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SENATE AGENDA ITEM III.D.1.
1 April 2008
APPROVED FACULTY SENATE
1 April 2008
President Evaluation 2007/08
For the 2007/08 evaluation of Presidential performance, a total of 137 individuals responded, from a potential pool of 633 (the total of 137 includes 4 individuals who returned partial data), resulting in a response rate of 21.6%. This compares to a 35.5% response rate for 2006/07 (215 responses out of 605 invitations) and a response rate of 41.3% for 2005/06.
Questions on the evaluation survey were divided into three focus areas: Total Campus Enterprise, Academic Goals, and Personnel, Faculty Relations and Campus Issues. Demographic information along with open comment sections were also included on the survey. The results of the survey can be seen in the attached document, referred to as the Summary Report (Appendix A).
The Summary Report provides a quantitative review of the President抯 job performance for the Academic years of 2005/06 and 2006/07. To read the Summary Report, the question number is column one, followed by the actual question in the second column. There is no difference in the wording of the questions between the three years shown. The mean scores along with standard deviations (SD) and the number of respondents (N) that answered each question for both periods (2005/06 and 2006/07) are last.
Following the Summary Report are two additional tables that have been added to this year抯 report. The first table reports the numbers of individuals who reported 揘o Opinion� or 揘o Answer� to each particular question. Although this information can be obtained by analyzing the Summary Report, the committee felt that it may be useful to highlight these numbers insofar as they provide further context for examining the average of individual questions. Finally, the last table provides demographic information about the sample.
NOTE: Two issues must be highlighted which reflect minor changes made from last year抯 survey. 1) Two questions (# 13, 14 which have to do with the President抯 relationship with the Provost) were omitted given that no Provost survey was administered. It is expected that those two questions will be reintroduced into next year抯 survey. 2) The question about primary campus is new to this year抯 survey.
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Opinions taken from the comments section will be provided to the President.
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*Standard deviation is a measure of dispersion. In other words, it measures the degree to which responses are dispersed about 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.
Executive Summary
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The fifth annual faculty-initiated survey of the President's performance was implemented. A total of 137 faculty members participated in the survey out of a possible 633 eligible faculty members, resulting in a 21.6% return rate. All questions were scored on a scale of 1 to 7 with 7 being very effective. The mean scores ranged from 3.67 to 5.88.
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Faculty responses exhibited the highest mean scores on questions 7 (5.81), 11 (5.88), and 21 (5.82). All three of these questions related to the faculty's perception of the President's accessibility to the people of the region, potential donors and alumni, and the students.
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Faculty responses reflected the lowest mean scores on questions 6 (4.41), 16 (3.67), and 24 (4.16). All three of these questions dealt with issues of providing adequate resources for faculty to accomplish the mission of the university.
An examination of the second table reveals 4 questions that garnered a response of 揘o Opinion� or 揘o Answer� the most frequently (from 50-61 times) (this excludes question 23 regarding the President抯 promotion of the Quad Cities campus environment). Those 4 questions (#10, 15, 20, 21) all concern non-faculty groups. There were 7 questions where these two options were chosen the least, from 4-7 times. Those questions (#1, 4, 5, 12, 16, 17, 19) explicitly reference faculty or concern academic standards and the University mission.
From the analysis of the demographic information, statistically there were no effects of gender or college/academic unit. There was a statistically significant difference between the categories of years of service at WIU for question 3 (regarding short-term strategic planning). Examination of the means reveals a decline in effectiveness ratings across categories: 5.86 for 0-6 years service, 5.08 for 7-10 years service, 5.00 for 11-20 years service, and 4.78 for 20+ years service. Follow-up post hoc tests did not find the overall significant effect to be the result of any particular comparison between category means. Further, it should be stated that a single significant effect (given the large number of tests performed) may itself be the result of chance and should be interpreted with caution.
There were a number of statistically significant differences between campuses (specifically questions 3, 4, 5, 6, 14, 15) with a consistent pattern that scores were higher on the Quad City Campus. However, given the large discrepancy between sample sizes, these results are noted without being further explored.
Appendix A: Summary Report
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Faculty Survey of the President
Please respond to the following items by checking the number on the scale that best reflects your perception of President Goldfarb抯 effectiveness in dealing with the issues outlined below. The scale ranges from 1 (not effective) to 7 (highly effective). If you feel that you do not have enough information to form an opinion please answer 揘o Opinion�.
