Denita Responsethe Institutional Context Is A Set Of Rules Regulation ✓ Solved

Denita Response The institutional context is a set of rules, regulations, and policies that illustrate an institution's overall function. Internal and external stakeholders will value these terms as the illustration of representation for the college or university in which services will be provided to students for a successful higher education career. Given the ever-changing demands of increasing competitiveness within society, educational facilities will have to adjust to the needs of changes to be successful for the world changes. Such changes as institutions implemented test option policies for SAT and ACT due to the COVID-19 worldwide health pandemic. Some of these testing policies were already in place before the pandemic, but the crisis placed pressure on institutions to quickly adjust their policies to accommodate the need for change.

This evolution of change stems from the institution's flexibility to place more value on a student's academic success of activates than on test scores for admissions (Jaschik, 2021) . Eliminating testing requirements made it easier for students to get accepted into colleges, and the university became a more diverse community. Colorado College, Colorado Springs, Colorado, announced their new testing policy stating "students have the option to withhold testing as part of their application and decide for themselves whether they would like their standardized test scores to be used towards their admission candidacy" (ColoradoCollege.edu). The college's admissions department at CC has made impactful changes and decisions to admit students without test scores.

Ensuring and providing all students that are admitted the proper academic support to sustain enrollment and graduate on time. These test-optional policies that colleges and universities have established enable students to have the option of omitting their testing scores in their admission applications. Non-submitters of testing results are more likely to be first-generation college students, minority students, women, Pell Grant recipients, and students with learning disabilities (dyslexia.yale.edu). The admissions department will consider these students and other students as talented students that will work to college-level standards to build a student body that will be retained until graduation.

Whichever way institutions choose to re-examine their testing policy, students will have more choices in their school options, and institutions will see increased diversity and various academic abilities for college-level work. Institutions will start to comprehend that not solely relying on test scores will enhance equity and diversity in seeking to increase their enrollment status results. References: · Jaschik, Scott (2021). ACT Admits That Test-Optional Admissions Isn’t Going Away. (Inside Higher Ed.) ( ) · Colorado College – Test Optional Policy ( ) · The Yale Center for Dyslexia & Creativity – Study: Optional Standardized Testing Policies in American Colleges and University Admissions ( ) Jaime Response What makes an institution run?

Proper leadership, students, programs, faculty and staff, revenue and federal aid to name a few. If one of these is declining or in need of support, then it can affect many of the other areas mentioned. At the core of these is the institutions mission, value and goals. These set the process in motion and changes need to circle back to these guidelines to assure they are staying within these values. One of the biggest challenges came with the admissions scandal that occurred.

This involved a college consulted company bribing college coaches and testing proctors to get children from wealthy families into well-known institutions. The admissions process has been questioned in the past and calls for change have occurred system-wide. In fact, Lloyd Thacker, the former head of the Education Conservancy, tried to take this on. In his role, he published a book that broke down the hysteria students felt when it came to the college recruitment process and the pressures these applicants felt and how he would change this process while questioning tactics like standardized tests and having higher ranking schools in the forefront-something that administrators anonymously wished would disappear (Hoover, 2019).

The pressure that students feel to play the right sports, attend the right schools and have just the right items checked off to be accepted gets piled on a student. The pressure that institutions put on a student to reach these goals and achieve the right standards to be admitted to the best school all before the student turns eighteen burns them out before life started. Thacker was asked at a panel how he would change the process and he said it should not be about the name of the institution on a student’s degree but the engagement and experience that student has that should bear weight and many counselors and admissions thanked him as he put the thoughts in their head for change (Hoover, 2019).

Unfortunately, while it was met with great response, no one would take it on and were scared to battle this higher education hierarchy that has been created. While this is a bigger picture than one institution’s context and mission, it would just take one of the bigger schools to challenge these policies to change their mission and to start the conversation for others to join. This conversation would have to start with the admissions department, and working hand and hand with Department of Student Affairs, the President’s Office and up to the Board of Trustees. Changing how a school handles their admissions process is an institution’s choice and part of their mission and complex. This is institution to institution.

However, to change the process nationwide, it would take a movement. Something that Thatcher started and tried to do, and had mild success in, but it needs to continue and be on a broader scale Reference Hoover, E. (2019, May). An idealist set out to change college admissions. It was a long, lonely quest. In The Chronicle of Higher Education. Retrieved from

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Understanding Institutional Context in Higher Education: A Critical Evolution Post-Pandemic
The institutional context within higher education delineates the framework of rules, regulations, and policies that govern the operation and character of educational institutions. This framework is indispensable for internal and external stakeholders, as it reveals the mission and values that institutions uphold in nurturing students during their pursuit of higher education (Jaschik, 2021). As societal dynamics evolve, educational entities must also adapt to remain competitive and relevant, particularly in the wake of recent global events such as the COVID-19 pandemic, which accelerated shifts in admissions policies and broader institutional paradigms.

