Study UK is the leading association for independent higher education providers, with 125+ members across the UK. Our annual conference covers all the current major issues in the education industry, bringing you up to date with the latest research, policy changes and practical advice. This year’s conference had a political focus, as we forecast what the range of potential outcomes from the 2015 election might entail for the education sector, and what new regulations might be introduced.Our keynote speakers were Shadow Immigration Minister Rt Hon David Hanson MP, HEFCE Chief Executive Professor Madeleine Atkins CBE and President of Pearson UK Rod Bristow.

2. Education 2020 – the choices ahead
Rt Hon David Hanson MP,
Shadow Minister for Immigration

3. Education 2020 – the choices ahead
Dr Emran Mian,
Social Market Foundation
Jonathan Simons,
Policy Exchange
Andrew Harrop,
Fabian Society
CHAIR: Tony Millns,
Former Chief Executive, English
UK
Rt Hon David Hanson MP,
Shadow Minister for Immigration
Professor Stephen Lee,
CentreForum

4. UK Trends and Developments
25/11/2014 4
Margaret Farragher
Head of Policy and Qualifications
m.farragher@ucas.ac.uk

5. “This session will look at trends
emerging from UCAS’ analysis of
the UK applications cycle. It will
also explore the impact of UK wide
qualification reforms on the future
of admissions”
25/11/2014 5
Introduction
1. Trends in UK admissions –
analysis of the UCAS 2013/14
application cycle and early
insight into the 2014/15 cycle
2. Potential impact of
qualification reforms on the
higher education (HE) sector

6. UK Trends in Admissions
25/11/2014 6

7. 1. Headlines for the 2013-14 application cycle
25/11/2014 7

8. Application rates
increase to new
highs; English 18
year olds 4%
more likely to
apply to HE than
25/11/2014 8
1.1. Application rates for 18 year olds in the UK
Application rates
increase to new
highs; English 18
year olds 4%
more likely to
apply to HE than
in 2013
in 2013

9. 1.2. Application rates for English 18 year olds from the most
disadvantaged areas (POLAR2 quintile 1) by sex
Young women
more likely to
apply than young
men, especially in
disadvantaged
Young women
more likely to
apply than young
men, especially in
disadvantaged
areas
areas
25/11/2014 9

10. 1.3. Number of English 18 year old applicants predicted and
attaining A level grades at ABB+
A continuing reduction of attainment
against predicted grades led to a fall of
4% in applicants achieving grades of
ABB or higher in 2014 compared to
2013
A continuing reduction of attainment
against predicted grades led to a fall of
4% in applicants achieving grades of
ABB or higher in 2014 compared to
2013
25/11/2014 10

11. 1.4. Acceptances according to domicile: difference between
cycle and 2013 cycle
Acceptances by
Acceptances by
domicile
domicile
reached record
levels for all
residencies
apart from
reached record
levels for all
residencies
apart from
Scotland
Scotland
25/11/2014 11

12. 1.5. Acceptances according to route: difference between cycle
and 2013 cycle
Highest percentage
increase in those
placed through their
insurance choice and
Clearing; firm accepts
reach record level
Highest percentage
increase in those
placed through their
insurance choice and
Clearing; firm accepts
reach record level
25/11/2014 12

13. Medium and
higher tariff
institutions
increased their
recruitment to
the highest ever
totals
25/11/2014 13
1.6. Acceptances according to Tariff group: difference
between cycle and 2013 cycle
Medium and
higher tariff
institutions
increased their
recruitment to
the highest ever
totals

14. 1.7. ABB+ acceptances according to qualification on entry
The number
The number
of
of
acceptances
who are ABB+
through BTECs
continues to
acceptances
who are ABB+
through BTECs
continues to
increase
increase
25/11/2014 14

15. 1.8. Application rates for courses with 15 October deadline:
difference between cycle and 2014 cycle
A small but
real decline
(-3%) in
demand for
A small but
real decline
(-3%) in
demand for
these
courses
these
courses
25/11/2014 15

16. Qualification Reforms
25/11/2014 16

17. 2. UK wide qualification reforms
New Nationals
- Scotland
VQ reform
- England
25/11/2014 17
New core maths -
England
New A levels
- England,
Wales, NI
New Highers
- Scotland
Decoupled AS
- England
New GCSEs -
England
Coupled AS -
Wales and NI
New Welsh
Bacc - Wales
Increased use of VQs
Science practical
grades - England

