Higher education Progress report


How easy is it for Diploma students to go on into higher education? Joanna Wilkins, from UCAS, takes us through the early fi ndings of research into the progression paths for those studying the Diploma


O


VER THE past three years, UCAS, the organisation through which applications are processed for entry to higher


education (HE), has been heavily involved in supporting Diploma students. With funding from the Department for


Education, UCAS has been able to establish two key roles that aim to enable Diploma students to realise their aspirations of progressing to higher education. T e Diploma data offi cer, in post since 2008,


has been raising awareness among admissions tutors and faculty staff at HE institutions throughout the UK about the Diploma. T rough visiting a great number of higher


education institutions, the offi cer has relayed details of the qualifi cation’s structure, the content of each line of learning and its appropriateness for progression to these groups, to enhance their understanding of the qualifi cation. As part of this work, institutions have been


asked to update entry profi les to indicate whether they would consider Diploma students for their undergraduate programmes. Entry profi les are displayed on the UCAS website to inform students about their potential progression routes for undergraduate degrees. To date, 235 institutions have completed


entry profi les to indicate that they would accept students with Diplomas in at least one line of learning, accounting for more than 32,000 courses. As Diploma tracking data offi cer, I have


been monitoring UCAS applications made by Diploma learners, and keeping a close eye on those applicants who are using the new qualifi cation to access HE. T is includes the initial identifi cation of those Diploma


10


students making an application to UCAS, followed by an ongoing analysis of the trends in the application process for these students and understanding where there may be potential barriers for these students when accessing higher education. As a result of this work, I have identifi ed


that in 2010 there were around 700 students who applied to HE with a Diploma through UCAS. T is cohort of students collectively applied to more than 3,000 courses at 166 institutions throughout the UK. Around 1,700 off ers were made to these applicants and there is on average about a 60 per cent chance of receiving an off er. Diploma students have also applied to study a wide array of subjects, the most popular being nursing, design studies and computer science. Although this is a positive picture, I have


also identifi ed some potential barriers which may be preventing students from accessing higher education. T ese fi ndings will be used to inform the future information and advice given both to HE institutions themselves and to applicants via schools and colleges to support access to HE using a Diploma. Firstly, it is clear that there is no standard


technique for completing an application to higher education. Consequently, admission tutors have found


it diffi cult to identify Diploma learners from their UCAS application and thus it has been diffi cult to structure an off er for these students. My research also indicates that the quality


of off ers has varied considerably, with only 34 per cent of all off ers made to Diploma applicants being of a good, clear quality. In addition more work is needed to ensure that


entry profi les are clear and transparent for these students. I have also been gathering feedback from


those studying and delivering Diploma courses. T is has provided valuable information that UCAS will be able to use to improve its services to enhance the experiences of Diploma students making applications in future, and to ensure barriers to eff ective progression into HE are removed. Work is already underway to improve


matters for 2011. For example, I have developed a support strategy with Lifelong Learning Networks throughout the UK to ensure that Diploma students receive additional support at confi rmation and clearing if required, and the Diploma data offi cer is dedicated to improving the quality of entry requirements and off ers. You can also fi nd out how you can support


Diploma students on an individual basis when making an application to HE.


• Joanna Wilkins is the Diploma tracking data offi cer at UCAS.


Further information To learn more about the perceptions of HE towards the qualifi cation and the experiences of Diploma applicants when accessing HE, Bethanie Williams, head of corporate data at UCAS, and myself, as Diploma tracking data offi cer, will be speaking at the Sixth National Delivering Diplomas Conference on October 11. To book a place, visit theDelivering


Diplomas website or see back page. For more information on UCAS, visit www.ucas.ac.uk


Delivering Diplomas • Volume 2 No 2 Autumn 2010 DD


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36