Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-wzw2p Total loading time: 0 Render date: 2024-06-07T08:05:27.651Z Has data issue: false hasContentIssue false

Part I - Global Challenges and Common Admissions Models

Published online by Cambridge University Press:  09 January 2020

By
María Elena Oliveri
Edited by
María Elena Oliveri  and
Cathy Wendler
María Elena Oliveri
Affiliation:
Educational Testing Service, Princeton, New Jersey
Cathy Wendler
Affiliation:
Educational Testing Service, Princeton, New Jersey
Get access

Summary

The chapters in Part I provide an overview and critical discussion of college-level higher education admission practices from around the world. This discussion illustrates common goals, concerns, and challenges related to: broadening higher education admissions criteria to diverse populations; improving student preparation to meet labor market demands; and preparing students to complete increasingly more advanced courses, all from an international perspective.

Keywords

Part I overview
Type
Chapter
Information
Higher Education Admissions Practices
An International Perspective
 , pp. 1 - 118
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Buckley, J., Letukas, L., & Wildavsky, B. (2018). Measuring success: Testing, grades, and the future of college admissions. Baltimore, MD: Johns Hopkins University Press.Google Scholar
Catalyst (2018). Quick tale: Generations in the workplace. Retrieved from www.catalyst.org/knowledge/generations-demographic-trends-population-and-workforce.Google Scholar
Chen, Y., & Kesten, O. (2017). Chinese college admissions and school choice reforms: A theoretical analysis. Journal of Political Economy, 125, 99–139. https://doi.org/10.1086/689773.Google Scholar
China’s University and College Admission System. (2018). Admission requirements. Retrieved from www.cucas.edu.cn/feature/index/2832/2832.Google Scholar
Clinedinst, M., & Koranteng, A.-M. (2017). 2017 state of college admissions. Retrieved from www.nacacnet.org/globalassets/documents/publications/research/soca17final.pdf.Google Scholar
Fry, R. (2018). Millennials are the largest generation in the U.S. labor force. Retrieved from www.pewresearch.org/fact-tank/2018/04/11/millennials-largest-generation-us-labor-force/.Google Scholar
Frys, L., & Staat, C. (2016). MiP country profile 23: University admission practices – France. Retrieved from www.matching-in-practice.eu/wp-content/uploads/2016/10/MiP_-Profile_No.23.pdf.Google Scholar
Helms, R. M. (2008). University admission worldwide (Education Working Paper Series No. 15). Washington, DC: International Bank of Reconstruction and Development/The World Bank.Google Scholar
Kelly, W., & Shale, D. (2004). Does the rising cost of tuition affect the socio-economic status of students entering university? Paper presented at the Association for Institutional Research Forum, Boston, MA. Retrieved from https://files.eric.ed.gov/fulltext/ED491010.pdf.Google Scholar
Kornicker, C. (2018). Impacts of lower socioeconomic status on college admission. Retrieved from https://publicpolicy.wharton.upenn.edu/live/news/2302-impacts-of-lower-socioeconomic-status-on-college.Google Scholar
National Association for College Admission Counseling (2018). Guide to international university admission. Arlington, VA: NACAC. Retrieved from www.nacacnet.org/globalassets/documents/publications/international-initiatives/2018-guide-to-international-university-admission.Google Scholar
Perfetto, G. (1999). Toward a taxonomy of the admissions decision-making process. New York: The College Board.Google Scholar
Zwick, R. (2017). Who gets in? Strategies for fair and effective college admissions. Cambridge, MA: Harvard University Press.Google Scholar

References

Albæk, K. (2018). Skill-persistence and the impact of post-compulsory education on skills – evidence from a linked PISA-PIAAC data set. Paper presented at the Nordic PIAAC Expert Seminar, Stockholm, Sweden. Retrieved from http://folk.ntnu.no/mariahar/Workshop/2017/Papers/albaek.pdf.Google Scholar
Barclay-McKeown, S., & Oliveri, M. E. (2017). Exploratory analysis of differential item functioning in the National Survey of Student Engagement and of its possible sources (ETS RM-17-07). Princeton, NJ: Educational Testing Service. Retrieved from www.ets.org/Media/Research/pdf/RM-17-07.pdf.Google Scholar
Boucher, H. (2010). Understanding Western–East Asian differences and similarities in self‐enhancement. Social and Personality Psychology Compass, 4, 304–317. https://doi.org/10.1111/j.1751-9004.2010.00266.x.Google Scholar
Dorans, N. J. (2017) Contributions to the quantitative assessment of item, test and score fairness. In Bennett, R. E. & von Davier, M. (Eds.). Advancing human assessment: The methodological, psychological and policy contributions of ETS. (pp. 201–230). New York: Springer. https://doi.org/10.1007/978-3-319-58689-2_7.Google Scholar
Duarte, J. L., Crawford, J. T., Stern, C., Haidt, J., Jussim, L., & Tetlock, P. E. (2015). Political diversity will improve social psychological science 1. Behavioral and Brain Sciences, 38, E130. https://doi.org/10.1017/S0140525X14000430.Google Scholar
Fischbach, A., Keller, U., Preckel, F., & Brunner, M. (2013). PISA proficiency scores predict educational outcomes. Learning and Individual Differences, 24, 63–72. https://doi.org/10.1016/j.lindif.2012.10.012.Google Scholar
He, J., & van de Vijver, F. J. (2013). Methodological issues in cross-cultural studies in educational psychology. In Liem, G. A. D. & Bernardo, A. B. I. (Eds.). Advancing cross-cultural perspectives on educational psychology: A festschrift for Dennis M. McInerney. (pp. 39–55). Charlotte, NC: IAP Information Age Publishing.Google Scholar
Jerrim, J. (2014). The unrealistic educational expectations of high school pupils: Is America exceptional? Sociological Quarterly, 55, 196–231. https://doi.org/10.1111/tsq.12049.Google Scholar
Khorramdel, L., & von Davier, M. (2014). Measuring response styles across the Big Five: A multiscale extension of an approach using multinomial processing trees. Multivariate Behavioral Research, 49, 161–177. https://doi.org/10.1080/00273171.2013.866536.Google Scholar
Knighton, T., & Bussière, P. (2006). Educational outcomes at age 19 associated with reading ability at age 15. Ottawa: Statistics Canada.Google Scholar
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77, 1121–1134. https://doi.org/10.1037/0022-3514.77.6.1121.Google Scholar
Marsh, H. (1994). Sport motivation orientations: Beware of jingle-jangle fallacies. Journal of Sport & Exercise Psychology, 16, 365–380. https://doi.org/10.1123/jsep.16.4.365.Google Scholar
Organisation for Economic Co-operation and Development. (2017). PISA 2015 results: Students’ well-being (Vol. 3). Paris: Organisation for Economic Co-operation and Development. www.oecd-ilibrary.org/education/pisa-2015-results-volume-iii_9789264273856-en.Google Scholar
Pew Research Center. (2016). The state of American jobs: How the shifting economic landscape is reshaping work and society and affecting the way people think about the skills and training they need to get ahead. Retrieved from http://assets.pewresearch.org/wp-content/uploads/sites/3/2016/10/ST_2016.10.06_Future-of-Work_FINAL4.pdf.Google Scholar
Rose, S. J. (2017). How many workers with a bachelor’s degree are overqualified for their jobs? Washington, DC: Urban Institute Income and Benefits Policy Center.Google Scholar
Schneider, B. L., & Stevenson, D. (2000). The ambitious generation: America’s teenagers, motivated but directionless. New Haven, CT: Yale University Press.Google Scholar
Tetlock, P. E. (1994). Political psychology or politicized psychology: Is the road to scientific hell paved with good moral intentions? Political Psychology, 509–529. https://doi.org/10.2307/3791569.Google Scholar
United Nations Educational, Scientific and Cultural Organization. (2012). International standard classification of education (ISCED) 2011. Retrieved from http://uis.unesco.org/en/topic/international-standard-classification-education-isced.Google Scholar
von Davier, M. (2017). CTT and No-DIF and ? = (Almost) Rasch Model. In Rosén, M., Hansen, K. Y., & Wolff, U. (Eds.). Cognitive abilities and educational outcomes. (pp. 249–272). New York: Springer.Google Scholar

