Implicit Theories of Change as a Barrier to Change on College Campuses: An Examination of STEM Reform

Adrianna J. Kezar · Sean J. Gehrke · Susan L. Elrod

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Organizational Change and Leadership Teacher Education and Leadership Studies Evaluation of Teaching Practices

Abstract

This study examines the role of implicit theories of change in inhibiting STEM reform and identifies a range of approaches to help change agents alter their implicit beliefs in order to develop more explicit theories of change. Through observations and interviews, we focus on the experience of reform teams on 11 campuses that were involved in a statewide STEM reform project. The findings provide empirical evidence that change agents’ views can serve as a barrier to implementation and success of changes, and we offer strategies for changing implicit views to garner greater success in change.

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2015Undergraduate STEM Achievement and Retention 2019Evidence that communities of practice are associated with active learning in large STEM lectures 2020The Facade of Fit in Faculty Search Processes 2019Sustaining pedagogical change via faculty learning community 2019Barriers to organizational learning in a multi-institutional initiative 2022Revisiting critical STEM interventions: a literature review of STEM organizational learning 2021

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