Post on 28-Dec-2015
Results from the 2008 Alumni Attitude Study©
Presented by:
Cal State Fullerton
Alumni Attitude Study©
About the Study©
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Underlying Principles for Alumni Feedback Processes
Actionable ResultsActionable results begin with careful question wording, construction, and order. Results can and should guide an organization toward those improvement opportunities that would have the most impact.
Prioritized Improvement OpportunitiesThe true measure of a survey’s efficacy is in the extraction of action items that can be implemented to enhance the alumni relationship. Survey research, conducted by PEG, will assist the organization in identifying improvement opportunities and understanding implications of their implementation.
Enhanced Brand/Image RecognitionBased on our extensive experience in alumni research, we believe that it is very important to brand the survey as a university communication piece. All communications are an opportunity to increase brand awareness and goodwill among the alumni population. These branding benefits accrue even among those who do not complete the survey. The specific elements (logos, colors, etc.) of the brand are introduced and reinforced.
Alumni PartnershipBy directly asking for their input in a professional, deliberate way, the university demonstrates to alumni that their opinion is important. The institution is entering into a different type of relationship – one in which alumni input is highly valued. Implementing all elements of the Alumni Partnership Model© will further enhance this relationship.
Original TimelineJuly 08 Sept 08Aug 08 Oct 08 Dec 08Nov 08 Jan 09
Phase IDesign and development individual university instruments, finalize contracts, and launch surveys
Phase IDesign and development individual university instruments, finalize contracts, and launch surveys
Phase IIDistribute
Phase IIDistribute
Phase IIIAnalysis and Reporting
Phase IIIAnalysis and Reporting
Feb 09
Study Results:Distribution and Response
Response Rate
Surveys Distributed
Returned Email (bad addresses)
Presumed Delivered
Number of responses
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9.64%
22,328
5,294
17,034
1,642
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Study Results:Distribution and Response
* Source: “The Ever-Shifting Internet Population”, The Pew Internet & American Life Project, April 16, 2003.
Bias is inherent in all research studies. It must be understood and minimized where possible.
Confidence Interval
• Computation based on number of responses and variation of responses
• Assumes random distribution and ability to respond
• Response percentage is not part of the consideration for this calculation
Non-Response Bias
• A low survey response rate and corresponding high non-response rate causes concern about differences between respondents and non-respondents
• Exists in both internet and phone surveys as well as mail
• Consistency of ranking for question groups helps alleviate concern
• Distribution across membership status, age, and gender also helps reduce concern
Selection Bias
• A survey will be more representative of the entire population if sample selection is truly random and each member of the population has an equal opportunity to be selected
• Possibly more of an internet issue currently for some schools
• Approximately 82% of college graduates have access to the internet and email*
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ParticipantsAll School Comparables
Alaska, University of at Fairbanks Concordia Oakland University West Virginia University
Boise State University Drake University Ohio University Western Michigan University
Brandeis University Drexel Oregon, University of Western Michigan University
Buffalo State George Mason University Ouachita Baptist University Winthrop
California-Berkeley, University of George Washington University Pittsburgh, University of Wisconsin LaCrosse
California-Davis, University of Georgetown University Portland State University
California-Irvine, University of Ithaca College Purdue
California-LA (UCLA), University of Jacksonville State University Rochester Institute of Tech
California-Riverside, University of Kansas, University of Southern Illinois University
California-San Diego, University of Kent State University Southern Methodist University
California-San Francisco, University of Linfield College Southern Mississippi, University of
California-Santa Barbara, University of Massachusetts at Lowell, University of
Spelman College
California-Santa Cruz, University of Missouri, University of St. John’s University
Case Western University Montana State University SUNY – University at Albany
Cedarville University Montana, University of Syracuse University
Central Florida, University of Nevada at Las Vegas, University of Texas Christian University
Central Washington University New Mexico, University of Tufts
Cincinnati, University of New York University University of Houston
Colorado State University Niagara Utah, University of
Colorado-Boulder, University of North Dakota State University Weber State University
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ParticipantsCSU Comparables
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CSU Bakersfield
Cal Poly Pomona
Cal Poly SLO
Chico State
CSU, Dominguez Hills
Cal State East Bay
Fresno State
Cal State Fullerton
Humboldt State University
CSU Long Beach
CSU Northridge
Sacramento State University
CSU San Bernardino
San Diego State University
San Jose State University
Cal State San Marcos
Sonoma State University
CSU Stanislaus
WW
II/Post
WW
II*
- 1963
Woodsto
ck/V
ietnam
1964 - 1973
Post-W
atergate
1974 - 1980
Yuppie/End Cold W
ar
1981 - 1993
Electronic
Revolution/
Dot-com
1994 - 2000
Post-9/1
1
2001 -
Hobby/Interests
Gender/Ethnicity
Career
FamilyYoung Adult/Discovery26 to 30
Stable/Mid-Life45 to 62
Building/Growth31 to 44
Mature/Contemplative63 and older
Age
Recent Graduates21 to 25
Grad Year
LIFEST
YLE
ERA
LIFECYCLE
Foundational ConceptsAlumni Segmentation Model©
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Population Demographics
Study Results
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Distribution and ResponseBy Degree Obtained
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Distribution and Response Degree Obtained By Cohort
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Distribution and ResponseBy Location of Current Residence
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Distribution and Response Location of Current Residence By Cohort
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Distribution and ResponseBy Ethnicity
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Distribution and Response Ethnicity By Cohort
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Distribution and ResponseBy Era
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Perc
enta
ge o
f Res
pond
ents
Response Rate
NOTE: Response rate is unadjusted for bad email addresses.
