Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education

Autor/inn/en	Kassim, Halima-Sa'adia; Rampersad, David
Titel	Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education
Quelle	In: Journal of Learning for Development, 9 (2022) 1, S.17-36 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Access to Education; Higher Education; Conventional Instruction; Open Education; Institutional Evaluation; Achievement Rating; Universities; Foreign Countries; Equal Education; Reputation; Strategic Planning; Information Management; Accountability; Caribbean + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Offene Erziehung; Offener Unterricht; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; University; Universität; Ausland; Strategy; Planning; Strategie; Planung; Procurement of information; Informationsbeschaffung; Verantwortung
Abstract	This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the "Times Higher Education University Impact Ranking." The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and "system of interest" in widening access. (As Provided).
Anmerkungen	Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01