Publication

Applying organizational justice theory to admission into higher education: Admission from a student perspective

Niessen, A. S. M., Meijer, R. R. & Tendeiro, J. N., Mar-2017, In : International Journal of Selection and Assessment. 25, 1, p. 72-84 13 p.

Research output: Contribution to journalArticleAcademicpeer-review

Applicant perceptions of methods used in admission procedures to higher education were investigated using organizational justice theory. Applicants to a psychology study program completed a questionnaire about several admission methods. General favorability, ratings on justice dimensions, relationships between general favorability and these dimensions, and differences in perceptions based on gender and on the aim of the admission procedure (selection or matching) were studied. In addition, the relationship between favorability and test performance, and the relationship between favorability and behavioral outcomes were investigated. Applicants rated interviews and trial‐studying tests most favorably. Contrary to expectations based on the existing literature, high school grades were perceived least favorably and there was no relationship between applicant perceptions and enrollment decisions. In line with previous research in the employment literature, general favorability was most strongly related to face validity, study‐relatedness, applicant differentiation, the chance to show skills, perceived scientific evidence, and perceived wide‐spread use. We found no differences in applicant perceptions based on gender and small differences based on the aim of admission procedures. These results extend the applicant perceptions literature to educational admission and the results are useful for administrators when choosing methods to admit students.
Original languageEnglish
Pages (from-to)72-84
Number of pages13
JournalInternational Journal of Selection and Assessment
Volume25
Issue number1
Publication statusPublished - Mar-2017

    Keywords

  • PERSONNEL-SELECTION TECHNIQUES, COGNITIVE-ABILITY TESTS, TEST-TAKING MOTIVATION, FAIRNESS REACTIONS, APPLICANT REACTIONS, PERCEIVED FAIRNESS, UNITED-STATES, METAANALYSIS, EXPLANATIONS, PERCEPTIONS

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