Adrianna  Kezar

Adrianna Kezar

Professor of Education

Co-Director, Pullias Center for Higher Education

PhD, Education, University of Michigan,
MA, Education, University of Michigan,
BA, Art History, University of California, Los Angeles

Contact info

kezar@rossier.usc.eduPhone: 323-632-9413Fax: 213-821-2761WPH-703CCurriculum Vitae

Concentration

Higher Education

Expertise

An expert on higher education, leadership and diversity.

Adrianna Kezar

 

Dr. Adrianna Kezar is a Professor for Higher Education, Rossier. She has several years administrative experience in higher education as well both in academic and student affairs. Her field of expertise consists of change and leadership in higher education and her research agenda explores the change process in higher education institutions and the role of leadership in creating change.

Kezar is also a well-known qualitative researcher and has written several texts and articles about ways to improve qualitative research in education. Kezar is well published with 14 books, over 75 journal articles, and over a hundred book chapters and reports. In 2011, she had two new books: Recognizing and Serving Low Income Students (Routledge, 2011) and Enhancing Campus Capacity for Leadership (Stanford Press, 2011). Other recent previous books include: Understanding the new majority of non-tenure track faculty (Jossey Bass, 2010), Organizing for collaboration (Jossey Bass, 2009), Rethinking leadership practices in a complex, multicultural and global world (Stylus Press, 2009), Rethinking the “L” Word in Higher Education: The Revolution of Research on Leadership (Jossey Bass, 2006), Higher Education for the Public Good (Jossey Bass , 2005). She has acquired over $5 million dollars in grant funding and has worked on grant-funde d projects exceeding $12 million dollars on a variety of projects to fundamentally improve higher education.

Kezar has participated actively in national service, including being on the editorial boards for The Journal of Higher education, The Journal of College Student Development, Change, and The ERIC Review and serving as a reviewer for 17 journals in and outside higher education. She has played major leadership roles serving on the AERA-Division J Council and Association for the Study of Higher Education Board, Publication Committee and Dissertation of the Year Committee. Kezar also serves(d) on numerous national boards including for the American Association for Higher Education, Association of American Colleges and Universities’ Peer Review and Knowledge Network; National TRIO Clearinghouse; and the American Council on Education’s CIRP Research Cooperative. She volunteers for several national organizations including the National Science Foundation, HERS/Bryn Mawr Summer Institute, Project Kaleidoscope, Pathways to College Network, and t he Kellogg Forum on Higher Education for the Public Good. Kezar holds a Ph.D. 1996 and M.A. 1992 in higher education administration from the University of Michigan and a B.A. 1989 from the University of California, Los Angeles. She joined the faculty at USC in 2003.

Kezar has received national awards for her editorial leadership of the ASHE-ERIC report series from ASHE, for developing a leadership development program for women in higher education from ACE, and for her commitment to service learning from the National Society for Experiential Learning.

Experience

Research:

Dr. Kezar’s research agenda explores the change process in higher education institutions and the role of leadership in creating change. Dr. Kezar is also a well-known qualitative researcher and has written several texts and articles about ways to improve qualitative research in education.  She has published 14 books, over 70 peer reviewed journal articles, and over a hundred book chapters and reports.  She has acquired approximately $6 million dollars in grant funding and has worked on grant-funded projects totaling approximately $12 million dollars.

Professional Experience:

  • Professor, University of Southern California    2012-present
  • Co-Director, Center for Higher Education Policy Analysis
  • Associate Professor, University of Southern California  2003-2012
  • Associate Director, Center for Higher Education Policy Analysis
  • Concentration Chair, Higher Education Rossier School of Education
  • Assistant Professor, University of Maryland       2001-2003 Department of Educational Policy and Leadership
  • Director, The George Washington University      1998-2001
  • ERIC Clearinghouse on Higher Education &
  • Assistant Professor, The George Washington University Department of Educational Leadership
  • Associate Director, The George Washington University    1996-1998
  • ERIC Clearinghouse on Higher Education &   Assistant professor, The George Washington University Department of Educational Leadership
  • Coordinator for Mid-Semester Assessment, University of Michigan   1993-1995
  • Center for Research on Learning and Teaching  Student Affairs Associate, University of Michigan
  • Office of the Vice President for Student Affairs   1992-1996

Honors and Awards:

