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A GRADUATE INfERNSHIP REPORT INCLUDINGA RESEARCHREPORT OF THE FACTORS INFLUENCING NEWFOUNDLAND&LABRADOR LEVEL 1Il HIGH SCHOOL
STUDENTS' CHOICEOF UNNERSITYTO ATTENDFOLLO WING GRADUAnON
by RobertKent Aitken
Areportsubmitted[0the Schoolof Graduate Studiesinpartialfulfilment of the requirements forthe degree of
Masterof Education.
Facultyof Education MemorialUniversityof Newfoundland
August199 7
St.Jo hn's Newfoundland
.+.
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0-612-25818-1
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ABSTRACT
Thisreport describesa thirteen-weekinternshipprogram.withthe OfficeofStudent A1liUr.;ODdServicesat MemorialUniv=ity ofNewfoUDdland.The geeeral goals.specific objectivesand activitiesperformed. toachievethesegoaJs. as wellastheeffectivenessand limitations oftheinternshiparedescribedin thefirsttwochapters ofthereport.These chapters specificallyoutlinetheexperiencesofthe internduringhisplaceme ntatthefollowingdivisions of Stud<utA1liUr.;ODdServices;EmploymeotServicesCcDtte;HigOO"EdueatiooAssessmentODd Research(II.E-A.R.)Unit; W.UnessCcDtte;Counsel1ingCeetre;Student Housing;SlUdeor RecruitmentandPromotion;and theGlennRoyBlundo nCentre. ChaptersIandIlalsohighlight the educationalvalue of two confe rences attendedbythe intern - the1997 Congressofthe LearnedSocieties(MemorialUniversity)andtheCanadianAssociationof ColJege and University Student Services(CA CUSS)Confcrmce. HaIi13x.,Nova Scotia. Details oftberesearchproject titled"IbeFaetor.;ln1!ueocing Newfoundlaod&Labeadcr Levelill HighScbool Students' ChoiceofUniversitytoAttendFollowing Graduation"aredescribedin the thirdchapter.Chapter illincludes a ratio nale fortheresearch, methodology,resultsandaconcluding discussion. The discussionis completedbya summarylistof recommenc:la1:ions intended topromote student interestin andemoUmeut.atMemorialUniversity ofNewfoundlaod.
ACKNOWLEDGEME1'ITS
[ woukllike tothankmyinternshipsupervisors.Dr.Wayne Ludlowand Dr.Donna Hardy Cox.witbowwhomthisexperieocewouldQOtbavebeenpossiblc.Thankyou both foryour tlmugbtfuldirection, comtructivc~baclc.qualityscpervacnand words ofencouragement.
Iwouldalsoliketo extend aspecialthanks toYvonneBurke.AmandaCrane.Roxanne Rideoutandall theveryhelpfulandtalented staff atStuden t AffilirsandServiceswhowere alwayseager toprovidemewithapositiveandwell- round ed experience.
ToTonyGoudie.,Iwould like tothankyou foryourvaluableassistance andadvicein analysingthestatistical.data. Thanksalso toNeil ODerbeadwbosetechnicalexpertisewasvalued
"'" greatlyapp=iated.
iii
I would lib to dedicate thisendeavour tomy parents.
for whom I ameternallygrateful.
TABLE OF CO!'ITENfS
ABSTRA.CT _ ii
ACKNOWLEDGEMENTS... .. . . .. ... . .•. .... .. ... ... . ill
UST OF TABLES . viii
CHAPTER I 1
INTROD UcnON .. ... ...• . . .... .. ..•.. . ... ... . .. ... . I Rationaleforthe1DtermlUp••• ••••••••• •••.• • ••••••• ••• ••• •••••• . ..••• •• •I TheInternshipSetting.. • •.. . . ...• .• •... .. . .. . . .. .. ... .•. ... . .•2
Supervision _. . ... . .. . 2
InternshipGoalsandSpecificObjectives . 2
CHAPTERD.. . . •• •• ....•... .. .. ... ...•... . ... ... .... ..6
THEINTERNSHIP,A DESCRIPTION OF ACTIVITIES . ... • • •. .... • ..6 lDtroduction.. ... ... .. . . .. ... . . . .. . 6 Internship GoalsandObjectives.•.. ...•.. . ... . . 6 EmploymentServicesCentre ...•.. ... . ..6 HigherEducationAssessmentand Research(H.E.A.R.)Unit ...9
Wellnc:ssCentre ...10
CoUll5CIliDgCentrc:.••..•._.. ... ... . ... ....• •.... . ...II Student Housing.. . . . ... . ... .. ... ... . .13 StudentR.ecroitmentandPromotion... .. . ... .. .. .... ... .15 GlennRoy BfundonCentre .. .. ... .. _. .. .... . . .... . 17 Can&:fianSocietyfortheStudyofHigb<r Education Confereece ..•... . .18
CACUSS1997...• •.. • • •.... •. .... . ...
Research.. . • .. .. • • ... ....• ... ... .. . ... . . ..
_18 _19
COoctusioo 20
CHAPTERm _... ... . 24
THE RESEARCHPROJECT .•....•...•... ..•. .24
Surnrnary _.. . .. . _ 24
Introduction .
Rationaleforthe: Rcscarcb .
Method .
S""",, . Samp~ . Procedure.... Results •• • ••••• . • • •
..25 .26
... . .. ... ....29 ...29 .31
. 31
_.••...•...•. _ _.•32
Discussion . ... ... . . ... ..48
REFERENCES.•... .•. . .• ... . . .. •...54
FOOTNOTES..••.._. • . • . __ 57
APPENDICES ... ...•.. _••.. . .• .•.. . .. .. . . 58 Appendix A:1991MemorialUniversityWellnessSurvey. . .. . 59
AppendixB:DocumemsReadatStudent Housing 60
AppendixC: ListofServicesandAccommodationsattheGlennRoyBlundon Centre 63
AppendixD'Faculty Aw== S""",, 65
vi
AppendixE:CACUSS 1997 FunctionsAnended 66 Appendix F, Reading List.. . . .. .•.• ..•.. •..•• •• . • . . ... . . . .... . ... . ...70 AppendixG,1997CommunityRdaDons Study.1fighSchoolStudems S""")' •.•..7.
AppendixH:lntroductoryLetter 75
AppeodixI: Distribution Instructions 76
AppendixJ: Letterfromthe President 77
AppendixK:MajorReasonsStudents DidNot CbooseMemorial" 78 AppendixL:MajorReason StudentsChoseAnotherUoivenity 80
USTOFTABLES
Table 1:Numberof StudentsandPercentageoftheirChou ofUniversity•..•... ... 34 Tabic 2:Number of StudentsbyRegjon0MX>singMemorialUniversttiesinNowScotiaand
Oth« ... ... ... .. .. . . .. .. .. .. .. .. .. .. .. .. .. . .. .. .. ... ..
36 Tab le 3:FactorsInfiueocingStudents'Choiceto AttendMeIOOriaJ..••..•.••...•• 37 Table4:Percentagecf Fectors Influeocing Students' ChoicetoAttendMemorialbyRegion .39 Table5:Reasons StudentsChoosea UniversityOtherthanMemorial.... . 41 Table6:NumberofRespondents. Mean ResponseandStandard DeviationforItems Measurin gStudents' perceptionsof tbe ir Chosen Ucivcrsity 43
Table7: NumberofRespoodcnts.Mean RatingandStandard Deviationfor ItemsMeasuring
Students'perceptionsoftheirChosenUniversity _ 44
Table8:Number ofRespondcnts,MeanRatingand Standard DeviationforItems Measuring Students'perceptionsofMemo riaJUniversity...•...••...45 Table 9:MeanRatingsofStudents'Perceptions ofMemoriaIUniversity,UniversityOtherthan
MemorialandtheDifferenceBetweentheTwo•... . __... • . . . . ... ... ..•• ..47 Table Kl:Number ofStudems.Percentage.andMajorReason Given for Not Choosing
Memorial .. . . .. . . 79
Table L 1:Number ofSrudents. Percentage,andMajor Reason Given for Choos ing to Attend Another University Otber than Memorial•• •... . ...._ 81
CHAPTERl lNTI<ODUcrrON Rationale fortheInternship
Tofulfillthe requirementsfor a Master'sDegreeinPost -Secondary Education. students may choose to completeathesis,paperfolio. project. ordoaninternshipwhichincludesa research component.The internship optionrequires aminimum of tenweeks or
sao
hours ofjcb placementina setting consistentwith thestudent' sempbymentgoalsandinterests.Afterbavingstudied the tie)micaIcompooents of post-secondaryeducalionthrough coursework.theinternwishedto acquire.practiseanddevelopthe skillsnecessary tosuccessfuIly implementbisknowledgeinaprofessiooal environment.Althoughtheinternismostinterested.in developing competenciesinareas of academicadvising.counselling.andadministration.befeb.be wouldbenefit from a
genen:
experiencethatwould incorporatejobexperiebceillother post- secondarydomains. such astheGlennRoyBlundonCentre (provides services forstudentswith disabilitiesandshort-term.i\lnesses andinjuries),StudentRecruitment andPromotion.Admissions.HousingandStudentDevelopment.