References

Admissions to Higher Education Steering Group. (2004). Fair admissions to higher education: Recommendations for good practice. Retrieved from http://dera.ioe.ac.uk/5284/1/finalreport.pdf.Google Scholar
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.Google Scholar
Arneson, R. (2015). Equality of opportunity. In Zalta, E. N. (Ed.), The Stanford encyclopedia of philosophy: Summer 2015 edition. Retrieved from https://plato.stanford.edu/archives/sum2015/entries/equal-opportunity.Google Scholar
Atkinson, R. C., & Geiser, S. (2009). Reflections on a century of college admissions tests. (Center for Studies in Higher Education Research & Occasional Paper Series, CSHE.4.09). https://doi.org/10.3102/0013189X09351981.Google Scholar
Camilli, G. (2006). Test fairness. In Brennan, R. (Ed.), Educational measurement (4th ed.) (pp. 221–256). Lanham, MD: Rowman & Littlefield.Google Scholar
Dorans, N., & Cook, L. (2016). Fairness in educational assessment and measurement. New York: Routledge. https://doi.org/10.4324/9781315774527.Google Scholar
Gould, S. J. (1996). The mismeasure of man. New York: W. W. Norton & Company.Google Scholar
Guinier, L. (2015). The tyranny of the meritocracy: Democratizing higher education in America. Boston, MA: Beacon Press.Google Scholar
Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York: Free Press.Google Scholar
Jacobs, L. A. (2003). Pursuing equal opportunities: The theory and practice of egalitarian justice. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511616556.Google Scholar
Kane, M. (2010). Validity and fairness. Language Testing, 27, 177–182. https://doi.org/10.1177/0265532209349467.Google Scholar
Lemann, N. (1999). The big test: The secret history of the American meritocracy. New York: Farrar, Straus & Giroux.Google Scholar
Lemann, N. (2004). The history of admissions testing. In Zwick, R. (Ed.), Rethinking the SAT: The future of standardized testing in university admissions. New York: RoutledgeFalmer.Google Scholar
Linn, R. L. (2009). Considerations for college admissions testing. Educational Researcher, 38, 677–679. https://doi.org/10.3102/0013189X09351982.CrossRefGoogle Scholar
Lyrén, P.‐E. (2008). Prediction of academic performance by means of the Swedish scholastic assessment test. Scandinavian Journal of Educational Research, 52, 565–581. https://doi.org/10.1080/00313830802497158.CrossRefGoogle Scholar
Organisation for Economic Co-operation and Development. (2015). Improving schools in Sweden: An OECD perspective. Retrieved from www.oecd.org/edu/school/Improving-Schools-in-Sweden.pdf.Google Scholar
Proposition 2017/18: 204. (2018).Fler vägar till kunskap – en högskola för livslångt lärande. [More routes to knowledge – higher education for lifelong learning]. Retrieved from www.regeringen.se/rattsdokument/proposition/2018/03/201718204/.Google Scholar
Rawls, J. (1999). A theory of justice (Revised ed.). Cambridge, MA: Harvard University Press.Google Scholar
Roemer, J. E. (1998). Equality of opportunity. Cambridge, MA: Harvard University Press.Google Scholar
Sacks, P. (2001). Standardized minds: The high price of America’s testing culture and what we can do to change it. New York: HarperCollins.Google Scholar
Schofer, E., & Meyer, J. W. (2005). The worldwide expansion of higher education in the twentieth century. American Sociological Review, 70, 898–920. https://doi.org/10.1177/000312240507000602.CrossRefGoogle Scholar
Sedlacek, W. E. (2004). Beyond the big test: Noncognitive assessment in higher education. San Francisco, CA: Jossey-Bass.Google Scholar
Sen, A. (1979). Utilitarianism and welfarism. Journal of Philosophy, 76, 463–489. https://doi.org/10.2307/2025934.Google Scholar
Sen, A. (2000). Merit and justice. In Arrow, K. J., Bowles, S., & Durlauf, S. N. (Eds.), Meritocracy and economic inequality (pp. 5–16). Princeton, NJ: Princeton University Press.Google Scholar
Stobart, G. (2009). Testing times: The uses and abuses of assessment. Hoboken: Taylor & Francis.Google Scholar
Tveit, S. (2018). (Trans)national trends and cultures of educational assessment: Reception and resistance of national testing in Norway and Sweden during the twentieth century. In Alarcon, C. & Lawn, M. (Eds.), Assessment cultures: Historical perspectives. Berlin: Peter Lang. https://doi.org/10.3726/978-3-653-06867-2Google Scholar
Whaples, R. M. (2017). The economics of Pope Francis: An introduction. The Independent Review: A Journal of Political Economy, 21, 325–345.Google Scholar
Wikström, C., & Lind Pantzare, A. (2018). Standard setting. In Baird, J.-A., Isaacs, T., & Opposs, D. (Eds.), Examination standards: How measures and meanings differ around the world. London: UCL Institute of Education Press.Google Scholar
Wolming, S. (1999). Ett rättvist urval? [A fair selection?]. Pedagogisk Forskning i Sverige, 4(3), 245–258.Google Scholar
Wolming, S., & Wikström, C. (2010). The concept of validity in theory and practice. Assessment in Education: Principles, Policy & Practice, 17, 117–132.Google Scholar
York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research and Evaluation, 20(5).Google Scholar
Young, M. (1958). The rise of the meritocracy, 1870–2033. London: Thames & Hudson.Google Scholar
Zwick, R. (2002). Fair game? The use of standardized admissions tests in higher education. New York, NY: RoutledgeFalmer.Google Scholar
Zwick, R. (2004). Rethinking the SAT: The future of standardized testing in university admissions. New York, NY: RoutledgeFalmer.Google Scholar
Zwick, R. (2017). Who gets in? Strategies for fair and effective college admissions. Cambridge, MA: Harvard University Press.Google Scholar