Service Award, Association for the Study of Higher Education     2003 For planning the 2003 Annual conference

Service Award, Association for the Study of Higher Education      2002 For my editorial leadership within the field of higher education research

NETWORK Leadership Award, American Council on Education   2000 For the development of the Institute for Emerging Women Leaders and for research contributing to leadership development programs

Awardee, Salzburg Seminar     2000                                                     Invited to seminar for individuals designated as higher education leaders worldwide

Service Award, National Society for Experiential Education    1994        For my work promoting community service-learning nationally

Classes:

Contracts/Grants:

Principal investigator, Using data tools to further STEM Reform.  (2013-2016).  Spencer Foundation, $300,000.  Study of data tools used at 12 California colleges to prompt STEM reform. Pending, notification February 2013.

Principal investigator, Achieving scale for STEM reform:  Studying and enhancing undergraduate STEM networks, (2013-216).  National Science Foundation, $600,000. Mixed methods study of undergraduate STEM networks.

Co- Principal investigator (with Project Kaleidoscope), Assessing institutional transformation for STEM undergraduate reform. (2012-1014).  Keck Foundation. $250,000, Develop an instrument that measures institutional transformation for institutions aiming to alter the experience for their undergraduate students in STEM to be more engaging, active, interdisciplinary, and outcomes based.

Principal investigator, Delphi study of non-tenure track faculty in higher education.  (2011-2013). Spencer Foundation, $30,000. Delphi study of national experts on the issue of how colleges can move forward with a largely non-tenure track faculty and best support student learning.  Pending.

Principal investigator, Delphi study of non-tenure track faculty in higher education.  (2011-2013). Carnegie Foundation , $30,000. Delphi study of national experts on the issue of how colleges can move forward with a largely non-tenure track faculty and best support student learning. 

Principal investigator, Delphi study of non-tenure track faculty in higher education.  (2011-2013). Teagle Foundation , $30,000. Delphi study of national experts on the issue of how colleges can move forward with a largely non-tenure track faculty and best support student learning. 

Principal investigator, Understanding policies and practices that support non-tenure track faculty and lead to a quality learning environment.  (2011-2012), Haynes Foundation, $12,000.  Funded to conduct case study of the policies and practices that increase the efficacy and potential for non-tenure track faculty to perform and create a quality teaching environment.

Principal investigator, Individual development accounts: Paving a new road to access in higher education,  (2006-2009),  Lumina Foundation, $530,000.  Funded to study the expansion of the federal policy on individual development accounts and their use in higher education. Studies involve interviews, focus groups, and case studies of IDAs nonprofit agencies and postsecondary institutions.

Co-principal Investigator, Kauffman Scholars Program, (2005-2006), Kauffman Foundation, $250,000.  Funded to conduct a set of studies of early intervention for college programs to inform the development and evaluation of the Kauffman Scholars Program. 

Contractor, Presidents and Diversity Agendas, (2004-2005), American Council on Education, $175,000.  Research study of college presidents and their work to create, implement and sustain a diversity agenda at different types of higher education institutions.

Contractor, Challenges for Shared Governance, (2003-2005), Center for higher education policy analysis, funded by the Lumina foundation, $1,200,000. Study examined the selection criteria for public governing boards as well as conditions that improve the performance.

Contractor, Building Organizational Capacity, (2003-2005), National Association for University Business Officers and The University of Georgia. $475,000. Case study project to examine elements of colleges and universities that help them build capacity for sustained growth and meeting their mission.

Contractor, Documenting Effective Educational Practices, (2002-2004), National Survey of Student Engagement (NSSE), Indiana University, $2,000,000.  A case study documenting effective educational practices at 20 institutions across the country that scored high on the national survey of student engagement. 

Contractor, NSSE Roundtables,  (2002-2003), American Association for Higher Education, $150,000. This national focus group study examines how external and internal policymakers use NSSE data to create policies and affect practice. 

Principal investigator, Improving Governance in American Colleges and Universities, (2001-2002), University of Maryland, $10,000.  This study examined the dilemmas facing governance including the growth of part-time and contract faculty, the increased application of corporate approaches, and the need to respond to external challenges and forces.  It identifies approaches to maintain diverse voices in policymaking/governance.

Principal Investigator, Academic and Student Affairs Collaboration, (2000), Department of Education: Office of Educational Research and Improvement, $10,000.  Funded to conduct national survey.

