Achieving "transparency, consistency and fairness" in English higher education admissions: progress since Schwartz?

ADNETT, N., MCCAIG, C., SLACK, K. and BOWERS-BROWN, Tamsin (2010). Achieving "transparency, consistency and fairness" in English higher education admissions: progress since Schwartz? Higher education quarterly, 65 (1), 12-33.

[img]
Preview
PDF
Schwartz_Paper_Nick_Adnett_Colin_McCaig_2010.pdf - Accepted Version
All rights reserved.

Download (138kB) | Preview
Official URL: https://onlinelibrary.wiley.com/doi/full/10.1111/j...
Link to published version:: https://doi.org/10.1111/j.1468-2273.2010.00468.x
Related URLs:

    Abstract

    In 2004 the Schwartz Review advised English HEIs that their admissions systems should: be transparent; select students who are able to complete their courses based upon achievements and potential; use assessment methods which are reliable and valid; minimise barriers to applicants; be professional, and be underpinned by appropriate institutional structures and processes. These five principles were only expressed as recommendations, reflecting the reluctance of policymakers to interfere with individual HEIs’ admissions policies. In this paper we analyse the results of a research project which reviewed the progress which English HEIs had made in implementing the Schwartz recommendations and assess whether a more interventionist stance is required to achieve ‘fair admissions’.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1111/j.1468-2273.2010.00468.x
    Page Range: 12-33
    Depositing User: Ian Chesters
    Date Deposited: 20 Oct 2010 10:14
    Last Modified: 18 Mar 2021 02:02
    URI: http://shura.shu.ac.uk/id/eprint/2383

    Actions (login required)

    View Item View Item

    Downloads

    Downloads per month over past year

    View more statistics