Organizational/Institutional Change
Acker, Joan. "Hierarchies, Jobs, Bodies: A Theory of Gendered Organizations." Gender and Society 4, no. 2 (June 1990): 139-58.
Available online
Notes: Theory proposes that modern, capitalist work organizations are male gendered.
Abstract: "In spite of feminist recognition that hierarchical organizations are an important location of male dominance, most feminists writing about organizations assume that organizational structure is gender neutral. This article argues that organizational structure is not gender neutral; on the contrary, assumptions about gender underlie the documents and contracts used to construct organizations and to provide the commonsense ground for theorizing about them. Their gendered nature is partly masked through obscuring the embodied nature of work. Abstract jobs and hierarchies, common concepts in organizational thinking, assume a disembodied and universal worker. This worker is actually a man; men's bodies, sexuality, and relationships to procreation and paid work are subsumed in the image of the worker. Images of men's bodies and masculinity pervade organizational processes, marginalizing women and contributing to the maintenance of gender segregation in organizations. The positing of gender-neutral and disembodied organizational structures and work relations is part of the larger strategy of control in industrial capitalist societies, which, at least partly, are built upon a deeply embedded substructure of gender difference."
Alverno College Office of Academic Affairs. How institutional transformation works and becomes visible.Milwaukee, WI: Alverno College Institute, 1998.
Abstract: Chronicles Alverno College's experience in implementing a major restructuring of its educational program. Describes changes made and lessons learned.
American Association for the Advancement of Science (AAAS), ed. Making Strides. Vol. 2, no. 4. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2000.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: Tang, Joyce, "Making It in Engineering: The Career Attainment and Mobility of Caucasian, Black, and Asian-American Engineers;" Castillo-Garsow, Melissa, "The David Blackwell and Richard Tapia Distinguished Lecture Series in the Mathematical and Statistical Sciences;" Van Horne, Virginia, "An Interview with Dr. Harold Deutschman;" and Winston, Cynthia E., "A Profile of an AGEP Institution: Howard University."
________. Making Strides. Vol. 3, no. 1. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2001.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: Tsapogas, John, "Retention of the Best Underrepresented Minority Graduates in Science and Engineering;" Davis, Geoff and Peter Fiske, "Results of the 1999 PhDs.org Graduate School Survey;" Jesse, Jolene, "An Interview with Dr. William E. Spicer;" and Dale, Louis, "A Profile of an AGEP Institution: Alabama Alliance for Graduate Education and the Professoriate Program."
________. Making Strides. Vol. 3, no. 2. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2001.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: Kuh, Charlotte, "Reflecting America?: Immigrants, Minorities and Women in the S&T Workforce;" George, Yolanda S., et al., "Making Strides?: Graduate Enrollment of Underrepresented Minorities in Science and Engineering;" Jesse, Jolene, "An Interview with Dr. Evelyn Hu;" and Allen, Lenell, "A Profile of an AGEP Institution: Missouri's Alliance for Graduate Education and the Professoriate (MAGEP)."
________. Making Strides. Vol. 3, no. 3. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2001.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: MacLachlan, Anne J., "Careers of Minority Women Scientists from the University of California, Berkeley;" Leggon, Cheryl B., "African American and Hispanic Women in Science and Engineering;" "An Interview with Dr. Raymond Johnson;" and Kraus, Barbara E. and Christine Macdonald, "A Profile of an AGEP Institution: The Colorado PEAKS Alliance."
American Association for the Advancement of Science (AAAS). "Making Strides Newsletter Archives by Volume, Number, and Date." [http://ehrweb.aaas.org/mge/Archives/archindex.html].
Abstract: Lists past issues of the AAAS "Making Strides" newsletter and the articles published in each.
American Association for the Advancement of Science (AAAS). "Making Strides Special Reports." [http://ehrweb.aaas.org/mge/Reports/Report1/Menu.html].
Abstract: Lists special reports produced in conjunction with the AAAS AGEP program, which address topics relevant to diversity in science and engineering.
American Council on Education. An Agenda for Excellence: Creating Flexibility in Tenure-Track Faculty Careers. Washington, D.C.: American Council on Education, 2005.
Abstract: This document urges university leaders to develop and implement more flexible career paths for tenure track faculty. The report describes various reasons for the need for flexibility and discusses challenges to achieving this flexibility. It provides examples of programs/policies that create more flexibility. These examples include part-time positions, re-entry programs, multiple-year leaves, flexibility in the probationary period for tenure review, and phased retirement plans.
Anderson, Maria W. "Report Details Glass Ceiling in Academia." The Scientist 17, no. 23 (Dec. 2003): 49.
Available online
Notes: General report about institutional transformation efforts and the issue of women in STEM.
Anker, James D., ed. The Department Chair. Vol. 13, no. 4. Bolton, MA: Anker Publishing Company, 2003.
Available online
Notes: Newsletter provides leadership information for department chairs and academic administrators.
Associated Press. "UW Panel Suspects Bias in Hiring Faculty." Wisconsin State Journal (Madison, WI), 30 Oct. 1997, 2C.
Available online
Notes: Debate on gender discrimination in the university.
Abstract: Reports on UW panel's argument that "too many of the UW-Madison officials who make hiring decisions assume the only qualified candidates for faculty jobs are men..."
Babcock, Linda and Sara Laschever. "Introduction: Women Don't Ask." In Women Don't Ask: Negotiation and the Gender DividePrinceton University Press, 2003.
Notes: Introductory Chapter. Book seeks to understand how our culture discourages women from asking/negotiating for what they want and how to foster social change in this regard.
Abstract: Introductory Chapter. The authors discuss their research finding that women are reluctant to ask or negotiate for what they want or need and that this can have dramatic effects on their careers. The author's found, for example, that women were less likely than men to negotiate their starting salaries and that this substantially influenced their earnings over the course of their careers. The authors explore the causes of this difference between men and women. Though the authors hope that their book will help individual women improve their circumstances by increasing their willingness to negotiate effectively, the authors stress that the book is "not about ways in which women need to 'fix' themselves." It is about learning how our culture discourages women from asking for what they want and it aims to provoke social and institutional change. It includes examples of how institutions/organizations have changed their cultures to be more hospitable to women and to foster the advancement of women.
________. Women Don't Ask: Negotiation and the Gender Divide. Princeton: Princeton University Press, 2003.
Abstract: (From dust jacket:)
When Linda Babcock asked why so many male graduate students were teaching their own courses and most female students were assigned as assistants, her dean said: "More men ask. The women just don't ask." It turns out that whether they want higher salaries or more help at home, women often find it hard to ask. Sometimes they don't know that change is possible--they don't know that they can ask. Sometimes they fear that asking may damage a relationship. And sometimes they don't ask because they've learned that society can react badly to women asserting their own needs and desires.
By looking at the barriers holding women back and the social forces constraining them, Women Don't Ask shows women how to reframe their interactions and more accurately evaluate their opportunities. It teaches them how to ask for what they want in ways that feel comfortable and possible, taking into account the impact of asking on their relationships. And it teaches all of us how to recognize the ways in which our institutions, child-rearing practices, and unspoken assumptions perpetuate inequalities--inequalities that are not only fundamentally unfair but also inefficient and economically unsound.
With women's progress toward full economic and social equality stalled, women's lives becoming increasingly complex, and the structures of businesses changing, the ability to negotiate is no longer a luxury but a necessity. Drawing on research in psychology, sociology, economics, and organizational behavior as well as dozens of interviews with men and women from all walks of life, Women Don't Ask is the first book to identify the dramatic difference between men and women in their propensity to negotiate for what they want. It tells women how to ask, and why they should.
Baez, Benjamin. "Compelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universities." The Review of Higher Education 27, no. 2 (Winter 2004): 259-97.
Available online
Notes: Book Review - critical
Abstract: Baez reviews Chang, et al.'s edited literature review volume Compelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universities.
Bare, Alan C. "Managerial Behavior of College Chairpersons and Administrators." Research in Higher Education 24, no. 2 (1986): 128-38.
Notes: Study finds evidence to suggest that academic and administrative managers in higher education operate differently. Concludes with a discussion of implications for training and instituting organizational change strategies.
