ࡱ>  nvbjbjVV <<nnff4L)L0uuuuuP*z :0<0<0<0<0<0<0$2G5\`0PP`0uuu0&&&uu:0&:0&&r".T"/u\.!^v.&0000.5L 5"/5"/&44h,`0`0T%05f o:  SENATE AGENDA ITEM VI.A.1 12 April 2011 APPROVED FACULTY SENATE 12 April 2011 Presidents Performance Survey Report ~ 2009-2010 Academic Year April 5, 2011 Faculty Senate Committee on Provost and Presidential Performance (CPPP) Senators: Lynda Conover (Chair), Netkal Made Gowda, Phyllis Farley Rippey, Mandeep Singh, William Thompson Overview and Methodology At the request of the Board of Trustees standing Presidential Evaluation and Assessment Committee, the Faculty Senate conducts an annual survey of the faculty regarding their views of the Presidents performance over the past year. The instrument utilized for this survey was altered from that of the 2009-2010 survey only with the addition of a single question that asked respondents if they would like to review the Presidents stated goals for FY2011. The rationale in keeping the instrument unaltered was to be able to garner insights from the longitudinal data. The year being surveyed here is the 2009/2010 academic year. The survey was conducted on-line by e-mailing each eligible faculty member (658 faculty were invited to participate) a web link to complete the survey. Eligible faculty had three weeks to respond (opened Feb 9, 2011 and closed Mar 1, 2011, 11:59 p.m.) and were given two separate reminders in addition to the initial invitation to complete the survey. 133 faculty or 20.2 % of the total faculty agreed to participate in the survey. This represents a decline from the previous surveys return rate of 30.9% and the return rate of the 2007/2008 return rate of 39.4%. A 5-point Likert scale was used to respond to the items (1 = Not Effective to 5 = Highly Effective). The survey instrument had 35 questions divided into three focus areas: Total Campus Enterprise, Academic Goals, and Personnel, Faculty Relations and Campus Issues. Demographic information, along with open comment sections, was also included in the survey. The quantitative results of the survey can be seen in Table A: Presidents Survey Quantitative Data. Table A provides a quantitative review of the Presidents job performance for the 2009-2010 academic year. Demographic Overview 55% of the survey participants were men. This 55%/45% disparity compares with the difference in numbers between men (52%) and women (48%) on the faculty reported by Institutional Research and Planning. New faculty (24%) and those in mid-career (42%) were most likely to participate in the survey. Senior faculty (16%) were the least likely to do so. Of those who took the survey, 40% belonged to the College of Arts and Science, a number significantly in advance of the next nearest college, the College of Education and Human Services at 26%. Please note that these values do not sum up to being 100% because some participants chose not to report their campus affiliations. Finally, a fifth of the faculty who took the survey (20%) said they interact with the president 1 to 3 times a semester. Another 12% interacted with him 1 to 3 times per month, meaning a 1/3 of the faculty have regular contact with the president, indicating a president with a high accessibility to faculty. Overall Effectiveness The faculty reported an overall mean rate of effectiveness of 3.92 with a 1.19 standard deviation for the President. This represents an increase in perceived effectiveness as compared to the 2008-2009 survey (M = 3.76). When asked if overall, the President fosters the mission of the university, the mean increased to a 4.10. Total Campus Enterprise Support for Scholarship When asked if the President actively promotes an environment for excellence in scholarship, the mean response from the faculty was a response of 3.75 with a 1.16 standard deviation. Of the 123 responses in this category, 39 rated the President with a 5 (highly effective) and 40 rated him with a 4,giving him 79 responses that rated him as effective. However, 20 ranked him in the lowest two categories with another 24 ranking him in the middle category. This suggests a significant number of faculty are either neutral as regards the presidents performance in the area of supporting scholarship or disapproving. Faculty perceptions in this area are markedly critical. Support for Teaching Respondents provided a 3.95 (79% on a 5 point scale) mean with a 1.14 deviation when asked if the president actively promotes an environment for excellence in teaching. Of the 125 responses in this category, 50 (40%) rated the president with a 5 (Highly Effective); another 40(32%) rated him with 4 for a total of 90 (72%) in the top two categories. 