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Higher education applications and admissions

Author

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  • Gill Wyness

    (UCL Centre for Education Policy and Equalising Opportunities, University College London)

Abstract

As a result of Covid-19, the UK 2020 is a highly unusual year for UK higher education, and in particular, university admissions. The cancellation of A level exams has thrust the issue of predicted grades once more into the spotlight. Concerns about falling student numbers, particularly among international students, led to aggressive recruitment policies by universities, culminating in government intervention in the form of restricting "conditional unconditional" offer making, and the return of controversial student numbers caps. This briefing note summarises the research evidence on these policies, and their potential impact on social mobility.

Suggested Citation

  • Gill Wyness, 2020. "Higher education applications and admissions," CEPEO Briefing Note Series 7, UCL Centre for Education Policy and Equalising Opportunities, revised Aug 2020.
    • Handle: RePEc:ucl:cepeob:7
    as

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    File URL: https://repec-cepeo.ucl.ac.uk/cepeob/cepeobn7.pdf
    File Function: First version, 2020
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    References listed on IDEAS

    as
    1. Richard Murphy & Gill Wyness, 2020. "Minority report: the impact of predicted grades on university admissions of disadvantaged groups," Education Economics, Taylor & Francis Journals, vol. 28(4), pages 333-350, July.
    2. Martin McGuigan & Sandra McNally & Gill Wyness, 2016. "Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign," Journal of Human Capital, University of Chicago Press, vol. 10(4), pages 482-519.
    3. Andrew Barr & Sarah E. Turner, 2013. "Expanding Enrollments and Contracting State Budgets," The ANNALS of the American Academy of Political and Social Science, , vol. 650(1), pages 168-193, November.
    4. Jake Anders & Catherine Dilnot & Lindsey Macmillan & Gill Wyness, 2020. "Grade Expectations: How well can we predict future grades based on past performance?," CEPEO Working Paper Series 20-14, UCL Centre for Education Policy and Equalising Opportunities, revised Aug 2020.
    5. Sandra McNally, 2016. "How important is career information and advice?," IZA World of Labor, Institute of Labor Economics (IZA), pages 317-317, December.
    6. Murphy, Richard & Scott-Clayton, Judith & Wyness, Gill, 2019. "The end of free college in England: Implications for enrolments, equity, and quality," Economics of Education Review, Elsevier, vol. 71(C), pages 7-22.
    Full references (including those not matched with items on IDEAS)

    Citations

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    Cited by:

    1. Jake Anders, 2020. "How should universities select students?," CEPEO Briefing Note Series 8, UCL Centre for Education Policy and Equalising Opportunities, revised Nov 2020.

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    More about this item

    Keywords

    higher education; widening participation; university access; predicted grades; number controls;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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