Publications

Adrianna Kezar has six major areas of research: change; leadership; changing academic workforce—non-tenure track faculty; student success; diversity and equity; and governance.

Change/Change Leadership

Books

Kezar, A. (2018). How colleges change: Understanding, learning, and enacting change (2nd ed.). New York, NY: Routledge.

Eckel, P., & Kezar, A. (2003). Taking the reins: Institutional transformation in higher education. Westport, CT: Greenwood Publishing.

Kezar, A., & Carducci, R., & Contreras-McGavin, M. (2006). Rethinking the “L” word in higher education: The revolution of research on leadership. Association for the Study in Higher Education Report, 31(6). San Francisco, CA: Jossey-Bass.

Kezar, A. (Ed.). (2005). Organizational learning in higher education. New Directions for Higher Education, 131.

Kezar, A. (2001). Understanding and facilitating organizational change in the 21st Century:  Recent research and conceptualizations. Washington, DC: ASHE-ERIC Higher Education Reports, 28(4).

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Gehrke, S., & Kezar, A. (2018). Perceived outcomes associated with engagement in and design of faculty communities of practice focused on STEM reform. Research in Higher Education, 1-26.

Kezar, A., Gehrke, S., & Bernstein-Sierra, S. (2018). Communities of transformation: Creating changes to deeply entrenched issues. The Journal of Higher Education. 73(4).

Kezar, A., & Gehrke, S. (2017). Sustaining communities of practice focused on STEM reform. The Journal of Higher Education, 88(3), 323-349.

Kezar, A., Gehrke, S., & Bernstein, S. (2017). Designing for success in STEM communities of practice: Philosophy and personal interactions. The Review of Higher Education, 40(2), 217-244.

Kezar, A. (2016). Consortial leadership toward large-scale change. Change: The Magazine of Higher Learning, 48(6), 50-57.

Elrod, S., & Kezar, A. (2016). Increasing student success in STEM: A guide to systemic institutional change. Washington, DC: Association for American Colleges and Universities.

Kezar, A. (2015). Scaling and sustaining change and innovation: Lessons learned from Teagle foundation’s faculty work and student learning initiative. New York, NY: Teagle Foundation.

Kezar, A., Gehrke, S., & Elrod, S. (2015). Implicit theories of change as a barrier to change on college campuses: An examination of stem reform. The Review of Higher Education, 38(4), 479-506.

Kezar, A. (2012). Understanding sensemaking/sensegiving in transformational change processes from the bottom up. Higher Education, 65(6), 761-780. 

Kezar, A. (2011). What is the best way to achieve broader reach of improved practices in education? Innovative Higher Education, 36(4), 235-247.

Eckel, P., & Kezar, A. (2003). Key strategies for making new institutional sense: Ingredients to higher education transformation. Higher Education Policy, 16(1), 39-53.

Kezar, A., & Eckel, P. (2002). Examining the institutional transformation process: The importance of sensemaking, inter-related strategies and balance. Research in Higher Education, 43(3), 295-328.

Kezar, A., & Eckel, P. (2002). The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts? The Journal of Higher Education, 73(4), 435-460.

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Kezar, A. (2016). Organizational theory and change. In J. Schuh, S. Jones, & V. Torres (Eds.), Student services: A handbook for the profession (6th ed.) (pp. 220-235). San Francisco, CA: Jossey-Bass.

Kezar, A. (2012). Organizational change in a global, postmodern world. In M. N. Bastedo (Ed.), The organization of higher education: Managing colleges for a new era (pp. 181-221). Baltimore, MD: Johns Hopkins University Press.

Leadership

Books/Monographs

Kezar, A., Fries-Britt, S., Kurban, E., McGuire, D., & Wheaton, M.M. (2018). Speaking truth and acting with integrity: Confronting challenges of campus racial climate. Washington, DC: American Council on Education. 

