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The Selection of Potential Undergraduate Students who Lack Customary Academic Qualifications: is a toolkit possible?

Moreton, I.S.; Newton, D.P.; Newton, L.D.; Mathias, J.

The Selection of Potential Undergraduate Students who Lack Customary Academic Qualifications: is a toolkit possible? Thumbnail


Authors

I.S. Moreton



Abstract

Widening participation in higher education is now seen as desirable in much of the West, if only for its economic benefits. It can, however, present problems for admissions tutors as applicants can vary widely in age and experience, and may lack conventional educational qualifications and material evidence of their potential for success. This study focused on the selection of students for a one-year, university-based, foundation course aimed at preparing students with diverse backgrounds for undergraduate study in a variety of disciplines. The aim was to consider the potential of 'non-cognitive attributes' in the selection process, and reflect on their inclusion (with caveats) in selection toolkits (assortments of ways used to identify students for admission). To that end, information was collected from research literature, the views of foundation studies tutors, potential students, existing students, and from correlates between various attributes and examination attainment. It was concluded that a single toolkit could not do justice to the applicants' variety. Instead, a toolbox and a choice of tools to reflect the age, gender, and target discipline would be better. Furthermore, it could strengthen decisions if admissions tutors were supported by teachers of the discipline concerned, in order to draw on their implicit discipline knowledge.

Citation

Moreton, I., Newton, D., Newton, L., & Mathias, J. (2017). The Selection of Potential Undergraduate Students who Lack Customary Academic Qualifications: is a toolkit possible?. Widening Participation and Lifelong Learning, 19(3), 64-84. https://doi.org/10.5456/wpll.19.3.64

Journal Article Type Article
Acceptance Date Aug 19, 2017
Online Publication Date Nov 1, 2017
Publication Date Nov 1, 2017
Deposit Date Sep 19, 2017
Publicly Available Date May 1, 2019
Journal Widening Participation and Lifelong Learning
Print ISSN 1466-6529
Electronic ISSN 2045-2713
Publisher Centre for Widening Participation
Peer Reviewed Peer Reviewed
Volume 19
Issue 3
Pages 64-84
DOI https://doi.org/10.5456/wpll.19.3.64

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Accepted Journal Article (677 Kb)
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Copyright Statement
© Moreton, Ian S.; Newton, Douglas P.; Newton, Lynn D.; Mathias, J. 2017. The definitive, peer reviewed and edited version of this article is published in Widening Participation and Lifelong Learning, Volume 19, Number 3, November 2017, pp. 64-84, DOI: https://doi.org/10.5456/WPLL.19.3.64.







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