Code of practice for the assurance of academic quality and

standards in higher education

Section 10: Admissions to higher education - September 2006

 The Quality Assurance Agency for Higher Education 2006

First published 2001
Second edition 2006
ISBN 1 84482 554 X
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Contents
Foreword

Introduction

Precepts and explanations

General principles

Recruitment and selection

Information to applicants

14

Complaints and appeals

17

Monitoring and review of policies and procedures

19

Appendix 1: The precepts

21

Appendix 2: UCAS guidance on confidentiality

24

Appendix 3: Membership of the advisory group

25

Admissions to higher education

Code of practice for the assurance of academic

quality and standards in higher education:
Admissions to higher education
Foreword
1 This document is the second edition of a code of practice for
admissions to higher education in UK higher education institutions.
It is one of a suite of interrelated documents which forms an overall
Code of practice for the assurance of academic quality and standards in
higher education (Code of practice) for the guidance of organisations
subscribing to the Quality Assurance Agency for Higher Education
(QAA) and other bodies offering UK higher education.
2 The overall Code of practice and its 10 constituent sections were
originally prepared by QAA between 1998 and 2001 in response
to the Reports of the National Committee of Inquiry into Higher
Education and its Scottish Committee (the Dearing and Garrick
Reports). The Code of practice supports the national arrangements
within the UK for quality assurance in higher education. It identifies
a comprehensive series of system-wide principles (precepts) covering
matters relating to the management of academic quality and
standards in higher education. It provides an authoritative reference
point for institutions as they consciously, actively and systematically
assure the academic quality and standards of their programmes,
awards and qualifications.
3 The Code of practice assumes that, taking into account principles
and practices agreed UK-wide, each institution has its own systems
for independent verification both of its quality and standards and of
the effectiveness of its quality assurance systems. In developing the
Code of practice, extensive advice has been sought from a range of
knowledgeable practitioners.
4 The Code of practice does not incorporate statutory
requirements relating to relevant legislation, for example the Special
Educational Needs and Disability Act 2001. It assumes that institutions
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Admissions to higher education

have an overriding obligation in all such cases to ensure that they

meet the requirements of legislation. However, where a section of
the Code of practice is related to legislative or similar obligations,
efforts have been made to ensure compatibility between them.
5 Since 2001 a number of developments in UK higher education
have encouraged QAA to begin a revision of individual sections of
the Code of practice. In undertaking this task QAA has also decided
to review the structure of the sections and, in particular, to replace
the original 'precepts and guidance' format with a 'precepts and
explanation' approach, using the explanations to make clear why
the precepts are considered important and reducing opportunities
for a 'checklist' approach to the Code of practice. In doing so QAA
has sought to meet Recommendation 4 (part 4) of the Better
Regulation Task Force in its report Higher Education: Easing the
Burden, July 2002. This revised section has also taken account of
the Standards and Guidelines for Quality Assurance in the European
Higher Education Area.
6 Revised sections of the Code of practice are therefore now
structured into a series of precepts and accompanying explanations.
The precepts express key matters of principle that the higher
education community has identified as important for the assurance
of quality and academic standards. Individual institutions should
be able to demonstrate they are addressing the matters tackled
by the precepts effectively, through their own management and
organisational processes, taking account of institutional needs,
traditions, culture and decision-making. The accompanying
explanations show why the precepts are important.
7 The Code of practice is a statement of good practice that has
been endorsed by the higher education community. As such it is
useful in QAA's audit and review processes that consider the extent
to which an institution, in developing and implementing its own
policies, has taken account of the Code of practice and its precepts.