References

Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451–474. https://doi.org/10.1146/annurev.psych.60.110707.163505.Google Scholar
American Association of Community Colleges. (2018). Fast facts. Washington, DC: AACC. Retrieved from www.aacc.nche.edu/wp-content/uploads/2018/04/2018-Fast-Facts.pdf.Google Scholar
American Association of Community Colleges. (1998). (Commission on the Future of the Community Colleges). Building communities: A vision for a new century. Washington, DC: AACC.Google Scholar
Anayah, B., & Kuk, L. (2015). The growth of international student enrollment at community colleges and implications. Community College Journal of Research and Practice, 39, 1099–1110. https://doi.org/10.1080/10668926.2014.934409.Google Scholar
Belfield, C., & Bailey, T. (2017). The labor market returns to sub-baccalaureate college: A review. New York, NY: Center for Analysis of Postsecondary Education and Employment.Google Scholar
Bureau of Labor Statistics. (2018). Employment projections. Retrieved from www.bls.gov/emp/tables.htm.Google Scholar
Camara, W. J., & Westrick, P. (2017). USA: Perspectives on admissions and admissions testing. Iowa City, IA: ACT.Google Scholar
Cappelli, P. (2012). Why good people can’t get jobs: The skills gap and what companies can do about it. Philadelphia, PA: Wharton Digital Press.Google Scholar
Carnevale, A. P., Cheah, B., & Strohl, J. (2011). Hard times, unemployment, majors and earnings: Not all college degrees are created equal. Washington, DC: Georgetown University Center on Education and the Workforces.Google Scholar
Carnevale, A. P., Rose, S. J., & Cheah, B. (2011). The college payoff: Education, occupations, lifetime earnings. Washington, DC: Georgetown University Center on Education and the Workforce.Google Scholar
Clancy, P., & Goastellec, G. (2007). Exploring access and equity in higher education: Policy and performance in a comparative perspective. Higher Education Quarterly, 61, 136–154. https://doi.org/10.1111/j.1468-2273.2007.00343.x.CrossRefGoogle Scholar
Clinedinst, M. E., Koranteng, A., & Nicola, T. (2016). 2015 State of college admissions. Washington, DC: National Association of Collegiate Admissions Counselors.Google Scholar
Doran, E. (2014). [Review of the book Community colleges and the access effect: Why open admissions suppresses achievement, by J. L. Scherer & M. L. Anson]. Community College Enterprise, 20, 85–87.Google Scholar
Drury, R. L. (2003). Community colleges in America: A historical perspective. Inquiry, 8(1).Google Scholar
European Union. (2018). The EU in support of the Bologna process. Luxembourg: Publications Office of the European Union.Google Scholar
Fullinwider, R. K. (1999). Open admissions and remedial education at CUNY. Philosophy & Public Policy Quarterly. 19(1), 7–13.Google Scholar
Ginder, S. A., Kelly-Reid, J. E., & Mann, F. B. (2018). 2017–18 Integrated Postsecondary Education Data System (IPEDS) methodology report (NCES 2018-195). Washington, DC: US Department of Education, National Center for Education Statistics.Google Scholar
Guri-Rosenblit, S. (2010). Access and equity in higher education: Historical and cultural contexts. In Eggins, H. (Ed.). Access and equity: Comparative perspectives, 9–34. Rotterdam: Sense Publishers.Google Scholar
Hart, D., Mele-McCarthy, J., Pasternack, R. H., Zimbrich, K., & Parker, D. R. (2004). Community college: A pathway to success for youth with learning, cognitive, and intellectual disabilities in secondary settings. Education and Training in Developmental Disabilities, 39, 54–66.Google Scholar
Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19, 451–464. https://doi.org/10.1016/j.labeco.2012.05.014.Google Scholar
Hussar, W. J., & Bailey, T. M. (2017). Projections of education statistics to 2025 (NCES 2017-019). Washington, DC: National Center for Education Statistics, US Department of Education.Google Scholar
Ingram, W. G., & Morrissey, S. E. (2009). Ethical dimensions of the open door admissions policy. New Directions for Community Colleges, 148, 31–38. https://doi.org/10.1002/cc.384.Google Scholar
Jenkins, D., & Boswell, K. (2002). State policies on community college remedial education: Findings from a national survey. Denver, CO: Center for Community College Policy, Education Commission of the States.Google Scholar
Karp, M. M. (2016). A holistic conception of nonacademic support: How four mechanisms combine to encourage positive student outcomes in the community college. New Directions for Community College, 2016 (175), 33–44. https://doi.org/10.1002/cc.20210.Google Scholar
Klieger, D., Ezzo, C., Bochenek, J., & Cline, F. (2015). The predictive validity of noncognitive skills for graduate and professional student success: Some initial findings. Paper presented at the Validity and Fairness Issues in Assessing Higher Education Students Symposium, Annual Meeting of the American Educational Research Association, Chicago, IL.Google Scholar
Klor de Alva, J., & Schneider, M. (2013). What’s the value of an associate’s degree? The return on investment for graduates and taxpayers. Washington, DC: Nexus Research and Policy Center and American Institutes for Research. Retrieved from www.air.org/sites/default/files/Value_of_an_Associate_Degree_10.13.pdf.Google Scholar
Kopko, E. M., & Crosta, P. M. (2016). Should community college students earn an associate degree before transferring to a 4-year institution? Research in Higher Education, 57, 190–222. https://doi.org/10.1007/s11162–015-9383.Google Scholar
Levy, D. (2015). For-profit versus nonprofit private higher education. International Higher Education, 54, 12–13.Google Scholar
Lorenzo, A. L. (1993). The mission and functions of the community college: An overview. In IIIBaker, G. A. (Ed.). A Handbook on community college in America. Westport, CT: Greenwood Press.Google Scholar
Ma, J., & Baum, S. (2016). Trends in community colleges: Enrollment, prices, student debt, and completion. New York, NY: The College Board.Google Scholar
McFarland, J., Hussar, B., de Brey, C., Snyder, T., Wang, X., Wilkinson-Flicker, S., & Hinz, S. (2017). The condition of education 2017 (NCES 2017-144). Washington, DC: US Department of Education, National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017144.Google Scholar
Martin-Raugh, M. P., Williams, K. M., & Lentini, J. E. (2020). The malleability of workplace-relevant noncognitive constructs: Empirical evidence from 92 meta-analyses and reviews. Manuscript in preparation.Google Scholar
Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of “far transfer”: Evidence from a meta-analytic review. Perspectives on Psychological Science, 11, 512–534. https://doi.org/10.1177/1745691616635612.Google Scholar
Morley, K. M. (2003). Fitting in by race/ethnicity: The social and academic integration of diverse students at a large predominantly white university. Journal of College Student Retention: Research, Theory & Practice. 5, 147–174. https://doi.org/10.2190/K1KF-RTLW-1DPW-T4CC.Google Scholar
Morse, R., Brooks, E., & Mason, M. (2017). How U.S. News Calculated the 2019 Best Colleges Rankings. U.S. News & World Report. Retrieved from www.usnews.com/education/best-colleges/articles/how-us-news-calculated-the-rankings.Google Scholar
Myles, N. N. (2017). The face of an intergenerational community in higher education. Journal of Research, Assessment, and Practice in Higher Education, 2, 42–46.Google Scholar
Nagaoka, J., Roderick, M., & Coca, V. (2008). Barriers to college attainment: Lessons from Chicago. Washington, DC: The Center for American Progress.Google Scholar
National Center for Education Statistics. (2018). Beginning college students in 2011–12, followed through 2014 (BPS2014). Retrieved from https://nces.ed.gov/datalab/powerstats/pdf/bps2014_subject.pdf.Google Scholar
National Student Clearinghouse Research Center. (2017a). Current term enrollment – Fall 2017. Retrieved from https://nscresearchcenter.org/current-term-enrollment-estimates-fall-2017/.Google Scholar
National Student Clearinghouse Research Center. (2017b). The role of community colleges in postsecondary success: Community colleges outcomes report. Retrieved from https://studentclearinghouse.info/onestop/wp-content/uploads/Comm-Colleges-Outcomes-Report.pdf.Google Scholar
National Student Clearinghouse Research Center. (2017c). Snapshot report: The role of community colleges in postsecondary success. Retrieved from https://nscresearchcenter.org/snapshotreport-from-community-college-to-graduate-and-professional-degrees30/.Google Scholar
Nelson, B., Froehner, M., & Gault, B. (2013). College students with children are common and face many challenges in completing higher education (Briefing Paper IWPR# C404). Washington, DC: Institute for Women’s Policy Research.Google Scholar
New York Times. (1976, December 4). Retreat from learning. New York Times. Retrieved from www.nytimes.com/1976/12/04/archives/retreat-from-learning.html.Google Scholar
Obama, B. H. (2009). State of the union address. Presented to the United States Congress, Washington, DC. Retrieved from http://stateoftheunionaddress.org/2009-barack-obama.Google Scholar
Perfetto, G., Escandón, M., Graff, S., Rigol, G. W., & Schmidt, A. E. (1999). Towards a taxonomy of the admission decision-making process. New York, NY: College Entrance Examination Board.Google Scholar
Roberts, B. W., Lejuez, C., Krueger, R. F., Richards, J. M., & Hill, P. L. (2014). What is conscientiousness and how can it be assessed? Developmental Psychology, 50, 1315–1330. https://doi.org/10.1037/a0031109.Google Scholar
Scherer, J. L., & Anson, M. L. (2014). Community colleges and the access effect: Why open admissions suppresses achievement. New York, NY: Palgrave Macmillan. https://doi.org/10.1057/9781137331007.CrossRefGoogle Scholar
Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262–274. https://doi.org/10.1037/0033-2909.124.2.262.Google Scholar
Schwager, I. T. L., Hülsheger, U. R., Lang, J. W. B., Bridgeman, B., Klieger, D. M., & Wendler, C. (2014). Supervisor ratings of students’ academic potential as predictors of citizenship and counterproductive behavior. Learning and Individual Differences, 35, 62–69. https://doi.org/10.1016/j.lindif.2014.07.005.Google Scholar
Scott-Clayton, J. (2012). Do high-stakes placement exams predict college success? New York, NY: Columbia University, Teachers College, Community College Research Center.Google Scholar
Scott-Clayton, J., & Stacey, G. W. (2015). Improving the accuracy of remedial placement. New York, NY: Columbia University, Teachers College, Community College Research Center.Google Scholar
Shannon, H. D., & Smith, R. C. (2006). A case for the community college’s open access mission. New Directions for Community Colleges, 2006 (136), 15–21. https://doi.org/10.1002/cc.255.Google Scholar
Shapiro, D., Dundar, A., Huie, F., Wakhungu, P. K., Yuan, X., Nathan, A., & Hwang, Y. (2017). Tracking transfer: Measures of effectiveness in helping community college students to complete bachelor’s degrees (National Student Clearinghouse Research Center, Signature Report No. 13). Retrieved from https://nscresearchcenter.org/wp-content/uploads/SignatureReport13.pdf.Google Scholar
Shaw, E. J. (2018). The core case for testing: The state of our research knowledge. In Buckley, J., Letukas, L., & Wildavsky, B. (Eds.). Measuring success: Testing, grades, and the future of college admissions (pp. 40–63). Baltimore, MD: Johns Hopkins University Press.Google Scholar
Student Right-to-Know Act (1990), Pub. L. No. 101-542, Title I, §101, 104 Stat. 2381.Google Scholar
US Census Bureau. (2017a). CPS historical time series tables: Table A-2. Percent of people 25 years and over who have completed high school or college, by race, Hispanic origin, and sex: Selected years 1940 to 2017. Retrieved from www.census.gov/data/tables/time-series/demo/educational-attainment/cps-historical-time-series.html.Google Scholar
US Census Bureau. (2017b). CPS historical time series tables on school enrollment: Table A-2. Percentage of the population 3 years old and over enrolled in school, by age, sex, race, and Hispanic origin: October 1947 to 2016. Retrieved from www.census.gov/data/tables/time-series/demo/school-enrollment/cps-historical-time-series.html.Google Scholar
US Department of Education. (2012). United States education dashboard. Retrieved from http://dashboard.ed.gov/about.aspx.Google Scholar

