Engaged students engaged leaders at a faith based university
Download
1 / 59

Spirituality Among Support Staff: Perceptions of Institutional ... - PowerPoint PPT Presentation


  • 73 Views
  • Uploaded on

Engaged Students-Engaged Leaders at a Faith-based University. Joseph R. Ferrari, Ph.D. Peter A. Drake & Jessica Velcoff Dept. of Psychology DePaul University Chicago, IL 60614 [email protected] 773/325-4244. Co-authors & “Thanks…”. Jessica Velcoff & Peter Drake

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Spirituality Among Support Staff: Perceptions of Institutional ...' - bobby


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Engaged students engaged leaders at a faith based university

Engaged Students-Engaged Leaders at a Faith-based University

Joseph R. Ferrari, Ph.D.

Peter A. Drake & Jessica Velcoff

Dept. of Psychology

DePaul University

Chicago, IL 60614

[email protected] 773/325-4244


Co authors thanks
Co-authors & “Thanks…”

  • Jessica Velcoff & Peter Drake

    [Community Psychology graduate students]

  • Fr. Edward Udovic

    [Sr VP, University Mission & Values]

  • Thomas Drexler

    [Asst VP, University Mission & Values]

  • Dr. Shaun Cowman & Jaclyn Cameron

    [recent DePaul graduates]


Mission statements
Mission Statements…

- publicly proclaiming for critical assessment the institution’s objectives, expectations, and values;

- defines purpose, distinctiveness, and future for the institution;

- drives operations by providing guidelines for day-to-day decision making;

- helps members connect and identify with the organization

(Emery, 1998; Gardiner, 1988; Holland, 1999;

Wright, 2002).


Higher education mission statements
‘Higher Education’ Mission Statements…

- focus energies to balance the relationship between educational goals and needs of the outside world

- integrate objectives held by diverse stakeholders (e.g., administrators, alumni, faculty, and staff), enabling everyone to work towards common goals

- provide an overarching vision toward which each member may strive

(Berg, Csikszentmihalyi, & Nakamura, 2003; Ferrari & Cowman, 2004).

Missions are conveyed through administrative operations, academic programs and policies, and student services.

(Ehrlich, 2000; Rowley, Lujan, & Dolence, 1997).


Measuring mission depaul university urban catholic and vincentian
Measuring Mission: DePaul University “urban, Catholic, and Vincentian”

URBANdelivering quality education to locations in and around the metropolitan area of Chicago, IL.

CATHOLICdirecting services to the poor and economically disenfranchised through such programs as actively engaging students, faculty and staff in volunteer and community service directed at impoverished communities.

VINCENTIANISM(referring to the namesake of the school) respecting human dignity, diversity, and individual “personalism”

(Murphy, 1991; Sullivan, 1997)


DePaul University

7 colleges 23,000 students +800 faculty

7th largest private;

largest US Catholic University


Measuring mission depaul university 2 reliable and valid measures
Measuring Mission: DePaul University 2 reliable and valid measures

  • Higher Ed institutions need to develop reliable & valid self-report instruments to assess the perceptions and commitment to a university’s mission and values by stakeholders

    (e.g., students, faculty and staff):

    The DePaul Values Inventory [DeVI]

    25-item; 5pt Likert Rating Scale

    1= strongly disagree to 5= strongly agree

    DePaul Mission and Values [DMV] Inventory


The devi for students subscales
The DeVIfor students: Subscales

  • Institutional Mission & Values (11 items)

    [The DePaul mission is apparent to me.]

    [Vincentian values (the values of personalism and respect for the dignity of the human person, inspired by the University’s patron, St. Vincent DePaul) are generally found in the culture at DePaul.]

  • Emphasis on Diversity (3 items)

    [DePaul should have a special emphasis on recruiting minority students.]

    [DePaul should have more women faculty members.]


The devi for students subscales1
The DeVIfor students: Subscales

  • Pro-social Altruistic Atmosphere (7 items)

    [The atmosphere at DePaul promotes service to others.]

    [The atmosphere at DePaul promotes being a community among students, staff, and faculty.]