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QuestionQuestion2005/062006/072007/08Number�MeanSDNMeanSDNMeanSDN1
Overall, the President facilitates the mission of 玩偶姐姐.6.031.332936.011.382105.561.701322The President initiates policies and programs that support the mission of the University with regard to long-term strategic planning.
6.011.362935.911.412025.481.771293The President initiates policies and programs that support the mission of the University with regard to short-term strategic planning.
5.81.472915.631.551935.221.691254The President promotes the positive development and enrichment of faculty.
5.461.652925.301.762024.75
1.971295The President creates and supports an environment that is rewarding to work in.
5.451.742915.331.912074.702.101326The President supports policies and programs that facilitate the activities of your department and/or academic unit.5.181.872924.871.902014.412.221287The President actively facilities a positive interaction between the people of 玩偶姐姐, Macomb, and the 玩偶姐姐 Illinois region.6.371.212936.191.232015.811.701168The President secures funding to support University initiatives.
5.691.692935.411.701854.971.971159The President works effectively with the Board of Trustees in representing the interests of the faculty and university at large.
6.501.422915.881.421625.501.829610The President develops and maintains effective relationships with governmental agencies.
6.661.392945.931.411515.731.578611The President develops and maintains effective relationships with potential donors and alumni.
6.591.452926.021.301615.881.689812The President supports and advances the academic standards of students at 玩偶姐姐.
5.721.462925.451.681995.181.7212813The President works effectively with the Provost/Academic Vice President in identifying and providing the resources necessary for your department and/or academic unit to accomplish the mission of 玩偶姐姐.4.962.042914.731.94183N/AN/AN/A14The President works effectively with the Provost/Academic Vice President in anticipating the future needs of 玩偶姐姐 students (i.e., technology infrastructure and student services).5.381.972915.021.82178N/AN/AN/A15The President works effectively with Student Services in developing programs and policies that foster student leadership and co-curricular participation.6.591.552925.671.501245.541.638316The President provides the resources necessary for your department and/or academic unit to accomplish the research mission of the faculty.
4.672.122924.222.011963.672.1312717The President supports faculty governance at all levels.5.741.792915.531.701904.922.0312718The President promotes excellence and diversity in faculty, staff, and student activities through management practices.5.821.652895.741.461895.331.8512119The President is accessible and open to faculty concerns.5.911.552915.801.561985.062.1212620The President is accessible and open to staff concerns.6.931.552906.041.461065.321.997221The President is accessible and open to student(s') concerns.6.811.352906.251.131985.821.567922The President promotes a healthy, safe, and pleasant environment to work in on the Macomb campus.5.801.662885.561.641985.102.0112323The President promotes a healthy, safe, and pleasant environment to work in on the Quad Cities campus.5.991.32696.111.48805.701.744024The President directs the University's physical facilities in a manner that meets the need of your department and/or academic unit.5.262.012924.702.021864.162.10119
QuestionResponse Frequencies for 揘o Opinion/No Answer� Categories
Question2007/08Number�No OpinionNo AnswerTotalNMeanSDN1
Overall, the President facilitates the mission of 玩偶姐姐.5052105.561.70132
2
The President initiates policies and programs that support the mission of the University with regard to long-term strategic planning.718202
5.48
1.77
129
3
The President initiates policies and programs that support the mission of the University with regard to short-term strategic planning.11011193
5.22
1.69
125
4
The President promotes the positive development and enrichment of faculty.617202
4.75
1.97129
5
The President creates and supports an environment that is rewarding to work in.3142074.702.10132
6
The President supports policies and programs that facilitate the activities of your department and/or academic unit.7182014.412.22128
7
The President actively facilities a positive interaction between the people of 玩偶姐姐, Macomb, and the 玩偶姐姐 Illinois region.155202015.811.70116
8
The President secures funding to support University initiatives.165211854.971.97115
9
The President works effectively with the Board of Trustees in representing the interests of the faculty and university at large.3010401625.501.8296
10
The President develops and maintains effective relationships with governmental agencies.4010501515.731.5786
11
The President develops and maintains effective relationships with potential donors and alumni.2810381615.881.6898
12
The President supports and advances the academic standards of students at 玩偶姐姐.5051995.181.72128
13
The President works effectively with the Provost/Academic Vice President in identifying and providing the resources necessary for your department and/or academic unit to accomplish the mission of 玩偶姐姐.N/AN/AN/A183N/AN/AN/A
14
The President works effectively with the Provost/Academic Vice President in anticipating the future needs of 玩偶姐姐 students (i.e., technology infrastructure and student services).N/AN/AN/A178N/AN/AN/A
