Transcript Document

College HE Admissions Community of Practice
26 February 2015
Welcome
Jeni Clack, Admissions Support and Development Advisor, SPA
Today
A day of two halves:
Part one:
The QAA and colleges, Higher Education Reviews and
chapter B2 of the Quality Code
Part two:
Managing good University-College partnerships
Presentations followed by discussions to share and enhance good
practice and develop action plans.
Honesty and trust are key. Discussions are to remain unattributed.
What is SPA?
Set up in 2006 following the Schwartz Report Fair Admissions to
Higher Education: Recommendations for Good Practice 2004
“ The Group recommends the creation of a central source of
expertise and advice on admissions issues. Its purpose would
be to act as a resource for institutions who wish to maintain and
enhance excellence in admissions. Such a centre could lead the
continuing development of fair admissions, evaluating and
commissioning research, and spreading best practice.”


UK’s independent, fully funded and objective voice on fair HE
admissions
What do we do?
SPA promotes fair admissions and access to higher education in the
UK by developing and leading on good practice in the recruitment and
selection of students.
 Expert shared resource for HE sector on fair admissions
 Independent, impartial, evidenced based good practice
 Information broker between makers and implementers of policy
 Small team, but with practical and relevant experience
 We work closely with HEPs and other stakeholders
What is Fair Admissions?
1. be transparent
2. enable institutions
to select for
students
“Equal
opportunity
all who are able to complete the
course as judged by their achievements and their potential
individuals, regardless of
3. strive to use assessment methods that are reliable and valid
background, to gain
4. seek to minimise barriers to applicants
admission
to a course
5. be professional
in every
respect
and underpinned by appropriate
suited
to their
ability
and
institutional structures and processes
aspirations.”
OVERARCHING GOOD PRACTICE
What is good practice?
SPECIFIC GOOD PRACTICE
STRATEGY
INFRASTRUCTURE
 Autonomous
HE providers are
responsibleCriminal
for satisfying
Complaints and
Feedback
Convictions
Appeals
themselves of the quality of their admission practice.
Admissions
Policies
Refugees and
Asylum Seekers
Timing of disability
considerations
 SPA’s guidance supports providers in reviewing and constantly
developing
and improving their own practice
Principles
of Fair
Admissions
Applicant
Experience
Strategy
Planning
and
Managing
Admissions
Effective
Admissions
Operation
Admissions
Tests
Competence
Standards
Interviews
Centralising
Admissions
Native language
Qualifications
College HE
Admissions
Paperless
Processing
Contextualised
admissions
Vocational
Qualifications
Equality Impact
Assessments
Part-time
Admissions
The College HE Admissions Community
The College HE Admissions Community of Practice works with SPA
and AoC to develop and share good practice in College HE
admissions, including:
•
•
•
•
building an evidence base of current practice
assessing policies and procedures
raising awareness and disseminating relevant information
promoting the professionalism of admissions within FE Colleges
offering HE
• and establishing a supportive forum for practitioners within
College HE to network
College HE Admissions Community of Practice
Executive
The Executive group is responsible for overseeing, steering and supporting
the continued development of this College HE admissions community.
They aim to identify, promote and share good practice, help to solve issues
with the community and highlight sources of useful information.
Membership
SPA, AoC, and experienced practitioners whose role includes HE
admissions in FE Colleges.
SPA’s role
Organising, supporting and resourcing the Executive.
2015 so far…
College HE Admissions JISCMail forum
• Communications from the Executive, notification of events and updates
on good practice information.
• A discussion list for subscribers to ask questions, offer advice and share
their experiences of College HE admissions.
Community briefings from the Executive
• Provide information on events and other current topics for the community.
• The first issue is available on the SPA website and via the JISCMail
forum.
And today’s event
• Focusing on two themes specifically requested by the community of
practice.
Update on QAA reviews of colleges
Ian Welch, Assistant Director, Quality Assurance Group, QAA
The Quality Assurance Agency for
Higher Education
Higher Education Review
Outcomes of reviews of
Higher Education Review
IQER: 94% success rate
IRENI outcomes compared
to RCHE outcomes
Institutions
Colleges
Commended
Meets
Requires improvement to meet
Does not meet
HER: Academic Standards
Judgements
Meets
HER: Quality of Learning
Opportunities Judgements
Commended
Meets
Requires
improvement
Does not meet
HER: Information Judgements
Commended
Meets
Requires
improvement
Does not meet
HER: Enhancement Judgements
Commended
Meets
Requires
improvement
Does not meet
Emergent themes
• Size of provision
• Volatility
• Number of awarding bodies
• Previous QAA review outcomes
• Enhancement
• Student representation
• Effective oversight of HE
Outcomes regarding
admissions
Judgements against B2
Met judgements
against expectation
B2
64
Not met
judgements
against
expectation B2
1 (moderate risk)
Themes from good practice relating
to B2
• Personalised approach
• Support for non standard entry students
• Comprehensive information
• Support for students in transition
Themes from recommendations
relating to B2
• Clear and transparent admissions procedures
• Accessible admissions policy
• Accurate admissions information
• Accessible admissions appeals policy
Things to focus on
• the strategic rather than the operational
• the overview of HE programmes and on management
and governance
• student representation
• effective use of external reference points
• enhancement
• accurate information
• accessible information
• specific needs of Higher Education students
qaa.ac.uk
[email protected]
+44 (0) 1452 557000
© The Quality Assurance Agency for Higher Education 2014
Registered charity numbers 1062746 and SC037786
Great Expectations:
helping colleges exceed the Expectation for B2
Dan Shaffer, Head of Professionalism in Admissions, SPA
Supporting providers prepare for B2
2012-13
2013-14
• SPA on B2 advisory group
• consultations with practitioners
•
•
•
•
•
B2 published
schedule proposed
advice
events
Admissions Policies GP updated www.spa.ac.uk/support/goodpractice/admissionspolicies
• B2 in effect
2014-15
• ?
The Expectation for B2
Recruitment, selection and admission policies and
procedures adhere to the principles of fair admission.
They are transparent, reliable, valid, inclusive and
underpinned by appropriate organisational structures
and processes. They support higher education
providers in the selection of students who are able to
complete their programme.
B2SPA’s good practice on admissions policies