References

Allman, M. (2009). Quintessential questions: Wake Forest’s director gives insight into the interview process. Retrieved from http://blog.rethinkingadmissions.wfu.edu/2009/08/quintessential-questions-wake-forest%E2%80%99s-admission-director-gives-insight-into-the-interview-process/.Google Scholar
Anderson, N., Herriot, P., & Hodgkinson, G. P. (2001). The practitioner–researcher divide in industrial, work and organizational (IWO) psychology: Where we are now, and where do we go from here? Journal of Occupational and Organizational Psychology, 74, 391–411. https://doi.org/10.1348/096317901167451.Google Scholar
Anglim, J., Bozic, S., Little, J., & Lievens, F. (2018). Response distortion on personality tests in applicants: Comparing high-stakes to low-stakes medical settings. Advances in Health Sciences Education: Theory and Practice, 23, 311–321. https://doi.org/10.1007/s10459-017-9796-8.Google Scholar
Bartels, M., Rietveld, M. H., Van Baal, G. M., & Boomsma, D. I. (2002). Heritability of educational achievement in 12-year-olds and the overlap with cognitive ability. Twin Research, 5, 544–553. https://doi.org/10.1375/136905202762342017.Google Scholar
Berry, C. M. (2015). Differential validity and differential prediction of cognitive ability tests: Understanding test bias in the employment context. Annual Review of Organizational Psychology and Organizational Behavior, 2, 435–463. https://doi.org/10.1146/annurev-orgpsych-032414-1112566.Google Scholar
Borghans, L., Golsteyn, B. H., Heckman, J., & Humphries, J. E. (2011). Identification problems in personality psychology. Personality and Individual Differences, 51, 315–320. https://doi.org/10.1016/j.paid.2011.03.029.Google Scholar
Borghans, L., Golsteyn, B. H., Heckman, J., & Humphries, J. E. (2016). What grades and achievement tests measure. PNAS Proceedings of the National Academy of Sciences of the United States of America, 113, 13354–13359. https://doi.org/10.1073/pnas.1601135113.Google Scholar
Brown, A., & Maydeu-Olivares, A. (2013). How IRT can solve problems of ipsative data in forced-choice questionnaires. Psychological Methods, 18, 36–52. https://doi.org/10.1037/a0030641.Google Scholar
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29, 1057–1068. https://doi.org/10.1016/S0191-8869(99)00253-6.Google Scholar
Camara, W. J. (2009). College admission testing: Myths and realities in an age of admissions hype. In Phelps, R. P. (Ed.). Correcting fallacies about educational and psychological testing (pp. 147–180). Washington, DC: American Psychological Association. https://doi.org/10.1037/11861-004.Google Scholar
Christiansen, N. D., Burns, G. N., & Montgomery, G. E. (2005). Reconsidering forced-choice item formats for applicant personality assessment. Human Performance, 18, 267–307. https://doi.org/10.1207/s15327043hup1803_4.Google Scholar
Cliffordson, C. (2008). Differential prediction of study success across academic programs in the Swedish context: The validity of grades and tests as selection instruments for higher education. Educational Assessment, 13, 56–75. https://doi.org/10.1080/10627190801968240.Google Scholar
Cortina, J. M., Goldstein, N. B., Payne, S. C., Davison, H. K., & Gilliland, S. W. (2000). The incremental validity of interview scores over and above cognitive ability and conscientiousness scores. Personnel Psychology, 53, 325–351. https://doi.org/10.1111/j.1744-6570.2000.tb00204.x.Google Scholar
Credé, M. & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate performance. Perspectives on Psychological Science, 3, 425–453. https://doi.org/10.1111/j.1745-6924.2008.00089.x.CrossRefGoogle ScholarPubMed
Cremonini, L., Leisyte, L., Weyer, E., & Vossensteyn, J. J. (2011). Selection and matching in higher education: An international comparative study. Enschede: Center for Higher Education Policy Studies (CHEPS).Google Scholar
Crombag, H. F., Gaff, J. G., & Chang, T. M. (1975). Study behavior and academic performance. Tijdschrift voor Onderwijsresearch, 1, 3–14.Google Scholar
Dahlke, J. A., & Sackett, P. R. (2017). The relationship between cognitive-ability saturation and subgroup mean differences across predictors of job performance. Journal of Applied Psychology, 102, 1403–1420. https://doi.org/10.1037/apl0000234.Google Scholar
Dana, J., Dawes, R., & Peterson, N. (2013). Belief in the unstructured interview: The persistence of an illusion. Judgment and Decision Making, 8, 512–520.CrossRefGoogle Scholar
Dawes, R. M. (1979). The robust beauty of improper linear models in decision- making. American Psychologist, 34, 571–582. https://doi.org/10.1037/0003-066X.34.7.571.Google Scholar
de Leng, W. E., Stegers-Jager, K. M., Born, M. P., & Themmen, A. N. (2018). Integrity situational judgment test for medical school selection: Judging “what to do” versus “what not to do.” Medical Education, 52, 427–437. https://doi.org/10.1111/medu.13498.Google Scholar
de Visser, M., Fluit, C., Fransen, J., Latijnhouwers, M., Cohen-Schotanus, J., & Laan, R. (2017). The effect of curriculum sample selection for medical school. Advances in Health Science Education, 22, 43–56. https://doi.org/10.1007/s10459–016-9681-x.Google Scholar
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35, 13–21. https://doi.org/10.1016/j.intell.2006.02.001.Google Scholar
Drenth, P. J. D. (2008). Psychology: Is it applied enough? Applied Psychology: An International Review, 57, 524–540. https://doi.org/10.1111/j.1464-0597.2008.00337.x.Google Scholar
Dumfart, B., & Neubauer, A. C. (2016). Conscientiousness is the most powerful noncognitive predictor of school achievement in adolescents. Journal of Individual Differences, 37, 8–15. https://doi.org/10.1027/1614-0001/a000182.Google Scholar
Eva, K. W., Reiter, H. I., Rosenfeld, J., & Norman, G. R. (2004). The ability of the multiple mini-interview to predict pre-clerkship performance in medical school. Academic Medicine, 79, 40–42. https://doi.org/10.1097/00001888-200410001-00012.Google Scholar
Goho, J., & Blackman, A. (2006). The effectiveness of academic admission interviews: An exploratory meta-analysis. Medical Teacher, 28, 335–340. https://doi.org/10.1080/01421590600603418.Google Scholar
Griffin, B. & Wilson, I. G. (2012). Faking good: Self‐enhancement in medical school applicants. Medical Education, 46, 485–490. https://doi.org/10.1111/j.1365-2923.2011.04208.x.Google Scholar
Highhouse, S. (2008). Stubborn reliance on intuition and subjectivity in employee selection. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 333–342. https://doi.org/10.1111/j.1754-9434.2008.00058.x.Google Scholar
Highhouse, S., & Kostek, J. A. (2013). Holistic assessment for selection and placement. In Geisinger, K. F., Bracken, B. A., Carlson, J. F., Hansen, J. C., Kuncel, N. R., Reise, S. P., & Rodriguez, M. C. (Eds.). APA handbook of testing and assessment in psychology (Vol. 1) Test theory and testing and assessment in industrial and organizational psychology (pp. 565–577). Washington, DC: American Psychological Association. https://doi.org/10.1037/14047-031.Google Scholar
Hoover, E. (2013). Noncognitive measures: The next frontier on college admissions. Chronicle of Higher Education. Retrieved from www.chronicle.com/article/Noncognitive-Measures-The/136621.Google Scholar
Horn, C. (2005). Standardized assessments and the flow of students into the college admission pool. Educational Policy, 19, 331–348. https://doi.org/10.1177/0895904804274057.Google Scholar
Husbands, A., & Dowell, J. (2013). Predictive validity of the Dundee Multiple Mini-Interview. Medical Education, 47, 717–725. https://doi.org/10.1111/medu.12193.Google Scholar
Jones, B. M. (2011). Assessing admission interviews at residential STEM schools. NCSSSMST Journal, 16, 20–29.Google Scholar
