Access Learners and HE Admissions

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Access Learners and HE Admissions
Betsy Bowerman, Mature Students Adviser
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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.

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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?

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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

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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

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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

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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

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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

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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

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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. Im 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
  theyve changed and why they are now more
  suitable for HE.

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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

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References

• Information about the course
• Structure, subjects
• Students academic abilities and interests as
  much hard information as possible level 3
  achievement
• Students commitment, inc. time management,
  meeting deadlines
• Social and communication skills
• Recommendation for degree level study

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Contact

• Betsy.Bowerman_at_bristol.ac.uk
• 0117 954 5937