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

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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
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Page 3 and 4: FAREWELL TO UCAS Anthony McClaran l
Page 5 and 6: IN SEARCH OF A CHIEF EXECUTIVE Pr<s
Page 7: FROM CARE TO UNIVERSITY ... The Fra
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Page 13 and 14: Applicants’ data on the way to th
Page 15 and 16: DEADLINES ON THE HORIZON 2009 entry

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