18. How is UCAS supporting learners, schools/ colleges and
HEPs?
• Building changes into the admissions
service
• Data and analysis
• Information and advice for students,
parents, teachers and advisers
• Conferences and events
• Qualification Information Profiles &
Guides
• New UCAS Tariff
• www.UCAS.com
25/11/2014 18

19. Questions?
Margaret Farragher
Head of Policy and
Qualifications
 01242 223765
 m.farragher@ucas.ac.uk
19

20. Data and Student Choice
Alison Berry, Head of Institutional Liaison

21. HESA Data Collections
Aggregate
Offshore
Count of students
studying wholly
overseas for UK HE
qualifications
Student
Information
about
students,
courses and
qualifications
at HEPs
Destinations
Survey of
graduate
activities six
months after
leaving HE
Destinations
Survey of
graduate
activities six
months after
leaving HE
Staff
Staff
Information
about staff
employed by
Information
about staff
employed by
HEIs
HEIs
Institution
Profile
Information about
HEI campuses and
departments
Estates
Estates
Management
Buildings, estates
and environmental
information about
Management
Buildings, estates
and environmental
information about
HEIs
HEIs
Finance
Income and
expenditure of
Finance
Income and
expenditure of
HEIs
HEIs
AP Student
Record
Information
about
students,
courses and
qualifications
at designated
HEPs
Key Information
Key Information
Set
Set
Data about
undergraduate
courses, published
Data about
undergraduate
courses, published
on Unistats
on Unistats
Institution
Profile
Information about
HEI campuses and
departments
AP Student
Record
Information
about
students,
courses and
qualifications
at designated
HEPs
HE Business and
Community
Interaction
Interactions
between HEIs and
business and the
wider community
HE Business and
Community
Interaction
Interactions
between HEIs and
business and the
wider community
Student
Information
about
students,
courses and
qualifications
at HEPs
Longitudina
l DLHE
Sample survey
of leavers 3.5
years after
graduation
Longitudina
l DLHE
Sample survey
of leavers 3.5
years after
graduation
Aggregate
Offshore
Count of students
studying wholly
overseas for UK HE
qualifications

23. Why is it important: Public information
• Public information agenda:
• League tables
- Entry qualifications
- Degree classifications
- Student:Staff ratios
- Expenditure
• Unistats
- Comprised of student, KIS & DLHE
• Research
• Performance indicators

24. Some
views of
the
Unistats

25. Total Number of Students

26. Who uses Unistats?

27. Most frequently searched items

28. Not the complete picture

29. How does HESA provide access to data?
HESA bespoke data service

31. Data collection and submission
The Institutional Liaison team are there to help with all
aspects of the return from local collection of data items
through to final submission.
Contact the team
liaison@hesa.ac.uk
01242 211144

33. The Alternative Provider ‘Family’

34. Our Tale Begins...
 Degree Awarding Powers, University Title, Highly Trusted
Status
 Not for profit and cheaper
 Best Higher Education Provider of the Year 201/143 & Best
Professional Education Provider of the Year 2013/14
 7 UK locations, 3 starts a year, full-time, accelerated, part-time,
evening, weekends
 We educate professionals in over 80% of the FTSE100
companies, 1/3 of entrants into the legal profession and 2/3 of
qualified accountants
 Top Five Law School, 38 exclusive Law firms, 4 magic circle
firms, most Bar pupillages
 Business School exclusive degree provision with employers
 School of Health with Dentistry, Nursing, Chiropractic;
 School of Foundation and English Language Studies;
 Traditional, mainstream and conservative
34 TITLE HERE 00 MONTH 0000

35. The Unexpected...
 Rate of Growth – 10 000 students,
largest full-time undergraduate Law
degree, 30% international students;
 Flexibility;
 Professionally focussed, no frills higher
education
 The price of swimming in the
‘mainstream’
 How we tailored our approach:
 True to our core;
 Not standing still;
 Tougher
 Fitting in
35 TITLE HERE 00 MONTH 0000

36. To Challenge the educational status quo to positively change lives
through our passion for education and the professions
IBM had some parts manufactured in Japan as a trial project.
IBM specified that they would only accept 3 defective parts per
10,000. A letter accompanied the delivery
"We, Japanese people, had a hard time understanding North
American business practices. But the three defective parts per
10,000 have been separately manufactured and have been
included in the consignment. Hope this pleases you."
36 TITLE HERE 00 MONTH 0000

