Creating an Engaged Culture in Which Students€¦ · diversity, but few are very effective at...

Creating an Engaged Culture in Which Students and Employees ThriveStephanie MarkenExecutive Director of Education Research @s_marken

Copyright © 2019 Gallup, Inc. All rights reserved.3

More than 75,000 interviews with college graduates with a bachelor’s degree or higher nationally

An employee engagement database with morethan 75,000 faculty andstaff members

Partnerships with more than 100 institutions nationally measuring alumni and student outcomes

Thought leadership studies about areas of critical importance

Program evaluation using qualitative and quantitative methods to assess student programs

Brand identity andmarket research measuring market share, advantagesand opportunities

Gallup provides university leaders with externally validated

research and accountability to help with their most pressing

concerns and strategic priorities so their students can thrive.


Creating a healthy educational experience is about building one in which faculty and staff members and students are able to bring their whole selves to work and school. It requires higher education leaders

commit to the principles of employee engagement for their faculty and staff members and to invest in their employees' and students' career,

physical, financial, social and community wellbeing.

Copyright © 2019 Gallup, Inc. All rights reserved.

Emerging Workplace Expectations Are ShiftingWhat future workplaces want and need

My PaycheckMy SatisfactionMy BossMy Annual Review My WeaknessesMy Job

T H E PAS T O U R F U T U R EL E A D E R A S C O A C H

My PurposeMy DevelopmentMy CoachMy Ongoing ConversationsMy StrengthsMy Life

5


Quantifying Engagement

6

GROWTH

TEAMWORK

INDIVIDUAL CONTRIBUTION

BASIC NEEDS

E N G A G E M E N T E L E M E N T E M P L O Y E E N E E D

Q12 This last year, I have had opportunities at work to learn and grow.

Challenge me

Q11 In the last six months, someone at work has talked to me about my progress.

Help me review my contributions

Q10 I have a best friend at work. Help me build trust

Q09 My fellow employees are committed to doing quality work. Help me feel proud

Q08 The mission or purpose of my company makes me feel my job is important.

Help me see my importance

Q07 At work, my opinions seem to count. Hear me

Q06 There is someone at work who encourages my development.

Help me grow

Q05 My supervisor, or someone at work, seems to care about me as a person.

Care about me

Q04 In the last seven days, I have received recognition or praise for doing good work.

Help me see my value

Q03 At work, I have the opportunity to do what I do bestevery day.

Know me

Q02 I have the materials and equipment I need to do mywork right.

Free me from unnecessary stress

Q01 I know what is expected of me at work. Focus me


33%Engaged

51%Not Engaged

16%Actively

Disengaged

7

Workforce Engagement in the U.S.

E N G AG E D E M P L O Y E E S

are highly involved in and enthusiastic about their work and workplace. They are psychological “owners,” drive performance and innovation, and move the organization forward.

A M O N G U . S . E M P L O YE E S :

N O T E N G AG E D E M P L O Y E E S

are psychologically unattached to their work and company. Because their engagement needs are not being fully met, they’re putting time — but not energy or passion — into their work.

AC T I V E L Y D I S E N G AG E D E M P L O Y E E S

aren’t just unhappy at work — they are resentful that their needs aren’t being met and are acting out their unhappiness. Every day, these workers potentially undermine what their engaged coworkers accomplish.


An actively disengaged employee costs their organization $3,400 for every $10,000 of salary, or 34%.

An actively disengaged employee who makes $60,000 a year costs their company $20,400 annually.

Gallup estimates actively disengaged employees cost the U.S. $483 billion-$605 billion each year in

lost productivity.


41% 24% 59% 28% 70% L O W E R

A B S E N T E E I S ML O W E R

T U R N O V E R(in high-turnover organizations)

L O W E RT U R N O V E R

(in low-turnover organizations)

L E S SS H R I N K A G E

F E W E R S A F E T YA C C I D E N T S

58% 40% 10% 17% 21% F E W E R P A T I E N T

S A F E T Y I N C I D E N T SF E W E R Q U A L I T Y

I N C I D E N T S (defects)

H I G H E RC U S T O M E R

M E T R I C S

H I G H E RP R O D U C T I V I T Y

H I G H E RP R O F I T A B I L I T Y

9

Measuring What Matters

Top-quartile business units have …

… when compared with bottom-quartile units.