14 (11.2%) respondents placed the Presidents performance in the lowest two categories, with 21 (16.8%) placing him in the middle category at 3 for a total of 28% in these three groups. The president enjoys fairly strong support for his efforts as regards teaching. Support for Students The 120 respondents in this category gave the President a mean score of 4.03 with a standard deviation of 1.06, for actively promoting an environment for excellence in student learning. 51 gave him a 5 (Highly Effective) and 37 gave him a 4, giving him 73.3% responses in the top two categories. 12 placed him in the bottom two categories. 20 responded with 3s. The numbers indicate that faculty are confident that the president actively promotes the students academic welfare, (i.e., promotes an environment for excellence) that is similar to his support for teaching. Campus Mission Survey respondents gave the president a 4.03 mean with a standard deviation of 1.18 for supporting the university mission relative to short-term strategic planning and a 4.01 mean with a standard deviation of 1.17 for promoting policies that support the mission of the university relative to long-term strategic planning. When the question was phrased in geographic terms, the President was given the highest mean averages for promoting the universitys mission to the local community (4.14). His rating for actively promoting the Universitys mission to the western Illinois region yielded a mean of 4.09 and a mean of 3.87 beyond the region. It should be noted that 111 persons responded to the local question whereas only 87 responded to the beyond the region question. Academic Goals The President was given the highest marks for fostering effective relationships with alumni, receiving a mean of 4.14 and lowest for working with government agencies, ratings for relationships with potential donors and the local community falling between those. When asked about fostering the interests of the students, the university, and the faculty to the Board of Trustees, the President received a 4.08 as regards students, a 3.97 as regards the university, and 3.56 as regards the faculty. In short, the president is generally felt to be a stronger advocate for students to the Board than for faculty. This faculty/student split is in line with those described in other portions of this report. When asked if the President promotes policies that foster the activities of your department or academic unit, the President received a mean of 3.47. The President received a mean of 3.74 for working with the provost to allocate resources for departments and a 3.60 for working with Deans to the same end. Asked if the president manages the universitys resources well, respondents gave the President a mean of 4.18 with 58% of the respondents believing the president to be highly effective in this area. So while faculty feel the President is serving the universitys mission as a whole, they are considerably less certain that he is serving the best interests of their particular unit. Again, this may be an inevitable response in an environment in which faculty are told that the President is doing his best to keep the institution afloatand see that he is succeeding. Faculty and staff seem to focus on this macro level work by the President and approve of it but must work day to day within the narrowing confines of their department and facilities. Working with the Provost and Vice President for Student Services Faculty, when asked if the President works effectively with the Provost anticipating future needs, responded with a mean of 3.43 for the faculty, 3.60 for the staff, and 3.72 for the students. It should be noted that 104 faculty responded to the faculty part of this question, while 83 responded to the staff question. The faculty gave the President a mean rating of 3.93 for working with the Vice President for Student Services to foster policies for student leadership, and a 3.94 for fostering policies for co-curricular participation. Personnel, Faculty Relations, and Campus Issues This report shows as a rule that faculty feel that the President is concerned with promoting students well-being perhaps at a slightly greater level than that of faculty. For instance, when asked if, Regarding faculty, the Presidents management practices promote excellence, faculty responses yielded a mean score of 3.64. When asked if management practices promote excellence