CASE STUDY
COMPETITION
2013
University of
New Mexico
Megan Chibanga
Jandea Dickson
Matt Makofske
SITUATION OVERVIEW
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
Relationship
Campus
Happenings
Strategy
2
STRAINED TOWN/GOWN
RELATIONSHIP
OVERVIEW
 Sunnyvale University was established in the
mid-1800s, and has since encroached on the
New England community it’s nestled in.
• To w n / G ow n
• C a m p us
Happenings
• N o S t r a te g y
 More recently the expansion has frayed the
once symbiotic relationship, but the
relationship has become more one sided,
swayed to the university getting more than
they’re giving.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
3
CAMPUS HAPPENINGS
OVERVIEW
 Student Activity Issues
 There are late night parties which are disrupting the
community, though it is unclear if these are
happening in the graduate town housing; off
campus housing, or on campus student housing.
• To w n / G ow n
• C a m p us
Happenings
• N o S t r a te g y
 Weekends see students wandering around town, to
the dismay of the townspeople.
 Sestercentennial Celebration
 Alumni increased the already abundant university
presence within the town.
 This was the proverbial straw that broke the
camel's back, and caused a meeting between town
& gown.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
4
NO COHESIVE STRATEGY
OVERVIEW
 Neither party has worked individually or
together to create a cohesive long term plan
for the relationship, and how both can
contribute to the growth and success of the
other.
• To w n / G ow n
• C a m p us
Happenings
• N o S t r a te g y
 There is little agreement about what the plan
should be amongst the town and the university,
thus the need for the committee, with
representatives from both arenas to come to a
conclusion.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
5
OBJECTIVES
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
Committee
Solution
Presentation
6
COMMITTEE FORMATION
Per the objectives outlined by the President, to
us, the Dean of Students, we are to form a
committee. The committee must include the:
 Director of Residence Life (provided )
OBJECTIVES
• C o m m i t te e
• S o l ut io n
• Presentation
 This will be critical to initiating the solutions to the
student conduct issues that seem to be arising out
of the variety of housing situations on and off
campus.
 Director of Student Activities
 This fosters the discussion about what students
have to do on the weekends to be engaged.
 Deputy Mayor
 This must be a two-way solution, so the involvement
of the Deputy Mayor will be essential to a cohesive
and long term solution.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
7
COMMITTEE FORMATION
Using the “Mar s Group” approach (CITATION), we have
invited the following additional people:
 Student Body President
 Students must buy into the solution, and since the solution
will effect them, they should be included in the process.
OBJECTIVES
• C o m m i t te e
• S o l ut io n
• Presentation
 Chamber of Commerce Representative
 Local businesses consistently benefit from the students, so
their interest should be included.
 University Senate Representative
 Faculty support and buy in will be important in the long term
culture change of the town/gown relationship as their
presence is more lasting than that of the students.
 K -1 2 School Board President
 They should serve a dual role, both to understand the
relationship of the university and town, as well an ability to
provide insight into the community perspective on
community/school relations.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
8
SOLUTIONS
OBJECTIVES
Broadly, we suggest a long term strategic plan
focused around the ideas of boundary spanning.
At its heart, boundary spanning is art of
relationship development, it is the mediation of
expectations between the sides being spanned –
boundary spanning does the tough work of
finding common ground between groups
(Hallinger & Murphy, 1986, p. 344 ).
• C o m m i t te e
• S o l ut io n
• Presentation
But, more on that, and how to incorporate social
media, later.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
9
PRESENTATION
As directed by the President, we plan for the
following to be present to hear a more detailed
plan for rebuilding the symbiotic relationship
between Sunnyvale University and the
surrounding community:
OBJECTIVES
• C o m m i t te e
• S o l ut io n
• Presentation
 University Board
 University President
 Town Council
 Community Members
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
10
DETAILED SOLUTION
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
Connections
Trust
Relationship
11
PLAN OVERVIEW
This relationship cannot be fixed immediately,
but with time and energy on both ef forts over
the next 5-7 years, we believe the following is
possible:
 Years 1-2: Establish Connections
D E TA I L E D
S O LU T I O N
• C o n n e c t io n s
• Tr u s t
• Re l a t i o n s h i p s
 Defining & Hiring of a Boundary Spanner
 Assessment of current programs & opportunities
 Make small, but meaningful, adjustments based on
findings
 Years 2-3: Build Trust
 Creation of “seats” for both parties at both tables
 Development of plans & programs for improvement
 Years 3-7: Ongoing Two-Way Relationship
 Implementation of improved plans & programs
 Development of future action plans
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
12
ESTABLISH CONNECTIONS:
IDENTIFY BOUNDARY SPANNER
We believe boundary spanning must begin at the
foundational level of establishing connections.
 To begin, Boundary spanners must first learn
the language of the other side and be able to
use it with them, second they must develop a
trust between both units that each will act in
both units’ best interests, and lastly they must
find a shared understanding or “common
persuasion” to guide action (Corey, 1944, p.
336).