15
The President works effectively with Student Services in developing programs and policies that foster student leadership and co-curricular participation.3911501245.541.6383
16
The President provides the resources necessary for your department and/or academic unit to accomplish the research mission of the faculty.6061963.672.1312717The President supports faculty governance at all levels.4261904.922.0312718The President promotes excellence and diversity in faculty, staff, and student activities through management practices.84121895.331.8512119The President is accessible and open to faculty concerns.4371985.062.1212620The President is accessible and open to staff concerns.4318611065.321.997221The President is accessible and open to student(s') concerns.3717541985.821.567922The President promotes a healthy, safe, and pleasant environment to work in on the Macomb campus.73101985.102.0112323The President promotes a healthy, safe, and pleasant environment to work in on the Quad Cities campus.682593805.701.744024The President directs the University's physical facilities in a manner that meets the need of your department and/or academic unit.86141864.162.10119
Frequency
Percent
Gender
Male
71
56.8
Female
54
43.2
Academic Unit
COAS
47
36.4
COBT
19
14.7
COEHS
39
30.2
COFAC
18
14
Libraries
5
3.9
Years of Service at WIU
0-6
38
29.2
7-10
28
21.5
11-20
43
33.1
20+
21
16.2
Primary Campus
Macomb
123
96.1
Quad Cities
5
3.9
Comments from the President抯 Performance Survey
As part of the Annual Faculty Survey of the President (2007-2008), faculty provided information in each of the four categories of the survey (Total Campus Enterprise, Academic Goals, Personnel/Faculty Relations and Campus Issues, and additional comments on the President抯 Performance). The President has received a copy of those comments. The Committee on Provost and Presidential Performance has reviewed the comments, and an Executive Summary of those comments is being shared with faculty.
Total Campus Enterprise:
In general, most respondents chose not to comment directly. However, 51 respondents did offer comments, and negative comments clearly outpaced positive ones. Indeed, the negative comments were often very thorough and extensive. Leadership was clearly a central issue. In part, this is related to the implementation of the contract.
Of the positive responses, about half were generic in scope, simply indicating the President was doing very well overall. Of the remaining positive comments, some noted the President抯 work to create healthy, supportive relationships with the faculty and/or spoke positively of Dr. Goldfarb抯 strong support for academic initiatives. Dr. Goldfarb was also commended for his campus outreach, and his work to build a healthy relationship between W.I.U. and the Macomb community.
While some believe Dr. Goldfarb has been supportive of faculty, many more were skeptical. Some of the concerns expressed included a perceived movement away from existing governance systems and toward an autocratic, top-down form of administration. Several respondents (including at least one department chair) stated that the President needs to do a much better job of controlling his deans. One referenced the dictatorial nature of administrators below the president. A department chair described his or her dean as being 揳utocratic,� as obstructing open communication with the president, as 搖nreasonable, unprofessional, punitive, and vindictive.� Several concerns were noted regarding perceptions of declining faculty morale, and less interest by the President in the interests of faculty. At least four different faculty respondents spoke of the creation of a demoralizing, poisonous work environment, which prioritizes mediocrity over excellence.
At the same time, two individuals raised concerns regarding leadership. One commented that Dr. Goldfarb sent mixed messages to faculty regarding their collaborative role in the contract negotiations. Specifically, she or he wrote 搃t is must be clearly stated by the president that department chairs and deans will have a 憄rimary role� in every part of the process of contract revisions厰 and that 揹epartment chairs and deans might have to override the faculty changes on contract documents (for the integrity of the departmental program, college, and university on the whole).� Another wrote the president fails to support his administrators and 揹oes not support them or their positions strongly enough.�
Several respondents commented that the President was simply less visible, less involved, and less responsive to faculty interests. A couple of respondents wrote regarding the excessive expectations placed on faculty and how the new contract was asking even more of an already burdened faculty. One wrote, 揑 am not sure that the President and the administration recognize the increased work required of the faculty � It is becoming more and more difficult to find the hours in the day to accomplish the tasks being required.� Another wrote 揻aculty are not encouraged to excel in one or two areas, but are forced into mediocrity in three areas (teaching, service and scholarship)�. There is a definite disconnect between those in administration on this campus and the faculty.� Another wrote 搘e are no longer treated as professionals.� Finally, one respondent wrote that morale is lower now than when President Goldfarb arrived.
