Unsuccessful - what me? A summary of feedback on - UCAS

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WELCOME
This edition <strong>of</strong> UCAS News gives you an insight into how UCAS
went about selecting its new Chief Executive. The process, led by
Pr<strong>of</strong>essor Bob Burgess, Chair <strong>of</strong> the UCAS Board, was extre<strong>me</strong>ly
thorough and included input from UCAS staff at all levels, as you
will see from Kathryn Farley-Osborne’s report.
The edition also includes articles that we hope you’ll find
particularly useful at the start <strong>of</strong> the new 2010 entry application
cycle; one illustrating how a university has used information from
the care question and another that we hope will encourage you to
guide your students to apply early for their student finance.
Don’t forget that we are always eager to know whether you find
UCAS News useful and if there are any topics that you’d like us
to cover. At the end there is an opportunity to let us have your
com<strong>me</strong>nts; please spare a few minutes to let us have them.
I do hope you enjoy reading this edition <strong>of</strong> UCAS News.
Anthony McClaran
Chief Executive
Editor in Chief: Anthony McClaran
Editor: Caroline Russell
P&Ceditors@ucas.ac.uk
Contributors: Georgina Brereton,
Frank Buttle Trust
Pr<strong>of</strong>. Bob Burgess, UCAS Board
Ge<strong>of</strong>f Charrot, UCAS
Jayne Clanfield, Kingston University
Chris Dry, UCAS
Harriet Dunbar-Goddet, UCAS
Kathryn Farley-Osborne, UCAS
Beth Hayes, UCAS
Lorna Jones, University <strong>of</strong> Dundee
Charlotte Knowles, UCAS
Anthony McClaran, UCAS
Claire McGhee, SLC
Steve Searle, Head <strong>of</strong> Sixth Form,
Newquay Tretherras
Murry Toms, Yougo
Kelly Villiers, Coventry University
Artwork: Dagmar Middleditch, UCAS Design
Printed by: Linneyprint
Cert no. SA-COC-1502
We have made all reasonable efforts to ensure that the
information in this booklet was correct at the ti<strong>me</strong> <strong>of</strong> publication.
We will not, however, accept any liability for errors, omissions or
changes to information since publication.
Published by: UCAS, Rosehill, New Barn Lane,
Cheltenham, GL52 3LZ
© UCAS 2009
All rights reserved
UCAS is a registered trade mark
UCAS reference number: UC122009
Publication reference: 09_151

FAREWELL TO UCAS
Anthony McClaran looks back
This will be my last contribution as Chief Executive
<strong>of</strong> UCAS to UCAS News. As many <strong>of</strong> you will know,
I move on at the beginning <strong>of</strong> October to take up
the post <strong>of</strong> Chief Executive <strong>of</strong> the Quality Assurance
Agency for Higher Education (QAA) but, before I
make that move, there is (as I write) one more
Confirmation and Clearing period to navigate
through.
I have been Chief Executive for five years and enjoyed
(almost!) every mo<strong>me</strong>nt. Collectively, and in partnership
with our colleagues in <strong>me</strong>mber institutions, we’ve
achieved a great deal during that ti<strong>me</strong>. So<strong>me</strong> <strong>of</strong> those
achieve<strong>me</strong>nts have been internal to the organisation:
making sure that we are run in a financially responsible
and sustainable way, for example. The most important
achieve<strong>me</strong>nts, however, are those which have had a
direct impact on the quality <strong>of</strong> service to applicants and
<strong>me</strong>mbers and, if I had to pick just one example <strong>of</strong> these,
it would be the decision that we took in 2004 to move
to 100% online application. It’s hard to believe now that
we debated long and hard about whether the move was
premature, uncertain about the reaction from schools
and applicants. Of course, the applicants were way
ahead <strong>of</strong> us and, given that they were increasingly
managing so much <strong>of</strong> the rest <strong>of</strong> their lives online, found
no difficulty <strong>what</strong>soever in applying to university
electronically. In fact, increasingly we had protests
about the few remaining areas where paper was still
used.
In 2005 we completely replaced our existing
admissions infrastructure with a new system designed
to support the fully online world into which we had
moved. Also technical change is never easy and this
one was no exception but within a couple <strong>of</strong> years we
were seeing dramatic improve<strong>me</strong>nts in processing
ti<strong>me</strong>s and the quality <strong>of</strong> service. In fact, custo<strong>me</strong>r
service has been a key the<strong>me</strong> in recent years and we
have sought to listen very hard to <strong>what</strong> applicants,
schools, colleges and universities want from the UCAS
service, and then to respond in the most effective way
to those needs.
Nothing quite matches the intensity <strong>of</strong> the results
period, particularly on the day when the A level results
are published and UCAS beco<strong>me</strong>s the temporary centre
<strong>of</strong> the nation’s <strong>me</strong>dia. It is a really demanding period for
all <strong>of</strong> our staff, many <strong>of</strong> whom will have worked through
preceding weekends, evenings and even nights, but we
all feel it’s when the service really co<strong>me</strong>s into its own:
dealing as effectively, efficiently and, when required,
sympathetically, with the needs <strong>of</strong> well over half a
million applicants and institutions who are anxious to fill
their places with the best students.
It has been a huge part <strong>of</strong> my life since 1995, when I
first moved to UCAS, and I shall miss it! I have had
terrific support from my Board and its Chair<strong>me</strong>n (Bill
Stevely <strong>of</strong> Robert Gordon University and Bob Burgess <strong>of</strong>
the University <strong>of</strong> Leicester), a huge range <strong>of</strong> colleagues
in universities, colleges and schools, and, most <strong>of</strong> all,
from the terrific staff here at UCAS, whom I have been
proud to lead for the last five years. I now wish my
successor, Mary Curnock Cook, every success as she
takes up the role <strong>of</strong> Chief Executive.
I have been
Chief Executive
for five years and
enjoyed (almost!)
every mo<strong>me</strong>nt.
Pictures (from left to right):
Christmas carol singing in 2007,
signing the Student Loans
Company agree<strong>me</strong>nt in 2008,
on the ro<strong>of</strong> at UCAS in 2008

