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Browsing by Subject "organizational change"

Now showing 1 - 3 of 3
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    BIPOC exclusion from Milwaukee's professional theatre organizations: An inquiry into systemic change
    (2021-08) Esposito, Amy
    Arts organizations in the nonprofit sector often seek to create social change in their communities as a response to art rather than exclusively creating art for its entertainment value. As the United States continues to tackle and address racial inequities, the arts sector is not only responsible for evolving with society, but also crafting and depicting narratives many organizations hope will help positively impact society. In this sense, they should be leaders. This inquiry into racial representation in Milwaukee, Wisconsin’s nonprofit theatre sector hopes to identify the unique qualities of the Milwaukee arts community, inclusive actions currently taking place, and areas for improvement. Using a grounded theory approach, interviews were conducted with local arts leaders and stakeholders. Based on the literature reviewed and data collected, these findings were used to assess initiatives currently in place and to formulate recommendations for addressing racial representation and creating meaningful organizational change.
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    “Shared Determination”: How People and Context Drive the Establishment of First-Gen Student Support Centers in Higher Education
    (2023) Molengraff, Terra
    As colleges and universities focus on admitting and supporting more first-generation college students (FGCS), there is a need to examine ongoing and structural support for students after matriculation. Research has focused on how higher education supports FGCS individually. However, colleges and universities play a role in facilitating support for FGCS. First-generation student support centers (FGSSC) are a new resource on campus. There is limited research on how these centers are created and the people who drive this organizational change. This multi-site case study provides insight into how colleges and universities change to address the needs of FGCS and their multiple intersecting identities. From this study, I propose a model for how colleges and universities can establish their own FGSSCs through a four-phase process that emphasizes the importance of context and relationship-building throughout the investigation, ideation, and creation of these spaces.