Kezar, A., & Holcombe, E. (2017). Shared leadership in higher education: Important lessons from research and practice. Washington, DC: American Council on Education.

Kezar, A., & Lester, J. (2011). Enhancing campus capacity for leadership: An examination of grassroots leaders in higher education. Redwood City, CA: Stanford University Press.

Kezar, A. (Ed.). (2009). Rethinking leadership in a complex, multicultural and global environment. Sterling, VA: Stylus Publishing.

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Kezar, A. (2011). Faculty and staff grassroots leaders’ beliefs about power: Do their beliefs affect their strategies and effectiveness? International Journal of Leadership Studies, 6(1), 84-103. 

Kezar, A., Gallant, T. B., Lester, J. (2011). Everyday people making a difference on college campuses: The tempered grassroots leadership strategies of faculty and staff. Studies in Higher Education, 36(2), 129-151.

Kezar, A., & Lester, J. (2010). Breaking the barriers of essentialism in leadership research:  Positionality as a promising approach. Feminist Formations, 22(1), 163-185.

Kezar, A. (2010). Faculty and staff partnering with student activists: Unexplored terrains of interaction and development. Journal of College Student Development, 51(5), 451-480.

Reille, A., & Kezar, A. (2010). Balancing the pros and cons of community college “grow-your- own” leadership programs. Community College Review, 38(1), 59-81.

Kezar, A., & Lester, J. (2009). Supporting faculty grassroots leadership. Research in Higher Education, 50(7), 715-740. 

Kezar, A., & Eckel, P. (2008). Advancing diversity agendas on campus: Examining transactional and transformational presidential leadership styles. International Journal of Leadership in Education, (11)4, 379-405.

Kezar, A. (2008). Understanding leadership strategies for addressing the politics of diversity. The Journal of Higher Education, 79(4), 406-441.

Kezar, A., Eckel, P., Contreras-McGavin, M., & Quaye, S. J. (2008). Creating a web of support: An important leadership strategy for advancing campus diversity.  Higher Education, 55(1), 69-92.

Kezar, A., Lester, J., Glenn, W., & Nokamato, J. (2008). Examining organizational contextual features that affect implementation of equity initiatives. The Journal of Higher Education, 79(2), 125-159.

Kezar, A., & Lester, J. (2008). Leadership in a world of divided feminism. NASPA Journal About Women in Higher Education, 1(1), 51-75.

Kezar, A. (2007). Tools for a time and place: Phased leadership strategies to institutionalize a diversity agenda. The Review of Higher Education, 30(4), 413-439.

Kezar, A. (2007). Learning from and with students: College presidents creating organizational learning to advance diversity agendas. NASPA Journal, 44(3), 578-609.

Kezar, A., & Carducci, R. (2007). Cultivating revolutionary educational leaders: Translating emerging theories into action. Journal of Leadership Development, 2(1), 1-46. 

Kezar, A. (2004). Philosophy, leadership, and scholarship: Confucian contributions to a leadership debate. Leadership Review, 4, 110-131.

Kezar, A. (2002). Reconstructing static images of leadership: An application of positionality theory. The Journal of Leadership Studies, 8(3), 94-109.

Kezar, A. (2001). Investigating organizational fit in a participatory leadership environment. Journal of Higher Education Policy and Management, 23(1), 85-101.

Kezar, A., & Moriarty, D. (2000). Expanding our understanding of student leadership development: A study exploring gender and ethnic identity. Journal of College Student Development, 41(1), 55-69.

 Kezar, A. (2000). Pluralistic leadership: Incorporating diverse voices. The Journal of Higher Education, 71(6), 722-743.

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Kezar, A., Avilez, A., Drivlas, J., & Wheaton, M. (2017). Building social change oriented leadership capacity among student organizations: Developing students and campuses simultaneously. In D. M. Rosch (Ed.), The Role of Student Organizations in Developing Leadership, New Directions for Higher Education, 2017(155), 45-57.

