DOCSLIB.ORG

GUIDE for PARENTS and GUARDIANS 2 | University - a Guide for Parents and Guardians

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
GUIDE for PARENTS and GUARDIANS 2 | University - a Guide for Parents and Guardians UNIVERSITY A GUIDE FOR PARENTS AND GUARDIANS 2 | University - A guide for parents and guardians Contents 4 Is university right for them? 10 Choosing the best university for your child 18 Fees and finance 26 Applying to university 28 How to apply What you 32 The offers process need to know 35 Results day 35 Clearing to prepare you and 38 Is Ulster University the right choice for your child? your child for 40 Careers university 42 Teaching and facilities 46 International opportunities 50 Student support 52 Student experience 54 Accommodation 58 Get in touch 4 | University - A guide for parents and guardians Is university right for them? Sitting down with your child to discuss their post-school plans can be challenging, especially if they aren’t sure what they want to do next. You can help them by being a positive sounding board and asking questions that’ll help them come to a decision that is right for them. We have designed this guide, so you have the information you need to chat through the options with your child. 6 | University - A guide for parents and guardians experience that relates to the world study independently without close If the following is important Is it the next best of work e.g. sponsorship officer or supervision is essential. to your child then university treasurer for the charity society or a could be a good fit: step for your child? journalist for the student radio station. Although this is a general expectation of A good place to start is to They can also learn and explore students, course programs will include • Studying a subject that really consider their career plans, within their degree subject by a mix of self-study and collaborative interests them motivation level and how they choosing specific modules or projects working. Personal tutors and support staff • Being able to choose the like to learn. If they answer to discover their interests or develop will also be on hand to help and guide modules and projects that yes to any of the below then specific skills and competencies. students. When researching universities most appeal to them university would be a good and courses, spend time reviewing the • The option to move away option to research further. Do they have their heart set on styles of teaching and assessments to from home and live a specific career? choose the structure that is best for your independently child as well as those which have a It is important to keep in mind that • Meeting new people, making reputation for strong pastoral care. Does your child want to explore for some careers it is essential to go new friends and having new different careers or passions? to university. Your school’s careers experiences At university there are endless teacher will be able to advise you • Getting involved in activities If they go to university, several opportunities for them to broaden and your child about these careers, such as sport, theatre or career options will be open to them horizons, and get work experience their degree requirements and if your politics regardless of what subject they study. and awards outside of their academic child needs to study any required • Having time to explore studies but they must be motivated to subjects required to study the degree. interests, values and career If your child is unsure of their career make the most of these. direction or wants to explore many options before any big Is your child a self-motivated decisions about jobs must be different potential paths through Do they want the freedom to work experience, placements and learner and comfortable with made choose what to study? extracurricular activities a university independent study? degree may be best for them. They At university students usually get Motivation is very important in the freedom to choose the course, can take advantage of clubs, societies achieving success, and for most and positions of responsibility to get modules and projects that best match university courses being able to their interests and aspirations. 8 | University - A guide for parents and guardians Alternative training Getting them career options to university ready There are a range of options A university degree improves career available for your child to further their prospects and earning potential. training. These include employer On average, people with higher and apprentice programs where education qualifications earn more your child could earn money whilst over their working lives than non- acquiring job skills. Options include: graduates. • degree apprenticeships Going to university can give • Higher Level Apprenticeships your child a head start as they (HLA) develop transferable skills valued • school leaver programmes by employers, such as the ability to work with others, critical and You can find out more information analytical thinking, research skills, about these programs including how problem-solving and communication to apply at skills. These skills, together with an ucas.com academic qualification, will give them theuniguide.com an advantage in the ever-competitive world of employment. 