37. Helen Obaje
Working with
agents:
encouraging
best practice
StudyUK
November
2014

38. Building Agent Capacity and Professionalism
• The aim of the British Council agent strategy is to increase the
number, effectiveness and quality of agents working on behalf of
UK providers in all relevant sectors.
• This is achieved primarily through British Council’s Agent Training
and Continuing Professional Development Programmes.
• These are backed up by information dissemination and other
activities aimed at developing the role of agents as marketing
partners. British Council maintains agent databases and makes
lists of trained agents available to institutions and students,

39. How many agents?

40. Code of Conduct

41. Levels of certification
2 years certification is gained for successful completion of each agent training
programme
Year 3, Advanced level
British Council Advanced Agents
Certificate
•agent practitioner led
•evidence of CPD activities
Year 1, Foundation level
Education UK Award for Agents,
Advisors and Education Counsellors
•8 weeks’ supported on-line learning
•Formal exam

42. Course Content
• Unit 1
• Studying and living in the UK
• Lifestyle
• Costs and finance
• Working while studying
• Visas, immigration and dependants
• Accommodation
• Agent Environment
• Unit 2
• Why choose a UK education
• How the UK education system works
• English language learning
• School and tutorial college education
• Further and work based education
• Higher education - undergraduate
study
• Higher education - postgraduate study
• Study for a UK qualification in your
own country
• Resources and support

43. Professionalism and the new BCAAC CPD programme
Drivers
A consistent, defined recertification model for all countries
Agent demand for context-specific, advanced training opportunities
Embedding professionalism and ethics in capacity-building activity
Recognising:
•maturation of the agent ‘industry’
•the diversity of agents’ roles, relationships and contexts
•the need for flexibility in recertification, acknowledging context, experience
and professionalism
•the role of all partners in agent capacity building – developing a
collaborative approach to agents’ training and professional development
through education partners

44. The CPD Cycle – working together to build capacity
Partners in capacity
building - providing
training opportunities
Providing evidence
for the portfolio

45. Compulsory Coverage of CPD areas
The CPD Portfolio evidence must show coverage all of the
following 5 compulsory areas of activity
E Education sector knowledge
L Life in the UK
V Visas and immigration
M Marketing and promotion
P Professionalism and ethics

46. Professionalism and ethical practice
We insist that any agent gaining certification through the Advanced
training programme demonstrates commitment to, and evidence of,
ethical practice
The London statement is provided in the training materials with
examples
Agents must provide evidence of how they incorporate the principles
in current practice

47. The London Statement
• Principle 1 Agents and consultants practice responsible business ethics.
• Principle 2 Agents and consultants provide current, accurate and honest information in an
ethical manner.
• Principle 3 Agents and consultants develop transparent business relationships with
students and providers through the use of written agreements.
• Principle 4 Agents and consultants protect the interests of minors.
• Principle 5 Agents and consultants provide current and up-to-date information that enables
international students to make informed choices when selecting which agent or consultant to
employ.
• Principle 6 Agents and consultants act professionally.
• Principle 7 Agents and consultants work with destination countries and providers to raise
ethical standards and best practice.

48. What agents say………
“The agent training programme is a very
useful resource for us to understand UK
education.
Its content is very rich; it includes history,
culture, geography, environment and
government of (the) United Kingdom.
Education structures, courses, subjects and
international student support are also main
parts of the certificate.
Other than that it includes agency services, ethics and responsibilities,
visa application and regulation, pre-departure duties etc…. I believe
that this course helps to control our quality in order to run our business”

49. Education agents on British Council website

50. The British Council Trained Agent List

51. Additional support for agents
• Code of conduct as part of sign up
• Feedback from Institutions about agents
• Newsletters offering advice and updates
• Training opportunities from local offices
• Help with information questions and advice
• Where there is a particularly difficult market with specific issues we
work with UK specialists to provide relevant information to those
agents.