APPLYING FOR STUDENT
FINANCE STARTS IN TRACK
Custo<strong>me</strong>r
service has been
a key the<strong>me</strong> in
recent years.
To find out more about these
and other resources students
and practitioners can:
■ go online to
www.practitioners.studentfinanceengland.co.uk
■ email the regional
consultants at
sfconsultants@slc.co.uk
■ call 0845 602 0583 to speak
to the practitioners’ support
team (Monday – Friday,
10am - 4pm).
Applicants can start their application for student
finance in Track, the online facility for applicants to
follow the progress <strong>of</strong> their UCAS application.
Using the link makes the process easier for students as
it allows UCAS to share so<strong>me</strong> <strong>of</strong> their application details
with Student Finance England, Student Finance Wales
or Student Finance Northern Ireland (depending on their
domicile) and pre-populates their student finance
application with their personal details and choice
details. This makes applying for a student loan much
quicker. Applicants who agree to share their data are
then redirected to the appropriate student finance site.
Scottish applicants need to apply direct to the Student
Awards Agency for Scotland at www.saas.gov.uk.
Claire McGhee, Campaign & Promotion Manager,
Student Loans Company, the Student Loans Company
explains <strong>what</strong> information is available for advisers in
England.
Student finance services for English students have
changed significantly in the last 12 months. The
key ele<strong>me</strong>nt <strong>of</strong> which was the centralisation <strong>of</strong>
student finance services to Student Finance
England. Student Finance England was launched to
provide new and existing students, their sponsors and
advisers, with a one-stop-shop for everything to do with
financing higher education (HE).
Since the service launched in February, the processing
and custo<strong>me</strong>r support teams in Darlington have
processed well over half a million student finance
applications and distributed, largely through the UCAS
advisors network, 400,000 copies <strong>of</strong> a new information
and guidance resource Student finance in 3 easy steps.
However, we recognise that for the vast majority <strong>of</strong> new
students, the first port <strong>of</strong> call for help
and advice will be you – their
teachers and careers
advisers – so we’ve
also put in place a
dedicated
Practitioners’
Support Team and a
team <strong>of</strong> 12 regional
student finance
consultants, to
ensure that you
have the support you
need.
All <strong>of</strong> this reflects our
commit<strong>me</strong>nt to ensuring
that those who are able and
who want to go into HE, understand the range <strong>of</strong>
student finance that is available to support them during
their ti<strong>me</strong> at university.
Students need to find out <strong>what</strong> financial support
there is early on
For many, financial concerns remain a barrier to
applying for higher education, so we need to work
together to help people understand <strong>what</strong>’s out there
and how they can get it. The earlier students, their
parents, partners or other sponsors have this
information, the better equipped they will be to tackle
financial concerns and find out exactly <strong>what</strong> student
financial support they are likely to get, leaving them to
get on with the bigger issues <strong>of</strong> <strong>what</strong> and where to
study.
The govern<strong>me</strong>nt estimates that around two out <strong>of</strong> three
students (those whose household inco<strong>me</strong> is less than
£50,020) are entitled to so<strong>me</strong> level <strong>of</strong> non-repayable
grant. There is also a range <strong>of</strong> extra support for students
with specific needs, such as the Disabled Students’
Allowance and the Parents’ Learning Allowance. These
are in addition to bursaries which are available from the
universities and the core student loans for fees and
maintenance.
Repaying their loan
Students don’t start to repay any loans until they are
working and earning more than £15,000, and then they
pay 9% <strong>of</strong> their earnings above this threshold through
the tax system. The average graduate will earn around
£100,000 more in their lifeti<strong>me</strong> than so<strong>me</strong>one entering
the workplace with A levels only; so HE is still an
excellent personal invest<strong>me</strong>nt.
Information packs for practitioners and students
During the next year we want to work even more closely
with our delivery partners; throughout the sum<strong>me</strong>r we
will be reviewing the Practitioner’s Pack, a
comprehensive resource containing presentations and
workbooks designed for advisers to use in class or oneto-one
tuition situations. At the end <strong>of</strong> this review we will
distribute a revised pack with information for those
entering HE in 2010/11. We hope this will provide you
with everything you need to make student finance for
HE easy to understand.
In addition, the new student information pack (Student
finance in 3 easy steps) will contain information for
parents and sponsors to provide answers to the more
detailed questions they <strong>of</strong>ten ask about things like
repay<strong>me</strong>nt. This will be available when the funding
application cycle for 2010/11 opens in November.

IN SEARCH OF A
CHIEF EXECUTIVE
Pr<strong>of</strong>essor Burgess was keen to explain a little
about the recruit<strong>me</strong>nt <strong>of</strong> the new Chief Executive
for UCAS …
When Anthony McClaran telephoned <strong>me</strong> to say that
Perrett Laver, the search consultants who were working
on the appoint<strong>me</strong>nt <strong>of</strong> a new Chief Executive for the
Quality Assurance Agency, would contact <strong>me</strong> for a
reference, I knew that I would shortly be searching for a
new Chief Executive at UCAS.
By the end <strong>of</strong> February, Anthony’s appoint<strong>me</strong>nt was
made public and I wrote, on behalf <strong>of</strong> the UCAS Board,
to four search consultants inviting them to tender for the
work. Inevitably this took a month (despite deciding that
the selection would be by post based upon the
submissions).
When the UCAS Board <strong>me</strong>t in March it was clear that
the ti<strong>me</strong>table was very tight. Anthony was to leave at the
end <strong>of</strong> September and under the UCAS constitution we
had to be able to agree the appoint<strong>me</strong>nt <strong>of</strong> Chief
Executive at a formal Board <strong>me</strong>eting which was
scheduled for mid-June. The Board therefore agreed to
delegate authority to the appoint<strong>me</strong>nt panel (Sir Muir
Russell and Pa<strong>me</strong>la Taylor and <strong>me</strong>). In addition, the
Board supported my request to add the Chair <strong>of</strong> the
UCAS Staff Council.
We worked as a group with Perrett Laver who had won
the UCAS contract. They spent ti<strong>me</strong> in UCAS and
interviewed key stakeholders in order to develop the
further particulars. On the basis <strong>of</strong> the search 34 people
expressed an interest in the position and the
appoint<strong>me</strong>nt panel long-listed 12 people for Perrett
Laver to interview. On the basis <strong>of</strong> their reports and a
discussion by the panel on the qualities we expected,
we decided to shortlist six candidates (<strong>of</strong> whom two
dropped out). The selection was based on three
interviews and two presentations after which we were
delighted to appoint Mary Curnock Cook who has great
experience <strong>of</strong> the 14-19 curriculum and the skills
agenda, all <strong>of</strong> which have implications for the future <strong>of</strong>
UCAS.
Mary Curnock Cook,
UCAS Chief
Executive Designate
The recruit<strong>me</strong>nt from the eyes <strong>of</strong> UCAS staff – from
Kathryn Farley-Osborne, Chair <strong>of</strong> the UCAS Staff
Council …
On the 26 March I heard that I would be joining
Pr<strong>of</strong>essor Bob Burgess, Sir Muir Russell and Pa<strong>me</strong>la
Taylor on the panel to recruit the new Chief Executive <strong>of</strong>
UCAS. Their CVs included Chair and Deputy Chair <strong>of</strong> the
UCAS Board, Principal <strong>of</strong> the University <strong>of</strong> Glasgow and
Principal <strong>of</strong> Newman University College; I was
impressed and slightly daunted! But I was encouraged
by the number <strong>of</strong> emails from staff supporting <strong>me</strong>. They
were really astonished that I was going to be on the
panel to represent their views. What a state<strong>me</strong>nt from
the Board, to invite the Chair <strong>of</strong> Staff Council into such
a key position!
I soon realised that it would be down to <strong>me</strong> to gather the
views <strong>of</strong> everyone at UCAS and incorporate them into
the recruit<strong>me</strong>nt process. Initially a daunting thought but
I was encouraged by the enthusiasm and interest <strong>of</strong> my
colleagues.
Enthusiasm continued when we surveyed staff to
gather their views. This identified characteristics and
qualities that staff would like to find in their next Chief
Executive; these were incorporated into the initial
search criteria. The survey also asked staff to suggest
questions that they would like to ask; these were used
to guide the topics for the candidate’s presentations
and the questions I asked at the formal interview!
One <strong>of</strong> the selection activities involved a panel <strong>of</strong> UCAS
staff (all volunteers!), including myself, <strong>me</strong>eting
individual candidates to discuss their views on
employee engage<strong>me</strong>nt and how best to recognise and
encourage potential staff talent and ambition. Each
candidate stimulated an interesting debate and the
pr<strong>of</strong>essionalism <strong>of</strong> everyone was exceptional!
I had never <strong>me</strong>t any <strong>of</strong> the panel and was naturally
apprehensive. But having spoken to them on the
telephone during conference calls I was encouraged at
how I had been drawn into the process. My journey to
London was spent pulling questions together from our
survey and getting excited at the prospect <strong>of</strong> working as
part <strong>of</strong> the interview panel.
Throughout the whole process Pr<strong>of</strong>essor Burgess
encouraged staff involve<strong>me</strong>nt and I was very impressed
by the way staff responded to their opportunity to
participate and ‘have their say’; this was recognised by
the panel and greatly appreciated.
For <strong>me</strong>, the experience has been fantastic and I’ve
learnt a great deal from the process. I would like to think
that we’ve now set a precedent for greater staff
involve<strong>me</strong>nt with high pr<strong>of</strong>ile recruit<strong>me</strong>nt at UCAS.
Pr<strong>of</strong>essor Bob Burgess,
Chairman <strong>of</strong> the UCAS
Board and Vice-Chancellor
<strong>of</strong> the University <strong>of</strong>
Leicester
Kathryn Farley-Osborne,
Chair <strong>of</strong> the UCAS Staff
Council and Custo<strong>me</strong>r
Service Team Coordinator
UCAS news 5

