Engaging Faculty in Group-Level Change for Institutional Transformation
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Engaging Faculty in Group-Level Change for Institutional Transformation
Disrupting Inequity and Building Inclusive Academic Departments
Holmes, Maja Husar; Nolan, James J.; Dilks, Lisa M.; Jackson, J. Kasi; Latimer, Melissa; Anderson, Amena O.; Kunkle, Christine E.
Taylor & Francis Ltd
10/2024
186
Mole
9781032211084
Pré-lançamento - envio 15 a 20 dias após a sua edição
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Introduction: The WVU ADVANCE Team-Harnessing Group Energy Part I: Centering Group-Level Processes to Drive Institutional Transformation in Higher Education 1. Centering Group-Level Change Processes: An Elixir for Dual Agenda and Intersectional Approaches 2. Group Psycho-Emotional Dynamics as Central to Effective Institutional Change: Connecting Individual and Whole-Institution Approaches 3. Group Psycho-Emotional Dynamics within Academic Departments: The Structure, Process, and Impact of Dialogues (TM) Part II: Two Models for Group-Level Change: Dialogues and the Change Agent Course 4. Experience of Dialogues (TM): Facilitator and Participant Responses to Implementing the Theory of Change 5. Application and Adaptation of Dialogues (TM) in Various Group Psycho-Emotional Dynamic Contexts 6. The Academic Change Agent Course: A Transforming Initiative 7. Cognitive Learning Moved to Affective Action: Academic Change Agent Identity as an Outcome of the Change Agent Course Part III: The Route Forward to Achieve Institutional Transformation 8. Dialogues (TM) and the Change Agent Course in Concert: Transferability of Change Models 9. Dialogues (TM) and the Change Agent Course as Sensemaking Projects: Applications in Three Contexts 10. Types of Change Processes: Reimagining and Transforming the Academy Conclusion: Moving Forward with Hope
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Leadership in Higher Education;HE leadership;Higher education administration;Higher education management;Institutional change;Institutional reform;Institutional policy;Diversity;Equity;Inclusion;DEI;DE&I;Inclusive practice in Higher Education;Racial discrimination;Gender discrimination;Group-level change;Group behavior;Group behaviour;Group dynamics;Department-level change;Change agent;Group Level Change;Ped;Collective Efficacy;Dual Agenda;Data Debriefs;Social Justice Work;Non-tenure Track Faculty;Intersectional Lens;Disengaged;Hold;Advance Project;HBCUs;Department Atmosphere;Specific Facilitated;Departmental Strategic Planning;Advance Initiative;Institutional Transformation;Problem Solving Action Planning;Transforming Change Processes;Follow;Refocus;All
Introduction: The WVU ADVANCE Team-Harnessing Group Energy Part I: Centering Group-Level Processes to Drive Institutional Transformation in Higher Education 1. Centering Group-Level Change Processes: An Elixir for Dual Agenda and Intersectional Approaches 2. Group Psycho-Emotional Dynamics as Central to Effective Institutional Change: Connecting Individual and Whole-Institution Approaches 3. Group Psycho-Emotional Dynamics within Academic Departments: The Structure, Process, and Impact of Dialogues (TM) Part II: Two Models for Group-Level Change: Dialogues and the Change Agent Course 4. Experience of Dialogues (TM): Facilitator and Participant Responses to Implementing the Theory of Change 5. Application and Adaptation of Dialogues (TM) in Various Group Psycho-Emotional Dynamic Contexts 6. The Academic Change Agent Course: A Transforming Initiative 7. Cognitive Learning Moved to Affective Action: Academic Change Agent Identity as an Outcome of the Change Agent Course Part III: The Route Forward to Achieve Institutional Transformation 8. Dialogues (TM) and the Change Agent Course in Concert: Transferability of Change Models 9. Dialogues (TM) and the Change Agent Course as Sensemaking Projects: Applications in Three Contexts 10. Types of Change Processes: Reimagining and Transforming the Academy Conclusion: Moving Forward with Hope
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Leadership in Higher Education;HE leadership;Higher education administration;Higher education management;Institutional change;Institutional reform;Institutional policy;Diversity;Equity;Inclusion;DEI;DE&I;Inclusive practice in Higher Education;Racial discrimination;Gender discrimination;Group-level change;Group behavior;Group behaviour;Group dynamics;Department-level change;Change agent;Group Level Change;Ped;Collective Efficacy;Dual Agenda;Data Debriefs;Social Justice Work;Non-tenure Track Faculty;Intersectional Lens;Disengaged;Hold;Advance Project;HBCUs;Department Atmosphere;Specific Facilitated;Departmental Strategic Planning;Advance Initiative;Institutional Transformation;Problem Solving Action Planning;Transforming Change Processes;Follow;Refocus;All