10 | University - A guide for parents and guardians Choosing the best university for your child If university is likely to be Make sure these criteria reflect the the next step for your child, specific needs of your child and family. For example, if your child is this is when the research a practical learner, you might want phase begins in earnest and to consider those courses that are can be the most daunting. highly applied and include hands on assessments and work experience. The end goal of the research phase is to agree the five courses that students will add to their UCAS form. Before Top Tip: Make a checklist deciding on “The Final Five”, they will of your negotiables and non- need to shortlist their potential places. negotiables when choosing where to go. This shortlisting phase may include reviewing the prospectus together, visiting the universities at Open Days or attending Applicant Events. We recommend that together with your child you agree the criteria you will use to shortlist the courses and universities and identify those criteria which will ultimately decide “The Final Five”. 12 | University - A guide for parents and guardians Choosing their subject Things to consider when choosing a degree: • Are they interested in exploring • Do they have a current subject a completely new subject? There that they love and do well in? are many degree subjects they Will they still be interested in it, in years to come and the potential won’t have encountered before. careers associated with it? Whilst When choosing they should some subjects lead to very specific relate it back to what they enjoy career options, others can provide and how they learn best. Some varied options or the opportunity courses have very high contact to specialise at postgraduate level. time i.e. lots of lectures, tutorials, workshops etc whilst others have • Do they have specific vocational low contact time and more self- aspirations? If so, is a particular directed study. degree subject required or are the options flexible? Universities • Look beyond the course title and colleges set their own entry – remember courses with the requirements for higher education same name can differ greatly courses so they may vary widely. in content between universities. You can find the entry requirements Spend time looking at the course for Ulster undergraduate degrees content and the modules. This on the course finder online will give you an idea about the ulster.ac.uk/courses areas covered by the course and what the university’s specific area of expertise is. 14 | University - A guide for parents and guardians are required e.g. GCSE/A Level/ Choosing their What to research BTEC will be listed in course entry requirements. Not all universities university Cost: There’s more than meets the and colleges use qualifications and What does a good university eye than just university tuition fees. You grades for entry requirements, some mean to you and your child? should also consider accommodation use UCAS Tariff points instead. UCAS Here are some things to think costs and cost of living including any has an online calculator to help you about when researching travel required, which vary across the work out how many points your where to go. UK. Visit numbeo.com/cost-of- qualifications are worth ucas.com/ living to compare cost of living. ucas/tariff-calculator Note most information can be found in university prospectuses Course provision: Which Duration: How many years will or on their online course pages universities offer the subject area or it take them to get their degree? but we have included other specific course they are interested in? Does this include a year in work sources below where relevant. Do they carry accreditation needed placement? for jobs in industry? Employment/career prospects: Teaching, assessment and Are there opportunities to enhance facilities: Does the course involve their CV by undertaking a paid work a lot of practical work? Is it 100% placement or studying abroad? Does coursework? Is there a lot of group the university have good connections work involved? Are there bespoke with industry? Do students get real facilities? Is there online or interactive world experience on their course? learning provision? Are there opportunities to include a year out in industry as part of their Entry requirements: What grades degree? are needed for the course? These can vary across institutions. Specific Research: Does the university have a subjects and at what level they 16 | University - A guide for parents and guardians good research focus? Are they linking is available? Do they have any with industry to solve problems, or disabilities or long-term medical How to research leading innovation in certain areas? conditions or specific learning This often positively impacts on the difficulties they need support with? Get online teaching and what they deliver.
