Eddie "Sonny" Farmer, Jr., (Sicangu Lakota) benefited from collaboration between South Dakota State University and Sinte Gleska University. Pictured with his family celebrating his graduation from SDSU in May 1999, he currently works as a range conservationist for the Bureau of Indian Affairs on his home reservation.

Tribal colleges made a bold move several years ago when they were prepared to decline participation in a multi-million dollar grant initiative unless a more equitable approach was taken. Partnership opportunities were suddenly at risk.

As the story goes, long-time Sinte Gleska University President Lionel Bordeaux, unhappy with the idea of excluding any tribal college or university, suggested to foundation representatives that a different kind of collaboration would need to be considered. “Either all of us or none of us,” he said. After deliberating, foundation representatives returned and agreed to work with all of the colleges– leading the way toward more authentic, productive, and rewarding partnerships.

After more than 30 years of collaboration, tribal colleges have evolved through such experiences so they understand more about the dynamics of working with non-tribal institutions. Until now, however, there has been a lack of research that captures the ingredients of successful partnering, particularly between tribal colleges and state universities.

For some, the topic brings to mind memories of successful projects and warm, collegial, mutually beneficial relationships. Others might remember feelings of being frustrated, taken advantage of, or simply misunderstood. Regardless of one’s  experiences, partnerships between state universities and other non-tribal entities are presently a part of the capacity-building process for many tribal colleges and are likely to remain so in the future.

The dynamic of collaboration between these institutions—what works, what does not, and why—was the focus of a qualitative research study in 2000-2001. Eighteen faculty and administrators from tribal colleges and 18 faculty and administrators from state universities, all of whom had been involved in collaborative efforts, participated in in-depth interviews on the topic. The W.K. Kellogg Foundation’s (1999) indicators of an engaged institution provided a useful framework for the study. These indicators include responsiveness, respect for partners, resource partnerships, academic neutrality, coordination and integration.

Participants in the study included tribal college and state university staff from North Dakota, South Dakota, Minnesota, and Iowa. (This article uses the term tribal colleges to refer to all tribally controlled higher education institutions, including tribal universities.) Some had been involved in collaboration for more than 20 years, while others were new to such efforts.

Respondents represented a wide variety of collaborative efforts, including faculty exchange, cooperative research, joint degree development, and transfer/articulation agreements. Some were involved in programs targeting support, scholarships, and experiential learning opportunities for Native American students. These interviews yielded new knowledge and wisdom around this important topic, the highlights of which are presented below.

Why collaborate?

Many participants were drawn to collaborative work as a means to expand their access to resources, such as money, facilities, academic expertise, and cultural insights. Others indicated more altruistic motives, such as their empathy with the underserved and their desire to serve Native American communities and improve understanding between the races. They also mentioned institutional mission and opportunities for personal and professional growth. The comment below, from a tribal college administrator, reflects a pragmatic perspective on the motivation issue:

I think most are there for good and noble reasons, but I know some are there just to get the money. But you know, there can be a blend between the monetary and the noble…I mean even if you want to be noble, you can’t do it if the money’s not there.

While engaging in collaboration with good intentions seems simple enough, the research revealed several levels of complexity stemming from historical, cultural, political, economic, and even geographic factors. Disregarding these complexities had negative effects on some of the partnerships and the participants. Good faith intentions were not enough in some instances. One long time tribal college collaborator put it this way:

Historically, there was mistrust by Indian people. And rightfully so. When we (tribal colleges) first started to collaborate, we were turned down by lots of universities. They were always trying to take over what we were doing.

Individuals make the difference

Time and time again, when interviewees were asked what made collaboration work, they chose to talk about key individuals who had been instrumental in moving efforts forward.

These individuals enhanced the process and were more likely to have successful projects if they showed some cross-cultural competence, open-mindedness, willingness to listen, flexibility, commitment, patience, persistence, and honesty. Individuals who possess these characteristics are rare and play an important role, as noted by a tribal college faculty member:

It takes someone to nurture it to make something of it. There are lots of huge ideas, but very few people who are passionate enough to make things happen.

When the process works, respondents were enthusiastic about how they felt empowered by the process. As one Lakota woman said with strength and confidence:

Collaborating has been exciting for me. Especially personally…finding out I’m very capable. I can hang in there with the best of them. I am smart enough to work with any college.

Empowerment was described as critical to the collaborative process, enhancing the participants’ feelings of efficacy, connectedness, and sense of sharing power. It also increased their interest and investment in their work.

Organizational factors

The culture and structure of organizations contributed to their ability to collaborate, according to the respondents. Organizational cultures encouraged participation if they provided flexibility, financial and moral support, and active communications.

Respondents preferred an intermediate level of organizational structure, as opposed to either a simple or a complex structure. They believed that collaboration was inhibited by either the complex bureaucracy they attributed to the state university or by the unstable, politically volatile structure they described at some tribal colleges.

What does not work

Despite the potential for positive outcomes, participants also described negative experiences with their state university-tribal college collaborations. The table below summarizes findings in relation to what doesn’t work in these partnerships.

Negative experiences can have a cumulative impact. They can further affirm participants’ already reluctant or skeptical attitudes toward partnering with state universities or tribal colleges in the future. Consider this response from a state university faculty member:

I’ve just had bad experiences. It’s not worth the time and effort. I’m just not interested in getting involved again.

For a complete discussion of the indicators of an engaged institution, see the W.K. Kellogg Foundation’s Returning to our roots: the engaged institution (1999). President’s Commission Report on the Future of State Universities and Land Grant Colleges. Washington, D.C.: National Association of State Universities and Land Grant Colleges. For more information about this and other publications on collaboration, see the resource guide elsewhere in this issue.