Abstract: To explore Daft's dual-core model of educational organization, this study compares the managerial behavior of academic department chairpersons and nonacademic unit managers across 140 colleges and universities. For the study, 6,357 faculty and administrators completed questionaires that profiled their formal leader's behavior, their work group characteristics, and their personal satisfaction. Of 54 variables submitted to discriminant analysis, 31 discriminated the bureaucratic units from the academic groups. Managers of the two types of group behave differently in ways consistent with their distinct group tasks. The empirically derived role profiles of the academic and nonacademic managers are discussed, as are the implications of the findings for institutional researchers, change agents, and trainers of college managers. [Author] Change agents are advised to "be prepared to facilitate two distinct change processes: bottom-up in the technical core and top-down in the administrative core."
Barwick, Joseph T. "Review of Leading Academic Change: Essential Roles for Department Chairs." Community College Journal of Research and Practice 25 (2001): 333-38.
Available online
Notes: Positive review of Lucas, et al.'s book, Leading Academic Change (2000).
Beamish, Thomas D., ed. Organizations, Occupations, and Work. 2002.
Available online
Notes: Newsletter presents news and research on the sociology of work and organizations with a special emphasis on gender issues.
Abstract: Issue contains a featured article: "Over the Pond and Across the Water: Developing the Field of 'Gendered Organizations.'"
Bensimon, Estela Mara. "The Diversity Scorecard: A Learning Approach to Institutional Change." Change 36, no. 1 (Jan. 2004-Feb. 2004): 45-52.
Available online
Abstract: Discusses the Diversity Scorecard initiative developed by the Center for Urban Education in the Rossier School of Education at the University of Southern California in Los Angeles. Significance of the scorecard in determining the state of equity in educational outcomes for students of color; Role of the scorecard in implementing institutional change in higher education; Details of the development of the Diversity Scorecard.
Black, Harvey. "Financing Female Scientist Advancement." The Scientist 16, no. 3: 9.
Available online
Notes: News on creation of NSF women in science ADVANCE grants.
Abstract: Brief announcement of the creation of NSF women in science ADVANCE grants.
Bollinger, Lee C. "Why Diversity Matters." The Chronical of Higher Education 53, no. 39 (June 2007): B20.
Notes: Diversity essential to enable students and future leaders to "imagine, understand, and collaborate" with diverse people in an increasingly global society.
Abstract: Responds to recent attacks on affirmative action by focussing on the positive educational aspects of interacting with a diverse group of people in order to function and excel in an increasingly global world.
Bradley, Elizabeth H. et al. Translating Research into Practice: Speeding the Adoption of Innovative Health Care ProgramsNew York: The Commonwealth Fund, 2004.
Available online
Notes: Article analyzes factors that contribute to sucessful institutional transformation using case studies drawn from the medical field.
Abstract: "For this study, the authors conducted case studies of four varied clinical programs to learn key factors influencing the diffusion and adoption of evidence-based innovations in health care. They found that the success and speed of the adoption/diffusion process depend on: the roles of senior management and clinical leadership; the generation of credible supportive data; an infrastructure dedicated to translating the innovation from research into practice; the extent to which changes in organizational culture are required; and the amount of coordination needed across departments or disciplines. The translation process also depends on the characteristics and resources of the adopting organization, and on the degree to which people believe that the innovation responds to immediate and significant pressures in their environment."
Brown, F. William and Dan Moshavi. "Herding Academic Cats: Faculty Reaction to Transformational and Contingent Reward Leadership by Department Chairs." Journal of Leadership & Organizational Studies 8, no. 3 (Winter 2002): 79-95.
Available online
Notes: Survey of 440 university faculty in 70 academic departments revealed that transformational leadership was more effective than transactional leadership
Abstract: A study involving 440 university faculty members in 70 different academic departments explored the relationship between transformational and contingent reward leadership behaviors by university department chairs and faculty satisfaction with supervision, willingness to expend extra effort and organizational effectiveness. Results indicated that the idealized influence (charisma) factor of transformational leadership was significantly more predictive of desired organizational outcomes than has been reported in other settings. Surprisingly, contingent reward was not predictive in this setting. The unique characterics of the employment arrangements and psychological contract between faculty and their institutions may make charismatic, relationship-oriented leadership a key determinant of department chair effectiveness.
Burack, Cynthia and Suzanne E. Franks. "Telling Stories About Engineering: Group Dynamics and Resistance to Diversity." NWSA Journal 16, no. 1 (2004): 79-95.
Available online
Notes: Provides practical suggestions for fostering diversity in engineering and for countering resistance to such efforts.
Abstract: "Feminists and other proponents of engineering diversity often encounter resistance to initiatives and programs intended to increase diversity in engineering. Supporters of diversity often suggest both strategies for attracting underrepresented group members and changes to engineering itself. It is less common for proponents of diversity to directly address the stubborn resistance to diversity that frequently prevails in the discipline. This paper addresses resistance to diversity in engineering education using a psychodynamic approach to group social identity. From a group-psychodynamic perspective, resistance to diversity as threatening to the group and to its identity is predictable, although the particular circumstances and culture of the group remain to be analyzed. We give particular attention to the role of engineering "leaders" in influencing group responses to the perceived diversity threat, suggesting a number of practical changes in engineering culture that are likely to mitigate the sense of threat associated with increasing diversification.
Carnes, Molly, Jo Handelsman, and Jennifer Sheridan. "Diversity in Academic Medicine: The Stages of Change Model." Journal of Women's Health 14, no. 6 (2005): 471-75.
Available online
Notes: Applies stages of change model to institutional diversity.
Abstract: Argues that the "stages of change" model of behaviorial change that has been applied to describe intentional change in health risk behaviors, particularly smoking, can also be applied to diversifying academic science and medicine. The fives stages are: pre-contemplation, contemplation, preparation, action, and maintenance.
Chafetz, Janet Saltzman. "Why So Slow? The Avancement of Women." Contemporary Sociology 28, no. 1 (Jan. 1999): 42-43.
Available online
Notes: Negative book review
Abstract: Negative review. Author faults Valian for failing to analyze structured power inequalities between the sexes and for a "narrow concentration" on professional employment. She also argues that that sociologists conversant with the literature of their discipline won't find much that they don't already know.
Chait, Richard and Ann C. Trower. "Build It and Who Will Come? Florida Gulf Coast University Creates a Faculty Without Tenure." Change 30, no. 5 (Sept. 1998-Oct. 1998): 20-29.
Available online
Abstract: Describes how the Florida Gulf Coast University (FGCU) recruited faculty members despite the absence of tenure. Provides background on the `Ten-Year Development Plan for a New University in Southwest Florida'. Discusses the impact of the absence of tenure and why faculty members sought/accepted appointments without tenure.
Chang, Mitchell et al., Editors. Compelling Interest: Examining the Evidence on Racial Dynamics in Higher Education - A Report of the AERA Panel on Racial Dynamics in Colleges and UniversitiesAmerican Educational Research Association ,
Notes: Presents research finding on benefits of diversity for/in colleges and universities.
Abstract: This report results from the work of a panel of experts on race relations and diversity who examine "the knowledge base on race and inter-group relations in colleges and universities." Their reports presents "substantial and consistent" research documenting both the continued existence of racial inequities in educational opportunity, the influence of race on "American consciousness and social behaviors," and the benefits of diversity for educational outcomes of students, for educational institutions and for society in general. Chapters include: Justice, Equality of Educational Opportunity and Affirmative Action in Higher Education, which presents evidence that "opportunity to learn is inequitably distributed, and is shaped, in part, by student's race and economic circumstances"; Social Psychological Evidence on Race and Racism, Standardized Testing and Equal Access: A Tutorial; The Educational Benefits of Diversity: Evidence from Multiple Sectors.
Christman, Dana E. "Women Faculty in Higher Education: Impeded by Academe." Advancing Women in Leadership, no. 15 (Winter 2003).
Available online
Notes: Review articles discusses structural and cultural obstacles to womens' full participation in academia and discusses proposed remedies.
Abstract: "Set up through the beneficences of patriarchy, the academy tends to reflect the values of the same. Women's experiences are not part of the dominant paradigm and are, at best, frequently misunderstood and, at worst, devalued and discounted."
Chu, Don and Sally Veregge. Helping Department Chairs Succeed Audio Conference: Magna Publications, 2004.
