Redefining Merit Through New Routines: Holistic Admissions Policy Implementation in Graduate Education

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2023-10-30 DOI:10.3102/01623737231201612

Julie Posselt, Deborah Southern, Theresa Hernandez, Steve Desir, Fatima Alleyne, Casey W. Miller

引用次数: 0

Abstract

Despite a growing body of research on the outcomes of holistic admissions and eliminating standardized test score requirements throughout education, few have documented how organizations transition to holistic review. Implementation, however, may help explain variation in impacts of holistic admissions. This article draws upon theories of organizational routines to examine adoption of holistic review in 13 STEM PhD programs from five universities. We conducted 60- to 90-min interviews with admissions leaders, including a COVID-19 transcript review activity. Data reveal change is multilevel, involving new policy/structural, practice/cultural, and cognitive/interpretive routines, which carry promise for disrupting institutionalized inequities where the politics of changing these routines can be managed. We discuss implications for policy, organizational practice, and future research on academic evaluations.

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通过新惯例重新定义成绩:研究生教育的整体录取政策实施

尽管越来越多的研究关注整体录取的结果，并在整个教育过程中取消标准化考试分数要求，但很少有人记录组织如何过渡到整体审查。然而，实施可能有助于解释整体招生影响的变化。本文借鉴组织惯例理论，考察了五所大学13个STEM博士项目采用整体评估的情况。我们对招生负责人进行了60至90分钟的采访，包括COVID-19成绩单审查活动。数据显示，变化是多层次的，涉及新的政策/结构、实践/文化和认知/解释惯例，它们有望打破制度化的不平等，而改变这些惯例的政治是可以管理的。我们将讨论学术评估对政策、组织实践和未来研究的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.