UNIVERSITY of CALIFORNIA Los Angeles Academic and Student
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UNIVERSITY OF CALIFORNIA Los Angeles Academic and Student Affairs Collaboration to Impact Undergraduate Persistence in the Jesuit University Context: A Phenomenological Study A dissertation submitted in partial satisfaction of the Requirements for the degree Doctor of Education by Emily Schlam 2018 © Copyright by Emily Schlam 2018 ABSTRACT OF THE DISSERTATION Academic and Student Affairs Collaboration to Impact Undergraduate Persistence in the Jesuit University Context: A Phenomenological Study by Emily Schlam Doctor of Education University of California, Los Angeles, 2018 Professor Robert A. Rhoads, Chair Higher education is under pressure to improve student success rates. These demands require postsecondary institutions to examine and evolve their practices to create learning environments where all students can succeed. One method to improve institutional persistence rates is to develop collaborations between academic and student affairs. Current evidence indicates that these partnerships are essential to improving student success, but can be difficult to cultivate. As the landscape of higher education is not monolithic, exclusively examining Jesuit universities provides valuable insight due to their unique organizational context. Therefore, this dissertation examined the phenomenon of collaboration through the experiences of 22 academic and student affairs officers involved in these partnerships to help answer a fundamental question. How are successful intra-organizational partnerships between academic and student affairs, focused on undergraduate persistence, developed, implemented, and sustained at Jesuit universities? Using phenomenological methodology and organizational theory frameworks, this study used semi-structured interviews and document analysis to explore how student and academic ii affairs officers understand and experience cross-functional collaborations focused on undergraduate student persistence in the Jesuit university setting. Employing organizational theory frameworks of culture, structure, and open systems, I examined the factors that support or undermine collaboration’s success, and how these collaborations overcome barriers to sustainability. Furthermore, I explored how academic and student affairs officers evaluate the success of their collaborations and how the Jesuit mission relates to distinctive approaches to creating collaborations. From the data collected, it became evident that participants perceived cross-divisional collaboration as a critical component to student success strategies, and crucial to realizing significant improvements in metrics like student persistence. However, on the campuses studied, organizational factors (i.e., resourcing, leadership support, institutional transitions, mission, academic/administrative cultures), individual factors (i.e., fostering trust and respect of expertise, collaborative competencies, ability to dialogue), and external factors (i.e., changes to student demographics, compliance, selection of board members) coalesce to produce an environment that can both support and undermine the sustainability of these essential partnerships. Collaborative structures, processes, and methods of evaluating student persistence partnerships varied across the campuses, however, there was a pronounced trend regarding their common purpose, which focuses on whole- student success grounded in the charisms of the Jesuit mission. The overwhelming commitment, alignment, and infusion of the Jesuit mission into daily practices was the most profound and prominent finding of this study. This dissertation offers several recommendations for practitioners at Jesuit universities, as well as, educators from other types of postsecondary institutions desiring insight on developing successful cross-divisional collaborations for student persistence. Implications for educational practice and recommendations for educational leadership are also addressed. iii The dissertation of Emily Schlam is approved. Kathryn M. Anderson Christina A. Christie Mark Kevin Eagan Robert A. Rhoads, Committee Chair University of California, Los Angeles 2018 iv DEDICATION To my collaborator in life and love, my husband, Saul. None of this would be possible without you by my side. Thank you for being my partner on this adventure, and all the adventures to come. v TABLE OF CONTENTS ABSTRACT OF THE DISSERTATION .....................................................................................ii DEDICATION ............................................................................................................................ v LIST OF TABLES ...................................................................................................................viii LIST OF FIGURES ................................................................................................................... ix ACKNOWLEDGEMENTS ........................................................................................................ x VITA ......................................................................................................................................... xi CHAPTER I: INTRODUCTION ................................................................................................ 1 Need for Particularized Study of U.S. Jesuit Colleges and Universities ............................ 2 Purpose of the Study........................................................................................................ 4 Operational Definitions for the Study .............................................................................. 5 The Problem .................................................................................................................... 7 Research Questions ....................................................................................................... 10 Study Design and Rationale for Phenomenological Qualitative Methodology ................ 10 Significance of the Study ............................................................................................... 13 CHAPTER II: REVIEW OF THE LITERATURE ..................................................................... 14 Section I: Impact of Academic and Student Affairs Collaborations ................................ 16 Section II: Implementation Factors for Developing Collaborations ................................ 23 Section III: Theoretical Framework ............................................................................... 43 Conclusion .................................................................................................................... 51 CHAPTER III: METHODOLOGY ........................................................................................... 53 Research Questions ....................................................................................................... 53 Overview of Research Methodology .............................................................................. 54 Methods ........................................................................................................................ 56 Summary ....................................................................................................................... 70 CHAPTER IV: RESULTS ......................................................................................................... 71 Section I: Structures, Processes, Purposes, and Evaluations ........................................... 73 Section II: Organizational Influences ............................................................................. 86 Section III: Individual Characteristics .......................................................................... 103 Section IV: External Factors ........................................................................................ 108 Section V: Guidance from Participants ........................................................................ 114 Conclusion .................................................................................................................. 122 CHAPTER V: DISSCUSSION AND CONCLUSION ............................................................. 123 Analytical Summary of the Findings............................................................................ 124 Organizational Factors ................................................................................................. 124 Individual Characteristics ............................................................................................ 130 External Factors .......................................................................................................... 133 vi Structures, Processes, Purposes, and Evaluations ......................................................... 135 Summary of Contributions to Literature and Theory .................................................... 136 Implications for Educational Leadership ...................................................................... 138 Implications for Educational Practice .......................................................................... 140 Limitations of the Study .............................................................................................. 143 Future Research ........................................................................................................... 145 Concluding Thoughts .................................................................................................. 147 Appendices ............................................................................................................................