Keiser, H. N., Sackett, P. R., Kuncel, N. R., & Brothen, T. (2016). Why women perform better in college than admission scores would predict: Exploring the roles of conscientiousness and course-taking patterns. Journal of Applied Psychology, 101, 569–581. https://doi.org/10.1037/apl0000069.Google Scholar
Kelly, M. E., Patterson, F., O’Flynn, S., Mulligan, J., & Murphy, A. W. (2018). A systematic review of stakeholder views of selection methods for medical schools admission. BMC Medical Education, 18, 139. https://doi.org/10.1186/s12909-018-1235-x.Google Scholar
Kuncel, N. R., & Hezlett, S. A. (2010). Fact and fiction in cognitive ability testing for admissions and hiring decisions. Current Directions in Psychological Science, 19, 339–345. https://doi.org/10.1177/0963721410389459.Google Scholar
Kuncel, N. R., Klieger, D. M., Connelly, B. S., & Ones, D. S. (2013). Mechanical versus clinical data combination in selection and admissions decisions: A meta-analysis. Journal of Applied Psychology, 98, 1060–1072. https://doi.org/10.1037/a0034156.Google Scholar
Kuncel, N. R., Kochevar, R. J., & Ones, D. S. (2014). A meta‐analysis of letters of recommendation in college and graduate admissions: Reasons for hope. International Journal of Selection and Assessment, 22, 101–107. https://doi.org/10.1111/ijsa.12060.Google Scholar
Kunina, O., Wilhelm, O., Formazin, M., Jonkmann, K., & Schroeders, U. (2007). Extended criteria and predictors in college admission: Exploring the structure of study success and investigating the validity of domain knowledge. Psychology Science, 49, 88–114.Google Scholar
Kyllonen, P. C., Lipnevich, A. A., Burrus, J., & Roberts, R. D. (2014). Personality, motivation, and college readiness: A prospectus for assessment and development (ETS Research Report No. RR-14-06). https://doi.org/10.1002/ets2.12004.Google Scholar
Kyllonen, P. C., Walters, A. M., & Kaufman, J. C. (2005). Noncognitive constructs and their assessment in graduate education: A review. Educational Assessment, 10, 153–184. https://doi.org/10.1207/s15326977ea1003_2.Google Scholar
Lamb, S., Markussen, E., Teese, R., Polesel, J., & Sandberg, N. (2011) School dropout and completion. Dordrecht: Springer. https://doi.org/10.1007/978-90-481-9763-7.Google Scholar
Le, H., Casillas, A., Robbins, S. B., & Langley, R. (2005). Motivational and skills, social, and self-management predictors of college outcomes: Constructing the student readiness inventory. Educational and Psychological Measurement, 65, 482–508. https://doi.org/10.1177/0013164404272493.Google Scholar
Lee, J., Connelly, B. S., Goff, M., & Hazucha, J. F. (2017). Are assessment center behaviors’ meanings consistent across exercises? A measurement invariance approach. International Journal of Selection and Assessment, 25, 317–332. https://doi.org/10.1111/ijsa.12187.Google Scholar
Lemann, N. (1999). The big test: The secret history of the American meritocracy. New York, NY: Farrar, Straus, and Giroux.Google Scholar
Lievens, F. (2013). Adjusting medical school admission: Assessing interpersonal skills using situational judgment tests. Medical Education, 47, 182–189. https://doi.org/10.1111/medu.12089.Google Scholar
Lievens, F., & Coetsier, P. (2002). Situational tests in student selection: An examination of predictive validity, adverse impact, and construct validity. International Journal of Selection and Assessment, 10, 245–257. https://doi.org/10.1111/1468-2389.00215.Google Scholar
Lievens, F., & Sackett, P. R. (2012). The validity of interpersonal skills assessment via situational judgment tests for predicting academic success and job performance. Journal of Applied Psychology, 97, 460–468. https://doi.org/10.1037/a0025741.Google Scholar
Lyren, P. (2008). Prediction of academic performance by means of the Swedish scholastic assessment test. Scandinavian Journal of Educational Research, 52, 565–581. https://doi.org/10.1080/00313830802497158.Google Scholar
Markle, R., Olivera-Aguilar, M., Jackson, T., Noeth, R., & Robbins, S. (2013). Examining evidence of reliability, validity, and fairness for the SuccessNavigator™ assessment (ETS Research Report No. RR-13-12). Retrieved from www.ets.org/Media/Research/pdf/RR-13-12.pdf.Google Scholar
Mattern, K., Sanchez, E., & Ndum, E. (2017). Why do achievement measures underpredict female academic performance? Educational Measurement: Issues and Practice, 36(1), 47–57. https://doi.org/10.1111/emip.12138.Google Scholar
Meehl, P. E. (1954). Clinical versus statistical prediction: A theoretical analysis and a review of the evidence. Minneapolis: University of MinnesotaGoogle Scholar
Ministry of Education, Culture, and Science (2014, August 29). Informatie over de afschaffing van loting bij numerusfixusopleidingen [Information concerning the abolishing of lottery admission]. Kamerbrief [Government information]. Retrieved from www.rijksoverheid.nl/documenten-en-publicaties/kamerstukken/2014/08/30/kamerbrief-met-informatie-over-de-afschaffing-van-loting-bij-numerusfixusopleidingen.html.Google Scholar
Murphy, S. C., Klieger, D. M., Borneman, M. J., & Kuncel, N. R. (2009). The predictive power of personal statements in admissions: A meta-analysis and cautionary tale. College and University, 84(4), 83–86.Google Scholar
National Association for College Admission Counseling (2017). State of College Admission. Retrieved from www.nacacnet.org/globalassets/documents/publications/research/soca17final.pdf.Google Scholar
Niessen, A. S. M., & Meijer, R. R. (2016). Selection of medical students on the basis of non-academic skills: Is it worth the trouble? Clinical Medicine, 16, 339–342. https://doi.org/10.7861/clinmedicine.16-4-339.Google Scholar
Niessen, A. S. M., & Meijer, R. R. (2017). On the use of broadened selection criteria in higher education. Perspectives on Psychological Science, 12, 436–448. https://doi:10.1177/174569161668305.Google Scholar
Niessen, A. S. M., Meijer, R. R., & Tendeiro, J. N. (2017a). Applying organizational justice theory to admission into higher education: Admission from a student perspective. International Journal of Selection and Assessment, 25, 72–84. https://doi.org/10.1111/ijsa.12161.Google Scholar
Niessen, A. S. M., Meijer, R. R., & Tendeiro, J. N. (2017b). Measuring non-cognitive predictors in high-stakes contexts: The effect of self-presentation on self-report instruments used in admission to higher education. Personality and Individual Differences, 106, 183–189. https://doi.org/10.1016/j.paid.2016.11.014.Google Scholar
Niessen, A. S. M., Meijer, R. R., & Tendeiro, J. N. (2018) Admission testing for higher education: A multi-cohort study on the validity of high-fidelity curriculum-sampling tests. PLoS ONE 13(6), 1–21. https://doi.org/10.1371/journal.pone.0198746.Google Scholar
Organisation for Economic Co-operation and Development (2010). OECD reviews of migrant education: Closing the gap for immigrant students; policies, practice and performance. Paris: Organisation for Economic Co-operation and Development.Google Scholar
Orr, D., Usher, A., Haj, C, Atherton, G, & Geanta, I. (2017). Study on the impact of admission systems on higher education outcomes (Vol. 1): Comparative report. Brussels: European Commission. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/9cfdd9c1-98f9-11e7-b92d-01aa75ed71a1.Google Scholar
Oswald, F. L., Schmitt, N., Kim, B. H., Ramsay, L. J., & Gillespie, M. A. (2004). Developing a biodata measure and situational judgment inventory as predictors of college student performance. Journal of Applied Psychology, 89, 187–207. https://doi.org/10.1037/0021-9010.89.2.187.Google Scholar
Patterson, F., Cousans, F., Edwards, H., Rosselli, A., Nicholson, S., & Wright, B. (2017). The predictive validity of a text-based situational judgment test in undergraduate medical and dental school admissions. Academic Medicine, 92, 1250–1253. https://doi.org/10.1097/ACM.0000000000001630.Google Scholar