Load more

Recommended publications
  • Northern Bridge Doctoral Training Partnership
    NORTHERN BRIDGE DOCTORAL TRAINING PARTNERSHIP PHD STUDENTSHIPS IN SPANISH, PORTUGUESE AND LATIN AMERICAN STUDIES CLOSING DATE: AT NEWCASTLE UNIVERSITY. 13/JANUARY/2020 The Northern Bridge Doctoral Training Partnership invites top-calibre applicants to apply to its 2020/2021 doctoral studentships competi- tion. Up to 67 fully-funded doctoral studentships are available across the full range of arts and humanities subjects, including: Spanish, Portuguese and Latin American Studies. The Northern Bridge is an exciting, AHRC-funded collaboration between: Newcastle University, Durham University, Queen’s University Belfast, Ulster University, Northumbria University, Sunderland University, and Teesside University. Our aim is to deliver outstanding doctoral education in the arts and humanities, and successful applicants will join a thriving cohort of almost ffty Northern Bridge PhD students recruited through last year’s studentship com- petition. WHY CHOOSE US Northern Bridge ofers exceptional supervision by aca- demic staf researching at the cutting edge of their disci- plines, vibrant research environments that promote inter- disciplinary enquiry, and research training and career development opportunities tailored to the needs of twenty-frst-century researchers. SUPERVISION AREAS Spanish, Portuguese, and Latin American Studies ofers supervision in the following areas: SPANISH, PORTUGUESE, AND LATIN AMERICAN CULTURAL HISTORY AND POPULAR CULTURE. Dr Jorge Catalá-Carrasco, Dr Nick Morgan, Dr Patricia Oliart, Dr Dunja Fehimović and Dr Fernando Beleza. DISCOURSES OF RACE AND IDENTITY IN LATIN AMERICA. Prof Rosaleen Howard, Dr Patricia Oliart, Dr Nick Morgan, Dr Dunja Fehimović and Dr Fernando Beleza. LATIN AMERICAN FILM, LITERATURE AND THEATRE. Dr Philippa Page, Dr Dunja Fehimović and Dr Fernando Beleza. HISTORY OF EDUCATION IN 19TH- AND 20TH-CENTURY LATIN AMERICA.
    [Show full text]
  • UCAS Council Members Biographies
    UCAS Council Members Biographies David Lowen Independent Governor and Chair of Leeds Beckett University and Deputy Chair of the Committee of University Chairs (CUC) UCAS Council Chair nominated by the CUC David is a television executive of wide experience and consultant adviser to broadcasters, programme makers and financial institutions. He was appointed Chair in December 2015 and is also Deputy Chair of the Committee of University Chairs (CUC), which plays a leading role in governance and regulation of the HE sector. He was board Director of Network Programme Development and later board Director of Corporate Development for ITV Yorkshire Television before leading ITV Network’s digital terrestrial television launch project, the first successful launch in the world. David runs International Television and Media Consulting Ltd, with many European broadcasters among its recent clients. He was “parachuted” into EuroNews by ITN to stabilise successfully the news channel’s finances, legal status, funding and creative structure ahead of the second Gulf War. He was Chairman of SysMedia Group plc, which recently sold its worldwide software development and subtitling business to a US-backed company. He is part-owner and director of Format Futures, a TV content “ideas factory”. He is a former President of CIRCOM, the organisation of Europe’s regional public service broadcasters, and currently President of its programme and TV skills awards. David is Honorary Secretary and trustee of the Royal Television Society; Honorary Fellow of Emmanuel College, Cambridge, and until recently Chairman of the Emmanuel Society (alumni); and Fellow of the Royal Society of Arts. Security marking: PUBLIC Document owner: Legal and Corporate Governance Assistant (Angharad Tompkins) Dr Tim Westlake Chief Operating Officer, University of Sussex; UCAS Council Deputy Chair Nominated to the UCAS Council by UUK (Universities UK) to represent English universities Since August 2017, Dr Tim Westlake has been Chief Operating Officer at the University of Sussex.
