Collaborative Practice Between Faculty and Student Services Staff

Bridging the Divide: Collaborative Practice Between Faculty and Student Services Staff by Jill Gibson M.A. (Leadership), Royal Roads University, 2004 B.A., Simon Fraser University, 1991 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Educational Leadership in Post-Secondary Contexts Program Faculty of Education © Jill Gibson 2020 SIMON FRASER UNIVERSITY Fall 2020 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Declaration of Committee Name: Jill Gibson Degree: Doctor of Education Thesis Title: Bridging the Divide: Collaborative Practice Between Faculty and Student Services Staff Committee: Chair: Gillian Judson Assistant Professor, Education Michelle Pidgeon Supervisor Associate Professor, Education Dan Laitsch Committee Member Associate Professor, Education Rebecca Cox Examiner Associate Professor, Education Neil Buddel External Examiner VP Student Success, Centennial College Adjunct Professor (OISE University of Toronto) Toronto, Ontario ii Ethics Statement iii Abstract As post-secondary student demographics have changed in Canada over the decades, students come to universities with different expectations, and the more recent trend is that students increasingly expect the university to fit in with their lives rather than them fitting into the university culture (Fisher, 2011). This trend requires that institutions consider how to enrich diverse student experiences both within and outside the classroom. Research has shown that collaboration between faculty and student services is essential for the development of a quality student experience (Kezar, 2005). First-year collaborations are designed to support the incoming student and provide a springboard/safety net, yet, they exist, more often than not, on the periphery of the academic experience (Barefoot & Gardner, 2003) and continue to be secondary add- ons. The purpose of this research was to analyze cross-divisional collaboration between faculty and staff that aspires to build broad-based partnerships and integrative educational experiences for students. A multiple site case study design across three post-secondary institutions in British Columbia utilized interviews and focus groups with 10 administrators, 13 faculty, and 13 staff. The theoretical frameworks informing this study and its analyses were organizational culture (Schein, 2004; Tierney, 1988) and critical theory (Foucault, 1982; Horkheimer,1982). The sites provided unique and individualized perspectives, but overwhelmingly spoke to cultural gaps—the lack of coordinated efforts and systemic issues that support separate functions. These cultural limitations have created a lack of knowledge and connection between faculty and staff that have led to hesitancy in attempted collaborative partnerships - although these layers of disconnection were minimized when participants had ongoing and prior relationship. Oshrey (1995) suggested: “Wherever there is differentiation—the elaboration of our differences—special attention needs to be given to dedifferentiation: developing and maintaining our commonality” (p. 8). Future studies might examine a) the impact of organizational structures, in particular, the lack of student service professionals on governance committees, task forces, and committees; b) communication strategies that enable knowledge sharing and provide access to institutional knowledge; c) institutional leadership; and d) how cultural change happens. iv Keywords: organizational culture; power; relationships; student services; faculty; administrators; staff; collaboration v Dedication To my son Nicholas who reminded me during those times of struggle that we just do not quit. To my daughter Rachael with her technical brilliance and constant support, thank you! To my son Daniel who looked after my spirit. To my good friends and writing buddies Christine Slavik and Judy Shandler, thanks for your friendship and the continuing journey. To Michelle Pidgeon I am here today because of you… thank you. To Dan Laitsch thanks for making me think, even when it was the last thing I wanted to do! vi Table of Contents Declaration of Committee .................................................................................................. ii Ethics Statement ............................................................................................................... iii Abstract ............................................................................................................................ iv Dedication ........................................................................................................................ vi Table of Contents ............................................................................................................. vii List of Tables ..................................................................................................................... x List of Acronyms ............................................................................................................... xi Glossary ........................................................................................................................... xii Introduction .............................................................................................. 1 Problem ................................................................................................................... 1 Literature Review .................................................................................................... 3 1.2.1. Collaborations in Post-Secondary Education ............................................ 4 1.2.2. Faculty and Staff ........................................................................................ 6 1.2.3. First Year Experience ................................................................................ 9 Researcher Positionality ....................................................................................... 10 Theoretical Framework ......................................................................................... 12 1.4.1. Critical Theory ......................................................................................... 12 1.4.2. Organizational Culture ............................................................................. 13 Research Purpose & Questions ............................................................................ 14 Methodology and Research Design ...................................................................... 15 Significance of the Study ....................................................................................... 16 1.7.1. Delimitations and Limitations ................................................................... 17 Outline of Dissertation ........................................................................................... 17 Literature Review ................................................................................... 19 Introduction ........................................................................................................... 19 Canadian Higher Education .................................................................................. 20 2.2.1. Governance—Higher Education .............................................................. 22 2.2.2. Faculty Role and Responsibility .............................................................. 27 2.2.3. Student Services Staff Roles and Responsibility ..................................... 29 Collaboration ......................................................................................................... 32 2.3.1. Collaboration Between Staff and Faculty ................................................ 34 A Key to Persistence: First Year ........................................................................... 40 Theoretical Frameworks ........................................................................................ 43 2.5.1. Critical Theory ......................................................................................... 44 2.5.2. Critical Theory In Higher Education ......................................................... 45 2.5.3. Organizational Theory ............................................................................. 47 2.5.4. Organizational Theory Applied to Higher Education ................................ 47 2.5.5. Critical Theory and Organizational Theory—Understanding Faculty and Staff Collaborations ................................................................................. 48 Summary ............................................................................................................... 49 vii Methodology .......................................................................................... 51 Purpose and Questions ......................................................................................... 52 Qualitative Research: Multiple Case Study Design ............................................... 53 3.2.1. Limitations of Multiple Case Studies ........................................................ 54 3.2.2. Comparative Multiple Case Study – Why? .............................................. 55 3.2.3. Protocol and Design for Multiple Case Study Research .......................... 56 Multiple Case Study .............................................................................................. 57 3.3.1. Sites ........................................................................................................

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