Using UCAS MEM for Contextual Offers.

Autor/inn/en	Harvey, Laura A.; Jong, Stephanie T.; Smith, Myles
Titel	Using UCAS MEM for Contextual Offers.
Quelle	In: Higher education quarterly, 79 (2025) 1, Art. 70012, 12 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0263-9769; 0951-5224; 1468-2273
DOI	10.1111/hequ.70012
Schlagwörter	Lehre; Studium; Hochschulsystem; Student; Ausland; Großbritannien
Abstract	Contextual admissions schemes are commonly used across the United Kingdom (UK) for admission into higher education (HE) institutions. These schemes consider an applicant's background and circumstances alongside academic achievement to provide a fairer evaluation of progression into university. Several contextual factors have been considered by HE providers and few have been evaluated in the literature. However, the University and Colleges Admissions Service (UCAS) Multiple Equality Measure (MEM), introduced in 2018, is yet to be evaluated in contextual admissions schemes. This study evaluates the use of UCAS MEM data for contextual admissions at one mid-sized UK institution using a difference-in-differences framework and institutional data on applications for academic years 2021/22 and 2022/23. We found that the introduction of contextual offers, using UCAS MEM data, reduced the likelihood that applicants declined their offer. Applicants were more likely to place the offer from the university as their insurance option. This suggests that the contextual offer increased the appeal of the institution as a solid insurance option, with a marginal increase in probability of study at the institution. Caution is needed when implementing a contextual admissions policy based on UCAS MEM. University policies should consider alignment with their Access and Participation Plan (APP) objectives and commitments, and to ensure applicants understand the basis on which they may be offered a contextual offer. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/3