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Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
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Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF ORGANIZATIONAL PSYCHOLOGY


STEM vs. Non-STEM Cultures in a R1 University


Author(s): Zinta S. Byrne, Kelly A. Cave

Citation: Zinta S. Byrne, Kelly A. Cave, (2020) "STEM vs. Non-STEM Cultures in a R1 University," Journal of Organizational Psychology, Vol. 20, Iss. 1, pp. 37-50

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Science, technology, engineering, and math (STEM) academic departments are expected to promote cutting-edge education supported by rapidly changing curriculum. Despite perceptions and assumptions for embracing innovation, funding agencies continue to target major educational reform in STEM disciplines, suggesting a lack of success. Research suggests difficulty in implementing curriculum change may be due to a non-innovative organizational culture. We examined whether the organizational culture of STEM academic departments is less change-oriented than assumed, which might explain the constant need for overhauling curriculum. Findings have implications for future funding decisions, STEM departments, and pedagogy in the discipline.