Kezar, A. (2014). Women’s contributions to leadership and the road ahead. In K. A. Longman & S. R. Maden (Eds.), Women and leadership in higher education (pp. 117-134). Charlotte, NC: Information Age Publishing.

Kezar, A. (2012). Mutuality and reciprocity in urban renewal through shared leadership. In K. Gallagher, R. Goodyear, D. Brewer, & R. Rueda. (Eds.), Urban education: A model for leadership and policy (pp. 88-104). New York, NY: Routledge.

Changing academic staffing:  non-tenure track faculty

Books

Kezar, A., & Depaola, T., Scott, D. (forthcoming, 2019). Academic labor in transition. Baltimore, MD: Johns Hopkins University Press.

Kezar, A., & Maxey, D., (Eds.). (2016). Envisioning the faculty for the 21st century: Moving to a mission-oriented and learner-centered faculty model. New Brunswick, NJ: Rutgers University Press.

Kezar, A. (Ed.). (2012). Embracing non-tenure track faculty: Changing campuses for the new faculty majority. New York, NY: Routledge.

Kezar, A., & Sam, C. (2011). Non-tenure track faculty in higher education: Theories and tensions. Association for the Study in Higher Education Report, 36(5). San Francisco, CA: Jossey-Bass.

Kezar, A., & Sam, C. (2010). Understanding the new majority of non-tenure-track faculty in higher education: Demographics, experiences, and plans of action. Association for the Study in Higher Education Report, 36(4). San Francisco, CA: Jossey-Bass.

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Kezar, A., & DePaola, T. (2018). The changing face of employment at research universities. New Directions for Institutional Research, 2017(176), 83-96. https://doi.org/10.1002/ir.20246

Kezar, A., & Sam, C. (Eds.). (2011). Understanding non-tenure track faculty: New assumptions and theories for conceptualizing behavior [Special issue]. American Behavioral Scientist, 55(11).

Holcombe, E., & Kezar, A. (2017). Mental model and implementing new faculty roles. Innovative Higher Education, 43(2), 91-106.

Kezar, A., Maxey, D., & Holcombe, E. (2016). The professoriate reconsidered: A study of new faculty models. Thought & Action, 32(1), 65-88.

Kezar, A., & Maxey, D. (2014). Faculty matter: So why doesn’t everyone think so? Thought & Action, 30, 29-44.

Kezar, A., & Sam, C. (2014). Governance as a catalyst for policy change: Creating a contingent faculty friendly academy. Educational Policy, 28, 425-462.

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(5), 571-598.

Kezar, A. (2013). Departmental cultures and non-tenure-track faculty: Willingness, capacity, and opportunity to perform at four-year institutions. The Journal of Higher Education, 84(2), 153-158.

Kezar, A., & Sam, C. (2013). Institutionalizing equitable policies and practices for contingent faculty. The Journal of Higher Education, 84(1), 56-87.

Kezar, A., & Sam, C. (2011). Understanding non-tenure track faculty: New assumptions and theories for conceptualizing behavior. American Behavioral Scientist, 55(11), 1419-1442. 

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Kezar, A., & DePaola, T. (2018). Neoliberalism and faculty roles: The politics of academic work. In B. Cantwell, H. Coates, & R. King (Eds.), Handbook on the politics of higher education (pp. 449–467). Cheltenham, UK: Edward Elgar Publishing.

Kezar, A., & Bernstein-Sierra, S. (2016). Contingent faculty as nonideal workers. In L. Wolf-Wendel (Ed.), How ideal worker norms shape work-life for different constituent groups in higher education, New Directions for Higher Education, 2016(176), 25-35.

Gehrke, S., & Kezar, A. (2015). Unbundling the faculty role in higher education: Utilizing historical, theoretical and empirical frameworks to inform future research. In M. B. Paulsen (Ed.), Higher Education: Handbook of Theory and Research, 30 (pp. 99-150). New York, NY: Springer.

