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 Adrianna Kezar is a multidisciplinary higher education educational scholar whose work consistently highlights the creation of inclusive and fair educational institutions, especially in higher education. Her scholarly work is influenced by her multidisciplinary thinking and previous professional experience in student affairs administration. Through her work, Dr. Kezar has expanded our understanding of educational issues ranging from STEM reform to organizational change. Kezar advocates for the use of organizational change tactics for the common good, student success, and educational justice. Adrianna Kezar is a multidisciplinary higher education educational scholar whose work consistently highlights the creation of inclusive and fair educational institutions, especially in higher education. Her scholarly work is influenced by her multidisciplinary thinking and previous professional experience in student affairs administration. Through her work, Dr. Kezar has expanded our understanding of educational issues ranging from STEM reform to organizational change. Kezar advocates for the use of organizational change tactics for the common good, student success, and educational justice.
  
-Kezar also experienced many leadership positions in higher education such as the Pullias Center for Higher Education, the Delphi Project on the Changing Faculty and Student Success, and the Promoting At-Promise Student Success (PASS) Project. +Kezar also experienced many leadership positions in higher education such as the Pullias Center for Higher Education, the Delphi Project on the Changing Faculty and Student Success, and the Promoting At-Promise Student Success (PASS) Project. See more at https://ncwit.org/profile/adrianna-kezar/
  
 ===== Key Contributions ===== ===== Key Contributions =====
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 To advance the paradigm, some of the processes may, nevertheless, cross over to accomplish a common goal. The Kezar et al. model included the additional steps of "Organize," "Choose," and "Get buy-in" in contrast to earlier models. Kezar also underlined the value of prototyping, which may require more time in order to present ideas to important stakeholders and other interested parties and obtain support. Nevertheless, securing support from individuals impacted by the proposed modification is crucial to initiating an organization's change initiative. To advance the paradigm, some of the processes may, nevertheless, cross over to accomplish a common goal. The Kezar et al. model included the additional steps of "Organize," "Choose," and "Get buy-in" in contrast to earlier models. Kezar also underlined the value of prototyping, which may require more time in order to present ideas to important stakeholders and other interested parties and obtain support. Nevertheless, securing support from individuals impacted by the proposed modification is crucial to initiating an organization's change initiative.
  
-  * Culver, K. C., Harper, J., & Kezar, A. (2021). Using design for equity in higher education for liberatory change: A guide for practice. Pullias Center. https://pullias.usc.edu/download/using- design-for-equity-in-higher-education-for-liberatory-change-a-guide-for-practice/.+  * Culver, K. C., Harper, J., & Kezar, A. (2021). Using design for equity in higher education for liberatory change: A guide for practice. Pullias Center. https://pullias.usc.edu/download/using-design-for-equity-in-higher-education-for-liberatory-change-a-guide-for-practice/.
   * Kezar, A. (2017). Organization theory and change. In J. H. Schuh, S. R. Jones, & V. Torres (Eds.), Student services: A handbook for the profession (pp. 220–235). Jossey-Bass.   * Kezar, A. (2017). Organization theory and change. In J. H. Schuh, S. R. Jones, & V. Torres (Eds.), Student services: A handbook for the profession (pp. 220–235). Jossey-Bass.
  
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   * Kezar, A. (Ed.). (2010). Recognizing and serving low-income students in postsecondary education: An examination of institutional policies, practices, and culture. Routledge.   * Kezar, A. (Ed.). (2010). Recognizing and serving low-income students in postsecondary education: An examination of institutional policies, practices, and culture. Routledge.
   * Kezar, A. (2010). Organizational culture and its impact on partnering between community agencies and postsecondary institutions to help low-income students attend college. Education and Urban Society, 43(2), 205–243. https://doi.org/10.1177/0013124510380041   * Kezar, A. (2010). Organizational culture and its impact on partnering between community agencies and postsecondary institutions to help low-income students attend college. Education and Urban Society, 43(2), 205–243. https://doi.org/10.1177/0013124510380041
-  * Culver, K. C., Harper, J., & Kezar, A. (2021). Design for equity in higher education (Resource document). Pullias Center for Higher Education. https://pullias.usc.edu/download/design-for- equity-in-higher-education/. +  * Culver, K. C., Harper, J., & Kezar, A. (2021). Design for equity in higher education (Resource document). Pullias Center for Higher Education. https://pullias.usc.edu/download/design-for-equity-in-higher-education/. 
-  * Introduction to liberatory design. (n.d.). National equity project. https://www.nationalequityproject. org/frameworks/liberatory-design. +  * Introduction to liberatory design. (n.d.). National equity project. https://www.nationalequityproject.org/frameworks/liberatory-design. 
  
 ==== Higher Educational Leadership ==== ==== Higher Educational Leadership ====
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   * Kezar, A., & Lester, J. (2009). Organizing for collaboration in higher education: A guide for campus leaders. Jossey-Bass.   * Kezar, A., & Lester, J. (2009). Organizing for collaboration in higher education: A guide for campus leaders. Jossey-Bass.
-  * Kezar, A., & Maxey, D. (2012). The Delphi project on the changing faculty and student success: Report on the project working meeting (Project Report). Pullias Center for Higher Education. https://pullias.usc.edu/wp-content/uploads/2013/07/Delphi-Project_Report-on-Working-Meet ing_Web-Version-1.pdf. +  * Kezar, A., & Maxey, D. (2012). The Delphi project on the changing faculty and student success: Report on the project working meeting (Project Report). Pullias Center for Higher Education. https://pullias.usc.edu/wp-content/uploads/2013/07/Delphi-Project_Report-on-Working-Meeting_Web-Version-1.pdf. 
   * Lester, J., & Kezar, A. (2012). Faculty grassroots leadership: Making the invisible visible. In A. Kezar & J. Lester (Eds.), Enhancing campus capacity for leadership: An examination of grassroots leaders in higher education (pp. 3–28). Stanford University Press.   * Lester, J., & Kezar, A. (2012). Faculty grassroots leadership: Making the invisible visible. In A. Kezar & J. Lester (Eds.), Enhancing campus capacity for leadership: An examination of grassroots leaders in higher education (pp. 3–28). Stanford University Press.
-  * Kezar, A., & Sam, C. (2014). Governance as a catalyst for policy change: Creating a contingent faculty friendly academy. Educational Policy, 28(3), 425–462. https://doi.org/10.1177/ 0895904812465112+  * Kezar, A., & Sam, C. (2014). Governance as a catalyst for policy change: Creating a contingent faculty friendly academy. Educational Policy, 28(3), 425–462. https://doi.org/10.1177/0895904812465112
   * Kezar, A. J., Chambers, A. C., & Burkhardt, J. C. (2015). Higher education for the public good. Wiley.   * Kezar, A. J., Chambers, A. C., & Burkhardt, J. C. (2015). Higher education for the public good. Wiley.
   * Lester, J., & Kezar, A. (2017). Strategies and challenges for distributing leadership in communities of practice. Journal of Leadership Studies, 10, 17–34. https://doi.org/10.1002/jls.21499   * Lester, J., & Kezar, A. (2017). Strategies and challenges for distributing leadership in communities of practice. Journal of Leadership Studies, 10, 17–34. https://doi.org/10.1002/jls.21499
  
adrianna_kezar.1712564973.txt.gz · Last modified: 2024/04/08 08:29 by ducha