Contextual Data. The collegiate University already makes extensive use of contextual data to support its outreach activity and admissions process.18 Alongside indicators of academic ability and potential such as GCSE scores, AS-level UMS scores (where they remain available), teacher predictions and references, admissions assessments and tests such as BMAT, we consider: geodemographic data – the socio-economic characteristics of an applicant’s local area (using OAC201119), and rates of progression to higher education in an applicant’s local area (using POLAR320). We will develop our use of geodemographic contextual data in the admissions process to mirror relevant admissions targets set out in section 7 below; school/college data – the GCSE performance,21 and recent history of entry to Cambridge or Oxford; and data on individual circumstances – whether an applicant has spent time in care at some point (declared in the UCAS application), and any information provided in the Extenuating Circumstances Form (where submitted) concerning educational disruption or disadvantage through health or personal problems, disability or difficulties with schooling.
Contextual Data. The University of Essex does not currently use contextual data in making selection decisions at the point of application, as this is not deemed necessary to ensure fair access based on the current trend and profile of applications. From October 2012 entry (applications cycle beginning in September 2011) we propose to use contextual data at the point of confirmation to allow additional consideration of factors which may have affected students who have not met their offer. The University Admissions Sub-Committee will continue to review the use of contextual data in light of additional information being available from UCAS and application trends.
Contextual Data. The collegiate University already makes extensive use of contextual data to support its outreach activity and admissions process.16 Alongside indicators of academic ability and potential such as GCSE scores, AS-level UMS scores (where they remain available), teacher predictions and references, and tests such as BMAT, we consider: • geodemographic data – the socio-economic characteristics of an applicant’s local area (using OAC17), and rates of progression to higher education in an applicant’s local area (using POLAR318); • school/college data – school GCSE performance19, and recent school/college history of entry to Cambridge or Oxford; and • data on individual circumstances – whether an applicant has spent time in care at some point (declared in the UCAS application), and any information provided in the Extenuating Circumstances Form (where submitted) concerning educational disruption or disadvantage through health or personal problems, disability or difficulties with schooling.
Contextual Data. The University recognises the vital role that admissions have in ensuring its continued success in attracting students from under-represented groups. During the period of this access agreement work will begin on re-shaping our admissions policy to ensure it fully supports the progression and admission of students from the most disadvantaged backgrounds. We aim to develop new systems and processes that will allow the use of contextual data during the admissions cycle. This work will be informed by the good practice guidance produced by Supporting Professionalism in Admissions (SPA). We will enhance the targeting of our outreach initiatives by making improved use of admissions data to support all of our widening participation work.
3.5.1 Student Retention and success, including employability
i. As befits our stated intention to prioritise activity which will beneficially impact retention and employability we have had a number of major projects and initiatives during recent years which have led to a wide range of improvement actions. In the main, these actions are becoming embedded within mainstream University activity. Through our processes, systems and surveys and via our Faculty-based Student Support Officers, and in particular through a retention risk diagnostic for all full time students in the first few weeks of the first year to enable targeted support of at risk students, we will seek to improve our monitoring and measurement of their combined impact in relation to the target groups, and identify where particular problems can be addressed by specific additional action.
ii. We firmly believe that these strategies are well considered and appropriate for improving the chances of success for all full time students. In particular, the Student Induction and Transition Project aims to support students at the most vulnerable stages of their study and during their transition into HE. We believe that the strategies will benefit all full time students.
iii. Many institutional development projects at MMU have been initiated in support of the strategic objective to improve retention. They comprise a range of central and local initiatives and activities, as part of a whole-University approach to the student experience, student retention and success. Key elements of this approach have included: Strategic Framework for Learning, Teaching and Assessment; Retention and Student Success Project; Shock Absorber Project; Threshold Standards Statement; Student Induction and...