Patterson, F., Knight, A., Dowell, J., Nicholson, S., Cousans, F., & Cleland, J. (2016). How effective are selection methods in medical education? A systematic review. Medical Education, 50, 36–60. https://doi.org/10.1111/medu.12817.Google Scholar
Ramsay, L. J., Schmitt, N., Oswald, F. L., Kim, B. H., & Gillespie, M. A. (2006). The impact of situational context variables on responses to biodata and situational judgment inventory items. Psychology Science, 48, 268–287.Google Scholar
Resing, W. C. M., & Drenth, P. J. D. (2007). Intelligentie: Weten en meten [Intelligence: Measuring and knowing]. Amsterdam: Uitgeverij Nieuwezijds.Google Scholar
Richardson, M., Abrahams, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387. https://doi.org/10.1037/a0026838.CrossRefGoogle ScholarPubMed
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261–288. https://doi.org/10.1037/0033-2909.130.2.261.Google Scholar
Sackett, P. R., & Ellingson, J. E. (1997). The effects of forming multi-predictor composites on group differences and adverse impact. Personnel Psychology, 50, 707–721. https://doi.org/10.1111/j.1744-6570.1997.tb00711.x.Google Scholar
Salgado, J. F., & Táuriz, G. (2014). The five-factor model, forced-choice personality inventories and performance: A comprehensive meta-analysis of academic and occupational validity studies. European Journal of Work and Organizational Psychology, 23, 3–30. https://doi.org/10.1080/1359432X.2012.716198.Google Scholar
Schmidt, F. L., & Hunter, J. E. (1998) The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262–274. https://doi.org/10.1037/0033-2909.124.2.262.Google Scholar
Schmitt, N. (2012). Development of rationale and measures of noncognitive college student potential. Educational Psychologist, 47, 18–29. https://doi.org/10.1080/00461520.2011.610680.Google Scholar
Schmitt, N., Keeney, J., Oswald, F. L., Pleskac, T. J., Billington, A. Q., Sinha, R., & Zorzie, M. (2009). Prediction of 4-year college student performance using cognitive and noncognitive predictors and the impact on demographic status of admitted students. Journal of Applied Psychology, 94, 1479–1497. https://doi.org/10.1037/a0016810.Google Scholar
Schwager, I. T. L., Hülsheger, U. R., Lang, J. W. B., Klieger, D. M., Bridgeman, B., & Wendler, C. (2014). Supervisor ratings of students’ academic potential as predictors of citizenship and counterproductive behavior. Learning and Individual Differences, 35, 62–69. https://doi.org/10.1016/j.lindif.2014.07.005.Google Scholar
Sedlacek, W. E. (2004) Beyond the big test: Noncognitive assessment in higher education. San Francisco, CA: Jossey-Bass.Google Scholar
Sedlacek, W. E. (2005). The case for noncognitive measures. In Camara, W. J., Kimmel, E. W., Camara, W. J., & Kimmel, E. W. (Eds.). Choosing students: Higher education admissions tools for the 21st century (pp. 177–193). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.Google Scholar
Shultz, M. M., & Zedeck, S. (2012). Admission to Law school: New measures. Educational Psychologist, 47, 51–65. https://doi.org/10.1080/00461520.2011.610679.Google Scholar
Sinha, R., Oswald, F., Imus, A., & Schmitt, N. (2011). Criterion-focused approach to reducing adverse impact in college admissions. Applied Measurement in Education, 24, 137–161. https://doi.org/10.1080/08957347.2011.554605.Google Scholar
Steenman, S. C. (2018). Alignment of admission: An exploration and analysis of the links between learning objectives and selective admission to programmes in higher education (Doctoral dissertation). University of Utrecht.Google Scholar
Stegers-Jager, K. M. (2018). Lessons learned from 15 years of non-grades-based selection for medical school. Medical Education, 52, 86–95. https://doi.org/10.1111/medu.13462.Google Scholar
Stemler, S. E. (2012). What should university admissions tests predict? Educational Psychologist, 47, 5–17. https://doi.org/10.1080/00461520.2011.611444.Google Scholar
Sternberg, R. J. (2016). What universities can be: A new model for preparing students for active concerned citizenship and ethical leadership. Ithaca, NY: Cornell University Press.Google Scholar
Tagesschau, (2017). Medizin-Zulassung muss überarbeitet werden [Admission to medical school must be revised]. Retrieved from www.tagesschau.de/inland/medizinstudium-verfassungsgericht-101.html.Google Scholar
Thomas, L. L., Kuncel, N. R., & Credé, M. (2007). Noncognitive variables in college admissions: The case of the non-cognitive questionnaire. Educational and Psychological Measurement, 67, 635–657. https://doi.org/10.1177/0013164406292074.Google Scholar
Till, H., Myford, C., & Dowell, J. (2013). Improving student selection using multiple mini-interviews with multifaceted Rasch modeling. Academic Medicine, 88, 216–223. https://doi.org/10.1097/ACM.0b013e31827c0c5d.Google Scholar
Valli, R., & Johnson, P. (2007). Entrance examinations as gatekeepers. Scandinavian Journal of Educational Research, 51, 493–510. https://doi.org/10.1080/00313830701576631.Google Scholar
Vasilopoulos, N. L., Cucina, J. M., Dyomina, N. V., Morewitz, C. L., & Reilly, R. R. (2006). Forced-choice personality tests: A measure of personality and cognitive ability? Human Performance, 19, 175–199. https://doi.org/10.1207/s15327043hup1903_1.Google Scholar
von Stumm, S., & Ackerman, P. L. (2013). Investment and intellect: A review and meta-analysis. Psychological Bulletin, 139, 841–869. https://doi.org/10.1037/a0030746.Google Scholar
Wagerman, S. A., & Funder, D. C. (2007). Acquaintance reports of personality and academic achievement: A case for conscientiousness. Journal of Research in Personality, 41, 221–229. https://doi.org/10.1016/j.jrp.2006.03.001.Google Scholar
Wammes, J. G., van den Akker-van Marle, M. E., Verkerk, E. W., van Dulmen, S. A., Westert, G. P., van Asselt, A. I., & Kool, R. B. (2016). Identifying and prioritizing lower value services from Dutch specialist guidelines and a comparison with the UK do-not-do list. BMC Medicine, 14, 1–9. https://doi.org/10.1186/s12916–016-0747-7.Google Scholar
Westrick, P. A., Le, H., Robbins, S. B., Radunzel, J. R., & Schmidt, F. L. (2015). College performance and retention: A meta-analysis of the predictive validities of ACT scores, high school grades, and SES. Educational Assessment, 20, 23–45. https://doi.org/10.1080/10627197.2015.997614.Google Scholar
Witzburg, R. A., & Sondheimer, H. M. (2013). Holistic review: Shaping the medical profession one applicant at a time. New England Journal of Medicine, 368, 1565–1567. https://doi.org/10.1056/NEJMp1300411.Google Scholar
Wouters, A. (2017). Effects of medical school selection on the motivation of the student population and the applicant pool (Doctoral dissertation). VU University, Amsterdam.Google Scholar
Wouters, A., Croiset, G., Schripsema, N. R., Cohen-Schotanus, J., Spaai, G. G., Hulsman, R. L., & Kusurkar, R. A. (2017). A multi-site study on medical school selection, performance, motivation and engagement. Advances in Health Sciences Education: Theory and Practice, 22, 447–462. https://doi.org/10.1007/s10459-016-9745-y.Google Scholar
Zwick, R. (2013). Disentangling the role of high school grades, SAT scores, and SES in predicting college achievement. (Research Report No. RR-13-09). Princeton, NJ: Educational Testing Service. https://doi.org/10.1002/j.2333-8504.2013.tb02316.x.Google Scholar
Zwick, R. (2017a). The risk of focusing on character in admissions. Chronicle of Higher Education, 63(42). Retrieved from www.chronicle.com/article/The-Risks-of-Focusing-on/240787.Google Scholar
Zwick, R. (2017b). Who gets in? Strategies for fair and effective college admissions. Cambridge, MA: Harvard University Press. https://doi.org/10.4159/9780674977648.Google Scholar