    [Show full text]
  • Written Evidence Submitted by Dr Hyojung Sun (Ulster University), Prof
    Written evidence submitted by Dr Hyojung Sun (Ulster University), Prof. David Hesmondhalgh (University of Leeds) and Dr Richard Osborne (Middlesex University) Submission to the Digital, Culture, Media and Sport (DCMS) Select Committee’s Inquiry into Economics of Streaming From May 2020, an independent academic research team of Dr Hyojung Sun (Ulster University), Prof. David Hesmondhalgh (University of Leeds) and Dr Richard Osborne (Middlesex University) have been conducting an independent research project to investigate music creators’ earnings in the digital age. The project is funded by the UK Intellectual Property Office (IPO) and NESTA’s Policy and Evidence Centre (PEC) and supported by a Steering Board of industry stakeholders including the Ivors Academy, the Featured Artists Coalition (FAC), the Musicians’ Union (MU), PRS for Music, the Association of Independent Music (AIM). Other industry stakeholders have also been invited to join the board. The aim of the research is to deliver independent and robust evidence on how changes in the digital music marketplace have impacted upon the earnings of music creators and therefore facilitate an informed debate. In this research, we define music creators as an overarching term to describe recording artists and songwriters. The impetus of this project stems from the lack of evidence in this contentious area of research, which in return has led to a polarised debate based on anecdotes and perceptions. The music creator community argue that the lion’s share of streaming revenues goes to major labels and that this business model is based on the reward system created in the pre-digital era. The recorded industry however argues that there should be greater recognition of the significant and risky investment they continue to make in artist development and marketing.
    [Show full text]
  • Course Entry Requirement Statement for 2021 Entry
    Course Entry Requirements Statement for 2021 Entry Course Entry Requirement Statement for 2021 Entry Contents Scope and Purpose ........................................................................................ 3 UK QUALIFICATIONS ......................................................................................... 4 GCSEs and equivalent qualifications .................................................................... 4 A’Levels and equivalent qualifications ................................................................. 4 EU AND INTERNATIONAL QUALIFICATIONS .............................................................. 19 Maritime Courses ........................................................................................ 31 ENGLISH LANGUAGE REQUIREMENTS .................................................................... 29 APPENDIX A: EXEMPTIONS AND EXCEPTIONS ......................................................... 29 APPENDIX B: ACCEPTABLE ENGLISH LANGUAGE QUALIFICATIONS FOR STUDENTS REQUIRING A STUDENT ROUTE VISA ................................................................................... 32 APPENDIX C: EUROPEAN SCHOOL LEAVING/MATRICULATION CERTIFICATES EQUIVALENT TO IELTS (ACADEMIC) 6.0 OVERALL ....................................................................... 38 External Relations | Admissions and Enrolment 2 Updated April 2021 Course Entry Requirements Statement for 2021 Entry Scope and Purpose 1. This document is designed for use by Solent University (SU) staff when evaluating applicants for entry
    [Show full text]
  • Northern Ireland Response to the AI Council AI Roadmap Contributing Organisations
    Northern Ireland response to the AI Council AI Roadmap Contributing organisations 2 Introduction The Northern Ireland Innovation Stakeholder Group made up of representatives from across Government, local authorities, economic development agencies, academia and industry welcome the opportunity to respond to the finding of the AI Council’s UK AI Roadmap report. The stakeholder group includes members from Queen’s University, Ulster University, Belfast City Council, Invest NI, Digital Catapult NI, Further Education Colleges and Matrix (the NI Science Industry Panel). The UK Government published an independent report The Impact of AI (carried out by the AI Council) containing a number According to PWC UK GDP will be up to 10.3% of recommendations to help the government plot the higher in 2030 as a result of AI – the equivalent of strategic direction on AI. The AI Council highlighted an additional £232bn – making it one of the biggest 16 recommendations designed to assist in the commercial opportunities in today’s fast-changing process of developing a National AI Strategy. These economy. The impact over the period will come recommendations span four thematic areas including from productivity gains (1.9%) and consumption ‘Research, Development & Innovation’, ‘Skills and side product enhancements and new firm entry Diversity’, ‘Data Infrastructure and Public Trust’ and stimulating demand (8.4%). There will be significant National, Cross sector adoption’. gains across all UK regions, with England, Scotland, Wales and Northern Ireland all seeing an impact The Stakeholder Group has identified seven Northern from AI in 2030 at least as large as 5% of GDP, Ireland priority areas that, with additional focus, could and extra spending power per household of up to enhance the AI Council AI Roadmap: £1,800-£2,300 a year by 2030.