TheIntcmhipSetting
Sincethe intern'sinterests lieinvarious areas of the post-secondaryeducational setting.
bewishedto workwithinMemorialUniversity's Office of StudentAffairsand Services.
Supervision
The intern workedunderthesupervision ofDr.Wayne Ludlow.Deanof StudentAffilirs andServicesandProfessorofEducation.Dr.DonnaHardyCox. DirectorofStudent DevelopmentandAssociateProfessorofSocia1 Work.,served as hisfiekf.supervisor.He wasalso assignedvariouson-site supervisors to assisthimateach placement position.
InternshipGoalsandSpecificObjectives
AccordingtotheCouncil ofthe Students'UnionHandbook.(1996 ),theofficeofStuden t AffairsandServicesisconcernedwith
an
aspectsof a student' suniversitylife.and provides assistancetostudentsinpersonal andsocialmatters.Itiscomprisedof variousdepartments that offeran array ofservicesincludingbutDOtlimitedto:Student HousingandFoodServices.HealthServices, Fmancial AssistanceandManagement. Career Development.Counse lling Centre.
andStudentDevelopment.
Indevising goals fordie intcmship.theseare some oftheservicesthatwerecoesd ered, Afterconsultationwiththeuniversityinternshipprogram supervisorandthe internshipfield supervisor.thefollowing goalsandspecificobjectives were determined. These goalsandspecific objectiveswere organized uodergeneral beadings asindicatedbelow.
Goal 1:Togaininsightnoandengagein practicalcxpcrieDcewithinthefollowingareas:
StudentDev£!onxn;nt
SpecificObje<tive:
A Togaina morein-depthunderstandingofthcservicesprovidedbyapost-secondary educatioaaJ institution throughdirectinteractionwiththestaff andstudentsatthe Employment Services Centre,theGlennRoyBlundon Centre,Wellness Centre,Higher EducationAssessmentand Research (H.E.A.R.) Unit,andStudentHo using,
Co' mseUingCentre
SpecificClt>jccth=
A Tobeassigned totheuniversity'sCounselling Centreunder thesupervisio nof a counsellor.
B. Throughobservationof and interactionwitha co unsellor,togainfurther knowledgeof variouscounselling procedures,namely testing.,assessment,reportwriting.interviewing, andtheformulationof recommeodatiocs.
Academic Adyisin g Specific Objective:
A Tobeassigned totheAcademic AdvisingCentreandtoan academic advisoras weUasto workindepeodcntlywith students.
~ Specific Objective:
A. To gain first-band knowledge ofuniversity policyandpro ced ures regarding student admissions by observingandassistingpersonnelin thescreening ofapplieations forthe upcoming semester.
Srurlen t Recnsjtmept and Promotion
Specific Objectives:
A. To closely examine strategies employedbytheuniversityto promotestudentenrollment.
B. To offer personal opinionsandideas regardingsuccessful student recruitment.
Goal2:To takepartinuniversityfimctiousandeducational seminars.
Specific Objectives:
A. To prepare forand plan to attendtheCongress ofthe Learned Societies (Memorial University).andtheCanadian Association of CollegeandUniversity StudentServices (CACUSS) Conference.Halifax, Nova ScotiainJune 1997.
B. To attendany otheruniversityfunction. consistentwiththeintern'sfieldofstudy.that would increasehisknowledge of post-secondary education.
Goal3:To completearesearchproj ect whichmeetstherequirementforthecompletionofthe internshipandwhichisrelevantand useful to student services personnelatMemorial University.
Specific Objectives:
A. To collectandanaIyscdata from Newfuundland '" Lebeedcrbigbschools,...roing students'universitycboicc:sandperceptionsofMemorial Universityas comparedto out-
cf-provtoceuniversities.
B. Todrawconclusionsandmakerecommendations pertinenttothisanalysisandincludethis inafinalinternship report.
CHAPTERD
TIlE lNIERNSIIIP: A DESCRIPTION OF ACTIVITIES Introduction
TheinternshipatMemorial Uc:ivemty'sOffice ofStuderttAffairs andServicestookplace fromMayIS.(997toAugust 19. 1997for aperiodofthirteenweeks.The purpose ofthis chap teristoprovide adescription oftheactivitiesinwhichtheintern participatedinorderto accomplishtheinternshipgoalsandspecificobjectives as outlinedinChapterI.
lnte=lUpGoals andObjcctM:s
Goall: Togain insight intoand engagein practicalexperiencewithinthe fo llowingareasof StudentDevelopment:
Emplo ymentSeryjces Cenm;
Spec ificObjectives:
A. To becomef.a.miliarwiththeduties associatedwithan employment servicescentre:andto learn thecomp lexities involvedinprovidmgcreativeandtimelycareer development programs.
B. To applytheory tothepracticeof srudentdevelopmentwithin theparameterscftbe EmploymentServices Centre.
C. To participateinprogram.delivery on a frontlinetobeginto understandbow theory guidesthedevelopment.implementationanddeliveryof employment related pro grams. Activities performed to accomplish these objectives:
1. The intern wasassignedtothe EmploymentServicesCentreduring theperiod from May
IS toJune 12.1997 duringwhich time:hebecamefiuniliar,throughdirectinvolvementwith variousstudentemploymentprogramssuch asMUCEP (Memorial University'sUodergraduatc CM=Enhan=nomProgr.om);SWASP(Studem Work ODdServiceProgrnm);SCP(S.""."."
CareerPlacemeotProgram); andgredeareemplo)'lDO]tprograms. Knowledgc oftbesc programs gavethe imema stronger appreciationofbow theoryappliestopractice.ForiDstance.the MUCEP andSCPprogramsDOtoalyenablestudentstobecome moreautonomous.self-directed and cmotiooallyiDdepcodc:ut(Chickering'sthirdvectorofstudentdeve lopment),theyalso providestudentswiththeopportunitytointeractwithfacultyandstaffinauniversity environment.whichcanbeadeterminingfactorinstudents 'satisfaction, intellcctuaJandpersonal development.andpersistence (Floerchioger,1992). Moreover.asAstin (1984)notes inhis student involvcmenttheory.""findingwaysto encouragegreaterstudentinvolvementwithfilculty (andviceversa) couldbeahighlyproductiveactivityonmost college campuses"(p.304).
2. To acquire further knowledgcofemploymentservices.theintern conducted anextensive Internet search of various career developmem sites;reviewedemploymentresource infonnation onwriting
resumes.
cover lettersand other job searchskills(c.g..NationalGnduate Register);gained experienceinemploymentord ertakingandprovidedeffectiveand efficientinvolvement in frontlineduties,such as amwering phonesandbaDdlingfromlineio:Iuires.Theintern reviewed Patsula's(1985),TheAssewnent Compo nentof Emplo ymcntCQunSClling'AGoalSetting
~whichprovidedhim.withaconcre teunderstandingon bowtodeal effectivelywith studentsbyputting their concernsandprioritiesfirst.Throughdirectinvolvementwithstudents andtheon-site supervisor,theinterngainedconfidencein informatio n provisionanddeve loped a strongerappreciationofthe amountof workinvolvedinfindingstudents jobs,therelationship
betweenfront6nework andwhathappens behindthescenes,andalsothepolitioal realities-both insideandoutsidetheuniversity.
3. Duringthistime period.theinternW3Sgiventheresponstbilityofcoordinating interviews andsupervisingstudentsfor threeStudent Developmentpositions forMUCEP (i.e.•two researc h assistants anda CUSEC.CanadianUniversity Student Exchange Consortium,Coordinalor).To prepareforthistask.thei:oternestabIisbediDdicaJ:orstomeasureefftttiveDess of interviewskills andprocedures. performeda"Mock IntervieW'witha clientandassisted theon-sitesupervisorin conductinginterviews forotherMUCEPpositio ns. Healso completelyfamiliarizedhimselfwith theCUSECprogram aswell as informationon internationalstudentexchanges.The intern then interviewedandselected candidal:esforthesethreepositionsandprovided continuouson-going supervision.Itshouldbenoted. bcwever,thai:the CUSECprogramwasina'"wiDdingdo wn"
phaseduringtheintern'sinvolvemeatwithit.Thus.the:intern workedwith theCUSEC Coordinatortoshutdowntheprogram.Thisincludedtheremoval ofCUSECposters around campus.thedeletionoftheCUSECHo mepage,a writtensummaryofCUSECparticipants arrivingatMemoria!anda summary ofthose exchangingto otherinstitutions.andthepreparat io n offiIcsforthearchives.Aswell, a verificationthai:thestudents were oot adversely affectedby thisshutdown. Thisexperience taughttheintern thatnotaDprogramsaresuccessfulforall students.AlthoughtheinterndidDOtgain experienceinthedevelopmentofthisprogramin particular.bedidprovidedirectsupervisionintheterminationofsuchan educatioca1practice.
