Twentieth International Conference on Diversity in Organizations, Communities & Nations

Abstract

Holistic admissions is a framework premised on the ideals of applicant inclusion and efficacy in graduate admission processes. It offers a student-centered methodology from which universities may ‘re-construct’ admission policies and practices that mandate evaluation methods – as directed by institutional administrators. Contrastingly, based upon critical pedagogy and humanist theories, holistic admissions places student candidate efficacy as primarily important in the admissions milieu. More specifically, graduate admission committees and other institution stakeholders may enhance student access and diversity outcomes through the deliberative integration of learning styles as a focal point from which to develop a holistic admission approach - or adapt select principles from the practice. Further, applicants may represent their academic competencies by choosing and completing distinct admission assessments. Student candidate learning styles are aligned with distinct types of assessments. Correspondingly, stakeholders may include learning styles measurements in the admission context. The concept and practice of holistic admissions is further underpinned by the inclusion of different types of, non-cognitive approaches to assess graduate school applicants’ readiness for program entry, persistence, and successful completion. The purpose of this study is to synthesize the current, empirical holistic admissions literature and relate the framework as an adaptable university practice.