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International Perspectives on Higher Education Admission Policy

A Reader


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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16 Place Matters: Undergraduate Admission Policy in Mainland PR China


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Place Matters

Undergraduate Admission Policy in Mainland PR China

Dongmei Li


In this chapter, I review literature associated with undergraduate students’ selection and admission in Mainland PR China. The primary focus is on the admission policy and the policy practice of national and local key institutions. This review does not intend to be exhaustive. The purpose of this chapter is to shed light on the undergraduate admission policy in China, expand the knowledge base in this field, and serve as a starting point for future studies. I draw literature from a host of sources, including peer-reviewed journal articles, news articles, and scholarly books on China’s higher education and undergraduate admission policies. The China college admission policy is understudied and extant literature might not be as extensive as the frequently researched policies. However, the sources cited are well established and do not demonstrate biases.

In China, the central and provincial governments jointly run the universities and colleges, almost all of which are public institutions (X. Wang, 2003). There are few private colleges and they are not an option for the majority of high school graduates due to their low social and academic status. As such, I exclude nonpublic institutions from the analysis. Among public institutions, some are directly affiliated with the Ministry of Education (MoE); some are under other central ministries or national bureaus; others are under provincial-level and city-level governments (Min, 1993;...

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