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Abstract
Background: Graduate admissions have long relied on standardized tests despite evidence that these exams can disadvantage applicants from lower socioeconomic backgrounds, underrepresented groups, and nontraditional pathways. During the COVID‑19 pandemic, many programs waived or eliminated these requirements, yet little is known about how applicants interpreted these changes. Understanding applicant attitudes is crucial to determining whether test‑optional policies reduce barriers or introduce new concerns about fairness and quality. This study explored the perceptions, feelings, and decision‑making experiences of applicants to VCU’s MHA program during a period of waived test requirements. Our research question was: To what extent did the waiver or removal of GRE/GMAT requirements reduce perceived financial, psychological, or systemic barriers for recently admitted VCU MHA students, and how did this influence their decision to apply?
Methods: Using a phenomenological approach informed by Social Cognitive Theory, researchers conducted individual interviews with four first‑year MHA students. Interview transcripts were coded thematically to identify common patterns related to awareness of test policies, perceived barriers, and anticipated impacts if exams had been required.
Results: Participants described limited familiarity with graduate entrance exams and viewed test requirements as costly, time‑intensive, and burdensome. They believed that GPA and professional experience more accurately reflected readiness for graduate study. Participants indicated that mandatory testing would have delayed their application—and in some cases deterred them entirely.
Conclusion: As graduate programs reconsider admissions requirements, this study highlights how reinstating test scores may narrow applicant pools, particularly affecting students from lower socioeconomic backgrounds and international applicants.
Publication Date
2026
Keywords
graduate admissions, master of health administration, graduate test scores, gre, gmat, holistic admissions, covid-19, graduate students
Disciplines
Educational Leadership
Faculty Advisor/Mentor
Michael Williams, EdD
Is Part Of
VCU Graduate Research Posters