    - Life-long Commitment to Values (4 items)

    [I foresee that Vincentian values will have a continued influence throughout my life.]

    [Being a student at DePaul has helped me to shape and clarify the values by which I will make life choices.]


Sample study 1
Sample Study #1

Cowman (2006) [dissertation]

-- predicting mission perception among non-traditional students

n = 1574 (939 women, 500men;

171 not specified)

Ethnicity: 63% Caucasian

11% Latino(a)

10% African American

9% Asian

7% Other


Mean scores for devi subscales
Mean Scores for DeVI Subscales



Predictors for institutional values
Predictors for Institutional Values


Predictors for lifelong commitment
Predictors for Lifelong Commitment


Implications for higher education
Implications for Higher Education

  • Campus activities may help traditional students’ understanding of mission & perceived impact later in life

  • Understanding of mission by nontraditional students facilitated by off-campus engagement

    • Increase connections with home/work


Sample study 2
Sample Study #2

Cameron (2007) [thesis]

-- perceptions of mission among TRANSFER students [vertical & horizontal]

1,204 Students

  • 65% Natives (n=748)

  • 35% Transfers (n=402)

  • 60% Vertical (n=233)

  • 40% Horizontal (n=157)


Devi analysis 1 natives vs transfers
DeVI Analysis 1:Natives vs. Transfers


Devi analysis 2 vertical vs horizontal
DeVI Analysis 2: Vertical vs. Horizontal


Implications for higher education1
Implications for Higher Education

  • Clarify Mission

  • Emphasize Mission to transfers

  • Promote mission-related, non-course activities

  • Expose University Mission initiatives to students


Depaul mission values inventory staff faculty
DePaul Mission &Values Inventory: Staff & Faculty

a 39 item instrument to evaluate perceptions of two separate but related components to H.E. Institutional Mission:

  • institution’s identity

    reflected in its mission statement

  • mission-driven activities and programs

    reflecting identity through the vision and values


Institutional identity 16 items
Institutional Identity: 16 items

7-point scales (1 = strongly disagree; 7 = strongly agree)

URBAN

(“The university sponsors a variety of services and programs to demonstrate the connectedness to the community that is characteristic of its urban identity”)

CATHOLIC

(“I believe that at [the university] our very diverse personal values and religious beliefs fosters mutual understanding and respect”)

VINCENTIAN

(“I believe that we manifest a personalized Vincentianism…reflective in our care for each member of the university community”)


Mission driven activity 23 items
Mission-driven Activity: 23 items

4-pt scale (1 = not at all important; 4 = very important)

URBAN

(“community based service learning, staff volunteer services, international studies”)

CATHOLIC

(“Catholic worship services, interfaith workshops, religious education/spiritual programs”)

VINCENTIAN

(“Annual Vincentian Lecture Series, quarterly Authors at Lunch program, biennial France Heritage Tours”)


At depaul who has completed the dmv
At DePaul – Who Has Completed the DMV?

  • STAFF = 178, meetings + 361, on-line

  • FACULTY = 305, on-line

  • SR. LEADERS/ADMIN. = 35, on-line

  • STUDENTS = 2002, on-line

  • STUDENT LEADERS = 85, meetings

    [[Sp07, Board of Trustees]]


Study 1 staff participants

Sample 1:

112 women, 66 men

M age = 39.1 years old

Caucasian (68.5%)

Roman Catholic (53.4%)

exempt staff (66.5%)

from downtown campus (70.2%)

worked M = 6.4 years

(SD = 7.5)

-student services (47.3%)

-facilities and operations (6.9%)

-advancement/procedures (17.3%)

-administrative/info services (28.6%)

Sample 2:

237 women, 124 men

M age = 38.1 years old

Caucasian (74.2%)

non-Catholic (53.2%)

exempt staff (67.1%)

from downtown campus (63.2%)

worked M = 6.1 years

(SD = 6.9)

-student services (43.9%)

-facilities and operations (10.5%)

-advancement/procedures (14.6%)

-administrative/info services (30.8%)

Study 1… [STAFF Participants]


Study 1 staff procedure
Study 1… [STAFF Procedure]

