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Change in the admissions evaluation process : a study of the adoption of committee-based evaluation at selective colleges and universities / Yvonne M. Romero da Silva.

Author/Creator:
Romero, Yvonne M. da Sliva, author.
Format/Description:
Thesis/Dissertation
Book
xiii, 305 leaves : illustrations ; 29 cm
Production:
[Philadelphia, Pennsylvania] : University of Pennsylvania, 2017.
Status/Location:
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Local subjects:
Penn dissertations -- Higher education management. (search)
Higher education management -- Penn dissertations. (search)
Penn dissertations -- Education. (search)
Education -- Penn dissertations. (search)
Summary:
In the past two decades, major demographic shifts, increasing college applications, court rulings, public referenda, and increased public scrutiny on how admissions offices evaluate and select applicants have increased pressure on selective college and university admissions offices to change and adapt their college admissions practices. At the same time, individualized review of every applicant has emerged as the preferred standard for evaluation and selection as described by Justice O'Conner in the 2003 Grutter v. Bollinger Supreme Court ruling. However, holistic, individualized review in its present, most pervasive form, whereby independent admissions officers read, evaluate, and summarize an entire application usually in isolation, is an expensive and highly resource-intensive process. This study used a case study approach to analyze how five admissions offices at selective American colleges and universities adopted or piloted committee-based evaluation (CBE) as their holistic evaluation process. In particular, this study explored the motivations for admissions leadership to implement change in their evaluation and selection processes and identified the resulting types of change that admissions offices experienced. Three main types of changes occurred: change to office productivity, change to admissions officer professional development, and change to office culture. The study also explored whether both structural and attitudinal changes were present, as defined by Adriana Kezar's framework for first- and second-order change, in order to ascertain whether second-order change occurred through the adoption of CBE implementation. Finally, the study explored whether admissions leadership used vehicles for sensemaking to increase staff buy-in and manage uncertainty.
Notes:
Ed. D. University of Pennsylvania 2017.
Department: Higher Education Management.
Supervisor: Eric J. Kaplan.
Includes bibliographical references.
Contributor:
Kaplan, Eric J., degree supervisor.
Perfetto, Greg, degree committee member.
Perna, Laura W., degree committee member.
University of Pennsylvania. Department of Higher Education Management, degree granting institution.
ISBN:
9780355285680