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8 Institutions may find the explanations useful for developing

their own policy and for allowing some flexibility of practice at
subject level, depending on local needs. It is important to
emphasise that the explanations do not form part of QAA's
expectations of institutional practice when QAA teams are
conducting audits and reviews.
9 Academic staff in departments and schools do not necessarily
need to be aware of the detail of all of the various sections of the
Code of practice, although they might well be expected to be
familiar with the institutional policies it informs and any parts
which are particularly relevant to their own responsibilities.
10 To assist users, the precepts are listed, without the accompanying
explanations, in Appendix 1 to this section of the Code of practice.
11 The first version of this section of the Code of practice was
published in September 2001. The publication of this second version
follows consultation with staff in institutions, who have helped to
update the Code of practice to take account of institutions' practical
experience of using the guidance contained in its predecessor.

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Introduction
12 The Code of practice, Section 10: Admissions to higher education is
intended to help institutions to assure themselves and others that
the policies and procedures they use to attract, recruit, select, admit
and enroll students are clear, fair, explicit and consistently applied.
13 The admission of students to higher education is a complex
process of interrelated activities. These activities typically include the:
z

promotion and marketing of courses to prospective students,

their parents, employers and advisers

identification and recruitment of prospective students to an

institution and specific programmes of study through, for
example, open days; recruitment fairs; taster days; and
summer schools

selection of applicants suitable for a particular programme

offer of a place on a programme of study

enrolment of students onto a programme of study

induction and orientation of new students to the institution,

department, school or faculty and programme of study.

14 For the purpose of this document, 'admissions to higher

education' is used as a generic term to encapsulate all activities,
policies, procedures and practices involved in the process of
admitting students to higher education. The Code of practice is
applicable to all admissions to higher education institutions,
including undergraduate, postgraduate, UK and international
applicants from both within and outside the European Union (EU).
15 The context in which admissions to higher education take place
changes over time and differs at any one time between institutions
and across subject areas; it is influenced by the supply of, and the
demand for, places. However, the Code of practice is based on broad
principles that should apply to all circumstances and market

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conditions in which applicants are recruited and selected. It does not

specify the criteria to be used for selection but it encourages each
institution to ensure that its own policies and procedures are
operated consistently and effectively.
16 The broad principles are set out in the precepts of the Code of
practice. The explanatory text, which supports the precepts, illustrates
the actions an institution may consider taking in order to assure itself
that it is operating within the expectations set out in the precepts.
Some aspects of the guidance are likely to be of particular relevance
to applications for particular programmes, while other aspects of the
guidance might be relevant to a particular application, according to
when and how that application is received and considered.
17 Applicants to a higher education system that caters for mass
participation will come from a wide range of backgrounds, and
will demonstrate their potential to succeed in a variety of ways.
Admissions policies need to address the making of quite complex
judgements about relative potential within a diverse population
of applicants. Each institution will wish to set and implement
admissions policies that are consistent with its particular mission and
that are fair, lawful and have regard to the reasonable expectations
prospective students have of the admissions process.
18 Policies and practices for student admissions should be
designed to secure a good match between the abilities and
aptitudes of the applicant and the demands of the programme, thus
leading to the selection of students who can reasonably be expected
to complete their studies successfully. Those making admissions
decisions need to discriminate between applicants, to determine
who should be selected. This requires an exercise of judgement; it is
important that this is underpinned by reference to transparent and
justifiable criteria.
19 Admissions policies typically address how complex judgements
should be made, especially when applicants with a variety of
capabilities come from a diversity of backgrounds. The Code of
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practice encourages institutions to be explicit about the reasons

