Mission & Identity

1. Faculty and Staff Perception of Institutional Mission & Identity A cooperative research grant project Kim Pavlick, Ph.D. ● The University of Scranton Ellen Boylan, Ph.D. ● Marywood University North East Association for Institutional Research (NEAIR) ● Boston ● MA ● December 3-6 ● 2011

2. Funding awards in 2011 make possible joint research by faculty at nearby institutions to encourage intellectual exchange and generate results with mutual benefit. A cooperative research grant project

3. leaders ofpublic and privateinstitutionsalike are thinking about spirituality these days,as the data suggest that's what theirstudents are thinking about, too (Inside Higher Ed, 2009). • There is strong connection betweeninstitutional programs and student learning environment (Pascarella, 2001). • …the best way to assess identity is via mission statements (Estanek, James & Norton 2006). background

4. Rationale for the study • Abelman & Dalessandro (2009) • content analysis of mission statements reveals similar themes; “visionary” terminology (Catholics) • Borne et al (2000) • institutions that clearly articulate their missions are more effective at strategic planning • Porter & Ramirez (2009) • maintaining religious identity is good for institutions

5. purpose • To assess faculty and staff perception of mission and Catholic identity at the cooperating institutions and identify ways these perceptions are fostered and strengthened on campus.

6. The University of Scranton …a Catholic and Jesuit university animated by the spiritual vision and the tradition of excellence characteristic of the Society of Jesus and those who share its way of proceeding.  The University is a community dedicated to the freedom of inquiry and personal development fundamental to the growth in wisdom and integrity of all who share its life.

7. Marywood University …The University roots itself in the principle of justice and a belief that education empowers people…offers students a welcoming and supportive community that encourages men and women of all backgrounds to shape their lives as leaders in service to others. Proud of its liberal arts tradition and host of professional disciplines,… challenging students to broaden their understanding of global issues and to make decisions based on spiritual, ethical, and religious values… • There are key constructs in mission statements. • How are they perceived by various audiences?

8. Institutional Characteristics Marywood Scranton • Carnegie Classification - Master’s 1 • Suburban setting • Enrollment • UG 4,100 • Grad 1,970 (includes online) • Colleges and Schools 4 • Degrees offered • Bachelor’s 61 • Master’s 25 • PhD Physical Therapy • Carnegie Classification - Master’s 1 • Suburban setting • Enrollment • UG 2,255 • Grad 1,143 • Colleges and Schools 5 • Degrees offered • Bachelor’s 61 • Master’s 36 • PhD Human Development, Clinical Psychology

9. …institutions influencelevels of engagement on campus as a result ofstructural features, programs, policies, and organizational culture (Kuh et al., 2005). • two-step flow of communication (Lazarsfeld, Berelson, & Gaudet ,1944). theoretical framework

10. previous research DMV and staff • DePaul University staff • N = 500 • Assess perception of the institution’s mission, Catholic values, and mission-driven activities • Results • most perceive the mission is conveyed throughout the institution • affects all functional areas: administration, academics, policies, and student services (Ferrari & Velcoff 2006)

11. Previous research:DMV and Trustees • DePaul University Board of Trustees • N = 39 • Assess perception of the institution’s mission. • Results • Most value the mission and values of the institution • Decision-making processes are informed by institution’s mission and values (Ferrari, Bottom & Gutierrez, 2010)

12. Previous research:Students reflect mission • faith-based institutions that transmit their values via their mission statements produce students who can achieve ethical and moral development that reflects the constructs of the school’s mission. (Ferrari, et.al, 2008)

13. Enlarging the scope of DMV research… • Institutional comparisons • Two institutions simultaneously • Each with different founding sponsors • Instrument use • To different regions of the country (from mostly Midwest) • With different populations (using faculty & staff groups)

14. Select two “like” institutions for the study • populations • mission statements • Target employee samples • Faculty • Staff • Distribute invitation via employee email • Employ the DePaul Mission and Values Inventory (DMV) • Queries respondents on their perceptions of common constructs found in institutional mission statements. • Likert response scale 1-7 • Subset of 16 out of 39 DMV items used here. • Administer online using Survey Monkey https://www.surveymonkey.com/s/DGNJ3BF • Analyze results using SPSS methodology

15. Survey instrument

16. Added demographic items

17. results

18. Community Questions Community Mean by Institution* *p =.000

19. Community Q1 • I believe that at (institution) our very diverse personal values and religious beliefs contribute to an atmosphere that fosters mutual understanding and respect.

