access learners and he admissions betsy bowerman, mature students’ adviser

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

Contact

• Betsy.Bowerman@bristol.ac.uk

• 0117 954 5937