References

Aboriginal Nurses Association of Canada. (2009). Cultural competence and cultural safety in nursing education. Retrieved from www.cna-aiic.ca/~/media/cna/page-content/pdf-en/first_nations_framework_e.pdf.Google Scholar
Adamoski, R. (Ed.). (2015). BC International student survey: Final report. Retrieved from www.Adamoski.ca/pubs/ISSReport2015.pdf.Google Scholar
Admit Project Team. (2002). Higher education admissions and student mobility: The admit research project. European Educational Research Journal, 1, 151–172. https://doi.org/10.2304/eerj.2002.1.1.6.Google Scholar
Association of Universities and Colleges of Canada. (2014). Canada’s universities in the world. (AUCC Internationalization Survey). Ottawa: AUCC.Google Scholar
Astin, A. W., (1993). Diversity and multiculturalism on the campus. Change: The Magazine of Higher Learning, 25(2), 44–49. https://doi.org/10.1080/00091383.1993.9940617.Google Scholar
Beck, K. (2012). Globalization/s: Reproduction and resistance in the internationalization of higher education, Canadian Journal of Education, 35, 3, 133–148.Google Scholar
Biggs, M., McArthur, J., Higgins, K., Maloney, D., Sanchez, J., & Werker, E. (2015). Towards 2030: Building Canada’s engagement with global sustainable development (Centre for International Policy Studies Report). Ottawa: University of Ottawa, Centre for International Policy Studies.Google Scholar
Blessinger, P., Hoffman, J., & Makhanya, M. (2018, 9 March). Towards a more equal, inclusive higher education. University World News. Retrieved from www.universityworldnews.com/post.php?story=20180306102731111.Google Scholar
Bourne, C., Crichton, S., & Yakong, V. (2016). Exploring the influence of design principles to create a global service-learning project for teacher-candidates in the Upper East Region, Ghana West Africa: A case study. In Tinkler, A., Tinkler, B., Strait, J. R., & Jagla, V. M. (Eds.). Service learning to advance social justice in a time of radical inequality (pp. 221–264). Charlotte, NC: Information Age Publishing, Inc.Google Scholar
British Columbia Ministry of Advanced Education. (2012). Indigenous post-secondary education and training policy framework and action plan: 2020 vision for the future. Retrieved from www.aved.gov.bc.ca/Indigenous/docs/Indigenous_Action_Plan.pdf.Google Scholar
Canadian Bureau for International Education. (2018). Facts and figures: Canada’s performance and potential in international education. Retrieved from https://cbie.ca/media/facts-and-figures.Google Scholar
Canadian Magazine of Immigration. (2017, July). The benefits of international students to Canada. Retrieved from http://canadaimmigrants.com/benefits-international-students-canada/.Google Scholar
Caxaj, S. C., Chau, S., Lee, R., & Parkins, I. (2018). Campus diversity report: Experiences of Indigenous and/or racialized and/or LGBTQ+ students at UBC Okanagan. Kelowna: University of British Columbia, Okanagan. Retrieved from https://nursing.ok.ubc.ca/wp-content/uploads/sites/6/2015/08/campusdiversityreport-web-1.pdf.Google Scholar
Chakma, A. (2016). Making the world our students’ classroom. Policy. Retrieved from www.policymagazine.ca/pdf/21/PolicyMagazineSeptemberOctober-2016-Chakma.pdf.Google Scholar
Chang, M. J. (1996). Racial diversity in higher education: Does a racially mixed student population affect educational outcomes? (Doctoral dissertation). University of California–Los Angeles.Google Scholar
Charbonneau, J. (2017). The educational gap between Indigenous and non-Indigenous people in Canada. Journal of Student Affairs, 26, 83–89. Retrieved from https://scholar.google.ca/scholar?hl=en&as_sdt=0%2C5&q=educational+gap+between+indigenous+and+non-indigenous&btnG.Google Scholar
Charvat, L. J. (2009). Exemplary Practices in Equity and Diversity Programming. Retrieved from https://equity.ubc.ca/files/2010/06/exemplary_practices_in_-equity_-and_diversity_programming_UBCV.pdf.Google Scholar
Chen, L. (2007). Choosing Canadian graduate schools from afar: East Asian students’ perspectives. Higher Education, 54(5), 759–780. https://doi.org/10.1007/s10734–006-9022-8.Google Scholar
Colleges and Institutes Canada. (2014). Indigenous education protocol for colleges and institutes. Retrieved from www.collegesinstitutes.ca/policyfocus/Indigenous-learners/protocol/.Google Scholar
Crabtree, R. (2013). The intended and unintended consequences of international service-learning. Journal of Higher Education Outreach and Engagement, 17(2), 43-66.Google Scholar
Epprecht, M. (2004). Work-study abroad courses in international development studies: Some ethical and pedagogical issues. Canadian Journal of Development Studies, 4(25), 687–706.Google Scholar
Gaudelli, W., & Laverty, M. (2015). What is a global experience? Education and Culture, 31(2), 13–26. https://doi.org/10.1353/eac.2015.0018.Google Scholar
Global Affairs Canada. (2016, October 12). Economic impact of international education in Canada: 2016 Update. Retrieved from www.international.gc.ca/education/report-rapport/impact-2016/index.aspx?lang=eng.Google Scholar
Gordon, C. E., & White, J. P. (2014). Indigenous educational attainment in Canada. The International Indigenous Policy Journal, 5(3). https://doi.org/10.18584/iipj.2014.5.3.6.Google Scholar
Gregersen-Hermans, J. (2017). Intercultural competence development in higher education. In Deardorff, D. K. & Arasaratnam-Smith, L. A. (Eds.). International approaches, assessment and application (pp. 1–16). Abingdon: Routledge. https://doi.org/10.4324/9781315529257-7.Google Scholar
Hegarty, N. (2014). Where are we now: The presence and importance of international students to universities in the United States. Journal of International Students, 4, 223–235.Google Scholar
Higher Education Quality Council of Ontario. (2017). Access. Retrieved from www.heqco.ca/en-ca/OurPriorities/Access/Pages/home.aspx.Google Scholar
Holmes, D. (2006). Redressing the balance: Canadian university programs in support of aboriginal students. Ottawa: Association of Universities and Colleges of Canada.Google Scholar
IDEO (2015). The field guide to human-centered design (1st ed.). San Francisco, CA: IDEO.org.Google Scholar
James-MacEachern, M., & James-MacEachern, D. (2017). Exploring factors influencing international students’ decision to choose a higher education institution. International Journal of Education Management, 31(3), 343–363. https://doi.org/10.1108/IJEM-11-2015-0158.Google Scholar
Jayakumar, U. (2008). Can higher education meet the needs of an increasingly diverse and global society? Campus diversity and cross-cultural workforce competencies. Harvard Educational Review, 78, 615–651. https://doi.org/10.17763/haer.78.4.b60031p350276699.Google Scholar
King, T. (2008). Fostering aboriginal leadership: Increasing enrollment and completion rates in Canadian post-secondary institutions. College Quarterly, 11(1), 1–16.Google Scholar
Knight-Grofe, J., & Deacon, L. (2016). Canada’s global engagement challenge: A comparison of national strategies. International Journal, 71, 129–143. https://doi.org/10.1177/0020702015622994.Google Scholar
Knight-Grofe, J., & Klabunde, N. (2009). Canada first: The 2009 Survey of International Students (Ed. J. Humphries). Retrieved from https://Users/leahsanford/Downloads/244205_2018-04-25_102622.pdf.Google Scholar
Kounalakis, M. (2015). International students at American universities benefit all. Retrieved from www.thenewstribune.com/opinion/article26275591.html.Google Scholar
Kruse, S. D., Rakha, S., & Calderone, S. (2018). Developing cultural competency in higher education: An agenda for practice. Teaching in Higher Education, 23, 733–750. https://doi.org/10.1080/13562517.2017.1414790.Google Scholar
