A Necessary Commitment: Creating Collaborations that Consider Cultural Differences KAREN D. BOYD – UNIVERSITY OF TENNESSEE, KNOXVILLE KIRK S. ROBINSON.

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A Necessary Commitment: Creating Collaborations that Consider Cultural Differences

KAREN D. BOYD – UNIVERSITY OF TENNESSEE, KNOXVILLE

KIRK S. ROBINSON – MIAMI UNIVERSITY (OHIO)

TONY W. CAWTHON – CLEMSON UNIVERSITY

ACPA Annual Conference March 6, 2015

2Session Outline& Learning Goals Outline

Introduction

Guided Imagery

Small group breakout

Review of relevant literature

Intercultural Theory

Applied group activity

Personal reflection

Annotated Bibliography

Conclusion

Goals

recognize and understand one’s own sub-culture and the difference in the other’s subculture

develop the skills to hear and be heard across differences

apply the knowledge gained through this program to better understand and improve collaborations between student affairs and academic affairs at their institutions

understand Bennett's Developmental Model of Intercultural Sensitivity as it applies to organizational sub-culture collaborations.

2015 ACPA Annual Conference - Boyd, Robinson, Cawthon

3Sharing Stories

► What are your personal stories about transitioning between academic affairs and student affairs? We would love one to hear from one volunteer


4Guided Imagery – Faculty Culture The goal of this is to try to put each of us into the shoes of a faculty

member

We chose a faculty member in the early stages of career development because that’s a particularly important and sensitive time

Decisions made at this stage in their career ultimately shape the remainder of their career


5Guided Imagery Questions

What are your initial reactions?

What stereotypes do you see you held?

How did you develop your stereotypes?

What, if any, were some things that surprised you about the faculty world?


6Small Group Breakout – Higher Education Subcultures

Break into between six to eight groups

Ideally, groups will be divided between those working as student affairs practitioners and those working as faculty

In your group, generate a list of your perceptions about both student affairs and faculty culture


7Review of Literature Student affairs and academic affairs collaborations create

conditions for student learning and engagement (Elkins-Nesheim et al., 2007; Kuh, 1996; Schroeder, 1999).

However, lack of understanding about cultural differences create barriers which hinder progress in collaborations (Arcelus, 2008; Cook, Eaker, Ghering, & Sells, 2007; Guentzel, 2009; Gulley & Mullendore, 2014; Kezar, 2001).

The human aggregate, or collective characteristics of the individuals in a setting, contributes to the culture of the setting or sub-group (Scott, 2008)


8Understand the Difference - MBTI Typologies

► To determine whether there is a culture divide, we conducted a study using MBTI and found the subcultures are more similar than different…but there are differences

► The Myers-Briggs Type Indicator (1980) reveals meaningful differences regarding personal preferences in various settings (including academic settings)

► (E)traversion or (I)ntroversion

► (S)ensing or (N) Intuition

► (T)hinking or (F)eeling

► (J)udging or (P)erceiving

Source:The Myers & Briggs Foundation (n.d.). The

16 MBTI types. Retrieved from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/the-16-mbti-types.asp#roof

.


http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/the-16-mbti-types.asp



9The Cultural Divide and MBTI Typologies

- Student Affairs

Source: Boyd, Robinson, & Cawthon, 2014

Study authorsDid study examine

both SA & AA?Professionals

sampled Sample sizePercentages

of types



– Academic Affairs

Study authorsDid study examine

both SA & AA?Professionals

sampled Sample sizePercentages

of types

Source: Boyd, Robinson, & Cawthon, 2014



– A Summary► More similarities than differences between the two subcultures

► The majority of MBTI preferences across all groups are E, N, T, and J and the most common types are ISTJ, INTJ, and ENTJ

► Both groups appeared to prefer extraversion (E) over introversion (I)

► In terms sensing (S) and intuition (N) preferences, academic affairs as a whole preferred the latter considerably more than student affairs

► Both subcultures preferred thinking (T) over feeling (F), but evidence that academic administrators and faculty prefer thinking (T) more than student affairs

► Each subculture overwhelmingly preferred judging (J) over perceiving (P)

► Though faculty preferred perceiving (P) more than student affairs


12Intercultural Theory: An Adaptation of Bennett’s Model

Boyd and Robinson (2013) based on Bennett, M. J. (2004). Becoming interculturally competent. In Wurzel, J. (Ed.), Toward multiculturalism: A reader in multicultural education (2nd ed., pp. 62-77). Newton, MA: Intercultural Resource Corporation.

