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The text also synthesizes prior literature on academic and student affairs collaboration, highlighting barriers such as cultural separation, lack of incentives, and limited respect between units.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/faculty-and-staff-perceptions-of-organizational-units-and-collaboration-impact-research-study/599104/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/faculty-and-staff-perceptions-of-organizational-units-and-collaboration-impact-research-study/599104.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of the quantitative study described?","Question",{"text":62,"@type":63},"To evaluate perceptions of 68 university faculty and staff and determine whether those perceptions shape the value placed on collaborative partnerships.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What outcomes does the study examine regarding collaboration?",{"text":67,"@type":63},"It examines perceived impact of collaboration on increasing willingness to collaborate and on improving student success.",{"name":69,"@type":60,"acceptedAnswer":70},"What barriers to collaboration are commonly cited in higher education?",{"text":71,"@type":63},"Barriers include lack of collaboration opportunities, organizational structures separating units, differing cultures, insufficient incentives for faculty, and lack of respect between units.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},599104,1792161275,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","FACULTY AND STAFF PERCEPTIONS OF ORGANIZATIONAL UNITS AND COLLABORATION IMPACT  \nJennifer L.S. Syno  \nGeorgia Southern University  \nJuliann Sergi McBrayer  \nGeorgia Southern University  \nDaniel W. Calhoun  \nGeorgia Southern University  \nCollaboration between academic affairs and student affairs is necessary to ensure student success (Nesheim et al., 2007; Whitt et al., 2008) . This quantitative study sought to evaluate perceptions of 68 university faculty and staff to determine if those perceptions shape the value placed on collaborative partnerships. Additionally, the study examined the perceived impact faculty and staff believe collaboration has on increasing their willingness to collaborate and improving student success. Findings and recommendations are also included.  \nPlease direct inquiries about this manuscript to: Jennifer L.S. Syno, [jsyno@georgiasouthern.edu](jsyno@georgiasouthern.edu)  \n[College Student Affairs Journal](College Student Affairs Journal), Volume 37(1), pp. 1-13 ISSN 2381-2338  \nCopyright 2019 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n2 College Student Affairs Journal Vol. 37, No. 1, 2019  \nWithin institutions of higher education,  \nthe call for collaboration between academic and student affairs is often viewed as a means of providing a more seamless education that brings into play the importance of learning in the classroom and outside of the classroom (Dale & Drake, 2005; Kezar, 2001; Nesheim et al., 2007;  \nStreit, 1993; Whitt et al., 2008) . Common examples of collaborations within higher education often include intervention programs, academic advising, housing and learning communities, academic bridge programs, and career programming (Dale & Drake, 2005) . These efforts have brought about improvements in student success by increasing retention rates, increasing student critical thinking skills, and improving institutional engagement within colleges (Kezar, 2001) . Difficulties in providing such collaborative programs often arise as individuals see the classroom as the faculty domain and staff are viewed as support for students and faculty. Additionally, the lack of opportunities for collaboration, organizational structures that further separate faculty and staff members, differing cultures, lack of incentives for faculty to participate and promote involvement, and lack of respect between units are commonly cited barriers to collaboration (Dale & Drake, 2005; Jackson & Ebbers, 1999; Kuh & Banta, 1998; Streit, 1993) .  \nAllen-Collinson (2006) indicated that“shared values are at the center of organizational work cultures” (p. 276) . Faculty are rewarded for scholarly research and contributions to their fields of study, which is often done in isolation or with limited collaboration (LePeau, 2015) . As a result, little additional time is available to participate in truly collaborative efforts and little importance is placed on collaboration in faculty culture. It is also important to recognize that different units on campus, often referred to as functional areas, have different cultural identities. In fact, Philpott and Strange (2003) stated in their case study that “collaboration required the introduction and re-acquaintance of campus faculty and  \nstudent affairs cultures”(p. 80) .  \nThe perceived value difference between faculty and staff in higher education and more specifically between academic affairs and student affairs is well reported in higher education (Allen Collinson, 2006; Kuh & Banta, 2000; Streit, 1993; Szekeres, 2004) . According to LePeau (2015), student affairs is viewed as secondary to academic affairs. In Young, Anderson, and Stewart’s (2014) study on microaggressions in higher education, they identified micro-aggression from faculty to staff as a significant and common theme and noted staff were seen as less capable because they were assumed to have less education. This lack of perceived impact results in discouragement fro","cbCaijwlTOUwu9rp","https://ap.wps.com/l/cbCaijwlTOUwu9rp","pdf",216367,13,"English","# Background: Need for collaboration in higher education\n## Collaboration models and barriers\n# Faculty and staff perception differences\n## Role, rank, and perceived value\n# Microaggressions and rankism concepts\n## Implications for collaboration relationships\n# Study purpose and research focus\n## Willingness to collaborate and student success","[{\"question\":\"What is the purpose of the quantitative study described?\",\"answer\":\"To evaluate perceptions of 68 university faculty and staff and determine whether those perceptions shape the value placed on collaborative partnerships.\"},{\"question\":\"What outcomes does the study examine regarding collaboration?\",\"answer\":\"It examines perceived impact of collaboration on increasing willingness to collaborate and on improving student success.\"},{\"question\":\"What barriers to collaboration are commonly cited in higher education?\",\"answer\":\"Barriers include lack of collaboration opportunities, organizational structures separating units, differing cultures, insufficient incentives for faculty, and lack of respect between units.\"}]","FACULTY AND STAFF PERCEPTIONS OF ORGANIZATIONAL UNITS AND COLLABORATION IMPACT - Research study | PDF",1792088178,33]