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Examining Organizational Contextual Features That Affect Implementation of Equity Initiatives
Abstract
Campuses worldwide struggle to create greater equity for different groups of students. This qualitative study examined the Equity Scorecard Project aimed at helping institutions create more equitable outcomes for all students. This article focuses on organizational contextual features that enable and inhibit implementation of these types of initiatives. The findings reveal six contextual features that are crucial when implementing projects: knowledge capacity, physical capacity, institutional willingness to reflect, project connection with institutional operations, leadership within both the team and the institution, and racial climate and intergroup relations. Detailed case examples are used to illustrate the findings.
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“However, earlier studies (Kezar et al., 2008) identify phenomena focused more on internal inquiry team processes and our findings are focused more on the teams engaging outward with the campus as they pivoted to spreading the new knowledge and moving the new culture out and embedding it in the campus.”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2008
In the citing paper
“Having effective data and the material infrastructure to support knowledge management functions was identified as critical to enable learning across studies (Bensimon, 2012;Kezar et al., 2008).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2008
In the citing paper
“Also, having the inquiry group be connected to overall institutional priorities helped them in feeling efficacious in their work and connected their learning to broader campus goals (Kezar et al., 2008).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2008
In the citing paper
“Institutional willingness to reflect (i.e., culture of learning), which is a culture typically set by campus leadership, is key for the ideas that emerge from the inquiry group to be adopted (Kezar et al., 2008;Smith & Parker, 2005).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2008
In the citing paper
“Inquiry teams are much like the PLCs that seed change and help to understand why change is needed and offer up some initial solutions (Bensimon, 2012;Kezar et al., 2008;Smith & Parker, 2005)”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2008
In the citing paper
“Leadership within the inquiry group is important to its success with one or more individuals that provide direction for the inquiry process and that are able to maintain the group dynamics and working relationships (Kezar et al., 2008;Smith, 2020).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2008
In the citing paper
“Team formation/composition is critical to their success and campuses that struggled to learn or move culture change forward did not have a representative crosscampus team (Kezar et al., 2008;Smith, 2020;Smith & Parker, 2005).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2008
In the citing paper
“the strategies of the coordinating group certainly reflect some of these factors such as the right team composition, improved data processes, and the importance of connecting the efforts to institutional priorities (Bensimon, 2012;Kezar et al., 2008;Smith & Parker, 2005).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2008
In the citing paper
“Information and data silos on campus leads to lack of communication that impairs learning (Kezar et al., 2008;Smith & Parker, 2005).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar et al., 2008
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Cited by
Sorted by citations
Kezar, A., Hallett, R. E., Corwin, Z. B., & Hypolite, L. (2025) · Innovative Higher Education · doi:10.1007/s10755-024-09753-1 · Cited by 50
Self-citation
Metadata
- Authors
- Kezar, A., Glenn, W. J., Lester, J., & Nakamoto, J.
- Venue
- The Journal of Higher Education
- Publisher
- Informa UK Limited
- Published
- 2008-03
- Volume
- 79
- Issue
- 2
- Pages
- 125-159
- ISSN
- 0022-1546
- 1538-4640
- Cited by
- 28
- References
- 0
- Language
- en
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