Embed Size (px)
Citation preview
Access Learners and HE Admissions
Betsy Bowerman, Mature Students’ Adviser
Access – how is it viewed
• ‘In considering applications from mature students we give credit for a range of vocational qualifications and occupational and life experiences, as well as more traditional qualifications, such as A levels or Access courses.’
Access and selecting institutions
• UCAS data shows that the rate of acceptance of Access students to pre-1992 institutions is lower than for other mature students
• Is this due to perceptions about the qualification or about Access students?
FE project
• Joint project with Bath University looking at progression of FE students
• Concerns about progression
• Perceptions of Access as appropriate progression varied between departments
• Science and Maths an issue
• Additional requirements
The admissions context
• Admissions tutors are less familiar with Access and other non-A level qualifications
• Many new quals coming on board so need for better knowledge
• Issue of who is a ‘mature’ student and Access• Fewer Access students mean one bad
experience is magnified• But many departments extremely positive and
welcoming
The admissions process: issues around Access in past
• Lack of commonality and consistency in Access courses
• Credibility of the qualification – undifferentiated award
• Lack of clarity from universities about entry criteria for Access – plus credit inflation
• Lack of information from providers about course and applicant
Developments• The new Access to HE Diploma• Common credit framework with standard
requirement – 60 credits, 45 at level 3• Western Access Progression Agreement
(WAPA) - in our region• Grading – phase two of pilot this year,
grading in place next year• Will open up more progression
opportunities
Helping Access students to gain a place
• Check suitability/match of HE course
• Deadlines
• List all units and level
• Informative references or offer of follow up reference
Personal statements
• Clear passion for subject – evidence of extra reading or particular topic of interest
• How relevant work or life experiences have shaped interests
• Explanation of previous performance, route taken
• Evidence of practical skills• How they can benefit from study in HE
What are admissions tutors looking for?
• ‘I like candidates to be honest and explain (briefly) why they have followed a slightly unusual progression to HE. I’m not asking for hard-luck stories, but it does help to get a more rounded picture of the individual.’
• ‘We do like to see some acknowledgment of how they’ve changed and why they are now more suitable for HE.’
What are admissions tutors looking for?
• ‘The single thing that impresses me most is a clear passion for the subject.’
• ‘Evidence of extra reading and perhaps a brief discussion of areas they find interesting is always a good sign.’
• The students who stand out clearly demonstrate vocational commitment, so have taken time to visit an audiology department, spoken to an audiologist about what the job involves…’
References
• Information about the course• Structure, subjects• Student’s academic abilities and interests – as
much ‘hard’ information as possible – level 3 achievement
• Student’s commitment, inc. time management, meeting deadlines
• Social and communication skills• Recommendation for degree level study