Sam, C., & Kezar, A. (2014). Contingent appointments and the diminishing voice, agency, and professionalism of women. In A. Stepnick & K. DeWelde (Eds.), Disrupting the culture of silence: Confronting gender inequality and making change in higher education (pp. 67-82). Sterling, VA: Stylus Publishing.

Kezar, A., & Maxey, D. (2012). Missing from the institutional data picture: Non-tenure-track faculty. In J. X. Yonghong (Ed.), Refining the focus on faculty diversity in postsecondary institutions, New Directions for Institutional Research, 2012(155), 47-65.

Kezar, A., & Sam, C. (2010). Beyond contracts: Non-tenure track faculty and campus governance. The NEA 2010 almanac of higher education (pp. 83-91). Washington, DC: National Education Association.

Reports

Kezar, A., Maxey, D., & Holcombe, E. (2015). The professoriate reconsidered: A study of new faculty models. New York, NY: TIAA-CREF Research Institute.

Kezar, A., & Maxey, D.  (2015). Adapting by design: Creating faculty roles and defining faculty work to ensure an intentional future for colleges and universities. Los Angeles, CA: Pullias Center for Higher Education & Association for American Colleges and Universities.

Kezar, A., & Maxey, D. (2014). Student outcomes assessment among the new non-tenure track faculty majority. Indianapolis, IN: National Institute for Learning Outcomes Assessment.

Kezar, A., Gehrke, S., & Maxey, D. (2014). Unbundling versus designing faculty role. Washington, DC: American Council on Education.

Kezar, A. (2014). Changing faculty workforce models. New York, NY: TIAA-CREF Research Institute. 

Kezar, A., Eaton, J., & Maxey, D. (2013). An examination of the changing faculty: Ensuring institutional quality and achieving desired student learning outcomes. Washington, DC: Council for Higher Education Accreditation.

Student Success

Books

Kezar, A. (Ed.). (2010). Recognizing and serving low-income students in higher education: An examination of institutional policies, practices, and culture. New York, NY: Routledge.

Kezar, A., & Lester, J. (2009). Organizing higher education for collaboration: A guide for campus leaders. San Francisco, CA: Jossey-Bass.

Kezar, A., Hirsch, D., & Burack, K. (Eds.). (2001). Understanding the role of academic and student affairs collaboration in creating a successful learning environment. New Directions for Higher Education, 116.

Toma, J. D., & Kezar, A. (Eds.). (1999). The collegiate ideal: The current state and future prospects of the idea of campus. New Directions for Higher Education, 105.

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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

Kezar, A. (2010). Organizational culture and its impact on partnering between community agencies and postsecondary institutions to help low-income students attend college. Education and Urban Society, 43(2), 205-243.

Kezar, A. (2007). A tale of two cultures: Schools and universities in partnership for school reform and student success. Metropolitan University Journal, 18(4), 28-47.

Kezar, A. (2006). Redesigning for collaboration in learning initiatives: An examination of four highly collaborative campuses. The Journal of Higher Education, 77(5), 804-838.

Kezar, A. (2006). Examining the ways institutions create student engagement: The role of mission. Journal of College Student Development, 47(2), 149-172.

Kezar, A. J.  (2006). The impact of institutional size on student engagement. NASPA Journal, 43(1), 87-114.

Kezar, A.  (2005). Redesigning for collaboration within higher education institutions: An exploration into the developmental process. Research in Higher Education, 46(7), 831-860.

Kezar, A. (2003). Achieving student success: Strategies for creating partnerships between academic and student affairs. NASPA Journal, 41(1), 1-22.

Kezar, A. (2003). Enhancing innovative partnerships: Creating a change model for academic and student affairs collaboration. Innovative Higher Education, 28(2), 137-156.

Kezar, A. (2001). Theory of multiple intelligences: Implications for higher education. Innovative Higher Education, 26(2), 141-154.

