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

被引：3

作者：

Posselt, Julie ^{[1
]}

Southern, Deborah ^{[2
,3
]}

Hernandez, Theresa ^{[4
]}

Desir, Steve ^{[5
]}

Alleyne, Fatima ^{[6
]}

Miller, Casey W. ^{[7
]}

机构：

[1] Univ Southern Calif, Grad Sch, Los Angeles, CA 90007 USA

[2] Univ Calif Los Angeles, Dept Educ, Los Angeles, CA USA

[3] Univ Calif Los Angeles, Ralph J Bunche Ctr African Amer Studies, Los Angeles, CA USA

[4] Northern Arizona Univ Yuma, Yuma, AZ USA

[5] Univ Southern Calif, Rossier Sch Educ, Los Angeles, CA USA

[6] Amer Phys Soc, Ridge, NY 11961 USA

[7] Rochester Inst Technol, Coll Sci, Rochester, NY USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2025年 / 47卷 / 01期

关键词：

admissions; equity; organizational change; higher education; faculty development; AFFIRMATIVE-ACTION BANS; ORGANIZATIONAL ROUTINES; RACIAL DIVERSITY; GENDER BIAS; HIGH-SCHOOL; FACULTY; STUDENTS; IMPACT; PERSONALITY; DISCIPLINE;

D O I：

10.3102/01623737231201612

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：159 / 184

页数：26

共 40 条

[31] Heralding a New Era for Higher Education Institutes: Moving Towards Implementation of National Education Policy 2020: A Pharmacy Undergraduate Program Perspective
Upadhya, Archana
Saraf, Madhusudan Natvarlal
INDIAN JOURNAL OF PHARMACEUTICAL EDUCATION AND RESEARCH, 2025, 59 (01) : 46 - 55
[32] Enhancing interprofessional education and practice: Development and implementation of a new graduate-level course using the international classification of functioning, disability, and health
Tram Nguyen
Fayed, Nora
Gorter, Jan Willem
MacDermid, Joy
JOURNAL OF INTERPROFESSIONAL CARE, 2016, 30 (03) : 385 - 387
[33] What might Normalisation Process Theory bring to policy implementation studies? Learning lessons and uncovering questions through a case study of the profound implementation failure of a new policing policy
Mackenzie, Mhairi
Bradley, Lisa
Stanley, Nicky
Gannon, Maria
Barton, Deborah
Cosgrove, Katie
Conway, Ellie
Feder, Gene
SOCIAL POLICY & ADMINISTRATION, 2019, 53 (03) : 449 - 463
[34] From New Public Management to public value: Irish education policy through the lens of Statements of Strategy
Gleeson, Jim
IRISH EDUCATIONAL STUDIES, 2023,
[35] Harmony in the Environmental and Forestry Policy Case Study: Human Resource Development in the Implementation of Environmental Impact Assessment Through Education and Training
Tasdiyanto
ADVANCED SCIENCE LETTERS, 2017, 23 (03) : 2573 - 2575
[36] Implementation of an Intern Boot Camp Curriculum to Address Clinical Competencies Under the New Accreditation Council for Graduate Medical Education Supervision Requirements and Duty Hour Restrictions
Krajewski, Aleksandra
Filippa, Dawn
Staff, Ilene
Singh, Rekha
Kirton, Orlando C.
JAMA SURGERY, 2013, 148 (08) : 727 - 732
[37] Environmental Education Policy Implementation Through Participatory Environmental Activity Based in Senior High School (SMA) 2 Pati, Central Java']Java, Indonesia
Dhanarko, Topo Budi
HartutiPurnaweni
KismartiniKismartini
ADVANCED SCIENCE LETTERS, 2017, 23 (03) : 2564 - 2566
[38] Unity through diversity. Education for a New Europe: The multicultural heritage between Romania and Serbia and its benefits for a common educational policy.
Pacurar, Adrian
Epure, Lia Lucia
5TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES, 2014, 116 : 578 - 584
[39] The Cheshire and Merseyside Tier 4 CAMHS Gateway Model: A Case Study on the Implementation of a Clinician-Led New Care Model to Respond to the Needs of Children and Young People at Risk of Admission to Tier 4 CAMHS or Receiving Inpatient Mental Health Care. the Model Addresses Established System Challenges, Has Developed Multi-Agency Tools and Has Reduced the Need for Escalation Beyond Professionals at Place; Has Had an Impact on Avoidable Admissions to In-Patient Settings; and Has Informed System Learning Concerning the Interface Between Research, Policy, and Practice
Collins, Elizabeth
Pender, Fiona
BJPSYCH OPEN, 2023, 9 : S120 - S120
[40] The Cheshire and Merseyside Tier 4 CAMHS Gateway Model: A Case Study on the Implementation of a Clinician-Led New Care Model to Respond to the Needs of Children and Young People at Risk of Admission to Tier 4 CAMHS or Receiving Inpatient Mental Health Care. the Model Addresses Established System Challenges, Has Developed Multi-Agency Tools and Has Reduced the Need for Escalation Beyond Professionals at Place; Has Had an Impact on Avoidable Admissions to In-Patient Settings; and Has Informed System Learning Concerning the Interface Between Research, Policy, and Practice
Collins, Elizabeth
Pender, Fiona
BJPSYCH OPEN, 2023, 9 : S120 - S120

← 1 2 3 4 →