Assisting the accompanying partner: A dramaturgical explanatory study of dual career couples offices
- Publication Year:
- Repository URL:
- https://digitalscholarship.unlv.edu/thesesdissertations/922; https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1923&context=thesesdissertations
- Couples in higher education; Dramaturgical analysis; Dual-career families; Mixed methods; Relocation office; Women in education; Women in higher education; Work and family; Curriculum and Social Inquiry; Educational Psychology; Social and Philosophical Foundations of Education; Teacher Education and Professional Development
thesis / dissertation description
This study is a mixed methods explanatory sequential design framed in resource dependency theory that uses Goffman's dramaturgical analysis to explore how the dual career couples offices address issues, serve constituencies, and relate to the broader institution. The researcher examined schools with dual career offices by using the Higher Education Dual Couple Network [HEDCN]. In Phase I of the study, the researcher surveyed HEDCN affiliates regarding their dual career offices. In Phase II of the study, three schools from the HEDCN sample were selected through purposeful sampling for site visits which included in-depth, one-on-one interviews, observations, and artifact analysis. The research concludes with a discussion of potential, effective strategies gleaned from the data analysis that academic institutions might use to implement their own dual career office. Every institution wants to hire competitive faculty and administrators. Having a dual career office supports these institutional efforts. Based on the vast literature review, artifacts, and the findings of this study, the researcher arrived at the following dual career office suggestions: maintaining a healthy host office relationship, having a connected dual career director, providing abundant dual career services, including refining assistance to ranked faculty and administrator partners for two years, and completing a yearly evaluation.