Competing Conceptions of Fair Admission and Their Implications for Supporting Students to Fulfil Their Potential at University

Autor/inn/en	Boliver, Vikki; Powell, Mandy
Titel	Competing Conceptions of Fair Admission and Their Implications for Supporting Students to Fulfil Their Potential at University
Quelle	In: Perspectives: Policy and Practice in Higher Education, 27 (2023) 1, S.8-15 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boliver, Vikki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3108
DOI	10.1080/13603108.2022.2063429
Schlagwörter	College Admission; Selective Admission; Teaching Methods; Academic Support Services; Foreign Countries; Disadvantaged; Equal Education; Educational Opportunities; Academic Achievement; Admission Criteria; Ethics; Undergraduate Students; Admissions Officers; Models; Universities; Socioeconomic Status; Academic Failure; Grade Point Average; Administrator Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Bildungsselektion; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungsangebot; Bildungschance; Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Ethik; Analogiemodell; University; Universität; Socio-economic status; Sozioökonomischer Status
Abstract	This paper explores how fairness was conceptualised by those responsible for admission to highly selective undergraduate courses at 17 universities in England. Fairness was conceptualised principally with reference to the traditional "meritocratic equality of opportunity" paradigm, which holds that university places should go to the most highly qualified candidates irrespective of social background. There was sympathy for an alternative "meritocratic equity of opportunity" model of fairness, involving the assessment of prospective students' qualifications in light of their socio-economic circumstances. However, our interviewees reported institutional resistance to reducing academic entry requirements for socio-economically disadvantaged students for fear of setting them up to fail, and acknowledged that existing pedagogical practices and academic support structures were inadequate for the task of supporting disadvantaged students entering with lower grades to fulfil their potential at university. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01