52. Evaluating and developing relationships with agents
Institution-related (feedback received from agents)
•Lack of strategic planning
•Lack of systematic marketing planning
•Mismatch of products to market needs
•Inadequate resourcing/unrealistic expectations
•Inadequate agent selection criteria/process
•Failure to understand/acknowledge changing market conditions
•Inadequate internal processes for responding to enquiries and
applications
•Level of investment in:
• Promotional activities
• Developing agent relationships

53. • Questions?
• agent.enquiries@britishcouncil.org
• http://www.britishcouncil.org/education/education-agents

54. Study UK AGM
Nov 2014
WWoorrkkiinngg WWiitthh AAggeennttss::
EEnnccoouurraaggiinngg BBeesstt
PPrraaccttiiccee
Practitioners’
Perspective
studygroup.com

55. International Study Centres
– Istituto Marangoni, Keele University, Kingston University London, Lancaster University, Leeds Beckett
University, Royal Holloway University of London, University of Huddersfield, University of Leeds,
University of Leicester, University of Lincoln, Liverpool John Moores University, The University of
Sheffield, University of Strathclyde, University of Surrey, University of Sussex
– Brighton, Cambridge, London, Oxford
– Brighton, Cambridge, Hastings, London Greenwich, London Central, Oxford
http://corporate.studygroup.com/higher-education/united-kingdom

56. • 1000+ Agents
• Partners & Accounts
• Tier 1, 2 & 3
• 30+ Study Group Offices Worldwide
• Dedicated Agent Portal

57. Encouraging BBeesstt PPrraaccttiiccee
• New Agents
– Sign me up!
– Early monitoring (1 CAS + 1 Refusal = ?)
• Sub Agents
• The End is Nigh…
– Warnings
– The Terminator

58. Encouraging BBeesstt PPrraaccttiiccee
• Perception and stereotypes
– Data speaks louder than words
• What do others do?
– Really? Are you sure?
– Does it even matter?
• Best approach
– Stick to your guns
– Your flexible friend

59. Encouraging BBeesstt PPrraaccttiiccee
• Great expectations
• Big carrot… Even bigger stick?
• What’s in it for me?
• One Direction
Training, Advice, Support

60. AAnnyy QQuueessttiioonnss??
Ian Smith
Visa & Accreditation Compliance Manager
email: ismith@studygroup.com
Tel: 01273 339349

61. HEFCE’s role in specific course
designation, and future
engagement
Katherine Penry and Rob Stroud
Senior HE Policy Advisers
Study UK Annual Conference
25 November 2014

62. HEFCE’s role in specific course designation
• Managing the application system since June 2013 but not the decision
maker (all powers rest with BIS)
• Assessment of applications against BIS designation criteria
• Dealing with changes to existing courses
• Creation and maintenance of the Register of HE Providers:
• Undertaking annual monitoring of providers
• Working with BIS, SLC, QAA & HESA

63. Designation criteria
• Provider must satisfy the designation criteria before applying and is
responsible for ensuring application is complete
• Quality – Must have a successful and recent review with QAA, HEFCE
will confirm QAA status directly with QAA
• Course Eligibility – as set out in the Student Support Regulations
(2011), course template and validation/approval documentation
• Financial Sustainability, Governance and Management – solvency
and fitness to receive public funds

64. Future engagement with alternative providers
• There are boundaries to the role that HEFCE can play when engaging
with alternative providers.
• We are committed to a focus on successful, collegiate relationships
with providers to support our oversight of English HE provision, and
provide some mutual benefit for providers.
• Senior HE Policy Adviser in post from September 2014.
• Looking to build our knowledge of providers’ business models,
strategies, ambitions…
• Open to feedback on what providers want/need, and what that
model of engagement may look like.

65. Contacts for queries and additional information
• HEFCE course designation team: coursedesignation@hefce.ac.uk
• Information on the application process
http://www.hefce.ac.uk/whatwedo/reg/desig/
Register of HE Providers
http://www.hefce.ac.uk/whatwedo/reg/register/
• HEFCE Institutions Directorate contact: r.stroud@hefce.ac.uk

66. Thank you for listening

67. 25 November 2014
The new GCSEs and A Levels: a University
admissions perspective
Roseanna Cross, Head of Undergraduate Admissions,
University of Bristol
67

68. When are A Levels and GCSEs changing?
68
25 November 2014
Qualification Phase 1: Sept 2015 Phase 2: Sept 2016
GCSE English Language
English Literature
Maths
Art & Design
Citizenship
Computer Science
Dance
Design & Technology
Drama
Geography
History
Languages – Ancient and Modern
Music
Physical Education
Religious Studies
Sciences (Biology, Chemistry, Physics)
A Level Art and Design
Business
Computer Science
Economics
English (Language, Literature, Language
and Literature)
History
Psychology
Sciences (Biology, Chemistry, Physics)
Sociology
Dance
Design & Technology
Drama
Geography
Languages – Ancient and Modern
Maths (Maths and Further Maths)
Music
Physical Education
Religious Studies

