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International Perspectives on Higher Education Admission Policy

A Reader

Series:

Virginia Stead

The promise of this admission policy reader arises from the embodiment of research from 58 authors, six continents, 20 time zones, 20+ first languages, and a broad array of research methodologies. Four sections aggregate key themes within the text:
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
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About the Contributors

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Dr. Fahriye Altinay Aksal (chapter 19) is an associate professor at Atatürk Education Faculty, teaching doctorate, graduate, and undergraduate courses. She is vice director, Institute of Educational Sciences. She is also head of the Societal Research and Development Center and coordinator of the Unobstructed Information Technologies Platform, as well as a board member of the Distance Education Center. She has published two national and two international academic books. In addition, she has published two chapters in edited publications and various academic papers and articles in the fields of educational technology and distance education. She worked as an active researcher in four research projects and has roles in higher education, quality assurance, and accreditation within the university. She holds editorial positions and sits on the advisory boards of several respected journals, and is a member of different international associations. Contact: fahaltinay@gmail.com

Guillaume Albert (chapter 24) is a PhD student in the Sociology of Education Department at International Christian University Graduate School of Arts and Sciences in Tokyo. He has a BA from INALCO (National Institute of Oriental Languages and Cultures–Paris) and an MA from Toulouse-II University, both in Japanese studies. His research focuses on issues relative to the diversification of university entrance procedures in Japan and particularly the perception of merit by social actors, the influence of socioeconomic background in preparation for and access to higher education, as well as the role of the school in shaping social actors’ values, rationales, and options. He...

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