Degree Type

Thesis

Date of Award

1-1-2001

Degree Name

Master of Science

Department

Education

Major

Education (Higher Education)

Abstract

Although the existence of collaborative relationships between student affairs and academic affairs is well documented in the literature, the relationship between them has not been well documented. The purpose of this study was to fill that gap in the literature and explore that relationship. Qualitative research methods were utilized. Respondents included faculty and student affairs specialists that work together in a learning community in the College of Design at Midwestern University*. The profile of respondents gave a context to gaining a better understanding of the choices that they made as professionals and within the collaboration. The study found that all of the respondents' views on the purpose of the program revealed that they share a similar commitment to the program. The respondents' idea of the role of faculty and student affairs in academia revealed the understanding but not concise articulation of the role of the other. The respondents also discussed their own role and major contribution to the learning community. The instructional leader of the group was mentioned by all of the respondents to be a most important factor to the success of the learning community. There were challenges to the collaboration of student and academic affairs. The program was not designed totally for student affairs or faculty. As a result, both were somewhat out of their element and needed to find their own niche within the program. Respondents advised others attempting a similar collaboration that they need to set clear and firm goals, include students in the discussion, make an informed commitment to the program and to ensure a smoother collaboration, and get to know colleagues on an informal level.

DOI

https://doi.org/10.31274/rtd-20201118-55

Copyright Owner

Angela Marie Joyner Bradley

Language

en

OCLC Number

48984401

File Format

application/pdf

File Size

115 pages

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