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ERIC Number: ED465106
Record Type: Non-Journal
Publication Date: 2002
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-85338-750-9
ISSN: N/A
First Impressions Count: How Effective Recruitment and Admissions Can Encourage Students To Stay at College. LSDA Reports.
Sadler, Jackie
Researchers explored ways institutions in the post-16 education sector in England and Wales can formulate recruitment and admissions policies that encourage students to stay in college. Data were drawn from the following sources: seminars attended by representatives of the post-16 sector; analysis of the findings of 86 Further Education Funding Council inspection reports; findings of the 3-year Raising Quality and Achievement Programme; and 171 institutions' responses to a survey examining pre-entry guidance and admissions. The study confirmed that greater recognition of the importance of correct course placement, intensive local competition for students, and a desire to widen participation in the sector have led post-16 institutions to review their recruitment and selection processes. The following were among the study recommendations for improving recruitment and selection processes: (1) develop symbiotic relationships with schools; (2) establish and maintain pre-entry relationships with applicants and other pupils through a range of "keeping warm" activities; (3) improve applicants' understanding of their future program of study and what will be expected of them; (4) review entry criteria and ensure that staff apply minimum criteria consistently; (5) ensure greater impartiality in recruitment; (6) improve initial assessment of applicants; and (7) identify "at risk" students at the pre-entry or entry stage. (Contains 12 references.) (MN)
Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref no. A1134). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/pdf/A1134.pdf.
Publication Type: Information Analyses
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Learning and Skills Development Agency, London (England).
Identifiers - Location: United Kingdom