Contractor, Institutional Transformation in Higher Education, (1997-2000) Kellogg Foundation through the American Council on Education, $1,200,000. Funded to conduct case study research on 20 institutions nationally that had undergone institutional transformation.

Principal Investigator, ERIC Clearinghouse on Higher Education, (1999-2001), Department of Education: Office of Educational Research and Improvement,  $2,250,000.  Funded to develop a national database of higher education literature resources, edit a publication series, answer education related questions, and develop and maintain a website of educational resources.

Principal Investigator, Special Project on Education Literature and Internet Resources, (1999), Department of Education: Office of Educational Research and Improvement,  $30,000.

Funded to develop metatags and concept maps for higher education websites and resources.

Principal Investigator, Special Project on the Quality and Content of the Higher Education Literature, (1998), Department of Education: Office of Educational Research and Improvement, $15,000. Funded to conduct focus groups.

Co-principal Investigator, ERIC Clearinghouse on Higher Education, (1993-1998), Department of Education: Office of Educational Research and Improvement, $2,000,000.  Funded to develop a national database of higher education literature resources, edit a publication series, answer education related questions, and develop and maintain a website of educational resources.

Selected Publications

  • Books
  • Kezar, A. (2014). How change works in higher education. New York:  Routledge.
  • Kezar, A. (Ed.). (2012). Embracing non-tenure track faculty:  Changing campuses for the new faculty majority.  New York:  Routledge.
  • Kezar, A. & Lester, J. (2011). Enhancing campus capacity for leadership:  An Examination of grassroots leaders.  Stanford Press.
  • Kezar, A. (Ed.). (2010).  Recognizing and serving low-income students in postsecondary education: An examination of institutional policies, practices, and culture. New York:  Routledge.
  • Kezar, A & Lester, J. (2009).  Organizing for collaboration in higher education: A guide for campus leaders.  Jossey Bass Press.
  • Kezar, A.  (Ed.). (2009).  Rethinking leadership practices in a complex, multicultural and global environment.  Stylus Press
  • Kezar, A., Chambers, T., & Burkhardt, J. (Eds.).  (2005). Higher education for the public good:  Emerging voices from a national movement.  San Francisco:  Jossey-Bass.
  • Eckel, P., & Kezar, A. (2003). Taking the reins:  Institutional transformation in higher education.  Phoenix, AZ: ACE-ORYX Press.
  • Monographs
  • Kezar, A. & Sam. C. (2010).  Understanding the new majority: Contingent faculty in higher education. Volume. I ASHE Higher Education Report Series.  San Francisco:  Jossey Bass.
  • Kezar, A. & Sam. C. (2010).  Understanding the new majority: Contingent faculty in higher education. Volume II. ASHE Higher Education Report Series.  San Francisco:  Jossey Bass.
  • Kezar, A., Contreras-McGavin, M, & Carducci, R. (2006).  Rethinking the “L” word in higher education:  The revolution of research on leadership.  San Francisco:  Jossey-Bass.
  • Kezar, A. (Ed.). (2005). Higher education as a learning organization:  Promising concepts and approaches.  New Directions for Higher Education.  Number 131/Fall.  San Francisco: Jossey-Bass.
  • Kezar, A., Hirsch, D., & Burack, K. (Eds.).  (2002).  Understanding the role of academic and student affairs collaboration in creating a successful learning environment.  New Directions for Higher Education.  Number 116/Winter. San Francisco: Jossey-Bass.
  • Kezar, A.  (2001). Understanding and facilitating organizational change in the 21st Century:  Recent research and conceptualizations. Washington, D.C.:  ASHE-ERIC Higher Education Reports.
  • Kezar, A,. & Eckel, P. (Eds.).  (2000).  Moving beyond the gap between research and practice in higher education.  New Directions for Higher Education.  Number 110/Summer.  San Francisco: Jossey-Bass.
  • Kezar, A. (2002).  Reconstructing exclusive and static images of leadership: An application of positionality theory. The Journal of Leadership Studies, 3(3), 94-109.
  • Toma, D., & Kezar, A. (Eds.). (1999). The collegiate ideal:  The current state and future prospects of the idea of campus.  New Directions for Higher Education.  Number 105/Spring.  San Francisco:  Jossey-Bass
