Systemic Conflicts and Integrations of the Multiple Entrance Program: A Case Study on University T's Experiences from the Perspective of Dialectical Epistemology

The Ministry of Education launched the Multiple Entrance Program in 2002 to realize principles such as diversified development, social justice, and adaptive prioritization. However, how this program affects universities and students at stake requires further investigations. We conducted a case study...

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Bibliographic Details
Published inBulletin of Educational Research Vol. 65; no. 2; pp. 77 - 116
Main Authors Tzeng, Jeng-Yi, Hsieh, Hsiao-Chin
Format Journal Article
LanguageChinese
Published Taipei National Taiwan Normal University, Dept of Education 01.06.2019
Subjects
Case studies
Colleges & universities
Educational Needs
Entrance examinations
Epistemology
Higher education
Student Recruitment
Universities
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Summary:The Ministry of Education launched the Multiple Entrance Program in 2002 to realize principles such as diversified development, social justice, and adaptive prioritization. However, how this program affects universities and students at stake requires further investigations. We conducted a case study on University T, whose innovative student recruitment programs are well-known. We interviewed program-related students, teachers, and a staffmember, and analyzed conflicts emerged from the data in accordance with the perspective of dialectical epistemology. We found that once the program is activated, it not only changes the practice of recruitment, but also triggers tensions and conflicts between the department tradition of academic supremacy and students' diversified learning needs, invoking systemic conflicts among university, departments, and students. Therefore, in addition to building consensus and providing supporting measures, the university needs to promote active conversations among the involved parties,
ISSN:1028-8708
DOI:10.3966/102887082019066502003