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 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. In this chapter, we review the literature to understand how nudges might be used to reshape key aspects of faculty work and decision-making. 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. ![]() Nudges, or changes in the contexts within which people make decisions, can increase the likelihood of better decision outcomes.
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