Modern Think 2011 Mini Trend Report by Mobius New Media

2011 Higher Education Workplace Trend Report©

The 2011 Honor Roll

OVERVIEW OVERVIEW

While recognition in any category is indeed noteworthy, a special distinction is awarded to those institutions that are cited most often across all of the recognition categories. This Honor Roll recognition was given to 10 four-year institutions in each size, and four two-year institutions in each size:

The Chronicle of Higher Education and ModernThink LLC have come together for the fourth year in a row to recognize colleges and universities across the nation in The Chronicle Great Colleges to Work For® program. Designed to recognize institutions that have been successful in creating great workplaces and to further research and understanding of the factors that influence organizational culture within higher education, the 2011 program included its largest ever participant roster.

The 2011 Honor Roll for two-year schools Small (500-2,999 Students)

Medium (3,000-9,999 Students)

Large (10,000 or more Students)

East Georgia College Frank Phillips College Lake Area Technical Institute Morgan Community College

Blue Ridge Community College Howard Community College Somerset Community College Southside Virginia Community College

Anne Arundel Community College Delaware County Community College Miami Dade College Wake Technical Community College

The 2011 Honor Roll for four-year schools Small (500-2,999 Students)

Medium (3,000-9,999 Students)

Large (10,000 or more Students)

Brenau University Endicott College Furman University Gettysburg College Hardin-Simmons University Manchester College McKendree University Mid-Continent University New York Chiropractic College WV School of Osteopathic Medicine

Calif. State Univ. Channel Islands Marywood University Niagara University Rollins College Southern New Hampshire University Texas Christian University The College of Saint Rose Union University University of the Incarnate Word Westminster College

Baylor University Duke University Eastern Kentucky University Georgia Institute of Technology Lindenwood University Sam Houston State University University of MD, Baltimore County University of Mississippi University of Notre Dame University of Southern California

This year 310 institutions participated in the program, a 35-institution increase over last year’s 275 participating schools. The applicant pool included representation from schools across the country and spanned all major Carnegie classifications. Participating institutions were segmented into two categories: a two-year category and a four-year category. Within these groups, institutions were further divided into three size categories based on student enrollment: Small (fewer than 3,000 students), Medium (3,000-9,999 students), and Large (10,000+ students). By way of background, each participant in Great Colleges went through two assessment processes. The first was the ModernThink Higher Education Insight Survey©, a faculty and staff engagement instrument co-designed by a blue ribbon panel of higher education experts and distributed to a random sample of faculty, administrators and exempt professional staff. The second survey is The Institution Questionnaire© (IQ). The IQ is essentially a management audit comprising approximately 150 questions regarding each institution’s people practices— everything from compensation and benefits to orientation and training to communication strategies and leadership development. This Topline Workplace Trend Report©, which includes representative data from both twoyear and four-year institutions, provides comparative data for some of the most relevant demographics and policies. It includes information from a variety of the 150+ questions asked on the IQ and is an excerpt from our comprehensive 2011 Higher Education Workplace Trend Report©. We highlight in aggregate in both chart and graphical form which schools are doing what so that you can see trends as well as where you stand relative to your peers. In addition to the benchmark data, we have also included a sampling of best practices as well as verbatim employee comments. The best practices provide insight into either “tried and true” or “cutting edge” techniques that your peers are using to create better workplaces. The employee comments powerfully illustrate how an engaged faculty/staff can be among your best recruiting and public relations tools. We hope this report provides perspective and insight, and supports you and your school in your continued good work. The Great Colleges Survey Team

No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying, without the permission of ModernThink LLC. Copyright 2011 ModernThink LLC. Proprietary work product. All rights reserved.

2011 Higher Education Workplace Trend Report©

Executive Summary

2011 Higher Education Workplace Trend Report©

OVERALL AGGREGATE AVERAGES

INTRODUCTION Now in its fourth year, the Chronicle Great Colleges to Work For® program has quickly become one of the largest and most prestigious recognition programs in the country. The size of our applicant pool has nearly reached the same size as the applicant pool for Fortune magazine’s 100 Best Companies to Work For program. As we often see with rapidly growing lists, the increase in the number of participants generally marks an increase in the caliber of the applicant pool as well. Such is the case with Great Colleges 2011. We acknowledge all participants for taking the courageous first step of asking your faculty and staff “What’s working well?” and “What could be working better?” We hope the data provided to you in your three Topline/Participation Reports, including this excerpt of the Higher Education Workplace Trend Report©, will provide a springboard for action that will enable you to capitalize on the vital feedback you have collected and the important benchmark comparisons we are supplying. KEY FINDINGS When compared to the 2010 Great Colleges data set, the 2011 data set is similar, with a slight dip in Overall scores. The Overall Aggregate Average (combining all 60 survey statements) across all respondents in 2010 was 66.16% compared to 65.67% in 2011. Interestingly, the lower Overall score in 2011 was driven by lower scores from exempt professional staff, as both the faculty and administration scores were slightly higher:

In short, the trend for the 2011 data was as follows: Overall Down 0.49 points Faculty Up 0.08 points Administration Up 0.58 points Exempt Professional Staff Down 2.76 points The statements in the following charts all barometer statements; that is, they are highly predictive of how well an institution will do on the ModernThink Higher Education Insight Survey©. They are also hallmarks of great workplaces. Here again, we see either a small downturn or no change from the 2010 data when looking at the Overall Aggregate Scores: ModernThink Higher Education Insight Survey© Statements *

Overall % Positive 2008

Overall % Positive 2009

Overall % Positive 2010

Overall % Positive 2011

All things considered this is a great place to work.

73%

79%

77%

75%

This institution’s culture is special – something you don’t find just anywhere.

65%

71%

69%

This institution is well run.

59%

66%

64%

63%

Participants responded to each statement using a five-point Agreement scale (ranging from “Strongly Agree” on one end to “Strongly Disagree” on the other). The Overall Percent Positive score reflects the aggregate average of Faculty and Staff who responded either “Strongly Agree” or “Agree” to each of the statements.

2011 Higher Education Workplace Trend Report©

Tellingly, just as in 2010, the 2011 Honor Roll schools, both two-year and four-year, scored substantially higher on these predictive barometer statements: ModernThink Higher Education Insight Survey© Statements *

Overall % Positive 2011 All

Overall % Positive 2011 Honor Roll

Overall % Positive 2011 Non-Honor Roll

All things considered this is a great place to work.

75%

87%

73%

This institution’s culture is special – something you don’t find just anywhere.

69%

83%

66%

This institution is well run.

63%

80%

59%

So clearly, despite the economic and other challenges currently facing all institutions of higher education, Honor Roll schools are doing something different - and better - when it comes to building a more engaging and cohesive work environment. Our 2011 research provides additional insight into what distinguishes the "Best" (Honor Roll schools) from the "Rest" (Non - Honor Roll schools). One might first assume that Honor Roll schools have somehow been insulated from the economic woes currently facing academia. The 2011 data resoundingly demonstrates, however, that many schools, including Honor Roll schools, are grappling with how to accomplish more with fewer people. Somehow, though, respondents at the Honor Roll schools consistently feel better supported than those at their Non-Honor Roll peers. For example, responding to statement #28, “My department has adequate faculty/staff to achieve our goals,” 53% of respondents at the Honor Roll schools “Agreed” or “Strongly Agreed” compared to a very low 38% of respondents at their Non-Honor Roll peers. Even though there is a substantive 15-point difference between the Best and the Rest in this particular instance, we see that even the Best are struggling with current staffing levels. (As a rule of thumb, we consider a score below 55% positive as a “red flag” that represents a significant disconnect and warrants further inquiry and analysis.) Interestingly, despite the low scores of the staffing statement #28, Honor Roll schools scored significantly higher on a related statement, #4, “I am provided the resources I need to do my job.” Among Honor Roll schools, 73% of respondents “Agreed” or “Strongly Agreed” with that statement compared to 57% of their Non-Honor Roll peers.

So, the interesting inquiry becomes what is it that Honor Roll colleges are consistently doing differently to distinguish themselves while still facing many of the same challenges? One area of core competency for the Honor Roll schools is their ability to extend a sense of team and collaboration beyond the departmental level. By way of example, both Honor Roll and NonHonor Roll schools scored very well on statement #25, “Overall my department is a good place to work,” with an aggregate 88% positive for Honor Roll and 80% positive for the Rest. The distinction starts to become apparent when respondents express a sense of team across the broader institution. As demonstrated in the chart that immediately follows, Honor Roll schools clearly excel at fostering a sense of collaboration at the micro-level in addition to the macro-level. ModernThink Higher Education Insight Survey© Statements *

Overall Positive 2011 Honor Roll

Overall Positive 2011 Non-Honor Roll

Overall Point Difference in % Positive

I am proud to be part of this institution.

