Table 5 Theory families examples
From: Revisiting critical STEM interventions: a literature review of STEM organizational learning
Category | n | Example titles | Theory |
|---|---|---|---|
Critical | 1 | The intersectional matrix: Rethinking institutional change for URM women in STEM. (Armstrong & Jovanovic, 2017) | Intersectionality theory (Cho et al., 2013) |
Organizational literature informed | 3 | Family Friendly Policies in STEM Departments: Awareness and Determinants (Su & Bozeman, 2016) | Strategy; faculty composition; departmental resources; peer pressure; career aspirations; gender and representative bureaucracy |
Multiple organizational theories | 1 | Leveraging Multiple Theories of Change to Promote Reform: An Examination of the AAU STEM Initiative (Kezar & Holcombe, 2019) | Systems theory; organizational learning; network theory; IT |
Neo-institutional Theories | 4 | Institutional Logics and Institutional Pluralism: The Contestation of Care and Science Logics in Medical Education, 1967–2005 (Dunn & Jones, 2010) | Institutional logics (Thornton & Ocasio, 1999) |
No theory | 6 | n/a | n/a |
Organizational learning theories | 3 | STEM education centers: catalyzing the improvement of undergraduate STEM education (Carlisle & Weaver, 2018) | Organizational learning (Levitt & March, 1988) |
Other, non- organizational theories | 6 | Utilizing factor analysis to inform the development of institutionally contrived experiences to increase STEM engagement (Morgan & Gerber, 2016) | Engagement theory (Astin, 1993) |
Theories of organizational change | 3 | A Systems Model of Innovation Processes in University STEM Education (Porter et al., 2006) | Innovation (Von Hippel, 1998) |