Multi-Institutional Study of Leadership Catholic School Coalition MSL Questions
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1 Multi-Institutinal Study f Leadership Cathlic Schl Calitin MSL Questins The purpse f the Multi-Institutinal Study f Leadership (MSL) is t examine influences f higher educatin n cllege student leadership develpment. The study als directs significant attentin t the examinatin f experiences during cllege and their influences n leadership-related utcmes (e.g., cmplex cgnitive skills, scial perspective-taking, and leadership efficacy). The questinnaire was develped with a cre set f measures adapted frm the Scially Respnsible Leadership Scale, which measures the cre values f the scial change mdel (HERI, 1996). The MSL was administered between January and April 2015 as an nline survey. Marymunt sent the survey t all undergraduates, with a resulting respnse rate f 31.2%, r 727 students. Seventy-six percent (76%) f the respndents were female and 24% were male, with female students being slightly ver-represented in the respnse set: in fall 2015, Marymunt s undergraduate ppulatin was 65% female and 35% male. All respnses t the survey were benchmarked against a natinal sample f universities participating in the MSL, a peer grup f private universities, a peer grup frm Marymunt s Carnegie Classificatin, and a peer grup f Cathlic universities. In additin, Marymunt participated with a calitin f Cathlic universities in including a set f questins related t Cathlic identity. This reprt examines these respnses. Summary f Findings While respnses t each questin were examined by class level, special attentin was given t respnses frm senirs wh are in the best psitin t prvide an evaluatin f the university s effectiveness in delivering meaningful academic and c-curricular experiences and ther pprtunities thrughut the span f the undergraduate experience. In additin, this allwed us t cmpare findings frm these questins with respnses t related questins psed t senirs in surveys like the Natinal Survey fr Student Engagement (NSSE). The first part f the reprt analyzes respnses t the statement As a result f yur experiences at MU, t what extent have yu been able t d the fllwing fllwed by twelve utcmes ften assciated with Cathlic identity and missins. There was n statistically significant different in the ratings between freshmen and senirs fr mst f the utcmes. The tw utcmes where senirs reprted significantly higher ratings than freshman were Integrate knwledge and beliefs t draw meaning frm yur experiences and Use reflectin as a tl fr learning and persnal grwth. Mean ratings fr nearly all f the utcmes were less than ( much ) n a scale. The lwest mean scres amng senirs was fr the utcme Develp yur cmmitment t scial justice (2.55, with 49% f senirs respnding much r very much ) and Understand the rle yu can play in addressing injustice (2.62). These statements als received the lwest ratings frm the ttal number f students. The statements with the strngest mean ratings amng senirs were the statements related t engaging in persnal reflectin and grwth: Use reflectin as a tl fr learning and persnal grwth (), with 73% f senirs respnding much r very much, and Cnstruct a set f persnal values (70%). In pen-ended questins, many respndents had difficulty in identifying the university s Cathlic missin r expressing its relevance t their experience. Office f Planning and Institutinal Effectiveness March 7,
2 Fr the questin Hw has the Cathlic missin f MU influenced yur understanding f leadership, 68% f the respnses were that it was unknwn, nt applicable, r that it had nt influenced their understanding f leadership. Of thse students wh replied that it had influenced their understanding, 33% said that it has dne s in the area f persnal grwth. In respnding t the questin, If applicable, describe ne way yu have lived ut the missin f MU, either persnally, r in yur interactins with thers, 41% f respndents said that it was nt applicable r that they didn t knw the missin. Of thse respnding psitively, 43% respnded with examples related t cmmunity service, fllwed by persnal grwth (32%). The survey results highlight cncerns abut hw well the university is cmmunicating its missin and the missin f the Religius f the Sacred Heart f Mary and designing experiences and curricular and c-curricular learning pprtunities that explicitly prvide students the means t encunter and reflect n thse missins. In additin, the survey highlights cncerns abut the university s prvisin f pprtunities fr students t develp their understanding f and cmmitment t scial justice and their ptential rles. The survey results cnfirm that the University t prviding students with experiences that are enabling them t develp their ability t reflect, t integrate and draw meaning frm their experiences, and t use that reflectin fr persnal grwth and the develpment f a set f persnal values. Respnses t these survey questins are cnsistent with findings frm the NSSE and ther research n perceptins f issues related t Cathlic identity. In spring 2013, MU administered a set f questins related t missin perceptin, student engagement, and Cathlic identity as part f the NSSE. Frty-eight percent (48%) f MU senirs agreed that the missin f this institutin is widely understd by students, cmpared t 70% f students in the Cathlic calitin cmparisn grup. Seventy-tw percent (72%) f MU senirs agreed that the heritage f the funders/funding religius cmmunity f this institutin is evident here, cmpared t 83% f students in the cmparisn grup. Sixty-nine (69%) f senirs agreed that the missin f this institutin is reflected in its curse fferings, cmpared t 79% in the cmparisn grup. All f these differences are statistically significant. Office f Planning and Institutinal Effectiveness March 7,