behind the principles and practices attached to their admissions
policies and the benefits resulting from their implementation. Finally,
the Code of practice recognises as good practice regular monitoring
and review of recruitment, admissions, and enrolment policies and
procedures, as well as the development of appropriate institutional
means of ensuring that all those involved in admissions are
competent to undertake their roles.
20 Across the wide spectrum of applications that comprise a
substantial part of higher education institutions' admissions work, the
policies and procedures relating to them are developed and assured
solely by each institution. Within this, the Code of practice addresses
the fact that in admissions to some programmes, regulation of the
admissions process is influenced by the requirements of professional,
statutory and regulatory bodies (PSRBs), or sponsoring bodies, as well
as by higher education institutions themselves. The Code of practice also
recognises that many higher education institutions will make use of
admissions schemes such as the Universities and Colleges Admissions
Service (UCAS), which has its own procedures and rules, agreed by its
members. Institutions are, of course, also expected to conform to the
requirements of relevant legislation such as that covering human rights,
data protection, race relations, age discrimination and equality of
opportunity. Each institution will wish to incorporate relevant aspects of
such schemes, requirements and legislation to set and implement
policies that are built on fair and transparent practice.
21 Users of the Code of practice are also recommended to refer
to other sections, in particular Section 1: Postgraduate research
programmes (September 2004); Section 2: Collaborative provision and
flexible and distributed learning (including e-learning) (September 2004);
Section 3: Students with disabilities (October 1999); Section 5: Academic
appeals and student complaints on academic matters (March 2000);
and to QAAs Guidelines on the accreditation of prior learning
(September 2004).

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Precepts and explanations

General principles
1
Institutions have policies and procedures for the recruitment and
admission of students to higher education that are fair, clear
and explicit and are implemented consistently.
Institutions policies and procedures that reflect the admissions
process in its entirety for all categories of student, including full
and part-time undergraduate and postgraduate study, will help
to demonstrate that policies and procedures are fair and can be
implemented consistently. Policies and procedures that provide clear
and explicit information about how applications from prospective
UK and international students, from both within and outside the EU,
are appropriately accommodated in the recruitment and admission
process will also help an institution to assure itself that its policies
are being implemented consistently.
Clearly articulating where within the institution the responsibility lies for
each part of the admissions process will help institutions to be fair and
consistent in the implementation of its policies. For example, which
body has responsibility and authority for determining the number of
offers to be made relative to the number of places available, the setting
of criteria against which applicants will be considered, and the selection
of applicants themselves. Institutions may also wish to consider
including in their policies and procedures information about the
responsibilities and obligations of applicants and students within the
admissions process. This may include how an institution will respond
to applications that include fraudulent or false information.
Institutions will wish to consider how the diverse background,
experience and age of applicants and different modes of study
available can be appropriately reflected in its policies and
procedures. In devising their policies and procedures institutions
will wish to provide for equality of opportunity for all applicants
within the selection criteria established for each programme.
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Ensuring that all procedures and policies can be effectively

implemented in relation to study undertaken in collaboration with
other providers and operate in particular circumstances, such as
Clearing, will help an institution to demonstrate that their procedures
and policies are fair, clear, explicit and are implemented consistently.
Once policies and procedures have been established, institutions will
want to consider which elements might best and most informatively
be presented to applicants, their advisers and agents.
2
Institutions' decisions regarding admissions to higher education
are made by those equipped to make the required judgements
and competent to undertake their roles and responsibilities.
All staff involved at each stage of the admissions process, including
those of partner organisations, external advisers and agents, need to
be informed about the institution's policies, procedures and criteria
for student admissions to higher education. All staff associated with
student admissions will benefit from having clearly and explicitly
defined roles. Staff will need to be aware of which stage(s) in the
admissions process they might contribute to. Full details of all roles
and responsibilities should be available to all associated staff.
Higher education institutions should ensure that all staff at all levels
of the admissions process, including those of partner organisations,
are adequately informed, appropriately trained and supported to
undertake their role(s).
Institutions should consider the level and mixture of staff expertise
required to develop, implement, monitor and revise the institution's
admissions policies and procedures. Applicants, stakeholders and
the institution will wish to be reassured that those staff required to
make judgements about student admissions have the appropriate
skills to participate in the selection of prospective students, including
undertaking interviews, auditions or assessment of an applicant's
practical/vocational skills.
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This may be assisted by ensuring that all staff involved in the

admissions process, and particularly those involved in making
selection and recruitment decisions, have an understanding of the
potential for bias that can arise from educational and cultural
differences. Appropriate arrangements should also be made for
updating staff knowledge and understanding of the differing routes
into higher education and consideration given to how staff may best
engage in the regular sharing of good practice in admissions, locally
and nationally. This may necessitate considering how staff may take
advantage of opportunities for contact with schools, further education
institutions, workplace training providers and career advisers.