 In order for this relationship to work and
generate mutual benefit, the boundary spanner
is the single most pivotal piece in this puzzle.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
D E TA I L E D
S O LU T I O N
• C o n n e c t io n s
• Tr u s t
• Re l a t i o n s h i p s
13
ESTABLISH CONNECTIONS:
HIRING A BOUNDARY SPANNER
D E TA I L E D
S O LU T I O N
 Boundary Spanner
 We believe this person should be a hired person, or an
adjustment to responsibilities, and should be housed
within the President’s office of the University. They
should be the bridge between the town and gown, and
that should be the primary focus of their day to day
duties.
• C o n n e c t io n s
• Tr u s t
• Re l a t i o n s h i p s
 Duties
 The Community Relations Coordinator (boundary
spanner) will be responsible for representing the
University at Town Council meetings, Chamber of
Commerce meetings, as well as any other major
community functions.
 They should also be the connector within the university
for all efforts relating to the plan to improve the
town/gown relationship. This provides a consistent
face and the chance for a truly holistic and cohesive
effort toward improvement.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
14
ESTABLISH CONNECTIONS:
PROGRAM ASSESSMENT
D E TA I L E D
S O LU T I O N
 Housing
 A review of student conduct polices and procedures
should be scheduled to address the issues of parties
that are effecting the community.
 An assessment of campus housing available should be
conducted to determine if availability and need match,
or is there an imbalance?
• C o n n e c t io n s
• Tr u s t
• Re l a t i o n s h i p s
 Student Activities
 A review of the activities and programs provided to
student should be done to determine if there is an
appropriate quantity, quality, and kind of programs
being offered for students to take part in.
 Based on preliminary results, adaptations should be
made to provide for immediate alleviation of students
meandering through town on the weekend. We would
suggest an increase in community service and action
programs, which provide both an opportunity for
students to be involved as well as a chance for the
town to be improved.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
15
BUILDING TRUST:
CREATING SEATS AT THE TABLE
Collaboration requires participants “problem solve
constructively” together, something that is possible
once there are trust and norms to frame action
(Kurylo, 2010, p. 25).
D E TA I L E D
S O LU T I O N
• C o n n e c t io n s
• Tr u s t
• Re l a t i o n s h i p s
 Town Member as Board Member
 The University Board, to the extent of its ability, should
work to include a seat at the table for an identified
member of the town. This seat can be observational or
with voting rights, but the representation of the town
in decision making is crucial.
 University Representation within Town Council
 As a large portion of the community, it is important
the university act as a member of the community, and
be present at Town Council meetings; we would
suggest the town council and university board mirror
the positions offered to one another.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
16
BUILDING TRUST:
PLAN DEVELOPMENT
"Dozen of studies confirm that education was by far the
best prediction of engagement in civic life, and
univer sities were in the midst of the most far -reaching
expansion in American Histor y." (Putman, 2000, p 1 8).
 Residence Life
D E TA I L E D
S O LU T I O N
• C o n n e c t io n s
• Tr u s t
• Re l a t i o n s h i p s
 Based on the previous assessments, the university, in
conjunction with Residence Life, should work to improve the
housing options and availability to students on campus.
 Student Activities
 Upon review of assessment, key programmatic and
organizational changes should be made to fit the student need
and interests.
 Residence Life & Student Activities
 Collaboratively should begin to provide significant opportunities
for students to learn through service to the community. There
should be multiple opportunities a month for students to engage
in a positive way within the community to instill a sense of pride
in both the university and the surrounding community.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
17
ONGOING RELATIONSHIPS:
PLAN IMPLEMENTATION
"Dozen of studies confirm that education was by far the
best prediction of engagement in civic life, and
univer sities were in the midst of the most far -reaching
expansion in American Histor y." (Putman, 2000, p 1 8).
 Residence Life
D E TA I L E D
S O LU T I O N
• C o n n e c t io n s
• Tr u s t
• Re l a t i o n s h i p s
 Based on the previous assessments, the university, in
conjunction with Residence Life, should work to improve the
housing options and availability to students on campus.
 Student Activities
 Upon review of assessment, key programmatic and
organizational changes should be made to fit the student need
and interests.
 Univer sity Senate
 In collaboration with ResLife and Student Activities should
implement a service learning component into the curriculum
 “Service learning has sometimes been used synonymously with
community service, though there are important distinctions between
the two terms. The dif ferentiating characteristics of service learning
include its emphasis on participants’ structured reflection;
collaboration between school and community to address
acknowledged community needs; clearly stated links between service
and academic knowledge/curriculum; clearly stated learning goals;
and a sustained time frame, among others” ( Rudow, 2009, p. 10).
