The transition into higher education can be a daunting period, especially during the university application process. Students are pressured to demonstrate their achievements and potential while competing for limited places at leading institutions. In the UK, university admissions follow what is known as a ‘holistic approach,’ meaning students are assessed not only on their academic results, but also through personal statements and teacher references. This gives students the chance to show who they are beyond their grades by sharing their experiences, background, and personal circumstances.
Grades Aren’t Everything
During the admissions process, students may be offered contextual offers. These offers recognise that some students face barriers that affect their academic performance, such as the type of school the student has attended, regional disparities, and their socio-economic background. By acknowledging that academic results do not always reflect a student’s potential, they aim to create a fairer playing field in higher education.
True equity in higher education depends not only on who gets accepted but also on who is supported to stay and succeed. In the UK, admitting students from underrepresented backgrounds does not necessarily guarantee that a university will provide a welcoming experience for those students. This creates a dilemma where students from underrepresented backgrounds may have to choose between attending a prestigious university or finding a community where they feel they can succeed. For example, while Oxford and Cambridge ranked first and second for academic performance, they placed 47th and 48th out of 50 in a ranking of the most inclusive UK universities. Because of this, some minority students will not apply or matriculate, missing out on what these top universities have to offer.
Credit: Globaladmissions.com
European Admissions Strategies Assume Equitable Access
In contrast, many European countries follow a more meritocratic model of university admissions, relying primarily on academic results and standardised entrance exams with little consideration of personal background. For instance, in Germany, entry is determined by academic performance and specific A-level subject qualifications. Applying identical academic criteria to everyone may appear fair, but it can end up reinforcing inequality by ignoring wider social and economic contexts. This system assumes that all students have had equal access to quality education and resources. In reality, students from under-resourced schools or marginalised backgrounds may be excluded long before the application stage, reflecting the myth of meritocracy. Unfortunately, success is not based solely on ability and hard work. Instead, it is often shaped by financial and social privilege.
However, European universities are also known for their flexibility in costs. In countries such as Germany and the Netherlands, tuition is free or significantly lower than in the UK, where fees can exceed £20,000 per year for international students. In this sense, while the UK’s admissions system may be more inclusive, its financial barriers create a contradiction: offering access in one area but limiting it in another.
Finding the Balance: Diverse, Equitable, and Inclusive Education
Ultimately, universities must strive to be inclusive and fair not only in how they admit students but also in how they support them once they arrive. As more institutions rethink how they can assess applicants, the ultimate goal for inclusion may lie somewhere in between, combining Europe’s affordability with the UK’s contextual inclusivity. Yet genuine inclusion goes beyond entry requirements; it means creating an environment where all students feel valued, supported, and able to thrive.
Credit: Xbxg32000, CC BY-SA 3.0, via Wikimedia Commons
This article was written by a guest contributor, K. Kanli.
Everyone is welcome! We offer DEI programs tailored to meet the needs of all experience levels—find out more about our workshops here.
