TY  - JOUR
AB  - Purpose The purpose of this paper is to examine two types of departmental interventions focused on creating healthier and more equitable academic departments as well as enhancing faculty members’ capacity for collective dialogue, goals and work. Both interventions were informed by the “dual-agenda” approach and focused on targeted academic units over a prolonged period.Design/methodology/approach This paper uses a variety of qualitative and quantitative data (including National Science Foundation (NSF) ADVANCE indicator data) to assess the potential of dual-agenda informed interventions in reducing gendered structures and gendered dynamics.Findings The authors outline essential components of a dual-agenda model for maximizing success in creating more gender equitable work organizations and discuss why the authors are more optimistic about the dual-agenda approaches than many past researchers have been in terms of the potential of the dual-agenda model for promoting more equal opportunities in work organizations.Originality/value Most previous dual-agenda projects referenced in the literature have been carried out in non-academic contexts. The projects examined here, however, were administered in the context of multiple academic departments at two medium-sized, public US universities. Although other NSF ADVANCE institutional transformation institutions have included extensive department-focused transformation efforts (e.g. Brown University, Purdue University and Syracuse University), the long-term benefits of these efforts are not yet fully understood; nor have systematic comparisons been made across institutions.
VL  - 38
IS  - 2
SN  - 2040-7149
DO  - 10.1108/EDI-09-2017-0182
UR  - https://doi.org/10.1108/EDI-09-2017-0182
AU  - Bird Sharon
AU  - Latimer Melissa
PY  - 2019
Y1  - 2019/01/01
TI  - Examining models of departmental engagement for greater equity: A case study of two applications of the dual agenda approach
T2  - Equality, Diversity and Inclusion: An International Journal
PB  - Emerald Publishing Limited
SP  - 211
EP  - 225
Y2  - 2024/04/23
ER  -