Abstract
Nudges, or changes in the contexts within which people make decisions, can increase the likelihood of better decision outcomes. Although higher education institutions and researchers have used nudges to improve decision-making in postsecondary settings, most nudge interventions focus on students, rather than on faculty members and their workplace. In this chapter, we review the literature to understand how nudges might be used to reshape key aspects of faculty work and decision-making. We first define the key concepts of nudges and choice architecture from behavioral economics and consider how and why nudges have been shown to improve thinking, decisions, and outcomes. We then consider different kinds of nudges, with whom they work best, and why, including the conditions and contexts within faculty and academic affairs that may be the most receptive to and most resistant to nudges. We explore six areas of faculty work where nudges have and may improve or enhance decision-making. In particular, we imagine using behavioral design techniques to study the influence of nudges in faculty hiring, promotion and tenure, teaching and learning, work-life integration, scholarly productivity, and distribution of work. For each of these areas of faculty work-life, we consider (a) the ways in which cognitive errors and social biases, and organizational “sludge,” keep faculty from meeting personal/institutional goals; (b) established/studied nudges; and (c) nudges that could potentially work in each area but have not been tested using behavioral design. We end the chapter with observations regarding nudges in the academic workplace and provide implications for research, policy, and practice.
Ann E. Austin was the Associate Editor for this chapter.
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O’Meara, K., Culpepper, D., Lennartz, C., Braxton, J. (2022). Leveraging Nudges to Improve the Academic Workplace: Challenges and Possibilities. In: Perna, L.W. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 37. Springer, Cham. https://doi.org/10.1007/978-3-030-76660-3_9
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