Recruitment and selection

3
Institutions' promotional materials and activities are accurate,
relevant, current, accessible and provide information that
will enable applicants to make informed decisions about
their options.
Applicants to higher education will benefit from having access to
various types of information at different times during the admissions
process. Institutions offer a range of materials and activities designed
to assist potential applicants in making informed decisions about their
options. Institutions will wish to consider the format most appropriate
to the full range of potential applicants, when and how information
on a range of matters is made available. For example, programme
specifications and entry profiles, including those provided through
UCAS, or comparable information, such as postgraduate directories,
can provide useful information for prospective undergraduate and
postgraduate students, respectively. It may be useful for institutions
to consider how the various sources of information are made known
to prospective students, which information should be issued routinely
and at which stage of the admissions process, and which should be
made publicly available or only on request.

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Information about the range, content, structure, organisation and

the main learning and teaching methods which are employed in
each programme can help prospective students to select the most
appropriate programme, mode of study and route or pathway to
their strengths and interests. The extent of flexibility and choice
within the curriculum design and the assessment procedures adopted
within individual programmes, including any opportunities for credit
transfer and/or the accreditation of prior learning, if it is made clear
and readily available, can assist prospective students to make
informed decisions about their options.
Institutions and PSRBs will wish to make it clear to prospective students
which programmes are accredited and/or approved by a PSRB.
Prospective students will also find it helpful for institutions' promotional
material and activities to include information about any particular
requirements on application, for example, the enhanced disclosure of
medical or criminal records. Providing prospective students with
information about what levels of access to membership of the PSRB are
provided on successful completion of the programme can also help
students to plan for their future career and study options.
Prospective students will appreciate being informed about the range
of welfare, guidance and support services (pastoral and academic)
that are available for all students and services that are available for
those with particular needs. Institutions may wish to consider how
and when information about accessing these services is provided
to applicants and prospective students.
In addition to full and accurate information about all fees and
associated costs of studying a particular programme, prospective
students may find it helpful for institutions to include information
on the availability of institutional specific advice and sources of
financial support.
Institutions will also want to consider carefully how any special
application and support arrangements for any specific category of
applicant, be they from the UK, elsewhere in the EU or from outside
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the EU, are reflected in their policies and procedures and how these
are communicated to prospective students their advisers and agents.
In order to assist prospective students in making informed choices
and decisions, institutions may wish to consider how information
about opportunities to gather further information about a
programme, visit the institution or gain experience of higher
education are provided. Information about, for example, any
institution, department, faculty or school open days, summer
schools or other opportunities for prospective students to meet
current students and staff, can raise awareness about the opportunities
to ask questions and gain clarification about a specific issue of
particular interest to an individual applicant.
4
Institutions' selection policies and procedures are clear and
are followed fairly, courteously, consistently and expeditiously.
Transparent entry requirements, both academic and nonacademic, are used to underpin judgements made during the
selection process for entry.
A range of evidence may be considered when judgements are made
about the potential of an applicant to succeed on a particular
programme. Institutions may wish to consider the abilities,
aptitudes, skills, qualifications, other prior learning and experiences,
including that achieved in the workplace, of prospective students
that would indicate their merit and potential to succeed on each
programme. Careful consideration of the reliability, relevance and
validity of the methods used to gather evidence about an applicants
merit and potential to succeed, will help institutions to assure
themselves that their selection policies and procedures are fair and
implemented consistently.
In developing their selection policies and procedures, institutions
should be clear and open about the reliance placed on, and relative
contribution of, prior academic achievement (demonstrated for
example by examination results and qualifications), the results of
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additional testing or assessment (including the purpose, conduct