for student activities, faculty provided a mean score of 3.99. When asked the question above as regards diversity in the faculty ranks, responses resulted in the president receiving a mean of 4.0 and as regards diversity in student activities a 4.24. The pattern emerges again when asked if the President is accessible to concerns from students. Faculty rated this accessibility to concerns with responses that yield a 4.38 mean in accessibility to student concerns and a 3.85 mean for accessibility to faculty concerns. This 3.85 was lower than the perceived accessibility to staff and to community members. Those who believe that the university best meets its mission as a student-centered entity will be encouraged by these responses. Other faculty members who feel that students and faculty deserve equal support may view these findings less favorably. When queried whether the President allocates resources so that your department or academic unit's faculty can accomplish their research mission, faculty gave the President a mean rating of 3.05. Interestingly, for this question the number of respondents in the two effective/highly effective tiers and two lowest (i.e.,not effective) tiers were very nearly the same. 39 respondents answered at the lower two tiers and 41 respondents answered at the higher two tiers. Quad Cities Campus When asked if the President provides leadership as regards the Quad Cities campus in the area of planning, faculty gave the President a mean score of 3.91; in the area of developing, a 3.90; in implementing, a 3.87; and in assessing a 3.77. When queried as to the safety, healthiness, and pleasantness of the Quad Cities Campus, faculty responded in a positive manner, giving safety a mean of 4.31, health 4.33 and pleasantness a 4.33. Macomb Campus Faculty gave the president lower scores when assessing his maintenance of the work environment on the Macomb campus. Safety received a mean of 3.88; healthiness, 3.81; and pleasantness a 3.76. This 10% difference in means of responses may reflect the difficulties of deferred maintenance on the 鶹 campus. Overall Performance Faculty gave the President slightly lower marks related to the making of effective administrative appointments, yielding a mean of 3.23 compared to last years responses which yielded a mean of 3.76. Faculty responded to The President supports faculty governance at all levels with 69% of responses at the effective/highly effective rating categories. The mean of the ratings for this question was 3.70. When asked if The President directs the university's physical facilities so that they meet the needs of your department or academic unit, the faculty allotted the President a mean of 3.32. Deferred maintenance may account for these particular ratings, and such deferred maintenance is likely a necessary evil in the universitys current parlous fiscal state. Yet, it is worth noting that the physical facilities ratings are in keeping with faculty responses regarding support for scholarship and teaching. In the 2008-2009 survey of the Presidents performance, President Goldfarb scored below 3.0 on two questions asking about allocating resources to accomplish faculty research missions and on making excellent administrative appointments. On the 2009-2010 survey, the President received no mean scores below 3.0. His lowest ratings were received, however, on the same two questions. In this years survey, the President received a mean rating of 3.05 for allocating resources to further the faculty research mission and a mean rating of 3.23 on his ability to make effective administrative appointments. It is not surprising that responses to questions related to resource allotment apparently reflect the difficult budget issues the university currently faces. It can also be noted that the Presidents ability to make administrative appointments that receive overall faculty approval has improved. Table A: Presidents Survey Quantitative Data Q #Question TextMean (Average) ScoreStandard Deviation*N (# of respondents per question/ (no opinion/no answer**)2008-092009-102010 - 112008-092009-102010 - 112008-092009-102010 -111.The President promotes an environment for excellence in: i. Scholarship ii. Teaching iii. Student learning 3.64 3.78 3.79 3.62 3.82 3.85 3.75 3.95 4.03  1.30 1.23 1.21 1.28 1.15 1.12 1.16 1.14 1.06 236 ( 13/3) 236 (12/4) 226 ( 22/2) 201 (7 /12) 201 (5 /9) 201 (8 /10)  123 125 1202.The President promotes policies that support the mission of the university relative to: i. Short term strategic planning