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
18
ONGOING RELATIONSHIPS:
REFLECTION & FUTURE PLANS
 C o n t i n ue d i n te r a c t i o n s a n d d i a l o g ue s h e l p t h e s i d e s g r o w to
u n d e r s t a n d e a c h o t h e r, t r u s t e a c h o t h e r t h a t n e i t h e r w o ul d
t a ke a n a c t i o n t h a t w o ul d c o m p ro m i s e t h e o t h e r, a n d t h a t b o t h
a r e w o r k i n g to w a r d s c o m m o n a i m s . T h i s p r o c e s s o f b u i l d i n g
r e l a t i o n s h i p s c r e a te s a “ s o c i a l c a p i t al ” b et w e e n p a r t i c i p a n t s ;
t h i s c a p i t a l t y p i ca l l y c o n s i s t s o f “ s o c i al t r u s t ,” “ n o r m s o f
r e c i p r o ci t y, ” “ s to r e s o f g o o d w i ll ,” b o n d s , a n d r e s p e c t t h a t s et
t h e f o un d a t i o n f o r o n g o i n g r e l a t i o n s h i p s a n d c o l l a b o r a t i o n s i n
t h e f u t ur e ( C o w a n & A r s e n a u l t , 2 0 0 8 , p . 2 3 ) .
D E TA I L E D
S O LU T I O N
• C o n n e c t io n s
• Tr u s t
• Re l a t i o n s h i p s
 A key to t h i s i s f o s te r in g s h a r e d c u l t ur e s a m o n g g r o up s t h a t
a l l ow f o r e a c h s e g m e n t to “ g e n u i n e l y e n g a g e d i f fer en c e s ” w i t h
t h e o t h e r s e g m e n t s s o to f i n d t h a t s h a r e d g r o un d f o r
c o m m uni c a t i o n a n d t h e s p a n n i n g o f b o u n d a r i e s ( M a g o l d a ,
2 0 0 5 , p . 21 ) . I n a d d i t io n , i t i s i m p o r t a n t to m a ke a l l
s t a ke h o l d e r s a c c o un t a b le i n t h e r e s p o n s i b i li t y o f o u t c o m e s
( L a n e , 1 9 8 5 , p . 2 5 9 ) . B y f o s te r in g t h i s e nv i r o n m e n t o f m u t ual
t r u s t a n d v a l u e , l e a d e r s c a n c r e a te b u y - i n to wa r d s c o m m it t i n g
to t h e “ c o n t i n ual i m p rov em e n t a n d p u r s uit ” o f t h e o v e r al l g o a l s
o f t h e o r g a n i z a t i o n ( C h e r i f , O f o r i - A m oa h & H a n n a , 2 01 0 , p 6 ) .
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
19
SOCIAL MEDIA
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
Relevancy
Immediacy
20
RELEVANT & IMMEDIATE
SOCIAL MEDIA
Social Media is more than just a growing fad, and more
than an electronic bill board. Social media requires a
delicate balance between relevancy and immediacy to
have a lasting impact. ( Cabellon, 201 2, ACUHO -I LLPC)
SOCIAL
MEDIA
• Re l eva n c y
• I m m e d ia c y
 Being late, and out of date, is wor se than being
absent
 It’s okay to show up late, but be sure to have an informed
and capable person running the show.
 This is an effort that needs continuous attention, and should
have a plan created uniquely to address this issue by the key
user and the necessary stake holders.
 Social Media outlets aren’t a marketing platform,
they’re a connection platform
 Utilizing social media in terms of sharing memories of the
service learning projects and positive interactions within the
community is great, but it should be real and reflective of
the challenges faced; it should also be used to generate
solutions to the challenges.
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
21
REFERENCES
Cabellon, E. (2012, October) Social Media and Student Affairs: Engaging Our Online Communities;
Keynote address at the Living Learning Program Conference of the Association of College and
University Housing Officers-International. Albuquerque, NM.
Cherif, A., Ofori-Amoah, B., Hanna, B. W., & Stefurak, L. (2010). Strengthening the Academic Department
Through Empowerment of Faculty and Staff. Academic Leadership, 8(2), 1-9.
Corey, S. M. (1944). Co-operative Staff Work. The School Review, 52(6), 336-345.
Cowan, G., & Arsenault, A. (2008). Moving from Monologue to Dialogue to Collaboration: The Three
Layers of Public Diplomacy. Annals Of The American Academy Of Political & Social Science, 616,
10-30.
Kurylo, A. (2010). Teaching the Difference between Compromise and Collaboration through Trial and
Error. Communication Teacher, 24(1), 25 -29.
Lane, J. E. (1985). Academic Profession in Academic Organization. Higher Education, 14(3) 241268.
Levina, N., & Vaast, E. (2005). The Emergence of Boundary Spanning Competence in Practice:
Implications for Implementation and Use of Information Systems. MIS Quarterly, 29(2), 335-363.
Magolda, P. M. (2005). Proceed with caution: Uncommon wisdom about academic and student affairs
partnerships. About Campus, 9(6), 16-21.
Rudow, S., & Meade, K. (2009). Missing Links: Redefining Service Learning Curricula. Conference Papers
-- American Political Science Association -- Teaching & Learning, 1.
Putman, Robert D. (2000) Bowling Alone: The Collapse and Revival of American Community. 15-136
Case Study Competition 2013
UNM: Chibanga, Dickson, Makofske
22