    [Show full text]
  • Book of Abstracts
    Centre for Disability Studies Postgraduate Conference 2019 Disability Studies: Past, Present and Future Book of abstracts CDS Leeds #CDSPGConf19 1 Keynote Presentation by Professor Roger Slee Title: Writing fiction – the case of inclusive education and students with disabilities. Notwithstanding espoused commitment to UNCRPD (2006) by education jurisdictions around the world, the educational experiences of children and young people with disabilities do not live up to the promise of inclusive education. Recent reviews of education for students with disabilities in Australia collectively build a narrative of exclusion. Educational exclusion is a stubborn foe. This address will attempt to move beyond critique to identify levers for building the capacity of schools to build inclusive educational cultures. Biography: Roger Slee is the Vice-Chancellor’s appointment to Chair of Education at the University of South Australia. He has previously held research chairs at The University of Western Australia, Goldsmiths College University of London, Victoria University and the Institute of Education UCL where he was the Chair of Inclusive Education. Roger is the former Dean of Education at Goldsmiths, The University of Western Australia and Magill. He holds an honorary chair in critical studies in education at The University of Auckland in New Zealand. He is currently working on major inclusive education projects in Ethiopia and Queensland. Roger is the Founding Editor of the International Journal of Inclusive Education and is on the Editorial Boards of many other journals. He is also the Editor of an important book series published by Sense Publishers. This Series ‘Studies in Inclusive Education’ focuses on the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation.
    [Show full text]
  • Report of the RIBA Visiting Board to the University of Liverpool
    Royal Institute of British Architects Report of the RIBA visiting board to the University of Liverpool School of Architecture Date of visiting board: 14 and 15 February 2019 Confirmed by RIBA Education Committee: 14 June 2019 1 Details of institution hosting course/s Liverpool School of Architecture University of Liverpool Leverhulme Building Abercromby Square Liverpool L69 7ZN 2 Head of School of Architecture Professor Soumyen Bandyopadhyay 3 Courses offered for validation Bachelor of Arts with Honours in Architecture (3 years, full-time) and Master of Architecture with Honours (2 years, full-time) 4 Programme Directors BA (Hons) Architecture, Part 1 - Alexander Dusterloh Master of Architecture MArch, Part 2 – Jack Dunne 5 Awarding body The University of Liverpool 6 The visiting board Professor Karim Hadjri – Chair Ben Cowd – Vice Chair Barbara Griffin Carol Norton Sheila Ryding In attendance: Stephanie Beasley-Suffolk, RIBA validation manager Dr Martina Murphy, Ulster University, attended as an observer of the RIBA validation process. 7 Procedures and criteria for the visit The visiting board was carried out under the RIBA procedures for validation and validation criteria for UK and international courses and examinations in architecture (published July 2011, and effective from September 2011); this document is available at www.architecture.com. 8 Proposals of the visiting board On 14 June 2019 the RIBA Education Committee confirmed unconditional revalidation of the: BA (Hons) Architecture, Part 1 Master of Architecture MArch, Part 2
    [Show full text]
  • Community Engagement
    2018/2019 Community Engagement Contents | Community Engagement Introduction | Community Engagement CONTENTS 3 Community Engagement 4 Science Shop 30th Anniversary 6 Social Justice Hub COMMUNITY 7 Diversity through Education 8 Project Social ENGAGEMENT 9 Unblocking Potiential 10 Access to Education Photography Competition Ulster University actively seeks to build and engage in sustainable 14 Ceremics First Step partnerships with the primary aim of positively influencing individuals 15 One City, One Story and communities across the region through encouraging achievement, recognising success and improving educational attainment. 16 ACE Celebrations 17 Architecture This year we celebrated the 30-year represent the University in all of our 18 Care Leavers partnership of the Science Shop between local district council areas. Acting Ulster University and Queens University as Companions the Fellows deliver 19 The Songbirds Belfast, supporting staff and students presentations and workshops, participant 20 Aspirations and telling tales from both institutions to engage in action- in community based forums and celebrate based research projects put forward by talent, to increase the visibility and shared 21 Sociology Trip to Windsor Park community and voluntary partners. understanding of the University’s impact at 22 My Laces a local level, while strengthening our civic 23 Tick the Box We introduced the Civic Ambassador networks across Northern Ireland Scheme for Ulster staff to access widening 24 Fostering Aspirations access monies to support community This Annual Review records the wide 25 Community Big Day Out engagement and school partnership range of activities the team have engaged 26 Santa/Elf Run at Christmas activity. in 2018-2019. 27 Creative Arts The department also launched and If you require any further information 28 Care Zone appointed 13 Community Fellows to on these activities, please contact ensure that the community needs and [email protected] 29 Ulster Business School voices continue to be heard by the 30 Student Placement Experience University.
