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Date Available

7-28-2018

Year of Publication

2018

Document Type

Doctoral Dissertation

Degree Name

Doctor of Education (EdD)

College

Education

Department/School/Program

Educational Leadership Studies

Faculty

Dr. Wayne Lewis

Faculty

Dr. Justin Bathon

Abstract

According to Inkelas et al. (2008), Living Learning Programs (LLPs) that are collaboratively led by academic affairs and student affairs units tend to have a significant impact on student learning, when compared to students who participate in LLPs that are operated by one unit (Inkelas et al., 2008). Despite evidence that co-authored LLPs are beneficial to enhancing the LLP student experience, there is little to no research that explores how administrators facilitate collaboration between the units used to co-author the LLP student experience. For this reason, the focus of this study was to explore how administrators facilitate collaboration between academic affairs and students affairs units in the context of LLPs. A sequential explanatory mixed methods approach revealed that collaboration between both units is facilitated through a series of four factors; (a) Mutually supportive relationships, (b) LLP coordinators, (c) collaborative networks and (d) mechanisms for collaboration. In addition, LLP administrators throughout the study demonstrated a high effort of collaboration on co-curricular programming and slightly less of an effort to collaborate on items related to curricular or judicial engagement of LLP students.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2018.339

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