Dr. Tim Nichols serves as assistant to the director of academic programs in the College of Agriculture and Biological Sciences at South Dakota State University (SDSU). He has worked with tribal colleges South Dakota for seven years and is involved in a number of collaborative projects serving Native American students and communities. This article is based on research for his doctoral dissertation in sociology from SDSU, which was completed last summer.

Phil Baird (Rosebud Sioux) is the dean of institutional development and inter-tribal service programs at United Tribes Technical College (UTTC) in Bismarck, ND. He has over 20 years of collaborative experiences in the National Indian Educational Association, National Congress of American Indians, American Indian Higher Education Consortium, Sinte Gleska University, and numerous other educational organizations.

Dr. Diane Kayongo-Male is professor of sociology at South Dakota State University. A teacher/scholar with a background in cross-cultural sociology, she served as Nichols’ major professor in his doctoral program. She is the author of two books, Children at Work in Kenya, and The Sociology of the African Family, both based on her 10 years of research in Kenya.

Checklist for successful collaboration

In order to help others avoid those negative experiences, participants were asked what advice they would have for colleagues considering getting involved in joint efforts. They offered the following suggestions:

1. Be a learner.

Before diving into collaborative efforts, take time to learn about the history and culture of one’s potential collaborators, educate yourself of other ongoing or previous attempts at collaboration, and enhance your understanding of the contemporary realities where your partners work. A tribal college administrator offered these suggestions:

First thing—recognize our schools, our communities, our students, are not alike. And they (state university faculty) don’t always know best. Bottom line? Know thyself. Know thy population.

A state university staff member reinforced this perspective:

You need to have enough humility of spirit to put yourself in a position to be a learner rather than an expert. Be there as more of a student than a teacher.

2. Be Careful.

Be discerning of the kinds of efforts you become involved with and maintain a healthy degree of skepticism about proposed joint efforts.

3. Examine the motivation…both yours and theirs.

Faculty at state universities and tribal colleges engage in joint efforts for different reasons. Self-reflection is critical to probe potential partners’ motives and goals. A tribal college faculty member who has experienced both the good and bad sides of partnering with state universities asked this question:

Why would you want to do it? And you better have a good answer…

4. Give them a chance.

Collaboration requires a leap of faith. Despite past history and valid reasons for skepticism, parties on both sides said each side should be given an opportunity to prove its potential as a good partner. A tribal college faculty member was passionate in her remarks about the importance of the Native perspective:

Give us a chance — an opportunity to let you know what we have to offer. We have a big heart, and we can do a lot with a little assistance. We’re behind in some things, but we’re ahead in others. Over time we will make a difference, we will build. Just give us a chance to make it happen. Have faith. Have confidence in us.

Another tribal college faculty member found herself encouraging her colleagues:

Give them (the state universities) a chance. It’s worth it. Don’t think that they are just trying to take from you. They want to help. They want to work with you.

5. Go there.

Historically, many proposed endeavors were considered off the reservation—away from the people being served. Among non-Indians, there was a real, albeit stereotyped concern about the safety of going to “the rez” to initiate planning activities. In this study, both state university and tribal college members agreed that the tribal college campus was the best place for the conversation to begin. A tribal college administrator extended this invitation to state university staff:

Come out of the office. Come to the tribal college. Look around. Listen. See what we have. Then start collaborating.

6. Find a friend.

Make personal relationships and connections. Understand the value of developing personal relationships before professional affiliations can develop. For a successful project, work from established contacts and build a network. One tribal college faculty member offered this advice:

The first thing is to figure out who your friend is at that college, and if you don’t have one, you need to establish one. I wouldn’t recommend you go in on your own. Where you need to begin is in developing relationships.

Reflecting on several years of success at tribal college collaboration, one state university administrator said:

A lot of work early on is in developing the strong relationships. If the relationships are in place, the collaboration will follow.

7. Find mutual interests and shared goals.

Establish common ground. Extra time spent together through institutional events, retreats, and planning sessions is time well-spent if individual concerns can be explored to form a shared vision. A tribal college administrator commented:

Have a well-defined area in mind… and collaborate around subject matter and interests. Look for a topic where there’s interest and benefits for both parties.

8. Speak up.

Due to the newness of the relationship between parties, historical baggage, and an often-present atmosphere of discomfort in the early stages of collaboration, sometimes partners are not open or honest with each other. They are intimidated about sharing their perspectives. Collaborators also need to understand cultural protocols. Different levels of interpersonal communications and interactions affect individual comfort zones. Nevertheless, speaking up to establish lines of communication is essential to success.

A faculty member who had been collaborating with state universities for many years encouraged her tribal college colleagues to make sure their voices were heard:

Remember, you have to speak up…it’s not easy…especially in research, you can just let the professor take control while you keep quiet. But you have to let them know what you want and why. Make sure they understand you and respect you and that the project gets your input. The tribal perspective has to be included. It takes a special person with a special confidence to do that.

Another tribal college faculty member was frustrated by state university collaborators who seemed afraid of offending someone and, as a result, contributed little to the effort.

State universities need to listen, yes. But there are also times to speak up. If we (tribal colleges) didn’t think you had something to offer, why would we want you to be involved?

9. Be patient and realistic.

Developing strong relationships take time. Setting realistic goals and timelines will help to avoid frustration and burn-out. One experienced state university person offered this piece of practical advice:

Lower your expectations. Cut your expectations in half, and double the time you think it’ll take.

10. Be open to possibilities.

Do not be afraid of taking risks; keep an open mind; and be open to the possibilities. A state university administrator successful with a series of tribal college projects underscored the need for flexibility:

You never know what’s going to come of it. It may start in one direction and then shift. And that’s OK. You have to remain open to possibilities and be ready to adapt.