Do Flexible Admission Systems Affect Student Enrollment? Evidence from UK Universities

Autor/inn/en	K. Massoud, Hiba; Ayoubi, Rami M.
Titel	Do Flexible Admission Systems Affect Student Enrollment? Evidence from UK Universities
Quelle	In: Journal of Marketing for Higher Education, 29 (2019) 1, S.84-101 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1241
DOI	10.1080/08841241.2018.1562507
Schlagwörter	Correlation; College Admission; Enrollment Trends; Universities; Foreign Countries; Admission Criteria; College Choice; Decision Making; Student Characteristics; Trend Analysis; College Applicants; Student Attitudes; Student Motivation; United Kingdom + Suchen Sie Ihr Suchwort? Korrelation; Hochschulzugang; Hochschulzulassung; Zulassung; University; Universität; Ausland; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Studienortwahl; Decision-making; Entscheidungsfindung; Trendanalyse; College applications; Studienbewerber; Schülerverhalten; Schulische Motivation; Großbritannien
Abstract	We reveal the current level of flexible admission systems (FAS) at UK universities, and explore its impact on student enrollment rates. We employ quantitative analysis techniques for data collected and customized from the Higher Education Statistics Agency (HESA) in the UK, during the period 2010-2015. To understand the impact of FAS on student enrollment, six statistical tests were conducted. Based on the level of FAS adopted by universities, we identified four groups of UK universities: very low, low, medium, and high levels of FAS. No robust evidence exists to support claims that universities which apply a higher level of FAS have higher student enrollment. The study results were based only on secondary data collected from HESA, so future studies should be based on other types of data. This paper attempts to cover the missing elements of previous literature and its traditional research techniques. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01