3 Q1: As a result f yur experiences at MU, t what extent have yu been able t d the fllwing? (1= Nt at all, 4= Very Much ) Table 1: Results by Class Level Freshman/ First-year Senir (4th year Sphmre Junir and beynd) Ttal Develp an understanding f what cmmunity means t yu Engage in persnal reflectin Cnstruct a set f persnal values Mean N SD Mean N SD Mean N SD Mean N SD Mean N SD Develp yur cmmitment t scial justice Develp a sense f purpse fr yur life Use yur gifts and talents t serve thers Supprt human dignity and diversity Understand the rle yu can play in addressing injustice Integrate knwledge and beliefs t draw meaning frm yur experiences Engage thers in a cmmn visin fr the future Use reflectin as a tl fr learning and persnal grwth Find supprt t engage in yur wn spiritual develpment and explratin * * * The mean difference between freshmen and senir respnses is significant at the 0.05 level. Independent-samples t-test. Table 2: Results by Class Level -- % f Students Respnding Much r Very Much Freshman/ First-year Sphmre Junir Senir (4th year and beynd) Develp an understanding f what cmmunity means t yu 45.8% 57.5% 54.3% 54.3% 53.6% Engage in persnal reflectin 64.9% 69.2% 65.9% 68.1% 67.3% Cnstruct a set f persnal values 68.8% 76.5% 69.6% 70.1% 71.1% Develp yur cmmitment t scial justice 43.2% 49.2% 53.3% 49.4% 49.2% Develp a sense f purpse fr yur life 60.4% 66.7% 67.4% 67.7% 66.2% Use yur gifts and talents t serve thers 59.4% 62.5% 60.3% 64.7% 62.3% Supprt human dignity and diversity 54.7% 58.3% 61.6% 64.7% 61.0% Understand the rle yu can play in addressing injustice 47.9% 53.3% 51.8% 53.3% 52.1% Integrate knwledge and beliefs t draw meaning frm yur experiences 55.2% 67.5% 64.2% 69.3% 65.4% Engage thers in a cmmn visin fr the future 49.0% 57.1% 55.1% 59.7% 56.3% Use reflectin as a tl fr learning and persnal grwth 57.3% 70.8% 63.8% 73.2% 53.6% Find supprt t engage in yur wn spiritual develpment and explratin 47.4% 55.8% 50.0% 59.0% 67.3% Ttal Office f Planning and Institutinal Effectiveness March 7,
4 Chart 1: Results by Class Level -- % f Senirs Respnding Much r Very Much Use reflectin as a tl fr learning and persnal grwth Cnstruct a set f persnal values Integrate knwledge and beliefs t draw meaning frm yur experiences Engage in persnal reflectin Develp a sense f purpse fr yur life Supprt human dignity and diversity Use yur gifts and talents t serve thers Engage thers in a cmmn visin fr the future Find supprt t engage in yur wn spiritual develpment and explratin Develp an understanding f what cmmunity means t yu Understand the rle yu can play in addressing injustice Develp yur cmmitment t scial justice 73.2% 70.1% 69.3% 68.1% 67.7% 64.7% 64.7% 59.7% 59.0% 54.3% 53.3% 49.4% Senir (4th year and beynd) Results by Individual Statement Develp an understanding f what cmmunity means t yu Engage in persnal reflectin Office f Planning and Institutinal Effectiveness March 7,
5 Cnstruct a set f persnal values Develp yur cmmitment t scial justice Develp a sense f purpse fr yur life Use yur gifts and talents t serve thers Office f Planning and Institutinal Effectiveness March 7,
6 Supprt human dignity and diversity Understand the rle yu can play in addressing injustice Integrate knwledge and beliefs t draw meaning frm yur experiences Office f Planning and Institutinal Effectiveness March 7,
7 Engage thers in a cmmn visin fr the future Use reflectin as a tl fr learning and persnal grwth Find supprt t engage in yur wn spiritual develpment and explratin Office f Planning and Institutinal Effectiveness March 7,
