Approved by the Academic Board 10 May 2006

College-wide Interviewing Policy and

guidelines
BACKGROUND
The Subgroup was formed by the Admissions Committee to recommend College policy and
guidance for undergraduate and postgraduate applicant interviewing in light of the following:
1. The final report of the Admissions to Higher Education Steering Group chaired by
Professor Steven Schwartz outlined a practical guide to 'fair' admissions. At the heart of the
report was the need for transparency in all aspects of the admissions process including
interviews; clearly defined selection criteria, consistency in procedure, audit trails, structured
interviews and training for admissions tutors were all identified.
2. The QAA Code of Practice: Recruitment and Admissions also states that admissions
policies including interviews should be "fair, clear and explicit and are implemented
consistently. Transparent entry requirements, both academic and non-academic, should be
used to underpin judgements that are made during the selection process for entry".
3. As a result of the Race Relations (Amendment) Act 2000, one of the specific duties is that
the public authorities must monitor their employment procedures and practice. In particular,
Higher Education institutions must monitor, by racial group, student admissions and progress.
In addition, it is College policy to anticipate the incoming requirements in other equalities
areas such as disability (now a legal duty also), gender and age. To carry out this duty,
appropriate data on applicants must be collected and stored prior to the selection process.
The Subgroup has considered the current practice on interviews for admission to College
postgraduate research, postgraduate taught and undergraduate programmes. Responses to an
initial questionnaire were received from 102 programmes in the College.
There is a wide range of approaches to interview across the College. In the initial responses
approximately 40% interviewed all applicants 50% some applicants and 10% no applicants.
Where interviews were given to a selection of applicants this tended to be those with
borderline qualifications or non-standard qualifications. Many programmes did not interview
overseas applicants.
A number of different reasons were given for interviewing applicants; the commonest was to
select the best candidates. Others used the interview to give information about practical and
financial implications of the programme and to sell the programme or the College to
candidates or to verify areas of qualification or suitability. Research suggests that candidates
are more likely to accept a place after an interview as they feel there has been more personal
involvement in their selection. A small minority of programmes used telephone interviews.
For a small number of programmes the Subgroup explored the interview programme in more
depth. Length of interviews ranged from 15 to 30 minutes. Number of interviewers ranged
between one and five. In most cases programmes relied on experienced staff and only a small
minority claimed to provide training or required training for interviewers.
1/13

On the basis of the responses, a review of some of the literature in this area and discussions of
the group we have produced a number of recommendations in the form of principles which
should be applied to all interviews and a number of areas of good practice which are
recommended across the College.
For the purpose of these recommendations an interview is regarded as a contact between an
applicant and a member of the College, which contributes to the selection process of the
applicant.

COLLEGE POLICY ON INTERVIEWING

It is proposed that where interviews are held in the College the following compulsory
principles be observed.
It is also proposed that these principles should apply to all undergraduate and postgraduate
taught and research interviews.

KEY COMPULSORY PRINCIPLES

1.

Before being invited to interview, all interviewees must have formally applied to the
College via UCAS, NMAS or one of the Colleges direct entry application forms either
paper or online (Studylink).

2.

Where there is selection for interview, criteria must be fair, clear, transparent and
implemented consistently. Applicants called for interview may be a subgroup chosen on
the basis of academic or other criteria determined by the School (e.g. applicants with
certain Access qualifications, applicants of borderline academic quality etc). Overseas
fee paying applicants can be regarded as a separate group.

3.

The aims of the interview and the skills and qualities sought from the interviewee must
be identified in advance and be fair, clear, transparent and implemented consistently.

4.

On no account should any information be divulged to a candidate at interview about the

outcome of that interview. Applicants must not be given any impression as to whether
they are likely to be offered a place or rejected

5.

There should be clear standard process and transparent criteria for accepting or rejecting
an applicant based on interview.

6.

In the invitation, the candidate must be made aware that they are attending a formal
interview as part of the selection process. It should not be confused with any other
informal meeting to discuss a possible or actual application. Where contact with an
applicant is simply part of recruitment and not selection this should not be regarded as
an interview and should be clear to applicants.

7.

Interviewees should be aware in advance of the purpose of the interview (including brief
criteria for success), the likely number of interviewers and the length of the interview.

