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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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18 A Longitudinal Study of Admissions to the Undergraduate College of Education, University of Saskatchewan, Canada

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CHAPTER 18

A Longitudinal Study of Admissions to the Undergraduate College of Education, University of Saskatchewan, Canada

Michael Cottrell, Michelle Prytula and Paul Orlowski

Introduction

This chapter documents the work of a committee engaged in the development of a new undergraduate admissions process for the College of Education at the University of Saskatchewan, Canada. Our work is guided by a desire to create an innovative and evidence-based system to allow our college to select the applicants most likely to acquire mastery of critical teacher competencies, align with our institutional values, respond to our unique provincial K–12 educational context, and ensure a sufficient enrollment to maintain the viability of our undergraduate programs. Consistent with the Continuous Improvement Framework and the philosophy of action research, we are also committed to a recursive process of reflection, implementation, evaluation, and enhancement to ensure that our admissions processes and instrumentation are constantly refined to best meet the needs of all stakeholders.

An additional longer-term strategy is the creation of a body of data and research to facilitate longitudinal analysis of the implications of our admissions process for student performance in our undergraduate program and for the success of our graduates in the teaching profession. Ultimately, the goals of our committee are to create an admissions process that meets our immediate institutional and contextual needs in Saskatchewan while in the process positioning us to make instrumental and theoretical contributions to best practice...

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