A Critical Agency Network Model for Building an Integrated Outreach Program

Kiyama, Judy Marquez; Lee, Jenny J.; Rhoades, Gary

doi:10.1353/jhe.2012.0009

Cited by 17 publications

(12 citation statements)

References 74 publications

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“…These findings are consistent with those of previous studies that found that women-focused social networks and organising groups can be important spaces of self-awareness, agency, and collective efforts at gender equity reform (Hart 2007(Hart , 2008. Likewise, our findings are consistent with those of Kiyama, Lee, and Rhoades (2012) and Kezar (2014) that emphasise the role of personal and professional relationships in enacting organisational change and inspiring critical agency, especially around equity.…”

Section: Discussionsupporting

confidence: 88%

Faculty peer networks: role and relevance in advancing agency and gender equity

O’Meara

Stromquist

2015

Gender and Education

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Organisational efforts to alter gender asymmetries are relatively rare, yet they are taking place in a number of universities. In the USA, sponsored by the National Science Foundation, ADVANCE programmes implement a number of interventions to improve the recruitment, retention, and advancement of women faculty. This study focused on one common intervention, faculty peer networks, and the role they play in gender equity reform. Longitudinal and cross-sectional qualitative data indicate that such peer networks function as catalysts for women's career agency, and challenge gendered organisational practices. Two key features of the peer networks, their structure and internal dynamics, facilitate these outcomes. At the same time, peer networks are limited by design in promoting structural change and must be implemented in concert with other forms of policy and structural change to be effective mechanisms for gender equity reform.

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Section: Discussionsupporting

confidence: 88%

Faculty peer networks: role and relevance in advancing agency and gender equity

O’Meara

Stromquist

2015

Gender and Education

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“…Individual actors within an organization exercise their agency in several ways that alter tasks and relations (Wrzesniewski & Dutton, 2001). These individuals can also collectively transform an organization or a unit given the joint power of their social network (Kiyama et al, 2012).…”

Section: Institutional Funds Of Knowledgementioning

confidence: 99%

Institutional Funds of Knowledge

Castiello-Gutiérrez¹

2021

Preprint

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This brief essay is an introduction to the theorization of institutional funds of knowledge (IFK) as an emerging concept along with its application in the context of organizational theory particularly around issues of higher education institutions (HEIs). IFK refers to the skills and knowledge that have been historically and culturally developed and practiced inside an organization (or a unit within the organization) and that translate into concrete beneficial outcomes for such organization by presenting an alternative to dominant practices. These ‘funds’ rely on the individual agency and on various forms of capital that members of the organization possess, and therefore share, until they permeate enough to become institutionalized practices. Contrary to other manifestations of organizational practices and organizational knowledge, institutional funds of knowledge are the recognition that such practices and knowledge stem from the individuals’ lived experiences in the margins. At the core of IFK lies a sense of individual agency that pushes an organization toward dissidence and innovation against perceived inequities stemming from imbalanced power relations (Rebughini, 2018); an agency that resists and redefines supra-institutional structures (Baez, 2000) where individuals work together to transform an organization with the joint power of their social network (Kiyama et al., 2012).

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“…Prior work by the authors and their collaborators (Espino & Lee, ; Kiyama, Lee, & Rhoades, ; Torres‐Olave, , ) has called attention to the complex relationships that students and faculty establish with the spaces they inhabit, and how that shapes their relationships to places and communities. This multifaceted dynamic not only applies to the more tangible communities like family, school and work, but also to imagined communities (Anderson, ; Kanno & Norton, ; Wenger, ) that may be physically and geographically removed from our immediate environment.…”

Section: Multidimensional Subjectivitiesmentioning

confidence: 99%

Shifting positionalities across international locations: Embodied knowledge, time‐geography, and the polyvalence of privilege

Torres-Olave

Lee

2019

Higher Education Quarterly

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Despite a robust body of scholarship on positionality, the practice of international Higher Education research often neglects engagement with the varied, fluid and complex positionalities of researchers across national boundaries. Through a series of vignettes, the authors argue for reflexivity that extends beyond rigid social identities and towards embodied knowledge, or self‐understanding that is mutable and context responsive. For international mobile researchers especially, new affinities can evolve through propinquity and social custom, and gradually become incorporated into self‐knowledge with the passing of time. Beyond mere cultural competency, this article raises the importance of symbolic competency that simultaneously negotiates the multiple dimensions of language, various forms of capital, as well as evolving social identities in conducting research in different contexts.

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A Critical Agency Network Model for Building an Integrated Outreach Program

Cited by 17 publications

References 74 publications

Faculty peer networks: role and relevance in advancing agency and gender equity

Faculty peer networks: role and relevance in advancing agency and gender equity

Institutional Funds of Knowledge

Shifting positionalities across international locations: Embodied knowledge, time‐geography, and the polyvalence of privilege

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