Graduation from a college or university has important individual benefits, including higher rates of employment, earnings, and better health and wellness outcomes. Historically, college enrollment and degree attainment has been unequal, with higher enrollments among white and more affluent students. Even as access and enrollment have increased nationally for all groups, graduation rates continue to show a large gap by race and income level, commonly referred to as "achievement gaps" or "equity gaps". The California State University system has embarked on an ambitious initiative (GI 2025) designed to eliminate the equity gaps and decrease time to graduation on their campuses. This study utilizes three individual case studies and a cross-case analysis to explore the central research question: "How do campus leaders envision and engage faculty in eliminating equity gaps and working toward the broader goals of the California State University (CSU) 2025 Graduation Initiative?" The research uses a transformative change model to understand whether, and how, universities engaged in transformative processes to address equity gaps. Findings suggest that while campus leaders identify the importance of faculty and classroom practices, there is little systematic inclusion of faculty in the development of the plan, and that campuses fall short of transformative change. Nevertheless, key aspects of the transformative change model can be found in all cases, suggesting that some foundation exists for ongoing work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]