Overall Student Scores Reflect Faculty Engagement

3.80

3.90

4.00

4.10

4.20

2.90 3.10 3.30 3.50 3.70 3.90

Stud

entS

core

s Ac

ross

4 D

istin

ct F

acto

rs

Mean Faculty Employee Engagement Scores

Department A:Highest Faculty Engagement

Highest Student Scores

Department E:Lowest Faculty EngagementSecond-Lowest Student Scores


Grads’ Success = Relationship-Rich Education…

11

22%“A mentor who encouraged my goals and dreams”

64%“At least one professor who made me excited about learning”


27%“Professors cared about me as a person”

14% Of all graduates experienced all three


Higher Ed Scores Low Across Q12® Measures of Employee Engagement

ITEM MEAN PERCENTILE

Grand Mean Score 3.72 26

Q12. This last year, I have had opportunities at work to learn and grow. 3.72 25

Q11. In the last six months, someone at work has talked to me about my progress. 3.44 22

Q10. I have a best friend at work. 2.99 14

Q09. My associates or fellow employees are committed to doing quality work. 3.97 34

Q08. The mission or purpose of my organization makes me feel my job is important. 3.87 31

Q07. At work, my opinions seem to count. 3.55 29

Q06. There is someone at work who encourages my development. 3.60 27

Q05. My supervisor, or someone at work, seems to care about me as a person. 3.98 32

Q04. In the last seven days, I have received recognition or praise for doing good work. 3.13 21

Q03. At work, I have the opportunity to do what I do best every day. 3.92 36

Q02. I have the materials and equipment I need to do my work right. 3.93 35

Q01. I know what is expected of me at work. 4.31 36

Bottom Quartile Second Quartile


51

22

49

20

47

16

52

25

<1 Year 1 Year 2-5 Years 6-10 Years 11-15 Years 16+ Years

PERCENTILE PERFORMANCE BY LENGTH OF SERVICE AT THE INSTITUTION

Grand Mean Opportunities to Learn and Grow Recognition/Praise for Good Work Opinions Seem to Count

Employee Engagement in Higher Ed Drops Off With Length of ServiceW

orkg

roup

Per

cent

ile P

erfo

rman

ce


Drivers of Engagement Reflect Development, Recognition and RespectEmotional connection to others is also important.

TOP DRIVERS OF EMPLOYEE ENGAGEMENT IN HIGHER EDUCATION

Elevated Odds

This last year, I have had opportunities at work to learn and grow. 5.2xMy supervisor, or someone at work, seems to care about me as a person. 4.2xI have a best friend at work. 3.8xIn the last seven days, I have received recognition or praise for doing good work. 3.7xAt work, my opinions seem to count. 3.7x

Faculty (vs. Staff) Length of Service

INHIBITORS OF EMPLOYEE ENGAGEMENT IN HIGHER EDUCATION


Faculty and staff members rate low on ethics and compliance

15

28% OF FACULTY MEMBERS STRONGLY AGREE “My organization creates an environment where people can speak up if they see unethical or non-compliant behavior.”

compared with 37% of other employees.

48% OF FACULTY MEMBERS STRONGLY AGREE, “I know where to go to share a concern about unethical or dishonest behavior at work.”



Identity with unique advantages and value add for students

16

30% OF FACULTY MEMBERS STRONGLY AGREE, “I know what my organization stands for and what makes us different from our competitors.”



Cultures of inclusion maximize diverse workforces

Diversity is a fact in today’s world. Inclusiveness is a strategy to engage and leverage a diverse workforce.

I N I N C L U S I V E C U LT U R E S , L E A D E R S …

1Treated with

respect

2Appreciate my

strengths

3Do what is right

Inclusive cultures create a competitive advantage by valuing the unique perspectives and contributions of all employees and incorporating the needs of all groups into the fabric of the organization.