Distribution and ResponseBy Era
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Perc
enta
ge o
f Res
pond
ents
Response Rate
NOTE: Response rate is unadjusted for bad email addresses.
Distribution and Response Era By Cohort
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Distribution and ResponseBy Gender
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Distribution and Response Gender By Cohort
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Distribution and ResponseBy Gender across Generations
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Distribution and ResponseBy Q23 Intent to Participate Financially
Non-contributors ContributorsMight
contribute in the future
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Perc
enta
ge o
f Res
pond
ents
Distribution and ResponseBy Q23 Intent to Participate Financially vs. Q02
Non-contributors ContributorsMight contribute in the future
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Perc
enta
ge o
f Res
pond
ents
How often do you promote Cal State Fullerton to others?
ImplicationsHighlighted issues and areas of focus
• Communicate to alumni how the diploma is increasing in equity
• Provide opportunities for alumni to provide feedback and engage in activities
• Job and career related activities• Communicate differently with younger alumni
(30 and under)• Branding presence on campus• Engaging alumni who are out-of-state
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Communication
Study Results
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Q18. In your relationship with the University, please describe how often you do or have done the following.
Never One time A few times Frequently
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Q18. In your relationship with the University, please describe how often you do or have done the following.By Era
Never One time A few times Frequently
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Q19. For each of the communication methods listed below, please tell us how important that method is to you and also rate the University’s effectiveness in utilizing that method.
Not Important
Poor
SomewhatImportant
Fair
Very Important
Good
CriticallyImportantExcellent
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Q19. For each of the communication methods listed below, please tell us how important that method is to you and also rate the University’s effectiveness in utilizing that method.
Importance exceeds Performance
Performance exceeds Importance
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Q19. For each of the communication methods listed below, please tell us how important that method is to you and also rate the University’s effectiveness in utilizing that method.Gap Analysis By Era
Importance exceeds Performance
Performance exceeds Importance
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Q20. Please indicate how much each of the following impacts your overall current opinion of the University:Percentage of respondents who chose top two choices
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Q20. Please indicate how much each of the following impacts your overall current opinion of the University:Percentage of respondents who chose top two choices
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Perc
ent
NoImpact
Significant Impact
Critical Impact
SomeImpact
Q20. Please indicate how much each of the following impacts your overall current opinion of the University:By Era
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Q24. Please indicate your feeling regarding the frequency of the following.
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Way too much
About rightWould
welcome more
Not nearly enough
A little too much
Q24. Please indicate your feeling regarding the frequency of the following.By Era
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Current and Future Alumni Programs
Study Results
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Q08. How important is it for you and alumni in general to do the following and how well the University does at supporting alumni in doing them?
Not Important
Poor
SomewhatImportant
Fair
Very Important
Good
CriticallyImportantExcellent
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Importance exceeds Performance
Performance exceeds Importance
Q08. How important is it for you and alumni in general to do the following and how well the University does at supporting alumni in doing them?Gap Analysis
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Importance exceeds Performance
Performance exceeds Importance
Q08. How important is it for you and alumni in general to do the following and how well the University does at supporting alumni in doing them?Gap Analysis by Era
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Q17. How would you most like to be contacted by the University?