ii. Long term strategic planning 3.88 3.87 3.97 3.96 4.03 4.01 1.24 1.30 1.17 1.21 1.18 1.17 225 (22/4) 223 (23 /5) 201 (12/11) 201 (12/9)  116 115   3.The President actively promotes the Universitys academic mission to: i. The local community ii. The western Illinois region iii. Beyond the region 4.11 4.05 3.90 4.09 4.05 3.87 4.14 4.09 3.87 1.14 1.17 1.31 1.12 1.12 1.22 1.12 1.17 1.20 230 (18/4) 216 (28/7) 183 (50/14) 210(12/10) 201 (17/10) 201 (12/33) 111 106 874.The President manages the Universitys resources well.3.803.964.181.261.271.20223 (20/5)189 (8/1)1206.The President fosters effective relationships with: Government agencies Potential donors Alumni Local Community 3.92 4.07 4.10 4.06 3.99 3.97 4.05 3.98 3.96 4.05 4.14 4.01 1.22 1.12 1.07 1.17 1.22 1.20 1.07 1.15 1.12 1.10 1.09 1.08 164 (69/18) 178 (54/17) 192 (45/13) 214 (26/8) 201 (38/22) 201 (34 /23) 201(23/21) 201 (16 /19) 90 93 101 1047.Overall the President works effectively with the Board of Trustees in fostering the interests of: The faculty The students The university 3.44 3.89 3.90 3.63 3.99 4.01 3.56 4.08 3.97 1.44 1.16 1.20 1.29 1.14 1.13 1.42 1.13 1.26 197 (43/11) 180 (56/13) 189 (50/10) 201 (17/27) 201 (35/27) 201 (31/24) 108 99 1088.The President Actively Promotes Policies that foster the activities of your department or academic unit3.063.453.471.401.251.25227 (21/3)158 (8/2)1339.The President actively secures funding to support university initiatives3.623.963.881.341.271.23211 (32/5)189 (8/1)10110.Overall the President fosters the mission of 鶹 Illinois University.3.833.874.101.261.221.12233 (14/3)166 (3/1)12211.The President works effectively with the Provost and Deans to allocate resources for your department or academic unit to achieve 鶹 Illinois Universitys mission. i. President with Provost ii. President with your Dean 3.23 3.05 3.45 3.53 3.74 3.60 1.43 1.43 1.31 1.26  1.22 1.20 191 (50/08) 193 (43/7) 200 (29 /18) 200 (24/18) 94 9212. The President works effectively with other administrators anticipating future needs (i.e. technology, infrastructure, or student services) of: i. Faculty ii. Students iii. Staff 3.16 3.49 3.27 3.37 3.62 3.53 3.43 3.72 3.60 1.40 1.23 1.36 1.34 1.28 1.28 1.23 1.12 1.20 204 (37/8) 172 (63 / 11) 141 (88 / 16) 200 (21 / 15) 200 (34 /20) 200 (22 /46) 104 96 8313.The President works effectively with Student Services to foster policies for: i. student leadership ii. co-curricular participation 3.93 3.90 3.96 3.94 3.93 3.94 1.10 1.14 1.20 1.19 1.15 1.14 134 (95 /19) 128 (98 / 17) 200 (26 /62) 200 (62 /30) 70 6514.Regarding Quad Cities Campus academic programs, the President provides leadership in: i. Planning ii. Developing iii. Implementing iv. Assessing 3.77 3.70 3.52 3.48 3.96 3.94 3.87 3.78 3.91 3.90 3.85 3.77 1.39 1.42 1.46 1.49 1.28 1.28 1.31 1.33 1.28 1.30 1.33 1.33 134 ( 92/19) 128 (96/20) 127 (99/19) 116 (105/22) 200 (66/141) 200 (66/41) 200 (67/44) 200 (75/44) 70 70 67 6015.The President fosters the highest academic standards for students at 鶹 Illinois University3.503.543.631.291.141.25239 (13/2)161 (4/3)115 16The President allocates resources so that your department or academic unit's faculty can accomplish their research mission.2.843.203.051.361.301.32221 (21 / 3)172 (6/6)11317.Regarding faculty, the Presidents management practices promote: i. Excellence ii. Diversity 3.36 3.94 3.51 4.02 3.64 4.00 1.44 1.22 1.07 1.32 1.30 1.12 235 (11 /1) 221 (20 /05) 200 (11 /6) 200 (13 / 12) 121 11518.Regarding staff, the Presidents management practices promote: i. Excellence ii. Diversity 3.44 4.0 3.59 4.05 3.71 4.10 1.45 1.23  1.32 1.04 1.27 1.07 149 (82 /16) 139 (89 / 18) 200 (30 / 47) 200 (31 / 49) 83 8119Regarding student activities, the Presidents management practices promote: i. Excellence ii. Diversity 3.69 4.00 3.73 4.01 3.99 4.24 1.29 1.10 1.29 1.10 1.18 0.95 163 (69/16) 159 (72 /17) 200 (52 / 24) 200 (52 / 22) 88 8720The President is Accessible to Concerns from: Faculty Staff Students Community Members 3.72 3.84 4.12 4.18 3.93 4.06 4.13 4.19 3.85 4.24 4.38 4.15 1.43 1.37 1.14 1.12 1.29 1.25 1.13 1.24 1.40 1.15 1.02 1.25 223 (19/3) 128 (94/23) 148 (77/19) 152 (73/19) 200 (12/2) 200 (60/28) 200 (51/29) 200 (56 / 34)  113 71 81 321.The President Actively Promotes the Macomb campus work environment to be: Healthy Safe Pleasant 3.79 3.85 3.69 3.86 3.95 3.82 3.81 3.88 3.76 1.35 1.33 1.39 1.25 1.14 1.27 1.27 1.19 1.31 214 (28/4) 224 (18/4) 220 (22/3) 200 (13 / 17) 200 (13 /14) 200 (17/14) 108 109 11022The President Actively Promotes the Qaud Cities campus work environment