17


Gallup’s Research Supports the Business Case for Diversity and Inclusion

18

Diversity is a key competitive differentiator in today’s global environment. Organizations advocate the importance of diversity, but few are very effective at creating a culture that truly promotes, embraces and actively seeks out each associate’s unique contributions.

The most engaged associates are those working in an open, fair and diverse environment.Engaged and inclusive associates are: • more likely to recommend their organization as a place to work • less likely to leave their organization • more likely to perform better

Culture of Inclusion Index:• At work, I am treated with respect.

• If I raised a concern about ethics and integrity, I am confident my employer would do what is right.

• My organization is committed to building the strengths of each associate.


Engagement and inclusion are closely related

D E F I N I N G AT T R I B U T E S R E L AT E D Q 1 2 ® I T E M S

1Treated with respect

• authenticity• contributes to team • comfort sharing point of view• trusting and open environment

Q05: Supervisor caresQ07: Opinions countQ04: Recognition

2Know my strengths

• awareness of strengths • ability to use strengths in role • development around strengths • know how to have a conversation

Q03: Do best

3 Leaders do what is right

• organizational trust• celebrate differences • fair advancement

Q08: Mission


Inclusion and engagement work together

Diversity and inclusion are key competitive differentiators in today’s global environment.

5.7%6.0%

6.4%

4.7%4.3%

3.9%

Gender Diversity Engagement Engaged and Gender Diverse

Work groups above median Work groups below median

E N G A G E D + I N C L U S I V E =

2.2xmore likely to recommend organization as a place to work


The critical nature of inclusion conversationsWork environments that foster diversity and inclusion embrace communication around these topics, particularly when events outside of the workplace may influence workers' feelings of inclusion.

59%…40%…

In the past four months, has your company’s leadership communicated with workers about diversity and inclusion in the workplace?

EngagedNot

EngagedActively

Disengaged

Yes, leaders communicated about diversity and inclusion in the workplace. 68% 60% 37%

No, leaders did not communicate about diversity and inclusion in the workplace. 30% 39% 63%

L E A D E R S H I P C O M M U N I C AT I O N A B O U T D I V E R S I T Y A N D I N C L U S I O N , B Y E M P L O Y E E E N G A G E M E N T S TAT U S


Outcomes of inclusion and engagementThe most engaged associates are those working in an open, fair and diverse environment. Employee engagement does not guarantee inclusion.

ENGAGED AND INCLUSIVE WORKPLACES HAVE…

• Higher job satisfaction rates

• Higher retention rates

• Higher levels of commitment to their organization

• Higher well-being

• Higher levels of trust

• More creativity and innovation

• Lower levels of conflict

• Less stress

• Less withdrawal from one’s job

Nearly all employees who feel highly included are engaged but Gallup data suggest that, while

being engaged substantially improves the odds, it

does not guarantee that someone will feel highly included.


Questions?

23


Appendix

24


Gallup’s Philosophy on Diversity and Inclusion

25

Building an inclusive culture is a shared responsibility of employees, managers and organizational leaders, requiring intention at every level to sustain an inclusive workplace.

I N C L U S I V E N E S S …

• Is a strategy for using each person’s unique and individual strengths to increase an organization’s productivity, profit and performance. • Is more than a legal requirement or ethical virtue — it is a foundation of good business and practice. • Extends far beyond protected categories such as race and gender. Efforts that fail to recognize other dimensions of diversity are

bound to fail.• Is fundamental to employee engagement.

D I V E R S I T Y

The full spectrum of human differences that affect their interactions and relationships.

I N C L U S I V E N E S S

The way an organization values the unique perspectives and contributions of all and incorporates the groups into the fabric of the organization.

E N G AG E M E N T

The psychological and emotional connection employees have toward their company which fosters productivity and high performance.

INCLUSIVENESSDIVERSITY ENGAGEMENT


Engagement Is Closely Related to Inclusiveness

26

Engaged employees are more likely to say their company values diverse ideas. Engagement is also highly linked to employees’ perceptions of how their organization responds to ethics and integrity concerns.

50% E N G A G E D

Half of all engaged respondents were confident that their employer would do what is right if they raised a concern

about ethics and integrity.

