aspect,
keep in
mind:
Timing of
Refugees
and
Age
•
Planning
and
Managing
Admissions
•
•
Effective
Admissions
Operation
•
considerations
Asylum Seekers
Where’s my gap and how can it be
Contextualised
Student Number
Competence
bridged?
admissions
Controls
Standards
How can I meet/exceed strategic
Admissions
Vocational
Native language
Interviews
aims?
Tests
Qualifications
Qualifications
Are principles of fair admissions
Paperless
Centralising
Equality Impact
supported?
Processing
Admissions
Assessments
Are Art
weandintegrated
across allCollege
stages
Design
Part-time
HE
Admissions
Admissions
of theAdmissions
applicant experience?
WORKSHOPS
Admissions
Policies
Planning
and
Managing
Admissions
Effective
Admissions
Operation
Admissions Policies
(Peter Chetwynd)
Planning and Managing Admissions
(Dan Shaffer)
Effective Admissions Operation
(Janet Graham)
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The Admissions Infrastructure: Admissions Policies
Mind your Ps and Qs - Professionalism and Quality in Admissions, 4 June 2014
Peter Chetwynd, SPA Admissions Support and Development Manager
Why is your admissions policy important?
 To ensure that your institution’s mission and values are reflected
in your admissions practice and your interactions with applicants
Applicant experience strategy map
institution mission and values
policies
monitor
preapplication
application
postapplication
transition
key
interactions
key
interactions
key
interactions
key
interactions
linking
interactions
linking
interactions
linking
interactions
integrated practitioner groups/communities
enablers – staff, systems, funds
measure
strategic aims
Why is your admissions policy important?
 To ensure that your institution’s mission and values are reflected
in your admissions practice and your interactions with applicants
 To support staff professionalism and coherent practice across
your institution through a definitive source for policy and procedure
 To facilitate measuring and monitoring
 To promote transparency in all aspects of recruitment, selection
and admissions
 Because the QAA says so …
Because the QAA says so …
“
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.
”
Because the QAA says so …
“
Policies and procedures for recruitment,
selection and admission are clear and
explicit. They articulate the values
underpinning the provider’s processes
and clarify where authority and
responsibility for each stage lies. ...
Higher education providers ensure that
those involved with recruitment, selection
and admission are familiar with policies
and procedures and can access them
easily.
”
Why is your admissions policy important?
 To ensure that your institution’s mission and values are reflected
in your admissions practice and your interactions with applicants
 To support staff professionalism and coherent practice across
your institution through a definitive source for policy and procedure
 To facilitate measuring and monitoring
 To promote transparency in all aspects of selection, recruitment
and admissions
 Because
the QAA
says
so…
To demonstrate
your
institution’s
compliance with and
commitment to the QAA Quality Code, legal/statutory obligations,
the principles of fair admissions, good practice etc.
The admissions policy hierarchy
high
level
statement
supported
by principles
enacted
through procedures
– Reflects your mission and strategic plan
– Affirms your commitment to fair admissions
– Outlines the qualities looked for in an applicant
– Specific principles or policy statements
– Policy implementation and review process
– Links to other codes/policies adhered to
– Procedures for specific aspects of admissions
– Supplementary good practice guidance
– Information for applicants and advisors
What goes in the admissions policy?
Core
admissions
high
level
policy
statement
supported
Step-by-step
Descriptions of
by principles
procedural
staff roles/
detail
responsibilities
enacted Institutional
Information for
through
applicants
and procedures
good practice
advisors
statements
 Who is the audience?
Core policy should be
accessible to all
 All-in-one document or separate
admissions policy document
and procedure handbook?
 Good practice to harmonise
devolved procedures
 Clear IAG for applicants is vital
in addition to policy documents
It’s about more than just writing the document …
Review
Monitor
Disseminate
Implement
Supporting you through good practice
Supporting you through good practice
Supporting you through good practice
The Admissions Infrastructure: Admissions Policies
Time to share your views on developing, reviewing and improving
professionalism …
What are the key considerations for admissions policies?
Thank you
Your feedback is welcomed
More information from: enquiries@spa.ac.uk or 01242 544891
www.spa.ac.uk
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Planning and Managing Admissions
Dan Shaffer, Head of Professionalism in Admissions
Planning and managing admissions
• Good practice is about being prepared, ensuring your approach is
consistent.
• Your capacity to plan ahead, predict activity and have
contingencies in place is the best way of ensuring you have control
over your admissions function.
• SPA’s resources will help you manage your student intake,
including planning your entry criteria and offer-making strategies.
• Additional resources focus specifically upon planning for
Confirmation.
www.spa.ac.uk/support/goodpractice/planningandmanaginga
Planning and managing admissions
overview
keep
up to
date
review
collaboration
enact
predict
be
ready
Planning and managing admissions
Sharing views on developing, reviewing and
improving professionalism
What are the key considerations?
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The Admissions Infrastructure:
Effective Admissions Operation
Mind your Ps and Qs - Professionalism and Quality in Admissions, 4 June 2014
Janet Graham, Director of SPA
Fair Admissions
Admissions are the responsibility of universities and colleges
themselves, and rightly so.
Institutions
should be able
set their own criteria, choose
“Equal opportunity
fortoall
their own assessment methods, and select their own
individuals, regardless of
students.
background, to gain
But it is important that everyone has confidence in the
admission
a course
integrity
of the to
admissions
process.
suited to their ability and
Access to higher education matters to many people, and so
doaspirations.”
fair admissions.
Source: Schwartz Report : Fair admissions Recommendations for HE 2004
Why is the effective admission operation important?
To support fair admissions in recruitment, selection and admissions
and to meet the strategic vision on the HE provider
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.
HE providers need an effective admissions
operation to enable the selection of students
who are able to complete their programme.
Why is a good applicant experience important?
 It is a part of the student experience:
A student’s experience of university does not begin at the moment
they step onto campus at the beginning of October … The early
relationship between student and university is important during the
applications and admissions process, in preparing students for
university life, and to initiate their engagement with and attitudes
towards their university in the best way possible. A student’s
experience of university can stretch back even further through
effective HE engagement with schools and colleges.
— Enhancing the Student Experience, 1994 Group (2007)
What is the applicant experience?
preapplication
application
postapplication
transition
 Adopting a behavioural view of ‘experience’
 Applicants are not passive passengers
 HE providers are more than just destinations
 Linked and underpinned by effective, quality interactions
informing
advising
guiding
Applicant Experience Strategy Map
institution mission and values
policies
monitor
preapplication
application
postapplication
transition
key
interactions
key
interactions
key
interactions
key
interactions
linking
interactions
linking
interactions
linking
interactions
integrated practitioner groups/communities
enablers – staff, systems, funds
measure
strategic aims
The effective admissions operation