6
ROUTES FOR SUCCESS ’09
from a delegate’s perspective
Routes for Success ’09 was a UCAS residential
conference for advisers held earlier this year. Steve
Searle, a Head <strong>of</strong> Sixth Form, Newquay Tretherras,
gives his account <strong>of</strong> how it went.
As I got on the train in Cornwall at 5.40 am I
was hoping that this conference was going
to be worth the expense and ti<strong>me</strong>. I can
honestly say it was one <strong>of</strong> the most
informative and interesting <strong>me</strong>etings that I
have been to.
The information provided by the speakers was
delivered clearly, with good PowerPoint
presentations and handouts available at the start
which helped with note taking. The good range
<strong>of</strong> workshops allowed <strong>me</strong> to tailor the event to
suit my needs and I have certainly used the
notes I made to support my students as they
begin the higher education application process.
As a Head <strong>of</strong> Sixth Form I attended the
admissions tests, personal state<strong>me</strong>nts,
<strong>me</strong>dicine applications and law workshops.
Whilst there were aspects <strong>of</strong> each that I knew
quite well, it was pleasing to gain another
viewpoint, along with helpful suggestions as to
how to improve my advice and guidance. There
was an ele<strong>me</strong>nt <strong>of</strong> reassurance that I am doing
the best for my students, when the admissions
tutors were stating <strong>what</strong> they wanted to see in
applications. The real advantage <strong>of</strong> attending the
conference was that we were provided with up-
UCAS news
to-date information on diplomas, progression
into higher education and admissions
procedures. I would have liked to have heard
from the speakers how they felt the increased
fees would affect students from areas such as
Cornwall who might be considering applications
to Oxbridge. Would they beco<strong>me</strong> a ‘finishing
university’ for the privately educated student?
My children always say that I talk about the hotel
and food on my return. The Hotel Russell was a
superb venue, the food and atmosphere really
friendly and welcoming, as well as the rooms
chosen to deliver the speeches. (It did get a bit
warm in the afternoon in the main room though
when all the delegates were present!)
The whole event was hosted effectively by Mike
Baker, the TV journalist specialising in education
issues, and it was good to hear him press
speakers to elaborate on their points <strong>of</strong> view. He
ca<strong>me</strong> into his own in the quiz, where I was
fortunate enough to sit with the winning team!
I would recom<strong>me</strong>nd this conference to anyone
who is involved in advising students in post-16
education.
■ New develop<strong>me</strong>nts were explained and
discussed.
■ Ideas were put forward to help students and
admissions tutors.
■ Speakers were more than happy to deal with
questions from delegates.
I doubt that my school can fund my attendance
every year, but having discussed the conference
with two local teachers who attended, we
agreed that it was well worth the money spent
for the advantages it would provide to our
students and school.
WHO WAS THE LUCKY ADVISER
TRACK COMPETITION WINNER!
As part <strong>of</strong> the launch <strong>of</strong> our new Adviser Track service, UCAS’
Pr<strong>of</strong>essional Develop<strong>me</strong>nt Team organised a prize draw to
enable any UK registered centre that subscribed to Adviser
Track by 31 July 2009, the chance to win a day’s free training.
The draw was made on 5 August 2009 by Janet Graham,
Director <strong>of</strong> Supporting Pr<strong>of</strong>essionalism in Admissions, and the
winner was Stoke Da<strong>me</strong>rel Community College in
Plymouth. The college won the chance to receive an Apply
training session, Adviser Track demonstration and Reference
Writing workshop for their staff, a Personal State<strong>me</strong>nt
workshop for their students, and a speaker for a parents’
evening, all delivered for free, in the autumn term.
The real advantage <strong>of</strong>
attending the conference
was that we were
provided with up to date
information on diplomas,
progression into higher
education and
admissions procedures
Don’t worry if you were not lucky enough
to win the prize draw, the training and
develop<strong>me</strong>nt opportunities
delivered by UCAS Pr<strong>of</strong>essional
Develop<strong>me</strong>nt team are available
all year round to all UCAS
registered centres. For more
information on the services we
provide to advisers, applicants
and parents, please visit
our pages on
the UCAS website
www.ucas.com/advisers/training/
I would recom<strong>me</strong>nd this
conference to anyone
who is involved in
advising students in
post-16 education
APRIL – JUNE
ADVISER
TRACK
WHAT IS IT?
Applicants reply to
any <strong>of</strong>fers received
Extra closes at the
end <strong>of</strong> June
Replies made
by applicant
WHAT YOU NEED TO DO:
Decisions displayed for
Extra applicants
Decisions and
conditions for
each applicant
Extra opens
in February
JANUARY – APRIL
JUNE – SEPTEMBER
Exam results
received
Offers
confir<strong>me</strong>d
start
<strong>of</strong> cycle
List <strong>of</strong> applicants
eligible for Extra
List <strong>of</strong>
applicants eligible for Clearing
Final places
displayed
Incomplete
applications displayed
in Apply
Universities and
colleges make
decisions
Clearing
starts
Students start their
applications
Use this wheel to see a
general outline <strong>of</strong> <strong>what</strong>
is displayed (in red type)
in Adviser Track
throughout the year
Processed
applications in
Adviser Track
Check that your centre has subscribed – if not, email custo<strong>me</strong>rdatabase@ucas.ac.uk
Advise your applicants to agree that you can view their completed application
(this is part <strong>of</strong> the declaration in Apply or in the Personal details section in Track)
Log in to Apply at www.ucas.com
Click on Adviser Track on the left hand side – you can
now view the statuses <strong>of</strong> your applicants
applications
Universities and
colleges consider
end
<strong>of</strong> cycle
References
written and
attached
Adviser Track displays your applicants' progress after their applications have been sent to UCAS.
SEPTEMBER – JANUARY
Completed
applications
sent to UCAS