Throughthisrealm.theinternwasabletoapply thetheories ofArthur Chickeringand DouglasHeathtohis ownexperience,as wellas tothe experiences oftheMUCEPstudents. The internperiodicallymetwith thestudents to assesstheirprogressand/ortoanswerquestions or
problemstheymaybave bad. During thesemeetings..theintern could see each student moving throughvarious vectorsofctUckering'stheoryof Student Development. suchasdeveloping competence. movingthroughautonomy towards interdependence.establishingidentity.and developing purposeandintegrity(Chic kering. 1984).The baemrecognized changes inthe students'emotiooa.l.social,andintellectualdevelopment.particularly each student'sconfidence levelregardingtheirjob.
DouglasHeath's (1968) tbecryof maturity canalsobeconnected withlhiscxpcricnce.
Forthe ierem, theresponsIbilityundertakenin thehiringandsupervisingofthesestudentshada positive impact on hisvalue system,self-conceptandpersonal.relations.Such a supervisoryrole createdthefoundationformoretolerantandunderstanding relationshipswi1hothers. Such incteascdempathyleadto morealtroisticandcaringvalues.Thisiosightbecameoffinnmgand thus heightened the intern'sself-acceptenceandesteem.Unquestio nably.these maturing effects wereinstilledinthe developmentandprogress ofthestudents as well
HigberF4ycationA.ssessm:ntandResearch mEA R )Unit SpecificObjectives:
A. Tobeassignedtotheuniversity'sKEAR. Unitto gaininsightintoongoinguniversity researchprojects,interestsandendeavours.
B. To assistintheresearch of current projectsandrelated officeduties.
Activitiesperformed toaccomplishthese objectives:
I. Theinternrevieweda report onthe"1997 Graduating Student Surveyat~IDCCanadian Universities"which askedstudentsto ratetheiruniversitiesonsuchfactors as student satisfaction
10 withqualityofeducation,qualityofiostruction.campusfacilitic:s.,relevance ofstudiestofull-and part-timejobs.,etc.Theywerealsoaskedto ratetheirlevelof participationinuniversitylife.such as attending campus socialevents, useoffitnesslexcrcisefacilities.and. participationinstudent government..Hethen wrote an executive summaryoftbe reportwhichwas submitted tothe Dim:torofStudent.Development,Dr.DonnaHardyCox-theintcm'sfieldsupervisor.
2. Theintern beganworkontbe"l996 First-YearE.xpcricoceSurvey"'.Hereviewed approximately 700 hundredsurveyenvelopes that werereturnedand.subsequently developeda coding systemandinstructionsthereoffortheFirst-YearExperienc e Survey.After completing thecodingprocess.thei:DtememployedSPSS(Statistica.lPackageforSocial Sciences)to record the data.Afterexaminingthisdata.theinterngained someinsightintostudents'perceptionsof Memorial Univers ity.Theoppo rtunitytoworkinsuch a research-basedenviro nmentprovided theinternwith anappreciation oftheimportance ofcooductingstudiesto promo teandimprove student developmentandto advancetheprofessionalknowledgeofthehighereducation community(Erwin.1996).
Ws;1ID¢SSCentre
Specific Objective,
A. Togainpractica.Iexperienceandknowb:lgeoCthe functions oftheUni'JC'l'Siry's Wellness Centre.
Activitiesperformed toaccomplishthisobjective:
1. Theinternwasassigned aprojectbytheUniversity'sbeaJtheducat or.KathieSaunders.to researchandreporton currentbealth promotion'marketing strategies forapost-secondary
11 institutionandto design aone-pagcsurveytodetermioestudents'Deedof aodl oI'interestinbea1th education (see AppendixA).The internrecognizedthemain goal oftheuniversity'sWellness Centre -toeducatestudentsaboutself-areandhealthy lifestyles.
2. Hereviewedthemany health educationprogramsandmaterials offeredbythecentre.He gainedfirst-bandknowledge oftbe Peer Helperprogram.inwhichsrudentsaretrainedtoworkas
"peraprofessiccals",dissemioaringinformationonbealthrelatedissuesto Fellowstudents.The intern'sassignmenttotheWellnessCentrewas during "Healthy Heart Week" .Heworked with Peer Helperstodistribute informationregardingthistheme.
CounsellingCentre Specific Objectives:
A. Tobeassigned totheuniversity'sCounselling Centre underthesupervisionoCa counse llor.
B. Throughobservations ofandinteractionwitha counsellor.togainfurtherknow~geof various counsellingproced ures, namelytesting , assessment.repo rt writing,interviewing, and theformulation of recommendations.
Activities performed to accomplish theseobjectives:
1. The internwasassignedtotheMem>ria.IUniversityCounse lling Centre.underthedirect supervisioncf'Dr.Elaine Davis. Associate ProfessorinCounsellingandCareerPlanningCentre Coordina to r.Dr. Davisgave the intern acomprebenstve tour ofthe Centreandexplained thoroughlymany ofjts functions.Sbeorganized aseriesofappointmentssothat theinterncould meetand conversewiththe Centre'sentirestaf[
12 2. Theintern wasinvitedtoattend an IPR (Interpersonal Process Recall) Seminar.This interdisciplinaryprocess facilitates thesharing ofexpertiseandobservations ofintemswith graduatestudenlsfromhelpingorrelatedprofessions. Specifically,theseminarisdirectedatthe developmentandrefioememof counsellingskillsinavarietyof areas. Group discussions ofclient videotapesareakeycompooent oftheIPR.Theintern'sroleinthisseminarwaslimitedbecause of obviousethicalcocsXlcrations.The
eaern
watcheda generalvideotapeentitled'"GrowingUp Gay".andparticipatedina brief discussiononits subject matter.3. Thro ugh discussionswithpred oct oralstudentsandstaftthe intern gained further knowledgeoCtheassessment processand reportwriting. Specifically,thefollowingareas were addressed: philosophyofcounselling, ethicalconsiderations, guidelines forassessment, classificationandlabelling.assessmentoflearningdisabilities,intelligence testing.materialsto includeinreports, developingstrategies toimprovewritingstyle, and problemswithreports.The internsupplemented theaforea:tentioneddiscussions with a review oftheMemorial University of Newfo UDdlandCounsellingCentre ReferralandCommunityResourcesHandbook(1996);the MemorialUnivenity Predcctoral Professional Psychology Internship Program(1997-98);enda aumberofchapters from Sattler's(1992) book, Asgssros:nt gfChi1dRn
4. Furthermore.Dr.Davisgavethe intern aninformativetour oCthe CareerPlanningCentre anditsresources.Inaddition.the:internsatinonameetingwiththeCareerPlanningstaffto discuss regular operatio nal duties.While brief,these experiences reiteratedSuper ' s (1992)view ofcareer developmentas a lifelong proc ess,not asingle event. Rayman(1993)suggeststhatall studentaffairspractitio ners should possessthebasic knowledgeandskills needed toassist studentsin gainingasufficient self-understandingthatprovides a sense of directionandpurposein
13 life.Clearly,careercounse llingaffectsandisaffectedbythewholepersonandhisorher environment.
S. ToprovideiDcreasedIcDow ledgein theamiofvocatiooalcounselling.Dr.ElaineDavis administered theStrongInterestlnvemory(Sm.computerizedversion.totheintern.Shethen usedtheintern'sresultstoexplaintheinterpretation process ofthe
sn.
The intern recognizes thatunderstanding thesn
profilecan helpindividualsfocuson career explorationam
future goals.InaccordancewithWinston, Jr.(1996)theInternacknowledgesthattheSll.like other vocationaltests. ismerely atooltoassist students'decisionsandisDOttoberegarded p=criptivcly.SrudemRousing
Specific Objectives:
A To studyundertheguidance aCtbeDirectorofStudcntHo usingtogainmorein-depth knowledgeoftheorganizationandoperation ofStudentHousingandFoodServices.
B. Tomeetmemberscftbe staffand participateinrelevantmeetings.
Activitiesperformedtoaccomplishtheseobjectives:
1. Theinternstudiedunder thesupervisionof'Dr.BrianJo hnst on.Directorof Student Housing.Dr.Johnston provided.himwitha collection ofimportantandpertioentdocumentsto reviewandtomakeDOleofquesti onswhichbewouldaddress later(seeAppendix Bforalistof tbcscdocumcDts).
2. The intern atteDded.ameetingwiththe Director ofHo using.Dr.Brian Johnston.the ResidenceLifeManager,Lori-Lynn Rowselland theVice-PresidentImemal oftbeCSU(Council
14 cftbeStudents'Union),KarenKieDy.Themaintopicdiscussed was "Walksafc".Thisprogram isavolunteer -basedservicethatprovidesany student, taculty.or staffmember'withafreeescort anywhereoncampus duringthenight.Byobserving the interactionsoftheincumbents.theintern realizedthe importanceofmaintaining apositiverelationshipbetween Student Housingandthe CSU.