Notes: Results of California State University Department Chair Survey; Advice for Dept. Chairs
Abstract: Presents results of California State University Department Chair Survey showing "what chairs do," "what new chairs expected and what surprised them," "why chairs decide they've had enough," and "encouraging chairs to re-enlist." Also presents advice for chairs including "best practices."
Cobb, Jewel Plummer. "Planning Strategies for Women in Scientific Professions."Women in Scientific and Engineering Professions, Editors Violet B. Hass and Carolyn C. Perrucci. Ann Arbor: The University of Michigan Press, 1984.
Abstract: This chapter is part of a book which is compiled from papers presented at a national "Conference on Women in the Professions: Science, Social Science, Engineering" held at Purdue University on March 20-21, 1981. The ten strategies presented in this article not only provide professional advice to women scientists, but also suggest ways to change social views that impede women's progress in science, and sensitize male academics to think about how they can encourage women's progress in science.
Commission of the European Communities. Women and Science: Excellence and Innovation - Gender Equity in Science, SEC(2005) 370. Brussels: Commission of the European Communities, 2005.
Available online
Notes: European Union report on EU initiatives to increase the particiaption of women in science and engineering and progress towards benchmark goals.
Abstract: "This report, sumbitted at the request of the Research Council of June 2001, gives an overview of women and science actions implemented at the European level since the Council Resolution and the results achieved. In particular: 1) Activities of the European Commission to promote gender equality in science through the Research Framework Programmes and in the context of the Science and Society Action plant, and 2) Progress made in increasing the participation of women in science in the EU Member States since 1999, taking into account EU enlargment also.
At the Council's request, attention is paid to the progress made by the Commission in reaching the target of "40% participation of women at all levels in implementing and managing research programmes." The report also includes data on the progress of the Women in Industrial Research (WIR) initiative, as requested by the European Council in its Resolution of November 2003."
Cook, Sarah Gibbard. ""Disparate Effect' on Women Could End the Tenure System." Women in Higher Education 15, no. 12 (Dec. 2006): 1-2.
Notes: Tenure outcomes for women
Abstract: Discusses the research of Elizabeth Mooney O'Callaghan on tenure disparities between men and women. O'Callaghan examines tenure from a legal and institutional perspective as an employment practice to understand how it compares with retention and promotion in other fields. She examines why women's rates of achieving tenure are lower than men's and considers what institutions can do to change these disparities.
Coughlin, Linda, Ellen Wingard, and Keith Hollihan. Enlightened Power: How Women Are Transforming the Practice of Leadership. San Francisco, CA: Jossey-Bass, 2005.
Notes: An edited collection of essays that explores women in leadership and explores how gender is changing definitions and practices of leadership.
Abstract: Part One includes essays that "emphasize the importance of enlarging our understanding of power beyond traditional forms of control to embrace a new type of power - one that is internally genereated and derived from a way of being." The essays in Part Two present "new pathes for expressing one power in the workplace-through bold expression, risk-taking, innovation, conflict resolution, new models of thinking about structure and network, and the creation of work envionments large enough in spirit to accept our diverse selves as leaders across boundaries and cultural divides." Part Three presents "the stories of visionaries, activists, teachers, mentors, and business leaders of socially responsible organizations who address crucial questions affection humanity in our precarious times."
Cox, Ana Marie and Robin Wilson. "Leaders of 9 Universities Pledge to Improve Conditions for Female Scientists." Chronicle of Higher Education 47, no. 22 (Feb. 2001): A12.
Available online
Abstract: Three faculty members at the Massachusetts Institute of Technology--Nancy Hopkins, Lotte Bailyn, and Lorna Gibson -- recently organized a meeting of presidents and provosts from nine top research universities. At the meeting these leaders signed a pledge to promote the more equitable treatment of female faculty members in science and engineering, and to consider "potentially significant" changes in university policies to accomplish that goal. Some reactions of female faculty members are included.
Denison, Daniel R. "What Is the Difference Between Organizational Culture and Organizational Climate? A Native's Point of View on a Decade of Paradigm Wars." The Academy of Management Review 21, no. 3 (July 1996): 619-54.
Available online
Notes: Review of two literatures on organizational culture and climate are compared and an argument for bridging the two is made.
Abstract: "Recently, organizational culture researchers have applied quantitative survey methods and identified comparative "dimensions" of culture in a way that appears to contradict some of the original foundations of culture research within organizational studies. This new quantitative culture research also bears a strong resemblance to earlier research on organizational climate. This article examines the implications of this development by first considering the differences between the literatures on organizational culture and organizational climate and then examining the many similarities between these two literatures. The literatures are compared by focusing on their definition of the phenomena, their epistemology and methodology, and their theoretical foundations. The implications of the differing theoretical foundations and their underlying assumptions about the phenomenon are discussed at some length, as are some of the consequences of the continued separation of these two literatures. The final discussion focuses on the implications of these developments for future research on organizational cultures and contexts."
Dervarics, Charles. "Virginia Tech to Reward Faculty for Promoting Diversity." Diverse Issues in Higher Education(Diverse Online) (Sept. 2006).
Available online
Notes: Virginia Tech's annual performance evaluations for faculty will include faculty engagement in diversity-related activities as one of the criteria for merit pay increases.
Dreifus, Claudia. "Bringing Feminine Mystique to Engineering." The New York Times (New York), 22 June 1999, Science, D3.
Available online
Notes: Converstation with Eleanor Baum - part of national debate on gender in the university.
Abstract: "In a time when the words affirmative action are unmentionable in some corners of academia, Dr. Eleanor Baum, electrical engineer, dean of engineering at Cooper Union in New York and the first woman to head an engineering college anywhere, is running a one-woman affirmative action campaign that is transforming engineering."
Eckel, Peter, Madeleine Green, and Barbara Hill. On Change V: Riding the Waves of Change: Insights from Transforming InstitutionsWashington, DC: American Council on Education,
Available online
Notes: Factors that fostered transformational change in institutions participating in the ACE (American Council on Education) Project on Leadership and Institutional Transformation
Abstract: Riding the Waves of Change: Insights from Transforming Institutions is the fifth and final occasional paper based on the ACE Project on Leadership and Institutional Transformation and on the Kellogg Forum on Higher Education Transformation. It describes ACE's conceptualizations of change and transformation, explains the extent to which project participants achieved transformational or other kinds of change, and provides evidence of such transformation. The paper also explores why some institutions made significant progress on their change agendas and concludes with a discussion about how differences among institutions influenced the process of change.
Eckel, Peter et al. On Change III: Taking Charge of Change: A Primer for Colleges and UniversitiesWashington, DC: American Council on Education,
Available online
Notes: Resources for institutional change
Abstract: This guide is a compilation of resources for academic leaders who are embarking on institutional change. Although it follows a logical sequence, it is designed to be used according to campus needs. Each chapter addresses a particular aspect of the change process, such as · addressing key issues related to institutional change;
· understanding the change process;
· analyzing institutional culture;
· leading change with teams;
· engaging the campus;
· deploying money, time, and attention; and
· providing evidence for change.
It reflects the experiences and insights gained over the last four years of the ACE (American Council on Education) Project on Leadership and Institutional Transformation and uses examples from some participating institutions to illustrate "what works."
Eckel, Peter, Barbara Hill, and Madeleine Green. On Change I: En Route to TransformationAmerican Council on Education. Washington, D.C.: American Council on Education, 1998.
Available online
Notes: Frames a debate for institutional transformation in American higher education
Abstract: This report explore transformation in American higher education by examining the debate over the type of change needed in higher education, offering a definition of transformation different from other types of institutional change, and uses experiences gained from working with 26 colleges and universities in the ACE (American Council on Education) Project on Leadership and Institutional Transformation to discuss the likelihood transformation will occur and to frame questions for consideration. The authors' working definition of transformational change is: "Transformation (1)alters the culture of the institution by changing select underlying assumptions and institutional behaviors, processes, and products; (2) is deep and pervasive, affecting the whole institution; (3) is intentional; and (4) occurs over time.
Eckel, Peter et al. On Change II: Reports from the Road: Insights on Institutional ChangeAmerican Council on Education. Washington, D.C., American Council on Education, 1999.
Available online
Notes: Discusses the various factors that promote or hinder institutional change.