FROM CARE TO UNIVERSITY ...
The Frank Buttle Trust Quality Mark champions
aspiration and opportunity for care leavers
Georgina Brereton, Project and Policy Officer, explains how
The transition from childhood to adulthood is a
challenging ti<strong>me</strong> for any young person. For those who
have spent ti<strong>me</strong> in public care this period involves a
range <strong>of</strong> additional difficulties, not least that <strong>of</strong> getting
to further or higher education in the first place.
Research commissioned by the Trust evaluated the
student experience <strong>of</strong> those who have moved from care
into HE and demonstrated that those who have
succeeded have done so against considerable odds.*
The Frank Buttle Trust Quality Mark for care leavers in
higher education (HE) was created in 2006 to address
the particular challenges which young people who have
spent ti<strong>me</strong> in public care face in aspiring to, entering
and progressing well through university. The Quality
Mark represents a state<strong>me</strong>nt <strong>of</strong> commit<strong>me</strong>nt for HE
providers to sign up to which requires them to <strong>me</strong>et
certain criteria demonstrating their commit<strong>me</strong>nt to
support this vulnerable group <strong>of</strong> students.
The commit<strong>me</strong>nt seeks to:
■ facilitate an increase in the number <strong>of</strong> care leavers
entering HE
■ help HE providers to identify how best to support care
leavers
■ raise awareness <strong>of</strong> the needs <strong>of</strong> this group <strong>of</strong>
students
■ enable care leavers to make the most <strong>of</strong> their ti<strong>me</strong> in
HE and to complete their courses successfully
■ contribute to a national fra<strong>me</strong>work that assists local
authorities to fulfil their obligations to care leavers.
The four broad Quality Mark categories cover raising
aspirations and achieve<strong>me</strong>nts, having appropriate
admissions procedures, providing entry and ongoing
support and monitoring the imple<strong>me</strong>ntation <strong>of</strong> the
commit<strong>me</strong>nt.
One <strong>of</strong> the universities that has been
awarded the Frank Buttle Trust Quality
Mark is Kingston University.
Jayne Clanfield, Education Liaison Manager, explains how they help students
who have been in care.
The introduction <strong>of</strong> the care question into the UCAS
application has helped us at Kingston University identify
care leavers prior to starting at the university. As part <strong>of</strong>
our Care Leaver Sche<strong>me</strong> students can sign up to an
enhanced package <strong>of</strong> advice and guidance. This
includes a main point <strong>of</strong> contact, referral (at their
request) to the Heads <strong>of</strong> Accommodation Services and
Student Funding and a £1,000 per year non-<strong>me</strong>anstested
bursary. Identifying these students as early as
possible is a priority and using the data from UCAS has
helped increase the number <strong>of</strong> care leavers the
university is supporting.
Approximately 350 applicants each year have ticked
the care question box in the UCAS application. However
when we contact them to clarify their status, only 10-
15% are currently under the care <strong>of</strong> their local authority.
To date 57 HE providers have been awarded the Quality
Mark. The Trust hopes that the remainder will work
towards this over the coming months and years to help
make the HE aspirations <strong>of</strong> young people leaving care
achievable.
For more information about The Frank Buttle Trust and
the Quality Mark for care leavers, visit
www.buttletrust.org.
* Going to University from Care; Sonia Jackson, Sarah Ajayi
and Margaret Quigley, 2005.
The inclusion <strong>of</strong> the care question in UCAS application
has not been without its challenges for us. So<strong>me</strong> care
leavers choose not to self-declare and so we work
closely with local authorities, external agencies and
depart<strong>me</strong>nts in the university to refer students to us.
However, the question has allowed us to identify
students who we may not have otherwise known about
as well as provide more opportunities to advise and
support them at a much earlier stage.
The number <strong>of</strong> known care leaver students at the
university who started their first year in 2008 was 23,
compared to 11 the year before (when the tick box was
not in place) and I anticipate the number will increase
again for this year’s intake.
Identifying these
students as early
as possible is a
priority and using
the data from
UCAS has helped
increase the
number <strong>of</strong> care
leavers the
university is
supporting.
UCAS news 7