  • Participants recruited through interoffice memos and postcards, email messages, and requests from directors;

  • Complete anonymity and confidentiality assured;

  • Participants were entered into raffles and prizes for their time;

    Winter, 2003, Sample 1:

    attended small group luncheons hosted by a research assistant --

    -demographic items (e.g., age, sex, racial identity, religious affiliation, number of years working at the university, primary campus employed, and the administrative office working)

    -MVI

    -social desirability + spirituality + sch sense of community

    Spring 2003 Sample 2:

    solicited through on-line requests

    -demographic items

    -MVI + social desirability + sch sense of community


Varimax rotation factor loadings institutional identity items sample 1 staff
Varimax Rotation Factor Loadings ‘Institutional Identity Items’ : Sample 1:STAFF

FACTOR 1 = ”Innovative/Inclusive”

  • Innovative .669

  • Inclusive .668

  • Manifests personalism .660

  • Takes risks .616

  • Expresses Vincentian identity .571

  • Expresses values in education/

    operations through service, .552

    respect, personalism for all

  • Expresses urban identity .530

  • Faith heritage remains relevant .479

  • Atmosphere of mutual respect .456

  • Pragmatic education

    related to life reality .439


FACTOR 2 = “Catholic Pluralism”

Expresses its Catholic

identity .791

Curricula expresses

Catholic identity .711

All faiths freely expressed .709

freely expressed

Uni Ministry services

religious pluralistic identity .694

M & V Office services

religious pluralistic identity .467

Services/programs demonstrate

connectedness to community .447

EIGEN VALUE: 5.446 2.583

% OF VARIANCE: 34.04 21.72

n = 178 Factor loading > .400 are listed


Varimax rotation factor loadings mission driven activity items sample 1 staff
Varimax Rotation Factor Loadings ‘Mission-Driven Activity’ Items: Sample 1:STAFF

FACTOR 1 = “Urban/Global Engagement”

International students .762

Faculty/Staff vol. service .703

Study abroad programs .701

Service Learning programs .693

Diversity initiatives .664

Community service organizations .653

Community partnerships .638

International campus sites .610


FACTOR 2 = “University-Specific Programs”

  • ‘Annual Vincentian Lectures’ .839

  • ‘Authors at Lunch’ Lectures .745

  • ‘Vincentian Heritage’ France trips .689

  • Mission/heritage publications .675

  • In services .616

  • Emergency finance assistance .540

  • New staff mission-orientation .538

  • University Ombudsman .439


FACTOR 3 = “Faith-formation Programs”

Religious education/spiritual programs .742

Interfaith worship opportunities .741

Catholic sacramental opportunities .722

Catholic worship services .711

Community-based service programs .649

Worship opportunities for non-Catholics .580

EIGEN VALUE: 7.25 2.95 2.00

% OF VARIANCE: 31.50 12.81 8.70

n = 178 Factor loading > .400 are listed


Sample 1 staff descriptive statistics identity and activity subscales
SAMPLE 1:STAFF - Descriptive Statistics ‘Identity and Activity’ Subscales

IDENTITY ACTIVITIES

inclusive/ Catholic urban/global Uni. faith

M innovative pluralistic engagement specific formation

_________________________________________________________________________

INSTITUTIONAL IDENTITY:

Inclusive/ 57.35

innovative (7.31) [.822] * p < .05 ** p < .01

Catholic 33.57 *** p < .001

pluralistic (4.95) .598*** [.752]

MISSION-DRIVEN ACTIVITY:

Urban/global 26.69

engagement (4.63) .218** .178* [.861]

University 27.52

specific programs (5.57) .323** .292** .433*** [.866]

Faith-formation 13.49

programs (4.08) .178* .211** .314*** .485*** [.812]

(n=178): Staff


Sample 2 staff descriptive statistics identity and activity subscales
SAMPLE 2 :STAFF- Descriptive Statistics‘Identity and Activity’ Subscales

IDENTITY ACTIVITIES

inclusive/ Catholic urban/global Uni. faith

M innovative pluralistic engagement specific formation

______________________________________________

INSTITUTIONAL IDENTITY:

  • Inclusive/ 63.18

    innovative (9.16) [.758]

  • Catholic 27.65 * p < .05 ** p < .01

    pluralistic (4.52) .548*** [.786] *** p < .001

    MISSION-DRIVEN ACTIVITY:

  • Urban/global 26.52

    engagement (4.56) .283** .225** [.861]

  • University 26.61

    specific programs (5.89) .286** .245** .523*** [.885]

  • Faith-formation 19.98

    programs (4.94) .187* .169* .340*** .570*** [.859]

    (n=361): Staff


Correlates identity activity x social desirability
Correlates:Identity & Activity x Social desirability

Marlow-Crowne (1960) SOCIAL DESIRABILITY

INSTITUTIONAL IDENTITY:

  • Inclusive/Innovative .194**

  • Catholic pluralistic .150**

    MISSION-DRIVEN ACTIVITY:

  • Urban/global engagement .036

  • University specific programs .111*

  • Faith-formation programs .027

    STAFF:n = 502-548* p < .05 ** p < .01 *** p < .001


Partial correlates identity activity x sch sense of community controlling sd
Partial Correlates:Identity & Activity x Sch. Sense of Community [controlling SD]

Royal &Rossi (1991) sch. sense of community

INSTITUTIONAL IDENTITY:

  • Inclusive/Innovative .480***

  • Catholic pluralistic .415***

    MISSION-DRIVEN ACTIVITY:

  • Urban/global engagement .270***

  • University specific programs .179**

  • Faith-formation programs .125*

    STAFF: n = 502-548 * p < .05 ** p < .01 *** p < .001


Take home message
Take Home Message…

Developed a reliable/psychometrically sound university mission measure – Identity & Activities

With 2 samples of STAFF, mission perceived as:

– innovative & inclusive school offering education to urban residents in progressive means….

- while retaining a Catholic institution, supportive of other faiths….

- offers urban/global programs to reach these identifying

aspects…

- offers university-specific programs to actualize the mission

to stakeholders

- offers Catholic and other-faith formation programs in

support of individualism among stakeholders


Take home message1
Take Home Message…

Controlling for social desirability tendencies….

STAFF reported that their perceptions of the Missionand related-Activities supported their faith beliefs and practices

related to their sense of community with peers at school


Senior administrators study 2
Senior Administrators: Study 2

  • Chief Executive Senior Administrators:

    Vice Presidents n = 18; Deans n = 17

  • Caucasian (66%)

  • woman (57%)

  • betw 45 - 55 (M age = 47.86 yrs old; SD = 8.71)

  • self-identified Christian faith; Catholicism (76%)

  • worked at the institution ave. 13.23 yrs (SD = 8.88)

  • none were clergy, including Catholic priests


Senior administrators study 21
Senior Administrators: Study 2

  • Ferrari & Velcoff’s (2005) 39-item DePaul Mission & Values (DMV)

  • Reynold’s (1982) revised 13-item M-C Soc. Desirability Scale – Form C

  • Braskamp’s (2003) measure of perceptions by chief academic officers at faith-based & public institutions (rated: 1 = no importance, 5 = extreme importance) on faculty expectationsto meet the university’s mission:

    engagement of faculty(12 items) = perceived as engaged in roles that support the mission statement (e.g. advances and fosters positive attitudes related to ethnic, cultural, economic and racial diversity, and supports pluralistic believes among student; current sample M score = 49.97, SD = 5.04);

    importance of types of faculty evidence supporting the mission(11 items) = faculty responsibilities supporting the mission (e.g. contributions to the university as a person of integrity, perseverance, and courage, curriculum development that supports diversity and respect of others; current sample M score = 40.47, SD = 6.99).


Senior administrators study 22
Senior Administrators: Study 2

All senior administrators (i.e., Assistant, Associate, and full Vice Presidents and Deans) were requested to complete the inventories (in counterbalanced order) across 6 weeks.

Vice Presidents =administrative officials involved in overall academic, student, or business affairs;

Deans =specifically associated with different schools/colleges.

All information confidential & recorded anonymously by a research associate in IR office.

35 senior leaders (33.6% compliance) completed

on-line items.