Abstract: This report by the ACE(American Project on Leadership and Institutional Change, presents "a series of observations about the factors that helped some institutions make progress on their institutional change agendas and prevented others from moving forward. Both the successful strategies and the missteps provide helpful insights for campus leaders engaged in change. The paper also explores the environmental and contextual factors that facilitate and impede institutions' progress."
Erwin, Lorna. "Gender Equity and Science: An Annotated Bibliography, 1990-2002." Bulletin of Science, Technology & Society 23, no. 1 (Feb. 2003): 32-42.
Available online
Notes: Bibliography of English language books published since 1990, "considered relevant to the North American situation" of the unequal status of men and women in the sciences. The emphasis is on history of women in science, career issues, education, and feminist critiques.
Families and Work Institute, Catalyst, and Boston College Center for Work and Family. Leaders in a Global Economy: A Study of Executive Women and Men
Available online
Abstract: The Leaders in a Global Economy project resulted from a unique partnership and first-time collaboration among three non-profit research organizations: Families and Work Institute, Catalyst, and the Boston College Center for Work and Family. The study presents findings that are critical to understanding what companies need to do in order to recruit, advance, and retain their top talent, both women and men, so they remain productive and competitive in today's global economy. The study recommends changes needed to improve the advancement of the next generation of leaders.
Feagin, Joe R. The Continuing Significance of Racism: U.S. Colleges and UniversitiesAmerican Council on Education, Office of Minorities in Higher Education. Washington, D.C.: American Council on Education, 2002.
Notes: Presents and discusses examples of experiences of minority students and faculty in our nations colleges and universities.
Abstract: "Though we have made substantial progress in increasing the diversity of our student body, graduation rates for some minority groups, including African-American and Latino students, still lag behind those of Caucasians, and attendance and success in graduate programs show even greater gaps." A variety of factors may be responsible, including: "family income levels, the quality of primary and secondary schools, neighborhood social environments, educational preparation, and the climate that some minority students observe at their instittutions." This report focuses on one potential factor - "the social climate on our campuses." It is based largely upon "responses of students of color in interviews and focus group sessions."
Feder, Barbara and John Hubner. "Gender Bias Heat Altering Universities." Wisconsin State Journal (Madison, WI), 28 Feb. 2000, 1A.
Available online
Notes: Article highlights the debate about the status of women in the academy and sucessful moves for change.
Abstract: Reports on several gender discrimination cases at various universities including Stanford, MIT and UW-Madison. Suggests that female scholars who contest inequities in pay and promotion are getting results.
Fister, Emily et al., Workbook Coordinators. Beyond Parity Workbook for Action
Notes: "The Beyond Parity Conference was the beginning of a long dialogue to support coordinated activism on the part of women and men who wish to promote institutional change through women's leader ship in academic medicine. The Beyond Parity Workbook for Action was developed to assist in this transformation." Contains conference synopsis, models of success, steps for transformation.
Foster, Sharon W. et al. "Results of a Gender-Climate and Work-Environment Survey at a Midwestern Academic Health Center." Academic Medicine 75, no. 6 (June 2000): 653-60.
Notes: Women faculty at UW Medical school perceive that gender climate impedes their advancement.
Abstract: Presents results of a 115 item questionnaire distributed to all UW Medical School faculty to assess their perceptions of mentoring, networking, professional environment, obstacles to a successful academic career, and reasons for considering leaving academic medicine. Based on a response rate of 61%, the authors conclude that women faculty perceived that gender climate created specific, serious obstacles to their professional development. The authors further conclude that many of these obstacles are remediable and that medical school can improve the climate and retain and promote women by more inclusive networking, attention to meeting times and child care, and improved professional interactions between men and women faculty.
Fried, LP et al. "Career Development for Women in Academic Medicine: Multiple Interventions in a Department of Medicine." JAMA 276, no. 11 (Sept. 1996): 898-905.
Notes: Interventions that led to improved climate for women at Johns Hopkins University School of Medicine
Abstract: Reports on multi-faceted interventions at Johns Hopkins University School of Medicine from 1990-1995 to correct gender-based career obstacles faced by women faculty, including problem identification, leadership, and education of faculty, and interventions to improve faculty development, mentoring, and rewards amd tp reduce isolation and structural career impediments. Outcomes of interventions were measured by retention and promotion of deserving women faculty, salary equity, quality of mentoring, decreased isolation from information and colleagues, integration of women faculty into the scientific community, and decreased manifestations of gender bias.
Garcia, Mildred and et.al. Assessing Campus Diversity Initiatives. Washington, D.C.: Association of American Colleges and Universities, 2001.
Abstract: A Handbook for evaluating diversity initiatives on campus.
Gilman, Victoria. "On Equal Ground." Chemical and Engineering News 82, no. 26 (2004): 43.
Notes: By-line: New York's Hunter College serves as a model for diversity in the sciences.
Abstract: "Some colleges and universities, however, seem to have found the magic mix of hiring practices and working environment that promotes strong faculty diversity. The chemistry department at Hunter College, the largest college of the City University of New York (CUNY), is part of one such institution. Hunter doesn't just attract women and minorities; it also supports them through a long and rewarding career in the sciences."
Girves, Jean E., Yolanda Zepeda, and Judith K. Gwathmey. "Mentoring in a Post-Affirmative Action World." Journal of Social Issues 61, no. 3 (2005): 449-79.
Available online
Notes: Article presents and briefly evaluates a variety of mentoring programs undertaken to support under-represented groups in a variety of academic fields.
Abstract: Mentoring can be an effective strategy in improving retention of college students and faculty from fields where historical underrepresentation has occurred. This article reviews the benefits of mentoring in higher education, and identifies components of effective mentoring strategies that promote educational and career advancement. It illustrates how effective programs can be institutionalized and scaled through consortial and national collaborations. Traditional and alternative mentoring models are described through four successful programs designed to increase the academic and professional success of undergraduates, graduate students, and junior faculty. The article concludes with a set of general recommendations and caveats gleaned from the literature and programs reviewed. [Authors]
Glazer-Raymo, Judith. "Women Faculty and Part-Time Employment." in Gendered Futures in Higher Education: Critical Perspectives for Change, ed Becky Ropers-Huilman, 97-109. Albany, NY: State University of New York Press, 2003.
Abstract: "Women are now the majority of part-time students, part-time faculty, and part-time professional staff." This results primarily from "affirmative action and equal opportunity policies" aimed at increasing recruitment of minority and women students, faculty, and staff. This article examines the impact of part-time employment on women faculty. Although initially implemented in part as a positive strategy for increasing the representation of women in faculty ranks some unintended consequences accompanied its institutionalization. For example, part-time employment became "an attractive and low-cost alternative to full-time tenure-track commitments" and led to the creation of "a second-class" of citizens. Glazner-Razmo makes three recommendations "to advance a feminist policy agenda". These recommendations are: "Women must become agents of social change and advocates for women's concerns," "Women should be encouraged to serve on boards of trustees and other such positions of power and influence," and "Women should be encouraged to seek positions as deans, department and division charis, changing the rules of the game and becoming advocates as well as mentors of other women."
Gmelch, Walter H. "Department Chairs Under Siege: Resolving the Web of Conflict." New Directions for Higher Education, no. 92 (Winter 1995): 35-42.
Notes: Discusses three main themes of department chair conflict in higher education. Institutional conflict; Interpersonal conflict; Positional conflict. [EBSCO]
Abstract: Article presents three aspects of the 'web of conflict' department chairs must confront: interpersonal, positional and institutional conflict. Highlights the positive and negative aspects of conflict and the chair's role in managing and resolving conflict. Discusses chair's individual responses to conflict and provides suggestsions for more successfully addressing it.
Gmelch, Walter H. and John S. Burns. "Sources of Stress for Academic Department Chairpersons." Journal of Educational Administration 32, no. 1 (1994): 79-85.
Available online
Notes: Study utilizes data collected from a survey of faculty and administrators at research and doctoral-granting institutions to analyze the factors associated with department chair stress. Results suggest that chair-stress is rather homogenous and revolves around their role as a mediator of conflicts between individuals, department, and institution. Conclusion suggests strategies for intervention.