8.

There must always be more than one member of staff present. If only one academic is
present, an administrative member of staff should be present to participate or observe.
All staff present should have clearly defined roles and responsibilities and be fully
2/13

conversant with interviewing policies and procedures. Deviation from this principle will
be allowed ONLY in exceptional circumstances, eg telephone, overseas, recruitments
fairs, and an explanatory account of the alternative arrangement be recorded on the
applicants record.
9.

A formal written record of the interview and decision should be maintained.

10.

The interviewee should be encouraged to supply details of any special needs/disabilities

which may affect the interview arrangements. Therefore, if the applicant indicates a
special need/disability on their application, the following paragraph should be included
in the invitation letter:
"If you have any specific needs because of a disability or health condition, please
contact (named contact) on (phone number) or (email address) as soon as possible so
that any necessary adjustments can be in place for the interview. This may include
communication support, lift access or other types of support."
Any information on a special need or disability supplied should not be considered in
assessing the applicants suitability for the programme. Reasonable interview
adjustments should be made as appropriate.

11.

The interview should be conducted with regard to the College's Equal Opportunities
Policy. By 2008, all interviewers should have completed equal opportunities training
and this training should be delivered flexibly at the different sites across the College.

KEY RECOMMENDED GUIDELINES FOR CONDUCTING AN

INTERVIEW
a)

Interviews should be at least semi structured.

b)

Interviews should have a clear scoring system completed by interviewers independently

(see example of GPEP in Appendix 1 and BSc Nutrition and Dietetics/Nutrition in
Appendix 2).

c)

The School/department should inform the applicant in writing of the interview date as
far in advance as possible and no later than one week before (longer if EU/overseas).
The location of the applicant should be considered e.g. do not offer very early interview
times to applicants with the furthest to travel. The School/department should send
written detailed travel instructions with any interview offer.

d)

Questions should be fair. Candidates will not appreciate what appear to be trick
questions or attempts to catch them out.

e)

The interview panel should be representative of the staff/student population as far as

possible.

f)

In areas where interviewers may not have undergone formal training clear guidelines
should be supplied to interviews.

3/13

g)

Any assessment methods should be designed carefully to minimise any inconvenience to

the applicant and also minimise the effect of disabilities or coaching.

h)

Applicants should be told when they will hear the outcome of the interview.

i)

It is not recommended that more than three members of staff be present as a row of
interviewers can be intimidating to a candidate.

j)

It is advisable to interview any candidates whose qualifications, experience etc. indicate

that they are of a borderline standard when considered alongside specific programme
entry requirements.

k)

It is also advisable to interview mature applicants who may offer non-standard

qualifications. Also, they may need more guidance in making suitable subject choices,
may have less knowledge of current teaching, learning and assessment methods, and
may also need assistance in updating their study skills.

l)

Whenever possible, candidates who receive an offer without interview should be invited
to a School/departmental open day where they have the opportunity to meet staff and
current students.

FURTHER AREAS OF GOOD PRACTICE

(i)

The School/department should always select the best room available for the interview to
give the best possible impression. A waiting room/area may be required if several
candidates arrive together and this should be appropriately staffed. There should be no
interruptions to the interview.

(ii)

It is vital that the College makes a friendly and professional impression on potential
students. Even when a candidate is unsuccessful, it is important that they are left with a
positive view of the College which they may later pass on to friends and colleagues.

(iii) If an open day is not available, it is advisable that candidates invited to interview are
also given an opportunity to be shown around the department and/or College and meet
current students. Emphasis should be placed on the latter activity in particular, as the
majority of respondents in applicant surveys cite meeting current students as a major
deciding factor when choosing an institution.
(iv) It is advised that candidates should be put at ease and made to feel comfortable.
Informal chats with students, or a group discussion or practical can help them to settle
down.
(v)

Unless the School is adopting a policy of blind interviewing (ie interviewers are not
aware of the candidates background beyond their selection for interview - interviewees
must be made aware of this), the candidates application form should have been read
and should, if possible, be at hand.

Candidates may attach a great deal of importance to the serious consideration of their
application. In particular, they often value careful examination of their personal statements (if
appropriate). Above all, they appreciate interest in them as a person.