8
UNSUCCESSFUL – WHAT, ME?
A <strong>summary</strong> <strong>of</strong> <strong>feedback</strong> on applications
Ge<strong>of</strong>f Charrot, Quality Coordinator in the UCAS Custo<strong>me</strong>r Service Unit
About half <strong>of</strong> the
300 or so
institutions now
provide <strong>feedback</strong>
UCAS news
Looking back over the sum<strong>me</strong>r, amongst the delights
and highlights there will be a few more awkward
mo<strong>me</strong>nts to review, perhaps including the ti<strong>me</strong>s when
your pupils ca<strong>me</strong> to you upset (or worse) to announce
that the institution on which they had set their hearts
had rejected their applications. What can or should they
do to find out why?
First, despite <strong>what</strong> the applicant thinks, there are other
institutions and other, not very dissimilar, courses. They
should im<strong>me</strong>diately look on Course Search at
www.ucas.com and find out <strong>what</strong> is on <strong>of</strong>fer. There’s
always the option to go and visit, have a chat with the
admissions tutors, and see <strong>what</strong> other students actually
on the course think about it on www.unistats.com.
Pupils must think long and hard: was that original
course really <strong>what</strong> they wanted anyway?
Second, get so<strong>me</strong> <strong>feedback</strong>! About half <strong>of</strong> the 300 or so
institutions now provide this through UCAS, many in
quite so<strong>me</strong> detail, so applicants should get out there
and ask. It can only help to know <strong>what</strong> the institutions
thought were the weak points in their application. Data
based on the responses from those institutions has
thrown up so<strong>me</strong> quite surprising reasons, knowledge <strong>of</strong>
which can help you to improve your schools’ success
rate for progression to university. In 3% <strong>of</strong> cases the
<strong>feedback</strong> referred to multiple reasons.
The chief reason, surprisingly, was the applicant’s
failure to <strong>me</strong>et the institution’s minimum entry
require<strong>me</strong>nts for that course. A staggering 26% <strong>of</strong>
applicants did not hold the minimum qualifications, nor
were they sitting the exams that could give them the
requisite qualifications. It is imperative that applicants
look at the Entry Pr<strong>of</strong>iles in Course Search, or on the
% <strong>of</strong> total reasons for being unsuccessful
30%
25%
20%
15%
10%
5%
0%
26%
Did not <strong>me</strong>et
minimum entry
require<strong>me</strong>nts for
course
24% 23%
Did not <strong>me</strong>et
conditions <strong>of</strong>
<strong>of</strong>fer
Predicted grades
and/or
application
comparatively
weak
institution’s own website, before even considering
adding a course to their shortlist.
Less surprisingly the next biggest reason, relevant in
24% <strong>of</strong> all unsuccessful decisions, covered those who
did not <strong>me</strong>et the likely conditions <strong>of</strong> an <strong>of</strong>fer, followed
closely at 23% by those whose predicted grades and/or
whose application as a whole were considered to be
weak (even though they <strong>me</strong>t the minimum
require<strong>me</strong>nts) in comparison with other applicants.
Further down the scale, at 8% and 7% respectively,
were poor personal state<strong>me</strong>nts (many where the
applicant had failed to provide a convincing reason for
their choice <strong>of</strong> subject) and unsatisfactory interviews,
where, again, the applicant was unable to put over any
persuasive rationale underpinning their choice and/or
did not display suitable background knowledge <strong>of</strong> the
subject.
Other less common reasons for rejection ranged from
totally incorrect choices (using the wrong course code),
lack <strong>of</strong> work experience in the field, missing a deadline
(for replying to letters or attending interview), a poor
reference and/or inability to transfer from an existing
course elsewhere.
The <strong>me</strong>ssage seems to be clear: applicants should be
encouraged to be realistic in their expectations; to look
more closely at the minimum entry require<strong>me</strong>nts; to
make sure that their grades, predicted or otherwise,
will, at the very least, match those required; to be
prepared to show their commit<strong>me</strong>nt and enthusiasm for
their chosen subject; and, lastly but by no <strong>me</strong>ans least,
to take care in the completion and checking <strong>of</strong> their
online application. Oh, and that applies to their referees
as well! <strong>Unsuccessful</strong>? Not from want <strong>of</strong> trying.
8%
Poor personal
state<strong>me</strong>nt
7%
Unsatisfactory
interview
12%
Other reasons
(including no
work experience,
wrong codes,
missed deadline etc)

Improving <strong>feedback</strong> to applicants
In the last edition <strong>of</strong> UCAS News we introduced the
EFIFA project which is investigating whether <strong>feedback</strong>
to applicants is adequate and effective. The following
short reminder gives an update on the project:
The EFIFA project (Effective Feedback to Improve Fair
Admissions) is ongoing and the “demonstrator”
described in the last issue is still available. It allows you
to see how <strong>feedback</strong> to students could work in the
future.
The project is keen to collect as much ‘<strong>feedback</strong> about
<strong>feedback</strong>’ as possible in order to decide how best to
bring in the key features <strong>of</strong> the demonstrator to our live
systems. Read more about the project and try out the
demonstrator at www.efifa.co.uk/ and send your
com<strong>me</strong>nts to Ge<strong>of</strong>f Ramshaw at
g.ramshaw@ucas.ac.uk.
A (LONG) DAY IN THE LIFE ...
.... <strong>of</strong> Charlotte Knowles, Senior Communications Executive at UCAS
It starts with a traffic jam, which delayed <strong>me</strong> by 15
minutes and which <strong>me</strong>ant that surely things can only
get better.
Being at the heart <strong>of</strong> the biggest day <strong>of</strong> the year for
603,000 people brings with it so<strong>me</strong> responsibilities. Not
least the fact that I need to be in the <strong>of</strong>fice at 6am to
ensure that those intent on telling the world about the
day have the information they need to run in their
morning news bulletins.
6.00am to 10.00am The majority <strong>of</strong> our callers in
those first few hours want numbers: numbers <strong>of</strong>
applicants, numbers <strong>of</strong> people accepted into
universities, numbers <strong>of</strong> people eligible for Clearing and
numbers <strong>of</strong> people who actually get a place in Clearing.
And then they want the face <strong>of</strong> UCAS. An interview with
an advisor talking to the applicants and so<strong>me</strong>
reassuring <strong>me</strong>ssages from our CEO. In the UCAS press
<strong>of</strong>fice, it is our responsibility to get the journalists <strong>what</strong>
they want, and so<strong>me</strong>ti<strong>me</strong>s that <strong>me</strong>ans juggling many
balls in the air. In those first few hours we easily get fifty
or more calls.
10.00am to noon My first cup <strong>of</strong> tea and a chance to
take a five minute break. But whilst I do that my
colleagues are providing our CEO with a briefing for a
live Sky News interview. Back to my desk and I press
the button to issue the latest statistics press release to
the <strong>me</strong>dia. Then I have a radio interview to set up with
a local station wanting to know how many students
from Gloucestershire have had their university place
confir<strong>me</strong>d.
The press release has generated a whole new range <strong>of</strong>
questions and journalists wanting different breakdowns
<strong>of</strong> data. So<strong>me</strong> <strong>of</strong> this we can do quickly, but others will
require more analysis.
Noon to 7.00pm Things start to slow down a bit, but
there’s still plenty to keep us
busy. We have to brief our
spokespeople for the
evening news slots,
ensuring that up-to-date
figures are available; we
also now have figures
about the use <strong>of</strong> our
website - 451,331
logins by midday. The
calls are dropping <strong>of</strong>f so
picking a nice busy spot
for the filming is a bit
harder, although it’s a
good sign because it <strong>me</strong>ans
that the majority <strong>of</strong> applicants
already have the answers they
need.
7.00pm Finally it is ti<strong>me</strong> to go ho<strong>me</strong>.
A good day’s work, but a glass <strong>of</strong>
wine is definitely in order!
9