Abstract: Separately, neither the Rasch (1986) nor Gmelch (1989) studies reflect the dual roles of higher education department chairs as both faculty and administrators. The purpose of each of their studies was to assess the stress related to only faculty functions and administrative functions, respectively, but not the dual faculty-administrative profile postulated about department chair stress. A study is presented that attempts to overcome this limitation. Through combining the faculty and administrative stress studies to investigate the potential dual role of chair stress, a remediable oversight in the Rasch research can be overcome. In addition, the study explored the possible relationships between chair stress dimensions and chairs' discipline and personal attributes. Over 800 department chairs, stratified by discipline, were selected from research and doctorate granting institutions and completed the Department Chair Stress Index along with demographic questions. A response rate of 70.2% was achieved. The results of the study indicate that, overall, stress among department chairs appears to be monolithic in its effect. Also, chairs expressed high stress both in faculty and in administrative areas of concern. [ProQuest]
Gmelch, Walter H. and James B. Carroll. "The Three Rs of Conflict Management for Department Chairs and Faculty." Innovative Higher Education 16, no. 2 (1991): 107-23.
Available online
Notes: Discusses theories of conflict and conflict resolution and places this in the context of academic departments.
Abstract: The article presents an introduction to understanding and addressing conflict in academic departments. Current philosophies toward conflict in organizations include a principled approach encouraging the positive benefits that conflict may bring to institutions. To utilize this approach it is important to understand the nature of conflict, indentify effective response options, and develop skills in principled conflict resolution. This paper identifies the structures within organizaitons which inherently cause conflict. In addition, various strtegies for dealing with conflict are outlined based on the Thomas/Killman response modes. Finally, Fisher and Ury's foundation for principled conflict resolution is applied to departments in higher education.
Goldberg, Carey. "MIT Admits Discrimination Against Female Professors." The New York Times (New York), 23 Mar. 1999.
Available online
Notes: Article reports on MIT's gender study and impacts -- part of the national debate on gender in the university.
Abstract: "In an extraordinary admission, top officials at the Massachusetts Institute of Technology, the most prestigious science and engineering university in the country, have issued a report acknowledging that female professors here suffer from pervasive, if unintentional, discrimination."
Gregory, Donald G. "Leaving the Ivory Tower: The Causes and Consequences of Departure From Doctoral Study." Contemporary Sociology 32, no. 2 (Mar. 2003): 247-48.
Available online
Notes: Book review - positive
Abstract: "Gregory reviews "Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study" by Barbara E. Lovitts."
Hale, Frank W. Jr. What Makes Racial Diversity Work in Higer Education: Academic Leaders Present Sucessful Policies and Strategies. Sterling, VA: Stylus, 2004.
Notes: Academics present sucessful policies and straegies for developing and implementing campus diversity programs.
Abstract: "Higher education, like the nation, faces major demographic changes. We recognize that our colleges and universities not only need to be more inclusive, but also provide an environment that will effectively retain and develop the growing population of ethnically and racially diverse students. How ready are we, and what should we be doing?
Frank W. Hale, Jr. -- known as the 'Dean of Diversity' for pioneering policies that established Ohio State as one of the institutions graduating the most Black Ph.D.s -- has gathered twenty-two leading scholars and administrators from around the country who describe the successful diversity programs they have developed.
Recognizing the importance of diversity as a means of embracing the experiences, perspectives and expertise of other cultures, this book shares what has been most effective in helping institutions to create an atmosphere and a campus culture that not only admits students, faculty and staff of color but accepts and welcomes their presence and participation."
Hall, Roberta M. and Bernice R. Sandler. Academic Mentoring For Women Students and Faculty: A New Look At an Old Way To Get AheadWashington, D.C.: Association of American Colleges, 1983.
Notes: Report highlights insufficiency of mentoring relationships as a major obstacle for women in academia and provides many institutionally-focused suggestions to encourage/improve mentoring opportunities for women.
Abstract: This report summarizes the history of mentoring, addresses the insufficency of mentoring relationships for women in academia. It asserts that mentoring is crucial for women's sucess in academia. Topics covered include: barriers women face in establishing mentoring relationships, issues encountered by women of special status (minority women, disabled women, etc.), and innovative approaches to mentoring. Conclusions provide advice for women on how to find a mentor and build a mentoring relationship and many suggestions on how institutions can encourage and support women in mentoring relationships. A list of resources is included.
Hensel, Nancy. Realizing Gender Equality in Higher Education: The Need To Integrate Work/Family Issues, ED340273. Washington, D.C.: ERIC Clearinghouse on Higher Education, 1991.
Available online
Notes: Brief literature review highlights the importance of work/life issues for promoting gender equity in higher education and suggests actions univerisites can take towards that end.
Abstract: "This brief report summarizes a longer report with the same title. It examines the problems of the increasingly severe shortage of qualified teachers in American higher education and the need to recruit large numbers of new faculty during the next decade and, as the potential solution to both problems, the recruiting of women to fill these faculty positions. Discussions include responses to the following questions: (1) whether women are an underutilized resource for new faculty; (2) if gender discrimination still exists in higher education; (3) if there are differences in scholarly productivity between men and women; and (4) how women manage the conflicts between family and career. The report makes the points that women have higher attrition rates and slower career mobility in higher education than their male counterparts; that a form of gender discrimination does still exist; that there is no evidence to suggest that women are less scholarly or productive than men; and that today, both men and women experience problems in balancing family and career with little support from their universities. Ten steps are presented that universities can take to increase gender equity (e.g., stop the tenure clock for 1 year for the birth or adoption of a child or a severe family crisis). Contains eight references. (GLR)"
Hill, Barbara, Madeleine Green, and Peter Eckel. On Change IV: What Governing Boards Need to Know and Do About Institutional ChangeAmerican Council on Education. Washington, D.C.: American Council on Education 2001,
Available online
Notes: Advice for governing boards of institutions implementing tranformational change.
Abstract: "Explores questions that a governing board might ask itself and its institution's administrative leadership to faciliate the change process on campus and actions the board might take to both lead and encourage successful change." Draws on the experience of working with 23 colleges and universities as part of the ACE Project of Leadership and Institutional Transformation to identify "factors that helped some participants make progress and prevented others from moving forward."
Home-Douglas, Pierre. "Painting Everyone Into the Picture." ASEE Prism 13, no. 5 (Jan. 2004).
Available online
Notes: Profile of Maria Klawe, Princeton's female engineering dean, and her strategic goals to broaden the reach of engineering in the University.
Abstract: "Princeton's new engineering dean Maria Klawe wants to broaden engineering so that all the school's undergraduates learn about the impact of technology on society."
Hornig, Lilli S. Equal Rites, Unequal Outcomes: Women in American Research Universities. Innovations in Science Education and Technology. New York: Kluwer Academic, 2003.
Notes: Papers present at conference on Women in Research Universities: The Next Quarter Century. Authors include Mary Frank Fox, Charlotte Kuh, J.Scott Long, Kimberlee A. Shauman and Yu Xie, Carol Hollenshead, Linda P. Fried, Londa Schiebinger, Piya Chatterjee, Marianne A. Ferber, and Kathleen Sullivan.
Abstract: This book is based on updated papers presented at a conference on Women in Research Universities: The Next Quarter Century held at Harvard and Radcliffe in November 1998 under the auspices of the Committee for the Equality of Women at Harvard (CEWH). The impetus for holding this conference arose from continued concern about "the scarcity of women faculty, especially tenured professors at Harvard." The purpose of the conference "was to examine the current status of the female professoriate in research institutions from several perspectives, to seek an understanding of the factors that still seem to hinder women's progress in these universities, and to identify policies and practices that contribute to greater equality in the recruitment, retention, and promotion of women faculty." The CEWH "also hoped to examine the impact on [women] students of being educated in a climate that, in the absence of women faculty and high level administrators, may not always be equitable." The book is organized into five sections.
(1)The first section provides "a snapshot of women's current status in research universities and [assesses] how it has changed since the early 1970s from several perspectives: in numbers, in rank and tenure status, and in the settings and climates in which they work in various institutions."
(2)The second section focuses on women in science and engineering. Papers in this sections are:
Mary Frank Fox, "Gender, Faculty, and Doctoral Education in Science and Engineering" - an examination of "the cultures and climates of graduate science departments [and how they influence] women's participation and position in these fields."
Charlotte V. Kuh, "You've Come a Long Way: Data on Women Doctoral Scientists and Engineers in Research Universities" - and examination of "the interplay between the [increasing supply of women doctorates] and the basically static demand for faculty in research universities."
