Students usually begin the process of applying for university in the last two years of school and teachers play a key role in supporting this process. I remember it being a daunting change and I found the process from discussing higher education to completing my first year of university to be one of great learning, self-discovery and growth.
As a final year BA Education student, I look back on the process of applying to university with many memories of fear, anticipation and excitement. On reflection, I believe certain conversations could have been extremely valuable in helping to address misconceptions I had about higher education. This would have helped me to feel more supported and confident throughout the application process. Thus, I have identified a few key areas in which I believe teachers and careers advisers could help to ease this process, potentially increasing the appeal of applying to higher education to students that may currently see university as an unachievable goal.
Once I had decided on a handful of higher education institutions to apply to I was straight online to register for their open days. Whilst I felt an intense buzz and excitement to visit the place I could end up spending the next three years of my life, I didn’t have a clue what to do once I’d arrived at the open day. Looking back it was easy simply to get caught up in the fascination of what a university is and what my bedroom might look like, however there were more important things to focus on. Simply walking around and getting a feel for the space and wider surroundings was something I had never considered when planning a schedule for the day.
On reflection, whilst formal talks are important to attend, much of that information can be accessed online. In fact, exposing students to what a lecture theatre looks like or what the students’ union is can be far more valuable in helping them to decide what kind of place they want to study. It might be useful to arrange an assembly, discussion group or even an organised trip with teachers outlining the importance of open days. Discussing what to expect and how to approach the day would provide some unsure or unmotivated students with the skills to get the most out of the experience. Furthermore, aiding students to plan prior to the open day may help to reduce feelings of being overwhelmed by the institution, creating a sense of it being an accessible place for students.
One of the things that sticks in my mind when thinking back to applying to university is the fear and pressure I felt surrounding my personal statement. There were so many misconceptions surrounding the importance of the statement and how it was seen as near to impossible to write. Luckily, I was conscientious in starting the process early but only because of the rumours I had heard suggesting it would be such an unmanageable and difficult process to write it. I experienced a lack of support from teachers in understanding exactly what the personal statement was or how to find resources to help me. I know I would have benefited from a push in the right direction such as being instructed on how to structure the personal statement or being given a couple of previous examples. I believe teachers have the ability to change attitudes towards the personal statement which in turn can help students to view higher education as a more achievable academic goal.
An extremely useful approach my school took towards applying to higher education was helping students make realistic decisions when choosing which universities to apply to, which in turn increased their conditional offers. All students were advised to use their five options wisely and be realistic in understanding their own academic abilities. Thus, we were suggested to choose one university that was asking for quite ambitious grades in regards to our personal ability and one that asked for a few grades lower than what we were expecting to obtain. The other three options could then be used to apply to institutions asking for the grades we were expected to obtain. Having a teacher give me this framework provided me with a useful starting point when researching universities. This made the whole process feel more achievable and less overwhelming.
Following my UCAS submission I was successful in gaining offers from all five universities I applied to, as did many other students at my school. I then began to believe I had the skills and abilities to follow through with this process of going to university. Thus, teachers introducing this framework for each individual early on in the process of applying to university can make a world of difference in avoiding unachievable offers from universities. I think this is so important in increasing the confidence of students in their abilities and reaping the reward of this on results day.
One of the things I was most nervous about when going to university was the shift to working at a higher academic level. At my school there was a common view that being a university student was ten times harder than being at school and you should know exactly what to do as soon as you arrive etc. I very quickly learnt that being a student at university wasn’t necessarily harder than school - just different. This alternative way of learning was something to get used to and luckily the lecturers on my course were aware of this, allowing my first semester to be a transitional period which led me to feel more confident in my capability to succeed at university. Whilst the lecturers on my course were extremely good at aiding this process, not all universities or degree courses may see this as a priority. Thus it is worth noting the wealth of support there is across the majority of higher education institutions to support this process such as welfare teams and academic support staff (often based in the library).
It is easy for students to be overwhelmed by the different changes they will face when going to university. They may only begin to look for support after having completed their introductory assignments. Teachers can help support the transition process by making students aware of the support networks available prior to starting university. Furthermore, by providing examples of university literature in the relevant school subjects teachers can ensure that students make the smoothest possible academic transition.
This article examines research which highlights the emerging impact of the EPQ on progression to higher education (HE) and university success, with particularly promising findings for underrepresented and marginalised students.
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As educators and advisers, keeping up with the latest developments in the university application process is essential to effectively guide students.
Richard, an Economics and Finance student at the University of York, discusses how he chose his GCSEs and A-levels, his study motivations, and offers advice on selecting qualifications.
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Orin, studied Law at the University of Oxford, shares how her GCSEs influenced her A-level choices and decision to attend university. She also offers advice on selecting qualifications.
Josh, a Computer Science student at the University of Newcastle, shares how he chose his A-levels, offers advice on university applications, and reflects on valuable lessons for future students.
Mayowa studies English Literature at King's College London. She shares her university application journey, her enjoyment of university life, and valuable advice for choosing a course and university.
Mayowa, studying English Literature at King's College London, discusses her GCSE and A-Level subject choices, offering advice for students on making informed decisions.
Sarah, a Biochemistry graduate from Birmingham, discusses how university aided her transition to employment and shares valuable insights for choosing the right career path.
Samra, a Medicine student at the University of Liverpool, shares how she chose her course, the value of her work experience, and advice on overcoming barriers. She also offers tips for applying to study medicine.
Jackson, a Theatre and Performance Studies student at the University of Bristol, shares his insights on choosing qualifications, the significance of enjoying your subjects, and how bursaries and scholarships influenced his university decision.
