Adrianna  Kezar

Adrianna Kezar

Dean's Professor of Leadership

Wilbur-Kieffer Professor of Higher Education

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


Higher Education


An expert on higher education, leadership and diversity.

Adrianna Kezar

Dr. Adrianna Kezar is Dean's Professor of Leadership, Wilbur-Kieffer Professor of Higher Education and Director of the Pullias Center for Higher Education. 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. She has several years administrative experience in higher education as well both in academic and student affairs. 

Dr. Kezar is a national expert of change, governance 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. She is an international expert on the changing faculty and she directs the Delphi Project on the Changing faculty and Student Success – www.thechangingfaculty.org.  She is regularly quoted in the media related to her research including: New York Times, Wall Street Journal, USA Today, The Atlantic, Boston Globe, Washington Post, PBS, NPR (national and local stations), Al-Jazerra, Chronicle of Higher Education, Inside Higher Education, among others.  She also regularly consults for campuses and national organizations related to her work on non-tenure track faculty, STEM reform, change, collaboration, leadership development, and change.

Kezar is well published with 18 books/monographs, over 100 journal articles, and over a hundred book chapters and reports. Recent books include: How Colleges Change (2013) (Routledge Press), Enhancing Campus Capacity for Leadership (Stanford Press, 2011). Understanding the new majority of non-tenure track faculty (Jossey Bass, 2010), Organizing for collaboration (Jossey Bass, 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 $13 million dollars in grant funding and has worked on grant-funded projects exceeding $26 million dollars on a variety of projects to fundamentally improve higher education.  She is currently principal Investigator for The TSLC Scholars Program: A mixed methods study of a comprehensive college transition and success program for low income students funded by the Buffett Foundation.

She is an AERA fellow and 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.

Kezar has participated actively in national/professional service.  She is currently Vice President for AERA Division J, a WASC commissioner, TIAA-CREF Lead Fellow, and a member of a consensus panel for the National Academy of Science’s National Research Council Panel. She has been in or is currently serving on 11 editorial boards including The Journal of Higher education, The Review of Higher Education, The Journal of College Student Development, and serving as a reviewer for 23 journals in and outside higher education.

Professional service roles also include Board member for AERA-Division J Council and Association for the Study of Higher Education’s. Kezar also serves(d) on numerous national boards including for the Gates Foundation, 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 the Kellogg Forum on Higher Education for the Public Good.





Dr. Kezar’s research agenda explores the change process in higher education institutions and the role of leadership in creating change (see http://www.usc.edu/dept/chepa/kezar/). She regularly speaks at conferences, seminars, and workshops to help higher education leaders tackle the key challenges of changing demographics and diversity, student success, student outcomes assessment, and STEM reform and ways campuses can be more effective through collaboration/partnerships, effective shared governance, communities of practice, organizational learning, and shared leadership. She is one of the foremost experts internationally on contingent or non-tenure track faculty (see www.thechangingfaculty.org). She has published 18 books/monographs, over 100 peer reviewed journal articles, and over a 100 book chapters and reports.  She has acquired approximately $13 million dollars in grant funding and has worked on grant-funded projects totaling approximately $26 million dollars. She has been cited in the scholarly literature over 5200 times.

Professional Experience:

  • Professor, University of Southern California  
  • Co-Director,  Pullias Center for Higher Education 
  • Associate Professor, University of Southern California  2003-2012
  • Associate Director, Center for Higher Education Policy Analysis, Higher Education
  • Assistant Professor, University of Maryland Department of Educational Policy and Leadership
  • Assistant Professor, The George Washington University
  • Director, ERIC Clearinghouse on Higher Education Department of Educational Leadership
  • Coordinator for Assessment, University of Michigan Center for Research on Learning and Teaching
  • Student Affairs Associate, University of Michigan Office of the Vice President for Student Affairs  

Honors and Awards:

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

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

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

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

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



Principal investigator, An Examination of the Thompson Scholars Learning community Program. Anonymous Foundation, 6-year study. Mixed methods study of the impact of a comprehensive student transition and success program for low income students,

Principal investigator, Planning grant for the Thompson Scholars Learning community Program.  Anonymous Foundation, 6 month study.  Planning for a mixed methods study of the impact of the program on student affect and cognitive outcomes. 

Principal investigator, Association of American Universities – Transforming undergraduate STEM reform, (2014-2017). National Science Foundation, $400,000. Mixed methods study of AAU’s ability to scale STEM pedagogical reform at AAU campuses.

Principal investigator, Delphi Project on New Faculty models, (2014-2015), TIAA-CREF Research Institute, $70,000, Study to understand stakeholder’s views of new faculty model in higher education.

Principal investigator, California State University STEM collaboratives, (2014-2017).  Helmsley Trust, $400,000. Mixed methods study of undergraduate STEM reform directed at student success.

Principal investigator, Achieving scale for STEM reform:  Studying and enhancing undergraduate STEM communities of practice/networks, (2013-2016).  National Science Foundation, $600,000. Mixed methods study of large scale communities of practice for faculty to adopt and scale new pedagogical practices in STEM courses.

Co- Principal investigator (with Project Kaleidoscope), Facilitating institutional transformation for STEM undergraduate reform. (2012-1014).  Keck Foundation. $250,000. Develop an instrument that helps campuses undergo an organizational learning process to facilitate institutional transformation aiming to make undergraduate STEM education 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 address the rise of non-tenure track faculty and consider new faculty models. 

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 address the rise of non-tenure track faculty and consider new faculty models. 

