This research brief examines the complex challenges faced by faculty attempting to establish a Diversity, Equity, and Inclusion certificate program within a large regional teaching university's business leadership department, amid restrictive legislative measures, specifically a state house bill limiting DEI initiatives. Using institutional theory and critical policy analysis frameworks, this study investigates how administrative interpretation and implementation of legislation affected program development despite academic programs being technically exempt from such legislation. Through examination of relevant research, comparative institutional responses, and multiple stakeholder perspectives, this brief demonstrates how perceived political interference in academic affairs appears to be associated with decreased faculty morale and satisfaction, coinciding with the departure of three senior faculty members. The findings offer research-based strategies and practical implementation frameworks for academic leaders navigating similar political tensions while maintaining academic integrity and faculty support in contentious educational contexts, with implications for understanding cyclical patterns of political influence on higher education.
Jonathan Westover (Thu,) studied this question.
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