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Community Engagement Professionals, ...

Wangelin, Jessica.

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Community Engagement Professionals, Faculty, and Institutionalization: A Study of Relationship Perceptions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Community Engagement Professionals, Faculty, and Institutionalization: A Study of Relationship Perceptions./
Author:	Wangelin, Jessica.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	133 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
Contained By:	Dissertations Abstracts International80-09A.
Subject:	Higher Education Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13425696
ISBN:	9780438944824

Community Engagement Professionals, Faculty, and Institutionalization: A Study of Relationship Perceptions.
Wangelin, Jessica.

Community Engagement Professionals, Faculty, and Institutionalization: A Study of Relationship Perceptions. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 133 p.

Source: Dissertations Abstracts International, Volume: 80-09, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2019.

This item must not be sold to any third party vendors.

Community engagement programs have expanded over the last several decades due to several factors in higher education. Colleges and universities recognize the benefits of community development and sustainable partnerships (Gibson, 2012), yet professional qualities of administrators are evolving (Whitchurch, 2009). Engagement is a major initiative where faculty and administrators are brought together for the success of the institution, yet research has focused on these two groups as separate entities (Furco & Holland, 2013), without consideration of how their interactions impact major campus initiatives (Kezar & Lester, 2009; Singleton, Hirsch & Burak, 1999). Evidence suggests that transformational partnerships, where each party grows as a result of their interactions, can produce positive results for all parties involved (Clayton, Bringle, Senor, Huq & Morrison, 2010). However, there is little research on how relationships influence institutionalization, even when several key factors that lead to institutionalization such as support for faculty, communication of service in the mission statement, and demonstration of leadership, are based around personnel and their interactions. To illustrate this, a quantitative study was conducted with faculty and Community Engagement Professionals who teach or coordinate service-learning courses and programs. This study investigates the perceptions of relationships between the two groups and the connection of those relationships to engagement as part of campus culture. Specifically, the purpose of this study is to examine the relationships between faculty and Community Engagement Professionals (CEPs) and the institutionalization of community engagement as a practice on campuses in higher education. The Transformational Relationship Evaluation Scale II (TRES) scale (Clayton et al., 2010) was used to measure the relationships between faculty and CEPs over ten constructs of goals; conflict management; decision making; resources; role at work and role in identity formation; interactions; power; meaning; satisfaction; and impacts on the respondent and impacts on the other person. Three unique findings were identified from the data: 1) Relationships between faculty and staff who participate on service-learning course instruction or administration are predominantly positive; 2) faculty who teach service-learning courses have longer career histories in higher education than staff; and 3) relationships between faculty and staff on a campus had no significant correlation between a campus rated as Community Engagement classified by the Carnegie Foundation or not.

ISBN: 9780438944824Subjects--Topical Terms:

3432472
Higher Education Administration.

Community Engagement Professionals, Faculty, and Institutionalization: A Study of Relationship Perceptions.
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300 $a 133 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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506 $a This item must not be sold to any third party vendors.
520 $a Community engagement programs have expanded over the last several decades due to several factors in higher education. Colleges and universities recognize the benefits of community development and sustainable partnerships (Gibson, 2012), yet professional qualities of administrators are evolving (Whitchurch, 2009). Engagement is a major initiative where faculty and administrators are brought together for the success of the institution, yet research has focused on these two groups as separate entities (Furco & Holland, 2013), without consideration of how their interactions impact major campus initiatives (Kezar & Lester, 2009; Singleton, Hirsch & Burak, 1999). Evidence suggests that transformational partnerships, where each party grows as a result of their interactions, can produce positive results for all parties involved (Clayton, Bringle, Senor, Huq & Morrison, 2010). However, there is little research on how relationships influence institutionalization, even when several key factors that lead to institutionalization such as support for faculty, communication of service in the mission statement, and demonstration of leadership, are based around personnel and their interactions. To illustrate this, a quantitative study was conducted with faculty and Community Engagement Professionals who teach or coordinate service-learning courses and programs. This study investigates the perceptions of relationships between the two groups and the connection of those relationships to engagement as part of campus culture. Specifically, the purpose of this study is to examine the relationships between faculty and Community Engagement Professionals (CEPs) and the institutionalization of community engagement as a practice on campuses in higher education. The Transformational Relationship Evaluation Scale II (TRES) scale (Clayton et al., 2010) was used to measure the relationships between faculty and CEPs over ten constructs of goals; conflict management; decision making; resources; role at work and role in identity formation; interactions; power; meaning; satisfaction; and impacts on the respondent and impacts on the other person. Three unique findings were identified from the data: 1) Relationships between faculty and staff who participate on service-learning course instruction or administration are predominantly positive; 2) faculty who teach service-learning courses have longer career histories in higher education than staff; and 3) relationships between faculty and staff on a campus had no significant correlation between a campus rated as Community Engagement classified by the Carnegie Foundation or not.
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