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This means universities and colleges should make sure that admissions practices support student choice and do not create unnecessary pressure.

Universities and colleges should make sure that applicants have all the information they need to make an informed decision about the best course of study for them.

They should also avoid applying pressure through their offer making practices, including by avoiding the use of ‘conditional unconditional’ offers, restricting the use of unconditional offers to specific circumstances, and using incentives appropriately and transparently. 

This means universities and colleges should provide the information applicants need to make the best choice for them, including the prior qualifications applicants may need, how they make their choices, and why they make certain types of offers.

This information should be made available clearly, in good time, and through appropriate channels. 

This means universities and colleges use the evidence they have available to make informed decisions on applicants’ potential to succeed on a course.

This evidence can include exam results, other qualifications, relevant experience, or by using other methods of testing (such as auditions, interviews, or submitting creative portfolios).

However, applicants should also be assessed as individuals, and other contextual factors may be taken into account.

This means that the way admissions processes operate should be guided by research and good practice, and universities and colleges should be able to explain why their approach to admissions is in the applicants’ best interests.

Universities and colleges should also monitor the link between their admissions practices and the outcomes for their students.

There are some barriers to entry for applicants that have nothing to do with their potential or ability to succeed on a course, such as where they grew up or their life experiences.

Universities and colleges should minimise these barriers to entry through their admissions processes, but should be clear on how and why they do so. 

This means that admissions processes should be organised in such a way that they are efficient, high-quality and provide a professional experience for applicants. 

• Aberystwyth University
• Anglia Ruskin University
• Arts University Bournemouth
• Aston University
• Bangor University
• Bath Spa University
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• Birkbeck, University of London
• Bishop Grosseteste University
• Brunel University London
• Bournemouth University
• Buckinghamshire New University
• Canterbury Christ Church University
• Christ the Redeemer College
• City, University of London
• Coventry University
• Cranfield University
• De Montfort University
• Edge Hill University
• Edinburgh Napier University 
• Falmouth University
• Glasgow Caledonian University
• Glasgow School of Art
• Goldsmiths, University of London
• Harper Adams University
• Hartpury University
• Imperial College London
• Institute of Contemporary Music Performance
• Keele University
• King's College London
• Lancaster University
• Leeds Arts University
• Leeds Beckett University
• Leeds Conservatoire
• Leeds Trinity University
• Liverpool Hope University
• Liverpool John Moores University
• London School of Economics and Political Science
• London South Bank University
• Loughborough University
• Manchester Metropolitan University
• Middlesex University
• Moorlands College
• Morley College London
• Newcastle University
• Northeastern University London 
• Newman University
• The Northern School of Art
• Northumbria University
• Nottingham Trent
• The Open University
• Oxford Brookes University
• Pearson College London
• Plymouth College of Art
• Plymouth Marjon University
• Queen Margaret University
• Queen Mary University of London
• Regent's University London
• Rose Bruford College
• Royal Agricultural University
• Royal Central School of Speech and Drama
• Royal College of Music
• Royal Holloway, University of London
• The Royal Veterinary College
• Scotland's Rural College
• Sheffield Hallam University
• Solent University, Southampton
• St George's, University of London
• St Mary's University College
• St Mary's University, Twickenham
• Swansea University
• Teesside University
• Trinity Laban Conservatoire of Music and Dance
• University Academy 92
• University College Birmingham
• University College London
• University of Aberdeen
• University of Bath
• University of Bedfordshire
• University of Birmingham
• University of Bolton
• University of Bradford
• University of Brighton
• University of Bristol
• University of Cambridge
• University of Central Lancashire
• University of Chester
• University of Chichester
• University for the Creative Arts 
• University of Cumbria
• University of Derby
• University of Dundee
• University of East Anglia
• University of Edinburgh
• University of Essex
• University of Essex Online
• University of Exeter
• University of Glasgow
• University of Gloucestershire
• University of Greenwich
• University of Hertfordshire
• University of Huddersfield
• University of Hull
• University of Kent
• University of Law
• University of Leeds
• University of Leicester
• University of Lincoln
• University of Liverpool
• University of Manchester
• University of Nottingham
• University of Oxford
• University of Plymouth
• University of Portsmouth
• University of Reading
• University of Salford
• University of Sheffield
• University of South Wales
• University of Southampton
• University of St Andrews
• University of Stirling
• University of Strathclyde
• University of Suffolk
• University of Sunderland
• University of Surrey 
• University of Sussex
• University of the Arts London
• University of the Highlands and Islands
• University of the West of England
• University of the West of Scotland
• University of Warwick
• University of West London
• University of Westminster
• University of Winchester
• University of Wolverhampton
• University of Worcester
• University of York
• Wrexham Glyndŵr University
• York St John University