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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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40 To AABe or Not to AABe? A Very English Problem of Postsecondary Access Policy in the UK


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To AABe or Not to AABe?

A Very English Problem of Postsecondary Access Policy in the UK

Anna Mountford-Zimdars and Paul Teulon


This entry examines the impacts of changing higher education policies on undergraduate admission in the English context. Our contribution is structured in the following way: First, we review the historical and national context of higher education policy in England. Second, we describe the policy changes that came into effect for undergraduate higher education entrants enrolling from autumn 2012. Third, we describe how the policy changes might affect undergraduate admission in universities from different mission groups sections of the higher education sector. Fourth, we consider the effects and likely effects of the new policies for different groups of students such as international students, European Union students, and those from widening participation backgrounds. We conclude with a reflective summary of the current English admissions context.

There are inevitably some issues we cannot cover in this contribution. We restrict our discussions to admission to undergraduate study at degree-awarding universities in England and do not cover in detail policies in the devolved regions of Scotland, Wales, and Northern Ireland. We also omit the issue of funding of and access to postgraduate study, which is a topic gaining importance in its own right (Milburn, 2009). Neither do we cover access to nondegree level courses in tertiary education. Finally, our case study focuses mainly on school...

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