Dissertation
Phenomenological study of student affairs and academic affairs partnerships: impact on student success
Doctor of Education (Ed.D.), Drexel University
Aug 2022
DOI:
https://doi.org/10.17918/00001343
Abstract
Based on research from ACPA and NASPA, many student affairs professionals believe that such partnerships bring multiple perspectives to solving problems, fostering inclusiveness, and affirming shared values in pursuing educational goals (ACPA and NASPA, 1997). This study explored academic and student affairs faculty and staff's perceptions of their current collaborative efforts in a context where they are expected to expand programs and services without increasing staff. The researcher's objective was to investigate individual life experiences and ideas to identify factors supporting or hindering student affairs and academic affairs professionals from building partnerships and fostering student success. The study included pre-focus group questionnaires, virtual focus group meetings of nine student affairs professionals, and a separate meeting of 11 academic affairs professionals. By examining their lived experiences, the goal was to determine faculty and staff perceptions regarding their partnerships, which would, in turn, identify areas where there may be room for improvement. This research examined the perceptions of collaboration between faculty and staff within a four-year comprehensive public university and, in addition, how the collaboration success or failure may affect student success and completion rates. Furthermore, it attempted to investigate potential courses of action that academic and student affairs professionals could take to further integrate student development efforts.
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Details
- Title
- Phenomenological study of student affairs and academic affairs partnerships
- Creators
- Laura Anne Ryblewski
- Contributors
- William F. Lynch (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- viii, 106 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991019104609704721