  • Maxey, D. & Kezar, A (in press).  Understanding the shift to a largely non-tenure track faculty.  Journal of Higher Education.  
  • Kezar, A & Maxey, D. (in press).  Understanding Key Stakeholder Belief Systems or Institutional Logics Related to Non-Tenure-Track Faculty and the Changing Professoriate. Teacher’s Colllege Record.
  • Elrod, S. & Kezar, A. (in press).  Developing leadership in STEM fields:  The PKAL summer leadership institute.  Journal of Leadership Studies.
  • Kezar, A. & Maxey, D.  (in press). Change requires discipline: How faculty members working through disciplinary associations can create a better future for the professoriate.  Academe.
  • Kezar, A. (in press).  Higher education change and social networks:  A missing link.  Journal of Higher Education.
  • Kezar, A. (in press).  Social construction of support among non-tenure track faculty. Teachers College Record.
  • Kezar, A. & Gehrke, S. (2013, August/september).  Supporting the new faculty majority: Perspectives from a national study of deans.  Peer Review.
  • Kezar, A. & Gehrke, S. (2013). Why are we hiring so many non-tenure-track faculty?  Liberal Education.
  • Kezar, A. & Maxey, D.  (2013, May/June). The Necessity of Trustee Leadership to Address the Changing Faculty. Trusteeship, 12-15.
  • Kezar, A.  (2013). Comparing supportive and unsupportive departments for non-tenure track faculty:  Impact on willing, capacity and opportunity to perform. Research in Higher Education, 54(5), 571-598.
  • Shahjahan, R. &  Kezar, A. (2013). Beyond the “National Container”: Addressing Methodological Nationalism in Higher Education Research.  Educational Researcher, 42, 20-28
  • Kezar, A. (2013).  Four cultures of the new academy:  Support for non-tenure track faculty.  Journal of Higher Education, Volume 84, Issue 2, 153-158.
  • Kezar, A. & Sam, C. (2013). Institutionalizing equitable policies and practices for contingent faculty.  Journal of Higher Education, 84(1), 56-87.
  • Kezar, A. (2012).  Understanding sensemaking in transformational change processes from the bottom up.  Studies in Higher Education, 65, 761-780. 
  • Kezar, A. & Sam, C. (2012). Governance as a catalyst for change:  Creating a contingent faculty friendly academy.  Educational Policy, 24, 500-533.
  • Kezar, A. (2012).  Bridging the great divide:  Campus ideals for faculty and non-tenure track faculty realities.  Change, 44(6) 6-14. 
  • Kezar, A., Hartley, M. & Maxey, D.  (2012).  Increasing civic engagement on college campuses:  The missing role of shared governance.  Liberal Education, 98(3), on-line no page numbers. 
  • Kezar, A.  (2012). Organizational conditions that shape the implementation of student learning outcomes assessment. Innovative Higher Education.
  • Lester, J. & Kezar, A. (2012).  The formation and strategies of grassroots leadership teams.  Innovative Higher Education, (37)2, 105-124.
  • Kezar, A. (January, 2012). The path to pedagogical reform in the Sciences:  Engaging social movement and mutual adaptation models of change.  Liberal Education, (98)1, 14-19.
  • Kezar, A. & Elrod, S. (February, 2012). How campuses can facilitate interdisciplinary learning: Leadership lessons from Project Kaleidoscope’s national initiative. Change, 13-21.
  • Kezar, A. & Sam, C. (2011). New Theories for conceptualizing contingent faculty.  American Behavioral Scientist, 55(11), 1419-1442. 
  • Kezar, A. (2011).  Faculty and staff grassroots leader’s beliefs about power:  Do their beliefs affect their strategies and effectiveness?  International Journal of Leadership Studies, 6(1), 84-103. 
  • Kezar, A. & Dee. J.  (2011).  Conducting paradigm-crossing analyses of higher education organizations:  Transforming the study of colleges and universities.  Higher Education Handbook, 26, 265-315.
  • Kezar, A.  (2011).  Leading bottom up change:  Encounters with power and oppression. International Journal of Qualitative Studies in Education, 24(4), 1-31.
  • Kezar, A. (2011). What is the best way to achieve reach of improved practices in education. Innovative Higher Education, 36(11), 235-249.
