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