89%

78%

There is regular and open communication among faculty, administration, and staff.

71%

53%

72%

51%

58 There’s a sense that we’re all on the same team at this institution.

There can be no doubt that having a special culture is one of the key things that enables Honor Roll schools to embed team spirit not only at the department level, but also throughout the institution. By way of example, there was a 17-point difference between Honor Roll and Non-Honor Roll respondents to barometer statement #59, “This institution’s culture is special - something you don’t find just anywhere.” The Best scored 83% positive on that statement compared to the Rest, which scored 66% positive.

2011 Higher Education Workplace Trend Report©

2011 Higher Education Workplace Trend Report© Master’s

Assoc

Another area where the 2011 Honor Roll schools distinguished themselves was in shared governance. The schools designated the Best were intentional about including faculty, staff, and administration in key decisions regarding their institution. For example, on the following three survey statements, there was a 15-point to 17-point gap between the results of Honor Roll and Non-Honor Roll schools. ModernThink Higher Education Insight Survey© Statements *

Overall % Positive 2011 Honor Roll

Overall % Positive 2011 Non-Honor Roll

Overall Point Difference in % Positive

The role of faculty in shared governance is clearly stated and publicized.

Faculty, administration and staff are meaningfully involved in institutional planning.

72%

55%

Faculty, administration and staff work together to ensure the success of institutional programs and initiatives.

81%

65%

76%

61%

APPLICANT POOL BY CARNEGIE CLASSIFICATION According to the Carnegie Classification of Institutions of Higher Education™ the 2011 applicant pool includes:

21% 31%

• 65 Associate Colleges • 68 Baccalaureate Colleges

22% 5%

• 65 Doctorate/Research Universities

Bacc

21%

• 96 Master’s Colleges and Universities • 16 Special Focus Institutions

Master’s

Assoc

Bacc

Research

ALL APPLICANTS

• 156 public institutions • 154 private institutions

Soliciting input from and involving the broader campus community in planning and strategic decision-making has had an overwhelmingly positive impact on the Honor Roll schools. They scored an impressive 80% positive on statement #57, “This institution is well run,” compared to the 59% average for their Non-Honor Roll peers. This 21-point gap between the Best and the Rest was the second largest gap among all 60 survey statements in 2011. This excerpt of the 2011 Higher Education Workplace Trend Report© summarizes just some of the key high-level themes from both the faculty and staff survey and the IQ. The full Trend Report will provide a far more comprehensive overview, especially related to the IQ findings. See the Reports tab at ChronicleGreatColleges.com for more information.

Small Medium Large APPLICANT POOL BY ENROLLMENT Small 29%

42%

29%

Medium 36%

29%

The applicant pool included 156 public institutions and 154 private institutions.

29%

36%

35%

42%

Small

Medium

Large

2-YEAR SCHOOLS

Large 35%

Small

Medium

Large

4-YEAR SCHOOLS

Research 68

2011 Higher Education Workplace Trend ReportÂŠ

PART-TIME AND NON-TENURE TRACK FACULTY

GEOGRAPHIC DISTRIBUTION

WA MT

Far West: 18

OR ID

SD WY

MI IA

NV CO

MS TX

CT NJ DE

PA OH

SC GA

Great Lakes: 35 Mid East: 72 New England: 23 Plains: 33 Rocky Mountains: 7 Southwest: 34 Southeast: 88

LA FL

Outlying Areas: 0

HI 0 0

500 Miles 500 Km

0 0

100 Miles 100 Km

Some colleges argue that they must turn to contingent faculty to save money at times of economic downturn. Using contingent faculty, they say, also allows them needed flexibility as enrollments fluctuate and interest in various academic subjects waxes and wanes. The AAUP has made a concerted effort against what it sees as the overuse of contingent faculty, arguing that it exploits contingent faculty members, damages student learning, undermines faculty governance and, ultimately, weakens the institution itself.

500 Miles

0 0

Although non-tenure track and part-time faculty have long been a part of academia at both twoyear and four-year institutions, they are becoming increasingly common. Research compiled by the American Association of University Professors (AAUP), for example, indicates that in 2007 more than 50 percent of all faculty held part-time appointments, up from just over 30 percent in 1975. Non-tenure track faculty appointments (both part- and full-time) account for 68 percent of all faculty appointments in American higher education.

