Intelligibility Is Equity: Can International Students Read Undergraduate Admissions Materials?

Autor/in	Taylor, Zachary W.
Titel	Intelligibility Is Equity: Can International Students Read Undergraduate Admissions Materials?
Quelle	In: Higher Education Quarterly, 72 (2018) 2, S.160-169 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Zachary W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/hequ.12155
Schlagwörter	Foreign Students; Undergraduate Students; College Admission; School Catalogs; Readability; Translation; Access to Information; Web Sites; Usability; Institutional Advancement; Student Recruitment; Enrollment Management; Enrollment Influences; Declining Enrollment + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Schulprogramm; Lesbarkeit; Web-Design; nicht übertragen
Abstract	Fewer international students have applied to and enrolled in US institutions, as 40 per cent of US institutions reported a drop in international applications since 2016. Subsequently, US institutions must ensure that their international admissions materials are as equitable and transparent as possible. Expanding previous work, this study examines the readability and translation of international undergraduate admissions materials of 335 four-year public and non-profit private US institutions. Results reveal these materials are written near a 14th-grade reading comprehension level, only 1 per cent of institutions provide web-embedded translation tools on their websites and 91 per cent of institutions provide English-only content. Implications for practitioners, policymakers and future research are addressed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01