69. What is changing?
69
25 November 2014
New GCSEs New A Levels New AS Levels
· Linear GCSEs with assessment at the end
of the two-year course in June.
· Tiering in certain subjects only, such as
Maths and Languages.
· Assessment predominantly by external
exam only.
· A new 1–9 grading system (9 = top level).
· Re-sit opportunities in November for
Maths and English Language only.
· Linear A Levels with assessment at the end
of the two-year course in June.
· Removal of January exams; June exams
(and re-sits) only.
· Coursework submitted for moderation in
June only (minimal coursework content).
· AS Level qualifications will not count
towards the final grade of an A Level.
· Stand-alone qualification
in own right.
· Remain at current
standard.
· One examination series
per year, with first
assessment in June 2016.
· Will not count towards
final grade of A Level.
· May still be co-taught with
first year of A Level for
some subjects.

70. What else is changing?
70
25 November 2014
• New Core Maths qualification
• Extended Project qualification (EPQ) expected to
remain

71. What are the implications for Universities?
71
25 November 2014
• No AS results to declare when applicants apply
• Change to practical assessment for Science: pass
or fail in addition to grade for rest of subject
• GCSE grades will be numerical
• Reliability of predicted grades?
• ‘Mixed’ economy of old and new style A Levels

72. What are the implications for Universities?
72
25 November 2014
• Change to entry requirements/ programme
content?
• Implications for contextual offers?
• Implications for modelling and projections?
• Schools need initial guidance from this year

73. Bristol’s current position
73
25 November 2014
• In general, no plans to make major changes to
entry requirements.
• Will continue to use predicted grades.
• Programmes will review the new content and
assessment specifications when available and any
adjustments to subject requirements will be made
in time for 2017 Prospectus.

74. Bristol’s current position
74
25 November 2014
• Continue to expect applicants to take three A-levels
and eight GCSEs (or equivalent
qualifications), and additional qualifications will
not confer any advantage.
• Do not expect to introduce a requirement for AS-levels
to be taken, and do not plan to use them as
part of the process to select applicants.

75. Bristol’s current position
75
25 November 2014
• Any programme requirements for GCSE
achievement will be adjusted to fit the new
grading format, using guidance from Ofqual.
• Will continue to score GCSEs as part of selection
process, as outlined in Admissions Statements.

76. Bristol’s current position
76
25 November 2014
• Do not generally expect to ask for the Core Maths
qualification.
• Requirement for pass of the practical Science
component is still being discussed.

77. Bristol’s current position
77
25 November 2014
• Do not expect to introduce further admissions
tests, other than LNAT for Law (as at present).
• Re-sit policy: only issue for Medicine and Law at
present (see Admissions Statements).
• EPQ: some programmes make two alternative
offers, one of which involves success in the
Extended Project.

78. Bristol’s current position
78
25 November 2014
• Skills, experience and qualifications needed are
outlined in our Admissions Statements.

79. Further information
79
25 November 2014
• Policy statement on new qualifications:
http://www.bristol.ac.uk/university/governance/p
olicies/admissions/14-19qualifications-changes.
html
• Admissions Statements:
http://www.bristol.ac.uk/study/undergraduate/ap
ply/admissions-statements/

80. The new GCSEs and A Levels:
a University admissions
perspective www.ed.ac.uk
applyedinburgh

81. Lessons from curriculum
reform in Scotland
Curriculum for Excellence
New qualifications
Flexible learner journeys
www.ed.ac.uk
applyedinburgh

82. www.ed.ac.uk
applyedinburgh

83. Lessons from curriculum reform in
Scotland
www.ed.ac.uk
applyedinburgh
We want to continue to admit the best and brightest

84. Importance of dialogue
www.ed.ac.uk
applyedinburgh

85. How we select
Interest in, understanding
of, commitment to subject
Achievements
“The University of Edinburgh is committed to
admitting the very best students, who
demonstrate the potential to benefit from, and
contribute to, the academic experience we offer.”
The University of Edinburgh Admissions Principles
Qualifications
Relevant
experience
Grades
Context
Predictions
Personal
statement
Subjects
Reference