10
UCAS CARD IS BACK FOR 2009
From October 2009, UCAS Card will be back for Year 12,
S5 and equivalent students
The UCAS Card sche<strong>me</strong> is more than just a card; it’s the start <strong>of</strong> the
UCAS journey. When students register they gain secure access to a
whole host <strong>of</strong> information about courses, life in higher education, the
application process and, <strong>of</strong> course, the free discount card that can be
used in the high street.
What are the benefits?
As well as the discount card students receive advice to help with the
application process, guiding them from start to finish. Students are sent
tailored information on courses and institutions depending on the
preferences they make in the UCAS Card registration. They aren’t bound by
their details given at registration either; they can change their criteria at any
point <strong>me</strong>aning the tailored information sent to them also adapts.
UCAS card <strong>me</strong>mbers will also receive monthly email bulletins, copies <strong>of</strong> You
Can magazine and access to youg<strong>of</strong>urther, the UCAS student network. The
email bulletins are full <strong>of</strong> advice, including reminders on key UCAS
deadlines. You Can is a magazine about life in higher education, written in
conjunction with The Independent.
On youg<strong>of</strong>urther students can get more in-depth knowledge about
universities through their pr<strong>of</strong>ile pages; they can talk to UCAS advisers online
as well as to their peers.
UCAS Card operates securely in the main UCAS site. This <strong>me</strong>ans that there
are no security or access issues for schools and colleges. It’s a secure,
<strong>of</strong>ficial route to useful, relevant information.
UCAS news
How do students register?
To register students simply need to go to
www.ucas.com/ucascard.
How do advisers know who has
registered?
All schools and colleges in the UK will
receive information and posters from UCAS Card
shortly. When students register they simply tell us <strong>what</strong>
school they are at using a drop down
<strong>me</strong>nu. Develop<strong>me</strong>nts are being
worked on to allow you as school
advisers to use the adviser
section <strong>of</strong> Apply to find out who
at your school has registered
for a UCAS Card. This will allow
you to speak to students who
haven’t yet signed up and
encourage them to do so, so
that they can make the most <strong>of</strong>
the benefits. It also acts as a
security <strong>me</strong>asure to make sure
we don’t have people
registering who are not
students. We will keep you
posted on develop<strong>me</strong>nts.
News in brief
What happened on A level results day at UCAS?
■ We answered 14,098 calls
■ They were answered, on average, within 64 seconds
■ Over 1 million searches were made for Clearing vacancies on the UCAS website
■ Track - the service that applicants use to check their status - had received 970,578
logins by 4pm, peaking at 118 logins per second
But in the midst <strong>of</strong> all this activity we were still able to recall so<strong>me</strong> <strong>me</strong>morable
mo<strong>me</strong>nts ...
■ An applicant called in to find out how to correct the spelling <strong>of</strong> her na<strong>me</strong> in her
application. We told her <strong>what</strong> she needed to do. Before finishing the call she said,
“I’ve been spelling it this way since primary school, and only just recently looked at
my passport and realised it was wrong.”
■ An 80 year old applicant will be starting a course in A<strong>me</strong>rican Studies – so it’s
never too late.

UCAS HAS STARTED TWEETING …
UCAS has joined the twitterati with its own account on
the social networking site Twitter
Everyone seems to be tweeting these days,
from Barack Obama to Stephen Fry. We asked
UCAS website editor Beth Hayes and
yougo.co.uk editor Murry Toms why UCAS
joined them.
Beth Hayes edits the UCAS website. ‘Our
Twitter account went live in June. We didn’t know
how popular it was going to be, but we attracted
more than a thousand followers in the first month,
which was great.
‘Twitter’s given us a chance to show the
personality <strong>of</strong> UCAS a bit more. I think it’s
enhanced our reputation because we can show
our applicants that we’re listening to them and
trying to take the initiative and respond to their
concerns. We’ve had so<strong>me</strong> really good
com<strong>me</strong>nts. We put out so<strong>me</strong> information on
Twitter the other week and got a <strong>me</strong>ssage back
saying, “Thanks guys, you’ve just saved <strong>me</strong> a
phone call.”
‘In September, when the next application cycle
starts, we’ll be able to use Twitter to help guide
students through the six steps <strong>of</strong> the application
process at relevant ti<strong>me</strong>s <strong>of</strong> the year.
‘There’s a real appetite for this sort <strong>of</strong>
communication. We can give out advice very
quickly this way. For instance, our Custo<strong>me</strong>r
Service Unit told <strong>me</strong> they were having a lot <strong>of</strong>
queries from students about their UCAS number -
they weren’t sure which number was which. We
put out a <strong>me</strong>ssage on Twitter explaining that it was
their Personal ID number and told them where to
find it. This is <strong>what</strong> makes Twitter so useful to us
– we can be proactive and reactive. We’re giving
our audiences the information they need without
relying on them to search for it themselves.
‘Using Twitter’s beco<strong>me</strong> second nature – if I put
so<strong>me</strong>thing on the website, it will go on Twitter as
well. It’s so quick. You’re only allowed 140
characters but that can be good because you
have to be succinct and it concentrates your
<strong>me</strong>ssage.
‘A lot <strong>of</strong> people are jumping on the Twitter
bandwagon but we put <strong>of</strong>f setting up an account
until we had thought it through carefully and
worked out a suitable approach. We aren’t using it
as a promotional tool. We’re using it as an
You have to be succinct
and it concentrates
your <strong>me</strong>ssage
information tool to help applicants. It’s really for
their benefit, not ours.’
Murry Toms is the editor <strong>of</strong> yougo.co.uk, the
student-only networking website. It’s owned
by UCAS and is ai<strong>me</strong>d at young people about
to enter higher education or who’ve already
started college or university. Yougo gives
students information and the chance to
compare notes and share experiences with
others in the sa<strong>me</strong> situation.
‘The first thing I do when I get into work in the
morning is check the yougo website and see
<strong>what</strong>’s going on. I see <strong>what</strong> students are talking
about in the online discussions and put so<strong>me</strong>thing
on Twitter. It gives us a chance to be proactive and
stimulate debate. For example, there’s been a big
discussion about student loans and fees and we
can point people in the right direction for help and
information.
‘The yougo website is a live environ<strong>me</strong>nt and that
suits Twitter. It’s the im<strong>me</strong>diacy that’s so
important. It’s real-ti<strong>me</strong> communication. That’s
exactly <strong>what</strong> we are doing when we talk to
students in our online forums and put them in
touch with each other. It makes all the difference
if you can react to so<strong>me</strong>thing that’s going on
straight away.
‘From our tweets, you can see at a glance how
diverse our website is. We have lots <strong>of</strong> different
students - applicants, undergraduates, mature
students, part-ti<strong>me</strong>rs, international students. If
people read our posts and get involved in our
forums and online debates, that’s just <strong>what</strong> we
want. It’s <strong>what</strong> users want too.
‘People online are very wary <strong>of</strong> the “dancing dad
syndro<strong>me</strong>” where organisations try to be
so<strong>me</strong>thing they’re not. You’ve got be honest about
who you are. We see yougo as a genuine support
service. It’s about substance over style.
‘We’ve now got a dedicated UCAS Custo<strong>me</strong>r
Service Unit adviser who takes care <strong>of</strong> student
enquiries on all the social networking sites like
Facebook, Bebo and Twitter. Twitter’s not a standalone
thing, it’s part <strong>of</strong> an integrated approach to
our communications as a whole.
‘The student generation is the influential, early
adopters <strong>of</strong> social <strong>me</strong>dia and it has beco<strong>me</strong>
second nature to communicate through these
channels. Attitudes to social <strong>me</strong>dia have changed
a lot in the last two years. You can sense the
change with each year that goes past – we’re
breaking down the barriers all the ti<strong>me</strong>.’

