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Using Holistic Admission Practices in Radiologic Technology Programs to Diversify the Profession

Moore, Heather R
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530268314961865

Abstract Details

2018, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
The purpose of this dissertation was to evaluate the use of holistic admission practices in undergraduate radiologic technology programs. The current level of holistic admission practices used, the reported student and programmatic outcomes of this practice, and the barriers associated with holistic admission practices were examined via a survey administered to radiography and radiation therapy program directors who oversee JRCERT accredited undergraduate radiologic technology programs. Literature has confirmed and promoted the use of holistic admission practices as a viable method to improve the diversity of the workforce (Urban Universities for Health [UUH], 2014). Having a diverse workforce, specifically in the healthcare professions, was reported to improve the health outcomes of patients (U.S. Department of Health and Human Services, 2006) and having a more diverse cohort of students was reported to positively affect all members of the cohort by improving racial attitudes (Okoye-Johnson, 2011; UUH, 2014), problem solving skills (Kent & McCarthy, 2016), and learning outcomes (American Council on Education and American Association of University Professors [ACE & AAUP], 2000). Over 88% of the respondents who selectively admitted students at the programmatic level reported using some sort of a holistic admission process and about 50% of them had been using the process for at least eight years. Program directors overwhelmingly reported the general impact of using holistic admission practices were positive, without any indication of negative impacts. They majority indicated that specific measurable and subjective programmatic outcomes had either improved or not changed from the use of holistic admission practices. It was found that the incoming student GPA and the learning environment dynamics were the top two items indicated as increasing. The responses suggest that barriers to holistic admission are not experienced by all programs, but for those who do experience barriers, it is not uncommon to experience more than one. Those programs with the most barriers were the least likely to utilize a fully balanced holistic admission process. The results reflected that those programs who were farther along in the process and who had pushed their admission process closer to an equally balanced system of evaluating all three holistic admission criteria categories of academic metrics, attributes, and experiences more fully reaped the benefits of the process. Ultimately, this research exposed an opportunity to make improvements in the radiologic technology profession at the programmatic admission level.
Amy Farley, Ph.D. (Committee Chair)
Karen Bankston, Ph.D. (Committee Member)
Mary Boat, Ph.D. (Committee Member)
Carlee Simon, Ph.D. (Committee Member)
165 p.
Higher Education
holistic admission; radiologic technology; diversity; admission practices; programmatic admisisons; healthcare admission criteria

Recommended Citations

Citations

  • Moore, H. R. (2018). Using Holistic Admission Practices in Radiologic Technology Programs to Diversify the Profession [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530268314961865

    APA Style (7th edition)

  • Moore, Heather. Using Holistic Admission Practices in Radiologic Technology Programs to Diversify the Profession. 2018. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530268314961865.

    MLA Style (8th edition)

  • Moore, Heather. "Using Holistic Admission Practices in Radiologic Technology Programs to Diversify the Profession." Doctoral dissertation, University of Cincinnati, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530268314961865

    Chicago Manual of Style (17th edition)

ucin1530268314961865
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This open access ETD is published by University of Cincinnati and OhioLINK.