Identifying merit and potential beyond grades: Opportunities and challenges in using contextual data in undergraduate admissions at nine highly selective English universities
Mountford-Zimdars, A; Moore, J
Date: 2 August 2020
Article
Journal
Oxford Review of Education
Publisher
Taylor & Francis (Routledge)
Publisher DOI
Abstract
Highly selective higher education institutions (HEIs) are simultaneously mandated to enable access for
populations which have traditionally been excluded (‘equality’), and to ensure that admitted students
have the potential to succeed in higher education (‘excellence’). This article uses original empirical casestudy data from 2018, ...
Highly selective higher education institutions (HEIs) are simultaneously mandated to enable access for
populations which have traditionally been excluded (‘equality’), and to ensure that admitted students
have the potential to succeed in higher education (‘excellence’). This article uses original empirical casestudy data from 2018, from nine highly selective English HEIs, to explore current uses of contextual data
in undergraduate admissions. The results show that all participating HEIs thought holistically about their
applicants. In particular, HEIs considered the context in which applicants had achieved their grades, and
aimed to identify academic potential not captured by those grades. However, ideological and theoretical
disagreements, as well as practical barriers, hamper a more widespread and consistent application of
contextual data in English undergraduate admissions. The article therefore identifies further practical
steps for HEIs and other stakeholders that would enable a more valid, evidence-based and coherent
position on contextual data use across the HE sector. Overall, advancing more consistency in how
contextual data were used might enable greater certainty among applicants, and those advising them,
regarding how applications for admissions are likely to be judged. Ultimately, contextual admission
policies have the potential to increase diversity among the admitted students at selective HEIs.
School of Education
Faculty of Humanities, Arts and Social Sciences
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