A continuum between strong selection
and open access in higher education
entrance policy.
Can orientation tools bring a solution ?
Ellen Danckaert (KAHO Sint-Lieven)
Evelien Schyvinck (KAHO Sint-Lieven)
Joke Vanhoudt (Dienst Studieadvies K.U.Leuven)
BELGIUM
Program
• Introduction:
situation in Flanders
• Round table discussion:
theses
Situation in Flanders
• Open access system
• 50% drop-out in the first year:
- no clear view on their own skills
- no clear view on the
expectations of the education
program
= ill-considered study choice
Cause-effect relationship?
Flanders
FREE
ENTRANCE
A whole range of possibilities:
•Coaching, study guidance
Qualitative information to support the study orientation for
freshmen
•Orientation
Support of study orientation by non-obligatory tests, prior
knowledge tests, preparatory summer schools
•Selective admission
Admission to a subset of educational programs depending on
the secondary school program
•Individual selection
Specific obligatory tests
SELECTIVE
Situation in Flanders
• Chosen solution to reduce drop-out:
from coaching/study guidance to
orientation
• HOW?
Stimulate reflection:
fit
Situation in Flanders
Project: “Study choice guidance of
incoming students in higher education:
self-assessment tool for assessment of
starting competences and script with
scenarios for an orientation meeting.”
Project
1. Selfassessment tool
2. Script with scenarios for an orientation
meeting
3. Pitfalls during the project
1. Self-assessment tool
1. Knowledge and skills
2. Attitudes
General competences
Specific competences for
a discipline
1.1 Cognitive
competences
e.g.: basics in
mathematics,…
1.2 Communicative
competences
1.3 Cooperative
competences
1.4 Learning skills
1.5 ICT skills
2.1 Motivation
2.2 Interests
2.3 Expectations
www.studiekeuzebegeleiding.be
2. Script
• Orientation meeting with a study
advisor:
- strenghts?
- deficiencies?
tips and support/advice
Situation in Flanders
3. Pitfalls during the project:
-marketing >< neutral study advice
-orientation instrument & orientation meeting are voluntary
(open access system)  who do we reach?
-study advice based on a wide range of competences ><
exclusively knowledge  How can we measure the
profoundness of competences?
Round table discussion
• Main question :
How do we match an open access
system with getting the right student
in the right place?
Thesis 1
• Higher education is not in the first
place responsible for study choice
guidance. The main actor is
secondary education.
Thesis 2
• A more extensive admission or
selection procedure gives students
the possibility to develop their
choice skills. They learn to reflect
and to argument why they have
made such choices.
Thesis 3
• We should base our selection
particularly on foreknowledge and
prior school career.
Thesis 4
• Students are expected to be
independent and self-steering.
Because of this, (study) guidance is
only important at the beginning of
their study career.
Thesis 5
• Why do we use selection criteria or
tests? They can’t foretell what
students results will be. Too much
parameters play a part.
Thesis 6
• Selection takes a lot of time and
only well trained people can do this.
This costs a lot, even too much
opposite to the money gained with
it.
Thesis 7
• Mature and transfer students need
less guidance to make the right
study choice and pass selection,
because their experiences are more
comprehensive or extensive.
Thesis 8
• If students are not accepted for their
first choice, they should be happy
they still have their second or third
choice, and make another lifepath.
There are choices enough to make
in live, no time to look back.
Thesis 9
• Every student can choose his own
subject for the master’s thesis and
they all have the chance to get the
best internship.