to be: Healthy Safe Pleasant 4.02 4.10 3.95 4.35 4.36 4.32 4.31 4.33 4.33 .88 .83 .93  1.08 1.06 1.07 1.08 1.06 1.07 82 (131/33) 84(129/33) 86 (127/32) 200 (53/87) 200 (88 / 54) 200 (56 / 88) 39 39 4023.The President supports faculty governance at all levels.3.433.703.701.401.241.34223 (20 / 2)155 (4 / 11)11024.The President makes excellent (2008 /2009) effective ( amended going forward) administrative appointments.2.913.053.231.411.441.98221 (22 / 3)174 (14 /2)11025The President directs the university's physical facilities so that they meet the needs of your department or academic unit.3.053.253.321.361.341.21225 (17 / 3)186 (11 / 5)11426.Overall I rate the president3.623.763.921.301.231.19242 (3 / 1)190 (3 / 2)121 *The question number in the table above does not correspond to the survey question number referenced within the body of the document. ** Standard deviation is a measure of dispersion. In other words, it measures the degree to which responses are spread out around the mean. The larger the standard deviation, the more the scores differ from the mean. Alternatively, if the standard deviation is small, this indicates that the scores were very close to one another. A t-test is used to assess whether the means of two groups are statistically different from each other. *** 176 faculty members answered at least one question. No answer was offered as a response choice, rather than forcing respondents to always select from the 1-5 Likert scale of perceived effectiveness. Thus, the total number of respondents does not always add up to 176. Qualitative Analysis of Open Ended Comments: 133 faculty members agreed to participate in the 2010-2011 Annual Faculty Survey of the President, providing a total of 78 open-ended comments. 107 respondents indicated they wished to review President Goldfarbs stated goals for FY11, included as the opening survey question. Comments were solicited as part of the survey regarding total campus enterprise; academic goals; personnel, faculty relations, and campus issues; and the Presidents overall performance. President Goldfarb has received a print copy of all comments as well as qualitative analysis of those comments. Although comments were sought relative to three specific areas of performance, comments reflecting particular concerns about the budget crisis, leadership, the role of faculty input, and the physical condition of campus facilities received the most attention across comment categories. Given the limited number of responses in all areas, comments serve primarily to indicate common areas of importance and concern. Budget and Expenditures Of 14 comments related to budget and expenditures, 11 comments praised President Goldfarb for his handling of the effects on 鶹 of the current budget crisis in the state. He has been very effective in managing the University affairs in very difficult times. He has not had to institute furlough days or layoffs, meaning his short-term planning has been effective. He was also credited with being a tireless advocate on our behalf with the state and the IBHE. Fewer respondents commented negatively on the Presidents responses to current financial difficulties, but respondents did voice disapproval. Dr. Goldfarb is partially responsible for the current economic crisis at 鶹, and It was the decision to develop two new degree programs in Nursing and Engineering, which are two very expensive programs to start up, yet we do not have funds for general upkeep on campus maintenance are examples of those negative comments. Leadership Respondents made nine comments across categories related to President Goldfarbs leadership. Five of those comments indicate satisfaction, including Very strong leadership during the bomb threats, President Goldfarb has been an effective educational leadership [sic] and provided outstanding support to 鶹 and The president has actively promoted accessibility of management to the campus community, also has been a strong advocate for transparency, [and] has supported the union in creating benefits that make 鶹 a better than decent place to work. Those who criticized his leadership made comments such as: You are an absent leader. The culture on this campus is the worse for your lack of leadership. People are afraid and trust is at an all time low, and I had high expectations for President Goldfarb, but he listened to the people around him too much, has been gliding by for a long time, and [has] taken this university down a number of notches that it will probably not rebound from. Public