12
THE FUTURE FOR
ADMISSIONS IS PAPERLESS ...
The stories so far ...
UCAS news
Kelly Villiers in the Recruit<strong>me</strong>nt and Admissions Office at Coventry University, and Lorna
Jones, Director <strong>of</strong> Admissions & Student Recruit<strong>me</strong>nt, at the University <strong>of</strong> Dundee
For a number <strong>of</strong> years now prospective university
students have been making their applications online
through the UCAS website and are now in the habit <strong>of</strong>
checking the progress <strong>of</strong> their application on UCAS
Track. What is not widely known is that this electronic
process is interrupted because after receiving the
applications online UCAS then prints and posts the
applications to each individual university or college for it
to deal with. This creates an obvious delay in the
application process. At Coventry University and the
University <strong>of</strong> Dundee things are different however as
they were two <strong>of</strong> the first universities to introduce a
paperless admissions system.
Kelly Villiers from Coventry University. We relish
improved speed and efficiency in admissions
Coventry University receives applications electronically
from UCAS, with no need for paper copies, which
<strong>me</strong>ans the speed <strong>of</strong> admissions processing is greatly
increased. The university reassures prospective
students that the university has received their
application with an acknowledg<strong>me</strong>nt communication.
They are then regularly contacted by admissions staff
so that they are aware <strong>of</strong> the progress <strong>of</strong> their
application.
In our specially designed admissions system
applications are assessed electronically by pr<strong>of</strong>essional
admissions staff in the Recruit<strong>me</strong>nt and Admissions
Office who adhere to the values <strong>of</strong> ‘fair and equal’
decision-making based on academic criteria. Activities
including liaising with faculty admissions staff for their
input on decisions, adding notes, docu<strong>me</strong>nts and
emails to an applicant’s record are all done online
through the admissions system. The system can also
invite applicants to interview, audition or portfolio review
and as well as send our decision to the applicant all
through UCAS. At all stages our paperless admissions
The key benefit <strong>of</strong> the
paperless system is the
dramatically improved
speed at which we can
communicate with our
applicants
system allows us to make decisions efficiently, avoid
unnecessary delays, and keep applicants infor<strong>me</strong>d <strong>of</strong>
the status <strong>of</strong> their application.
The key benefit <strong>of</strong> the paperless system is the
dramatically improved speed at which we can
communicate with our applicants. Applicant <strong>feedback</strong>
tells us that 92% <strong>of</strong> applicants for 2009 entry agreed
the information they received from us was either useful
or very useful. Anecdotal evidence suggests that
students and their advisers welco<strong>me</strong> efficient decisionmaking
and being kept up-to-date during the
admissions process. For the university the main
benefits have been improved levels <strong>of</strong> service to
applicants and greater standardisation and
pr<strong>of</strong>essionalism across the wider admissions
community.
Lorna Jones, Director <strong>of</strong> Admissions & Student
Recruit<strong>me</strong>nt Admissions – the paperless
experience so far at the University <strong>of</strong> Dundee
There is a very positive attitude towards change at the
University <strong>of</strong> Dundee with work starting towards a
paperless system two years ago. The work
concentrated on the embedding <strong>of</strong> an environ<strong>me</strong>ntally

Applicants’ data on the
way to the HEI - the
traditional way and the
new electronic way
apply
Applicant
friendly attitude towards paperless systems, building on
Dundee’s record <strong>of</strong> success in this area. It’s not just
about paperless applications, although this is part <strong>of</strong> the
overall aim.
Work began in the university’s School <strong>of</strong> Medicine to
improve the whole student selection process and ideally
move towards the imple<strong>me</strong>ntation <strong>of</strong> paperless
interviews. The first task was to look at and grade all
applications for <strong>me</strong>dicine. Quality control was
maintained by random sampling, with a <strong>me</strong>chanism for
our Medical Selection Convenor to look at all borderline
applications and make decisions about which
applicants would be invited to interview. Applicants
were, for the first ti<strong>me</strong>, able to book their own interviews
online and all interview docu<strong>me</strong>ntation was sent to
them electronically. Academic staff will, for 2010 entry,
be able to book interview sessions online to suit their
diaries – everyone agrees that this will be a significant
improve<strong>me</strong>nt on the paper process!
There has been a much improved turn-around ti<strong>me</strong> for
decision-making, with the university being about two
months quicker than in previous years. The majority <strong>of</strong>
the interviews for <strong>me</strong>dicine took place in a two week
period in January.
Medical applicants have had access to the Virtual
Learning Environ<strong>me</strong>nt at the university. The aim for the
future is for all Dundee’s UK UCAS applicants to access
all their docu<strong>me</strong>ntation online.
The university has been exploring the use <strong>of</strong> technology
to support interviews for <strong>me</strong>dicine and is currently
considering the use <strong>of</strong> laptops to record scores and
com<strong>me</strong>nts. Applicants see a number <strong>of</strong> interviewers
where questions are asked and tasks undertaken and it
would be possible for one laptop per station to be used
to record the results. Interviewers would then no longer
need copies <strong>of</strong> paper applications.
The new admissions s<strong>of</strong>tware will maintain a record <strong>of</strong>
the decision-making process (the current paper system
requires all applications to be looked at by two
<strong>me</strong>mbers <strong>of</strong> staff and double-signed!) making this an
auditable system which continues to provide a robust
quality control <strong>me</strong>chanism as well as <strong>of</strong>fering a better
experience to the applicants and staff who use it.
If you would like more information contact:
Lorna Jones, Director <strong>of</strong> Admissions & Student
Recruit<strong>me</strong>nt at the University <strong>of</strong> Dundee, email
l.a.jones@dundee.ac.uk, and Kelly Villiers in the
Recruit<strong>me</strong>nt and Admissions Office at Coventry
University email k.villiers@coventry.ac.uk.
Both welco<strong>me</strong> enquiries about their paperless
admissions.
HEI
HEI
UCAS news 13