    [Show full text]
  • UNIVERSITY of ULSTER Paper No LTC/15/3A)
    UNIVERSITY OF ULSTER Paper No LTC/15/3a) LEARNING AND TEACHING COMMITTEE Agenda Item 6a) 1 April 2015 REPORT FROM THE COURSE APPROVAL SUB-COMMITTEE (4.2.15) PRESENT Professor D A McAlister (Chair), Dr M Black, Dr R McAlister, Mr J McCann, Professor A McKillop, Dr T McLernon, Ms U Quinn, Mrs A Scanlon 1 MEMBERSHIP The Chair of the Sub-Committee welcomed Dr Ruth McAlister and Dr Michaela Black as the new representatives for the Faculties of Social Sciences and Computing and Engineering respectively. 2 COURSE APPROVAL The Sub-Committee considered business from each Faculty and the Department of Access, Digital and Distributed Learning and noted revisions, the introduction of credit- bearing short courses and withdrawals approved by them as detailed in the appendix. FACULTY OF ART, DESIGN AND THE BUILT ENVIRONMENT BSc Hons Architectural Technology and Management RECEIVED: a request from the Faculty for a one-year extension to the period of approval for BSc Hons Architectural Technology and Management to include the 2016 intake. NOTED: (a) that the Faculty wished to develop new content for the programme, which could also be delivered as shared modules across provision offered by the Belfast School of Architecture; (b) that the postponement of the revalidation for one year would align the revalidation of the programme with BA Hons Architecture and MArch Architecture, due for revalidation in 2016/17, and enable the School to investigate the extent of cross-disciplinary teaching for these programmes; (c) that the external examiner had confirmed that the programme remained current and valid; (d) that the programme was validated by the Chartered Institute of Architectural Technologists (CIAT) until 2018.
    [Show full text]
  • Msc INTERNET of THINGS (FT/PT) (JN)
    ULSTER UNIVERSITY REPORT OF A MEETING OF THE EVALUATION PANEL UNIT 16B2: MSc INTERNET OF THINGS (FT/PT) (JN) 25 May 2018 PANEL: Dr G Breslin, Head of School of Sport, Ulster University [Chair] Dr S Brennan, Belfast School of Architecture and the Built Environment, Ulster University Dr E Bodanese, School of Electronic Engineering and Computer Science, Queen Mary University of London Professor S Helal, School of Computing and Communications, Lancaster University CHAIR OF THE COURSE PLANNING COMMITTEE Dr J Santos, School of Computing, Ulster University IN ATTENDANCE: Mrs A Guarino, Academic Policy and Standards Officer, Academic Office, Ulster University 1 INTRODUCTION/BACKGROUND The Panel met to consider the MSc Internet of Things. This is a specialist programme that has the core aim of preparing students for both an industrial career with skills in the fields of networks, sensor technologies, pervasive computing, embedded systems, signal processing, security, statistical analysis and data analytics, in addition to providing a relevant platform to embark on further research study. Students would also be able to apply the acquired skills in the development of Internet of Things (IoT) systems and applications. The provision will be offered at the Jordanstown campus in full-time and part-time modes. Both modes of attendance will offer two points of entry in each academic year: September and January. For the September intake, the degree will normally be completed in three semesters across a single academic year in full-time mode and in 6 semesters across three academic years in part-time mode. For the January intake, the degree will normally be completed in three semesters across two academic years in full-time mode and in six semesters across three academic years in part-time mode.