8 Q2. Hw has the Cathlic missin f MU influenced yur understanding f leadership? Hw has the Cathlic missin f MU influenced yur understanding f leadership? (Overall) 68% 6% 2% 1% 9% 1% 4% 9% Cmmunity Service Glbal Perspective Intellectual Curisity Persnal Grwth Prfessinal Grwth Dn t knw what it is It has, in general Has nt, in general Hw has the Cathlic missin f MU influenced yur understanding f leadership? (Of thse wh knew the missin and/r said yes) 32% 4% 22% 6% 3% Cmmunity Service Glbal Perspective Intellectual Curisity Persnal Grwth Prfessinal Grwth It has, in general 33% Has nt, in general (N=230) Many f these respnses included statements that the Cathlic missin had nt influenced their understanding f leadership. Examples include: Desn't influence me at all. Has nt influenced at all I d nt have a deep understanding f the missin. In n way has the schl's religius cmpnent affected me. We dn't really talk abut the Cathlic missin. Persnal Grwth (N=30) Students respnded that the missin had cntributed t their persnal grwth. Examples include: It gave me the sense f humility and knwledge that even small acts can make a change. As a leader, being sensible r aware f ther peple's suffering des nt make me weak. Encuraged me t help give a vice t the viceless. I have learned that the gd guy des NOT finish last. Leadership is nt abut having everyne fear yu. Yu are still a member f a grup and in rder t get things t wrk yu need t wrk WITH the grup and nt treat them like they wrk fr yu. If anything, it is shwing me hw t be patient with thers. Many times my wn prfessrs in class will bash the Cathlic Church in class. Teachers d nt make this University feel that this is a Cathlic University. Rather, a public university. Whever is reading this, I beg yu lk deeply int this issue. It has, in general (N=29) Students ffered diverse examples f hw MU s Cathlic missin had influenced their understanding f leadership. Examples include: Office f Planning and Institutinal Effectiveness March 7,
9 I am Christian, but I understand Cathlic after I attended Marymunt. I like ur leadership prgrams. I am nt Cathlic, but learning abut Sister Majella Berg and thers made me think the Nuns are pretty awesme. It has prvided pprtunities fr me t learn abut leadership. Leadership is nt all abut leading a grup f peple t cmplete a missin but the Sacred Heart f Mary missin has taught me that leadership includes realizing the differences between peple and respecting them. Persnally, it has influenced my understanding f hw t be a leader within the cmmunity. The aims f a Marymunt educatin are manifld: t educate the heart and mind, and t prvide fr each student s ttal grwth, intellectually, spiritually, scially, and physically. (Mther Marie Jseph Butler, RSHM) Cmmunity Service (N=20) Students prvided examples related t cmmunity service, in explanatin f hw the Cathlic missin had influenced their understanding f leadership. Examples include: Being able t help and serve thers in need. By having bth a glbal perspective and prviding service t thers it has helped me significantly in understanding leadership. Having the pprtunity t attend a religius affiliated university has helped me realize that I am never shrt f resurces when facing trubled times. I have definitely becme mre aware f the imprtance f cnsidering the values f ther peple and ther cultures. Curses like "The Business Experience" emphasize sme f the cnsideratins required f a cmpany that is expanding glbally. The curse, alng with thers like "Business Ethics" have elabrated n the imprtance f helping the cmmunity, recycling, and fair treatment f emplyees. I understand that the Cathlic religin has a strng emphasis n giving back t the cmmunity and helping thers. While nt a Cathlic myself, I respect and admire this - it is bvius, even in the classrm, that this is a strng value f the University. Dn t knw what it is (N=13) Students respnded that they were nt aware f Marymunt s Cathlic missin r the missin f the RSHM. After 4 years at Marymunt, I d nt knw the Sacred Heart f Mary missin. I am nt aware f this missin, therefre I d nt feel bliged t answer this questin. I am nt familiar with that missin. I wuld lve t learn mre abut it and many ther activities but between classes and my jb, [I] dn't get any time left t participate r even learn abut the many amazing rganizatins n campus. I dn't knw their missin, s I can't say. I'm nt truly aware f the missin, and I feel that being a cmmuter makes it harder t knw much that is ging n campus. Other (Glbal Perspective (N=6), Prfessinal Grwth (N=4), Intellectual Curisity (N=3) Students respnded with examples related t glbal perspective, prfessinal grwth, and curisity. Examples include: Glbal educatin is imprtant in understanding ther peple's way f living. That the cmmunity and students shuld be able t respect ne anther and be able t lead each ther int ding things crrectly and t the best t ur abilities. Curses like "Prject Management" have been especially helpful in teaching the different ways peple are ften rganized in real wrld scenaris when required t accmplish large prjects. Many f my curses als invlve grup prjects, which can ffer leadership experience when team members can be assigned rles in the grup. I am currently taking DSC-201 "Leadership and the Art f Negtiatin," which is directly influencing my understanding f the varius styles f leadership, and the imprtance f gd leadership in a cmmunity. It has bth helped me grw strnger in my faith, and balance the realities and challenges f being Cathlic amng a religiusly diverse grup f peers. Office f Planning and Institutinal Effectiveness March 7,
