"Principles of Good Practice" for Academic and Student Affairs Partnership Programs

Abstract

While academic and student affairs partnership programs have been championed as a means to enhance undergraduate education, research documenting the characteristics of effective partnership programs is sparse. The Boyer Partnership Assessment Project is a qualitative examination of academic and student affairs partnership programs at 18, diverse institutions. This article identifies seven principles of good practice for creating and sustaining effective partnerships, and discusses the implications of these principles for higher education research and practice.

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“…These partnerships have the common goal of enhancing learning and teaching in higher education, yet the extent to which partnerships may develop are determined by the institutional context (Whitt et al, 2008). Several attempts have been made to identify the principles of effective partnership (Schroeder et al, 1999;Whitt et al, 2008;HEA, 2014;Healey et al, 2014).…”

“…Several attempts have been made to identify the principles of effective partnership (Schroeder et al, 1999;Whitt et al, 2008;HEA, 2014;Healey et al, 2014). The common features of these are a shared vision, empowerment, organisation, authenticity, and challenge (Cook-Sather et al, 2014).…”

“…Create a shared vision that is well communicated between and supported by all members (Norsen et al, 1995;Schroeder et al, 1999;Mann, 2001;Whitt et al, 2008;Thomas and May, 2010). …”

“…Partnerships are most effective when they are well organised, and all participants are aware of the resources/supports available and the procedures that need to be followed (Norsen et al, 1995;Schroeder et al, 1999;Whitt et al, 2008).…”

“…Senior administrators in academic and student affairs should provide opportunities for partnership development (Schroeder et al, 1999;Whitt et al, 2008;HEA, 2014;Healey et al, 2014).…”