86. GCSEs at Edinburgh
GCSEs in entry requirements
•English
•Maths
for arts, humanities and social science
maths or a science
•No language requirement
except for language degrees
www.ed.ac.uk
applyedinburgh

87. GCSEs at Edinburgh
GCSEs in selection
•Credit may be given for good performance
•Routinely used in selection for Medicine &
Veterinary Medicine
www.ed.ac.uk
applyedinburgh

88. A Levels and AS Levels
www.ed.ac.uk
applyedinburgh

89. AS Levels
• May be used where A Level
predictions seem ambitious
E.g.
GCSE: ABBBBBBCC
AS Level: AAAA
A Level prediction: A*A*A
www.ed.ac.uk
applyedinburgh

90. A Levels
• 3+ A2s in one exam diet
• Module resits usually fine
• A Level retakes not usually
competitive
• EPQ not currently used in
selection/offer-making
www.ed.ac.uk
applyedinburgh

91. Impact of reforms?
• GCSEs:
– Minimum requirement (4?)
– Use of Grade 9
• AS Levels: no change
• Will not distinguish between old and
new A Levels
• Science practical: skills vital for
STEM
www.ed.ac.uk
applyedinburgh

92. Communication
• Formal statement published in
spring 2015
• Changes reflected in prospectus and
online from 2017 entry
• Events – teachers, students, parents
www.ed.ac.uk
applyedinburgh

93. Rebecca Gaukroger
Director
Student Recruitment & Admissions
rebecca.gaukroger@ed.ac.uk
www.ed.ac.uk/student-recruitment
www.ed.ac.uk
applyedinburgh

94. GCSE & A-level reform
Paul Teulon
Director of Admissions

95. Curriculum reform
AND
Financial constraints
Universities waiting for schools
to decide ….
…. schools waiting for
universities to decide

96. King’s current use of GCSE
• GCSEs performance considered for the
most selective of programmes: Medicine,
Dentistry, Law, Economics, Business
Management
• Some programmes have GCSE thresholds:
Nursing 5 A*-C including English and
Mathematics

97. King’s current use of AS
• Asymmetry of information, all state
schools and colleges must provide this
currently, but not independent and
international schools.
• Fourth AS-level is required, but only for
Medicine and Dentistry. The Extended
Project Qualification (EPQ) can be
offered in its place.
• AS achievement is used in a light touch
way and is only interrogated if
predictions are two grades higher than
achievement at AS, where reference to
this disparity should be made in the
UCAS form.

98. Subject matters
King’s endorses the Russell
Group’s guide to Informed
Choices
However, it should not be over
emphasised – it does not mean
that the non-facilitating
subjects are not valuable
King’s does not operate a black list
of subjects, students should
take the subjects that provide
the very best transition on to
the programme at university

99. King’s current use of A2
• Predicted grades are very important
• The average applicant is over-predicted
by 1.5 grades across their
top three A-level subjects
• Predictions are becoming less reliable
as the top grades have become harder
to achieve in the last three years
• King’s has reacted by reducing its
entry requirements in some areas to
match the change in grade
distribution.
• Fourth A2 is not a distinct advantage
per se

100. A-level reform
•Decoupling of the AS and A2 has strong
benefits for transition to university.
Makes conditional offers truly conditional
on performance in the hardest elements
•The potential lack of ‘co-teachability’ is
of real concern to King’s, especially for
the non-traditional learner
•AS exam stepping stone
•Requires earlier selection of the final
three subjects to be taken at A-level

101. Financial Reform
•How many A-levels can schools and
colleges afford to offer?
•King’s will continue to require fourth
AS/EPQ for Medicine and Dentistry, but
if a school states in the UCAS reference
that the school is only able to offer 3 A-levels
the student will not be
disadvantaged on that measure
•King’s: students should not be
disadvantaged in any way by a curriculum
decision which is made by their school or
college

102. Financial Reform
•Might this lead to smaller fourth AS
subjects being curtailed?
•Art?
•Modern Languages?
•Philosophy?
•Further Maths?
•Curriculum Enrichment?

