UCAS, the central organisation responsible for managing university and college applications in the UK, has released a report outlining its vision for the Future of Undergraduate Admissions. The report highlights five key areas of focus for reform, aimed at providing greater transparency and flexibility to all applicants.
What is going to happen?
One of the key areas of focus for UCAS is to introduce greater personalisation for students making post-secondary choices. To achieve this, UCAS plans to reframe the current personal statement format into a series of questions, aimed at capturing the information universities and colleges really need to know from applicants when it comes to offer-making. This will create a more supportive framework to guide students through their responses, while removing guesswork. Through consultations with 1,200 domestic and international students, over 170 teachers and advisers, and over 100 universities and colleges, UCAS has identified that students want the space to advocate for themselves in their own words, to demonstrate achievements beyond their grades. While most students are in favour of personal statements, many find the process stressful and difficult to complete without support.
To address this, UCAS plans to introduce a more structured free text section of the application, including the academic reference and personal statement. By enhancing visibility of the range of grade profiles, UCAS also aims to provide a more level playing field for all applicants, regardless of their background. UCAS recognises the importance of widening access and participation, and will deliver new initiatives to support this goal. The organisation will work closely with governments, regulators, and the charity sector across the UK to achieve this aim.
In summary, the Future of Undergraduate Admissions report outlines a range of reforms that aim to provide greater transparency and flexibility to all applicants. Through a more supportive framework and a more structured free text section of the application, UCAS aims to help guide students through the process of making their post-secondary choices, while also providing universities and colleges with the information they need to make offer decisions.
An overview of the sections identified by providers
These sections are intended to help admissions teams assess whether applicants are a good fit for the course and how they compare to other applicants.
- The first section is “Motivation for course,” which asks why students want to study the course. This question allows students to explain their interest in the subject, whether it relates to their career ambitions or their love of the discipline. Admissions staff want to see that students have researched the course and understand how it fits their goals.
- The second section is “Preparedness for course,” which asks how students’ previous learning experiences have prepared them to succeed on the course. This is an opportunity for students to highlight the skills and competencies they have gained from school, college, or other learning opportunities. Admissions staff want to see that students understand what will help them succeed in the course.
- The third section is “Preparation through other experiences,” which asks what other experiences students have had that have prepared them for the course. These experiences may include extracurricular learning, sports or social clubs, or work experience. Admissions staff want to see that students can reflect on what they have learned from these experiences and how they will help them in their courses.
- The fourth section is “Extenuating circumstances,” which asks if there is anything that universities and colleges need to know to put students’ achievements and experiences into context. This section is optional, but it allows students to explain any extenuating circumstances that may have affected their academic performance.
- The fifth section is “Preparedness for study,” which asks what students have done to prepare themselves for higher education. This section is intended to show how students understand the transition to higher education and what they need to do to succeed.
- The final section is “Preferred learning styles,” which asks which learning and assessment styles best suit students and how their course choices match their preferences. This section is intended to show that students have considered their learning style and how it will affect their success on the course.
These sections are important for students to demonstrate their motivation, preparedness, and suitability for their chosen courses. Admissions staff want to see that students have thought carefully about their course choices and understand how they will succeed in their studies. There will be a survey to capture wider feedback from customers and stakeholders to help refine the theme for the questions. Once the sections are identified, a user experience team will start to look at how to word the questions so that it can be ensured that all students understand exactly what is being asked of them.
What does this mean for your application?
The reforms mentioned above such as the move towards a more holistic and individualised approach to assessing college applicants, imply several changes for the college application process.
- Applicants will need to pay more attention to articulating their personal motivations and interests for the courses they are applying for, as well as demonstrating their readiness and preparedness for college-level study. This will require students to conduct more thorough research on potential courses and reflect on how their past experiences have equipped them for college.
- Colleges will be placing more emphasis on a range of experiences and achievements beyond just academic grades, such as extracurricular activities, work experience, and other personal circumstances. This means that students will need to highlight these experiences and explain how they have helped them to develop skills and competencies that will enable them to succeed in college.
- The application process may become more personalized, with some colleges and universities looking to get a better understanding of an applicant’s individual learning style and preferences. This could mean that applicants are asked to provide more information on their preferred teaching and assessment styles, as well as their readiness for independent study.
Overall, the reforms suggest that college admissions will become more nuanced and focused on the individual strengths and characteristics of each applicant, rather than simply relying on academic performance as the sole measure of suitability for a particular course or institution. This may lead to a fairer and more inclusive admissions process that better recognizes the diverse range of skills and experiences that applicants bring to the table.
Worried about your application? Rostrum is here to help.
At Rostrum, our mentors ensure that students build their profiles in a holistic manner so they stand out from the crowd regardless of the format of their personal statement. Our mentors have years of experience and are constantly aware of the recent developments in admission processes. For more information, schedule a free consultation today.
