Character-Based Admissions Criteria in the United States and in Europe: Rationale, Evidence, and Some Critical Remarks

Niessen, A. Susan M.; Meijer, Rob R.

doi:10.1017/9781108559607.005

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“…A nivel internacional este tipo de instrumentos son altamente utilizados, tal es el caso de Estados Unidos, Inglaterra, China e India; en estos países hacen uso de pruebas a gran escala como medio regulatorio del ingreso, basados siempre en la medición de habilidades bajo el supuesto de la meritocracia. Existen ejercicios en otros países, como Luxemburgo, Dinamarca y Holanda, donde, además, pueden considerar otros requisitos, como cursos preparatorios para la formación profesional (Niessen y Meijer, 2020). En Latinoamérica resalta el caso chileno, que cuenta con sistema de selección único, que ordena a los postulantes en función de su desempeño en pruebas de admisión (Rodríguez y Padilla, 2017), mientras que, en México, los instrumentos de selección varían en función de cada ies, como más adelante se describe.…”

Section: El Problema De Los Mecanismos Regulatorios Para El Ingreso A...unclassified

Mecanismos de ingreso de las universidades públicas estatales en México: un análisis bajo el concepto de equidad

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2021

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El artículo aborda el tema de los mecanismos de ingreso a la educación superior; se centra en un análisis de la manera en que las 35 universidades públicas estatales regulan el ingreso de aspirantes. Para ello, se analiza el problema de los mecanismos de ingreso a las universidades bajo el concepto de equidad, retomando los conceptos libertarios de Rawls y el igualitarismo de Dworking. Se concluye que, en lo general, el uso de mecanismos meritocráticos no abona a la equidad, sino que se orienta únicamente hacia el cumplimiento de la justicia formal; además, se resalta la necesidad de que las universidades públicas estatales establezcan mecanismos orientados a reducir la desigualdad.

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Section: El Problema De Los Mecanismos Regulatorios Para El Ingreso A...unclassified

Mecanismos de ingreso de las universidades públicas estatales en México: un análisis bajo el concepto de equidad

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2021

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“…HSGPA is, however, often the only available measure for prior achievement (Pitman, 2016). Although usually treated as such, HSGPA is not purely a cognitive predictor of academic success (Niessen & Meijer, 2020). A substantial amount of the variance in HSGPA can be explained by non-cognitive traits, such as conscientiousness and self-efficacy (Borghans et al, 2011;Deary et al, 2007;Dumfart & Neubauer, 2016).…”

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Like many prospective students, when I had to choose what I wanted to study, I struggled. I think I changed my mind at least 5 times, before eventually landing on my final choice: Sociology. In high school, I had opted for a more science-oriented set of subjects to keep my options for university open. Being in a more science-oriented school track made me initially explore science-oriented programs like Artificial Intelligence or Human Movement Sciences, as well as programs at universities of applied sciences like Physiotherapy and Psychomotor Therapy. However, science subjects were not my strong suit. Languages were more my thing, so I also explored the option of studying German Language and Culture. None of the programs really convinced me though. Was I really able to pull of physics at the university level? Was I interested enough in German to study it for several years? I was a little lost. That is, until I learned about the concept of social sciences. I visited an open day of a Sociology program and while listening to a lecture about adolescent criminal behavior, I knew that this would be something to explore further. Once I decided to study Sociology, I visited "student-for-a-day" activities at two different universities. At both programs I really felt at home, I liked the students and staff and enjoyed the lectures as well as the cities. Eventually, I enrolled in the bachelor program at Utrecht University. Was I certain of my choice? Absolutely. Was I well-informed? Maybe not so much. Despite my extensive orientation, I quickly learned that the program consisted of more statistics courses than I had anticipated and that the vast amounts of literature I had to cover on a weekly basis, exceeded my reading skills. I felt a little lost again. Had I chosen the wrong program after all? Did I lack the required skills for the program of my choice? Today, at the end of my PhD I know that the transitional phase from high school to university is generally considered difficult and that many students struggle in the first few months of their university-experience. I have read about it in scientific literature, witnessed it in students that I taught, and I had experienced it myself when I started studying. Maybe my personal experience is why I was so drawn to this PhD project. It is definitely one of the reasons that kept me motivated throughout this journey.

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Character-Based Admissions Criteria in the United States and in Europe: Rationale, Evidence, and Some Critical Remarks

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Cited by 2 publications

References 76 publications

Mecanismos de ingreso de las universidades públicas estatales en México: un análisis bajo el concepto de equidad

Mecanismos de ingreso de las universidades públicas estatales en México: un análisis bajo el concepto de equidad

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