3% A C T I V E L Y D I S E N G A G E D

In contrast, only 3% of actively disengaged respondents agreed.

vs.


Elements of an Inclusive Culture

27

P S YC H O L O G I C AL S A F E T Y

B E L O N G I N G N E SS S T R E N G T H S E M P O W E R M E N T

C O N V E R S AT I O N AL E X C E L L E N C E

I N C L U S I V E C O M P E T I T I V E A D VA N TA G E S

• Trust • Organizational justice • Fairness • Freedom to express ideas

• Acceptance as a part of the team/organization

• Comfort bringing whole self to work

• Strong local-level team identities

• Understanding self through strengths-based culture

• Feeling empowered to do what you do best

• Being valued for individual differences

• Managers understand own biases

• Managers feel comfortable and promote talking about diversity and inclusion with their teams

• Organization promotes open dialogue on teams about D&I

• Frequent, focused, future-oriented coaching

• Organization outlines diversity and inclusion values

• Organization demonstrates competitive advantage of diversity connected to the business strategy

• Organizational culture celebrates individual and group differences among employees

Individual and Team Level

Manager Level

Organizational Level

01 02 03 04 05


From Compliance to Inclusion

28

C O M M I T M E N T & U N D E R S T A N D I N G

• Training and development • Increasing cultural

competence • Recognizing value and

importance of differences • Connections to employee

engagement • Understanding cultural

barriers • Equal access to opportunity

I N C L U S I O N

• Leveraging diversity for business success

• Feeling psychologically safe • Feeling accepted and able to

bring whole self to work • Feeling a sense of

belongingness • Celebrating each other’s

differences • Having managers who are

able to have difficult conversations

• Recognizing personal beliefs and biases

Linkage to Organizational Strategy

• Define diversity and inclusion• Develop business case for

diversity • Implement policies and

systems to manage diversity • Workforce and HR

assessments• Recruitment strategies • Doing and saying the right

“PC” things • Limited comfort with

discussing diversity

A W A R E N E S S

• Ensure compliance with EEOC laws and regulations

• Fair employment practices• Compensation equity

C O M P L I A N C E


Gallup’s Research: Engagement Fuels Inclusion Among Campus Employees

29

Attributes of engagement are drivers of inclusiveness.

Four Q12 items explain ~58% of the variation observed in the Inclusiveness Index.

ENGAGEMENT INCLUSION

Copyright © 1993-1998, 2019 Gallup, Inc. All rights reserved. The Gallup Q12 items are Gallup proprietary information and are protected by law. You may not administer a survey with the Q12 items or reproduce them without written consent from Gallup.

At work, my opinionsseem to count.

The mission or purpose of my organization makes me

feel my job is important.

My supervisor, or someone at work, seems to care about me as a person.

At work, I have the opportunity to do what I do

best every day.

IN ORDER OF IMPORTANCE, THE FOUR FACTORS ARE:

01 02 03 04

Note: Data from Gallup’s 2017 report “Thriving Campuses Engagement and Well-Being.”


34

23

26

23

34

52

61

60

48

52

14

16

14

29

14

Computer/Info Systems/Mathematical

Manufacturing or Construction

Retail

Transportation

All Faculty

% Engaged % Not Engaged % Actively Disengaged

Gallup’s Research: Comparisons of Higher Ed Faculty With Other Job Sectors

Totals may not add to 100% due to rounding.Note: Data from Gallup’s 2017 report “Thriving Campuses Engagement and Well-Being.”

30


Gallup’s Research: Comparisons of Higher Ed Faculty With Other Job Sectors

Totals may not add to 100% due to rounding.Note: Data from Gallup’s 2017 report “Thriving Campuses Engagement and Well-Being.”

