Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Foundations & Leadership

Program/Concentration

Higher Education

Committee Director

Dennis E. Gregory

Committee Member

Jay P. Scribner

Committee Member

Kim E. Bullington

Abstract

In this study I investigate the collaboration between the United States Peace Corps and their higher education partnership institutions, focusing on Peace Corps Prep Programs (PCPP) which aim to recruit, prepare, and retain diverse Peace Corps Volunteers. The inquiry examines the purpose, structure, and process of these collaborations to uncover successes and shortcomings, shedding light on the underlying mechanisms that contribute to effectiveness or hinder progress. A mixed-method, multiple case study methodology, integrating surveys and individual interviews that parallel The Wilder Collaboration Factors Inventory, facilitates an in-depth examination of the intricate dynamics and multifaceted experiences within the collaborative partnerships. By applying a collaboration theory framework, this study utilizes Hogue’s (1993) model of community linkages-choices and decisions to assess the Peace Corps and their higher education partnerships, contributing to dialogue on promoting diversity, equity, and inclusion in the Peace Corps' recruitment efforts. The study's significance lies in its potential to influence social change. It contributes insights that foster effective partnerships and initiatives promoting diversity and equity within the Peace Corps and higher education institutions, paving the way for a more inclusive and interconnected world.

Survey and interview data reveal that PCPP staff view the collaboration between the Peace Corps and higher education institutions as characterized by effective communication, strong support, successful engagement events, with available administrative guidance. However, challenges remain, particularly in securing financial resources and fostering stronger interorganizational collaboration. The partnership is driven by a shared purpose to prepare students for Peace Corps service, promote global citizenship, and support career development. Both institutions and the Peace Corps benefit mutually, and most PCPP staff acknowledge diversity efforts. Structurally, there are clear roles, institutional support, and formal agreements, yet financial challenges persist. The process of collaboration relies on trust, respect, and communication, though local recruiters and inter-PCPP collaboration are underutilized. Overall, the partnership is effective and evolving, with potential for growth.

This study highlights the vital role that collaboration between the Peace Corps and higher education institutions plays in the success of PCPPs. While the program has built strong partnerships and delivered clear benefits, there are key areas that require attention, including better information sharing, increased financial support, the formation of intentional cohorts, and more consistent involvement from stakeholders. Addressing these challenges and strengthening strategic partnerships will not only improve diverse recruitment and retention but will also further the Peace Corps' broader mission of promoting global service and leadership. The long-term success of PCPPs depends on cohesive, purpose-driven collaboration that equips institutions to help prepare the next generation of globally minded citizens.

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In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/qcvb-kp37

ISBN

9798280749276

ORCID

0009-0002-0390-5465

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