(Person) Percentage - Sabanci University Research Database

The Asian Media & Mass Communication Conference 2010 Osaka, Japan
Category 4—Factors Based on Respondents’ Perceptions of Institutional Priorities
Accreditation success (6.84)
Positive program reviews (6.92)
Student recruitment and retention (7.31)
Alumni relations (5.48)
Diversity initiatives (5.46)
High academic ranking in “Best Colleges” listings (6.03)
Community perceptions (5.90)
Social agendas/current trends such as Sustainability (5.89)
Budget compliance (8.39)
In light of the financial restrictions placed on a number of U.S. college campuses prompted by
the current economy, it is reasonable to assume that respondents would perceive budget
compliance and student recruitment and retention as being major organizational priorities since
student enrollment figures are used to calculate the full-time equivalent (FTE)—which, in turn,
determines how much governmental aid an institution receives. It also is reasonable to perceive
positive program reviews as having high significance to institutions since this can be an
important promotional element to draw and maintain a strong student population. However,
respondents perceived that diversity initiatives had less significance for their institutions, which
prompted some to say that they felt their institutions talked about diversity on campus, but did
not provide the resources to support diversity efforts.
Category 5—Respondents’ Priorities Compared to the Institutional Priorities
Accreditation success (4.67)
Positive program reviews (6.98)
Student recruitment and retention (7.33)
Alumni relations (5.33)
Diversity initiatives (7.56)
High academic ranking (e.g. “Best College” listing) (5.16)
Community perceptions (6.92)
Social agendas (e.g current trends such as Sustainability) (5.38)
Budget compliance (5.13)
When compared to their institutions, respondents also felt student recruitment and retention and
positive program reviews were significant. However, respondents felt diversity initiatives had
greater significance than did their institutions. Respondents said their concerns regarding campus
diversity went beyond mere ethnic diversity and included initiatives to increase tolerance of
disabled individuals, as well as those of different gender and sexual orientation, not only among
student populations, but among faculty and staff as well.
Category 6—Coping Strategies respondents use to Address Emotional Labor Demands
Ignoring administrative demands/expectations (4.05)
Working longer hours to accomplish tasks (8.44)
Working fewer hours (2.16)
Increasing bonding among fellow faculty/staff (4.92)
Interacting with formal/informal support groups outside of workplace (3.93)
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