J.Scott Long, "The Presence and Participation of Women in Academic Science and Engineering: 1973-1995" - "addresses the ultimate outcomes for women science and engineering faculty in detail in order to account adequately for the observed sex differences."
Kimberlee A. Shauman and Yu Xie, "Explaining Sex Differences in Publication Productivity among Postsecondary Faculty" - "demonstrates the dependency of productivity on the research setting."
(3)The third section discusses "how some major issues of concern to women faculty were tackled in two very different settings": The University of Michigan (Carol Hollenshead, "Women in the Academy: Confronting Barriers to Equality") and the Department of Medicine at Johns Hopkins Medical School (Linda P. Fried, et al., "Organizational Change to Support Success of Women: A Model and its Lessons.")
(4)The fourth section shows how bodies of knowledge, including scientific knowledge, can be changed when viewed through a different; i.e., a feminist, lens. (Londa Schiebinger, "Primatology, Archaeology, and Human Origins: Feminist Interventions" and Piya Chatterjee, "Transforming Knowledges: Anthropology's Encounters with Feminism(s)")
(5)The fifth section examines "policies and practices that have been suggested as well as implemented to create an academic environment that is more responsive to a changing society. Marianne A. Ferber, "Women's Uneven Progress in Academia: Problems and Solutions" - describes "the problems women encounter simply as women" and Kathleen Sullivan "Work/Life/Family Issues and Programs in Higher Education - What's New" and Rae Simpson "Old Issues, New Solutions: Family Work" discuss how their efforts to help faculty at Stanford and MIT, respectively, achieve balance between work and life.
A concluding chapter, by Lilli Hornig and Barbara Lazarus, summarizes "the many lessons learned at the conferences [and reviews] the many suggestions and experiences recounted by participants in several workshop sessions."
Illinois State Board of Higher Education. Opportunities for Leadership: Strategies for Improving Faculty Diversity in Illinois Higher EducatoinSpringfield, IL: Illinois State Board of Higher Education, 2003.
Available online
Abstract: This report examines minority faculty and the representation of female faculty and faculty with disabilities. The report includes a close examination of the state's two fellowship programs for minority graduate students, the Illinois Minority Grant Incentive Program and the Illinois Consortium for Educational Opportunity Program. To address the issues of campus leadership and the search process, staff convened two formal focus groups that included minority faculty members. Five percent of faculty members at Illinois college and universities are African American, and 2% are Latino. This level of representation is much lower than the diversity found in the student enrollment and the state population. It is evident that increasing faculty diversity will not occur automatically by implementing new processes and procedures. It will require leadership at all levels. Substantial improvements must be made to campus climate and the faculty search process. The report outlines some strategies to help institutions exert more effective leadership and create a more supportive climate. Strengthening the pools for underrepresented faculty and sponsoring a statewide conference on the search process are two planned activities. The report also advocates developing a survey instrument that institutions can use to examine and improve campus climates.
Jacklin, Carol Nagy. "Why So Slow? The Advancement of Women." American Journal of Sociology 104, no. 4 (Jan. 1999): 1214-16.
Available online
Notes: Generally positive review of Valian's Why So Slow?
Abstract: Generally positive review praises Valian's review of the gender schema literature and, especially, her reframing of questions to illuminate the deeply ingrained nature of sexism. Reviewer thinks that Valian may be overly optimistic in asserting that biases can be overcome through awareness and argues that power might play a larger role than Valian conceds. Overall, reviewer highly recommends the book.
Jackson, Susan E. and Marian N. Ruderman. Diversity in Work Teams: Research Paradigms for a Changing Workplace. Washington, D.C.: American Psychological Association, 1995.
Abstract: As the percentage of women and people of color in the U.S. workforce has increased, so has "interest in the topic of work team diversity." Simultaneously organizations have change from being strictly hierarchical institutions that distributed work to individual employees to become more flexible and more dependent on "team-based structures." This book presents research and theory from a variety of disciplines "relevant to understanding people working within organizations characterized by workforce diversity and teamwork."
Johnson, Steven. "Who Loves Ya, Baby?" Discover 24, no. 4 (Apr. 2003): 19-20.
Notes: New computer software called "social-network mapping" can be used to analyze social networks.
Abstract: In his classic novel Cat's Cradle, Kurt Vonnegut explains how the world is divided into two types of social organizations: the karass and the granfalloon. ... For most of the past 50 years, computers have been on the side of the granfalloons, good at maintaining bureaucratic structures and blind to more nuanced social interactions. But a new kind of software called social-network mapping promises to change all that. ... Mapping social networks turns out to be one of those computational problems -- like factoring pi out to a hundred decimal points or rendering complex light patterns on a 3-D shape -- that computers can do effortlessly if you give them the right data. Until software designer Valdis Krebs came along, however, there wasn't an easy way to translate social interactions into a machine-readable language.... Social mapping is not just for corporate sociologists. Krebs has used his software to analyze the social networks visible in book-buying patterns on Amazon.com, by tracking the 'people who bought this book bought these other books' feature. ... Not surprisingly, social-network software is ripe for political analysis.
Johnsrud, Linda K. and Rondald H. Heck. "Faculty Worklife: Establishing Benchmarks Across Groups." Research in Higher Education 39, no. 5 (1998): 539-55.
Available online
Notes: Paper proposes and tests a model of faculty worklife benchmarks.
Abstract: Pressures on colleges and universities have spawned numerous studies to improve our understanding of faculty and their worklives, including examinations of faculty satisfaction, morale, motivation and productivity, reward, and retention and turnover. In response to external pressures for improved accountability in higher education, institutional leaders seek to identify outcome measures and generate benchmarks that can be used to assess change over time. The purpose of this study is to propose a structural model of faculty worklife and to test its generalizability by examining possible differences in the model across three cross-sectional samples of probationary faculty at a major research university. Identified trends in faculty perceptions about their worklife over time can be used as benchmarks to aid institutions in retaining faculty by monitoring and improving aspects of their worklives. [Authors]
Kaufman, Debra Renee. "Why So Slow? The Advancement of Women." Academe 85, no. 3 (May 1999-June 1999): 74-75.
Available online
Notes: Negative Book review of Virginia Valian's Why So Slow
Abstract: Negative review. Argues that while Valian provides a valuable analysis on how gender schemas work to create inequities, she "gives short shrift to the power dynamics and socio-historical conditions that give rise to and maintain gender schema." Valian, Kaufman argues, " rarely probes either the economic or the political issues at the heart of the power differentials between men and women, or the politics associated with creating knowledge in academia." Kaufman also argues that Valian's remedies are too focused on individual change and do not sufficiently address the vested interest that the powerful familial, political, economic, and still strongly patriarchal institutions of our society have in maintaining gender disparities. Kaufman reviews "Why So Slow? The Advancement of Women" by Virginia Valian.
Kezar, Adrianna and Peter D Eckel. "The Effect of Institutional Culture on Change Strategies in Higher Education." The Journal of Higher Education 73, no. 4 (2002): 435-60.
Available online
Notes: Institutional culture must be taken into consideration when implementing stratagies for institutional change.
Abstract: A study examined the impact of institutional culture on change strategies in higher education. Data were obtained from six institutions. Results suggested a relationship between institutional culture and change at all institutions and among all strategies used in institutions. Results showed that the use of a cultural approach to explore these change strategies seem to provide a richer description of the often empty strategies, that Bergquist's four cultural archetypes help in understanding the ways in which culture is linked to change, that the change process of each campus could not be explained by the archetypes alone, and that cultural archetypes and unique institutional cultures may help to determine the strategies that may take prominence in the change process. Thus, results showed that change strategies appear to be successful if they are culturally coherent or aligned with the institutional culture. Implications of the results and suggestions for further research are presented.
Labaree, David F. "Educational Researchers: Living With a Lesser Form of Knowledge." Educational Researcher 27, no. 8 (Nov. 1998): 4-12.
Available online
Notes: Educational research is a different form of scholarly production, which has benefits and draw-backs.
