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Reconstructing PhD Admissions Through Organizational Learning.

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Title: Reconstructing PhD Admissions Through Organizational Learning.
Authors: Rosinger, Kelly (AUTHOR), Posselt, Julie (AUTHOR), Miller, Casey W. (AUTHOR)
Source: Journal of Higher Education. 2026, Vol. 97 Issue 1, p22-57. 36p.
Subjects: Organizational learning, Diversity in education, Educational equalization, Universities & colleges, University & college admission, Evaluation methodology, Doctoral programs, STEM education
Abstract: The goal of this study was to assess the outcomes of a grant-funded intervention designed to provide comprehensive training and support for holistic admissions in 26 STEM PhD programs at five California research universities. This pilot intervention combined a flexible, research-based model of holistic review, training for faculty involved with admissions, and informal coaching in how to critically analyze and redesign their admissions processes. Using a theoretical framework centered on organizational learning as a mechanism of equity-minded change, we assessed evidence of learning in two ways: 1) adoption of admissions practices that align with a new paradigm, and 2) changes in the racial and gender composition of applicants, admits, and enrollees. Drawing on administrative and survey data from participating programs, we find evidence suggestive of positive, sustained changes in both adoption of new admissions practices and racial diversity. This indicates that systemic, scaffolded approaches may promote more equitable processes and outcomes in the graduate and professional education context. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Reconstructing PhD Admissions Through Organizational Learning.
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  Data: <searchLink fieldCode="DE" term="%22Organizational+learning%22">Organizational learning</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22University+%26+college+admission%22">University & college admission</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+programs%22">Doctoral programs</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink>
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  Data: The goal of this study was to assess the outcomes of a grant-funded intervention designed to provide comprehensive training and support for holistic admissions in 26 STEM PhD programs at five California research universities. This pilot intervention combined a flexible, research-based model of holistic review, training for faculty involved with admissions, and informal coaching in how to critically analyze and redesign their admissions processes. Using a theoretical framework centered on organizational learning as a mechanism of equity-minded change, we assessed evidence of learning in two ways: 1) adoption of admissions practices that align with a new paradigm, and 2) changes in the racial and gender composition of applicants, admits, and enrollees. Drawing on administrative and survey data from participating programs, we find evidence suggestive of positive, sustained changes in both adoption of new admissions practices and racial diversity. This indicates that systemic, scaffolded approaches may promote more equitable processes and outcomes in the graduate and professional education context. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00221546.2025.2451609
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      – Code: eng
        Text: English
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        PageCount: 36
        StartPage: 22
    Subjects:
      – SubjectFull: Organizational learning
        Type: general
      – SubjectFull: Diversity in education
        Type: general
      – SubjectFull: Educational equalization
        Type: general
      – SubjectFull: Universities & colleges
        Type: general
      – SubjectFull: University & college admission
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      – SubjectFull: Evaluation methodology
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      – SubjectFull: Doctoral programs
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      – SubjectFull: STEM education
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              Text: 2026
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