Impact and Adoption

Archived Page.

This page related to stage 1 of the project, which concluded in September 2014.

The working assumption is that the new scheme will replace JACS3 and there may be other schemes in use in Higher Education which are becoming problematical and for which a new scheme presents an opportunity for change.

We are interested in the potential impact of change. We are also interested in ideas about how impact could be mitigated, and ways in which adoption could be eased. For example:

  • the impact of people having to apply a new scheme;
  • consequences related to longitudinal analysis and existing data-sets;
  • the range of IT systems that would require change;
  • the time-line for change that is likely to be feasible;
  • requirements for support/guidance materials.

We would like to thank the commenter in Stage 1. Stage 2 consultation is addressing these points in some more detail. ATAS and similar issues will also be reported on in a Stage 2 deliverable, due to be published in the summer of 2015.

 

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One thought on “Impact and Adoption

  1. a. The introduction of a new scheme would require institutions to undertake a significant review of their internal coding systems. Undergraduate Program codes, for example, which contain an element of JACS, are authorised by UCAS and so would depend on UCAS’s policy with regards to any new structure.

    b. A revised coding structure would require reconfiguration of mapping tables held within institutional Student Systems, creating a substantial amount of time consuming work for institutions and the suppliers of their Student Systems.

    c. Longer term, having less data to enter into a Student System could make the physical process of loading data more efficient from a HESA point of view, however, if a new coding system leads to a reduction in the number of different codes used to denote subject/ cost centre/Unit of Assessment, institutions may need to alter procedures and timescales for collating this information.

    d. If new codes are used in the application process, these would need to be established well in advance (at least two years) of the HESA reporting year.

    e. A revised coding structure may have a direct impact on applicants, where ATAS is a feature of the application process. Where students have applied and been made an offer under the old coding scheme and choose to defer, there is a question over whether they would be expected to reapply for ATAS clearance if the change in coding system meant the ATAS requirements have changed in the interim, or whether the original offer would be honoured. This could potentially lead to students on the same programme being admitted under different conditions.

    f. The current system of support and guidance from HESA (online and telephone, regular seminars) works well.

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