Eireann, an English and Education graduate from Cambridge, shares how a summer school helped her decide on university and her course. She also offers advice on selecting the right university.
Gemma, a Communication and Media student at the University of Leeds, explains how an access course helped her and shares thoughts on university as a path for everyone.
Amy, an English Language graduate from the University of Glasgow, shares how she chose her university course, why she selected Glasgow, and her experience with scholarships.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares how she chose her GCSE subjects, what she enjoyed in A-Level, and offers advice for subject consideration.
Billie-Joe discusses her university life, sharing advice for care leavers, her motivation for studying social work, extracurricular involvement, and the benefits she gained as a student.
Hamid studies Philosophy, Politics, and Economics at LSE. He discusses his career aspirations, factors influencing his course choice, and how summer schools shaped his university decision.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares his university selection process, reasons for choosing Belfast, and helpful advice for others.
Bishoy shares his journey in choosing a university and course, highlighting the significance of aligning his degree with career goals and evaluating different options.
Sophie discusses her journey to studying Law at Sheffield, covering her decision-making process, considerations for open days, and advice on personal statements.
Fatima, studying Dentistry at Cardiff University, shares her journey, emphasising diverse work experiences, teacher support during applications, and the benefits of attending a Russell Group University.
Khima, a Law student at the University of Edinburgh, shares how he chose his A-Levels and how his dream job influenced those decisions.
Sophie, a law student at Sheffield, shares her experiences with GCSEs and offers valuable advice for selecting A-Level subjects based on her personal choices.
Saif, a graduate in Accounting and Finance from Manchester, discusses choosing a university and course, highlighting the benefits of access schemes in decision-making.
Saif, a graduate in Accounting and Finance from Manchester, shares how his degree aided his career at Enterprise and offers tips for securing a graduate job.
Bishoy, studying Aerospace Engineering at Southampton, reflects on his university experience, highlighting the skills gained and what he enjoyed most about student life.
Onome, a Chemical Engineering graduate from Imperial College London, discusses his summer school experience, course highlights, and what mattered when applying for jobs after his masters.
Khima discusses his motivation for studying law at Edinburgh, highlights the city's appeal, and shares tips for open days.
Habiba, studying Maths at Queen Mary University, discusses her course selection factors, extracurricular activities, and shares valuable advice for choosing the right university.
Richard, an Economics and Finance student at the University of York, shares his university life experience, highlighting extracurricular activities and how they prepared him for future employment.
Nathan, an English student at Exeter, shares why he chose his course, the benefits of a gap year, and offers advice on selecting a university subject.
Matt, a Linguistics student at UCL, shares how he chose his GCSE subjects, the skills that supported his studies, and offers advice for selecting subjects.
Saif, a graduate in Accounting and Finance from Manchester, shares insights on making subject choices, emphasising how his GCSE experience influenced his A-Level decisions.
Jess discusses her Sociology experience at Durham, highlighting involvement opportunities, the benefits of university, and advice for those considering applying to higher education.
Gemma, a Communication and Media student at the University of Leeds, shares her experiences navigating university life with a disability and the opportunities she found.
Nathan, an English student at the University of Exeter, discusses challenges he faced transitioning to A-levels and shares insights that helped him realise he could attend university.
Habiba, studying Maths at Queen Mary University, shares how her future plans influenced her GCSE choices and offers valuable advice for making subject selections.
Fatima, studying Dentistry at Cardiff University, shares her insights on excelling in studies, the A-Level transition, and the importance of keeping her subject choices open for future opportunities.
In this case study, Khima, a Law student at the University of Edinburgh, talks about how getting involved in extra-curricular activities made her university experience even better.
Amy, an English Language graduate from the University of Glasgow, offers advice on subject choices, succeeding at highers, overcoming challenges, and her decision to pursue a postgraduate course.
This year, Imperial College London and the University of Cambridge established a joint venture to deliver two admissions tests.
This article will discuss different barriers which LGBTQ+ students may face, and tools we can effectively use to dismantle these barriers.
We know students are using Chat GPT for their Personal Statements, right?
Within this blog, you will find an introduction to the new Advancing Access team, information on how Advancing Access can support you as well as upcoming opportunities to get involved in!
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The most daunting and difficult task for students when applying to university is writing their personal statement.
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Are you supporting students who may be interested in studying law in Scotland?
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Super-curricular activities can include anything your students do outside of the curriculum related to the subject(s) they are interested in.
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As a working class minority ethnic undergraduate student, I noticed the lack of representation on my ancient history course, but it wasn’t until I started my role as a Widening Participation Graduate Intern.
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Taking part in a Widening Participation programme was one of the best things I decided to do over the summer of 2017.
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Students usually begin the process of applying for university in the last two years of school and teachers play a key role in supporting this process.
As someone who has answered hundreds of phone calls in the past from students on A level results day.
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the Russell Group launched a new interactive website to host its Informed Choices guide.
In this post, Anais Banag, a fourth-year law student at Edinburgh Law School, shares her experience of being involved with ‘Access to the Professions’.
One of the subjects we’ve been asked about most just recently is Degree Apprenticeships. What are they? Are they right for your students? And how do your students apply for them?
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We hope that you find our free Advancing Access resources useful. As we are not the only provider of higher education advice and information, we thought that we would present you with a summary of some of the best other sources.
If ever there’s a situation where universities and schools are talking a different language when it comes to a given topic, we see part of our job as being the interpreter.
The first article in a blog is rarely the most interesting one – I dare say that this will be no exception…
