Scaling Culture Change through Institutional Logics: A Look at the American Association of Universities (AAU) STEM Initiative

Autor/inn/en	Kezar, Adrianna; Bernstein-Serra, Samantha
Titel	Scaling Culture Change through Institutional Logics: A Look at the American Association of Universities (AAU) STEM Initiative
Quelle	In: Peabody Journal of Education, 95 (2020) 4, S.356-373 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2020.1800173
Schlagwörter	Undergraduate Study; STEM Education; Teaching Methods; Educational Change; Instruction; Learning; Change Strategies; Theories; Values; Organizational Change; Educational Policy; Organizational Development; Educational Practices; Language Usage; Barriers; Research Universities + Suchen Sie Ihr Suchwort? Grundstudium; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Teaching process; Unterrichtsprozess; Lernen; Lösungsstrategie; Theory; Theorie; Wertbegriff; Organisationswandel; Politics of education; Bildungspolitik; Organisationsentwicklung; Bildungspraxis; Sprachgebrauch; Forschungseinrichtung
Abstract	Little research examines scaled culture change attempted across a network of institutions moving toward more enterprise-level changes. This study attempts to fill that gap by studying the American Association of Universities (AAU) Undergraduate science, technology, engineering, and mathematics (STEM) Initiative and its attempt to scale culture change related to improving STEM teaching across the entire AAU network. The findings show that culture change was being facilitated through AAU's development of institutional logics that created a new and compelling value system for campuses. However, the logics and conversations had not translated into widespread changes in institutional practices, policies, and structures. The study also identifies hidden values that can play a role in stalling scaled culture change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01