31

43

41

38

39

34

48

45

48

48

52

9

13

13

13

14

Arts/Design/Entertainment/Sports/Media

Community/Social Services

Healthcare

Education/Training/Library

All Faculty

% Engaged % Not Engaged % Actively Disengaged


What Americans Want from Higher Ed: To Get a Good Job

32 Copyright © 2018 Gallup, Inc. All rights reserved.

Americans: “very important” reason for getting education beyond high school

67%Top reasons freshmen cite for going to college

88%Parents of 5th-12th graders: “very important” reason for getting education beyond high school

38%

Sources: Gallup/Lumina poll, UCLA CIRP, Gallup/IHE poll


Preparation for Work


of Americans strongly agree that college graduates in thizs country are well‐prepared for success in the workplace

13%of business leaders strongly agree that graduating students have the skills and competencies their businesses need

11%of trustees strongly agree that colleges and universities have a good understanding of what employers are looking for in a job candidate

6%

Sources: Lumina Foundation/Gallup Poll 2013, The 2013 Inside Higher Ed Survey of College & University Chief Academic Officers Report


Higher Education Remains Among More Respected Institutions in the U.S.

34

11%20%

22%23%

25%26%

29%30%

36%37%37%

38%48%

54%67%

74%

Congress

Television news

The criminal justice system

Newspapers

Big business

Organized labor

The public schools

Banks

The medical system

The U.S. Supreme Court

The presidency

The church or organized religion

Higher education

The police

Small business

The military

NOW I AM GOING TO READ YOU A LIST OF INSTITUTIONS IN AMERICAN SOCIETY. Please tell me how much confidence you, yourself, have in each one—a great deal, quite a lot,

some or very little? (% Great deal/quite a lot)


Waning Confidence in Higher Education – Largest Decline Among Institutions

35

Percentage with "a great deal" or "quite a lot" of confidence in higher education

57 56

48

68

48

3944

62

U.S. Adults Republicans Independents Democrats

2015 2018

-9

-17-4

-6


The Academy Remains Confident

36

95%of Chief Academic Officers

rate their institution as very/somewhat effective at preparing students for the

world of work



Only 27% of Recent Graduates Have a Good Job Upon Graduation

37

ABOUT HOW LONG DID IT TAKE FOR YOU TO OBTAIN A GOOD JOB AFTER YOU COMPLETED YOUR UNDERGRADUATE EDUCATION AT [INSTITUTION]?

27%

11%14%

6%

16%

22%

3%

% I Had a Job Waiting for Me When I

Graduated

% Two Months or Less

% Three to Six Months

% Seven Months to a Year

% More Than a Year

% Not Applicable Because I Was

Not Seeking Employment Upon

Graduation

% Don’t know


High Quality Experiences are Linked to Having a Good Job Upon Graduation


who visited their career services office had a good job awaiting them upon graduation

31%who didn’t visit their career services office had a good job awaiting them upon graduation

34%who rate career services as very helpful had a good job awaiting them upon graduation

49%


High Quality Experiences are Linked to Preparation for Life Outside of College


who visited their career services office strongly agree prepared for life outside of college

34%who didn’t visit their career services office strongly agree prepared for life outside of college

26%who rate career services as very helpful strongly agree prepared for life outside of college

58%


Recent Grads More Likely To Visit-Equally Likely to Report Very Helpful

40

40%

52% 53% 55%61%

0%

10%

20%

30%

40%

50%

60%

70%

1970-1979 1980-1989 1990-1999 2000-20009 2010-2016

PERCENT WHO VISITED CAREER SERVICES OFFICE

16% 17% 18%13% 17%

0%

10%

20%

30%

40%

50%

60%

70%

1970-1979 1980-1989 1990-1999 2000-20009 2010-2016

PERCENT REPORTING CAREER SERVICES OFFICE WAS VERY HELPFUL


C O U R S E W OR K I S D I R E C T L Y R E L E V A N T T O W H A T YO U D O A T W O R K


Sources: Gallup/Lumina poll, UCLA CIRP, Gallup/IHE poll

28%STRONGLY AGREE

Only one-quarter of Americanworkers agree strongly that their past coursework is directly relevant to the work they do


Best College Advice Comes From…Employers/Work-based Sources

42

I N F O R M A L W O R K - B A S E D

I N F O R M A L S C H O O L - B A S E D

I N F O R M A L S O C I A L N E T W O R K F O R M A L

Percent Of Adults Rating Source Of Advice About Major As Helpful Or Very Helpful By Category.