103. GCSE reform
• King’s will not utilise the
new Grade 9 (A**) until we
fully understand the
implications of the new
grade, especially with
respect to Widening
Participation
• King’s does not consider the
EBacc or Progress 8 as part
of its admissions process
• Concerns over new English
Language and Literature

104. King’s leaflet and
policy document on
Curriculum Reform
Questions?

105. ‘Trends and developments in higher
education’
Professor Madeleine Atkins CBE,
Chief Executive, HEFCE

106. Trends and
developments in higher
education
Professor Madeleine Atkins
Study UK Annual Conference
25 November 2014

107. Introduction
• Undergraduate education
• Postgraduate education
• Knowledge exchange and
economic growth
• Alternative providers

108. Undergraduate education
• Social mobility and
outcomes
• Advanced level skills
• Teaching excellence

109. Postgraduate education
• Postgraduate Support Scheme
• Review of finance for
postgraduate education
• Postgraduate research

110. Knowledge exchange and economic
growth
• Engagement with LEPs
• Innovation funding
• Developing the role of universities as ‘anchors’

111. HEFCE’s role with alternative providers
• Evolving role, supporting BIS
• Keen to develop engagement strategy and knowledge of providers

112. Thank you for listening
m.atkins@hefce.ac.uk

113. Quality and opportunity – enacting
higher education reform
Nick Davy,
Association of Colleges
Will Naylor,
QAA
Chris Hale,
Universities UK
CHAIR: Paul Kirkham,
The Institute
Madeleine Atkins CBE,
HEFCE
Nick Hillman,
Higher Education Policy Institute

114. EDUCATION
SERVICES
MILLIONS OF
What do international students STUDENTS
really want?
10,000
SCHOOLS,
COLLEGES AND
UNIVERSITIES
Marie Clark
Head of Marketing and
Communications
Daniel Cunningham
Head of Client Services

115. The situation
The battle for international students
 Competition for students is global
 The cost of student acquisition is rising
 Students have large amounts of choice
 Relatively poor data on student behaviour and
prohibitively expensive data collection
115

116. Our experience
 Number of unique prospects handled: 1,250,485
 Number of nationalities engaged with: 230
 Number of enrolments supported: 37,203
 Longest pipeline (enquiry to enrolment): 87 months
 Number of communications: Outbound 1,257,144,
inbound 10,562,481 (email, phone, letter, fax)
116

117. Student segments
117

118. Asking international students
What is important at each stage of the journey?
 How and what should you be communicating?
Segmentation components of choice
 Are the segments still valid, are there new behaviours?
Social media
 What should you be doing and do international students
use it?
118

119. International students
Meet average Joe
119
From China
Interested in business
Wants postgraduate
24 years old
Will use an agent
Cost sensitive

120. Joe is thinking of studying abroad
120
SSuubbjjeecctt mmaatttteerrss mmoosstt

121. Joe starts thinking of studying abroad
121
WWee aarree ccoommppeettiinngg gglloobbaallllyy

122. Joe is thinking about study abroad
122
Quality first,
expected
welcome also
important
Quality first,
expected
welcome also
important

123. How does Joe research?
123
Big screen
content still
important
Big screen
content still
important

124. HHooww does Joe research his institution?
124
Students think
they don’t need
agents. Is there
anything we can
do on this?
Students think
they don’t need
agents. Is there
anything we can
do on this?

125. Tweetable takeaways
@kiwimariec @hobsonsemea #StudyUK14
40% of #international #students say subject is their first
consideration
Country’s attitude and safety are very #important to
#international #students
Most #international #students still research on the big
screen
71% don’t think they will need an agent
125

126. JJooee kknnoowwss where ttoo llooookk.. WWhhaatt’’ss hhee llooookkiinngg ffoorr??
126

127. Joe wants you to respond – how quickly?
127
Students expect a
quick response
Students expect a
quick response

128. JJooee uses ssoocciiaall mmeeddiiaa.. SShhoouulldd yyoouu??
128
Students want the option to
gain information from social
Students want the option to
gain information from social
media
media

129. Joe uses social media. Should you?
129
Instant
Instant
messaging online
is hugely valued
messaging online
is hugely valued

130. Joe has applied and now has offers
130
If they have
applied your
quality is good
enough, but are
you better than
If they have
applied your
quality is good
enough, but are
you better than
others?
others?