20. Mission Perception Questions Mission Perception Mean by Institution* *p =.000

21. Identity Perception Questions Mission Perception Mean by Institution* *p <.01

22. Programs Questions Programs Mean by Institution* *p =.000

23. Significant differences in item means by faculty/staff *p<.05 **p<.01 ***p<.001

24. Significant differences in item means by faculty/staff by institution *p<.05 **p<.01 ***p<.001

25. conclusions • perceptions of mission and identity differ by institution despite shared religious denomination • perceptions of institutional mission and identity differ by faculty and staff groups overall • faculty and staff perceptions of institutional mission and identity differ by group within institutions.

26. Future research

27. References Amis, J., Slack, T., Hinings, C.R. (2002). Values and organizational change. The Journal of Applied Behavioral Science,38,436-465. Doi:10.1177/002188602237791. Bourne, B., Gates, L., Cofer, J. (2000). Setting strategic directions using critical success factors. Planning for Higher Education, 28, 10-18. Detomasi, D. (1995). Mission statements: One more time. Planning for Higher Education, 24, 31-35. Dwyer, J. & Zech, C. (1998). American Catholic higher education: An ACCU study on mission and identity, faculty development, and curricular revision. Current Issues in Higher Education, 19 (1), 3-32. Estanek, S. James, M. & Norton, D. (2006). Assessing Catholic Identity: A study of mission statements of Catholic colleges and universities. Catholic Education: A Journal of Inquiry and Practice, 10 (2), 199-216. Feldner, S. N (2006). Living our mission: A study of university mission building. Communication Studies, 57 (1), 67-85. doi:1199313561 Ferrari, J., Cowman, S., Milner, L., Gutierrez, R., & Drake, P. (2008). Impact of school sense of community within a faith-based university: Administrative and academic staff perceptions on institutional mission and values. Social Psychology of Education,12, 515-528. doi: 10.1007/s11218-009-9093-3 Ferrari, J. & Guitierrez, R. E. (2010). Passing the torch: Maintaining faith-based traditions during transition of leadership. Education, 131, 64-72. Ferrari, J. & Velcoff, J. (2006). Measuring staff perceptions of university identity and activities: The mission and values inventory. Christian Higher Education. Retrieved www.informaworld.com/index/759221666.pdf

28. Gallin, A. (2001). Negotiating identity: Catholic higher education since 1960. Notre Dame, IN: University of Notre Dame Press. Hellwig, M.K. (2004). Evaluating the mission and identity of a Catholic college or university. In Association of Governing Boards of Universities and Colleges, Association of Jesuit Colleges and Universities, and Association of Catholic Colleges and Universities, Mission and identity: A handbook for trustees of Catholic colleges and universities (pp. 45-52). Washington, DC: Author. Inside Higher Education (2009). Spiritual accountability. Retrieved from http://www.insidehighered.com/layout/set/pri...assessment/01/02/2007/News Katz, E. & Lazarsfeld, P. (1955). Personal Influence. New York: The Free Press. Morphew, C. & Hartley, M. (2006). Mission statements: A thematic analysis of rhetoric across institutional type. The Journal of Higher Education, 77 (3), 456-461. doi:10.1353/jhe.2006.0025 Peck, K. & Stick, S. (2008). Catholic and Jesuit identity in higher education. Christian Higher education, 7 (3), 200-225. doi:10.1080/15363750701818394 Porter, S. & Ramirez, T. (2009). Survival of the wealthiest. Inside Higher Education. Retrieved from http://www.insidehighered.com/layout/set/print/news/2009/04/17/closing. Stripling, J. (November 17, 2010). The Catholicity Test. Retrieved from Inside Higher Education. http://www.insidehighered.com/layout/set/print/news/2010/11/17/catholic Ziegler, J. (2009, February 27). Economic crisis, Catholic identity are top concerns of college presidents. The National Catholic Register. Retrieved from http://www.ncregister.com//site/print_article/17443.

29. discussion

30. Contact us Ellen Boylan, Ph.D. Marywood University eboylan@marywood.edu Office of Planning and Institutional Research 570.348.6203 Presentation: http://www.marywood.edu/instresearch/professional-publications-activities.html Kim Pavlick, Ph.D., Professor The University of Scranton Department of Communication Pavlickk2scranton.edu 570.941.4147

31. Faculty and Staff Perception of Institutional Mission & Identity A cooperative research grant project Kim Pavlick, Ph.D. ● The University of Scranton Ellen Boylan, Ph.D. ● Marywood University North East Association for Institutional Research (NEAIR) ● Boston ● MA ● December 3-6 ● 2011