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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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Preface … and a Call to Action

Extract



Virginia Stead

This volume offers perspectives from an international research contingent whose collective experience incorporates multiple research methods and insights into an array of political states and higher education policies. I am very grateful and deeply moved by the research that the authors have shared for dissemination within a principally North American market.

Although the text is disaggregated into four sections, the positioning of most of the chapters is only one solution to how to organize so much new and complex information. It in no way suggests a hierarchy of values, importance, or contribution to the field of higher education admissions policy.

The chapter that started as a vehicle for the dissemination of my doctoral research has grown with adolescent proportions into this book, and the book, in turn, has become Volume 1 in a new Peter Lang Series, Equity in Higher Education Theory, Policy, and Praxis.

E-mail addresses are included in each to encourage readers to engage in conversation with authors whose work creates a personal connection.

The decision to include individual chapter references was taken at a December 2013 celebration in Fernie, B. C., where Robert Stead, Kathleen Stead, Sterling Pearce, Allan Phillips, Caroline Wells, and I used secret ballots to vote on how to publish the citations. I was stuck on whether to include chapter references and/or a bibliography and needed help to understand how to make the book as inclusive as possible for my...

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