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.
30 Credit Accumulation and Transfer in UK Admission Policy
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Credit Accumulation and Transfer in UK Admission Policy
David Andrew Turner
Atraditional degree programme in a British university was designed as a professional induction into an area of academic learning. As such, all contributing courses were likely to be designed, taught, and administered within a single academic department. The cognate area that a student was studying, the subject that they were “reading” was likely to be the single most important aspect of their higher education experience. A student was a student of geography, of physics, of English literature, or of some other specialist field of academic endeavour. The core assumption was that there would be a consensus among specialists in any particular field as to what was required knowledge for an entrant to their field, and that courses would be designed so as to ensure that graduates possessed that basic knowledge on graduation. Exactly how the degree experience, whether undergraduate or postgraduate, was divided up into courses, units of study, or examinations was not a matter for serious concern because it was assumed that a tight-knit group of academics, who shared a common vision of their subject area, would provide a suitable induction for novices in the field.
In an elite university system, it was assumed that this consensus was shared across universities, and a number of mechanisms were in place to ensure that a graduate of, say, Manchester University, was given as sound...
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