University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2017 Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study Christopher Paul Marquart University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Part of the Higher Education Commons, and the Higher Education Administration Commons Recommended Citation Marquart, Christopher Paul, "Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study" (2017). Graduate College Dissertations and Theses. 736. https://scholarworks.uvm.edu/graddis/736 This Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM. It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. EXPLORING THE RECIPROCAL RELATIONSHIP BETWEEN A COMPREHENSIVE LIVING-LEARNING PROGRAM AND INSTITUTIONAL CULTURE: A NARRATIVE INQUIRY CASE STUDY A Dissertation Presented by Christopher P. Marquart to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Specializing in Educational Leadership & Policy Studies May, 2017 Defense Date: March 10, 2017 Dissertation Examination Committee: Deborah E. Hunter, Ph.D., Advisor Stuart L. Whitney, Ed. D., RN, Chairperson Jason C. Garvey, Ph.D. Vijay Kanagala, Ph.D. Cynthia J. Forehand, Ph.D., Dean of the Graduate College ABSTRACT Over the past 50 years, living-learning programs (LLPs) have emerged as a dynamic curricular innovation in higher education. These programs are residentially based, seeking to seamlessly integrate the classroom and residence hall environments and blur the traditional boundaries between the academic and residential experiences for students (Kuh, 1996; Inkelas & Soldner, 2012). However, efforts to implement LLPs at some campuses have been met with resistance; this is not surprising, as institutions of higher education are often charged in part with preserving cultural and social norms, therefore making them naturally resistant to change (Shapiro & Levine, 1999). One of the most common challenges facing colleges and universities that seek change is a tendency for institutional culture dynamics to be potentially divisive and foster internal conflict (Kuh & Whitt, 1988). Such conflict impacts faculty, students, and administrative subcultures. Institutional partnerships that can overcome divisive cultural dynamics have the potential to greatly enhance the campus climate (Nash et al., 2016). This qualitative research study asks the overarching question, “How does institutional culture influence the creation and development of an LLP and, in turn, can an LLP reciprocally shape institutional culture?” This case study examines the internal conflict and cultural implications related to the founding of a comprehensive first-year residential college system at St. Lawrence University – a small, private liberal arts institution in the Northeast. Utilizing Kuh’s & Whitt’s (1988) Framework for Analyzing Culture in Higher Education, as well as Schein’s (2004) Conceptual Model for Managed Culture Change, this study collected data through historical document analysis, as well as narrative inquiry interviews focusing on the artifacts, values, assumptions, and beliefs of the campus community. In- depth interviews were conducted with faculty and administrators who played key roles in the foundational years of this LLP, as well as with faculty who opposed the program. The findings of this study demonstrate how preexisting cultural conditions heavily influenced the creation and development of the LLP. This study also identifies the ways in which several deeply entrenched cultural conditions changed, indicating this comprehensive LLP fostered a relational capacity to facilitate institutional culture change. DEDICATION To Wesley and Colby The two of you are my inspiration. At some point in each of your lives, you will have to ask yourselves the question, “What does success look like for me?” I hope this endeavor, and the story it tells, proves to be helpful in some small way for each of you as you seek to find your answers. ii ACKNOWLEDGEMENTS This long and rewarding journey would not have happened without the love and support of my family. I would especially like to thank you, Emily, as you are my rock. I could not have done this without your unyielding support. We made it. I would also like to thank my parents, and Bob and Cathy, for all of your efforts and sacrifices throughout the years. I would like to acknowledge Larry Casey and Coach John Casserly, two very special people from a much earlier time in my life. Each of you saw something in me at a time when not many others did. Your faith empowered me, shaped my path in life, and influenced my worldview in immeasurable ways. While much time has passed, please know that I would not have even considered starting this journey were it not for both of you and all you have done for me. Thank you. This effort would not have been possible without the assistance and support of my amazing colleagues from St. Lawrence. I owe a huge debt of gratitude and thanks to President Bill Fox and Dean Val Lehr for consenting to this study. Jenny Hansen deserves all of the credit for rounding up an impressive group of interview participants; I have no doubt someone else will one day write a history of her career accomplishments. I would also like to recognize the help of Debbie Bishop, Elaine White, Mark McMurray, and Paul Haggett for digging up primary source documents for me, as well as the support iii of Joe Tolliver and the entire Residence Life team for enabling me the flexibility to balance work commitments with this research effort. Thank you to all of my interview participants for volunteering your time and sharing your memories. This proved to be a story of transformation with passion for students and learning at its core. I hope I was able to tell it in a holistic and accurate way that also captures the essence of how special this period of time was for so many of you. Finally, I would like to thank my advisor, Deb Hunter, for her warm support and encouragement from day one. You supported me since before I was even accepted into UVM, and have been there for me every step of the way. To my defense committee, Vijay Kanagala, Jay Garvey, and Stuart Whitney, as well as Judith Aiken; each of you have been so supportive and helpful throughout this process and I could not have done it without you. Thank you! iv TABLE OF CONTENTS Page DEDICATION ................................................................................................................. ii ACKNOWLEDGEMENTS ............................................................................................ iii LIST OF TABLES .......................................................................................................... xi LIST OF FIGURES ...................................................................................................... xiii CHAPTER 1: INTRODUCTION .................................................................................... 1 1.1. Statement of Problem ............................................................................................ 2 1.2. Significance of Study ............................................................................................. 4 1.3. Local Context......................................................................................................... 8 1.4. Purpose of Study .................................................................................................... 9 1.5. Research Questions .............................................................................................. 10 1.6. Conceptual Framework ........................................................................................ 11 1.7. Definition of Relevant Terms .............................................................................. 13 1.8. Background and Role of Researcher ................................................................... 14 1.9. Organization of Study .......................................................................................... 17 CHAPTER 2: LITERATURE REVIEW ....................................................................... 20 2.1. Theoretical Frameworks ...................................................................................... 22 2.1.1. Kuh & Whitt’s Framework for Analyzing Culture in Higher Education ....... 23 v 2.1.2. Schein’s Conceptual Model for Managed Culture Change ............................ 24 2.2. Institutional Culture ............................................................................................. 25 2.2.1. Student Cultures .............................................................................................. 26 2.2.2. The “Distinctive College” ............................................................................... 29 2.2.3. Expanding the Scope of Institutional Culture ................................................. 30 2.3. Organizational Change ........................................................................................ 32 2.4. A Historical Overview: Residential Liberal Arts Colleges