Date of Graduation

Spring 5-21-2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

Leadership Studies

Program

Organization & Leadership EdD

First Advisor

Dr. Ursula S. Aldana

Second Advisor

Dr. Michael Duffy

Third Advisor

Dr. Xornam Apedoe

Abstract

Jesuit higher education has historically depended on collaboration between Jesuits and non-Jesuit administrators, faculty, and staff to sustain its mission of promoting faith, justice, and the holistic formation of students. In recent decades, demographic shifts within the Society of Jesus and increasing institutional complexity have led to a greater reliance on Lay collaborators in leadership and academic roles. Despite strong ecclesial and Jesuit directives encouraging shared mission and co-responsibility, many Jesuit institutions continue to struggle with translating these ideals into equitable governance and collaborative practices. This challenge is particularly significant in African contexts, where Jesuit universities operate within diverse cultural and institutional landscapes.

This qualitative multi-case study examined collaboration between Jesuits and non-Jesuit administrators, faculty, and staff at two Jesuit higher education institutions in Africa: Arrupe Jesuit University (AJU) in Zimbabwe and the Centre de Recherche et d’Action pour la Paix / Université Jésuite d’Abidjan (CERAP/UJA) in Côte d’Ivoire. The study addressed three research questions: 1. How do Jesuits and non-Jesuit collaborators co-construct partnerships? 2. What institutional structures and policies facilitate or hinder culturally responsive initiatives? 3. How do Jesuit identity and mission shape leadership and governance?

Guided by servant leadership theory, collegium theory, and the synodal leadership model, and grounded in the Catholic social teaching principle of subsidiarity, the study employed semi-structured interviews and document analysis to explore participants’ experiences and institutional practices. Thematic analysis revealed key patterns shaping collaboration, including modes of partnership, participatory governance practices, intercultural dynamics, gender inclusion, organizational communication, servant leadership ethos, mission formation, and the visibility of Jesuit identity.

Findings indicate that collaboration is often sustained through relational trust and shared commitment to mission but remains constrained by centralized governance structures, uneven policy implementation, and limited formation opportunities for non-Jesuit collaborators. The study proposes a conceptual framework highlighting four interacting dimensions of collaborative leadership: modes of collaboration, governance structures, policy integration, and institutional identity. These findings offer practical insights for strengthening participatory governance and mission-driven collaboration in Jesuit higher education in Africa and beyond.

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