Designing for Change: Principles for STEM Programs That Foster Organizational Transformation
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| Title: | Designing for Change: Principles for STEM Programs That Foster Organizational Transformation |
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| Language: | English |
| Authors: | Edwin Jose Perez (ORCID |
| Source: | Journal of Hispanic Higher Education. 2026 25(2):137-155. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | STEM Education, Organizational Change, Equal Education, Disproportionate Representation, STEM Careers, Intervention, Minority Group Students, Models, Change Strategies, Participative Decision Making, Sustainability |
| DOI: | 10.1177/15381927261418040 |
| ISSN: | 1538-1927 1552-5716 |
| Abstract: | This study examines how STEM programs can be intentionally designed to serve as mechanisms for organizational transformation. Grounded in organizational change theory and findings from a multi-site qualitative case study of the Meyerhoff Adaptation Project, the study presents four design principles that illustrate how intentional choices can reconfigure structures, cultures, and power dynamics, which enable inequity within higher education. The principles offer guidance for developing sustainable, equity-centered STEM initiatives that advance institutional change. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500080 |
| Database: | ERIC |
| Abstract: | This study examines how STEM programs can be intentionally designed to serve as mechanisms for organizational transformation. Grounded in organizational change theory and findings from a multi-site qualitative case study of the Meyerhoff Adaptation Project, the study presents four design principles that illustrate how intentional choices can reconfigure structures, cultures, and power dynamics, which enable inequity within higher education. The principles offer guidance for developing sustainable, equity-centered STEM initiatives that advance institutional change. |
|---|---|
| ISSN: | 1538-1927 1552-5716 |
| DOI: | 10.1177/15381927261418040 |
