Abstract

We employ Scott’s three pillars of institutions (regulative, normative, and cultural-cognitive) to investigate how higher education organizations change to support interdisciplinary graduate education. Using document analysis and case study approaches, we illustrate how strategies which address both policies and cultural norms are most successful.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 858-885
Launched on MUSE
2014-11-03
Open Access
No
Archive Status
Archived
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