JISC

As well as the aim above, we were also asked to consider transition into employment alongside transition into HE and also to explore the opportunities made available by technology (especially any web services) used in the broader HR and recruitment world.

Data were gathered mainly through telephone interviews. Key respondents were used to identify good practice in schools and colleges. A structured set of questions was used with school and college respondents (see Appendix C)

The Information, Advice and Guidance (IAG) literature was consulted to develop a useable model of the different stages of the process under investigation. Five stages were identified:

• Supporting learners in becoming more self-aware
• Making sure they have accessible and comprehensive information about opportunities
• Supporting them in evaluating the information and making decisions
• Supporting them in presenting themselves to institutions
• Supporting them in understanding the nature of the HE experience and in particular HE learning

Within each stage we considered the information needs (primarily of the learner but also of supporting tutors/advisers); processes which support the learner in using the information, current technology being used in relation to this stage and actual and potential web services.

Each stage is illustrated with quotes from interviewees and/or more detailed examples of technology and/or practice.

We found much appropriate use of existing technology to support good-quality human-delivered IAG practice. This was most developed in relation to our Stages 1 and 2 but interesting innovative practice was also found in relation to Stages 3, 4 and 5. In Stages 3 and 5, “Web 2.0” technology was beginning to be used to extend the applicant’s social networks and as a substitute for direct experience.

A major constraint was the inability of most systems currently being used to exchange data. Often commercial interests militate against such interoperability. An additional problem in Stage 1 are the IPR issues associated with careers/learning styles inventories.

Exploring the broader HR/recruitment world revealed similarities and differences. The process was generally less open than that delivered by UCAS. A concern to limit the expensive and unreliable human contribution to screening applications was balanced by an acknowledgement that “you can’t expect to do everything remotely” when dealing with an organisation’s most important resource, its staff. Nevertheless there was limited interest in the ‘rich picture’ potential of e-portfolios.

In terms of web services, we identified as specific to the e-application process the interaction between the sets of information from two other areas which are not specific to e-applications: information about the characteristics of individuals and information about the characteristics of opportunities (including their providers). The key role of this service would be the automatic use of personal information to filter the mass of available opportunity information, making it easier for the applicant to be aware of relevant opportunities without information overload. We call this service genre 'Opportunities relevant to an individual'.

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