The principles of fair admissions underpin and inform both B2 and
SPA’s guidance

We are not in the business of endorsing practice as ‘B2 ready’,
but ...


if you have already been using our good practice
+
your admissions processes adhere to the principles
of fair admissions
=
there shouldn’t be too much to worry about
We want to support you to not just meet but exceed Expectations
What’s covered by the B2 Indicators?
1. Policies are informed by strategy and
understood by all involved
Indicators
1–4 cover all
stages of
recruitment,
selection &
2. Processes are carried out professionally by
competent, authorised staff
3. There is a high quality appeals and
complaints procedure in place
admission
4. Policies and procedures are monitored and
reviewed regularly
What’s covered by the B2 Indicators?
5. Thinking about higher education
Indicators
6. Applying to higher education
1–4 cover all
stages of
recruitment,
selection &
admission
7. Going through the selection
process
8 & 9 Receiving the decision and
feedback
10. Making the transition from
prospective student to current student
Why is your admissions policy crucial?

To ensure that your institution’s mission and values are reflected
in your admissions practice and your interactions with applicants

To support staff professionalism and coherent practice across
your institution through a definitive source for policy and
procedure

To facilitate measuring and monitoring

To promote transparency in all aspects of recruitment, selection
and admissions

To demonstrate and evidence compliance with the Quality
Code, legal/statutory obligations, fair admission, good practice …
The admissions policy hierarchy
high
level
statement
supported
by principles
enacted
through procedures
– Reflects your mission and strategic plan
– Affirms your commitment to fair admissions
– Outlines the qualities looked for in an applicant
– Specific principles or policy statements
– Policy implementation and review process
– Links to other codes/policies adhered to
– Procedures for specific aspects of admissions
– Supplementary good practice guidance
– Information for applicants and advisors
What goes in the admissions policy?
high
level
statement
supported
by principles
enacted
through procedures
 Who is the audience?
Core policy should be
accessible to all
 All-in-one document or
separate policies and
procedures?
 Harmonise devolved
procedures
 Clear IAG for applicants is vital
in addition to policy documents
It’s about more than just writing the document …
Review
Monitor
Disseminate
Implement
SPA’s resources
www.spa.ac.uk/support/goodpractice/admissionspolicies
Overarching reflective questions for B2
Is our admissions policy informed by strategy and our
college mission/values?
Do we have clear policies and procedures for all our
recruitment, selection and admission activities?
Does everyone involved in these activities know,
understand and follow the policy?
Are we monitoring, evaluating and refining these policies
and procedures?
Group tasks: Planning good practice
1. Intros
2. Plan
action
and RAG
Group tasks: Planning good practice
Group tasks: Planning good practice
LUNCH
Supporting partner colleges at
Oxford Brookes University
Helen Hall, Head of UK Partnerships, Oxford Brookes University
SUPPORTING PARTNER COLLEGES
©OxfordBrookesUniversity
Helen Hall
Head of UK Partnerships
Oxford Brookes University
SUPPORTING PARTNER COLLEGES
• The Associate College Partnership
• Challenges
• Supporting our partners
• Future developments
‘A goal of all formal education
should be to graduate students
to lead lives of consequence.’
John Henry Brookes
(extract from a speech delivered by John Henry Brookes, October 1954)
BACKGROUND TO THE ACP
 The Associate College Partnership (ACP) was
launched in 2004.
 Focuses on positive partnerships at all levels.
 In 2015-16 projected to have 1,500 students
studying on over 60 courses.
 Currently involves seven partner colleges:
Abingdon & Witney College
Bridgwater College
Activate Learning
Ruskin College
(Banbury, Oxford, Reading)
Solihull College
Brooklands College
Swindon College
BACKGROUND TO THE ACP
CHALLENGES
 Working to different timelines
 Managing the flow of information
 Enrolment of students
 Student identity
©OxfordBrookesUniversity
SUPPORTING OUR PARTNERS
 Professional hubs
 Sharing of best practice within professional support roles
 Admissions and enrolment working group
 Feeds into Steering Group with senior university and college representation
 On-campus enrolment support
 Identifying named staff in key areas
FUTURE DEVELOPMENTS
 Focus on the student experience
 Streamlining processes
 Improving communication
 Reviewing enrolment