NOTE: 2 administrators indicated they were too new to comment; 1 administrator claimed lack of time.

NO overall sense of reactance/negative feedback.


Correlates between all sub scale scores
Correlates between All Sub-scale Scores

DMV: DMV: DMV: DMV: DMV: FacExp FacExp Soc

innov/inclu Cath plur urb/glb rel herit faith-form enagmt types Des

DMV:

innovative & [.65]

inclusive @ p < .06 * p < .05 **p < .01

Catholic .44**[.70]

pluralism

urban/global .26 .11 [.80]

engagement

religious .34* .16 .69**[.70] n = 35

heritage

Catholic & other [email protected] .01 .26 .54**[.70]

faith-formation

Faculty Expectations Scales (Fac. Exp)

engagement .19 .02 .48** .61** .48**[.65]

types of evidence -.04 .12 .46** .57** .34* .63**[.76]

Social Desirability Scale (Soc Des):

.33 .35* -.09 .22 -.00 .23 .20 [.66]


Mean scores deans vice presidents
Mean Scores: Deans & Vice-Presidents

Deans Vice Presidents

(n = 17) (n = 18)

DMV Scales:

innovative 56.88 59.22

& inclusive identity (7.84) (6.82) NO sign. diff. betw

Deans vs. VPs

Catholic pluralism 35.82 33.44

identity (3.56) (4.98) NO sign. diff. among

Asst/Assoc/Full levels

urban/global 25.65 24.9

engagement (3.77) (4.70) [controlling Soc Des]

religious 27.47 28.17

heritage (5.16) (4.02)

Catholic & other 16.12 17.83

faith-formation (4.90) (4.32)

Faculty Expectations Scales: engagement 49.18 50.72

(5.74) (4.32)

types of evidence 39.76 41.17

(6.35) (7.67)


Take home message2
Take Home Message…

men & women Sen. Leaders (whether by title or rank, controlling for soc. desirability) similar=

- perceptions of the institution’s mission:

- perceptions of mission activities:

- expectations of faculty in support of that mission

Sen. Leaders believed that mission-driven activities (e.g., faith-formation activities, urban & global engagement) were related to Faculty involvement in these activities + perceptions that faculty should produce evidence supporting mission-related activities.


Faculty study 3
Faculty: Study 3

  • Brandt (2007: Jan!): thesis n = 247

    57% men, 43% women

    45.7 years old (SD=10.20)

    8.16 years (SD= 8.12)

    35 Full Professors

    61 Associate Professors [51.8% tenured]

    59 Assistant Professors

    92 Instructors

    33.44% Roman Catholic

    26.23% Christian


Faculty study 3 correlates
Faculty: Study 3 - Correlates

Social DePaul Mission and Values Inventory

Desir incinn Catplur urbglo relher faithopp

_________________________________________________

DePaul Mission & Values Scales (DMV):

  • inc-inn .221**

  • Catplur .163* .714**

  • urb-glo .022 .346** .346**

  • rel her .002 .427** .433** .557**

  • faithopp .036 .192** .246** .292** .581**

    School Sense of Community (SOC):

  • setting .162* .528** .266** .138* .189* .113

  • co-worker .110 .524** .292** .220** .261** .131*

    n = 247 *p < .01 **p < .001


Faculty study 3 partial correlates
Faculty: Study 3 - Partial Correlates

DePaul Mission and Values Inventory

inc-inn Cathplur urb-glo rel her faithopp

________________________________________

School Sense of Community (SOC):

  • setting

    .512** .246** .143* .191* .121

  • co-worker

    .516** .280** .224** .263** .136*

    n = 247 *p < .01 **p < .001


Take home message3
Take Home Message…

Faculty, regardless of rank and religion, support mission statements at their university

Moreover, a strong mission perception relates to a strong sense of community among faculty, independent of social desirability tendencies


Student leaders study 4
Student Leaders: Study 4

Objective:Survey student leaders who participated in a yearlong mentored leadership training program;

Purpose:Evaluate whether student leaders may be taught to perceive the institutional mission, especially when guided by staff mentors.