3. Theinlern wasinvited.toattendasignificantmeetingregardinga student'sresidence placementin the fan.Thismeetingwas heldinthestrictest confidence."Theintern observedthe staff'steam approach to resolvingproblems astheyarise.
4. An informalmeetingwith anemployee oftbe ConferenceOfficelProctoratPatonCollege providedtheinternwithknowledge ofconferencingatMUN.Theintern gathered personal perspectives ontheduties cf a proctoratPato nCollege(theseniorrepresentativeoCthe universityforthe residence).As
wen.
theinternbecamefiuniliatwiththe medicalservices availab letothestudents of Paton College .5. Ameeting with an academic dODrevealedthedutiesand responsibilitiescharac teristic of such a position.At PatonCollege,the academic dODisresponsible forassisting studentswithany academicpro blems they encounter,monitoringthecomputerandsrudyroo ms,andproviding informationaboutthevariousacademicprogramsofferedatMemo rial.Tbeinternwas also informedaboutthePeer Tutor Program.inwhichresidcocestudentsprovidefreetutoringto their peers. Lastly,theintern andthe academicdondiscussed issues regardingtheWa1ksafe program.
6. TheinternmetwithRosalynBlackwo od.the SupervisorforPato nCollege,whois teSpOCSlOIefor studentaccommodatio nsandgeneral supervisionofoffice procedures.She provideda comprehensiveexplanationof"'SHARP"(StudentHo usingandRegistration
15 Procedures)."'SHARF'isa computerprogramthatwasdevelopedbya CabotCollege graduate tomeettheparticularneedsof'PatonCollege.Itis essmtially responsible forsrudentplacement.
waitlists..studentrecords.assignmentofbousepositioas., infringements.,bouseoccupancyand tmninationslcanceIlatDm.Thus.theintern'smeetingwithMs.Blackwoodprovidedinvaluable knowicdgcabout theorganizationandoperationof'Paron College on adaily basis.
Snldc;ntRc:;cryjrmemandPromotion
Specific Objectives:
A. Toclo selyexaminestrategiesemployedby theuniversity to promotestudent enro llment.
B. To offer personalopinionsandideasregardingsuccessful studentrecruitment.
Activities performed to accomplish these objectives:
1. TheinternspeeradaywiththeDin:ctorofStudentRecruitmentandPromotion.Mr.Joe Byrne.Mr.Byrneexplainedthehistory oCmeestablishmentofMemorialUniversity'sofficeof StudentRecru:itmem andPromotion.Themandate oftbc: officeis firstly tomaintainCUITeIlt enrollment levels and secoodly.toincreasethenumberof students from other prcvecesand countrieswhile simuhaneously anractingthebest students fromNewfoundland(1.Byrne.
personalcommunication.August 4.1997) .
ThephilosophyoCtileofficeisbasedon anenroUmentmanagementcontinuum(Hossler.
1990 ).Thiscontinuum(shown below)starts attherecruitmentstageand progre sseslogically throughvariousother stagesoftheuniversitystudent'Scareer to afinalAlumnicontact.
16 EmoDmcntMaoogmx;m Continuum
Recruitment- Admissions - Registration - Emollment - Attendance - Retention - Graduation - AlumniContact
Theinternwasintroduced.toMemorial'sBannercomputingsystem,Thisis a comprehensivesystemusedbytheuniversity to manage informationpertinenttostudents.Inthe system there exists a specific recruitment module designed to send out informationautomatically tostudemsfromtheRecruitment: stagethroughtoAlumniccctact (seeabove continuumfor differentstages).Inthisway,potentialstudentsandcurrentstl.J(kmsof Memorial Universityhave aconstantsource ofinformaUooaboutthe institution.
2. Theintern heldlDCCUngswithtworecruitmentofficersemployedbyMemorial'soffice of Student RecruitmentandPromotion..Theseofficers providedthe intern with a description of theirrole>andresp::lnsibilitiesandtheirexperiencestravelling aroundtheprovinceandcountry.
Inaddition,theyspokeindetail oftheirexperiencesrecruitingstudentson anintemationallevcl andprovidedtheinternwithanoverview oftheirschedulesfor the upcoming schoolyear.Itis importantto notethattherole oftherecruitmentofficeris not to impingeon the highly valued relationshipbetweenthe university'sacademicadvisorsandhighschoolguidancecounsellors.
Memorial's acadc:m:icadvisorshave provided.andcontinuetoprovide animportantinformation liasonbetweentheprovince'shigh schoolsand itsuniversity.
17 Glenn RoyBlundon Cemu:
Specificobjecme,
A Tobeassignedto the un:iversity'sGlennRoyBlundonCentretogaininsightintothe challenges facingstudentswith disabilitiesandtheservicesprovided to meetthese cbaUenges.
ActMtiesperformedto acxomplisb.thisobjective:
1. Theintern wasgivena touroftbe Glenn Roy BhmdonCentrebyits Director.RuthWalsh (alistoftheservicesandaccommodations towhichtheinternwas introduced during the touris providedinAppendixC).
2. Theintern reviewed"PartnershipsToAccess Learning",apublkllt~noftheGlenn Roy BiundonCentre.0fIice of StudentAff.airsand Services.This publicationintroduce;theservices andthephilosophy of Memorial University.addressinga variety oftopics such as disclosureofa disability,evaluation accommodations..guidelines for using audio-visual aids,guidelinesfor laboratory settings,campusphysical accessibility,financialassistance.adaptivetechnologyand on-campusandcommunityresources.
3. The intern researched 13cultyawareness ofWsability issuesanddesignedasurveyto consider the waysthatMemorial'sfaculty would liketohave suchissuesaddressed(seeAppendix Dforacopy ofthissurvey).
4. Theinterninvigilatedanexam foravisuallyimpairedstudent. Toprepareforthisthe internfiuniliarizedhimselfwith theBlundooCentre'sArtieVoiceSynthesizer.This adaptive technology consists cf'volce outputsoftware which converts text on the computerscreen to '}'lllhesizedsp=11.
18 Goal2:To takepaninuniversityfunctionsandeducationalscminan.
SpecificObj<ctive,
A. Toprepare forandpbnto anecdthe1997Congres:sof tbeLearned Societies (Memorial University)andtheCanadian Association ofCoUegcandUniversity StudentServices (CACUSS)Ccnfereece,HaIifdx,Nova Scotia.
Activitiesperformedtomeetthisobjective:
1. Theinternassistedhison-site supervisorattheEmployment Services Centre.Mr.Robert Shea,inpreparation forthe CanadianSocietyfortheStudy ofHigber EducationConference.
whichwasanintegralelementofthelarger CongressoCtheLearnedSocieties.fromJune 12·14.
1997.Inthis regard..theinternvohmteeredhisservicesto:(1)createand post signs to indicate timeandroom numbers for presentations;(2)ensurethatallspeakersbad.wateravailable tothem;
and(3)presen1eachspeakerwithathank-yo utokenandcardODbeha1foftbeuniversity.
Theinternalsobadtheoppo rtunitytoanend.mostoftbesepresentations.Thisenabled himto listenanddiscussfreshideas of futurecolleaguesfromacrossthecountry.Meyer (19&5) emphasizestba1volunteer participationata ccntereoce providesthestUdm1withanopportUnity to work closelyDOtonlywithhisorher&cuhybut alsowithfacultyof'o tber institutionsinvolved in theevent. Such a""preestablishedrole allows eventheleastconfidentindividualtophmge into a conference with a feelingofbelonginganda means for interactingfreelywithotherparticipants"
(p.63).
2. TheinternalsoattendedCACUSS 1997(CanadianAssociation ofCoUegeandUniversity StudentServices)inHalifilx.Nova Scotia from June 18-21.1997.Thisconferenceprovidedthe internwithvastopportunities to meetandconversewithexpertsinthe fieldof post-secondary
19 education.Duringtheimem'sstayinHaIitax.,beacquiredvaluableknowbige and skills toassist himinfuturecareer endeavours. Furthermore,behad the opportunityto meet and conversewith many professionalsinthefield ofStudeut AffiUrs and Services from different universitiesacross Canada,andaswen,to participateinnumerousseminars.Themr:emisconfidentthatthese primary andsecondary resourceswillserve asfuture references.
The:internselect edaseriesofpertinentpresentations'lecturesto attenddwingthe conference.Theseeducatiooalexpcrieoce:swere selectedbasedontheirperceived relevance to his course of study,andhis ownindividualinterests(see AppendixEforalistof funetionsin whichtheintern participated ).
Finally,theintern broadeued.hisexperieDcc:atCACUSS 1991byaccepting an invitation toofferhis servicesatthe conference.Thein1em.alongwithhis coDcagues from Meux>ria1 University, establishedaninfonnation booth to infonnconferenccparticipantsaCme newMastel"
of Educationpro gramme.Thisprogramme (i,e.•Post -Seco ndary Education)isbeing offered for thefirsttimeinCanadaatMemorialUniversity.
