Date of Submission

7-27-2020

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

Critical Race Theory, authentic leadership, adaptive leadership, institutional mechanisms, higher education, quality assurance

Abstract

Higher education in Canada has been well regarded for decades. Academically rigorous programs and institutions graduate strong students while also attracting top local and global talent as employees to their institutional communities. However, the field of Critical Race Theory, among others, explicates that higher education institutions are not equitable for all bodies. Individuals with intersectionalities inclusive of the Black Diaspora continue to be excluded from academic success and success as employee stakeholders in higher education institutions. Critically, Black bodies continue to struggle with entry to higher education and means to economic success post-graduation, as well as lack of inclusivity to the institutional structure as an employee. Thus, the author of this Organizational Improvement Plan (OIP) presents a discussion of present-day experiences of Black bodies at Postsecondary MV with the intention of challenging anti-Black racism. Through current research and the author’s lived professional experience, the writer demonstrates that Black bodies are frequently the recipients of physical intimidation on campuses, isolation at work, discriminatory hiring practices that block senior leadership roles, barriers to academic success as a student, and additional exclusionary acts. Further, the author recommends a solution focused on changes to quality assurance and continual improvement policy and procedures to improve equity, diversity and inclusion of stakeholders at an institutional level. This change is led through authentic and adaptive leadership practices, and informed by Lewin’s Theory of Planned Change and Humble Inquiry. The change solution presented offers a pervasive yet manageable method to increased stakeholder accountability, engagement, and action towards the change of an ubiquitous monoculture found in Postsecondary MV. The author acknowledges the highly political and sensitive nature of the topic. Thus, the writer recommends advancing anti-Black racism through established practices across the institution to establish shared ownership for the necessary culture change. With intention, the author of the OIP unveils a pragmatic change solution that is manageable for over-burdened employees in higher education while avoiding tokenistic strategies for equity.

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