The DOI matches its Crossref record.
How Colleges Change: Understanding, Leading, and Enacting Change
Abstract
Joining theory and practice, How Colleges Change unmasks problematic assumptions that university leaders and change agents typically possess, and provides research-based principles for approaching change. Featuring case studies, teaching questions, change tools, and a greater focus on scaling change, this monumental new edition offers updated content and fresh insights into understanding, leading, and enacting change. Recognizing that internal and external conditions shape and frame change processes, Kezar presents an overarching practical toolkit—a framework for analyzing change, as well as a set of theoretical perspectives to apply that framework in order to custom-design a change process, no matter the organizational challenge or context. How Colleges Change is a crucial resource for aspiring and practicing campus leaders, higher education practitioners, scholars, faculty, and staff who want to become agents of change in their own institutions.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Faculty in higher education have much greater autonomy than K-12 teachers and less frequent direct contact with students.
“Faculty have much greater autonomy than teachers and, as noted above, less frequent direct contact with students.”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar, 2018
Several factors emerged as central to inquiry teams being able to facilitate culture change, including team composition, leadership within the group, campus culture open to learning, strong institutional research function and data processes, and an inquiry group connected to overall institutional priorities.
“Several factors emerged as central to inquiry teams being able to facilitate culture change and mirror findings from PLCs within K-12 settings including team composition, leadership within the group, campus culture open to learning, strong institutional research function and data processes, and an inquiry group connected to the overall institutional priorities (Kezar, 2018).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar, 2018
Campuses have much more decentralized power and more complex power and authority structures with shared governance.
“Second, campuses have much more decentralized power as well as much more complex power and authority structures with shared governance (Bess et al., 2012;Kezar, 2018).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar, 2018
In recent decades, campuses have moved to largely contingent labor so dynamics around faculty autonomy have changed.
“However, in recent decades, campuses have moved to largely contingent labor so the dynamics around faculty autonomy have changed (Kezar, 2018).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar, 2018
The contingent nature of faculty labor may make it challenging to engage this group in culture change efforts.
“The contingent nature of faculty labor may make it challenging to engage this group in culture change efforts (Kezar, 2018).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar, 2018
Most research is focused on the initial year or two of change efforts.
“Future research needs to continue to focus on these middle and even later phases as most research is focused on the initial year or two of change efforts (Kezar, 2018).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Kezar, 2018
Citations
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.
- Publisher
- Routledge
- Published
- 2018-07-27
- Cited by
- 212
- References
- 0
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