Luo, J., & Jamieson-Drake, D. (2013). Examining the educational benefits of interacting with international students. Journal of International Students, 3, 85–101.Google Scholar
McDonald, M. (2017). Making volunteering abroad a more ethical experience. University Affairs/Affaires universitaires. Retrieved from www.universityaffairs.ca/features/feature-article/making-volunteering-abroad-ethical-experience/.Google Scholar
McKeown, S., Vedan, A., Mack, K., Jacknife, S., & Tolmie, C. (2018). Indigenous educational pathways: Access, mobility, and persistence in the BC post-secondary system. Vancouver: BC Council on Admissions and Transfer.Google Scholar
Melville, A. (2017). Educational disadvantages and Indigenous law students: Barriers and potential solutions. Asian Journal of Legal Education, 4, 95–115. https://doi.org/10.1177/2322005817700202.Google Scholar
Munro, D. (2014). Skills and higher education in Canada: Towards excellence and equity. Retrieved from http://canada2020.ca/wp-content/uploads/2014/05/2014_Canada2020_Paper-Series_Education_FINAL.pdf.Google Scholar
Mount Royal University. (2013). Learning together, leading together: Mount Royal University’s strategic plan to 2025. Retrieved from www.mtroyal.ca/cs/groups/public/documents/pdf/mru_strategic_plan.pdf.Google Scholar
Mount Royal University. (2016). Indigenous strategic plan 2016–2021. Retrieved from www.mtroyal.ca/IndigenousMountRoyal/indigenous-strategic-plan/index.htmGoogle Scholar
Oliveri, M. E., & Ezzo, C. (2014). The role of noncognitive measures in higher education admissions. Journal of the World Universities Forum, 6, 55–65. https://doi.org/10.18848/1835-2030/CGP/v06i04/56838.Google Scholar
Ontario Ministry of Training, Colleges and Universities. (2018). Indigenous Institutes Act, 2017. Retrieved from www.tcu.gov.on.ca/pepg/publications/framework.html.Google Scholar
Ontario Public Service. (2016). 21st century competencies: Foundation document for discussion. Phase 1. Towards defining 21st century competencies for Ontario. Retrieved from www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf.Google Scholar
Organisation for Economic Co-operation and Development. (2017). Education at a Glance 2017. Retrieved from www.oecd-ilibrary.org/education/education-at-a-glance-2017_eag-2017-en.Google Scholar
Ottmann, J. (2017). Canada’s Indigenous peoples’ access to post-secondary education: The spirit of the “new buffalo.” In Frawley, J. (Ed.). Indigenous pathways, transitions and participation in higher education (pp. 95–117). Calgary: University of Calgary. https://doi.org/10.1007/978-981-10-4062-7_7.Google Scholar
Page, S. E. (2007). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton, NJ: Princeton University Press.Google Scholar
Paris, R., & Biggs, M. (2017). Global education for Canadians: Equipping young Canadians to succeed at home and abroad. Report of the Study Group on Global Education. Ottawa: Centre for International Policy Studies, University of Ottawa.Google Scholar
Pascarella, E. T., Edison, M., Nora, A., Hagedorn, L. S., & Terenzini, P. T. (1996). Influences on students’ openness to diversity and challenge in the first year of college. Journal of Higher Education, 67, 174–195. https://doi.org/10.1080/00221546.1996.11780255.Google Scholar
Phillion, J., Malewski, E., Sharma, S., & Wang, Y. (2009). Reimagining the curriculum: Future teachers and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 323–339.Google Scholar
Pidgeon, M. (2014). Moving beyond good intentions: Indigenizing higher education in British Columbia universities through institutional responsibility and accountability. Journal of American Indian Education, 53, 7–28.Google Scholar
Restoule, J., Mashford-Pringle, A., Chacaby, M., Smillie, C., & Brunette, C. (2013). Supporting successful transitions to post-secondary education for Indigenous students: Lessons from an institutional ethnography in Ontario, Canada. The International Indigenous Policy Journal, 4(4), 1–10. https://doi.org/10.18584/iipj.2013.4.4.4.Google Scholar
Sedlacek, W. E. (2004). Beyond the big test: Noncognitive assessment in higher education. San Francisco, CA: Jossey-Bass.Google Scholar
Singer, C. R. (2017, August 31). New immigration policies attract international students to Study in Canada. Retrieved from www.Singer, 2017/new-immigration-policies-entice-international-students-study-canada/.Google Scholar
Simmons, L. (2018). B.C. university pilots competency-based admissions program. University Affairs/Affaires universitaires. Retrieved from www.universityaffairs.ca/news/news-article/bc-university-pilots-competency-based-admissions-program/Google Scholar
Soria, K. M., & Troisi, J. (2014). Internationalization at home alternatives to study abroad. Journal of Studies in International Education, 18, 261–280. https://doi.org/10.1177/1028315313496572.Google Scholar
Stanford University. (2009). The new city experience: An introduction to design thinking. Facilitator’s guide. Retrieved from https://dschool-old.stanford.edu/sandbox/groups/dtbcresources/wiki/bdb3f/attachments/e3cfa/NewCity-Facilitators-Guide-March2014-(V6).pdf?sessionID=8a36f7a15079a8053bd6f424e621f46e9692f705.Google Scholar
Statistics Canada. (2011). National household survey: The education attainment of Aboriginal peoples in Canada. Retrieved from www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-012-x/99–012-x2011003_3-eng.cfm.Google Scholar
Stonechild, B. (2004). The new buffalo: The struggle for Aboriginal post-secondary education in Canada. Winnipeg: University of Manitoba Press.Google Scholar
Tancock, K. (2017). Beyond grades: University entrance essays, tests and portfolios. Retrieved from www.macleans.ca/education/facing-extra-requirements/?utm_source=macleans&utm_medium=organic&utm_campaign=recirc&utm_content=tag_list.Google Scholar
Tiessen, R. (2012). Motivations for learn/volunteer abroad programs: Research with Canadian youth. Journal of Global Citizenship and Equity Education, 2(1), 1–21.Google Scholar
Timmons, V. (2009). Retention of Aboriginal students in post-secondary institutions in Atlantic Canada: An analysis of the supports available to Aboriginal students. Retrieved from http://en.copian.ca/library/research/ccl/retention/retention.pdf.Google Scholar
Truth and Reconciliation Committee. (2015). Truth and reconciliation commission of Canada: Calls to action. Winnipeg: Truth and Reconciliation Commission of Canada.Google Scholar
United Nations. (2008). United Nations Declaration on the Rights of Indigenous Peoples. Retrieved from www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf.Google Scholar
Universities Canada. (2015). Universities Canada principles on Indigenous education. Retrieved from www.univcan.ca/media-room/media-releases/universities-canada-principles-on-Indigenous-education/.Google Scholar
Universities Canada. (2017). Universities Canada principles on equity, diversity, and inclusion. Retrieved from www.univcan.ca/media-room/media-releases/universities-canada-principles-equity-diversity-inclusion/.Google Scholar
University of Alberta. (2018). University of Alberta calendar 2018–2019. Retrieved from https://calendar.ualberta.ca/content.php?catoid=28&navoid=6975&hl=%22aboriginal%22&returnto=search.Google Scholar
University of Manitoba. (2017). Engineering access program (ENGAP). Retrieved from http://umanitoba.ca/faculties/engineering/programs/engap/index.html.Google Scholar
What Is Global Citizenship? (2011). In Harlap, Y. (Ed.). Road to global citizenship: An educator’s toolbook (pp. 7–10). Toronto: UNICEF.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×