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The section labeled Top Priority contains factors that have moderate or high impact on Overall Program Effectiveness that are not performing as well as one would hope. In order to improve the fraternity/sorority program, institutions need to improve the performance of the factors in the top priority category. These are the areas we should strive to make “right.” From Table 1, we can see that for the aggregate data those factors are Anticipated Alumni Activity and Experience Contributed to Personal Growth. Ideally, we would like to see these factors move into the Maintain or Improve section. Improving the performance of the top predicting factors should lead to an increase in the performance of the Overall Program Effectiveness factor. Comparing the performance of the factor among different populations may yield clues as to how to improve the factor. If one population is more satisfied than another, then institutions should look for the cause of the gap in the perceptions. When something is not “right” for only some sub-populations, focusing improvement efforts on that group is advised, rather than using time and money to seek improvement for the entire population. A task force can be established to determine why one population is being underserved and how to increase their level of satisfaction.

Chart 3: 2006 AFA/EBI Fraternity/Sorority Assessment Anticipated Alumni Activity 5.6

Chart 3: 2006 AFA/EBI Fraternity/Sorority Assessment Experience Contributed to Personal Growth Establishing effective social skills Learning self discipline Commitment to community service Ability to drink responsibly Academic success

5.2

Identifying a career direction 4

4.8

4.4

The second factor in the Top Priority category is Experience Enhanced Personal Growth and it is the third predictor of Overall Program Effectiveness. The factor is comprised of six questions which assess to what degree the fraternity/sorority contributed to the member’s growth on a personal level. The mean response to these questions, as seen in Chart 3, range from a high of 5.75 for establishing effective social skills to 4.56 for identifying a career direction. Members are less satisfied with the fraternity/sorority’s contribution to their career and academic success than with the organization’s contribution to their social success. Increasing the mean for the lower performing questions will increase the factor mean. Again, this should, in turn, increase member perception of overall program performance.

4.5

5

5.5

6

question mean

male

female gender

Examination of the Anticipated Alumni factor from the Top Priority category reveals a statistically significant difference between the perceptions of males and females. Chart 2 shows that males feel they are more likely to remain involved in the organization as alumni than females. Increasing the degree to which females feel connected to the organization and want to stay involved after graduation will increase the mean of the factor. This, in turn, should lead to an increase in member perceptions of the overall effectiveness of the fraternity/sorority program. Another option in the improvement process is to examine the questions that comprise a factor; look for underperforming questions. Improving performance on those questions will result in an increase in the performance of the factor. This is a more cost effective approach to improving what is “wrong” than trying to improve the entire factor.

Knowing where to focus resources in order to achieve the greatest impact is crucial to any continuous improvement effort. The regression analysis points institutions in the right direction. As you consider the results presented here, please bear in mind that they are based on aggregate data from all participating institutions and do not necessarily reflect your institution. Each institution is unique. Schools that already participate in the AFA/EBI Fraternity/ Sorority Assessment have their own campus information and can use their findings to guide their planning. Without assessment to support action planning, it is possible that interventions may be misdirected. For more information on the assessment or how your institution can become involved, please contact Dave Butler, Project Director: 302-286-0230 or Dave@webebi.com. EBI assessments are also available for College Housing, Campus Union/Student Centers, the First-Year Initiative and many academic areas in higher education. Please visit http://www.webebi.com/ for more information. – S ally Vestal is the Production Manager for Educational Benchmarking, Inc.

Winter 2007 / Perspectives

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Profile for Association of Fraternity/Sorority Advisors

AFA Perspectives Winter 2007  

Perspectives provides a forum for research, innovative ideas, and information related to the advisement of fraternal organizations. It promo...

AFA Perspectives Winter 2007  

Perspectives provides a forum for research, innovative ideas, and information related to the advisement of fraternal organizations. It promo...

Profile for afa1976