Goal3:To completea research project whichmeetstherequirementsforthe completionofthe internshipand which isrelevantandusefultotheSrudentServicespersonnelatMemorial UnN=ityof N ewfo uod1aDd.
Specificobjectives:
A. To collectandanalysedatafrom NewfoUDd1aDd&Labradorhighschoolsregarding students'universitychoicesandperceptions ofMemorial UDiversityas compared toour- of-provinceuniversities.
20 B. To draw ccrcheioesand make recormnendarionspertiDent.tothis analysisandincludethis
inafinalinternship report.
Activitiesperformedtomeetthese objcctM::s:
I. TheinternstudiedtheteaSODSwhyNewfoundland&LabradorLevelmhighschoo l students choose to attend universitiesotherthanMemorial whenpursuing their post-secondary educatio nandlookedatthe perceptionsthat existamong Newfo und1and&labradorstudents aboutMemorialUniversity as compared touniversitiesoutsidetheprovince.
2. Theintern researched relevant literatureandstudiescceductedinthepastinorder to establishaneedandabasis forthis research,
3. Comultationwiththe intern' suniversity andiuemshipsupervisors.as well asthe statisticalconsultant for doe Centre
ro,
Instinniooal Aoalysis&PIanniDg, providedtheimernwith a focus forwhich to conducthisresearch.4. Ananalysisandinterpretationofthedataobtained from asurvey entitled"199 7 CommunityRelatiocsStudy -HighSchool StudentsSurvey"was conductedandservedasthe intern'sresearch compooent (seeAppeDdixG for acopyofthissurvey).
Detailsoftheresearchcomponent oftbe internship are presentedinChapterillofthis
Conclusion
Thethirteen-weekinternshipatMemorialUniversityofNewfoundland provedtobea bighIyrewarding experience.Theinternbadtheopportunityto experienceandcomparethe roles of studentservicesprofessionalsatvarious officesanddepartments oftbeuniversity.Baseden
21 theintern'swork:eed study at MemorialheconcludedthattheStudent Servicesprofessionis dynamicanddiversified,DOtalways adhering tosetpertems or principles.Itistherefore essential thatanyonepursuinga careerinstudent servicesbecommitted to alife-longprocessof professionaldeve lopmentandgrowing insightintothe needsofstudents.
Theintern'seariyexperiencesatthe universityimmediatelyhighligbted theimponant theoreticalfoundations ofstudent:services practitioners. Upcra.ft (1993)stressestheimportance oftakingthetimetostay currentwiththeorythatguidestheprofessio n,even iftbattimeisaway fromthejob.Throughouttheintern'sentire experience at Memorialbewasconsistently remindedoftbevalueof tbeo ry.1earning never todismiss itas in'devantorimpractical.Truly competentstudent services professionals are clearlythose whostriveonareguJarbasis to integratetheoryandpract ice (Hunter&Comey,1991).
A wellorganized internshipprogramserves asa fine example ofwbat cxperientialleaming canbeatitsbest.Experientialleamingisperhapsmostaccunuclydefinedasparticipatory learning (Meyer,1985).Astheinternengagedinavarietyofactivities.,bederivedinformation from thoseactiviric:sthatcontributedtohisstore aCknowledgeofstudentservices professionalism.Specifically,thework experience enabledtheintern to identifystrengthsand weaknc:sses;toanalyseandsolveproblems;andto receivepeer and f3cuhysuppo rt. As well numero usactivities completed duringtheimemsbipyielded important adviceanddirectionasto bowtheintern could furtherdevelop pro fessionally.
Singer (1982)recognizesthatsocializationinto apro fessional fieldisinstrumentalina student'spreparationand deve lopment.The intern'sparticularexperienceatMemorialallowed him.toexplorediffcreolaspectsoftbestudentservicesprofessionalroleinanongo ingeffortto
22 develophis professional self-concept.Theintern'sworkwithMUN' sOffice of StudentAffilirs andServicessufficientlyexposed himtothefield'sethos and provided a focus forpersonality organization. Theexperientialleaminginherentin anyinternship complementedhis classroom educationandprovided an overall sense of satisfactionin hisdegreeprogram.
Currentthinkingin theareaof buman develo pment proposes that a person' sgrowth continuesthroughout alifetime.Jordaan(1963) points out that such growth includes learning, developmerrt.andastrivingto reachfullpotentialOsley&.Niemi (1991) cite growthneedsas one motivation for volunteering. The intern'sown volunteer experiencesat two educational conferences providedtheopportunity for growthandexploration,two fundamentalcomponents ofestablishmentina professional field.Thevolunteer experience providedhimwithample opportunity for self-directedlearning.Infact.throughouttheentire workexpe rience. the intern was empowered to makedecisions about goals. to identify resources for learning.and[0choose andimplement leaming strategies.
Theintern accomplished most of the goalshe wishedto achieve duringtheinternship program. During certainperiodsofthe intermhip,infact,theintern surpassedhisexpectations.
Hismost informativeexperiencesincludedthoseatStudent Housing, StudentRecruitmentand Promotion,CACUSS 1997andhis involvememwithMUCEPstudentsina supervisory capacity.
However,theinternwas unable to meetaUhis predetermined goals attheCounselling Centre becauseof confidentialityissues.Aswell,theschedulingof the internship duringtheswnmer preventedthe intern from baving afullexperience at the Admissions Office.Nevertheless, a comprehensive conversationwithMr.Joe Byrne compensated for the lack oftime spent in Admissions. Academic Advisingandthe Registrar'sOffice. Also,thetiming(i.e.,Spring
23 Semester) of theiDIemsbipparticu.Iarlyaffectedbisexperieocc:sattheBhmdon Centre.The idem supplememed
an
professionalexperienceswith academic readings (seeAppendixFfora complete readinglist)andquestionsposedtotheon-sitesupervisors.Inshort.theinterngainedarepertoire of skillsandinsight thatwillassisthimthroughout hiscareerdevelopment.FII'Stfy.bebadanidealopportunity toachieve abroadIcnow1edgeand undcrstaDdingofMemorial University'sOfficeofStudemAft3irsand Services.Tbe intern progres.sr..elyinc:rcascdhismanagemmlandassessmentskillsinwriousdoma.insofsrudem services.Healsobadample opportunityto developprofessional relationships across and beyond the campus.Throughoutthethirteen-weekexperience,theinternreadcurrentandrelevant literaturethatapplied(0hisplacementerees,subsequentlylearningto grow professionallyand inteOectuaDy.
24
CHAPTERm
TIlERESEARCHPROJEer: TIlE FAerORSINFLUENCING NEWFOUNDLAND&
LABRADOR LEVELm mGHSCHOOL STIJDENTS'CHOI CE OFUNIVERSITYTO ATTENDFOLLOWING GRADUATION.
Summazy
Thepurpose ofthisresearchprojectwas to examinethereasonsNewfoundland&:
LabradorLevel
m
highschool students giveforchoosing toattend auniversityotherthan MemorialInparticular.thefactorsinfluencingtheir: (1) choice ofuniversity; (2)cho ice of Memorialasthe university theywishtoattend;(3)choiceofuniversity otherthanMemorial;and (4)perceptioesaboutMetOOriaIUniversityas compared to cur-of-prcvioceuniversitieswere explored. Twenty-fourhighscbocls fromdifferear: regionscftbeprovinceparticipatedinthe study.Intotal 1.151students fromthese schools completedthe"1997 Community Relations- HighSchool Stu dentsSurvey",whichwas designed to measuretheafore me ntionedfactors.Findingsindicatedthatthemajority ofrespondents planned toattenduniversityupo n graduation andmost ofthese studentsintendtocome toMemorial Oftbosestudents
woo
chose our-of- proviDceuniversities.themajorityindicatedunNersitiesinNovaScotia astheirpreferred choice.Themostpopularreasons students gave forchoosingto attendout-of-provinceuniversitieswere program availability, smaller class size.andtogetawayfrom bome.Thesereasonsare consistent withsimilarstudies conductedinthe past(Departmentof Education, 1991,19968).Wbenthe datawereviewedfrom a regionalperspective.bowever,theresultsshowedcleardifferences betweenstudents'responses depeodiogonthe area of'tbe provincetheycomefrom.Incontrast
25 topreviousstudies whichshowtheCeotral and Wc:stem regionsof Newfoundland asbeingareas whereMcmrialislosingprospective students.,thecurrentstudypinpointstheSouthern and Labrador regions ofthe provinceas areas fromwhich students are intending to leave.The differences between students' perceptions of'their chosen universityandtheirperceptions of Memorial Universityindicatedthat, although MUN wasperceivedfilvourablybymost students.
thosewhoplaImedonaneDdiogout-of-peovicceuniversitiescomistently rated Memorial loweron
an
attributes.Theimplicaricos oftbesefindingstOrthe sraffar:MemorialUniversity are discussed,as are recommendations furthepromotion of studentinterestinand eoroUment at MemorialUniversityCampuses.Introduction
Tocompletethe researchcompooeotoftbeintcmship.theinternstudied thereasons why studentsfromNewfo undland&Labrador choosetogo outsidethe province to attend a post- secondaryinstitution. Specifically,the intern lookedatthe reasons why students fromthis province chose universities otherthanMemorial at which to pursue their education. Furthermore.
theinternexaminedstudents'perceptions ofMemoriaJ University.