83% 78% 64%


72%

Copyright © 2019 Gallup, Inc. All rights reserved.43 Copyright © 2018 Gallup, Inc. All rights reserved.

What Employers Want Most

In your opinion, what talent, knowledge or skills should higher education institutions develop in students to

best prepare them for success in the workforce in the coming years?

#1I N T E R N S H I P S /

O N - T H E - J O B E X P E R I E N C E


6%Of all graduates experienced all three

…And Work-integrated and Experiential Education


20%“Extremely involved in extracurricular activities and organizations”

32%“Long-term project taking a semester or more to complete”

30%“Internship or job where applied learning”


The New Report Card: Relationship-rich and Work-integrated Learning

45

24% 23%19%

14%10%

6% 3%5%

15%

29%

44%

57%

71%

85%

None One Two Three Four Five Six

N U M B E R O F S U P P O R T A N D E X P E R I E N T I A L L E A R N I N G E X P E R I E N C E S

Have Experienced Strongly Agree: "<My college> prepared me well for life outside of college"


25% 23% 20%14%

10%6% 3%

25%

33%40% 43%

53%

61%65%

0 1 2 3 4 5 6

N U M B E R I N G O F B I G S I X C O L L E G E E X P E R I E N C E S

% Who had number of big six experiences % Engaged at work

The “Big Six” Experiences, Engagement and Pay

46

As the number of big six experiences increases, engagement increases. But only 3% of college graduates had all six experiences.


More Graduates Report Alumni Network is Unhelpful than Report it is Helpful

11%

11%

69%

7%

3%

Very unhelpful

Unhelpful

Neither helpful nor unhelpful

Helpful

Very helpful

SINCE GRADUATING FROM [INSTITUTION NAME], HOW HELPFUL HAS YOUR ALUMNI NETWORK BEEN TO YOU IN THE JOB MARKET?


Who was the mentor? Among the 43% who strongly agree or agree they had a mentor who encouraged them to pursue their goals and dreams

81% Professor

36% Friend

33% College or university faculty/staff member

26% Family member

10% Extracurricular activity adviser

4% Sports coach

48


Which of the following helped you obtain this internship or job?Among the 55% who strongly agree or agree they had a job or internship that allowed them to apply what they were learning in the classroom

32% Professor

21% Friend

28% College or university faculty/staff member

12% Family member

5% Extracurricular activity adviser

1% Sports coach

49


Regardless of how graduates obtained their job or internship or who their mentor was,

they are no more or less likelyto say their education was worth the cost, their

university prepared them well for life outside of college or to acquire a good job quickly upon graduation.

50


Creating an Inclusive CultureThe Positive Outcomes of Diversity and Inclusivity

51


68%

7%

25%

Racial and Ethic Minorities

Good Place Not a Good Place Don't Know

Majority Believe Alma Mater is a Good Place for Minorities, Less Than Half saySame About LGBT Students

“WAS [UNIVERSITY NAME] A GOOD PLACE OR NOT A GOOD PLACE FOR:”

52

42%

9%

49% LGBT Students


Minority Grads More Likely to Report Alma Mater was a Good Place for Racial and Ethnic Minorities to Study

“WAS [UNIVERSITY NAME] A GOOD PLACE OR NOT A GOOD PLACE FOR RACIAL AND ETHNIC MINORITIES TO STUDY?”

53

78%

13%

9%

Black

Good Place Not a Good Place Don't Know

82%

8%

10%

Hispanic

79%

11%

10%

Asian

65%

6%

29%

White


Graduates who strongly agree they were exposed to diversity are more than two times as likely to

recommend their university to others, and more likely to donate to their alma mater.

