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oapen-20.500.12657-871412024-03-28T14:03:03Z Chapter 2 Group Psycho-Emotional Dynamics as Central to Effective Institutional Change Jackson, Jennifer Kasi O Anderson, Amena Nolan, James Holmes, Maja Kunkle, Christine Dilks, Lisa Proxy 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 Members thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organization thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion Diversifying 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. 2024-01-22T11:07:18Z 2024-01-22T11:07:18Z 2023 chapter 9781032211060 9781032211084 https://library.oapen.org/handle/20.500.12657/87141 eng application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9781003266754_10.4324_9781003266754-4.pdf Taylor & Francis Engaging Faculty in Group- Level Change for Institutional Transformation Routledge 10.4324/9781003266754-4 10.4324/9781003266754-4 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 086015d4-100e-41f7-b8f2-c074712c9b79 0549cb66-d8fd-4791-8694-3b600bfa6e0c 9781032211060 9781032211084 Routledge 21 West Virginia University WVU open access
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Diversifying 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.
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