The intern workedwith the Director fortheCentre forlmtitutionalAnalysisand Planning (ClAP),Kern Clerk, andtheCentre'sStaristicalCoasultant,AnthonyGoudie.A questionnairo entitled"1997CommunityRelationsStudy-HighSchool StudentsSurvey"wasdistnbutedto27 highschools throughoutdifferentregions ofthe province.Thisreportconsists ofan analysisand interpretation cftbe data gatheredinthose surveys.
The following sectionaddressesthe rationale oftbe researchprojectandhighlightsthe
26 reevarnfindingsofsimilarsrudies thatwereconductedinthepast.inparticuJar.thosecoDducted bytheI>cpartmemof Educationin1991and1995.The purpose oftbepresentresearch project will thenfonew.
Ratjonale fortheR£5QTCh
In1991,theI>cpartmemof Education conducted a studyentitled"\Vby NoIMUN?A StudyofNewfu UDdlaDdcn Aneoding Uoiv=ttyOuts;dethe Province".Theresults ofthisstudy included:
The number ofstudents leavingtheprovince tostudyis rising.In1986-87.1,592 Newfoundlandstudentsattended universityelsewhereinCanada.andthis number rose to 2.03Sby19 88-89.
Abouttwo-thirdsofanstudentswholeavetheprovince choo se a universityinthe Maritimeprovinces..
Three-quartersofstudents surveyed indicatedtheyhadenrolledina programtbat could havebeen takenatMemorial
Themainstated reasons studentsgavefor anending amainlanduniversity werethesmall sizecftbeuniversity,and recommendationsfromother people.Themainreasonsgiven foroct attending Memorialwerethat:itwastoobigandcrowded.studentsbad received unfavourable reportsaboutthe institution, and students wanted to study outsidethe province.
Out-o f-pro vince studentsindicatedthat the persons mostinfluentialintheirdecision to attendtheir universitywere,in I'1lDkorder . friendsand reacbers, Universityrecruitersand
21 principalsrankedlowest.
Studentswholeavethe provincetostudytendtocome frommoreafBuctJlfamiliesthan thosewhogotoMemorial(DepartmentofEducation.1991 ).
In1995.the DepartmentofEducation conduct edanother study entitled '"1995 High SchoolGraduationFollow-Up".The majorliDdingsofthisstudyrevealed:
Out-of-provinceuniversityenrollmeots comprise 5.8%of the1995HighSchool graduates withthemajo rity ofthese students (78%)choosing to enrollinaMaritimeuniversity.The biggestMaritime enrollmentswereatAcadia.Dalhousie.andSt. Francis Xavier Universities.
Students'main~[]Sforattendinguniversity om-of-provinceincluded: program not offeredinNewfoUDdJand(14.3% ),to get awayfrombome(14.3%),smaDcrc:1asssize (13.5% ),endqualityofprogram (11.1%).
Students fromtheprovincewho attenda university outside Newfo undland&Labrado r feelthattheiruniversityis morcprestigious.thatitoffersgraduates better employment opportunities,andthatthe academicstandards.program quality and qualityof instruction are higherattheircurrentuniversitywhencompared to Memorial
Thepercentage ofsrudentsemeringMemorial UDiversitydirectlyout ofhigh scbool remainedrelativelystablebetween1985and1995,with theexceptionof aslightdecline between1993 and 1995.
ThenumberofNewfoundJandhighschool graduates areprojectedto declineoverthenext six years,but enrollmematMUNdirectlyout ofbighschoolisprojectedtoremain
28 coostantat34%(Department.ofEducation, 1996a).
AnthonyGoudiepublisheda reportforthe Centre forlnstitutiooalAnalysisandPlanning atMemorial examiningthef3ctonthatimpactuniversity enroUmentandforecastedtheenrollment outlookfor 1991to 2006.Thisreportindicated:
Ahigherincidence of emigration from the provinceoverthe lasttwoor threeyeanis negatively affectinghighschoolpopulatio nsandhencethenumberofstudentswhowill eventuallyapplytoMemo rial.
Difficultecooomic conditions haveresultedinan inordinatelyhighnumber of Newfoundlandfamiliesleavingtheprovince to secure employmentandsubsequently reducingthenumberofstudents whomighteventually apply to attendMUN.
Thereisamarkeddec linein thenumber ofstudents from Southern.CentralandLabrador regions oftbe provinceenrollingatMemorialoverthelastfouryears.
Another factorimpactingonthenumberof enrollmentsatMemorialiscompetitionfrom other universities(Go udie..1991).
Thepurposesoftbe proposed study ere: (I )toidentitYfactorsaffectingNewfoundland&
Labradorstudents'cboiceofuniversity;(2)toidentitYthemostsignificant&ctorsinfluencing students'choice nottoattend Memorial;(3) to explorethe reasons motivating Newfo undland.&
Labradoryouth toenrollinout-of-provinceuniversities;(4)togain insightintoNewfo undland&
Labradorstudents'knowledge:orandpercepdcesabout Memorialuniversity;and(5) to make rttOmmendations based onthe previousdata andthatobtainedinthecurrem:studytopromote
studems'interest inand enrollmentatMemorial University Campuses.
The intern proposes thatthisresearchisvalidinassistingMemorial Universitystaff to createauniversityenvironrnemthat ismoreattractivetotheprovince'sstudents. The intern anticipatesthatsuchastudycanbe Instrumema.Iinaeatingauniversityculturethat isboth dynamic andpositive.Theinsigbr.andinformationotnioedthrough thisprojectcan help administratorstoprovidemore viable and desirable options totheuniversity'sstudentbody.
Specifically,the research dataandanalysiscan impro'o'Cmention rates, aswellas enhance recruitmentstrategiesatMemorial University.lnformationprovided bypotential studentswill create amoresatisfyingenviro nment and anoverallpositive outlookfor the future.
Method
Afour-pagesurveywasusedin thissrudy entitled "1997 Community Relations Study- HighSchoolStudeots Survey" andwas madeupof four sections(Appendix G).Thefirstsection wasdesignedtodetermine whetherstudentswereplanningtoattend university afterhighschool andifso,which universitytheyplanned.onattending.Italsoaskedstudents if theybadatte nd eda recruitmentpresentationbya Memorial University representativeandifso,theirthoughtsonthe presemation.Inaddition,thissectionaskedsrudents if they hadattendedrecruitment presemations fromother universities to indicatewhichuniversityhadthebestpresentation.I
SectionTwo was designed forrespondentswhoindicatedinSectionOnethatthey plannedon attending Memorial astheir choiceof university.This section askedstudentswhat werethemostsignificantfactorsthatinfluencedthemtochooseMemorial Studentswereasked
30 tocbeck from alistaDfactorsthatappliedtotbem.'Theyweretheninstructedtoproceedto SectionFour.
SectionTbreeoCtbe surveywasdesignedfor students.whoindicatedinSectionOne.that theyplannedonattendingauniversityotherthanMemo rial2Itasked respondemssixmain questions.rD'Stly,i:r:asked.srudemsifMemorialwouldhavebeentheirsecond choiceof universitiesto attend. Secondly,itaskedstudentsthemajor reasontheydidnotchoose Memorial Thirdly,itasked the majorreason cbosenfor attendinganother university.Fourthly,it asked students to check fromalist allappropriatereasons forchoosingtoanend another universityover MemorialUniversity.Next, studentswere askedtoratetheirchosenuniversityon a10-pointLikert response scalewith"1·iDdicatingpoorand"10·iDdicatingexcellent.Students ratedtheirchosenuniversityontheirperceptions ofits(1)reputation;(2)schoolspirit;(3)quality of instruction; (4)qualityofinteUectual stimulation; (5) social experience;and (6)recruitment presentation.Lastly,studentswereaskedto ratetheirlevelof a.greemenr.withfivedirect statementsabouttheirperceptions oftbeir chosenuniversityonthe same 10-
pow
Liken responsescale.where"I"indicates a very strong disagreementand"10"indicatesavery strong agreement.Responses"'2"through "'9"indica1eagreement levels betweenthesetwo extremes.Tbesequestio ns askedstudents iftbeythoughttheirchosen university:(a)was one of tbe top ten universitiesin Canada;(b)wasbetter thanMemorialUaiversity';(e)was a welcomingandfriendly place;(d)was doingthebestitcangivenitsfinancial realities;and(e)bada better recruitment presentationthanotheruniversities.
