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From the foreword by Walter G. Bumphus, President &CEO of AACC:
"Becoming an Equity-Centered Higher Education Institution is a
significant contribution to the on-going struggle to find practical
approaches to implementing an equity agenda in higher education."
The authors had three main goals for this text: Relevance: This
book is the result of many years of teaching, leading, researching,
and coaching individuals and institutions about equity inside
higher education. The authors place a clear emphasis on awareness
and teaching skills first, but also ensure that those skills are
based on practical application in the field. Practical Application:
To describe and explain equity and transformational change
concepts, this book provides step-by-step implementation approaches
that can be used to integrate equity-centered principles into
practices and policies to implement or improve equity work into the
organizational culture. A Purposeful Approach: The authors defined
the act of becoming an equity-centered institution in terms of a
transformational change approach using Kotter's Eight-Stage
Process. Kotter's Model and AACC's Leadership Competencies for
Community College Leaders are introduced in Chapter 1 and
integrated throughout the book. This integrated framework allows
practitioners to place the intersectionality of equity,
transformational change, and requisite leadership competencies into
the larger context of higher education. While using Kotter's 8-Step
Change Model, the authors emphasize that operations and situations
inside higher educational institutions are not linear as implied in
Kotter's model. They show how the stages of change may occur at
different times and different situations at different institutions,
and demonstrate what leadership competencies are recommended for
each stage in the change process.
From the foreword by Walter G. Bumphus, President &CEO of AACC:
"Becoming an Equity-Centered Higher Education Institution is a
significant contribution to the on-going struggle to find practical
approaches to implementing an equity agenda in higher education."
The authors had three main goals for this text: Relevance: This
book is the result of many years of teaching, leading, researching,
and coaching individuals and institutions about equity inside
higher education. The authors place a clear emphasis on awareness
and teaching skills first, but also ensure that those skills are
based on practical application in the field. Practical Application:
To describe and explain equity and transformational change
concepts, this book provides step-by-step implementation approaches
that can be used to integrate equity-centered principles into
practices and policies to implement or improve equity work into the
organizational culture. A Purposeful Approach: The authors defined
the act of becoming an equity-centered institution in terms of a
transformational change approach using Kotter's Eight-Stage
Process. Kotter's Model and AACC's Leadership Competencies for
Community College Leaders are introduced in Chapter 1 and
integrated throughout the book. This integrated framework allows
practitioners to place the intersectionality of equity,
transformational change, and requisite leadership competencies into
the larger context of higher education. While using Kotter's 8-Step
Change Model, the authors emphasize that operations and situations
inside higher educational institutions are not linear as implied in
Kotter's model. They show how the stages of change may occur at
different times and different situations at different institutions,
and demonstrate what leadership competencies are recommended for
each stage in the change process.
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