Posted 27 January 2026

UCAS research demonstrates that 81% of prospective students found visiting a Higher Education (HE) campus useful. These real-life experiences help to build a sense of belonging, especially in learners who have little prior experience or knowledge of HE. This benefit is amplified if role models are involved in the experience.  

Campus visits are also beneficial in providing an opportunity to debunk HE myths and ask questions around courses or individual needs. This is an area in which Go Higher West Yorkshire (GHWY) supports learners, with our work aiming to cut through competitive barriers to enable under-represented learners to make informed decisions about their future. 

Our access and success activity is delivered in partnership with our 13 HE provider members, who represent the broad HE offer in West Yorkshire. West Yorkshire Combined Authority’s most recent data demonstrates the region’sHE providers offer all subjects bar veterinary science.   

Types of HE campus visits 

There are a number of different ways in which students can experience HE campus visits. We consider some of them in more detail below: 

HE experiences as outreach  

Our Uni Connect programme develops outreach activities that help us to understand how we can best serve under-represented learners to make informed choices. Our research questions aim to understand what works, for who,and when based on Harrison’s realist evaluation theory.  

We understand the importance for learners, especially those from under-represented backgrounds, to develop cultural capital around Higher Education. Therefore we develop our activities using experiential learning models by incorporating HE campus activity into our Programme of Activity. This includes our Attainment Raising Programme, Think and Go Higher, and our industry focussed events, Go Higher in Days. 

We know this approach is impactful. Our most recent evaluation findings demonstrated that by taking part in Go Higher in Days learners were, “significantly better informed about HE options, and had an increased sense of belonging in in the HE environment.” Whereas the Think and Go Higher participants found that, “visiting a HE campus was a valuable source of inspiration.” 

Open days and offer holder days for applicants 

Open days are designed for anyone who is interested in applying to HE providers. The visits comprise of campus tours, subject talks, and facilities visits. We list our HE partners’ upcoming open days on our website. 

Offer holder days are invitation only events for those who have been offered a place at a HE provider. They provide an opportunity for applicants to dive deeper into the courses they will study, meet potential course mates and tutors.  

Both open and offer holder days help prospective students to meet role models, connect more deeply with HE and ensure their needs will be met if they decide to progress to HE. 

How to support applicants make the most out campus experiences 

For Open Days or Offer Holder days, you can advise applicants to: 

• Plan ahead. Applicants could, for example, do a virtual campus tour to understand what facilities are available.
• If applicants have accessibility or inclusion needs, contact the HE provider to make arrangements (e.g. some providers now offer ‘quiet’ campus tour options). 
• Book on to any elements ahead of the visit (e.g. specific subject talks). 
• Prepare questions ahead and take them to the visit. This studentcrowd article has more information on what applicants can take to a campus visit.
• Advise applicants to research whether travel costs can be reimbursed. 

How to support learners make the most out campus experiences 

For school and college-aged learners, you can advise applicants to:  

• Provide a balanced careers programme with opportunities to engage with HE in line with Gatsby Benchmarks and Provider Access Legislation. 
• Personalise opportunities to the interests of learners. For example, learners may have certain subjects they would like to explore, or skills they would like to develop in the future.
• Consider the inclusion needs of learners such as adapted activities for SEND learners, or gender specific activities for groups under-represented in certain sectors.
• Prepare learners for their campus activities by putting together a list of questions to ask HE staff so they get personalised information from the activity.
• Support learners to reflect on the opportunity through follow up sessions, 1-1 appointments or careers coaching to develop next steps towards their goals.
• Join our School and Colleges Newsletter’s mailing list. It signposts to a range of HE opportunities for learners in the West Yorkshire area.

Conclusion 

The opportunities the HE sector provides, and the evidence-base for their impact, suggests we must continue working together to support learners and applicants to engage with HE campus-based activity to help them make informed choices for their future. 

 

Jenny Scannell, GHWY Project Manager and Officer