So those involved in an effective admissions operation
o
Are clear how it fits into the overall strategy and mission of the HEP
o
Keep those who needs to know about and manage the admissions
operation aware of issues and what is happening
o
Understand how the admissions operation is structured and how
the different functions within it operate
o
Are willing and able to work with other linked teams on particular
projects or aspects of admissions for the greater good of the HEP
and not just the admissions office
 Changing fast as HEIs seek to restructure to meet the needs of
increasingly competitive environment and new ways of working, its not
the structure alone that makes the operation effective it’s the staff.
Strategy – effective admissions operation
 How your admissions function is structured will impact upon its efficiency,
fairness and transparency.
 SPA’s evidence base covers a wide range of HE providers and gives
examples of the different ways in which admissions offices are organised.
 SPA’s evidence base and recommendations will help you analyse and
compare your own admissions operation with other approaches, to
decide how best to deliver admissions within the context of your own
institution.
The Integrated approach
 Two HEPs may both have a section called ‘Recruitment and Admissions’
but they may have different areas of responsibility and are likely to
operate very differently.
 ‘Integrated’ could mean for example
•
being in the same overall area (e.g. UG and PG Admissions) and
reporting to the same manager or
•
being part of the same office, with staff doing both core admissions
and outreach (or other functions)
 An integrated model, where functions including admissions, widening
inclusion and student recruitment (or other functions) are co-located,
both physically and strategically, may make for a better informed service
Planning, targets and managing students numbers
 Over the last two years SPA is aware of an increasing number of HEPs
initiating a review of effective admissions operations, initially in England
as a result of the introduction of SNC and now due to the removal of the
SNC!
 In Scotland this has also been due to external policy changes including
the increased emphasis by the funding council on widening access for
Scottish students and contextualised admissions
 In all areas of the UK there is a more complex pattern of external policy
drivers, from qualification changes, to the demographic downturn, the
desire for a unique selling point or ‘distinctiveness’ in each provider and
increased competition for the ‘best’ students
 All HEPs are seeing an increased emphasis by senior managers on
planning and managing numbers admitted.
Communications and Marketing
 Increasingly marketing and communications are working more closely
with admissions and student recruitment in traditional and new areas
 Communications staff may deal with external facing activities including
publications layout and technical aspects of the website, and increasingly
with CRM systems, social media, blogs etc seeking admissions input
when needed
 In other models responsibility for editorial control of the prospectus and
admissions leaflets/newsletters/brochures sits within the admissions
office but individual academic departments are responsible for their own
sections of publications and their pages of the website.
 Clear and open communication channels internally are needed, so all
staff are aware of their responsibilities, deadlines and peak periods of
work both in their own areas and in others.
Confirmation and Clearing arrangements
 HEPs approaches vary; some functions are devolved to academic
departments or schools while others (increasingly) operate a completely
centralised function.
 The approach will be dependent on many factors including the external
policy environment, the HEP’s recruitment targets and the split between
‘selecting’ and ‘recruiting’ courses at the institution.
 Sophisticated arrangements for Clearing: Admissions work closely with
planning and marketing e.g. on data analysis, modelling, advertising,
target management. Additional trained staff manage the HEP’s Clearing
hotline, freeing up experienced staff to deal with more complex enquiries.
 SPA recommends that HEIs should not have complete reliance on one
piece of technology or one person to help run and manage their Clearing
processes, and should have effective contingency plans in place
Which approach is best?
 In SPA’s experience has been rare for an HEP to group together