10 Q3. If applicable, describe ne way yu have lived ut the missin f MU, either persnally, r in yur interactins with thers. If applicable, describe ne way yu have lived ut the missin f MU, either persnally, r in yur interactins with thers: (Overall) 2% 41% 24% 2% 9% Cmmunity Service Glbal Perspective Intellectual Curisity Persnal Grwth Prfessinal Grwth N/A Other 3% 19% If applicable, describe ne way yu have lived ut the missin f MU, either persnally, r in yur interactins with thers: (f thse wh respnded with examples) 6% Cmmunity Service 32% 43% Glbal Perspective Intellectual Curisity Persnal Grwth Prfessinal Grwth 3% 16% Nt Applicable (N=90) Many students respnded that they were nt aware f Marymunt s missin, r that this questin was nt applicable t them. Examples include: N/A (x 60) Nne (x 9) I actually dn't knw the exact missin f this institutin. S I cannt cmment n that. I'm nt clear n the meaning f the missin yu're describing here. I dn't knw what Sacred Heart f Mary missin refers t. Nt really sure what missin is. Cmmunity Service (N=49) Students prvided examples related t cmmunity service. Examples include: By vlunteering and helping thse in my cmmunity. In my wn life, I feel that I have lived the missin f Marymunt by teaching lcal yuths abut lcal histry in lcal schls. I have als lived my life in such a way that I try t help ther find their passin, and t figure ut their purpse in life. I als am wrking n a Victry Garden n campus, which will help grw prduce n campus which will be given t lcal fd banks and churches t help feed the hungry. Invlvement with the cmmunity is huge with Marymunt, and I've becme a mre sciable persn wh cares abut the peple arund me because f this. Office f Planning and Institutinal Effectiveness March 7,
11 My ethics curse required a service prject f certain amunt f hurs and it really helped me feel mre tied t my cmmunity in helping thers ut and enriched my Marymunt experience. My participatin in n-campus activities like clubs and charity wrk (making Valentines' cards, dnatins, etc.) has, I think, gne in the same directin as the missin f the schl. But I culd be wrng as I'm nt sure what the missin f the schl is in the religius sense as I dn't fully understand Cathlicism and Cathlic values. Persnal Grwth (N=31) Students respnded t this questin with examples related t persnal grwth. Examples include: I chse Marymunt fr the small classes, diversity, and missin f a "glbal perspective." I have always cnsidered myself t be an pen-minded glbal thinker, hwever, my experiences in the Army and at Marymunt have cmplimented each ther well. Tgether they have expanded my knwledge and perspective greatly. I have becme very invlved in scial justice and fighting the inequities f sciety. I think I have lived ut the missin by learning mre abut myself. Learning mre abut myself allws me t be a better leader and wrk well with thers. As I cntinue thrugh my educatin at Marymunt I think I will be able t becme a great leader, learning smething new each semester. Since living at MU I have had a great deal f tugh situatins where I had t take the lead, and the Sacred Heart f Mary missin taught me a better way f handling these prblems. Thrugh a variety f events and leadership psitins I have been able t live ut the service t thers aspect f the Marymunt missin. Glbal Perspective (N=18) Students prvided examples related t glbal perspective. Examples include: Cmmn grund - the integrity f it - has truly changed me t understand hw thers see the wrld and g abut their lives. I feel like it's necessary t always remember that we may cme frm different paths, but everyne is the same where it cunts. I always hear everyne's pint f view, carefully cnsider their pinin and then reflect with my pint f view. I came t Marymunt t develp a different perspective, and I have gtten that by meeting peple frm different walks f life. I engage in cnversatins abut scial justice, scial inequality, and sci-ecnmic cntexts very ften. I think being at such a diverse schl, it has readied mre and mre fr these cnversatins and strng pinins. Especially understanding and realizing glbally hw much need there is and that as a cllective, we all have t strive t fix this. And while I am hme, I instill this int my cmmunity, because it is definitely ne that culdn't care less abut the wrld, and the shape we are all in. I have been able t meet new peple, and I am nw willing t try new things t expand my hrizns t be mre wrldly. Other (Prfessinal Grwth (N=5), Other (N=4), Intellectual Curisity (N=2)) Examples include: As a nursing student, we are encuraged t be advcates fr ur patients and in ur daily lives. I was elected c-president f the Student Nurses Assciatin and feel that this allws me t be an advcate fr all f ur nursing students as well as a liaisn between faculty, staff and students. By taking advantage f multiple study abrad trips as well as ding small cmmunity service activities. I always speak psitively abut Marymunt and the pssibilities affrded me because f attending here. S many ways, I can't even think f ne. Attaining my degree Office f Planning and Institutinal Effectiveness March 7,
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