and outcome of interviews, auditions and assessment of skill), and
potential and relevant capabilities demonstrated by other means.
In assessing merit and potential to succeed, or in discriminating
between candidates with broadly equivalent educational achievement,
institutions give careful consideration to the different ways by which
the desired characteristics might be demonstrated, for example,
personal initiative or teamworking ability. Such evidence often comes
from involvement in sporting, artistic or voluntary activities, or from
employment. In making such judgements, institutions need to be
sensitive to the extent to which applicants have had opportunities to
participate in such activities, and to acknowledge that, in a culturally
diverse society, there are many ways in which such characteristics
might be demonstrated. It is also useful to remember that opportunities
to participate in such activities can be limited by a range of factors
such as disability and social background.
Institutions should consider how factors determining entry and
selection are agreed and monitored across the institution to ensure
they are in line with the institution's mission. Similarly, once they are
included in institution policy, consideration should be given to how
these factors are communicated to applicants and all who contribute
to the selection decision.
The specific procedures to be followed, where additional criteria need
to be considered in the selection process, such as those relating to
medical and criminal records, as required by some PSRBs, should be
clear to all who contribute to the selection decision. The purpose, use
and contribution of this information to the selection decision should
be clearly communicated to applicants.
When developing their policies and procedures for the selection
of applicants, institutions should give consideration to how decisions
and the reasons for those decisions are recorded and the approach
to be followed in any communication to applicants about the
reasons.
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Admissions to higher education

5
Institutions conduct their admissions processes efficiently,
effectively and courteously according to fully documented
operational procedures that are readily accessible to all those
involved in the admissions process, both within and without
the institution, applicants and their advisers.
Institutions may find it helpful to identify, in their operational
procedures, each stage of the admissions process, from initial receipt
of an application, through decision processing, to final registration
of a successful applicant as a student. The identification of
responsibilities and authority for the conduct of the various elements
of the admissions process will be important to the efficient and
effective implementation of the procedures.
Institutions may receive applications from a range of sources,
including those submitted via admissions schemes such as UCAS.
When determining the procedures for handling received applications,
it may be useful for institutions to consider the appropriate timescales
for processing an application; this may also usefully include setting
time limits on keeping information about applicants.
Institutions will want to give careful consideration in their admissions
procedures to whether and how statements confirming that
information about applicants remains confidential between
designated parties, and to the inclusion of a declaration, signed by
applicants, authorising the release of information to these
designated parties1. Establishing procedures for responding to
enquiries from other parties for information about an application can
help to improve the consistency of operating the institutions
procedures and enhance confidence in the process.

Institutions might find it helpful to consider the assurances given to applicants by

UCAS; see Appendix 2.

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Information to applicants
6
Institutions inform applicants of the obligations placed on
prospective students at the time the offer of a place is made.
It is in both the institution's and prospective students' interests for
applicants to be informed fully about the procedures, both the
institution's and any admissions scheme's, they should follow if they
wish to take up the offer of a place, or if they do not wish to take up
an offer. Applicants will also find it helpful to be provided with clear
information about the action they should take if they do not achieve
the results and/or meet the criteria specified in the offer of a place.
Applicants are required to make important choices and decisions
during the admissions process. To assist applicants in making
informed and timely decisions, institutions are encouraged to
consider the extent, format and timing of information and guidance
it makes available to applicants, once an offer of a place has been
made. Such information may include, for example, institutions'
regulations to which students are subject. For postgraduate students
particularly, this may also include clarification of the rights to
intellectual property developed while a student of the institution.
Applicants may request a deferral of entry to a later year, and the
procedures for making this request should be clear and readily
available. The subsequent process to be followed by the institution
in considering this request should also be clear. The decision to
grant or decline a request for deferred entry to a later year should,
similar to the decisions made about the initial selection of applicants,
be based on transparent criteria.