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Kezar, A., & Gerhke, S. (2014). Supporting and enhancing student learning through partnerships with academic colleagues. In J. Stringer & G. McCellan (Eds.), The handbook of student affairs administration (4th ed.) (pp. 405-422). San Francisco, CA: Jossey-Bass.

Diversity and Equity

Book

Kezar, A. (Ed.). (2010). Recognizing and serving low-income students in higher education: An examination of institutional policies, practices, and culture. New York, NY: Routledge.

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Kezar, A., & Wheaton, M. (2017). The value of connective leadership: Benefiting from women's approach to leadership while contending with traditional views. About Campus, 21(6), 19-26.

Shahjahan, R. A., & Kezar, A. J. (2013). Beyond the “National Container”: Addressing methodological nationalism in higher education research. Educational Researcher, 42(1), 20-29.

Kezar, A., & Lester, J. (2010). Breaking the barriers of essentialism in leadership research:  Positionality as a promising approach. Feminist Formations, 22(1), 163-185.

Kezar, A., Lester, J., & Yang, H. (2009). Nonprofits partnering with postsecondary institutions to increase low-income student access. Educational Policy, 24(3), 500-533.

Kezar, A., & Eckel, P. (2008). Advancing diversity agendas on campus: Examining transactional and transformational presidential leadership styles. International Journal of Leadership in Education, (11)4, 379-405.

Kezar, A. (2008). Understanding leadership strategies for addressing the politics of diversity. The Journal of Higher Education, 79(4), 406-441.

Kezar, A., Eckel, P., Contreras-McGavin, M., & Quaye, S. J. (2008). Creating a web of support: An important leadership strategy for advancing campus diversity.  Higher Education, 55(1), 69-92.

Kezar, A., Lester, J., Glenn, W., & Nokamato, J. (2008). Examining organizational contextual features that affect implementation of equity initiatives. The Journal of Higher Education, 79(2), 125-159.

Kezar, A., & Lester, J. (2008). Leadership in a world of divided feminism. NASPA Journal About Women in Higher Education, 1(1), 51-75.

Kezar, A. (2007). Tools for a time and place: Phased leadership strategies to institutionalize a diversity agenda. The Review of Higher Education, 30(4), 413-439.

Kezar, A. (2007). Learning from and with students: College presidents creating organizational learning to advance diversity agendas. NASPA Journal, 44(3), 578-609.

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.

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Kezar, A., Walpole, M., & Perna, L. (2014). Engaging low-income students. In S. J. Quaye & S. R. Harper (Eds.), Student engagement in higher educationTheoretical perspectives and practical approaches for diverse populations (2nd ed.) (pp. 237-257). New York, NY: Routledge.

Governance

Select Articles

Kezar, A. (2006). Rethinking public higher education governing boards performance: Results of a national study of governing boards in the United States. The Journal of Higher Education, 77(6), 968-1008.

Kezar, A., Lester, J., & Anderson, G. (2006). Challenging stereotypes that interfere with effective governance. Thought & Action, 22, 121-132. 

Kezar, A.  (2005). Consequences of radical change in governance: A grounded theory approach. The Journal of Higher Education, 76(6), 634-668.

Kezar, A., & Eckel, P. (2004). Meeting today’s governance challenges: A synthesis of the literature and examination of a future agenda for scholarship. The Journal of Higher Education, 75(4), 371-400.

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Eckel, P., & Kezar, A. (2016). The intersecting authority of boards, presidents, and faculty: Toward shared leadership. In P. Altbach, M. N. Bastedo, & P. Gumport (Eds.), American higher education in the twenty-first century (4th ed.) (pp. 155-190). Baltimore, MD: Johns Hopkins University Press.

Kezar, A., & Gerhke, S. (2014). Grassroots leadership: Responding to declining shared governance in the neoliberal world. In L. Qi & C. Gerstl-Pepin (Eds), Survival of the fittest: The shifting contours of higher education in China and the United States (pp. 101-120). Heidelberg, DE: Springer-Verlag.