Edited By Virginia Stead
(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.
27 Rethinking the Evaluation of University Admission Policy and Practice: A Canadian Neoinstitutional Perspective
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Rethinking the Evaluation of University Admission Policy and Practice
A Canadian Neoinstitutional Perspective
Higher education (HE) in Canada and other parts of the world is in an advanced process of massification in response to the demands of the global knowledge-based economy (Association of Universities and Colleges of Canada [AUCC], 2007; Weber, 1999). This economy sees increased dependency on government policies, greater interconnectedness between countries and national coalitions, developments in global public policy initiatives, and greater reliance on an international marketplace. Further, the emergency of the knowledge-based economy marks a paradigmatic shift from an “age of industrialism” to the “age of knowledge” in which “the key strategic resource necessary for prosperity has become knowledge itself—educated people and their ideas” (Duderstadt & Skolnik, 2005, p. 81).
The result of this shift is the emergence of a “world education culture”, in which education is valued as a core commodity within the current globalized economy (Dale, 2005; Resnik, 2006; Evans, Rueschemeyer, & Scokpol, 1985). World education culture is a term used across the literature, generally in reference to the educational values needed for participation within the knowledge economy. Various models of diffusion exist with consideration of the roles of political, nongovernmental, and education institutions in establishing a world education culture. For example, Resnik argues for the involvement of international organizations such as UNESCO in promoting an education culture. Within this economy, student selection...
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