Note: We are applying this

model personally, not organizationall

y

Ethnocentrism Ethnorelativism


13Small Group Breakout - Ethnocentric vs Ethnorelative

Break into three groups by the following criteria:

Faculty/Academic Affairs Administrator

Student Affairs Personnel (2 years of experience or higher)

Student Affairs Personnel (Less than 2 years of experience)


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What mistakes would an ethnocentric student affairs professional make in initiating and organizing a collaboration with faculty? What might their first email sound like?

What might their first meeting look like (i.e., how is the meeting agenda structured? What do interactions look like?)

How would roles be assigned in a collaboration?

Pretend you are an ethnocentric faculty member, what weaknesses impact your approach to a student affairs collaboration? Can you provide examples?

Now, think of these questions from an ethnorelative standpoint. How are your answers different?

Small Group Breakout Questions


15Guided Reflection Reflect on your thinking during the small group activity

Think about one specific collaboration you’ve been engaged in; jot down four sentences reflecting on your feelings about that collaboration

Based on the Bennett scale, where do you see yourself (based on what you just wrote)?

Is that different than how you feel you normally operate?


16Intercultural Theory: An Adaptation of Bennett’s Model

Boyd and Robinson (2013) based on Bennett, M. J. (2004). Becoming interculturally competent. In Wurzel, J. (Ed.), Toward multiculturalism: A reader in multicultural education (2nd ed., pp. 62-77). Newton, MA: Intercultural Resource Corporation.

Note: We are applying this

model personally, not organizationall

y

Ethnocentrism Ethnorelativism


Guiding Principles for Developing Collaborations

(Kezar, Hirsch, & Burack, 2001)

Develop senior administrative support Work with first year programs and co-curricular areas

that have a history of coordination Embrace structural strategies (e.g., planning,

restructuring, and incentives) that will help guide and institutionalize collaborative integration

Bring in new people to reinforce strategies Do not let institutional obstacles and barriers deter

efforts

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18An Ethnorelative Lens

Develop senior administrative support

Work with first year programs and co-curricular areas that have a history of coordination

Embrace structural strategies (e.g., planning, restructuring, and incentives) that will help guide and institutionalize collaborative integration

Bring in new people to reinforce strategies

Do not let institutional obstacles and barriers deter efforts

1) Provide concrete ethnorelative steps/ideas to pursue these strategies

2) How might an ethnorelative perspective put into action these recommendations?


19An Annotated Bibliography on Student Affairs/Academic Affairs Collaborations

Some foundational documents

American Association for Higher Education, American College Personnel Association, and National Association for Student Personnel Administrators (1998). Powerful partnerships: A shared responsibility for learning. Washington, DC: Author.

American College Personnel Association. (1994). The student learning imperative: Implications

for student affairs. Alexandria, VA: Author.

Association of American Colleges and Universities. (2002). Greater expectations: A new vision for learning as a nation goes to college. Washington, DC: Association of American Colleges

and Universities.


20Some foundational documents (cont.)

Banta, T. W., & Kuh, G. D. (1998). A missing link in assessment: Collaboration between academic and student affairs professionals. Change: The Magazine of Higher Learning, 30(2), 40-46.

Brown, S. & Lampkin, P. (Eds.). (1988). Collaboration between student and academic affairs[Special issue]. NASPA Journal, 26 (1).

Elkins-Nesheim, B., Guentzel, M. J., Kellogg, A. H., McDonald, W. M., Wells, C. A., & Whitt, E. J.(2007). Outcomes for students of student affairs-academic affairs partnership programs. Journal of College Student Development, 48(4), 435-454.