54


Quality Experiences Linked to Deep Interest in Work

40% 43%50%

34%

4% 3% 3%11%

0%

10%

20%

30%

40%

50%

60%

70%

Visited Career Services Did not Visit Career Services Report Career Services VeryHelpful

Report Career Services Not at allHelpful

PERCENT WHO STRONGLY AGREE/STRONGLY DISAGREE THEY ARE DEEPLY INTERESTED IN THEIR WORK

Strongly Agree Deeply Interested in Work Strongly Disagree Deeply Interested in Work

55


Minority Graduates More Likely to Visit and More Positive About Experiences

65% 64%59%

50%

0%

10%

20%

30%

40%

50%

60%

70%

Black Hispanic Asian White

PERCENT WHO VISITED CAREER SERVICES OFFICE

21%19%

22%

15%

0%

5%

10%

15%

20%

25%

Black Hispanic Asian White

PERCENT REPORTING CAREER SERVICES OFFICE WAS VERY HELPFUL

56


Grads who visited the career services office more likely than those who did not to be employed full-time

for an employer or for themselves—(67% vs. 59%).

12 percentage point increase among black grads.

57


Heavily Indebted Grads More Likely to Visit and Report Not at all Helpful

18%15%

19%

14%15% 15%17%

21%

0%

5%

10%

15%

20%

25%

$0 $1-$20,000

$20,001-$40,000

$40,000+

PERCENT REPORTING CAREER SERVICES OFFICE WAS VERY HELPFUL OR

NOT AT ALL HELPFUL

Very Helpful Not at all Helpful

58

45%56% 57%

65%

0%

10%

20%

30%

40%

50%

60%

70%

$0 $1-$20,000

$20,001-$40,000

$40,000+

VISITED CAREER SERVICES


Only 20% of grads have donated to their alma mater in the last 12 months, but those reporting career services

was very helpful are more than two and a half times as likely to have donated.

59


College students view both protecting free speech rights and promoting an inclusive society as extremely or very important in a democracy

60

52

56

31

33

15

10

2

1

Promoting an inclusive society that iswelcoming of diverse groups

Protecting citizens' free speech rights

COLLEGE STUDENTS SAY BOTH FREE SPEECH RIGHTS, INCLUSIVE SOCIETY ARE HIGHLY IMPORTANT TO DEMOCRACY

% Extremely important % Very important % Moderately important % Not that important


Students continue to favor an open campus environment that allows a wide range of speech, including offensive speech, to one that restricts certain types of speech

61

70

29

78

22

% Open learning environment/allow offensive speech

%Positive environment/prohibit certain speech

COLLEGE STUDENTS’ PREFERRED TYPE OF CAMPUS ENVIRONMENT, 2016 VS. 2017

2016 2017


Majorities of key subgroups say they prefer an open campus environment that exposes students to all types of speech and viewpoints

62

2333

25

38 38

26

12

7566

74

62 61

73

86

0

10

20

30

40

50

60

70

80

90

100

Men Women Whites Blacks Democrats Independents Republicans

PREFERRED ENVIRONMENT

% Positive environment that prohibits offensive speech % Open environment, exposes students to all types of viewpoints, even if offensive


Students think most groups on campus are able to freely and openly express their views. However, far fewer say this is the case for political conservatives on campus

63

94 93 93 92 88 88 87 8680

69

0102030405060708090

100

Women Whites Men PoliticalLiberals

Hispanics orLatinos

Blacks Lesbian, Gay,Bisexual or

TransgenderIndividuals

Students bornoutside the

U.S.

Muslims PoliticalConservatives

STUDENTS’ PERCEPTIONS OF WHETHER GROUPS ON CAMPUS CAN FREELY EXPRESS THEIR VIEWS

% Yes, are able to


72%

28%

Oppose Favor

69%

31%

Students do not think colleges should cancel planned speeches because of student opposition. They do, however, favor canceling speeches if the threat of violence exists

64

STUDENT OPINIONS ON POSSIBLE ACTIONS COLLEGES CAN TAKE REGARDING CONTROVERSIAL SPEAKERS

Disinviting Speakers Because Some Students

Are Opposed To The Invitation

Canceling Planned Speeches Because Of Concerns About The

Possibility Of Violent Protests


One in four students say they have felt uncomfortable on campus because of something they heard in reference to their race, ethnicity or religion