Thefinalsection (Section Four)ofthesurveywasdesigned.to assessallstudmts' pctteptions about MemorialUniversity.Thesequestionsweredesignedsothat direct
3\ comparisoas could bemadewiththe datarevealedinSection Three(A.Goudie.personal communication.August.1997).Thus.the sametwo10-pointLikertresponse scalesusedto assess students perceptionoftbeirchosen university,wereDOWusedtoassess their perceptions of MemorialUnivttsity.Ifrespoodemsfeltthat theydidDOtknowenough information about Memo rial torespond.however, a spacewasprovidedforthemto check"Don'tKnow".This sectionalsosoughttodeterminethestudent'sgender.levelofbighschoolandallowed.a space for
Surveysweremailedto27 high schoolsin the fiveregions (Avalon, CentralSoutbem.
Western,andLabrador)oftbeprovince.Ofthcse 27 scboo ls,24participal:edinthestudyand returnedtbecompleted questionnaires.ThreehighschoolsdidDOtreturnthesurveys.Intotal..
therewere1.157Level mhighschoolstudentsparticipatingin thisstudy.Aprecise response rateis difficulttodeterminesincethereisuncertaiIKyaboutthe numberofstudentsthatwere asked tocompletethequestionnaire.Nceerbeless,thenumber of completed questionnaires returnedindicateda relativelyhighrateofresponse.
Theintern received permission from the Director oftbe Centre forlDstitutionaJAnalysis andPlanning,KevinClerk, andtheCentre'sStatisticalConsultant,Anthony Goudie to conduct an anaJys;sandinterpretationcftbe complettd\997CommunityRelations-HighSchoolStudems Surveys. A double suatified designforthesurvey was chosen toensure both a regional
32
representation of'tbeprovince'sLevelmstudents as well as amixof large andsmall high schools tobe sampled. Twenty-seven high schoolsin all.wererandomlyselected fromtheAvalon.
Ceot:ral,Southern.Western.andLabrador regions oftheprovince.Thedata regardingclasssize andenrollment containedinEducation Statistics-1995-96 (Department of Education. 1996b) wasusedtodeterminethenumber ofsurveys to be sent totheindividualschoo ls.Packageswere thensent totheseschools contamingtheappropria1em.unber ofquestionnaires.,anintroductory letter explainingthepurpose oftbe study,detailed instructions regarding distribution ofthe questionnairesand a letter fromthePresidentof MemorialUniversity, Dr. Arthur May,reiterating theimportanceof theresults(seeAppeodixHfortheimrodUClory letter, Appendix Ifortheletter regardingthedistribution of questionnaires.andAppendixJfortheletter fromthePresident).
Twenty-fouroftheselected 27highschools returned completedquestio nnaires. Two MUCEP(MemorialUniversityCareerEnha.ncementProgram)studettswere subsequently hired toopenthereturned envelopesandenterthedata into SPSS.Upo nthecompletionof this process,theinterncommencedananalysisandinterpretationof'tbedata,
Results
Inthissection, thefindingsin the1991Conununity Relations -HighSchool Stud ents Survey,pertinem totheintern'sresearchgoalswill bereported.
DecisionlQ AttendtJojymjry
SectionOneofthesurveyaskedthequestion."Areyouplanningtoanenduniversityafter highschoo l?"'.Ofthe1,157participants.797 (68.9%)indicatedthat theyplanned toattend
33 universityafterbighscbooL 337(29. 1%)indicatedtheydidDOt,.and 23(2.0-.4)didDOtrespocd to thisquestion.Whenasked."Whendidyou makethedecisiontoattenduniversity?'".551(69. 1%) stated LevelI,93(11.7%) stated LevelIl,137 (17.2% )statedLevelilland16 students (2.0%) didnotrespond,Figures1and2sho w these results.
- --0-- · -
.E.iaJ.G.l..Percentage ofstudents goingtouniversity.
UnivmjtyCboice
~
1..-1-,
L-d.lm'11.I.o<wII IM I
Eia=.2.Levelof high schoo l studentsmade decision10attend.
Respondentswerethenasked toindicatewhich univers itytheyplannedon attending upon graduation. Oftbe797studentswhoplanon attending university.themajority,530 (66.5%) expressed Memorial as theiruniversityof choice.Theremaining267srudentschoseuniversities otherthaDMUNtoattendinthefall,AsindicatedinTable 1.themostpopularchoiceof university,other than Memorial.wereuniversitiesinNova ScotiaandNew Brunswickwithtotals of 142(17.8%)andSO(6.3%) studentsplanningon atteoding. respectively.
Table l
NumbqofStydmtsandPm;emageoftbcirONjp; ofITniymjry(N~791)
Numberof Students
34
Percentage
MemoriaL NF
Acedia,NS Dalhousie.NS SLFrancisXavier,NS
Universityof NewBrunswick, NB St.Mary'sUoi=ity,NS MountAllison,NB St.ThomasUniversity,NB
UniversityCollege ofCapeBreto n. NS Carleton.ON
RoyalMilitaryCollege.ON UniversityofWestemOntario.ON MountSaintVincm.t.NS Queen' s University,ON
530 45 34 33 19 17
15 14
66.5 5.6 43
4.1 2.4 2.1 1.9 1.8 0.9 0.5 0.5 0.5 0.4 0.4
(fableContinues)
35
University Numberof Students Percentage
UoiversityofAIbcrta, AB 0.4
UoiversityofCalgary.AB 0.4
Univer'siteSaiate·AnDe.NS 0.4
YorkUniversity,ON 0.4
Uoiversity of Guelph. ON 03
UniversityofToronto.ON 03
Oth« 17 2.\
Didnotindicate 32 4.0
Total 797 100.0
As canbeseenfrom Table I.secondonlytoMemorial.wasAcadiaUniversity,cbcsenby 45 (5.6%)ofthe267studcms optingto leavetheprovince:.Dalhousiewasthechoiceof)4 (12.1%)respondents.while33(12.4%)srudentsselectedSLFreccesXavier.
Thedecisionof whK:bUDivttsityto artend was examined froma regionalperspectiveas well.Table2revealsthata clearmajorityof thestudentsfromtheAvalonregionoflhe province plantoattendMemorial.
36 Table 2
NwnbaofSNd entsby Regio nQIOOsingMgnorial IlniymjticinNovaScmjaandOther
(N-797)
Regen Number Memorial Nova Scotia Otber
Awlnn 316 273 16 27
West"" 214 125 42 47
Central 202 107 56 39
Soutbcm 49 20 21 18
Labrador 16
Tnw 797 530 142 125
Asindicatedabove. of theLevel
m
highscbool studentsfromtheotherfourregionsoftheprovince (excludingtheAvaJoo)whointendto enroUatauniversity, onlyslightlymorethan baIf(S3.4% )plantogotoMUN.Inexcess ofooe-balf(S3.2%)oftbestudentswhoplanto leave theprovincetoattendunivttsity.intendto go to NovaScotia..ltshould alsobenoted.thatthe majorityofstudentsfrom theSouthernandLabradorregions selected. universities otherthan MemorialUniversity.
37 Th;Cbojg;ofMexoorialJTnjymjty
Section Twoof tbesurveyrequired the530srudentswhochoseMemorialto checkfrom alistallfactorsthatinfluenced theirchoice.Table3liststhesefacto rsfromthemostpopularto leastpopularreasonsto attend Memorial
Tabid
facto"InftucncjngStudrnts'Q1ojg;toAttendManorial(N=530)
Factors
Proximitytobomc OverallgoodreputatioJn
Pereets
Friends/siblingsareattendingMemorial F'mancialreasons
Qualityoftheprogram Friendspreviouslyattended MUN TeachetslGuidanceCounse llors Qualityof instruction Siblings previouslyatteodedMUN
NumberofStudents Percentage
317 59.8
298 56.2
281 53.0
217 40.9
215 40.6
20 1 37.9
143 27.0
128 24.2
121 22.8
97 18.3
(Table Continues)
Fact ors
Parents previouslyattendedMUN Memorial'srecruitmentpresentation R=Mdscho1arsllipfrom MUN
NumberofStudems
62 62
Percentage
11.7 11.7 0.8
38
Theabovetableshowsthatthe three factors mostinfluentialinstudents'choicetoattend Memo rialareinrankorder:proximitytohome.,goodreputation.andparentalinput.Notably, MUN'srecruitmera presmtarionandscholarshipaIlocatioaswererankedthetwoleastimportant factorsimpactingstudents'decisionto attend MON.
