Achieving ‘Transparency, Consistency and Fairness’ in English Higher Education Admissions: Progress since Schwartz?
Adnett, Nick and McCaig, Colin and SLACK, Kim and Bowers-Brown, Tamsin (2010) Achieving ‘Transparency, Consistency and Fairness’ in English Higher Education Admissions: Progress since Schwartz? Higher Education Quarterly, 65 (1). pp. 12-33. ISSN 09515224Full text not available from this repository.
Abstract or description
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’.
|Subjects:||X900 Others in Education|
|Faculty:||Faculty of Business, Education and Law > Education|
|Depositing User:||Kim SLACK|
|Date Deposited:||12 Feb 2013 09:41|
|Last Modified:||12 Feb 2013 09:41|
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