Abstract: "In this article, I argue that key characteristics of educational knowledge both constrain and enable the work of educational researchs, as producers of the knowledge, in distinctive ways. Educational knowledge is soft (vs. hard), applied (vs. pure), and provides use value (vs. exchange value). As a result, knowledge production in education is organized in a manner that is structurally egalitarian and substantively divergent. Some consequences of this are negative: For example, educational researchers find themselves unable to speak authoritatively about their field and feel pressure to imitate unproductive forms of intellectual practice. Other consequences are positive: For example, they have the potential for speaking to a wide lay audience and for participating in a relatively open and unregulated mode of scholarly production."
Lawler, Andrew. "Universities Urged to Improve Hiring and Advancement of Women." Science 313 (Sept. 2006): 1712.
Available online
Notes: Reports on the NAS Report - Beyond Bias and Barriers
Lehr, Jane L. "Athena Unbound: The Advancement of Women in Science and Technology." BioScience 51, no. 6 (June 2001): 504-9.
Available online
Notes: Mixed, but mostly negative book review.
Abstract: Mixed, but mostly negative review. Praises Athena Unbound for providing recommendations for improving the advancement of women in science and engineering, unlike other works such as Valian's and Schiebingers. But, argues that the authors policy interventions are not significantly different from those made by other theorists or by women's advocacy organizations. Also criticizes the quantitative analysis.
Leslie, David W. and James T. Walke. Out of the Ordinary: The Anomalous Academic, ED 446 107. Williamsburg, VA: College of William and Mary, 2001.
Available online
Notes: Report explores the different reasons men and women faculty choose part-time faculty positions and concludes by arguing for the development of multiple career trajectories within academia.
Abstract: "This study was conducted to provide information about an anomalous population of college and university faculty, those who hold or are eligible for tenure, but whose employment is part-time. This is an unusual arrangement, but the study of the attitudes of such faculty members may provide insight into the preferences and career decisions a more diverse faculty may choose in the future. The study drew on findings of the National Survey of Postsecondary Faculty (National Center for Education Statistics) and a survey completed by representatives of 83 colleges and universities. The principle finding was that age and gender interact to lead men and women to different career paths at different stages. This finding reinforces the view that future faculty will need and may choose options that many colleges and universities have yet to provide. Family circumstances, the tenure clock, ambivalence about relative emphases on teaching and research, and an array of personal concerns all appear to affect career decisions and trajectories among those who have choosen a nontraditional path."
Lindholm, Jennifer. "Preparting Department Chairs for Their Leadership Roles." ERIC Digest (ERIC Number: ED433870) (1999).
Available online
Notes: Discusses role of department chair in leading change in the community college context; suggestions for training chairs for their roles.
Abstract: The digest is drawn from "Preparing Department Chairs for Their Leadership Roles," a "New Directions for Community Colleges" volume. Two main issues regarding community college department chairs are discussed: role-related issues facing new department chairs, and training and development programs that aid in preparing administrators and chairs. Department chairs in the community college have multi-faceted responsibilities and play an instrumental role in nearly every aspect of the college community. These important positions require skilled managers, communicators, and leaders, especially in the coming years as community colleges face many rapid and challenging changes. New department chairs are often faced with demanding circumstances that require well-honed professional skills, although there has been little focus on training and development. Effective training programs should be designed to aid chairs in the transition to a complex role and facilitate solid professional practice. Three such examples are cited: the North Carolina State University (NCSU) Program, the Administrative Leadership Institute, and the Chair Academy. In order for community colleges to be successful in the future, it is essential that department chairs have the necessary skills. The college community must continue to redefine the understanding of leadership and extend awareness of the relationship between chair behavior and institutional success. [ERIC]
Love, Nancy, Karen Thole, and Hassan Aref. "Women Academic Leaders are Key to Transforming Engineering Colleges." Mar. 2004. [http://www.engtrends.com/edit_03-2004.html].
Notes: The culture of engineering tends to discourage women both in academic and leadership postions; the advancement of women in engineering leadership positions is crucial to institutional transformation.
Abstract: "Barriers to women's advancement to leadership positions in engineering academia remain. If women academic leaders are key to transforming engineering colleges, increasing the number of women academic leaders is essential. Institutions such as MIT, Princeton, and Duke have launched internal programs that affect women in science and engineering and address the barriers to women's success. On a national level, the National Science Foundation has recognized the need to develop more women leaders in science and engineering through their Advance Program. In an important shift from past efforts to develop individual women faculty, NSF is now promoting changes in the academic culture that will transform institutional thinking in ways that are more inclusive and supportive of women's contributions. By transforming the institutions through continued deep and pervasive changes, we believe that more women will aspire to become leaders on their own terms (using styles consistent with their value systems) rather than the terms historically defined by their institutions. This increase in women engineering leaders in higher education will encourage more women to pursue engineering degrees and, in turn, engineering careers in the commercial, governmental and academic sectors. As more women pursue these opportunities, the climates must and will become more inclusive and supportive of a diverse workforce."
Lovitts, Barbara E. "Who Is Responsible for Graduate Student Attrition -- The Individual or the Institution? Toward an Explanation of the High and Persistent Rate of Attrition."Annual Meeting of the American Education Research AssociationERIC Database (ED399878).
Available online
Notes: Author aruges that graduate student attrition is better explained by institutional charracteristics than student attributes, this suggests institutional reforms are the appropriate means to solving the problem of high and persistant attrition rates.
Abstract: "Graduate schools have responded to the problem of graduate student attrition by placing greater emphasis on selection, assuming that better, more informed admission decisions would result in declining attrition. Yet the problem persists, and the question arises as to whether attrition is due to individual characteristics of graduate students or to factors inherent in the structure and process of graduate education. This paper argues that attrition has less to do with what students bring to the university than with what happens to them after they have been admitted. It develops a social-structural explanation for persistent high attrition rates and why graduate schools have not developed effective solutions by bringing together attribution theory from social psychology (Jones & Nisbet, 1971; Ross, 1978); exit, voice, loyalty, and neglect theory from political economy (Hirschman, 1970); and the theory of greedy institutions from sociology (Coser, 1974). Graduate schools need to focus on the social forces which lead to atomism and pluralistic ignorance among students, forces which divide and isolate them from each other and from faculty, and which stifle voice and allow students to exit in silence."
Lucas, Ann. "Chapter Three: Leading the Academic Department."Strengthening Department Leadership: A Team Building Guide for Department Chairs Ann Lucas, 45-66. San Francisco, CA: Jossey-Bass, 1994.
Notes: Chapter links leadership theories to the role of the department chair and outlines a model for transformational leadership based on sucessful chairs' expereinces.
Abstract: The department chair has a major role to play in creating a positive, actively-engaged, and effective department. To accomplish this goal, department chairs must become transformational leaders rather than transactional, status-quo leaders. Being a transformational leader involves: challenging exisiting processes, inspiring a shared vision, enabling others to act for change, modelling the way forward, and encouraging the heart and motivating the desire to change.
Lucas, Jeffrey W. "Status Processes and the Institutionalization of Women As Leaders." American Sociological Review 68, no. 3 (June 2003): 464-80.
Available online
Notes: Institutionalization of female leadership can reduce the advantage of men in obtaining leadership postions.
Abstract: "Socially disadvantaged individuals often encounter resistance when they rise to high-status positions. For example, women, according to status characteristics theory, will be disadvantaged relative to men in social interactions, other things being equal. Institutionalizing women as leaders may overcome such disadvantages. Drawing from status characteristics theory and institutional theory, it is predicted that institutionalization of female leadership can reduce the influence gap between women and men by legitimating structures of female leadership. Results of an experiment conducted to test this idea show that, as predicted, male leaders attained higher influence than did female leaders, and leaders appointed on ability attained higher influence than did randomly assigned leaders. Institutionalization, however, reduced the advantage of men such that female leaders appointed on ability when female leadership was institutionalized attained influence as high as male leaders appointed on ability when female leadership was not institutionalized."
Lueddeke, George R. "Toward a Constructivist Framework for Guiding Change and Innovation in Higher Education." The Journal of Higher Education 70, no. 3 (1999): 235-60.
Available online
Notes: Article outlines a theoretically-grounded framework for instituting cultural change in universities.
Abstract: Most universities are presently engaged in reviewing their educational priorities and strategies. However, there appear to be few useful models to guide the actual decision-making processes. The author argues that the Adaptive-Generative Development framework, based on constructivist learning principles and knowledge of organizational dynamics, can be helpful in managing the introduction of academic change.
