Keywords

Holistic Review, Graduate Admissions, Non-Cognitive Traits, Motivation, Resilience, Self-Efficacy

Abstract

This basic qualitative study examines how graduate admissions professionals conceptualize, operationalize, and interpret holistic review within graduate admissions processes. Guided by Social Cognitive Theory and Expectancy-Value Theory, the study explores how non-cognitive traits such as motivation, resilience, self-efficacy, and professionalism are evaluated alongside traditional academic indicators in admissions decision-making. Using semi-structured interviews with graduate admissions professionals directly involved in admissions decisions, the study identifies how holistic review is defined and implemented across institutional contexts, which non-cognitive traits are most valued, and the tools and procedures used to assess applicant potential beyond academic metrics. Findings suggest that, for participants in this study, holistic review in graduate education functions as a structured, context-dependent, and increasingly institutionalized evaluative process rather than merely as an informal supplement to academic screening. Participants described using rubrics, interviews, multi-reader processes, and contextualized review of academic records to balance fairness, accountability, and professional judgment. The findings further suggest that holistic review serves different functions across institutional settings, operating as a mechanism for access and opportunity in some contexts and as a tool for selective differentiation in others. This study contributes to the literature by providing a grounded account of how holistic review is operationalized in practice and offers implications for higher education policy, admissions training, and graduate enrollment management.

Completion Date

2026

Semester

Spring

Committee Chair

Jensen, Devon

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Format

PDF

Document Type

Dissertation

Identifier

DP0053133

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