65

2528

20 21

43

26 27

45

24 26 26

17

38

19

29

All Women Men Whites Blacks Asians Hispanics BlackStudents at

Non-HBCUS

HBCUStudents

Democrats Independents Republicans Jews Catholics Protestants

BLACK, JEWISH STUDENTS AMONG THOSE MOST LIKELY TO HAVE BEEN AFFECTED BY SPEECH


Students widely favor having safe spaces and free speech zones on campus. They are divided in their support and opposition for speech codes

66

51

16

13

49

83

87

Instituting speech codes, or codes of conduct that restrict offensive or biasedspeech on campus that would be permitted in society more generally

Establishing a free speech zone, a designated area of campus in whichprotesting or distributing literature is permitted, usually with preapproval

Providing safe spaces, or areas of campus students can go for support ifthey feel upset or threatened by things they see or hear

STUDENT SUPPORT FOR CAMPUS POLICIES

Favor Oppose


College students and graduates exposed to people from different

backgrounds learn key analytic and social skills

and have a greater commitment to

democratic values.

Marken, S. (2015, October 28). Graduates Exposed to Diversity Believe Degree More Valuable.Retrieved from www.gallup.com/poll/186257/graduates-exposed-diversity-believe-degree-valuable.aspx.

WHILE ATTENDING [UNIVERSITY NAME] I INTERACTED WITH PEOPLE FROM DIFFERENT BACKGROUNDS ON A REGULAR BASIS.

Less than half strongly agree they were exposed to diversity during college

All college students Public

Privatenot-for-profit

Privatefor-profit

%5(strongly agree)

%4

%3

%2

%1 (strongly

disagree)37

14

30

46

2711

31

49

310

16

30

41

3516

31

46



recommend their university to others, and more likely to donate to their alma mater.

68



believe their degree was worth the cost.

69


Only quarter strongly agree university would do what is right

70

All college students Public Private not-for-profit

%5(strongly agree)

%4

%3

%2

%1 (strongly disagree)

IF I RAISED AN ISSUE ABOUT DISCRIMINATION ON CAMPUS, I AM CONFIDENT [UNIVERSITY NAME] WOULD DO WHAT IS RIGHT.

69

25

34

27

59

26

34

27

711

23

34

25


Only quarter strongly agree university would do what is right

71

All college students PublicPrivate

not-for-profit Men Women

%5(strongly agree)

%4

%3

%2

%1(strongly disagree)

IF I RAISED AN ISSUE ABOUT SEXUAL ASSAULT ON CAMPUS, I AM CONFIDENT [UNIVERSITY NAME] WOULD DO WHAT IS RIGHT.

57

20

33

36

47

20

33

36

69

17

30

38

45

18

32

42

58

20

33

34


Only quarter strongly agree they are comfortable sharing ideas held by a minority

72

I FEEL VERY COMFORTABLE SHARING IDEAS OR OPINIONS IN CLASS THAT ARE PROBABLY ONLY HELD BY A MINORITY OF PEOPLE.


%5(strongly agree)

%4

%3

%2

%1 (strongly disagree) 8

14

26

31

22

8

14

26

31

21

7

14

23

33

24


Less than quarter strongly agree students look out for one another

73

STUDENTS AT [UNIVERSITY NAME] LOOK OUT FOR ONE ANOTHER.


%5(strongly agree)

%4

%3

%2

%1 (strongly disagree) 4

10

31

35

20

510

32

35

19

39

25

38

25


The collective community at an institution fuels well-being

74

If a student strongly agrees that “students look out for one another,” they are …

3.4xmore likely to strongly agree:

“If I raised an issue about discrimination on campus, I

am confident <my school> would do what is right.”

3.0xmore likely to be thriving

in their well-being

2.7xmore likely to strongly agree:“ If I raised an issue about sexual

assault on campus, I am confident <my school> would do what is right.”

2.6xmore likely to be

engaged


Copyright Standards

75

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This document is of great value to Gallup, Inc. Accordingly, international and domestic laws and penalties guaranteeing patent, copyright, trademark and trade secret protection safeguard the ideas, concepts and recommendations related within this document.

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Creating an Engaged Culture in Which Students€¦ · diversity, but few are very effective at...

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