Contextual Admissions: Normative Considerations
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| Title: | Contextual Admissions: Normative Considerations |
|---|---|
| Language: | English |
| Authors: | Joanne Moore, Anna Mountford-Zimdars (ORCID |
| Source: | Higher Education Quarterly. 2025 79(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Admission, Educational Background, Enrollment Management, Selective Admission, Higher Education, Competitive Selection, Decision Making, Context Effect, Equal Education, Access to Education, Justice |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1111/hequ.12579 |
| ISSN: | 0951-5224 1468-2273 |
| Abstract: | Access to higher education is often competitive, and much attention has been placed on the question of admission decision-making in such high stakes situations. We identify various approaches to distributive justice and consider these under the framework developed by Pike distinguishes between 'egalitaria' (everyone gets the same); 'necessitia' (people get what they need); 'desertia' (people get what they deserve); and 'marketia' (the market decides what people get). Considering applicants in context is one approach to deciding admissions designed to enhance fairness and support social justice. This approach is practiced in a range of countries including the United Kingdom, the United States and Japan and operates under names such as Contextual Admissions (CA), Holistic Assessment (HA) or Holistic Review (HR). This thought piece considers the philosophical/normative and practical reasoning approaches that underpin CA. We use the case of English higher education to illustrate the political and philosophical debates, to highlight practical challenges and potential limitations and to identify further considerations for realising the benefits of contextualising university applicants. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459642 |
| Database: | ERIC |
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| Abstract: | Access to higher education is often competitive, and much attention has been placed on the question of admission decision-making in such high stakes situations. We identify various approaches to distributive justice and consider these under the framework developed by Pike distinguishes between 'egalitaria' (everyone gets the same); 'necessitia' (people get what they need); 'desertia' (people get what they deserve); and 'marketia' (the market decides what people get). Considering applicants in context is one approach to deciding admissions designed to enhance fairness and support social justice. This approach is practiced in a range of countries including the United Kingdom, the United States and Japan and operates under names such as Contextual Admissions (CA), Holistic Assessment (HA) or Holistic Review (HR). This thought piece considers the philosophical/normative and practical reasoning approaches that underpin CA. We use the case of English higher education to illustrate the political and philosophical debates, to highlight practical challenges and potential limitations and to identify further considerations for realising the benefits of contextualising university applicants. |
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| ISSN: | 0951-5224 1468-2273 |
| DOI: | 10.1111/hequ.12579 |