    [Show full text]
  • Assessment Handbook
    ASSESSMENT HANDBOOK October 2020 FOREWORD This Handbook has been compiled as a practical guide to assist academic and other staff engaged in the assessment of students of the University or of its partner institutions. It is intended to promote best practice. The first edition of the Handbook was produced in June 2001. It is updated on a regular basis. The Handbook covers many aspects of assessment practice and is intended to offer an introduction to topics and to act as a key reference document for University policies relating to assessment. It is written at a general University level and therefore does not stand in isolation from faculty or subject-level policies and strategies which it complements nor, for partner institutions, their own specific policies and regulations. The Handbook does not deal with the assessment of research degrees. The Handbook draws on the regulatory framework of the University and the work assessment which has been undertaken in the University, both centrally and in the Faculties, and also the work of authoritative bodies and individual practitioners in the sector. The Handbook does not explore assessment practices in depth. Staff wishing to consider these matters in more detail are encouraged to consult the texts listed in the References and Further Reading section of the Handbook, and engage with the Centre for Higher Education Research and Practice which provides support and leadership in pedagogic development, including assessment practice. Details of policies and regulations may be found on the Academic Office’s website. If a policy or a regulation is unworkable for your practice or you believe that the policy is no longer fit for purpose, then we need to hear from you so that it can be reviewed.
    [Show full text]
  • Ulster University Admissions Policy
    V1.11 Ulster University Admissions Policy Delivering a University that is innovative and sustainable with a strong academic and international reputation. 1 V1.11 ULSTER UNIVERSITY ADMISSIONS POLICY CONTENTS Page 1. INTRODUCTION 1.1 Scope 4 1.2 Institutional Context 4 1.3 Overall Aims of the Policy 5 1.4 University Regulations 5 1.5 Student Charter 5 2. PRINCIPLES OF SELECTION 2.1 Aims of Selection 6 2.2 Selection Criteria 6 3. ENTRANCE REQUIREMENTS / ACCEPTABILITY OF QUALIFICATIONS 3.1 Full-Time Undergraduate Programmes 8 3.2 Full-Time Postgraduate Programmes 8 3.3 Research Degree Programmes 8 3.4 International Qualifications 9 3.5 Accreditation of Prior Learning (APL) 9 3.6 Part-Time Study 9 3.7 ReQuests to Transfer between Modes of Study 10 3.8 Applicants Returning to Undergraduate Study 10 4. DISABLED APPLICANTS 4.1 Selection and Entry Criteria 11 4.2 Professional Bodies and Health and Safety Issues 11 4.3 Communication during the Application Process 11 4.4 Administration of the Admissions Process 12 5. ADMISSIONS PROCEDURES 5.1 Applications Made via UCAS 13 5.2 Applications made directly to the University 13 5.3 Acknowledgement of receipt of Application 13 5.4 Assessment of Tuition Fees 13 5.5 Fraudulent Statements/Omissions 13 5.6 Plagiarism 13 5.7 Applicants seeking Deferred Entry 14 5.8 Readmission to the University 14 5.9 International Applications – Immigration ReQuirements 14 5.10 Procedures for Making Offers 14 5.11 Feedback to Unsuccessful Applicants 15 5.12 Use of Applicant Data 15 5.13 Support and Training for Admissions Staff 17 6.
    [Show full text]