1. Contextualised admissions – how UCAS can better support providers
Carys Fisher, Policy Executive, UCAS
Jeni Clack, Admissions Support Manager, SPA
Hannah Pollard, Admissions Progression Officer, University of Bath
Peter Chetwynd, Head of Undergraduate Admissions, King’s College London

2. Summary
Overview of contextualised admissions and usage of contextual data and information.
UCAS review into how we can better support providers with contextualised admissions.
University case studies:
University of Bath
King’s College London

3. Contextualised admissions
Contextualised admissions is defined as contextual information and contextual data used by universities and colleges to assess an applicant’s prior attainment and potential to succeed in higher education, in the context of the circumstances in which their attainment has been obtained.
57 participating universities and colleges (84% of respondents) were using contextualised admissions in the 2015 entry cycle.
SPA survey, 2015

4. Principles for the use of contextual data
Any use of contextual information and data must be:
research-based and justifiable
relevant to the purpose for which it is being used
valid and reliable
used to improve inclusivity
transparent to applicants and their advisers

6. What information is used?
Most common factors used in contextualised admissions:
care leaver
mature
outreach/WP activity
disability
POLAR – area of residence
school performance

7. How is it used? Selection filtering Targeting support Lower offer WP
Diagnostic
IAG
Monitoring

8. SPA’s work on contextualised admissions
Surveys on the use of…
The use of triangulation of data in…
Scottish National Expert Think Tank resources
Contextualised Admissions: Examining the Evidence report (2013)
Fair Admissions to Higher Education: Research report (2012)
Principles for the use of contextual data in admissions (2010)

9. UCAS review – why now?
Qualification reform and changes to school performance measures.
Social Mobility Advisory Group and Commission on Widening Access recommendations.
There is a growing number of alternative services.
UCAS is redeveloping its application services.
It is timely to review how UCAS supports providers in carrying out contextualised admissions – is there customer demand for us to expand our role?

10. Provider survey findings
Does your provider use contextualised admissions?
But, usage of the current UCAS contextual data service (CDS) is low (20%)…
Why?
Awareness
Understanding
Mechanics of the service
Not pursuing contextualised admissions

11. What have we done?
Communications: bulletin messages and CDS factsheet.
Cleansing of school and college contact details.
Proactive addition of ‘Not live’ centres.
Government department engagement to explore upcoming changes to school performance measures.
Changes to metrics in the UCAS CDS for 2017 and 2018 entry.
Project with the Fair Education Alliance (FEA) to reach teachers and advisers.

12. Where might we go? ‘Quick wins’ Update good practice (SPA)
Further work to reach advisers – FAQs
Shape new Apply
Provider research to inform future services

13. Use of contextual data at the University of Bath
Hannah Pollard – Admissions Progression Officer
Use of contextual data at the University of Bath

14. New ‘basket’ of measures used this cycle: Polar 1 and 2
WP Priority flagging process
New ‘basket’ of measures used this cycle:
Polar 1 and 2
Acorn 4 (not K) and 5
School performance at Level 2
School performance at Level 3
Disability
Care leaver

15. Additional factors considered: Mature
WP Priority flagging process
Additional factors considered:
Mature
Participation in ‘On Track to Bath’
Mitigating circumstances
Manual disability flagging

16. Additional consideration
No reduced offers or guaranteed offers/interviews.
Borderline applicants with WP priority flags – additional consideration from the APO.
Manual and automatic referral system.
Flexibility shown at the offer-making and results confirming stages.
Considerations different depending on competition for places.
Applicants are considered carefully and in light of context.

17. Contextual data used post-admissions: Student life cycle approach
Flag applicants for pre-sessional invites
- mature, disability
Liaison with Student Services
- care leavers
Liaison with Student Experience Officers
- WP flagged

18. Contextualised admissions at King’s
Dr Peter Chetwynd
Head of Undergraduate Admissions

19. How we contextualise admissions
Close working relationship with WP
Three overlapping approaches:
Flagship WP degree programmes
Differential offers
Special consideration
QAA seal of approval

20. Flagship degrees – EMDP/ESDP Lower entry requirements than main Medicine/Dentistry programmes
Individual review by Admissions Tutor
Lower grade offers (based on school), with UKCAT de-emphasised
Still really competitive programmes

21. Differential offers For participants in Realising Opportunities or K+ programme
Key to rationale – extra attainment
2 grades lower (must meet subj. reqs)
Mapped through for selection and Confirmation rubrics

22. Special consideration Multiple groups are eligible:
Realising Opportunities
K+ and KCL Sutton Trust SS
Care-leavers (confirmed)
POLAR Q1 and ACORN 5*
* subject to a bit of common sense…

23. Safety net approach Ignores flag if offer/interview
System blocks rejection decisions and app moves to WP folder
Senior team meet monthly with WP
Detailed review of each app
Offer, alt. offer, or reject with IAG

24. Safety net at Confirmation
Application remains flagged
Generally top of near-miss pile
If applicant ends up in Clearing:
Hotline for our Clearing places
WP team available for general IAG

25. Over to you… Are you pursuing contextualised admissions?
Do you have a contextualised admissions policy?
What contextual information and/or data do you currently use? Is this sourced from UCAS or elsewhere?
Do you see a role for UCAS in facilitating contextualised admissions?

26. Thank you