planning, admissions, widening inclusion, student recruitment, marketing
and communications.
 HEPs however should at least consider the effectiveness of such a
model within their own contexts, given the importance of relationships
between departments with cross-over functions and interests.
 Good practice has been demonstrated when at least admissions and
recruitment staff report ultimately to the same person at the highest level
(Pro-VC, Vice-Principal or equivalent).
 The best approach is one that fits with the HEP strategic aims and vision
after considering the options available
Centralised, devolved or mixed – the national picture
 ‘Centralised’ would be a system where all aspects of admissions are
handled by teams that have direct line management accountability to the
institutional executive.
 ‘Devolved’ would be defined by primary accountability on departmental
or faculty lines.
 However, in practice few, if any admission structures work to such pure
terms, and a number have a mixed approach.
Centralised
 Selection criteria will need to be reviewed annually, analysing previous
cycle’s selection policy to identify how effective this was in practice and
any issues and inconsistencies which were raised during the year, plus
any external policy changes (e.g. on number controls, qualifications etc)
or process changes (e.g. at UCAS).
 Selection criteria will be agreed with academic staff before or at the start
of each new admissions cycle
 Crucial to this will be the use of reliable, quantitative and qualitative data
to review the correlation between applicant and student performance.
Tracking and monitoring are essential
Centralised
 Consideration will need to be given to how administrative staff roles can
be structured in the most effective way.
 Some HEIs identify staff who have affinity for certain subject areas and in
some cases experience of the profession e.g. the NHS for Nursing and
Midwifery courses, as this could lead to a greater understanding and
depth of knowledge of the skills and attributes required for these courses.
 Other HEIs have cited a preference for a more generalist approach to
enable flexibility between subject areas and staff members, to cover for
absences, ensure staff are readily able to offer help at peak times and to
lessen the risk to the HEI in having a significant amount of specific
knowledge invested in only one person.
devolved mixed centralised
Indicative trends in shifting admissions structures
2010 cycle
Source: SPA surveys of providers
2010 and 2013
2013 cycle
Service Level Agreements
These could be ‘formal’ or more informal agreements covering:
 First filter selection mechanisms and/or flagging of applicants
 Turnaround times on admissions decision making
 Decision making based on criteria agreed with academic staff in
advance
 Interview administration
 Other admissions offices will have responsibility for all aspects of the
admissions operation, normally other than conducting the interview and
making the decision.
 All are legitimate and it is the decision of each individual HEP to
determine which is most appropriate for them.
Staffing: What do you need for an effective admissions
operation?
From the SPA team’s experience and from our evidence base of HEIs’
practice, there are a number of specific job roles highlighted as beneficial
either:
 as part of the established structure of the admissions office staff;
 access to at certain key times of the admissions cycle.
These are in addition to roles such as admissions decision processing,
enquiries, reviewing qualifications etc. and include
 Admissions Data Analyst
 Admissions Web specialist
 Admissions IT specialist
Staff briefing, development and progression
This can include
o Regular (e.g, monthly) meetings of the team
o Annual updates of policy and procedures followed by staff briefings
o If for example moving from a devolved to a more centralised process
model, the staff training and development to support staff lacking
confidence with significant change which is out of their comfort zone needs to be carefully managed, to ensure the service remains effective.
o Projects in admissions e.g, going paperless, or reviewing entry
qualifications
 The time required to ensure staff are appropriately trained should not be
underestimated.
 Well-inducted and well-trained staff are arguably an
institution’s greatest resource.
Risk factors for different admissions structures
Central
Devolved
Mixed
Selection on achievement and potential



