| In higher education, faculty and administrators generally work toward a common goal of educating students. While normally these two groups are in agreement about the ultimate goal of education, conflict sometimes arises between the two groups over various issues in higher education. Through the use of qualitative methodology involving a survey questionnaire, the researcher studied professional relationships between faculty and administrators in higher education and sought to determine if interpersonal communication had an influence on the quality of those relationships. A random sample of 500 administrators and 500 faculty members was developed from regionally accredited institutions across the United States and those 1,000 individuals were invited to participate in the study through the completion of an electronic survey instrument. Completion of the study by 65 faculty members and 55 administrators revealed that while faculty and administrators prefer to communicate interpersonally, and while they also believe interpersonal communication is the communicative style best suited to foster positive professional relationships, other dynamics appear to have more influence on the quality of professional relationships between the two groups. To improve professional relationships, this study revealed a need for faculty and administrators to develop their understanding of the other group’s professional position, which includes an enhanced understanding of the responsibilities and goals of each group’s counterpart. The study also indicated the need for an increased demonstration of respect between the groups, as well as improvements in interpersonal communication. This study offers a proto-theoretical model that consists of five recommendations that may help improve professional relationships between faculty and administrators in higher education. |
