“Too many line breaks”
I don’t recall why it went to Leigh and back, but this is the text of the document I was discussing.
From L.N.White Fri Aug 23 12:36:48 1991
From: Leigh White
Message-Id: 1777.9108231205@vicky.ecs.soton.ac.uk
Subject: Typing from Leigh
To: hg (Hugh Glaser)
Date: Fri, 23 Aug 91 13:04:54 WET DST
X-Mailer: ELM [version 2.3 PL11]
Status: O
Interviewing UCCA CandidatesIntroduction
It has been suggested that I could document how I interview. Here is
a brain dump of what I remember. Obviously sometimes I dont do all
these things, but they dont take as long as they look. Without
questions I think I take around 15-20 minutes.
General
Candidates-centered – the candidate has a problem to solve: which
University to choose? I am here to help with the problem.
What I Do
If collecting, just smalltalk on the way to the office, usually about
department/office accommodation.
On entering the office I introduce myself, and my function in the
department. Depending on my mood and the look of the candidate I
variously say
. Senior Lecturer
. Lecturer
."I teach in the department"I shake hands and offer the candidate one of the more comfortable
seats, and a hanger for their coat if necessary.
I then sit and pick up the UCCA form and interview slip. Nowadays I
never read the UCCA form before the interview. I verify that I have
the right form.
I explain that the interview is for them to see the University an have
the opportunity to see a member of staff personally. That the fact
they are being interviewed means we think they will probably be
suitable, and that the offer they will receive is usually simply the
level at which we will correctly restrict numbers. I often say that
it is therefore a straight forward competition, and A levels, rather
than interview, are the best way of differentiating between a large
potential set of adequate candidates, such that the candidates can
understand the rules. Sometimes a word about the restriction being on
pure numbers, rather than candidate quality.
Next I suggest we get the interview card out of the way. I ask the
candidate the required questions. This sometimes leads to discussion.
It gives me the chance to discuss how they feel about the standard
offer. The implication here is that I am open to negotiation. This
usually puzzles them, so I ask if they are having any problems with
specific A levels, such as a teacher leaving, which we should take into
account. Rarely is there any comment, so I explain I’m ticking the
standard offer box.
Card out of the way, (and incidentally any worry they have about the
offer) I explain the easiest way to conduct the interview is for them
to ask questions. This often meets with a blank stare, or at best one
or two questions. (This may change when we interview in the morning).
Assuming there is time, the only other thing to do is discuss their
University choice. Referring to the UCCA form, I then have a
discussion about each of their other choices, and whether they would
be more or less suitable, in view of the candidates interest and
character. I ask whether they have been to them, and what offers they
have received, writing the offers down in view of the candidate. All
this also gives me the opportunity to demonstrate some knowledge of
other departments.
I rarely hesitate to comment on another department or University’s
strengths. For example, if the candidate expresses an interest in AI,
and has chosen Essex as well, there is no harm in saying this is an
excellent choice. Perhaps the candidate will not like Essex when
visiting, and my awareness of Essex must raise the candidate’s
awareness of us.
A comparison of A level offers then follows. I explain that, although
our offer is as high as anyone elses, we do this to discourage them
from leaving us as an insurance. We prefer them to make decisions
based on whether they like the place or not, so we leave it as a
straight choice. I then ask if they understand the process that
happens once the A level results are known. In particular, I point
out that the first choice university is always asked if they want
a candidate, whether the candidate has achieved the offer or not.
Failing this the next choice is asked. Then clearing comes into play.
Finally, if there is time, I ask the candidate what criteria they
will use to make the choice, such as speciality, academic quality,
social or sports facilities. I sympathise with their problem,
commenting that in fact they cant really tell. They’ll know if they
make the wrong decision, but never be sure that they have made the
right one. That it will depend on the chance of what friends they
find, and if they find lecturers they get on with.
This is the winding-up talk. If the interview was short, I say I
trust they don’t feel cheated, but the main purpose of the day is to
get them to Southampton.
Finally on the way back, I express the hope that they will get the
offers they want, and then the A levels to match them.
I shake hands, making sure they know what to do next (used to be go
home).