Research Question 1:Does training with mission mentoring make a difference in terms of understanding and embracing the institutional mission, vision, and values?

Research Question 2:How do club officers compare with regular members involved in mission mentoring?


Student leaders study 41
Student Leaders: Study 4

Participants:

  • Wave 1 (n = 85; 30 men, 45 women)

    -- Age (M = 20.66)

    -- GPA (M = 3.30)

  • Student Club Officers (n = 31)

  • Regular Club Members (n = 54)

    -- Year in School:

    Freshman (n = 11)

    Sophomore (n = 21)

    Junior (n = 22)

    Senior (n = 21)


Student leaders study 42
Student Leaders: Study 4

Participants:

  • Wave 2 (n = 25; 7 men, 17 women)

    Year in School:

    • Freshman (n = 3)

    • Sophomore (n = 8)

    • Junior (n = 7)

    • Senior (n = 6)


Student leaders study 43
Student Leaders: Study 4

Survey Instrument:

Student Life Assessment

  • DePaul Values Inventory (DeVI)

  • DePaul Mission & Values Inventory (DMV)

  • Social Desirability Scale

  • Leadership Scale

  • School Sense of Community Scale


Student leaders study 44
Student Leaders: Study 4

Timeline:

Fall 2005 Wave 1 Data Collection

Winter 2006 Wave 2 Data Collection

**Winter 2007 Data Analysis

**Spring 2007 Summary Report

Implications:

- Are we “walking the talk?”

- Is our institutional message around vision, values, and mission being effectively conveyed to and embraced by students

[leaders different than regular members]?


The engaged student project
The Engaged Student Project

Objective:survey undergraduates identified as "highly mission engaged“ leaders

Purpose: enhance objectives at furthering student engagement in DePaul's mission and values (e.g. program development).

Definitions:student engagement ischaracterized by a high level of involvement in activities reflecting the University’s mission and values.


The engaged student project1
The Engaged Student Project

Recruitment:students were identified by Staff Advisory Group (n= 15 directors, assistant directors & coordinators) from academic and leadership programs.

Participation:~ 250 students contacted via e-mail to participate in an on-line, open-ended survey; 230 addresses ‘usable’

105 started survey [45.7% of total]

101 completed survey [43.9% of total; 96.2% of starts]

68 women, 32 men 45% Rom Catholic 57% White

55% upper class 54% live off campus 48% 1st genrtn


The engaged student project2
The Engaged Student Project

Survey: demographics + 14 items on ‘student engagement’

  • 10 closed-ended, e.g.:

    How would you describe your level of mission-related engagement as a student? (As measured by the time and effort you spend on co-curricular activities that you believe reflect the university’s mission and values)

    very high high average below average


The engaged student project3
The Engaged Student Project

  • + 4 open-ended, e.g.:

    How has the university encouraged and supported your engagement as a student with its mission and values?

    Timeline:

    Fall ’06: student identification/survey development

    Winter ’07: survey administration & analysis

    Spring ’07: dissemination of findings


Future directions
Future Directions

Similar profile with:

NEW FACULTY ?? [Peter Drake]

Utilize findings from Engaged Student Survey to promote student engagement at DePaul[Jessica Velcoff]

BOARD of TRUSTEES?? [Jessica & Peter]


Future directions1
Future Directions

Variations with Different Colleges ?? Divisions ?? Majors ??

Races?? Genders??

Other Stakeholders – Parents?? Alumni?

PROGRAM DEVELOPMENT & EVALUATION related to Mission??

[e.g., ‘engaged student’ mentoring]

Application to OTHER SCHOOLS??


Pubs using the dmv
Pubs using the DMV

  • Ferrari, J.R. & Velcoff, J. (2006). Measuring staff perceptions of university identity and activities: The mission and values inventory. Christian Higher Education, 5, 243-261.

  • Velcoff, J., & Ferrari, J.R. (2006). Perception of a university mission statement by senior administrators: Relating to faculty engagement. Christian Higher Education, 5, 329-339.


THANK YOU

FOR YOUR TIME

&

INTEREST

“It is not enough to do good, we must do it well” – St. Vincent dePaul


ad