Abstract
Dr. Adrianna Kezar is a versatile educational scholar of higher education whose work continues to emphasize the development of equitable and inclusive educational systems, particularly in higher education. Dr. Kezar’s work has advanced educational thinking on topics ranging from organizational change to STEM reform. In this entry, the authors categorize Kezar’s work into five broad categories: organizational change, designing for equity, student success and equity, the changing faculty in higher education, and the role of leadership in higher education. Kezar’s scholarship was informed by multidisciplinary thinking and prior professional practice in student affairs administration; her higher education leadership continues as director of several research projects and research centers, including 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. Dr. Kezar’s work champions using organizational change strategies for educational equity, student success, and the common good.
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References
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/. Accessed 27 Apr 2022.
Gehrke, S. J., & Kezar, A. (2015). Supporting non-tenure track faculty at 4-year colleges and universities: A national study of deans’ values and decisions. Educational Policy, 29(6), 926–960. https://doi.org/10.1177/0895904814531651
Harper, J., Culver, K. C., & Kezar, A. (2021). Needed: New designs for decision making. Inside Higher Ed. https://www.insidehighered.com/views/2021/06/28/become-more-equitable-and-just-higher-ed-needs-new-approaches-decision-making. Accessed 27 Apr 2022.
Introduction to liberatory design. (n.d.). National equity project. https://www.nationalequityproject.org/frameworks/liberatory-design. Accessed 20 Apr 2022.
Kezar, A. (2010a). Faculty and staff partnering with student activists: Unexplored terrains of interaction and development. Journal of College Student Development, 51(5), 451–480. https://doi.org/10.1353/csd.2010.0001
Kezar, A. (2010b). 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. (2013). Examining non-tenure track faculty perceptions of how departmental policies and practices shape their performance and ability to create student learning at four-year institutions. Research in Higher Education, 54, 571–598. https://doi.org/10.1007/s11162-013-9288-5
Kezar, A. (2018). How colleges change: Understanding, leading, and enacting change. Routledge.
Kezar, A., & Eckel, P. (2007). Learning to ensure the success for students of color: A systemic approach to effecting change. Change: The Magazine of Higher Education, 39(4), 18–21. https://doi.org/10.3200/CHNG.39.4.18-25
Kezar, A. J., & Holcombe, E. (2018). Challenges of implementing integrated programs for underrepresented students in STEM: A study of the CSU STEM collaboratives. Educational Policy. https://doi.org/10.1177/0895904818802091
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. Accessed 27 Apr 2022.
Kezar, A., & Sam, C. (2011). Understanding non-tenure track faculty: New assumptions and theories for conceptualizing behavior. American Behavioral Scientist, 55(11), 1419–1442. https://doi.org/10.1177/000276421140887
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.
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. (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
Further Reading
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/. Accessed 7 May 2022.
Henderson, C., Fisher, K. Q., & Beach, A. (2018). Researching and enacting change in postsecondary education. 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. (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., & Lester, J. (2009). Organizing for collaboration in higher education: A guide for campus leaders. Jossey-Bass.
Kezar, A., Hirsch, D. J., & Burack, C. (Eds.). (2001). Understanding the role of academic and student affairs collaboration in creating a successful learning environment. Jossey-Bass.
Kezar, A. J., DePaola, T., & Scott, D. T. (2019). The Gig Academy: Mapping labor in the neoliberal university. Johns Hopkins University Press.
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Conners, C.E., Hughes, E., Lewis, R.M. (2024). Adrianna Kezar: Designing Meaningful Change in Higher Education. In: Geier, B.A. (eds) The Palgrave Handbook of Educational Thinkers . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-81037-5_159-2
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Adrianna Kezar: Designing Meaningful Change in Higher Education- Published:
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DOI: https://doi.org/10.1007/978-3-030-81037-5_159-2
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DOI: https://doi.org/10.1007/978-3-030-81037-5_159-1