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, 2016 1
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, 2016 2
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 2.54 96.739 2.65 120.806 2.66 138.932 2.69 232.925 2.65 586.874 2.87 94.806 2.89 120.818 2.90 138.882 2.99 232.897 2.93 584.863 2.90 96.801 2.95 119.811 2.96 138.899 2.94 231.902 2.94 584.866 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 2.49 95.898 2.53 120.859 2.61 137.988 2.55 231.989 2.55 583.947 2.76 96.891 2.93 120.857 2.93 138.901 2.93 232.902 2.90 586.891 2.72 96.817 2.85 120.904 2.78 136.971 2.87 232.932 2.82 584.917 2.72 95.895 2.77 120.867 2.78 138.972 2.83 232.954 2.79 585.931 2.51 96.883 2.55 120.906 2.58 137.976 2.62 229.936 2.58 582.929 2.69 96.786 2.88 120.846 2.82 137.876 2.92* 231.891 2.85 584.864 2.54 96.951 2.65 119.869 2.64 138.966 2.74 231.962 2.66 584.943 2.76 96.855 2.90 120.803 2.82 138.898 * 228.898 2.90 582.875 2.56 95.942 2.64 120.933 2.51 136.966 2.71 229 1.012 2.62 580.975 * 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, 2016 3
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 4.50 3.50 2.50 1.50 2.54 2.65 2.66 2.69 Engage in persnal reflectin 2.87 2.89 2.90 2.99 Office f Planning and Institutinal Effectiveness March 7, 2016 4
Cnstruct a set f persnal values 2.90 2.95 2.96 2.94 Develp yur cmmitment t scial justice 2.49 2.53 2.61 2.55 Develp a sense f purpse fr yur life 2.76 2.93 2.93 2.93 Use yur gifts and talents t serve thers 2.72 2.85 2.78 2.87 Office f Planning and Institutinal Effectiveness March 7, 2016 5
Supprt human dignity and diversity 2.72 2.77 2.78 2.83 Understand the rle yu can play in addressing injustice 2.51 2.55 2.58 2.62 Integrate knwledge and beliefs t draw meaning frm yur experiences 2.69 2.88 2.82 2.92 Office f Planning and Institutinal Effectiveness March 7, 2016 6
Engage thers in a cmmn visin fr the future 2.54 2.65 2.64 2.74 Use reflectin as a tl fr learning and persnal grwth 2.76 2.90 2.82 Find supprt t engage in yur wn spiritual develpment and explratin 2.56 2.64 2.51 2.71 Office f Planning and Institutinal Effectiveness March 7, 2016 7
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, 2016 8
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, 2016 9
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, 2016 10
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, 2016 11