‘It’s a match, but is it a good fit?’: admissions tutors’ evaluation of personal statement for PhD study
File(s)
Accepted version
Author(s)
Chiu, Y
Type
Journal Article
Abstract
This article investigates academics’ expectations and interpretations of the personal statement and its associated evaluation practice in the context of postgraduate school admissions. The analysis was based on semi-structured interviews with 10 experienced academics in doctoral applications evaluation at a US university. Data were thematically coded and analysed using the notion of discourse and power to identify a set of representations of ideas that academics draw on for the purpose of evaluating the personal statement. The findings suggest that academics’ evaluations have been rooted in their understanding of the nature of PhD study, the current situation in the programme, and the structure of the admissions process in a particular academic discourse community. The discourses of ‘match’ and ‘fit’ emerged as being important to the academics’ evaluation practice. This paper argues that the admissions discourses of ‘match’ and ‘fit’ have perplexed the evaluation process in that the ‘match’ appears to be associated with a more explicit and standardised list of requirements whereas the ‘fit’ emphasises more fluid and contingent programme priorities. There is a need for future research to determine the relevance and applicability of ‘match’ and ‘fit’ to further our understanding of the complexities of the admission process across contexts.
Date Issued
2018-08-22
Date Acceptance
2018-07-14
Citation
Oxford Review of Education, 2018, 45 (1), pp.136-150
ISSN
0305-4985
Publisher
Taylor & Francis (Routledge)
Start Page
136
End Page
150
Journal / Book Title
Oxford Review of Education
Volume
45
Issue
1
Copyright Statement
© 2018 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Oxford Review of Education on 22 Aug 2018, available online: https://doi.org/10.1080/03054985.2018.1502168
Identifier
https://www.tandfonline.com/doi/full/10.1080/03054985.2018.1502168
Subjects
Social Sciences
Education & Educational Research
Personal statement
occluded genre
PhD admission
reader view
admissions discourse
politics
GENRE STRUCTURE
Education
13 Education
Publication Status
Published
Date Publish Online
2018-08-22