14
RESEARCH FORUM AND JOURNAL LAUNCH
Harriet Dunbar-Goddet, Senior Research Officer, introduces the new research forum and journal
UCAS news
We are proud to report that this year saw the successful
launch <strong>of</strong> the UCAS Research Forums, with a very wellattended
seminar given by Dr Tony Hoare <strong>of</strong> the
University <strong>of</strong> Bristol, who asked us: So <strong>what</strong> do you
<strong>me</strong>an by 'widening participation'?
The forums aim to provide:
■ increased understanding <strong>of</strong> the UK's education policy
context
■ greater appreciation <strong>of</strong> the admissions experiences
<strong>of</strong> our stakeholders (applicants, higher education
institutions, schools and colleges)
■ robust approaches to research in the area <strong>of</strong>
admissions and widening participation.
So if you would like to know about the kinds <strong>of</strong> issues
being considered, both in the Research team and in the
education community more widely, such as transition to
higher education or student mobility, then the forums
should be one <strong>of</strong> your first ports <strong>of</strong> call. Do join us at
Rosehill to listen to external speakers and UCAS staff
give presentations on research and policy issues and to
take part in lively Q&A sessions. In the future we also
hope to make these available online, for those <strong>of</strong> you
who can’t get away from the day job.
The forums are open to all university, college and school
staff, and to researchers, policy-makers and
practitioners in the fields <strong>of</strong> admissions and widening
participation. There is no charge for attending the
forums; places are allocated on a 'first co<strong>me</strong>, first
served' basis by contacting policy@ucas.ac.uk to book
a place.
Please see www.ucas.com/about_us/policyservices/forums
for this year’s program<strong>me</strong>. You can also
sign up to the research forum mailing list, then you’ll be
sure never to miss an opportunity to find out more about
current debates in research and policy, and tuck into
so<strong>me</strong> nice biscuits and cookies too!
The sum<strong>me</strong>r months also brought the launch <strong>of</strong> the
UCAS Admissions Research Journal, an electronic,
peer-reviewed research journal, with an associated
UCAS Research website.
The journal steps in to fill a gap (‘once more unto the
breach’) which we are sure you have also identified: the
lack <strong>of</strong> an admissions-focused research journal. The
UCAS Research team was ‘like greyhounds in the slips,
straining upon the start’, if you’ll please excuse the
liberal borrowing from the sa<strong>me</strong> Shakespeare speech,
to take up the challenge <strong>of</strong> editing the journal. It has a
particular emphasis on work that contributes to a
shared understanding among academic researchers,
policy-makers and admissions practitioners <strong>of</strong>:
■ factors that affect the transition to higher education
■ widening participation
■ recruit<strong>me</strong>nt
■ good practice in admissions.
We hope that all universities, colleges and schools will
sign up to access the journal, and keep up-to-date on
the Research team’s work at: www.ucasresearch.com.
We also welco<strong>me</strong> submissions for the journal; please
see the website for guidelines for authors, or email us
at policy@ucas.ac.uk.
Research can so<strong>me</strong>ti<strong>me</strong>s be a lonely business, and
satisfaction usually co<strong>me</strong>s from sharing the findings
with interested individuals, so the Research team
sincerely hope that these initiatives will open up new
channels <strong>of</strong> communication with you, the people out
there, on the ground, in schools, colleges and
universities across the UK.
We hope that
all universities,
colleges and
schools will sign
up to access
the journal, and
keep up-to-date
on the Research
team’s work

DEADLINES ON THE HORIZON
2009 entry
1 September First Final Destination Report for 2009 applications available on Staff Apply for subscribed Apply centres
21 September Last date for receipt <strong>of</strong> applications for 2009 entry
22 September Access to staff area <strong>of</strong> Apply 2009 entry withdrawn.
1 October Second Final Destination Report for 2009 applications available on staff area <strong>of</strong> Apply for subscribed Apply centres
2010 entry
1 October Application deadline for applications through CUKAS for any student applying to conservatoires for courses in music.
15 October Application deadline for the receipt at UCAS <strong>of</strong> applications for all <strong>me</strong>dicine, dentistry, veterinary <strong>me</strong>dicine and veterinary science
courses and for all courses at the universities <strong>of</strong> Oxford and Cambridge.
31 October Last date to subscribe for Adviser Track for those centres wanting instant up-to-date access to the progress <strong>of</strong> their students
throughout the year. Please email custo<strong>me</strong>rdatabase@ucas.ac.uk with your order. Forms available on the UCAS website:
www.ucas.com/advisers/afterapplying/applicantprogress.
15 January Application deadline for the receipt at UCAS <strong>of</strong> applications for all courses except those listed above with a 15 October deadline,
and art and design courses with a 24 March deadline. Check the Course Search ‘Course information’ screens for deadlines for
individual art and design courses. You can view a list <strong>of</strong> courses using 24 March deadline on
www.ucas.com/students/startapplication/whentoapply
We would like your com<strong>me</strong>nts
We are reviewing the content <strong>of</strong> UCAS News and would really like to
know <strong>what</strong> you think ….
Have you found the articles in this edition interesting?
What type <strong>of</strong> articles would you like us to include in future editions?
■ About the application process?
■ Reporting UCAS’ research?
■ Articles with an HEI perspective?
■ Articles with a pre-HE perspective?
■ Other?
Would you like to give <strong>feedback</strong> on previous articles?
Would you like to write an article?
Please send your com<strong>me</strong>nt slip to: UCAS, Publishing Team, Business
Develop<strong>me</strong>nt, Rosehill, New Barn Lane, Cheltenham, Glos GL52 3LZ or
email P&CEditors@ucas.ac.uk
UCAS news 15

16
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Help is available.
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UC122009