Contextual Data. The use of contextual data in the admissions process at SOAS continues to develop. In previous years, applicants who had attended widening participation outreach activity were internally flagged at the application stage to ensure that this wider knowledge of their educational context could be taken into account at confirmation if they missed the terms of their conditional offer. In 2014/15, the School is piloting a proposal whereby applicants who had previously attended sustained widening participation outreach activity are considered for reduced offers below the standard offer for their degree programme. This means that consideration of the context in which applicants attain their grades now takes place at the offer-making stage. Further, a number of departments are trialling a more widespread use of contextual data, for all applications, not just those from widening participation outreach attendees. The widening participation team has produced guidance for Admissions tutors outlining how various sets of socio-economic and educational data available with UCAS applications (such as the POLAR3 and parental experience of HE information) can be used to consider making reduced offers. The guidance also includes the rationale for using such data, and the possible limitations of each data set. The developments in this area are the result of increasingly close working between the widening participation and admissions teams, ensuring that widening participation work on this part of the student life-cycle is fully integrated into those parts preceding and succeeding it.
Contextual Data. The University has proceeded with caution in its use of contextual data for admissions, as it wishes to ensure that all admissions decisions are made on the basis of the achievement and potential of individual applicants. However, the University does have special provisions in place to follow up applicants who declare a period of time in local authority care, and the University’s undergraduate admissions policy specifically allows admissions tutors to vary the terms of an offer according to individual circumstances. There has been formal approval by the University Senate of the use of contextual data in admissions. The University is currently undertaking a research project to explore the relationship between postcode and degree attainment of students in the highest and lowest quintiles, with a view to establishing whether postcode data is a valid indicator which may be used as part of a range of contextual data that the University might use in future. Early indications are that this data may be robust and able to form a baseline. During 2011-12 the University anticipates undertaking an internal review and consultation on the use of contextual data, alongside developments in our IT systems to enable the systematic use of the contextual data that will be provided by UCAS from 2012 entry. The University’s next Access Agreement will report on progress in this area.
Contextual Data. As set out in our previous Agreement, we will maintain our fair access policy and in the life of this Agreement we are in the process of developing new systems and processes that will allow the use of contextual data during the admissions cycle. This work will be informed by the good practice guidance produced by Supporting Professionalism in Admissions (SPA).
Contextual Data. Contextual information sets an application in its educational and/or socio-economic context, allowing Admissions Selectors to take into account challenges an applicant has faced in their education and the effect of such challenges on their performance in qualifications. After the completion of a significant research project in 2011, the University has implemented a contextual data scheme designed to:
1) effectively highlight students from disadvantaged backgrounds
2) enable admissions selectors to make informed holistic decisions which take into account the challenges an applicant has faced. As part of the above the University is using a broad range of data which includes residence in an area with low participation rates in Higher Education (POLAR2), residence in a deprived neighbourhood (Indices of Multiple Deprivation rankings) and participation in the University's outreach programmes (e.g. ADOPT, Discover, SOAMS). In addition, the University has established a Disrupted Studies process which allows applicants to let us know if they have experienced issues of a personal, social or domestic nature that have affected their post-16 studies. This information is then used alongside other contextual data in the selection process.
Contextual Data. The Hull York Medical School Code of Practice on undergraduate Admissions9 clarifies that ‘the Universities of Hull and York are committed to a programme of widening access’ and that ‘in its admissions process, HYMS will take account of any evidence of educational disadvantage.’
Contextual Data. The use of contextual data in Admissions is the consideration of additional socio-economic and educational data together with a learner’s UCAS application as part of an HEI’s admissions process. This seeks to better identify potential aptitude for higher education by considering an applicant’s attainment in the context in which it was achieved. This could result in, for example, an applicant being made a conditional offer with lower than standard entry criteria, on the basis that a lower grade attained in more challenging circumstances is a good predictor of a learner with the potential to thrive in higher education. Currently SOAS takes a contextual data approach in which applicants who have previously participated in long-term outreach and summer schools are eligible for conditional offers with reduced entry criteria (to be eligible to participate in these programmes, learners must satisfy socio-economic and educational related criteria). Departments take a more holistic approach, and consider all Home applicants for reduced entry criteria on the basis of socio-economic data. Conditional offers with reduced entry criteria are usually 1 or 2 grades lower than the standard offer. We will continue to use this approach for 2016/17. Evidence gathered from application and admission outcomes for outreach-attendees who apply to SOAS show: A quarter of those attending our long-term outreach activities apply to SOAS A tenth of those attending one-off activities when in Year 12 or 13 apply to SOAS 1 in 2 of those outreach attendees who apply to SOAS choose us as their firm choice 1 in 4 of all outreach attendees who apply to SOAS gain a place here None of the outreach-attendees who entered SOAS on reduced entry criteria in 2014 have withdraw