  • Kezar, A., Gallant, T., 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. (2010).  Faculty and staff partnering with student activists:  Unexplored terrains of interaction and development.  Journal of College Student Development, 51(5), 451-480.
  • Kezar, A. (2010). Culture clashes and their impact on partnering between community agencies and postsecondary institutions to help low income students attend college. Education and Urban Society, 1-39.
  • 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.  (2010).  Breaking the barriers of essentialism in leadership research:  Positionality as a promising practice. Feminist formations, 22(1), 163-185.
  • Kezar, A. & Lester, J. (2009).  Supporting faculty grassroots leadership. Research in Higher Education, (50), 715-740. 
  • Kezar, A., Lester, J, & Yang, H. (2010). Financial education: A missing piece in student learning, About Campus, 20-28.
  • Kezar, A., Lester, J. & Yang, H.  (2009).  Non-profits partnering with postsecondary institutions to increase low-income student access.  Educational Policy,24(3), 500-533.
  • Kezar, A. (2009, November/December).  Unexplored Terrain:  Is too much change happening in higher education? Change, 35-45.
  • Kezar, A. & Lester, J. (2009, March/April).  The importance of external influences in the promotion of grassroots change in higher education: The promise of virtual networks. Change, 45-51.
  • 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).  Is there a way out?  Examining the commercialization of higher education.  Journal of Higher Education, 79(4) 473-482.
  • 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. (2008). Creating a web of support:  An important leadership strategy for advancing campus diversity.  Higher Education, 69-92
  • Kezar, A.& Lester, J.  (2008).  Leadership in a divided world of feminism.  Journal of Women in Higher Education, 1(1), 49-73.
  • Kezar, A., Lester, J. Glenn, W., & Nokamato, J. (2008).  Examining contextual features that affect implementation of equity initiatives.  Journal of Higher Education. 79(2), 125–159.
  • Kezar, A. (2007).  Tools for a time and place:  Phased leadership strategies for advancing campus diversity.  Review of Higher Education, 30(4), 413-439.
  • Kezar, A. (2007).  A tale of two cultures:  Universities and schools working together.  Metropolitan University Journal (18) 4, 28-47 .
  • Kezar, A., Lester, J., Carducci, R., Bertram Gallant, T., Contreras McGavin, M. (2007).  Where are the faculty leaders?  Liberal Education, 93(4), 14-21.
  • Kezar, A. (2007).  Learning from and with students:  College presidents creating organizational learning to advance diversity agendas. NASPA Journal, 44(3), 578-610.
  • Kezar, A.  (2007).  Successful student engagement: Aligning and fostering institutional ethos.  About Campus, 3(6), 13-19.
  • Kezar, A. (2007, July/August). Learning to ensure the success for students of color: A systemic approach to effecting change.  Change, 19-25.
  • Kezar, A. (2006).  Rethinking public board performance:  Results of a national study of public governing boards.  The Journal of Higher Education. 77(6), 968-1008.
  • Kinzie, J., Magolda, P. Kezar, A., Kuh, G., Hinkle, S. Whitt, E.  (2006).  Methodological Challenges and Tensions in  Multi-Investigator Multi-Institutional Research.  Higher Education, June, electronic journal, no page numbers .
  • 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), 149-171.
  • Kezar, A. (2006).  To develop or not to develop theory:  That is the question? Handbook of Higher Education Research, Vol. XXI, 283-344. 
  • Kezar, A. & Carducci, R. (2006).  Cultivating revolutionary educational leaders: Translating emerging theories into action.  Journal of Leadership Development, 1(2), 1-46. 
  • Kezar, A., Lester, J., & Anderson, G. (2006, Fall).  Lacking courage, corporate sellout, not a real faculty member:  Challenging stereotypes of non tenure track faculty that prevent effective governance.  Thought and Action, 22, 121-132.
  • Kezar, A.  (2006). The impact of institutional size on student engagement.  NASPA Journal, 43(1), 87-114.
  • Kezar, A. (2005). Redesigning for collaboration with higher education institutions:  An exploration into the developmental process.  Research in Higher Education, 46(7), 831-860.
  • Kezar, A. (2005). Consequences of radical change in governance.  The Journal of Higher Education, 76(6), 634-668.