4/13

KINGS COLLEGE LONDON SCHOOL OF MEDICINE

INTERVIEW FORM G/PEP 2006 ENTRY

STUDENT PERSONAL DETAILS

First Name

Surname

UCAS number

Time/Date of
interview

INTERVIEW PANEL
Panel Chair

Interviewer

Interviewer

Observer
(if appropriate)

5/13

Appendix 1
ME00.4P

Qualities being
assessed

Question 1
Vocation
Motivation
Commitment
Decision making

Question 2
Motivation
Communication
Hard working
Teamworker
Good listener
Sensitivity
Question 3
No right or
wrong answer
Decision making
Confidentiality
vs public good
Question 4
Case study

Mark allocation per question. For example:

1= v poor No caring, empathy, sensitivity, decision making ability. No
evidence of teamworking or awareness of importance of research. No
vocation, motivation or commitment
2= fair
3= satisfactory
4= very good
5= excellent
Ask the candidate how they are and how their journey was.

Can you tell me why you would like to become a doctor?

How did you reach that decision? How did your medical/caring
work experience help you to reach your decision?
Have you thought about what area of medicine you would like to
pursue?
What qualities do you think a good doctor needs to have?
When or where have you had to exhibit these qualities to date?
Give me specific examples?
What did you do?
What happened as a result?
On reflection, would you do the same again?

One of your friends comes to see you in a panic because they

had several drinks last night, drove home but cannot remember
arriving and are worried that they might have run over someone
because their front headlight is broken. They do not want you to
tell anyone. What do you do?

Ethical scenario, studied by candidate beforehand

There is no right or wrong answer to these questions

Question 5
Importance of
research, public
health

Question 6

Tell me what you know about bird flu or avian influenza virus'

virus H5N1, origin, spread, culling vectors, transmission bird to

human at present, different from human flu, prevention,
surveillance, tracking of infection in birds and
humans, decreasing bird/human close contacts, monitoring
travellers and bird imports, monitoring migration patterns,
vaccine, flu vaccine - who? (at risk professionals - poultry
farmers, food processors and vets, key health workers, teachers)
treatment
Do you have any questions for us?

6/13

Communication
skills

COMMENTS

Important issues or comments about suitability, please document

here:

INDIVIDUAL MARKS

Please give an overall rating for the candidates communication

skills

COMMENTS

CONSENSUS MARKS

Question 1
Individual
Mark from 1-5

Consensus
Mark from
1-5

Question 2
Individual
Mark from 1-5

Consensus
Mark

Question 3
Individual
Mark from 1-5

Consensus
Mark

Question 4
Individual
Mark from 1-5

Consensus
Mark

Question 5
Individual
Mark

Consensus
Mark

7/13

No Mark
Communication
Skills global
rating
Total
Individual
Mark

No Mark
Reason

Communication skills
consensus
Mark
Total Consensus
Mark

CONCLUDING COMMENTS

8/13

Panel Chair signature

Interviewer signature

Interviewer signature

Date

9/13

GPEP Interview Instructions

Instructions to Interviewers

All candidates to be interviewed by a panel of three interviewers

One panel member on each panel will be a current Kings medical student completing a
related Special Study Module

The role of the chair is to introduce the panel, time keep, facilitate reaching consensus at the
end of the interview, and record this on the interview sheet

Each interview will last 20 minutes and MUST be completed by this time.

Before the interview, each panel must decide who will ask which questions

For each interview, the same panel members must ask the same questions in the same way

Prior to the interview, all candidates will have studied one of four ethical scenarios and
question 4 will concern this. You will be provided with a copy of the scenario and questions

During the interview, five responses to five questions are scored by each individual panelist
from 1 to 5. A global communication skills rating from 1 to 5 will also be recorded.

1= very poor, 2= fair, 3= satisfactory, 4= very good, 5= excellent

Additional comments about suitability or other important points should be recorded in the
allocated space at the bottom of the score sheet.

Candidates are to be given the opportunity to ask questions at the end of the set questions

When the interview is finished, the candidate will leave the room.

Each panel will then have 10 minutes to reach consensus and record their decision. This
MUST be completed in 10 minutes

Any consensus score of 1 on any question means automatic rejection

The panel must agree on a consensus score for each question and global rating and the chair
will then record and add these to reach the final score.