\Vhenthisdatawasexamined from aregionalperspective,itwasshownthatstudentsfrom theSouthernregionoftbc province responded differently totheabove factorsthandidstudents fromtheother four regio ns.Tab le4showsthefactors influencingstudents'decisio ns toattend MUN bythefiveprovincialregio ns.Itrevealsthat studeotsfromtheSouthernregionare most.
influencedto anend Memorialbecauseof its reputationandthequalityofprograms.Unlike students fromtheotherregions.SouthernNewfoundlandstudentsare onlymiJdlyimpactedby parentalinputandfriendspreviouslyattendingMUN.Thereisalsoa significantly higher percentage ofstudents fromthe Southernregion being influencedbyteac hersand/or guidance counsellorsto enroUatMemorial
39 Table4
Percentag eofFactQa IntJuc;ncingStudgus 'CbojectoAttend MemorialbyRegion (N-SJO)
Factor AvalonWestern Central Southern Labrador Total
(273) (125) (107) (20) (5) (530)
Proximitytobome 59.0 68.0 60.4 15.0 80.0 59.9
Overallgoodreputation 60.1 46.4 55.7 65.0 80.0 56.3
Parents 56.8 53.6 48.1 20.0 80.0 53.1
Frien<WSiblingsareartendmgMUN 39.9 43.2 42.5 35.0 40.0 41.0
Fioancialreasons 37.4 54.4 31.1 45.0 60.0 40.6
Quality ofprogram 35.2 36.8 40.6 65.0 60.0 38.0
Friendspreviouslyattended MUN 26.4 25.6 33.0 10.0 40.0 27.0 Teachers/GuidanceCounsellors 28.2 15 .2 19.8 45.0 40.0 24.2
Qualityof instruction 22.7 15.2 28.3 40.0 40.0 22.9
Siblingspreviouslyattended MUN 18.7 18.4 17.0 15.0 40.0 18.3 Parentspreviously attended MUN 12.1 7.2 16.0 15.0 0.0 11.7
MUN'sreauitmentpresentation 12.1 8.0 113 25.0 40.0 11.7
ReceivedscholarshipfromMUN 1.1 0.0 0.9 0.0 0.0 0.8
40 Th;;ChoiceoraIlnjymjtyOthq than MqnoriaJ
[0SectionThreeoftbe survey,the267srudents whochosetoattend auniversityother thanMemorialwere askedathey wouldhavepickedMUN as their second choice.Seventy-nine (29.6%)studentsagreed thattheywould have. They were thenasked to indicate the major reasontheydidnot choose MemorialOfthe225 (84.3%)students whorespondedtothis question.49(2 1.8% )said the programtheywantedwas oot availablc.26 (11.6% )did not have the marksand25(11.t%)wantedthe experience ofliving away frombome(seeAppendixKfor a completelistoftbesc: responses).
Next,the267 studentswereaskedto indicatethemajor reason they chose to attend a university otherthanMUN.Ofthe187(70% )students who responded, program availability was the majorreason for37(19.r....)students. reputationof chosen universitywaslistedas amajor reason for22(11.8%)students.and20 (lO.l'l.)wantedto anend asmallerunivenity(see Appendix.Lforother responses tothisquestion).
All267students werethen asked to check from alistallother appropriate reasons as to why theychose to attend auniversityotherthanMemorial University.Table 5 liststhese reasons inorder of mostpopular toleastpopular.As indicatedin thetable.themost popular reason students arechoosinganotheruniversityotherthan MC'IOOrialistoexperiencelivingawayfrom bome(65.1%).Thequalityoftheprogramattheir chosenuniversityand thelargeclasssizeat Memorial werelistedasthetwonext most popular reasonstoattend another university(59.1%
and47.2%respectively).
Table 5
Reasons SrudentsQmQga HnjyersjtyOtherthanMemorial (N-267)
4\
Reason
[ wantedtoexpereecelivingaway fromhome ThequalityofthcprogramIwish topursueisbetteratmy chosenuniversity
Classsize istoo largeatMemorial Memorialisovercrowded
Thequalityof instructionisbetteratmychosenuniversity Mycbosenuniversitybasbetteracademicstandards OpportlJllitiesto broaden socialexperiencesarebetteratmy chosenuniversity
Myparentsencouraged metogotomychosen univemty Memorialistoo large
Ihaveabetterchanceof gettingajob aftergraduating from mychosen university
MyfriendsorSIblings are anendingmychosenuniversity LivinginNewfoundlandisdepressing
Schoolspiritisbetteratmy chosenuniversity I'm goingtohavetoleaveNewfoundlandtogetajob,so wbyDOtleave now
NumberofstUdents Percentage
\74 65.1
\58 59.\
\26 472
I2J 46.1
122 45.7
III 41.6
III 41.6
\02 38.2
94 35.2
92 34.5
88 33.0
88 33.0
79 29.6
76 28.5
(TableContinues)
Reason
Iwas awarded ascholarshipfrommychosenuniversity TheprogramIam followingisDOtofferedatMemorial Myfriendsof SIblingsattendedmy chosenuniversity Myteachersorguidancecounsellorsencourag edme to goto mychosenuniversity
Memorialdoes not have a good reputation
Onlythosewhocan'tgetin anywhereelse attend Memorial Mypa:rem(s)attendedmychosenuniversity
42
Number ofSrudcnts Percentage
69 25.9
68 25.5
62 23.2
6\ 22.9
41 15.4
27 10.1
2.6
The nextquestionin thissectionofthesurveyaskedstudents to ratetheirchosen university,usinga 100pointLikertresponse scale where"10"indicatedanexcel lentratingand"I"
indicatedapoor rating.Response nttings from""2"to"9"indicatedratinglevelsbetweenthese twoextremes. Tbe numberofrespoodents. the mean response and standard deviation forthe items rated are showninTable 6.Thistablerevealsthatstudentswhoattend an cut-of-province universityconsistently givetheirchosen university high ratings,ranging from a meanof8.17eSD 1.91 )to a meanoC8.83(SU 1.47) .
43 Table6
Numberof Rcspo ndemsMean Responseand St1lnda,rd I'>;yjatjonforbermMasming Smdents' PerceptionspftbeirChosenIlniyersjty (N=267)
Item NumberofRespondents Mean Standanl
Deviation
Reputation 247 8.83 1.47
Schoolspirit 236 8.24 1.58
Qualityof instruction 239 8.65 1.16
Qualityofimellectualstimulation 236 8.42 1.35
Potentialsocialexperience 242 8.70 1.3 7
Recruitmentpresentation 196 8.17 1.91
~ A response of Iindicates.verypoorrating,10indicates an excei!entrating,and2through9 indicatelevelsbetweenthesetwo0l:tr1::mC5.
Thefinalquestioninthissectionaskedstudentstoratefivestatementsbasedontheir perceptions oftbeirchosen university.ThesameIO-point Likertresponse scalewasused.The statement,thenumberofresponses,themeanratingandstandarddeviationsare presentedin Table7.A1J indicatedinthe table, studentsgavetheirchosen university thebighestratingeM:;;
8.57.
so.""
1.68) for perceivingittobe a welcomingandfiieodlyPlace.andrated itlowest(M- 6.95.SI2'"2.66)00itsrecruinnentpresentation.44 Tobie7
Number ofRespondcntsMsan Raring andStandardDeyiatjonforItemsMasuringSnxJms' Pmmtjons oftbcirCbo:;a[fniymity(N=267)
It"" Numberof Mean Standard
Respondents Deviation
Top10inCanada 237 8.19 2.27
Betterthan MUN 237 8.23 2.27
W,lcoming& m.ndIyplace 240 8.57 1.68
Doingthebestitcan 233 7.96 1.91
Betterrecruitmentpresemarionthan other universities 19 8 6.95 2.66
~ Aresponse ofIindicatesvery strongdisagreement,10 indicates verystrongagreement, and responses of2through9indicateagreementleve ls between these two extremes.
Pqcmtjons About MamOu!!!niyrprtty
Thisfinalsection(Sectio n Four ) of thesurveywasdesignedtoassessallstudents' perceptions about MemorialUniversity.Twoto-polotLikert responsescales similartothose usedin theprevious sectionwereemployedsodirectcomparisons couldbemade between Memorialand.otheruniversities.Tbesamesetof11 items arenowaskedofMcroorialUniversity, buttwo differences exist.Thefirstdifferencebetweenthetwosets of itemsisthat theitem
"'ChosenUniversityisBetterthanMUN"'inSection'Ibree,isDOWreplacedwith"MUNisaParty Place"inSectionFour.Secondly,unlikeSectionThree.Section Fourincludedaspacelabelled
45 '"Don'tKecw" forthoserespoedeers whofeb: theydidDOthavesufficientIcmwledge about Memorialto expresstheiropinio n.Thisadditionalcateg ory accountedforthelow response rate onthese items.Table 8presentsthenumberof respo cdents.,the mean ratingsand standard deviations forthe11items.Ascanbeseen.thebigbestratingMemorial received was forits perceivedsocialexperience(M
=
6.64.SO=2.23).StudentsdidDOtperceive Memorial as a top Canadianuniversityon a consistentbasis,asindicar.edbyalow meanresponseof 5.46 (SO= 2.83).TableS
Number ofRapnnden! SMgmRatingandStandardI"leWtjonfurItemsMgsyringStud ents"
perceptionsQfMemo rial(Tniyersity(N=-1.157)
Item NumberofRespoodents Mean Standanl
Deviation
1. Reputatio n 212 6.40 1.86
2.Schoolspirit 149 6.11 2.17
3.Qualityof iDsttuction 162 6.41 1.79
4.Quality ofintellectual stimulation 140 6.49 1.83
5.Po tential social experience 153 6.64 2.23
(Table Continues)
