The hidden admissions crisis: why universities still don’t know who their clearing students really are

“This blog was kindly authored by Professor Amanda Broderick, Vice Chancellor & President, University of East London. The data used within this piece is from phase one of the first national Pre-arrival Academic Questionnaire funded by the Office for Students and run in conjunction with AdvanceHE, JISC and the University of East London. In an era when post-18 pathways are diversifying faster than policy frameworks can keep pace with, universities face a profound challenge: we know more than ever about who enters higher education – yet far too little about how they arrive at our doors. Clearing, once a marginal mechanism, has become a defining feature of the UK admissions landscape. But our collective blind spot remains the diversity of routes students take into higher education, and the implications these routes have for their sense of belonging, preparedness, and likelihood of success. New data from UCAS and the national Undergraduate Pre-Arrival Academic Questionnaire (PAQ) pilot illuminates this gap – and demonstrates why addressing it is now mission-critical for the sector. The sector knows who its students are – but not how they got here Universities have clear visibility of applicants in the main cycle: those who apply, receive offers, and are confirmed in August. But post-main application deadline, throughout the late application period and once Clearing opens, this visibility fragments. Institutions do not receive information about which route a Clearing entrant has travelled – whether they missed their grades, changed their minds, traded ‘up’, or, crucially, never applied in the main cycle at all. This absence of insight is not a minor administrative inconvenience. It is an obstacle to equity. Different routes into higher education correlate strongly with different levels of preparedness, confidence, and risk of early withdrawal. For institutions committed to widening participation, the inability to distinguish these journeys means the inability to provide the right support at the right time. A spotlight on those who never applied in the main cycle The most striking finding in the PAQ data is the profile of students who enter university through Clearing because they had not originally applied at all . These individuals often made late, major life decisions about education – and they are disproportionally mature, local, and from widening access backgrounds. At the University of East London (UEL), they constitute 20.3 % of PAQ respondents – four times the proportion seen nationally (5.8%) and nearly triple that of the other institutions in the pilot (7.9%). And these late deciders are the group most at risk of not enrolling or withdrawing within the first 2–3 weeks. The reasons are varied and difficult to pinpoint, but one factor is clear: without knowing which students fall into this category, universities cannot proactively provide the bespoke guidance they urgently need. This is not simply an operational issue – it is a matter of educational justice. These individuals are often those the sector most wants to reach: mature learners returning to education; care-experienced and estranged students; commuters balancing study with family or work responsibilities. They are the embodiment of widening participation – and yet, paradoxically, also the most invisible in the admissions process. Why this matters: the route shapes the readiness The PAQ data underscores that ‘route into higher education’ is not an administrative curiosity; it is a pedagogically and pastorally significant variable. Students who secure their first choice offer often arrive informed and well-prepared, in part due to recent Provider Access Legislation that strengthens school-level careers guidance. Those entering through Clearing because they never applied in the main cycle, however, tend to have vague or unclear expectations of university life. The sector must treat these groups not as a homogeneous mass of ‘Clearing students’, but as learners with distinct needs and transition risks. The PAQ’s guidance shows clearly that different routes require different interventions – from targeted course advice and logistical support (e.g. cancelling previous accommodation or updating Student Finance England) to accelerated enrolment and tailored orientation. This is not about operational efficiency. It is about student belonging. It is about early confidence. It is about dignity in transition. Using available data effectively It is also about understanding the student’s journey into higher education. UCAS application data to institutions already allows for this – highlighting whether a student has come through the main-scheme cycle, or through Clearing. Admissions teams will be able to access this data – although how immediately accessible this is may depend on respective student records configuration. Unlocking this data will enable institutions to gain a deeper understanding of a student’s journey, which can be transformational in supporting effective transition. Through this, you can: identify the students most at risk of early withdrawal; tailor communication to their information needs; provide timely and route-specific guidance; deploy widening participation resources where they matter most. When we know how students enter higher education, we can better ensure they stay, belong, and succeed. Seeing the whole student, not just the application For universities, this is an invitation to reimagine what a fair transition into higher education truly means. If we are serious about social mobility, we must be serious about understanding the pathways that bring students to us – especially the unconventional ones. The national PAQ pilot has demonstrated both the feasibility and the value of the following provocations: Clearing is no longer a contingency mechanism – it is a mainstream route that requires mainstream policy attention. Students who enter through non-traditional routes must be visible in the system from the moment they accept an offer. Bespoke, data-informed transition support is not a luxury; it is fundamental to widening participation. Towards a more transparent, supportive and inclusive admissions ecosystem If the UK is to remain a global leader in equitable access to higher education, we must ensure our admissions processes evolve with the changing needs and realities of applicants. That evolution starts with visibility. Understanding who comes to university is no longer enough. We must understand how , why , and when they make that decision – and build systems capable of supporting every pathway. The future of widening participation depends on it. Get our updates via email Enter your email address to subscribe to this blog and receive notifications of new posts by email. Email Address Subscribe The post The hidden admissions crisis: why universities still don’t know who their clearing students really are appeared first on HEPI .

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