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
Advisor
Dr. Wayne Lewis
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
Recommended Citation
Clement-Montgomery, Trisha, "COLLABORATIVELY - LED LIVING LEARNING PROGRAMS: AN EXPLORATION FOR HOW COLLABORATION IS FACILITATED BETWEEN STUDENT AFFAIRS UNITS AND ACADEMIC AFFAIRS IN LLPS" (2018). Theses and Dissertations--Educational Leadership Studies. 24.
https://uknowledge.uky.edu/edl_etds/24
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