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7
Institutions inform prospective students, at the earliest
opportunity, of any significant changes to a programme made
between the time the offer of a place is made and registration
is completed, and that they are advised of the options available
in the circumstances.
Occasionally, institutions find it necessary to make changes to a
programme between the time the offer of a place on that programme
is made and the registration of students is complete. Under such
circumstances, institutions should ensure that they inform prospective
students, at the earliest opportunity, of the changes. Institutions will
wish to take all reasonable and necessary steps to support the applicant
and ensure that they advise prospective students of proposed
amendments and arrangements and/or alternative options available.
Typically, alterations are due to staff changes that may result in
significant amendment to the content of a programme, such as
the withdrawal of modules or significant alterations to the teaching,
learning or assessment arrangements for the programme. Other
significant changes may include alterations to the status of a
programme, including, for example, the withdrawal or granting
of validation by a PSRB or the failure of an advertised programme
to gain approval or accreditation; the cost or location of the
programme; and the suspension or discontinuation of the programme.
Institutions may also find it helpful to refer to section 7 of the UCAS
Admissions Guide which provides advice on informing students of
changes to a programme and covers the UCAS procedures to be
followed if an institution is either unable to offer a course or is
introducing a new course during the admissions cycle.

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8
Institutions explain to applicants who have accepted a place
arrangements for the enrolment, registration, induction and
orientation of new students and ensure that these arrangements
promote efficient and effective integration of entrants fully as
students.
All new entrants will require coordinated and consistent information
related to the institution and the department, unit or faculty with
which they will be studying; learning support services available,
including details of information technology and library services;
study skills; personal tutorial support; and student welfare and
personal development planning.
The diverse needs of any particular student group, which might
typically include students with disabilities, international students,
those whose first language is not English, mature students and
full-time, part-time and work-based students, will need to be
accommodated in arrangements for the enrolment, registration,
induction and orientation of new students. Institutions in Wales may
also wish to consider QAAs Guidelines for higher education institutions
in Wales for effective practice in examining and assessing in a language
other than the language of tuition (September 2003).
Additionally, it would be helpful to students who may have
particular needs for learning support, for example, those who have
been away from study for a period and those who may have a need
to enhance specific skills, to have these needs identified at an early
stage so that the necessary support can be provided.
Institutions will need to consider at what stage in the enrolment,
registration, induction and orientation of new entrants the various
information needs of new students can be most effectively met. In
addition to determining the structure, content and presentation of
information, institutions will need to consider arrangements for the
integration of new entrants and whether this is best achieved, for
example, through the provision of formal induction programmes by
the institution, individual departments or a combination of methods.
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9
Institutions consider the most effective and efficient
arrangements for providing feedback to applicants who have
not been offered a place.
Institutions will want to give careful consideration to how they
inform prospective students that their application has been
unsuccessful. Institutions will also wish to consider the nature
and extent of feedback available to unsuccessful applicants.
How feedback is provided to unsuccessful applicants, for example,
whether it is provided routinely or on request only, should be made
clear to applicants as early as possible in the admissions process.
Prospective students and applicants will need to be made aware of
any time limits within which they may make a request for feedback
on an unsuccessful application, and the procedures to follow if
they are able to provide any additional information pertinent to
the application.
In order to provide effective feedback to unsuccessful applicants,
institutions may find it helpful to consider how they record the
decision-making process and reasons for selecting or not selecting a
candidate. Institutions may also wish to consider to what extent they
are able to offer advice to unsuccessful applicants about alternatives
and future options for study.

Complaints and appeals

10
Institutions have policies and procedures in place for responding
to applicants' complaints about the operation of their
admissions process and ensure that all staff involved with
admissions are familiar with the policies and procedures.
In considering their complaints handling policies, institutions may
wish to determine in the first instance whether, and if so how,
their general complaints policies and procedures can be applied
to complaints made about the admissions process.
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Admissions to higher education

