Transcript Document

Matching applicants to the best courses UCAS Entry Profiles and feedback to
students
Geoff Ramshaw
Policy Executive
Policy and Communications Department
How can UCAS support student retention?
• Try to ensure they are on the course that is right for
them – provide good data on ‘student experience’
• ‘The right courses for the right students’
 Enquiry stage: Match applicant interests to
courses available
 Application stage: Help applicants apply for right
courses and provide the right information abut
themselves.
 Decision stage: Help universities and colleges
provide good feedback which might guide
further applications
Matching applicants to the best courses
• Try to ensure they are on the course that is right for
them
 Enquiry stage:
 Provide rich information on courses via Entry Profiles
(EPs) - with links to National Student Survey
 Promote interoperability of EPs (DELIA)
 Application stage:
 Apply and Track
 Personal statement – role of e-portfolios? ?
 Decision stage:
 Improved feedback to applicants (EFIFA)
 Plan to return feedback via Track
UCAS Entry Profiles – semi-structured information
UCAS Entry Profiles – semi-structured information
DELIA
Supported by
Demonstrating Enhanced Learner Information for
Admissions
• Support improved matching of applicants to
courses
• Assist with subsequent effect on retention
• Scope and demonstrate electronic services that would
make Entry Profiles work - improving processes for
admissions staff
Led by Centre for International e-Portfolio
Development, University of Nottingham
DELIA: Solution – publish and subscribe
HEI server
EP store
EP store
• Publish and subscribe relationship exists between the originator
and consumer of the entry profile
• Two-server solution
• Originator and consumer each runs one publishing and one
subscription server
• XCRI as data transfer schema
UCAS server
Publisher service
Publisher service
Subscription service
Subscription service
http://research.ucas.com/delia/Index.jsp
EFIFA
Supported by
Effective Feedback to Improve Fair Admissions
• To investigate the provision of high-quality feedback
to applicants on their application to Higher
Education:
 beyond what will be available for 2009 entry;
 without placing an additional administrative burden on
institutions.
• To consider the transferability of any system
developed to other contexts, including:
 Further Education admissions;
 postgraduate admissions;
 use by employers in providing feedback to job applicants.
EFIFA
Why?
• To demonstrate how to improve fairness in
admissions to Higher Education through provision
of effective feedback to a range of applicants.
• To review existing mechanisms, primarily the
system in place for 2009 entry UCAS applications.
• To stimulate reflection on current practice, and
change towards improved practice across the
sector
EFIFA
How?
• Gather needs and investigate current practice with
HEIs, schools and applicants.
• Produce a technical model for the existing process.
• Develop revised business processes to include the
provision of feedback, according to the SPA Statement
of Good Practice.
• Produce a technical model for the enhanced
processes.
• Produce a demonstrator to allow evaluation of
enhanced processes.
• Evaluate the efficiency and fairness of the revised
processes using the demonstrator.
EFIFA Demonstrator
Institution / User
Host System
Application awaiting
Decision OR Feedback
requested
http://research.ucas.com/efifa/Index.jsp
Dummy Applicant
• Standardised, predefined
responses and individualised
responses
Start Application
Trigger
Updates
Application
Database
Makes Application
Reads
Application
Views Decision
Decision
Already made
Application
Database
• Institution, Faculty, Course level
Sufficient
Feedback
YES
NO
NO
Make Decision
Request
Feedback
Adds
Feedback
Replies directly
to Applicant
NO
NO
YES
• Multiple predefined responses can
be selected
YES
YES
Replies directly
to Applicant
Updates
Application
Database
Create
email
YES
NO
NO
Error
Message
NO
NO
YES
Expected Text
YES
Add Free Text
• Feedback at any stage in the
application
Pre-Defined
Text Database
YES
Select by Code
End Application
NO
Codes Exists
• Encourages good practice
• Shows an extensible and
transferable feedback method
YES
Add Free Text
EFIFA project website is at: http://www.efifa.co.uk//
Learner journey:
Interest-engagement-enrolment-study
How can we best combine rich
information on courses with
individual applicant feedback, to
promote student retention ?
Teaching Methods
The emphasis at Bristol is on how to 'do' accounting, economics, finance and management.
We not only teach the principles of the subjects, but also place a great deal of emphasis on
how to handle facts and statistics properly, and how to use them in conjunction with the
principles in practical situations. To these ends, we provide some basic instruction in
computing and then offer extensive experience in the use of computers to solve economic
and accounting problems (we have excellent computer laboratories in which you can work).
You will be taught in lectures (typically of around 100 students for core units and less for
options, although first year core Economics units have about 300 students), exercise lectures
(where groups of about 15 students work through exercises with a member of staff), and
classes (around 15 students). In total your compulsory contact hours will be about nine to
fifteen hours per week, but this varies with options chosen. You will also do some work via
the internet, and will be expected to spend a considerable amount of time working
independently outside of lectures and classes.
The balance between lectures and classes varies from unit to unit, but every unit will offer
you the opportunity to meet a member of staff in a relatively small group to discuss your
work on a regular basis. In addition, you will have a personal tutor with whom you can
discuss your academic progress and any other concerns.
Students are represented at departmental meetings and staff-student consultative committees.
What skills, qualities, and experience do I need?
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You'll need to demonstrate an interest in and commitment to the subject. Do you have a
keen interest in current affairs (particularly economic and political issues)? Have you tried
to find out more about the subject by reading any relevant texts? What aspects of the
subject are you particularly interested in? Please note that Economics A Level is not a
requirement.
Our degree programmes place an emphasis on the importance of mathematical and
statistical methods in modern economics. We require A Level Mathematics or Pure
Mathematics at grade A
We will want to see that you have skills in the humanities as well as a strong mathematical
ability. We are unlikely to make you an offer if you are studying Maths, Further Maths and
only one other subject, especially if that subject is a science and your GCSEs are weak in
the humanities. We do not accept A Level General Studies or Critical Thinking.
In order to succeed on the course you will need to be able to think clearly. Do you enjoy
thinking of potential solutions to problems? Are you willing to see things from different
perspectives, and not just look for an easy answer?
You'll need to be prepared to work independently, but will also need to work well with other
students in classes.
Do you have excellent written English skills? These can be usefully demonstrated by your
personal statement.
We're also interested to hear about your non-academic achievement and experience, any
extracurricular activities, voluntary and paid work, and positions of responsibility. What
skills have you gained by these activities? How have you contributed to your community?
EFIFA examples
EFIFA examples
What the students say