500 KM

ALL APPLICANTS

Clearly the issues at stake are significant, and the debate will not be settled easily or quickly. Administrators and faculty will need to work cooperatively and collaboratively in the best interests of the institution. 2-YEAR SCHOOLS % Reporting Part-time and Non-tenure track Faculty

Small: < 3,000

Medium: 3,000 - 9,999

Large: 10,000 +

Less than 15%

29%

Between 15% and 30%

Between 30% and 50%

18%

19%

More than 50%

53%

91%

75%

Small: < 3,000

Medium: 3,000 - 9,999

Large: 10,000 +

Less than 15%

16%

13%

17%

Between 15% and 30%

20%

19%

22%

Between 30% and 50%

21%

38%

More than 50%

43%

47%

23%

4-YEAR SCHOOLS % ReportingPart-time and Non-tenure track Faculty

2011 Higher Education Workplace Trend Report©

PART-TIME AND NON-TENURE TRACK FACULTY ALL APPLICANTS % Reporting Part-time and Non-tenure track Faculty

(continued)

Assoc.

Bacc.

Master’s

Research

Less than 15%

11%

17%

11%

18%

19%

Between 15% and 30%

20%

18%

25%

12%

Between 30% and 50%

15%

19%

28%

31%

25%

More than 50%

74%

44%

43%

26%

44%

TRAINING AND DEVELOPMENT “Few things can help an individual more than to place responsibility on him, and to let him know that you trust him.” – Booker T. Washington Among the areas that set Great Colleges apart is their commitment to training and development. Providing opportunities for faculty, staff and administrators to grow professionally benefits not only employees but also the institution—and not only because employees will be more productive. Those who feel as if their employer is investing in their growth and development tend to feel greater job satisfaction as well as a stronger commitment to remaining at the institution. Across all Carnegie classifications and institution sizes, the colleges surveyed this year are doing a better job of providing training and development opportunities to their full-time faculty than they are to adjunct/part-time faculty and exempt and non-exempt staff. Training and development need not be as costly as some administrators fear. Some colleges are working cooperatively with nearby institutions to offer joint development opportunities and splitting the cost. Institutions also could consider calling upon their own pool of experts to offer training to employees. As part of the IQ participants were asked to provide the average number of training and development hours completed each year per employee. The charts here summarize aggregate findings by job category.

2011 Higher Education Workplace Trend Report©

TRAINING AND DEVELOPMENT 2-Year Schools Average Number Of Training & Development Hours Each Year Per Employee

2011 Higher Education Workplace Trend Report©

MENTORING

(continued)

Small: < 3,000

Medium: 3,000 - 9,999

Large: 10,000 +

Full-time Faculty

Administration

Exempt Professional Staff

Non-exempt Staff

Adjunct/Part-time Faculty

4-Year Schools Average Number Of Training & Development Hours Each Year Per Employee

Small: < 3,000

Medium: 3,000 - 9,999

Large: 10,000 +

Full-time Faculty

Administration

Exempt Professional Staff

Non-exempt Staff

Adjunct/Part-time Faculty

All Applicants Average Number Of Training & Development Hours Each Year Per Employee

Assoc.

Bacc.

Master’s

Research

Full-time Faculty

Administration

Exempt Professional Staff

Non-exempt Staff

Adjunct/Part-time Faculty

Increasing numbers of colleges recognize the value of mentoring in acclimating new faculty and staff to the institutional culture, enhancing skills of both the mentor and the protégé, developing managers and leaders, and retaining valued employees. What they do not always know, however, is how to go about setting up a program. In its 2008 guide “Best Practices: Mentoring,” the U.S. Office of Personnel Management (OPM) outlines key steps to develop and implement a formal mentoring program. For example, to develop a mentoring program, the OPM recommends conducting a needs assessment, developing a roadmap for the program, gaining the support and commitment of top administrators, dedicating a full-time employee to running the mentoring program, and creating a steering committee to set program goals and objectives. Implementing a mentoring program requires a strategy for recruitment and marketing, careful matching of mentors and protégés, an orientation program and instruction guide, a formal mentoring agreement and plan, suggested questions and activities to guide mentor pairs, and a process for evaluation.

