Becky Olive-Taylor & Jim DonathanElon University, North Carolina

NACADA National Conference Code # 98Denver, CO 2011

Consider an expanded definition of collaboration

Share specific examples from Elon University

Invite session participants to share examples from their institutions

Note: All information has been submitted electronically to NACADA

“Systems thinking shows us that there is no outside; that you and the cause of your problems are part of a single system.” Peter Senge (1990)

Does it then follow that whether you are academic affairs or student affairs; faculty or staff, there are no outsiders?

If there are no outsiders, then the quality of collaborative problem solving is important.

A culture of informing where people talk to one another and get along. Collaboration-lite may involve face-to-face meetings to share information. It functions as a network to share information but not necessarily share common goals.

This is not bad, but is it enough? How do we know?

All participants are viewed as equal partners

Each partner plays an equally important role

Each partner makes significant contributions

Discussions are deep; problems are solved; joint decision making is the norm.

In other words, these partnerships are “meaningful, reciprocal, and responsive.” Cook and Lewis, 2007.

We may start with collaboration-lite and get to more full collaborative partnerships through shared goals that can’t be accomplished alone.

New solutions for old concerns Shared accountability through common

assessments

Historically distinct roles A habit of isolation Different “languages” and cultures (i.e.

student development theory vs. disciplinary jargon)

Poor communication Lack of mutual understanding: need to

examine perceptions and misperceptions because perception can operate as reality.

Lack of a clear and compelling mission

A culture of disjointed incrementalism: piecemeal decision-making processes that are fundamentally disconnected from broader organizational goals or mission

Lack of an impetus for change: must be a high-priority goal or it won’t happen.

Inability to model best practices: knowing what to do and actually doing it can be a problem

Take place in an environment where needs are assessed (internal or external forces may be at work)

Example of internal force = desire for better retention.Example of external force = changing demographics

Develop goals to meet assessed needs

Create partnerships that directly address those goals◦ Partnerships may be identified to address

concerns for money, time, and personnel◦ Strategic partnerships address issues of capacity

Establish mechanisms designed to measure outcomes (because what gets measured is what gets done.)

Recognize and celebrate best practices

“is best not only when it is ‘meaningful, reciprocal, and responsive’ but also when the partners openly acknowledge difference and address conflict as a normal part of the collaborative process.” M. Baxter Magolda

formal (structural) and informal (cultural) frequent meaningful

Creates innovation and learning: joining different perspectives and knowledge bases encourages reframing of problems and solutions.

Cognitive complexity: cross-functional/ disciplinary teams offer more perspectives and more expertise.

Better service: avoids the “campus-run- around” to find answers for lots of stakeholders

Cost effectiveness and efficiency: may combine efforts of units for assessment and agenda setting

Employee motivation: greater job satisfaction often results from collaboration

Collaboration-lite/Network: Opening of school meeting, Phoenix Fridays and advising, First in the Family initiative

Collaboration: First Year Task Force, Learning Community Committee Project

Cook, J. H. and Lewis, C. A. ,Eds. (2007) Student and Academic Affairs Collaboration: The Divine Comity ( A NASPA book publication)

Kezar, A.J. and Lester, J. (2009) Organizing Higher Education for Collaboration: A Guide for Campus Leaders. San Francisco: Jossey-Bass.

Martin, J. and Samels, J. E. (Winter 2001) Lessons Learned: Eight Best Practices for New Partnerships, pp. 89-100. Found in Understanding the Role of Academic and Student Affairs Collaboration in Creating a Successful Learning Environment. Jossey-Bass series in New Directions for Higher Education