A Case Study of Collaborative Relationships Between Faculty

and Student Affairs ProfessionalsMichelle R. Rodems

HIED Dissertation PresentationBowling Green State University

June 29, 2011

Purpose Examine the collaborative relationships of

faculty and student affairs professionals co-teaching to help students learn.

Specific focus on › individuals in collaboration › how these relationships develop and function

Those designing collaborative partnerships or in collaborative partnerships may use the results of the study to better their interactions to make the most of their experiences.

Research QuestionsFor partnerships promoting student learning between

faculty and student affairs professionals:

How did their relationships develop and function?

How did their collaboration develop and function?

What was the interplay between collaboration and relationship?

What did they experience by being in this partnership?

How did their collaboration affect student learning?

Framework Relationships

› Research suggests that those in higher education are likely to base collaboration on relationships over other reasons.

Vygotskian › The Vygotskian framework considers the individual by

herself or himself, in interaction with another person, and in interaction with history and culture and how all these factors work together.

› The process of relationships is important in the Vygotskian framework, not just the effects of collaboration.

› A Vygotskian framework demonstrates that individuals in collaboration behave differently than individuals working alone. Their interaction in and of itself—the relationship—is of vital importance.

Methodology Constructivist Collective Case Study

Two Levels: Site & Participant Pairs

Criteria:

› Both Site (S) & Participant Pairs (PP) Focused on

Student Learning

› Both S & PP Collaborative

› PP = Student Affairs Prof. & Faculty Member

Three Semi-Structured Interviews: 1 Individual,

1 pair, 1 individual

Participants Constructivist Collective Case Study

Two Levels: Site & Participant Pairs

Criteria:

› Both Site (S) & Participant Pairs (PP) Focused on

Student Learning

› Both S & PP Collaborative

› PP = Student Affairs Prof. & Faculty Member

Three Semi-Structured Interviews: 1 Individual,

1 pair, 1 individual

Demographic Participant Information

Category Number

Age 30 years old – 39 years old40 years old – 49 years old50 years old – 59 years old60 years old – 69 years old

3221

Gender MaleFemale

35

Race/Ethnicity White/CaucasianEuropean AmericanAfrican American

413

Prior Experience Teaching BGSU 1000 YesNo

35

Years teaching/working at BGSU 1 year – 9 years10 years – 19 years20 years – 29 years

431

Years teaching/working in higher education

1 year – 9 years10 years – 19 years20 years – 29 years30 years – 39 years

3122

Findings: How Do Relationships and Collaboration Develop?

Prior Relationships

Commonalities

Comfort & Trust

Values•Collaboration•Relationships•Their Partner•Student Affairs

Goals•Making Intentional connections•Course Content•Working With Students•Student learning•Intentionality

Background Experiences and Personality Styles

Findings: How Do Relationships and Collaboration Function?

• Colleagues• Mentor-Mentee• Family• Friends

Kinds of Relationships

• Indistinct Roles• Situational Roles• Equality in Roles

Roles

• Assumptions and Discussions• Overlap and Compartmentalization Communication

Findings: What Is the Interplay between Collaboration and Relationship?

Time

Relationships impact

collaboration and collaboration

impacts relationships

Do more together

Findings:

The Exception

Implications for Practice Intentionality in building relationships

and collaboration Foster discussion in collaborations Make common goals clear Roles may or may not be important Adds to documentation about

collaboration

Further Research Other kinds of collaborative

relationships between faculty and student affairs professionals

More clearly defined instructor roles A follow-up examination Vygotskian theory, co-teaching

literature, and other relevant educational research

Conclusion Prior relationships, commonalities (in

values, goals, background experiences, and personality styles), developing comfort and trust, were important to good collaboration

Roles are influential, though not necessarily in expected ways

Effective collaboration needs intentionality and support

Relationships impact collaboration and collaboration impacts relationships