Regarding his fiscal responsibilities, a few of the respondents raised concerns. Two respondents questioned Dr. Goldfarb抯 effectiveness with regard to fundraising generally. One mentioned that department budgets have been flat for a long time, and a few others pointed out that the physical facilities on campus are deteriorating, and have been for a while.
Several respondents commented that the President seems far more concerned with long term initiatives, at the expense of meeting immediate needs. Some programmatic initiatives received general support, such as his sustained commitment to civic education and civic engagement, and the FYE program. Several respondents suggested Dr. Goldfarb needs to focus more on supporting and improving existing programs, rather than creating new initiatives.
Academic Goals:
From those responding, there seems to be a clear impression that research expectations have increased while general research allocation for such activities has stagnated at best. Well over two-thirds of the comments dealt with this issue. A typical comment was, 揗y department has no money for research and when it comes to attending conferences I normally pay the entire bill. There should be university financial support for faculty to be a part of national and international conferences, especially when our retention, promotion, and PAA are so directly tied to faculty development.� Many faculty were very specific concerning the level of funding provided for conference attendance and having to use personal funds for such purposes. Others noted the disparity in teaching loads and the time available for research and pointed out the need for increased funding for release time activities. This was best captured by comments like 揅urrently faculty are pressured to apply for and win research grants, but if they get them there is not any university support in terms of class reduction for faculty to engage in funded research thus resulting in additional difficulties in securing future research.�
Several faculty noted the need for better technology resources in terms of research needs. Still others noted an impression that admission standards seem to have dropped in terms of the quality of students they have in class with the result that more of their time is being devoted to working with those students.
What seemed to stand out in the remarks was captured best by observations that research has not been supported well enough and, as a result, the level and quality of such activities has decreased over time.
Personnel, Faculty Relations, and Campus Issues:
The positive comments in this section focused on promoting diversity, building a performing arts center, and being open to listening to faculty concerns. 揇r. Goldfarb is very open and personable with everyone,� stated one respondent.
However, many of the comments for this section included suggestions for improvement. Some responders felt there needed to be a review of the administrative hierarchy as well as more oversight of administrators. A number of responders reported concerns regarding current facilities and their inability to meet national standards when new facilities are being built. In particular, several concerns were raised about the status of Memorial Hall and Horrabin Hall, as well as climate control in campus buildings. Another issue that received attention concerned technology, both the continued use of outdated technology as well as issues of compatibility across campus. As one respondent stated 揑 still have to write grants to improve technology I utilize in my classroom. I am okay with that, but what about some matching funds to recognize those who are improving the technology we use to improve the learning environment here on campus and off-campus.�
In addition, responders appreciated the fact that faculty are frequently consulted regarding issues, but some felt that while their input was sought it was not incorporated enough at the level of actual decision-making.
Additional Comments:
Many positive responses indicated that President Goldfarb is one of the best leaders 玩偶姐姐 has ever had, that he is a great representative to the community, and that he is very committed. As one respondent stated, 揥e are extremely fortunate to have such a superlative individual at the helm of this institution. He should never be allowed to leave.� Responders feel he has great values, is energetic, and has only the best intentions for the university. Responses support President Goldfarb as a strong leader and positive asset to WIU, and indicate that 玩偶姐姐 is lucky to have him.
However, some responses reveal concerns with equipment and facilities, healthcare, low compensation for distance courses, and financial support. Responders indicate a desire to support quality instruction and provide a quality education to students. Several concerns center on administrative leadership. In particular, some are concerned with the growth of the administration and the corresponding 搃nsularity� of much of that administration. Additionally, some responders feel the President needs to be more visible and provide more support to the main campus. Other responders believe morale is low and the university is moving in the direction of mediocrity.
Another theme that was evident in several responses was that support for existing programs suffers at the expense of supporting new programs. As one respondent phrased it, 揥e are told there is no money for even additional adjuncts when our classes are full, but there is money for CIS, CITR, and new programs.� Along those same lines, the following statement cited that 揢nder President Goldfarb抯 tenure, the football stadium has been upgraded, the rec center has been upgraded, a multicultural center is being built and a Performing Arts Center is planned. This shows the president抯 priorities.�
Conclusion:
While a number of positive comments center around President Goldfarb抯 leadership generally and his openness to faculty and student concerns, a number of 揳reas of concern� were evident across the open-ended comments. Some of the main themes can be summarized as follows: 1) the growth and oversight of the administration, 2) the level of funding and support for faculty research, 3) attention paid to the physical and technological state of the campus infrastructure, and, 4) the focus or emphasis upon new programs relative to existing programs, especially insofar as this intersects with allocation of funds.
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