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Frontiers in Educational Research, 2026, 9(9); doi: 10.25236/FER.2026.090909.

Risk-Based Secondary Oversight in University Postgraduate Admissions: An Internal-Control Perspective

Author(s)

Liao Ting

Corresponding Author:
Liao Ting
Affiliation(s)

Jiangsu University, Zhenjiang, China

Abstract

Safeguarding integrity in postgraduate admissions depends not only on formal rules but also on whether universities can detect where those rules are most likely to fail. From an internal-control perspective, this paper examines risk-based secondary oversight by university discipline inspection and supervision bodies. Secondary oversight is understood here as an independent review of how admissions units exercise authority and perform their own control duties, rather than the direct substitution of supervisory personnel for operational staff. A practice-oriented analysis identifies three recurring difficulties: the large and dispersed group of participants, the technical complexity of the admissions workflow, and the long annual cycle over which evidence must be retained and reviewed. In response, the paper develops a framework centered on key personnel, high-risk procedures, and critical time windows. It links preventive integrity reminders and responsibility confirmation with targeted checks on examination security, marking, interviews, information disclosure, complaint handling, and rectification. The framework also emphasizes documented follow-up so that identified weaknesses lead to changes in routine controls. This approach can help universities use limited supervisory resources more selectively, preserve the primary responsibility of admissions units, and strengthen procedural fairness and accountability throughout the admissions cycle.

Keywords

Postgraduate Admissions Governance, Risk-Based Secondary Oversight, Institutional Internal Control, Procedural Integrity, Higher Education Governance

Cite This Paper

Liao Ting. Risk-Based Secondary Oversight in University Postgraduate Admissions: An Internal-Control Perspective. Frontiers in Educational Research (2026), Vol. 9, Issue 9: 62-66. https://doi.org/10.25236/FER.2026.090909.

References

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