Bowers-Brown, Tamsin, McCaig, Colin, Adnett, Nick and Slack, Kim (2011) Achieving ‘Transparency, Consistency and Fairness’ in English Higher Education Admissions: Progress since Schwartz? Higher Education Quarterly, 65 (1). pp. 12-33.

Text Higher Education Quarterly - 2010 - Adnett - Achieving Transparency Consistency and Fairness in English Higher Education.pdf - Published Version Restricted to Repository staff only Download (135kB) Request a copy

Abstract

In 2004 the Schwartz Review advised English higher education institutions that their admissions systems should: be transparent; select students who are able to complete their courses based upon achievements and potential; use assessment methods that 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 policy makers to interfere with individual higher education institutions' admissions policies. This article analyses the results of research that reviewed the progress that English higher education institutions had made in implementing the Schwartz recommendations and assess whether a more interventionist stance is required to achieve ‘fair admissions’.

Item Type:	Article
Status:	Published
DOI:	10.1111/j.1468-2273.2010.00468.x
Subjects:	L Education > L Education (General)
School/Department:	Vice Chancellor's Office
URI:	https://ray.yorksj.ac.uk/id/eprint/14461

University Staff: Request a correction | RaY Editors: Update this record