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 address the rise of non-tenure track faculty and consider new faculty models. 

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. Study involved 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, Atlantic Philanthropies, $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, FIPSE. $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, Lumina Foundation, $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, Lumina Foundation, $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), American Council on Education, Kellogg Foundation, $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. & Maxey, D.  (forthcoming 2016). The Faculty for the 21st century: Moving to a mission-oriented and learner-centered faculty model.  New Jersey:  Rutgers Press.
  • Kezar, A. (2014). How change works in higher education. New York:  Routledge.
  • Kezar, A. (2013). How colleges change. 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
  • Bernstein, S. & Kezar, A. (forthcoming).  Intellectual Property, Faculty Rights, and the Public GoodNew Directions for Higher Education.  Number.  San Francisco: Jossey-Bass.
  • 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., & Carducci, R  & Contreras-McGavin, M. (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. (2002).  Reconstructing exclusive and static images of leadership: An application of positionality theory. The Journal of Leadership Studies, 3(3), 94-109.
  • 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.
  • 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
  • Articles in Refereed Journals
  • Kezar, A. & Gehrke, S. (in review).  Lasting STEM reform: Sustaining non-organizationally located communities of practice focused on STEM reform.  Journal of higher education.
  • Kezar, A. Gehrke, S., &  Bernstein, S.  (in review).  Designing for success in STEM communities of practice:  Philosophy and personal interactions.  Review of higher education.
  • Kezar, A. & Gehrke, S. (in review).  Communities of transformation: Creating changes to deeply entrenched issues.  International journal of qualitative education research.
  • Kezar, A. & Gehrke, S. (in review).  Strategies for achieving scale within communities of practice aimed at pedagogical reform in higher education.  Teachers College Record  
  • Lester, J., Kezar, A. & Bernstein, S.  (in review).  Leadership within communities of practice:  Strategies for distributing leadership and challenges. Journal of the professoriate.
  • Gehrke, S. & Kezar, A. (in review).  The roles of STEM faculty communities of practice in institutional and departmental reform in higher education. AERA Journal.
  • Gehrke, S. & Kezar, A. (in review).  Perceived individual benefits related to STEM Reform associated with engagement in and design of undergraduate faculty communities of practice. Research in higher education.
  • Elrod, S. & Kezar, A. (in review).  The Keck/PKAL Scientific Framework for strategic change in STEM education. 
  • Gehrke, S. & Kezar, A. (in press).  The benefits of STEM reform through communities of transformation. Change.
  • Kezar, A. & Gehrke, S. (in press). Exploring deans’ decision-making process in hiring at four-year institutions:  Exploring a model of pressures, values, and organizational processes. Journal of Higher Education.
  • Kezar, A., Gehrke, S., & Elrod, S.  (2015). Implicit theories of change:  Hidden barriers to change on college campuses.  Review of Higher Education.
  • Maxey, D. & Kezar, A. (2015). Improving education research through the Delphi method.  Education Policy. June 1, 2015, doi: 10.1177/0895904815586856
  • Gehrke, S. & Kezar, A.  (2015). Unbundling the faculty role:  A historical, theoretical and empirical review.  In Higher Education: Handbook of Theory and Research (pp. 93-150). Springer International Publishing.
  • Kezar, A. & Maxey, D. (2015). Delphi Process:  An untapped form of participatory research.  Journal of Social Science Research Methods, 1-18.
  • Maxey, D. & Kezar, A (2015).  Understanding the shift to a largely non-tenure track faculty.  Journal of Higher Education.   86.4 (2015): 564-594
  • Kezar, A. & Maxey, D. (2014). Faculty matter:  So why doesn’t anyone think so?   Thought and Action.  30, 29-44.
  • Kezar, A & Maxey, D. (2014).  Understanding Key Stakeholder Belief Systems or Institutional Logics Related to Non-Tenure-Track Faculty and the Changing Professoriate. Teacher’s College Record. 116(10), on-line so no page numbers.
  • Kezar, A., & Maxey, D. (2014). Troubling ethical lapses: The treatment of contingent faculty. Change, 46(4), 34-37.
  • Gehrke, S. J., & Kezar, A. (2014). Supporting non-tenure-track faculty at four-year colleges and universities: A national study of deans’ values and decisions. Educational Policy. Advanced online publication. doi: 10.1177/0895904814531651
  • Kezar, A. & Lester, J. (2014). Building STEM faculty leaders on campus. Journal of Leadership Studies, 8(1), 57-62.
  • Elrod, S. & Kezar, A. (2014).  Developing leadership in STEM fields:  The PKAL summer leadership institute. Journal of Leadership Studies, 8(1), 33-39.
  • Kezar, A. & Gehrke, S. (2014). Why are we hiring so many non-tenure-track faculty?  Liberal Education, 100(1), 44-51.
  • Kezar, A. (2014). Higher Education Change and Social Networks: A Review of Research. The Journal of Higher Education, 85(1), 91-125.
  • Kezar, A. & Maxey, D.  (2013). Change requires discipline: How faculty members working through disciplinary associations can create a better future for the professoriate.  Academe, 99(5) (no page numbers, electronic journal). 
  • Kezar, A. (2013).  Non-tenure-track faculty’s social construction of a supportive work environment. Teachers College Record, 115(12), on line, no page numbers.
  • 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).
  • Kezar. A. & Elrod, S. (2014).  Educating and developing STEM faculty leaders. Journal of Leadership Studies. 8(1).
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