Relations and Accessibility Positive comments were provided about the Presidents public relations efforts and accessibility. Comments include His PR with alums, the board and the general public is excellent, [He is] very good at reaching out to all types of constituents whether it be students, faculty, staff, or the community, and He has always been accessible to students and faculty and tried to be open and up front with both. Faculty Input and Appreciation Several respondents commented negatively related to the acceptance of faculty input and the need to include such input in decision making processes. Some respondents indicated a general lack of appreciation for faculty, stating, for example, It is often the little things that can create an environment where you feel appreciated, [like] ample parking so that you can arrive to work [in] professional attire and not have to walk nearly one mile to get to your building. Not having to crawl over snow drifts and to fall in potholes in the lot. . . . So many little things that make for a feeling [of being] unappreciated and misunderstood. Others spoke directly to faculty input: He certainly ignored faculty input on the selection of a new president, It did not appear that faculty input had much weight in this years presidential search. This is a shame, because faculty members put in a lot of time and work, and I think that more faculty input into the decision process would be most helpful. To make this clear, committees are appointed to research all possible situations and then a decision that seems evident is changed. The question then becomes why did we take all that time and effort in meetings, only to have something different happen. Student Evaluations Related to faculty input, respondents also registered disapproval with the use of student evaluations. For example, statements included I am very concerned about the role of student evaluations. . . . I am concerned that the emphasis on these evaluations is contributing to lower standards, and One of the biggest holdbacks to student learning is the emphasis on student evaluations of faculty. They are used for everything from promotion and tenure to awards. Physical Condition of Campus Facilities The physical condition of campus facilities also received criticism: The facilities are literally falling apart and leaking during storms. Environmental temperatures are seemingly uncontrollable resulting in massive overheating or cooling. Another respondent commented, 鶹 is consistently investing in improving the appearance of campus. Sadly it seems a number of things have just deteriorated because there was not enough money to keep things up over time. Academic Goals Several respondents recognized the importance of meeting academic goals in statements such as the following: Academics are in the forefront of everything that is done here, and The President is consistent in his support of the academic mission/goals of the University. One respondent felt that the President needs to take a serious look at under-performing and/or shrinking academic programs to reallocate excess faculty positions to programs that can expand rapidly and enhance the Universitys reputation and outreach. Others criticized the university climate related to academics: The climate on this campus has become much more authoritarian over the past two-three years, resulting in a drop in faculty morale, and, conversely, It is as if we are running a day care center here instead of a university. Buses, coffee shops, lounges everywhere, but no teaching of responsibility. Were turning into the Walmart of education. Qualitative Conclusions With fewer respondents than in previous years and some comments about why this evaluation was being completed at all given Dr. Goldfarbs pending retirement, the tone of the comments seems generally more negative than in previous years with more than twice the number of negative comments as positive. Perhaps this is to be expected given financial difficulties and administrative changes that are occurring, and, in fact, comments reflected these issues. While some respondents gave the President praise for his support of academics, his leadership in trying times, and his abilities to represent 鶹 to the public with considerable skill, a greater number expressed concerns in several areas. Executive Summary Faculty members who responded to this survey have provided a mix of positive and negative comments that were centered on common concerns. 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