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Perc
enta
ge o
f Res
pond
ents
Q16. What are barriers to your participation in alumni activities?
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Perc
enta
ge o
f Res
pond
ents
Q16. What are barriers to your participation in alumni activities?By Location of Current Residence
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Perc
enta
ge o
f Res
pond
ents
Q13. How important was each of the following to your experience as a student, and how well did the University do at providing them?
Not Important
Poor
SomewhatImportant
Fair
Very Important
Good
CriticallyImportantExcellent
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Importance exceeds Performance
Performance exceeds Importance
Q13. How important was each of the following to your experience as a student, and how well did the University do at providing them?Gap Analysis
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Importance exceeds Performance
Performance exceeds Importance
Q13. How important was each of the following to your experience as a student, and how well did the University do at providing them?Gap Analysis by Era
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Importance exceeds Performance
Performance exceeds Importance
Q13. How important was each of the following to your experience as a student, and how well did the University do at providing them?Gap Analysis by Cohort
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Q12. In which of the following organizations/activities did you participate as a student?
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Perc
enta
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f Res
pond
ents
Q12. In which of the following organizations/activities did you participate as a student?By Era
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Perc
enta
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f Res
pond
ents
Q25. How much do you agree/disagree that the following describes people who currently join/are members of Cal State Alumni Association?
Strongly disagree
Generally disagree
Generally agree
Strongly agree
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Q25. How much do you agree/disagree that the following describes people who currently join/are members of Cal State Alumni Association?By Era
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Strongly disagree
Generally disagree
Generally agree
Strongly agree
Q26. How important are each of the following to you as a reason to join the Cal State Fullerton Alumni Association?
Not important
Somewhat important
Very important
Critically important
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Q26. How important are each of the following to you as a reason to join the Cal State Fullerton Alumni Association?By Era
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Not important
Somewhat important
Very important
Critically important
Q27. On a scale of 1-5 (with 1 being the lowest), how useful were the following benefits to you?
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Q27. On a scale of 1-5 (with 1 being the lowest), how useful were the following benefits to you?By Era
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Loyalty
Study Results
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Q07. How well did the highest degree from the University prepare you for each of the following?
Poor preparation
Fairpreparation
Goodpreparation
Excellentpreparation
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Poor preparation
Fairpreparation
Goodpreparation
Excellentpreparation
Q07. How well did the highest degree from the University prepare you for each of the following?By Era
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Q01. How would you rate your decision to attend the University?
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Perc
enta
ge o
f Res
pond
ents
Q01. How would you rate your decision to attend the University?
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Perc
enta
ge o
f Res
pond
ents
Q04. Which of the following best describes your experience as a student?
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Perc
enta
ge o
f Res
pond
ents
Q04. Which of the following best describes your experience as a student?
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Perc
enta
ge o
f Res
pond
ents
Q02. How often do you promote the University to others?
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Perc
enta
ge o
f Res
pond
ents
Q02. How often do you promote the University to others?
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Perc
enta
ge o
f Res
pond
ents
Q06. Which of the following best describes your overall current opinion of the University?
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Perc
enta
ge o
f Res
pond
ents
Q06. Which of the following best describes your overall current opinion of the University?
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Perc
enta
ge o
f Res
pond
ents
Q05. Which of the following best describes your experience as an alumnus/a?
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Perc
enta
ge o
f Res
pond
ents
Q05. Which of the following best describes your experience as an alumnus/a?
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Perc
enta
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f Res
pond
ents
Correlation AnalysisHighest correlation to “loyalty” across all questions
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Correlation AnalysisHighest correlation to “loyalty” across all questions
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Implications
Study Findings
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Potential First ActionsHighlighted issues and areas of focus
• Feedback to the alumni• Career related programs for students and
alumni• Targeted communications focusing on
successful event outcomes – use the lever you have
• Build campus coalitions around alumni by sharing and discussing data
Slide 73
Foundation ConceptsAlumni Partnership Model
©
Initiate the process by asking their
opinion
Initiate the process by asking their
opinion
Alumni feedback is not a one-time event, but rather an ongoing process of measurement, action, and re-measurement.
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Robert ShossTel: (713) 527-0078 Fax: (713) 524-4324rshoss@pegltd.comwww.pegltd.com
Contact Information
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