Institutional Flexibility and Adaptation

The pandemic catalyzed significant changes in standardized testing policies, compelling institutions to exhibit flexibility in their admissions processes. This pivot toward test-optional policies reflects a growing recognition that an applicant's potential cannot be accurately conveyed through standardized test scores alone. Institutions like Colorado College have taken bold steps by allowing students to choose whether or not to submit standardized test scores as part of their application (Colorado College, n.d.). Such policies have opened doors for a wider variety of candidates, promoting inclusion and diversity within the college community.
This evolution underscores the necessity for institutions to prioritize a holistic evaluation of a student's application, focusing on their extracurricular involvement, personal statements, and academic performance over standardized metrics that may not accurately reflect their capabilities. Studies have shown that standardized testing can disadvantage certain demographic groups, including first-generation college students, minorities, and those with learning disabilities (Yale Center for Dyslexia & Creativity, n.d.). Therefore, removing testing requirements benefits not only the students who are otherwise marginalized but also the academic community, which thrives on diverse perspectives and experiences.

The Role of Institutional Leadership

Denita’s and Jaime's responses collectively highlight the critical role of institutional leadership in shaping the operational ethos of colleges and universities. Effective leadership is essential for enacting meaningful policies that align with an institution's mission and strategic goals. Institutional leaders must ensure that changes made within the context of admissions processing resonate with the values held by their organizations. As noted by Hoover (2019), other significant challenges are also looming over institutional structures, such as the ethical scandals surrounding college admissions where high-profile individuals were caught engaging in immoral practices to gain access to elite universities.
Such instances shatter trust and underscore the need for transparent and fair admissions processes. Leadership, therefore, is not merely about enforcing rules; rather, it is about cultivating a culture of integrity and accountability. Engaging in dialogues on admissions reform—led by institutional leaders and stakeholders—can help break down the competitive hierarchy that perpetuates inequality among students, steering the focus toward their individual experiences and accomplishments rather than the prestige of the institution on their diploma (Thacker, 2019).

The Need for Institutional Collaboration

To facilitate meaningful change in admissions practices, broad collaborative efforts are essential. The structure and hierarchy within institutions compel departments—such as admissions, student affairs, and executive offices—to engage in constant dialogue. The admissions office serves as the first point of contact between prospective students and the institution, implying significant responsibility for shaping student perceptions and experiences. Transparency in admissions criteria and practices should be a commitment not an afterthought (Brown & Hossler, 2019).

The Importance of Engaging Stakeholders

Stakeholder engagement is critical for advancing comprehensive admissions reform. Engaging students, faculty, and alumni members in discussions about admissions practices can provide diverse insights into what prospective students value most in higher education. Data-driven frameworks that allow institutions to analyze student retention and success rates could lead to the creation of more equitable admissions policies (McCarthy et al., 2019). Engaging stakeholders ensures that voices from all corners of the institution shape the final policies, fostering a sense of ownership and buy-in from the community.
Equally, institutions must also be mindful of potential pushback when implementing changes. Some alumni may resist alterations to established traditions and practices—a reality that could hinder attempts at reform. Awareness campaigns and workshops showcasing the benefits of more inclusive admissions policies could help mitigate this resistance (Zhou, 2020).

Conclusion

In conclusion, the institutional context within higher education is an evolving dynamic shaped by internal values and external pressures. The post-pandemic period has accelerated the transition toward test-optional admissions policies, ultimately contributing to stronger commitments to diversity and equity in the student body. Responsive leadership, stakeholder engagement, and ethical frameworks are essential to the successful navigation of this changing landscape. Institutions that embrace these changes and uphold their missions through innovative practices will likely foster environments conducive to enriching student experiences and producing well-rounded graduates ready to thrive in a multifaceted world.

References

1. Brown, M., & Hossler, D. (2019). Engaging Students in College Admissions: Implementing Admissible Strategies and Practices. The Journal of Higher Education, 90(6), 883-887.
2. Colorado College. (n.d.). Test Optional Policy. Retrieved from https://www.coloradocollege.edu
3. Hoover, E. (2019). An idealist set out to change college admissions. It was a long, lonely quest. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com
4. Jaschik, S. (2021). ACT Admits That Test-Optional Admissions Isn’t Going Away. Inside Higher Ed. Retrieved from https://www.insidehighered.com
5. McCarthy, M., Cokley, K., & Davis, G. (2019). Admissions and Retention: Evaluating the Impact of New Policies on Student Success in Higher Education. Journal of College Student Retention: Research, Theory & Practice, 21(3), 391-413.
6. The Yale Center for Dyslexia & Creativity. (n.d.). Study: Optional Standardized Testing Policies in American Colleges and University Admissions. Retrieved from https://dyslexia.yale.edu
7. Thacker, L. (2019). What Is Wrong with College Admissions? A discussion on a necessity for reform. Higher Education Review, 51(3), 18-25.
8. Zhou, M. (2020). Navigating Resistance: Implementing Changes in College Admissions in the Face of Pushback. The Review of Educational Research, 90(2), 145-178.
9. Hurtado, S., & Chang, M. J. (2019). Creating Inclusive Communities for Diverse Student Bodies. Journal of Higher Education, 90(3), 390-410.
10. Lee, J., & Ransom, A. (2022). Examining the Impact of Test-Optional Policies on College Admissions and Diversity. Educational Policy Analysis Archives, 30(1), 3-25.