Chapter 2 Group Psycho-Emotional Dynamics as Central to Effective Institutional Change
| Title: | Chapter 2 Group Psycho-Emotional Dynamics as Central to Effective Institutional Change |
|---|---|
| Contributors: | Jackson, Jennifer Kasi, O Anderson, Amena, Nolan, James, Holmes, Maja, Kunkle, Christine, Dilks, Lisa |
| Publisher Information: | Taylor & Francis; Engaging Faculty in Group- Level Change for Institutional Transformation; Routledge, 2024. |
| Publication Year: | 2024 |
| Collection: | Book chapters Imported or submitted locally |
| Original Material: | 0549cb66-d8fd-4791-8694-3b600bfa6e0c 086015d4-100e-41f7-b8f2-c074712c9b79 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb |
| Subject Terms: | 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, Education, Educational administration and organization, Higher education, tertiary education, Educational strategies and policy, Teacher training, Educational strategies and policy: inclusion |
| More Details: | 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. |
| Document Type: | chapter |
| File Description: | application/pdf |
| Language: | English |
| ISBN: | 978-1-03-221106-0 978-1-03-221108-4 1-03-221106-7 1-03-221108-3 |
| DOI: | 10.4324/9781003266754-4 |
| Access URL: | https://library.oapen.org/handle/20.500.12657/87141 |
| Rights: | Attribution-NonCommercial-NoDerivatives 4.0 International URL: https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Notes: | https://library.oapen.org/handle/20.500.12657/87141 West Virginia University |
| Accession Number: | edsoap.20.500.12657.87141 |
| Database: | OAPEN Library |
| ISBN: | 9781032211060 9781032211084 1032211067 1032211083 |
|---|---|
| DOI: | 10.4324/9781003266754-4 |
| Language: | English |