Kezar, A. (2006). Redesigning for collaboration in learning initiatives: An examination of fourhighly collaborative campuses. The Journal of Higher Education, 77(5), 804-838.

Magolda, P. (2005). Proceed with caution: Uncommon wisdom about academic and studentaffairs partnerships. About Campus: Enriching the Student Learning Experience, 9(6), 16-26.


21Some foundational documents (cont.)

O’Halloran, K. (2007). The state of student and academic affairs partnerships: A nationalperspective. In J.H. Cook & C.A. Lewis (Eds.), The divine comity (pp. 33-52). Washington,

DC:National Association of Student Personnel Administrators.

Schuh, J. H., & Whitt, E. J. (Eds.). (1999). Creating successful partnerships between academicand student affairs. New Directions for Student Services No. 87. San Francisco: Jossey-Bass.

Smith, D.G. (1982). The next step beyond student development--Becoming partners withinour institutions," NASPA Journal, 9(4), 1982, pp. 53-62.


22Conclusion It was our goal that, as a result of this session

today, you are:Open to learning about other campus

cultures, whether they are student affairs, academic affairs, or another culture

Willing to engage in reflection to improve your intercultural skills and sensitivity in your work setting


Questions?Karen D. Boyd

Visiting Assistant Professor – University of Tennessee, Knoxville

Higher Education Administration & College Student Personnel

[email protected]

Kirk S. Robinson

Doctoral Associate – Miami University (Ohio)

Student Affairs in Higher Education

[email protected]

Tony W. Cawthon

Alumni Distinguished Professor – Clemson University

Counselor Education (Student Affairs) & Higher Education

[email protected]

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mailto:[email protected]



24References American Association for Higher Education, American College Personnel Association, and National Association for Student Personnel Administrators (1998).

Powerful partnerships: A shared responsibility for learning. Washington, DC: Author.

American College Personnel Association. (1994). The student learning imperative: Implications for student affairs. Alexandria, VA: Author.

Allchin, L., Dzurec, L. C., & Engler, A. J. (2009). Psychological type and explanatory style of nursing students and clinical faculty. Journal of Nursing Education 48(4), 196-202.

Anderson, P. J. (1997). A comparison of the interpersonal communication style and relationship satisfaction of academic and student affairs administrators in two-year colleges. (Unpublished doctoral dissertation). Florida Atlantic University, Boca Raton, FL.

Arcelus, V. J. (2008). In search of a break in the clouds: An ethnographic study of academic and students affairs cultures. (Unpublished doctoral dissertation). The Pennsylvania State University, State College, PA.

Association of American Colleges and Universities. (2002). Greater expectations: A new vision for learning as a nation goes to college. Washington, DC: Association of American Colleges and Universities.

Banta, T. W., & Kuh, G. D. (1998). A missing link in assessment: Collaboration between academic and student affairs professionals. Change: The Magazine of Higher Learning, 30(2), 40-46.

Bennett, M. J. (2004). Becoming interculturally competent. In Wurzel, J. (Ed.), Toward multiculturalism: A reader in multicultural education (2nd ed., pp. 62-77). Newton, MA: Intercultural Resource Corporation.

Boyd, K. D., Robinson, K. S., Cawthon, T. W. (2014). The cultures of student affairs and academic affairs collaboration: An examination of typology in higher education subcultures. New York Journal of Student Affairs, 14(2), 18-34.

Brown, S. & Lampkin, P. (Eds.). (1988). Collaboration between student and academic affairs [Special issue]. NASPA Journal, 26 (1).

Cook, J. H., Eaker, R. E., Ghering, A. M., & Sells, D. K. (2007). Collaborations: Definitions and barriers. In J. H. Cook, & C. A. Lewis (Eds.), Student and academic affairs collaborations: The divine comity (pp. 17-31). Washington, DC: NASPA.


