This study explores faculty-staff collaboration in Japanese universities, an area increasingly emphasized in governance yet underexplored empirically. To address this gap, Personal Attitude Construct (PAC) analysis was conducted with 12 faculty and administrative staff members. The analysis identified three dimensions: Shared Context, Driving Factors, and Inhibiting Factors. Shared Context referred to common goals, casual conversations, and physical co-presence, which created a foundation of trust. Driving Factors involved communication, mutual understanding, and the use of individual abilities and skills to promote cooperation across roles. Inhibiting Factors included organizational culture, frequent staff transfers, and differences in understanding, which hindered continuity and equity. These findings indicate that collaboration is not merely procedural but deeply rooted in institutional culture and interpersonal dynamics. In conclusion, the study highlights three essential perspectives for sustaining collaboration: the significance of shared contexts, the role of interpersonal skills, and the value of invisible contributions.
前田 et al. (Tue,) studied this question.