131. JJooee hhaass aapppplliieedd aanndd nnooww hhaass ooffffeerrss
131
If students apply to
If students apply to
multiple
multiple
universities, they
are enquiring to
universities, they
are enquiring to
even more
even more

132. JJooee has cchhoosseenn yyoouu…… bbuutt iitt’’ss nnoott oovveerr
132
Students expect you
Students expect you
to be the main
to be the main
support
support

133. Tweetable takeaways
@kiwimariec @hobsonsemea #StudyUK14
#international #students expect responses within 24 hours
#international #students expect instant chat and online
forum availability
45% of #international #students apply to 4 or more unis
133

134. What Joe expects
134
A quick, detailed response
That your website and online content is
engaging, easy to use, and accessible
At enquiry stage, you will inform of the
benefits of studying the subject and
having a UK education

135. It’s a game of fine margins
135

136. The SSttuuddeenntt JJoouurrnneeyy
136

137. PPeerrssoonnaalliissaattiioonn iimmppaaccttss ccoonnvveerrssiioonn
Tracking
Personalisation
Qualification
The eight core fields
 First Name
 Last Name
 DOB
 Email Address
 Country of residence
 Nationality
 Level
 Faculty
137

138. Impact on conversion? Applicants
138

139. Impact on conversion? Enrolments
139

140. Conversion ssoouurrccee ttyyppeess -- eennqquuiirryy ttoo eennrroollmmeenntt
140

141. Conversion ssoouurrccee ttyyppeess -- ooffffeerr ttoo eennrroollmmeenntt
141

142. Other o sources offffeerr ttoo eennrroollmmeenntt ccoonnvveerrssiioonn
142

143. MMoorree incoming eennggaaggeemmeennttss –– hhiigghheerr ccoonnvveerrssiioonn
143

144. More oouuttbboouunndd eennggaaggeemmeenntt –– hhiigghheerr ccoonnvveerrssiioonn
144

145. Segmentation - find and recruit the right students
Understand choice components
Focus marketing spend
145
Summary

146. 146
QQ&&AA
If you want a copy of the
presentation or the
international student survey
please leave your card or
email me on
marie.clark@hobsons.com

147. Defining and Developing your approach to
employability: a framework for HEIs
Doug Cole Northumbria University and Maureen Tibby HEA

148. Employability
Reflect on what ‘employability’ means to you, your
team and stakeholders?
What is your working definition of ‘employability’?
148

149. Employability: What is it?
Knight & Yorke USEM Framework (2003)

150. Employability: What is it?
Dacre Pool & Sewell CareerEDGE model 2007)

151. Employability: the drivers
Government expectations
Relevance to global economy – Wilson Review (2012)
KIS, HEAR, employability strategies and statements
Institution expectations
Competition for students
Student expectations
Tuition fees, league tables, competitive labour market
Employer expectations
Need graduate skills, knowledge, attributes that support them to
be effective and competitive in a global labour market
Need graduates who are adaptable, flexible and resilient
Technology
151

152. What does the research tell us?
Employability: we have a
number of definitions & models
& we describe how we ‘do it’
There is very little in relation
to the praxis describing how
these two areas connect
What is the ‘rationale’ that
underpins all this work and what
holds it all together?
Why do we do what we do? What
are we not doing that we could
do? Have we got a joined up
approach?
How can we ‘wrap all of this up’ in
terms of defining an ‘approach’ to
employability?
152

153. A Framework for employability
The Context
HEA Teaching and Learning
Summit 2012
•HEIs under pressure to meet
expectations of students, employers
and the government
•Lack of clarity in how to adopt a
coherent approach to addressing
employability
Recommendation : develop a
framework for employability
•What is the ‘rationale’ that
underpins all this work and what
holds it all together?
•Why do we do what we do? What
are we not doing that we could do?
•How can we ‘wrap all of this up’ in
terms of defining an ‘approach’ to
employability?
153

154. Access the framework here:
https://www.heacademy.ac.uk/sites/default/files/resources/Employability_HEA 154
Framework for Employability
• Encourages reflection, discussion and action
• Engages by providing ownership of the process
• Supports by providing an underpinning structure
and process

155. 155
Defining and developing your approach
to Employability

156. 156
37 Higher Education Institutions supported to use the
employability framework and HEA support
–Enormous response to ‘call’
–Institutional and discipline led projects
–HEA Consultant support
–Visits
–Network events
–Resources and toolkits will be developed
–
6
HEA Employability Strategic Enhancement
Programme 2014-15

157. Questions?
Thank you for your time
Maureen Tibby Maureen.Tibby@heacademy.ac.uk
Doug Cole doug.cole@northumbria.ac.uk
157

158. Education: A Great British Export
Rod Bristow,
President, Pearson UK
Graham Able,
Chair, Exporting Education UK
In conversation with