- Title
- Exploring university level admissions decision-making based on access testing and undergraduate admissions variables
- Creator
- Oakes, Elizabeth
- Subject
- decision-making
- Subject
- Social-Judgement Theory
- Subject
- Cognitive-Continuum TheoryLens Model Equation
- Date Issued
- 2023-12
- Date
- 2023-12
- Type
- Doctoral's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/62969
- Identifier
- vital:73078
- Description
- Decision-making is an essential everyday cognitive function. How people go about making judgements and decisions is difficult to pin down. The reason for this lies in the inherent nature of decision-making, which is uncertain and variable because decision-making is a human cognitive process that is context-dependent. However, the body of research on judgement and decision-making (JDM) is concerned with describing what people are 'actually' thinking, when they make decisions or judgements. This study applied the descriptive theories of the Social-Judgement Theory (SJT) and the Cognitive-Continuum Theory (CCT), in order to understand decision-making in an undergraduate, entry-level admission decision-making context, in which decision-makers used access testing and school results, to make admission decisions at Nelson Mandela University. The sample consisted of four consultants from the Centre for Access Assessment and Research (CAAR) who volunteered to participate in the study. While the sample was small, it was nonetheless deemed to be adequate as 57% of the consultants at CAAR were included in the sample. Using the SJT methodological approach, an experiment was conducted to mirror the real-life context of decision-making at CAAR. As CAAR consultants were used to test, and school results being presented on a profile when they made decisions, a sample of 120 of these was drawn from a repository, with 60 of them requiring decisions for degree admission (to B Com Accounting) and 60 for diploma admission (to the Diploma in Accountancy). Ten degree and 10 diploma profiles were duplicated to check for consistency in decision-making. As SJT suggests restricting the number of cues used, a process was instituted to identify the cues perceived to be used most frequently to make decisions at CAAR. This resulted in 5 cues being included on the cue profile. In Phase 1 of the experiment the CAAR consultants made admission decisions using a familiar cue profile in terms of how the information was presented visually and numerically. In phase 2 the information was presented using a different visual format, which was more closely aligned to the intuitive decision-making mode that most consultants used. A 2 x 2 within-subjects experimental design was thus employed with two independent variables, namely, profile type and program type. Descriptive statistics and correlational and regression analyses were used to describe the judgement policies of the consultants in terms of the time taken, the difficulty ratings, and the cue use and its importance). The indices of the Lens Model Equation (LME) of SJT were used to describe the decision-achievement levels, and the Task-Continuum Index (TCI) was computed to describe which cognitive modes were used. xvii The results revealed that decision-makers have unique, varied, and changeable judgement policies, with regard to the time taken, the perception of difficulty, and the decision outcomes and had a tendency to rely more on the school results, while the regression models derived indicated that test results made a stronger contribution to the decision outcome. The consultants found degree decisions easier than diploma decisions, and the consultants perceived the contribution and weighting of the cues somewhat differently, once the format of the cue profile had changed in Phase 2, although they made decisions more quickly in Phase 2. The decision-makers also displayed individualised patterns of decision achievement that differed for degree and diploma programs. Furthermore, in terms of the cognitive mode, decision-makers were thinking quasi-rationally and they largely used the cognitive modes of computer modelling or expert judgement. Thus, by synergistically using the two theories of JDM, the researcher was able to determine baseline information for understanding decision- making in an admission context. Furthermore, suggestions were made in terms of the nature of the feedback and training that could be provided to decision-makers to enhance their future decision-making. Suggestions were also made regarding how the methodology used and findings of this study could be applied in other contexts, such as when training students in psychological assessment.
- Description
- Thesis (Ma) -- Faculty of Health Science, 2023
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (xvii, 231pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Health Science
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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NMU School of Clinical Care Sciences
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Oakes, E.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |