Show simple item record

dc.contributor.editorJackson, Jennifer Kasi
dc.contributor.editorO Anderson, Amena
dc.contributor.editorNolan, James
dc.contributor.editorHolmes, Maja
dc.contributor.editorKunkle, Christine
dc.contributor.editorDilks, Lisa
dc.date.accessioned2024-01-22T11:07:18Z
dc.date.available2024-01-22T11:07:18Z
dc.date.issued2023
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/87141
dc.description.abstractDiversifying the academic faculty remains an elusive goal marked by slow and uneven progress. This book describes an effective model for institutional transformation which is uniquely grounded in group-level processes. Efforts at institutional transformation continue to center individual actors. This is evident in the proliferation of programs that train individuals on implicit bias, search strategies, and other diversity and inclusion-based content as solutions for inequities in academia. Acknowledging the value of these approaches, this book adds a new focus: group-level processes. It unifies research on gender and racial inequity with concepts from social psychological theories of group dynamics to present a model of change centered on professional adult learners, including faculty and academic staff. The book details the implementation of group-level processes based on insights from the learning sciences, higher education leadership, communication studies, and group facilitation to instill norms for a more equitable and inclusive institution. Drawing on quantitative and qualitative data to illustrate the impact of group-level initiatives, the book offers recommendations to enable the application of this model in higher education contexts. This book will be of interest to researchers and graduate students studying institutional transformation, academic social justice leadership, and faculty professional development and to those interested in integrating justice and equity into team science, translational research, and other trans-, inter-, and multi-disciplinary fields.en_US
dc.languageEnglishen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organizationen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary educationen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policyen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher trainingen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusionen_US
dc.subject.otherProxy Efficacy,Efficacy Beliefs,Stem Faculty,Collective Efficacy,Low Collective Efficacy,Department Atmosphere,Ped,Appreciative Inquiry Framework,DEI,Vice Versa,White Team Members,Proximal Group,Intersectional Lens,Group Level Change,Proxy Agency,Distal Group,Group Level Processes,Individual Faculty Contribution,Overwhelming Whiteness,Refocus,Gendered Organizations Theorists,Academic Departments,Follow,Core Faculty Membersen_US
dc.titleChapter 2 Group Psycho-Emotional Dynamics as Central to Effective Institutional Changeen_US
dc.title.alternativeConnecting Individual and Whole-Institution Approachesen_US
dc.typechapter
oapen.identifier.doi10.4324/9781003266754-4en_US
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bben_US
oapen.relation.isPartOfBook086015d4-100e-41f7-b8f2-c074712c9b79en_US
oapen.relation.isFundedBy0549cb66-d8fd-4791-8694-3b600bfa6e0cen_US
oapen.relation.isbn9781032211060en_US
oapen.relation.isbn9781032211084en_US
oapen.imprintRoutledgeen_US
oapen.pages21en_US
oapen.remark.publicFunder name: West Virginia University Advance Center


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record