NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ927699
Record Type: Journal
Publication Date: 2011-Jan
Pages: 22
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0951-5224
Achieving "Transparency, Consistency and Fairness" in English Higher Education Admissions: Progress since Schwartz?
Adnett, Nick; McCaig, Colin; Slack, Kim; Bowers-Brown, Tamsin
Higher Education Quarterly, v65 n1 p12-33 Jan 2011
In 2004 the Schwartz Review advised English higher education institutions that their admissions systems should: be transparent; select students who are able to complete their courses based upon achievements and potential; use assessment methods that are reliable and valid; minimise barriers to applicants; be professional; and be underpinned by appropriate institutional structures and processes. These five principles were only expressed as recommendations, reflecting the reluctance of policy makers to interfere with individual higher education institutions' admissions policies. This article analyses the results of research that reviewed the progress that English higher education institutions had made in implementing the Schwartz recommendations and assess whether a more interventionist stance is required to achieve "fair admissions". (Contains 1 note and 7 tables.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A