In practice, it is likely that a score of 25-30 will mean an offer of a place and one of less than
15, rejection. However, until the final marks are evaluated, it is difficult to be more precise
than this.

Please note: ALL interviewers must use individual score sheets. ALL interview score sheets and
notes MUST be collected by the Chair at the end of a session and handed into the Interview
Coordinator in the waiting room.

10/13

Appendix 2

KINGS COLLEGE LONDON

DEPARTMENT OF NUTRITION & DIETETICS INTERVIEW FORM
Department of Nutrition and Dietetics UCAS Interviews on
Candidates name:

. UCAS number:

Interviewers name:

(top of UCAS form e.g. 06-283412-5)

To be completed by the interviewer BEFORE the interview

B401 BSc Nutrition and Dietetics

B400 BSc Nutrition

Home, H
EU, EU
Query, Q (check status with candidate)
Overseas, OS (not eligible interview for B400)

Home (H)
EU (EU)
Query (Q)
Overseas (OS)

A Level (BCC)

A Level (BBB)

Chemistry
Biology (or other Biological science)
Another subject (not general studies)

Chemistry
Biology (or other Biological science)
Another subject (not general studies)
Access course

Access course

72 credits overall at level 3

24 credits at level 3 in Chemistry - if it is unclear

72 credits overall at level 3

24 credits at level 3 in Chemistry - if it

then ask the candidate

is unclear ask the candidate

Other qualification

Other qualification

...

To be completed by the interviewer DURING the interview

1. Why do you want to study Nutrition and Dietetics / Nutrition?

Exceptional
Very good
Good
Satisfactory
Weak
Very weak

2. What do you think is a major nutrition-related health problem in

the UK?..
Depending on the answer, further probing may include:
What are the causes? (e.g. physiological, sociological and
psychological)

11/13

Exceptional
Very good
Good
Satisfactory
Weak
Very weak

What are the implications / effects of this problem? (e.g. diseaserisk, economic, psychological)

What do you think could be done to reduce this problem? (e.g.

govt, NHS, schools, industry)

3.

What makes a healthy diet?

Food or nutrient
a)

Exceptional
Very good
Good
Satisfactory
Weak
Very weak

Why is this healthy / not healthy?

b)
c)
d)
If B401 BSc Nutrition and Dietetics, ask the following
questions:
4.

Have you spent any time with a dietitian?

No (remind candidate that all offers are conditional on visiting

a RD)

Yes,

.,
interesting about it?

5.

what

did

you

find

What knowledge and skills do you think a good dietitian

needs? Why?

Scientific knowledge (e.g. physiol, biochem)

Food knowledge
Communication
Listening
Team-working
Empathy
Other
Other

6.

Exceptional
Very good
Good
Satisfactory
Weak
Very weak

Do you do much cooking at home or at school? Do you

12/13

Exceptional
Very good
Good
Satisfactory
Weak
Very weak

Exceptional

have a broad range of knowledge about food? (in order to

estimate the candidates knowledge of different cuisine. Also
remind candidate that they will take part in food preparation
practicals that will involve handling meat).

7.

Very good
Good
Satisfactory
Weak
Very weak

We need to ask all candidates who are applying to study

dietetics whether they have ever suffered from an eating
disorder

No
Yes, please provide details (e.g. type, when, treatment etc.
Also, advise the candidate that
any offer would be conditional
on a GP letter confirming that the ED is no longer active)

For all candidates:

8.
Do you have any questions you would like to ask us
regarding the course?

Decision
Any other comments from the interviewer:

What is your overall

What is your
opinion of the candidates recommendation?
suitability?

If you recommend an
offer what conditions
are there?

Standard conditional

Exceptional
Very good
Good
Satisfactory
Weak
Very weak

If applying for B401

Nutr & Diet
Offer B401
Reject B401, offer B400
Reject B401
If applying for B400
Nutrition
Offer B400
Reject B400

offer
Unconditional offer
(only if already has entry
requirements)

Evidence of visit to

13/13

Dietitian
Evidence of home fees
status
Letter from GP
concerning health
English language
proficiency
Other