Policies and procedures concerned with complaints about

admissions processes should be appropriate and fair. Information
provided by applicants and staff involved in admissions may assist
institutions in identifying whether or not revisions to their existing
policies may be required.
Institutions should consider how and at what stage in the
admissions process they inform applicants about their complaints
policies and procedures and how they record and monitor the
receipt and outcome of complaints.
11
Institutions have policies in place for responding to applicants'
appeals against the outcome of a selection decision that make
clear to all staff and applicants whether, and if so, on what
grounds, any such appeals may be considered.
In considering their policies for responding to appeals made by
applicants, institutions may wish to determine in the first instance
whether, and if so how, their existing appeals policies and procedures
can be applied to appeals against the outcome of a selection decisions.
The appropriateness of appeals policies and procedures to applicants
compared to enrolled students may inform institutions about
whether existing appeals procedures are considered appropriate,
whether revisions are required to accommodate responses to
appeals against the outcome of a selection decision or whether the
development of policies and procedures specific to appeals about
the outcome of selection decisions are required.
Institutions should consider how and at what stage in the admissions
process they inform applicants whether appeals against the outcome
of a selection/admissions decision will be considered, the procedures,
circumstances and criteria for making and considering any such appeal
and how they record and monitor the receipt and outcome of appeals.
Institutions may find it helpful to explain to potential appellants the
difference between a complaint about the administration of their
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admissions policies and procedures and an appeal against the

outcome of a selection/admission decision.
Institutions and potential appellants will find it helpful to have clear,
explicit criteria for entry, clearly documented procedures for the
application of these criteria, careful recording of decisions and the
reasons for the decisions taken, and opportunities for applicants to
receive feedback following an unsuccessful application.
For a fuller discussion on the distinction between complaints and
appeals, refer to the Code of practice, Section 5: Academic appeals and
student complaints on academic matters.

Monitoring and review of policies and procedures

12
Institutions regularly review their policies and procedures
related to student admissions to higher education to ensure that
they continue to support the mission and strategic objectives of
the institution, and that they remain current and valid in the
light of changing circumstances.
Periodic reviews of admissions policies and procedures might
consider the experience of operating policies, procedures and
criteria in relation to the changing patterns in the applicant market;
changes in the pattern of availability of, and demand for, different
modes of study; and changes in the nature of the main qualifications
offered by applicants.
The expectations of student achievement represented by qualification
framework descriptors and subject benchmark statements, and legal
rights and obligations relevant to the admissions process will also
inform any revision to an institution's policies and procedures.
In addition, and where relevant, institutions may also wish to
consider identifying and accounting for any differences in
admissions procedures between subjects, departments and faculties.
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Similarly, monitoring the application of admissions policies to

programmes provided through franchise or other collaborative
arrangements with other institutions will provide institutions with
a wealth of comparative data that may be supported by monitoring
the effectiveness of articulation or other arrangements that allow
students to enter programmes with advanced standing.
By monitoring the use and relative effectiveness of recruitment
materials and activities such as pre-entry information and
guidance, attendance at summer schools, 'junior universities' and
face-to-face pre-entry meetings, institutions will be better informed
about their usefulness in attracting suitable applicants. Institutions
may also find it useful to consider whether, and if so how, they
may best take account of surveys of applicants, be they undertaken
by the institution of its own applicants or externally by other
organisations. The routine monitoring and review of student
progression and retention rates, withdrawal and transfer, and
reasons for non-completion can further provide institutions with
a better understanding of the effectiveness of their overall
admissions procedures.

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Admissions to higher education

Appendix 1
The precepts
(Note: the precepts are printed here without explanatory text for
ease of reference.)

General principles
1
Institutions have policies and procedures for the recruitment and
admission of students to higher education that are fair, clear
and explicit and are implemented consistently.
2
Institutions' decisions regarding admissions to higher education
are made by those equipped to make the required judgements
and competent to undertake their roles and responsibilities.

Recruitment and selection

3
Institutions' promotional materials and activities are accurate,
relevant, current, accessible and provide information that will
enable applicants to make informed decisions about their options.
4
Institutions' selection policies and procedures are clear and are
followed fairly, courteously, consistently and expeditiously.
Transparent entry requirements, both academic and nonacademic, are used to underpin judgements made during the
selection process for entry.

