Including the Excluded: Sense-Making and Job Crafting as Drivers of Dialogical Change Management in Italian Universities for Refugees’ Inclusion

Higher Education Institutions (HEIs) are increasingly called to substantiate their impact on society in terms of inclusivity and social sustainability, as prioritized the pursuit “Third Mission” (TM). Today, HEIs confronted with demand ensure refugees’ inclusivity. However, how administrative teaching staff enact such change within organization match TM goals is under-investigated. This study explores adoption European Qualification Passport for Refugees (EQPR) an instrument universities pursue Italy. By adopting a theoretical sense-making approach, we find that individual role fostering organizational depends adopted “emergent” approach internal factors, perceptions experiences. contributes literature by showing contradictory aspects HEIs’ TM. It sheds light interplay between different dimensions grounded processes sense-making.