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• W4313257072 abstract "Leaders across the nation are eager to embed diversity, equity, and inclusion (DEI) into their recruitment and retainment processes, curriculum development, teaching pedagogy, and institutional operations as well as into the very fabric of their identity. However, in a historically traditional industry, many institutions struggle with managing DEI change. The concepts of evolution versus radical revolution provide a useful lens through which stakeholders may balance what is desirable with what is possible in the context of their unique organization. At ACAD's seventy-eighth annual meeting, keynote speaker Marjorie Haas, president of the Council of Independent Colleges, posed the general question, “Evolution versus radical revolution?” We think this is an excellent lens through which to contemplate higher education DEI endeavors. In this context, we see evolution as a process of gradual, progressive change that builds on what already exists, whereas radical revolution is a sudden fundamental change in thinking or doing. Both concepts may have their place in DEI strategy, and serious analysis is required by governing boards, administrators, faculty, staff, students, alumni, and other critical stakeholders to ascertain the practical implications of each before committing to one or the other. In table 1, we have categorized our perception of common characteristics of evolution and radical revolution that represent poles along a continuum. We want to be clear: it is less important to agree with our characterizations of evolution versus radical revolution than it is to contemplate the idea; reach intentional consensus about what the concepts mean in the context of each institution; decide which general concept is best given institutional capacity, culture, and history with DEI; and create appropriate goals and change management plans accordingly. (Takes time and presents the danger of waning support. Initiatives must be paced for timely, visible gains.) (Everything may be disrupted or broken and replacement systems must be ready, otherwise institutional capacity to achieve goals will be compromised.) Urgency is balanced with systematic implementation for sustainable progress. Urgency can supersede everything else. Inclusive syllabus—random college website: “As research has shown, diversity is a critical component to educational excellence. When students are able to see themselves represented in course content and discussion, it signals to them that their identities … are valued and respected in the classroom. Instructors can access students’ lived experiences and cultural backgrounds as part of their curriculum to enhance student learning.” Decolonize the syllabus—random college website: “We understand decolonization as the identification, interrogation, and dismantling of power structures that carry legacies of racism, imperialism, and colonialism in the production of knowledge. By decolonizing our syllabi, we make a conscious effort to change the way we understand how and where knowledge is produced. Our program contests the assumption that white, Western intellectual traditions are superior, or yet universal.” Assesses current organizational capacity and systematically prioritizes, plans, and monitors interventions. Change by any means necessary. More likely change that completely interrupts operations. We believe that DEI change in higher education is necessary and timely. Not all academic leaders or faculty members may be accustomed to the minutiae of practical day-to-day change management, but the complexity of modern organizations and the nature, pace, and scope of change demand such focus. Each institution has a unique relationship with DEI and a current capacity for sustainable change. It is essential to assess whether the right strategy for the organization's current state is being employed and whether the institution has the strategic agility to balance what is desirable with what is possible to meet the needs of all students. Donna M. Buchanan is president of Crucial Shift Consulting for Higher Education Change Management. Gail Evans Grayson is associate professor and executive vice dean (Pomona) and director of diversity, equity, and inclusion in the College of Health Sciences at Western University of Health Sciences. Email: [email protected], [email protected]" @default.
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• W4313257072 date "2022-12-26" @default.
• W4313257072 modified "2023-09-27" @default.
• W4313257072 title "Building Strategic Agility to Balance What Is Desirable with What Is Possible" @default.
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• W4313257072 doi "https://doi.org/10.1002/dch.30487" @default.
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