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Admissions to higher education

5
Institutions conduct their admissions processes efficiently,
effectively and courteously according to fully documented
operational procedures that are readily accessible to all those
involved in the admissions process, both within and without the
institution, applicants and their advisers.

Information to applicants
6
Institutions inform applicants of the obligations placed on
prospective students at the time the offer of a place is made.
7
Institutions inform prospective students, at the earliest
opportunity, of any significant changes to a programme made
between the time the offer of a place is made and registration is
completed, and that they are advised of the options available in
the circumstances.
8
Institutions explain to applicants who have accepted a place
arrangements for the enrolment, registration, induction and
orientation of new students and ensure that these arrangements
promote efficient and effective integration of entrants fully
as students.
9
Institutions consider the most effective and efficient
arrangements for providing feedback to applicants who have
not been offered a place.

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Admissions to higher education

Complaints and appeals

10
Institutions have policies and procedures in place for responding
to applicants' complaints about the operation of their
admissions process and ensure that all staff involved with
admissions are familiar with the policies and procedures.
11
Institutions have policies in place for responding to applicants
appeals against the outcome of a selection decision that make
clear to all staff and applicants whether, and if so, on what
grounds, any such appeals may be considered.

Monitoring and review of policies and procedures

12
Institutions regularly review their policies and procedures
related to student admissions to higher education to ensure that
they continue to support the mission and strategic objectives of
the institution, and that they remain current and valid in the
light of changing circumstances.

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Admissions to higher education

Appendix 2
UCAS guidance on confidentiality
UCAS confirms that applications are normally confidential between:
i

the applicant

ii

the UCAS group of companies

iii

the referee

iv

the appropriate staff at the universities and colleges to which

the applicant has applied

the applicant's school, college or training organisation

vi

the applicant's parents, where appropriate

vii

the examination board or awarding body

viii the student support assessment body

ix

the Student Loans Company, and

in the case of international applicants, the British Council or

appropriate agency.

However, UCAS tries to detect and prevent fraud, and has the right
to give outside organisations, including the Police, the Home Office,
local authorities, examination boards or awarding bodies, and the
Department for Work and Pensions and its agencies, information
from the applicant's form.

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Admissions to higher education

Appendix 3
Membership of the advisory group
Dr Jennifer Barnes

Director of Education Worldwide,

BP plc (formerly Assistant Principal
(Academic) & Dean of Studies, Trinity
College of Music)

Janet Bohrer

Development Officer, The Quality

Assurance Agency for Higher
Education

Chris Burdon

formerly Director, Academic Affairs,

University of Keele

Steve Cannon

Secretary to the University, University

of Aberdeen

Delyth Chambers

Director, Student Recruitment,

Admissions and Widening
Participation, The University of
Manchester and Chair, Russell Group
Admissions Officers Committee

Kath Dentith

Assistant Director, The Quality

Assurance Agency for Higher
Education

Ana Hidalgo-Kingston

Head of Admissions, University of

Sheffield

Stephen Marshall

Academic Registrar, Oxford Brookes

University

Anthony McClaran

Chief Executive, Universities and

Colleges Admissions Service

Dr Claire Mera-Nelson

Head of Postgraduate Programmes &

Research and Dean of Studies, Trinity
College of Music, Trinity Laban

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Admissions to higher education

Jane Minto

Director, The Oxford Colleges

Admissions Office, University of Oxford

Dr Jayne Mitchell

Assistant Director, The Quality

Assurance Agency for Higher
Education

Dr Sofija Opacic

Higher Education Policy and Research

Analyst, National Union of Students

Steve Phillips

formerly Senior Policy Advisor,

Standing Conference of Principals

John Ryan

Registrar, University of Worcester

Clare Taylor

Policy Officer, Universities UK

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Email
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comms@qaa.ac.uk
www.qaa.ac.uk

QAA 120 09/2006

The Quality Assurance Agency for Higher Education

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