McCracken, Douglas. "Winning the Talent War for Women: Sometimes It Takes a Revolution." Harvard Business Review (Nov. 2000-Dec. 2000): 159-67.
Available online
Notes: Article reviews Deloitte & Touche's efforts to retain women employees by reforming the company's corporate culture; provides action points for changing an organizaiton's culture.
Abstract: "Nine years ago, the professional services firm of Deloitte & Touche realized too many of its talented women were walking out the door. Stopping them was urgent - but it took a deeper change in the organization than anyone expected."
Melton, Judith M. "Responding to Change: The Proactive Department Chair." ADFL Bulletin 29, no. 1 (1997): 24-25.
Available online
Notes: Discusses strategies for department chairs to cope with contemporary university restructuring efforts.
Abstract: American universities have come under pressure for change and efforts to restructrure institutions around the goal of "student-sucess" have begun. Department chairs should respond to these change forces by becoming "hands-on department chairs." Specifically, chairs should: 1) engage in departmental planning, 2) ensure good teaching, 3) emphasize collegiality within the department, 4) think creatively, 5) become a part of any restructuring process, 6) identify any allies across campus, 7) be informed about university statistics, 8) go into the public realtions buisness.
MentorNet. "Diversifying Engineering and Science: Advice From Organizational Change Theory." MentorNet News (Aug. 2006).
Available online
Notes: Advice on implementing organizational change
Abstract: Recommends paying attention to organizational change theory when trying to diversity science and engineering. Advises keeping the following principles in mind: (1) "losses are more painful than gains are good" -- so focus on how changes can benefit the entire community; (2) "nothing works perfectly the first time" -- so seek feedback and redesign initiatives if necessary; (3) remember that their is "a major difference between having a vision of what can be accomplished and a hallucination" -- make sure that many people share your vision and that this vision embodies the shared values of the organization; (4) "how resources are allocated reveals an organization's actual values and practices" - so determine what receive "the most time, money, staffing, and senior leadership attention" and try to align your initiative with these values.
Mervis, Jeffrey. "Can Universities Be Bribed To Train More Scientists?" Science 294 (Dec. 2001): 2466-67.
Available online
Notes: News on NSF intitiatives to increase the number of graduates in science and engineering.
Abstract: "Stanford University economist Paul Romer argues that U.S. universities deliberately underproduce science and engineering graduates because they are so expensive to train. His solution: Pay the universities to turn out more scientists and engineers. He's persuaded Congress to test his theory, but is money the real roadblock?" Does not focus specifically on women and/or minorities but on undergraduates in general.
________. "Diversity: Easier Said Than Done." Science 289, no. 5478 (July 2000): 378-79.
Available online
Notes: News on CAWMSET report and its recommendations for fostering diversity in science.
Abstract: "On 13 July the congressionally mandated Commission on the Advancement of Women and Minorities in Science, Engineering, and Technology Development issued a set of recommendations that included a call to make the U.S. scientific workforce reflect the overall employment pool. But whether these latest efforts will be sufficient to create a diverse talent pool is not at all clear; translating similar words into deeds in the past has proven to be quite difficult."
________. "NSF Program Targets Institutional Change." Science 291, no. 5511 (Mar. 2001): 2063-64.
Available online
Notes: News on the NSF women in science ADVANCE grant program.
Abstract: "Last month, the National Science Foundation (NSF) unveiled plans for a new $20-million-a-year program aimed at improving career prospects for women scientists and engineers in academia. NSF hopes to make five to 10 'instututional transformation' awards by this fall as part of its new program, called ADVANCE. The program replaces NSF's earlier efforts to tackle the chronic problem of women being underrepresented in science."
________. "NSF Searches for Right Way to Help Women." Science 289, no. 5478 (July 2000): 379-81.
Available online
Notes: News on development of women in science and engineering ADVANCE grants.
Abstract: Discusses various programs NSF has funded in its attempt to foster women's involvement in science. Presents various views on the success or lack of success of these programs and on NSF's new initiative -- the ADVANCE grants. "
________. "Workforce Diversity: NSF Makes the BEST of a Good Idea." Science 292, no. 5516 (Apr. 2001): 416-17.
Available online
Notes: News on the creation of the BEST program.
Abstract: "Eight federal agencies have agreed to create a $10 million, industry-led organization to promote diversity in the U.S. scientific workforce. The new entity, called Building Engineering and Scientific Talent, hopes to become a national clearinghouse on diversity in science and engineering, studying what works and publicizing its findings."
Meyerson, Debra and Maureen Scully. "Tempered Radicalism and the Politics of Ambivalence and Change." Organization Science 6, no. 5 (Sept. 1995-Oct. 1995): 585-600.
Available online
Notes: 'Tempered Radicals,' people whose personal and professional values conflict, can affect change in their professional organizations.
Abstract: "'Tempered Radicals' are individuals who identify with and are committed to their organizations, and are also committed to a cause, community, or ideology that is fundamentally different from, and possibly at odds with the dominant culture of their organization. The ambivalent stance of these individuals creates a number of special challenges and opportunities. Based on interviews, conversations, personal reflections, and archival reports, this paper describes the special circumstances faced by tempered radicals and documents some of the strategies used by these individuals as they try to make change in their organizations and sustain their ambivalent identities."
Miller, D. W. and Robin Wilson. "MIT Acknowledges Bias Against Female Faculty Members." 45, no. 30 (Apr. 1999): A18.
Available online
Notes: Article reports on MIT's gender bias study and its impacts -- part of the national debate on women in the academy.
Abstract: Byline: Unusually candid report responds to complaints by women on salaries, office size, committee assignments, and awards
Miner-Rubino, Kathi and Lilia M. Cortina. "Working in a Context of Hostility Toward Women: Implications for Employees' Well-Being." Journal of Occupational Health Psychology 9, no. 2 (Apr. 2004): 107-22.
Available online
Notes: A workplace climate that is hostile toward women negatively affects all employess, even those who do not directly experience gender discrimination; this suggests gender bias is an organizational, not an individual, issue.
Abstract: This study examined how working in an organizational context perceived as hostile toward women affects employees' well-being, even in the absence of personal hostility experiences. Participants were 289 public-sector employees who denied any personal history of being targeted with general or gender-based hostility at work. They completed measures of personal demographics, occupational and physical well-being, and perceptions of the organizational context for women. Results showed that 2 contextual indices of hostility toward women related to declines in well-being for male and female employees. The gender ratio of the workgroup moderated this relationship, with employees in male-skewed units reporting the most negative effects. These findings suggest that all employees in the workplace can suffer from working in a context of perceived misogyny.
Morahan, Page S. and et al. "Ensuring the Sucess of Women Faculty at AMCs: Lessons Learned From the National Centers of Excellence in Women's Health." Academic Medicine 76, no. 1 (Jan. 2001): 19-31.
Notes: Evaluation of a program aimed at transforming institutions of academic women to increase participation of women.
Abstract: Since the early 1970s, the numbers of women entering medical school and, subsequently, academic medicine have increased substantially. However, women faculty have not advanced at the expected rate to senior academic ranks or positions of leadership. In 1996, to counter this trend, the U.S. Department of Health and Human Services (DHHS) Office on Women's Health included women's leadership as a required component of the nationally funded Centers of Excellence in Women's Health to identify effective strategies and initiate model programs to advance women faculty in academic medicine.
The authors describe the experience of Centers at seven U.S. medical schools in initiating and sustaining leadership programs for women. The processes used for program formation, the current programmatic content, and program evaluation approaches are explained. Areas of success (e.g., obtaining support from the institution's leaders) and difficulties faced in maintaining an established program (such as institutional fiscal constraints and the diminishing time available to women to participate in mentoring and leadership activities) are reviewed. Strategies to overcome these and other difficulties (e.g., prioritize and tightly focus the program with the help of an advisory group) are proposed. The authors conclude by reviewing issues that programs for women in academic medicine will increasingly need to focus on (e.g., development of new kinds of skills; issues of recruitment and retention of faculty; and increasing faculty diversity).
Musil, Caryn McTighe and et.al. To Form a More Perfect Union: Campus Diversity Initiative. Washington, D.C.: Association of American Colleges and Universities, 1999.
Notes: Discusses the development of increasing complex understanding of the importance of diversity to educational excellence. Describes and |