  • Kezar, A. (2005).  Moving from I to we: Re-organizing for collaboration in higher education. Change, 37(6), 50-57.
  • Kezar, A. (2004).  Philosophy, leadership, and scholarship:  Confucian contributions to a leadership debate.  Leadership Review, 4, 110-131.
  • Kezar, A. (2004).  Obtaining integrity?:  Reviewing and examining the charter between higher education and society.  The Review of Higher Education, 27(4), 429-459.
  • Kezar, A., & Eckel, P.  (2004). Meeting today’s governance challenges:  A synthesis of the literature and examination of a future research agenda. The Journal of Higher Education 75(4), 371-400.
  • Kezar, A. (2004).  Wrestling with philosophy:  Improving scholarship in higher education.  The Journal of Higher Education, 75(1), 42-55
  • Kezar, A. (2003). Achieving student success:  Strategies for creating partnerships between academic and student affairs.  NASPA Journal, 41(1), 1-22.
  • Kezar, A. (2003). Elite interviews:  Missing link to transforming power relations.  Qualitative Inquiry, 9(3), 1-21
  • Kezar, A. (2003).  Enhancing innovative partnerships:  Creating a change model for academic and student affairs collaboration.  Innovative Higher Education, 28(2), 137-156.
  • Eckel, P. & Kezar, A. (2003).  Key strategies for making new institutional sense.  Higher Education Policy, 16(1), 39-53.
  • Kezar, A. (2002). Expanding notions of leadership to capture pluralistic voices:  Positionality theory in practice. Journal of College Student Development, 43(4), 558-578.
  • Kezar, A., & Eckel, P. (2002).  Examining the institutional transformation process: The importance of sensemaking, inter-related strategies and balance.  Research in Higher Education, 43(4), 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.
  • Kezar, A.  (2002).  Assessing community service learning:  Are we identifying the right outcomes?  About Campus, 7(2), 4-20.
  • Kezar, A. (2002). Overcoming obstacles to change within urban institutions: The mobile framework and engaging institutional culture.  Metropolitan Universities Journal, 13(2), 68-80.
  • Kezar, A. (2002). Becoming a pluralistic leader: Using case stories to transform beliefs.  Metropolitan Universities Journal, 13(2), 95-104.
  • Kezar, A., & Rhoads, R. (2001).  The dynamic tension of service learning: A philosophical perspective.  The Journal of Higher Education, 72(2), 125-148.
  • Kezar, A.  (2001). Theory of multiple intelligences: Implications for higher education.  Innovative Higher Education, 26(2), 141-154.
  • Kezar, A. (2001).  Investigating organizational fit in a participatory leadership environment.  Journal of Higher Education Policy and Management, 23(1), 85-102.
  • Kezar, A. (2000).  Still trees without fruit?: Higher education research at the millennium.  The Review of Higher Education, 23(4), 443-468.
  • Kezar, A., & Moriarty, D.  (2000).  Expanding our understanding of student leadership development:  A study exploring gender and race/ethnicity. Journal of College Student Development, 41(1), 55-70.
  • Kezar, A. (2000).  Pluralistic leadership: Incorporating diverse voices.  Journal of Higher Education, 71(6), 722-743.
  • Kezar, A., & Gangone, L. (2000).  Meeting the leadership challenges of the 21st Century:  An evaluation of a national leadership institute.  Initiatives, 59(4).
  • Retrieved June, 2001, from, http://www.nawe.org/journal/59.4/gangone.htm    
  • Kezar, A. (2000).  Pluralistic leadership: Bringing diverse voices to the table.  About Campus, 5(3), 6-11.
  • Kezar, A.  (2000).  Pilot studies:  Beginning the hermeneutic circle.  Research in Higher Education, 41(3), 385-400.
  • Special Issue Editor for Journals
  • Kezar, A. (Ed). (2011). Contingent faculty in academy:  Current challenges and prospects.  American Behavioral Scientist, 55(11).
  • Kezar, A. (Ed.). (2009).  Understanding the dynamics of grassroots leadership in postsecondary education.  Journal of Change Management, 25(2).
  • Kezar, A. (Ed.). (2004).  Critical methodological questions:  Refining higher education research.  The Journal of Higher Education, 75(1).
  • Kezar, A. (Ed.). (2002).  Leadership in urban universities in the 21st century:  Institutional change, accountability, and inclusiveness.  Metropolitan Universities Journal, 13(2).
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