1
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
Session 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
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Sharing Stories
►
What are your personal stories about transitioning
between academic affairs and student affairs? We
would love one to hear from one volunteer
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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Guided Imagery – Faculty Culture
4

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
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
Guided 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?
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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Small 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
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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Review 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)
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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Understand the Difference - MBTI
Typologies
►
►
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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
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
Source:
The Myers & Briggs Foundation (n.d.). The 16
MBTI types. Retrieved from
http://www.myersbriggs.org/my-mbtipersonality-type/mbti-basics/the-16-mbtitypes.asp#roof.
The Cultural Divide and MBTI Typologies Student Affairs
Study authors
Did study examine Professionals
Sample size
both SA & AA?
sampled
9
Percentages
of types
Source:
Boyd, Robinson, &
Cawthon, 2014
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
The Cultural Divide and MBTI Typologies –
Academic Affairs
Study authors
Did study examine Professionals
Sample size
both SA & AA?
sampled
10
Percentages
of types
Source:
Boyd, Robinson, &
Cawthon, 2014
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
The Cultural Divide and MBTI Typologies –
A Summary
►
►
►
►
►
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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
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
Intercultural Theory: An Adaptation
of Bennett’s Model
12
Note: We are
applying this
model
personally, not
organizationally
Ethnocentrism
Ethnorelativism
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.
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
Small 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)
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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Small Group Breakout Questions

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?
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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Guided 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?
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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Intercultural Theory: An Adaptation
of Bennett’s Model
16
Note: We are
applying this
model
personally, not
organizationally
Ethnocentrism
Ethnorelativism
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.
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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An Ethnorelative Lens
18

Develop senior
administrative support

Work with first year programs
and co-curricular areas that
have a history of
coordination
1)

Embrace structural strategies
(e.g., planning, restructuring,
and incentives) that will help
guide and institutionalize
collaborative integration
Provide concrete ethnorelative
steps/ideas to pursue these
strategies
2)
How might an ethnorelative
perspective put into action these
recommendations?

Bring in new people to
reinforce strategies

Do not let institutional
obstacles and barriers deter
efforts
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
An Annotated Bibliography on Student
Affairs/Academic Affairs Collaborations
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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.
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
Some foundational documents (cont.)
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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 four
highly collaborative campuses. The Journal of Higher Education, 77(5), 804-838.
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.
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
Some foundational documents (cont.)
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.
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.
Smith, D.G. (1982). The next step beyond student development--Becoming partners within
our institutions," NASPA Journal, 9(4), 1982, pp. 53-62.
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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Conclusion

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
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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Questions?
Karen D. Boyd

Visiting Assistant Professor – University of Tennessee, Knoxville

Higher Education Administration & College Student Personnel

kboyd14@utk.edu
Kirk S. Robinson

Doctoral Associate – Miami University (Ohio)

Student Affairs in Higher Education

robins75@miamioh.edu
Tony W. Cawthon

Alumni Distinguished Professor – Clemson University

Counselor Education (Student Affairs) & Higher Education

cawthot@clemson.edu
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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References
24

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.
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
References (cont.)
25

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.
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
References (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/mbtibasics/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.
2015 ACPA Annual Conference - Boyd, Robinson, Cawthon
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