Reliable and valid selection methods



Professionalism of staff



Consistency



Quality of information for applicants



Involvement of academic subject staff



Control of student numbers



Positive relationships with applicants



Plan additional support procedures and training for the greatest risks.
Resource requirements
SPA has been asked to define ‘industry or optimum standards’ for
resources required for an effective admissions operation as a baseline for
undergraduate admissions staffing. Will we do it? No
 Why not?
 Differences between centralised, devolved and mixed and the functions
staff carry out under these make this difficult to do and meaningless, it
has to be institution specific
 SPA encourages HEIs to consider resource requirements in relation to
their operating principles and strategic priorities
Benefits of integrated strategy and operation
 Strategic leadership in admissions is integral to learning and teaching
strategy, management and planning
 An effective admissions operation and applicant experience strategy
underpins the student experience, and supports the management and
processes of both academic and professional staff, leading to:
 more integrated ways of working, with possible efficiency gains
 enhanced staff professionalism and understanding of strategy
 high quality practices and procedures that may give competitive
advantage, enhance reputation and aid retention
 ability to take advantage of external changes quickly
Requirement for an effective admissions operation
Transparency
Equal consideration
Selection on achievement and
Turnaround time
potential
Reliable and valid selection methods
Quality of information for applicants
Minimise barriers to applicants
Involvement of academic subject staff
Professionalism of staff
Statistics/ data / market intelligence
information
Consistency
Control of student numbers
Cost efficiency …….. and ?
Workshop activity
Everyone can make a meaningful contribution to what makes an
effective admissions operation and a successful admissions
review
What SIX key considerations can we share with the rest of the
conference with regard to an effective admissions operation?
Thank you
Good practice document is under support on our website at:
www.spa.ac.uk/support/goodpractice/effectiveadmissionso
More information from: enquiries@spa.ac.uk or 01242 544891
www.spa.ac.uk
Workshop activity
Think about key interactions, linkages and internal communications with
groups or individuals in the HE provider (HEP) for smarter working. Who
do you need to work closely with for an effective admissions operation?

Student Recruitment, Schools and College Liaison, WP

Marketing and communications

Planning

IT, data analysis and reporting, student records

International recruitment and admissions staff

Teaching and learning, academic staff

Partner institutions

Senior managers ………and?
on
The effective Collaboration
admissions
target operation
entry
publications
Collaboration with
 Think
Accommodation/Student Residences
setting
Academics
requirements
and publicity


communicating
changes and
managing
expectations
training/
updating
staff




Admission colleagues in other institutions
Admissions committee/review group


Admissions teams across the institution

Awarding bodies





Feeder schools and colleges




International recruitment staff and agents

IT support staff, including external providers
Marketing, recruitment and Liaison staff


Partner institutions


Planning and statistical analysis staff

Press and External Relations Office






Previous applicants (accepters and decliners)
Senior Management Team




Senior managers and line managers
SPA



Staff development/CPD providers

Student ambassadors and alumni
Student Experience committee/staff


Student representatives

Timetabling/room (for interviews, visits, etc.)
UCAS


External networks (e.g. conferences;)
Funding providers
reviewing plan
against actual
numbers during
cycle




UKBA
UUK, GuildHE and other

Widening Participation colleagues



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Thank you
enquiries@spa.ac.uk 01242 544891
www.spa.ac.uk