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Elkins-Nesheim, B., Guentzel, M. J., Kellogg, A. H., McDonald, W.M., Wells, C. A., & Whitt, E. J. (2007). Outcomes for students of student affairs-academic affairs partnership programs. Journal of College Student Development 48(4), 435-454.

Daugherty, P. W., Randall, K. P., & Globetti, E. (1997). Psychological types among women senior student affairs officers on college and university campuses. Journal of Psychological Type, 41, 28-32.

Guentzel, M. J. (2009). Faculty experiences in academic and student affairs partnership programs: Motivators, barriers, and benefits. (Unpublished doctoral dissertation). University of Iowa, Iowa City, IA.

Gulley, N. Y., & Mullendore, R. H. (2014) Student affairs and academic affairs collaborations in the community college setting. Community College Journal of Research and Practice, 38(7), 661-673.

Horstein, C. (1995). Identification of personality types of associate degree nursing students and faculty based on the MBTI. (Unpublished doctoral dissertation). Pepperdine University, Malibu, CA.

Kezar, A. (2006). Redesigning for collaboration in learning initiatives: An examination of four highly collaborative campuses. The Journal of Higher Education, 77(5), 804-838.

Kezar, A., Hirsch, D. J., & Burack, C. (Eds.). (2001). Understanding the role of academic and student affairs collaboration in creating a successful learning environment. San Francisco, CA: Jossey-Bass.

Kezar, A. (2001). Documenting the landscape: Results of a national study on academic and student affairs collaborations. In A. Kezar, D. Hirsch, & C. Burack (Eds.), Understanding the role of academic and student affairs collaborations in creating a successful learning environment (pp.39-51). San Francisco: Jossey-Bass.

Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of College Student Development 37(2), 135–148.

Magolda, P. (2005). Proceed with caution: Uncommon wisdom about academic and student affairs partnerships. About Campus: Enriching the Student Learning Experience, 9(6), 16-26.

References (cont.)


26References (cont.)

Moehl, P.J. (2011). Exploring the relationship between Myers-Briggs and instructional perspectives among college faculty across academic disciplines. (Unpublished doctoral dissertation). University of Missouri -St. Louis, St. Louis, MO.

Myers, I. B. (1980). Gifts differing. Palo Alto, CA: Consulting Psychologists Press, Inc.

McNickle, P. J. & Veltman, G. C. (1988). Gathering the force fields of energy in student affairs: Staff development using the Myers-Briggs Type Indicator. NASPA Journal 25, 202-208.

O’Halloran, K. (2007). The state of student and academic affairs partnerships: A national perspective. In J.H. Cook & C.A. Lewis (Eds.), The divine comity (pp. 33-52). Washington, DC: National Association of Student Personnel Administrators.

Schroeder, C. C. (1999). Partnerships: An imperative for enhancing student learning and institutional effectiveness. In J.H. Schuh & E.J. Whitt (Eds.), Creating successful partnerships between academic and student affairs (pp. 5-18). San Francisco, CA: Jossey-Bass.

Schuh, J. H., & Whitt, E. J. (Eds.). (1999). Creating successful partnerships between academic and student affairs. New Directions for Student Services No. 87. San Francisco: Jossey-Bass.

Scott, J. H. (2008). Exploring institutional culture and student civic engagement: A constructivist inquiry. (Unpublished doctoral dissertation). University of Georgia, Athens, GA.

Smith, D. G. (1982). The next step beyond student development--Becoming partners within our institutions," NASPA Journal, 9(4), 1982, pp. 53-62.

The Myers & Briggs Foundation (n.d.). The 16 MBTI types. Retrieved from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/the-16-mbti-types.asp#roof.

Wittstruck, G. M. (1986). Myers-Briggs Type Indicator and leadership effectiveness in student affairs. (Unpublished doctoral dissertation). University of Nebraska, Lincoln, NE.



A Necessary Commitment: Creating Collaborations that Consider Cultural Differences KAREN D. BOYD – UNIVERSITY OF TENNESSEE, KNOXVILLE KIRK S. ROBINSON.

Documents

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