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International Perspectives on Higher Education Admission Policy

A Reader

Series:

Edited By 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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6 Iran’s Brain Drain: University Admission Policy and the Flight of Intellectual Capital

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CHAPTER 6

Iran’s Brain Drain

University Admission Policy and the Flight of Intellectual Capital

Neda Asadi

Introduction

The purpose of higher education has been a topic of discussion for centuries among philosophers, academics, policy makers, and the general populace: Should it serve to fulfil one’s potential and lifelong learning or should it serve as a means of transferring practical knowledge for the betterment of society and social-class mobility? Ideally, higher education has been utilized to foster both the growth of individuals and the betterment of society. But, most important, higher education illuminates various paths for individuals and allows them freedom to think and to create a response to higher education. For example, teachers teach their students not only how to read but also to learn about the author and to understand the context of the story; how the story was shaped by historical, societal, and political events; and the impact of the literature and language used on various members of society. Similarly, medical graduates use their human and social capital not only to provide medical health to their patients but also to ensure that all members of society receive the best possible care. However, many factors hinder individual freedom, prevent individual growth, and thereby impede the formation and flourishing of an intellectual atmosphere.

Higher education and lifelong learning have played integral roles in shaping the lives, culture, and politics of the Iranian nation but, during...

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