 Embedding the Brookes identity
©OxfordBrookesUniversity
FURTHER INFORMATION
www.brookes.ac.uk/college
[email protected]
Supporting partner colleges at
University of Brighton
Lucy Merritt, Partnership Officer, University of Brighton
Supporting partner colleges
at the University of Brighton
SPA College HE Community of Practice
Birmingham Metropolitan College
26/02/15
Lucy Merritt, Partnership Officer
University of Brighton
Aims of this session
To provide an overview of:
•
the current FEC partnership arrangements at the University
of Brighton;
•
how the relationships with FEC partners has and is
changing;
•
•
how admissions are managed;
challenges of Partnership working.
Partnerships at the University of
Brighton
•
The University works with the following partner Further
Education Colleges (FECs) in and around Sussex:
•
Northbrook College
•
City College Brighton and Hove
•
Plumpton College
•
Sussex Downs College
•
Sussex Coast College Hastings
•
East Surrey College
•
Central Sussex College
Why do we bother?
The Universities commitment to Partnerships is
embedded in its strategic plan.
•
Regional presence in Brighton & Hove, Hastings
and the Gatwick Diamond
•
•
•
•
Promoting access and diversity
Being responsive to employer need
Specialist provision
Diversification of income
Strategic plan 2012/2015
LOCAL ROOTS; GLOBAL PRESENCE
The University of Brighton is proud of its status as a valued and trusted partner. We will
refresh and reinvigorate our key partnerships, and develop new ones, to deliver defined mutual
benefit and address changing circumstances. We will remain strongly rooted in our geographical
locations, serving a civic and economic function as a leading regional institution, but at the same
time we will continue to extend our national and international reach, taking University of Brighton
values around the globe.
How do our partnerships work?
•
•
All partnership activity is formalised through
Memorandum of Cooperation, with annexes for
each type of activity
•
Sets out legal obligations of the partners
•
How the programmes are funded
•
Describes the high level responsibilities of both
partners including any returns, student support
arrangements, fees and finance, admissions etc.
Direct and Indirect funding models
•
Different contractual obligations depending upon
funding route
Day-to-day management
•
Central Partnership Office:
•
Named contact for each FEC
•
Coordinate quality assurance activities
•
Ensure colleges are kept up to date on policy and
procedure
•
Training – QAA Quality Code, University policy and
procedure, Regulations
•
Student administration
•
Examination Boards
Managing partnerships
•
Committee structure
•
•
College HE Boards, Academic Partnership Committee,
APC Further Education College Sub-committee
Partner College Review every five years
•
Collaborative activity examining the success of
partnership from both sides, and with a strong focus on
quality enhancement
•
Identify areas for development
•
Identify good practice
•
In the year prior to the colleges QAA HE Review
Change, Change, Change
12/13
Introduction of Student Number Controls
Higher tuition fee
Switch to direct funding
Centralised admin support
13/15
Announcement of lifting SNC’s from 2015/16
Two models of partnership developed for
2015/16, Dual enrolment, and College only
enrolment.
15/16
Uncertainty
New strategic plan to be developed
University reorganisation
General Election
How do we manage Admissions
Direct
Partner
College
programme
Indirect
Application made to
College via UCAS
Application made to
University via UCAS
College decision
College policy and
process
College decision
University policy and process
Communication from
College
Processed by University
Communication from college
and University
It can be difficult!
•
•
•
•
•
•
Very small numbers of applications
Staff turnover at colleges
We all work differently
Expectations can differ
Marketing and communication
Change
Going forward
University of Brighton admissions are
being centralised.
Keys to success
•
•
•
Maintaining strong relationships
Communication – formal and informal routes
•
College to University
•
Internally at the university
•
Internally at colleges
Understanding your partners
Thank you
Any questions?
Group tasks:
Planning 2015 – time to SWOT up
Group tasks: Time to SWOT up on partnerships
aspect
mission /
values
policy
applicant
engagement
training
additional
support
1. Your
2. Plan
own SWOT
action
Using the Community of Practice to
help promote action
Members of the College HE Admissions Executive
Thank you
feel free to stay and chat
[email protected] 01242 544891
www.spa.ac.uk/support/heinfe
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feedback forms