Exploring How an Academic Institution Implements a Diversity, Equity, and Inclusion Initiative in a Non-Tenure-Track Environment

This qualitative case study was designed to explore how a group of 15 faculty and administrators in a non-tenure-track school within a tenure track environment develop and implement a diversity, equity, and inclusion (DEI) initiative. This study is based on the following premises: (1) non-tenure-track schools within a tenure-track environment face challenges in accessing resources and benefits; (2) the faculty and administrators of the non-tenure-track school need to manage politically charged and complex systems; (3) without the proper governance, advocacy, and influence, the non-tenure-track faculty must resolve to act independently to achieve its DEI goals via the creation of formal and informal groups, including committees. A key finding of the study was that participants learned in informal ways to implement the DEI initiative in the context of power and politics through dialogue and critical reflection. Two overarching recommendations resulting from this study are: (1) faculty and staff in academic institutions with a non-tenure-track school in a tenure-track university will need to proceed with added caution due to the political complexity that exists between the two distinct institutional structures; and (2) the researcher strongly recommends that information available on the state of non-tenured faculty should be raised by the non-tenured faculty with senior leadership at their academic institution. For example, the academic institution should resolve to address the various ways in which non-tenured faculty lack governance, pedagogical and professional development, equitable compensation, and job security. The factors stated are critical to the work environment and climate, including the classroom experience for students.