2-YEAR SCHOOLS

% Reporting Mentoring Programs

“Mentoring is a brain to pick, an ear to listen, and a push in the right direction.” – John Crosby

The charts on this page and all subsequent charts reflect the percentages of participants who reported having the benefits and/or policies listed. Copyright 2011 ModernThink LLC. Proprietary work product. All rights reserved.

ALL APPLICANTS

% Reporting Mentoring Programs

4-YEAR SCHOOLS

% Reporting Mentoring Programs

2011 Higher Education Workplace Trend Report©

EMPLOYEE RETENTION PROGRAMS

MENTORING FOR ADVANCEMENT OF DIVERSE EMPLOYEES

Some turnover among administration, faculty and staff is reasonable and even desirable new people bring innovative ideas and fresh approaches. If turnover is too high, however, it hurts the college by costing money, lowering productivity and leading to a loss of valuable institutional memory. It would be a mistake to think that the high unemployment rate insulates colleges or any employer from turnover. The economy is starting to improve, and disengaged faculty and staff may make their exodus. In addition, the demographic trends are such that a significant number of Baby Boomers in academia will soon be considering retirement. Besides, when faculty and staff are content, the entire institution benefits in a multitude of ways.

In a 2007 article for the journal The Diversity Factor, Katrina Wade-Golden, PhD, and John Matlock, PhD, outlined “Ten Core Ingredients for Fostering Campus Diversity Success.” While Wade-Golden and Matlock are primarily addressing diversity in the student body, their suggestions apply as well to increasing diversity among faculty, staff and administrators.

A college’s retention strategies should include not only motivators such as bonuses, vacation time, and rewards for good work, but also the elimination of “shoves,” or demotivators, says Mark Murphy, author of The Deadly Sins of Employee Retention in Inc. magazine's April 7, 2010, article “How to Improve Employee Retention.” How do you know what those demotivators are? Try conducting “stay” interviews, the Wall Street Journal recommends. Ask people why they stay as well as what about the work environment could be improved. Regular employee surveys are another way to find out what is working and what needs to be changed.

ALL APPLICANTS

% Reporting Retention Programs

2-YEAR SCHOOLS

% Reporting Retention Programs

“We treat our people like royalty. If you honor and serve the people who work for you, they will honor and serve you.” – Mary Kay Ash

4-YEAR SCHOOLS

Among their recommendations: campus leadership’s commitment to diversity must be visible and heard; diversity plans should include action steps that are monitored by leadership and reported to the campus community; diversity should be not just a numbers game, but also should seek to address retention and satisfaction with the work and institutional environment; there should be a commitment to tackling campus myths about diversity; and the institution must remain committed to racial/ethnic diversity even as the definition and focus of diversity broadens. As these recommendations suggest, the focus of a diversity plan should be not merely on recruitment but also on changing the environment to make it more welcoming and inclusive. Another way to impact retention positively is to have mentoring programs for faculty and staff who come from diverse backgrounds, which can help their adjustment to the institution and the geographic area as well as foster their career development.

“Diversity has been written into the DNA of American life; any institution that lacks a rainbow array has come to seem diminished, if not diseased.” – Joe Klein

ALL APPLICANTS

% Reporting Diversity Mentoring

2-YEAR SCHOOLS

% Reporting Diversity Mentoring

4-YEAR SCHOOLS

% Reporting Diversity Mentoring

STRESS MANAGEMENT PROGRAMS

BENEFITS POLICY CHARTS

A staggering three-quarters of Americans report experiencing stress at unhealthy levels, according to the American Psychological Association’s 2010 Stress in America survey. Among their biggest worries are money (76 percent), work (70 percent) and the economy (65 percent). Nearly half of adults (49 percent) are worried about job stability. Those who look to their employer for help in balancing out work and life demands often end up disappointed. In the Stress in America Survey only 36 percent of employees say they are satisfied with what their employer offers for work/life balance, down from 42 percent just the year before.

As part of the IQ ModernThink not only asked about specific practices, we also inquired about benefits. The charts below reflect the percentage of participants that reported having the benefits and/or policies listed.

Stress leads people to overeat or to skip meals, to cut exercise out of their lives, to lose sleep, and to feel fatigued, irritable and unmotivated - all unhealthy behaviors that increase the risk of heart disease, cancer and other deadly diseases. In addition, psychologists say that chronic stress could impact the long-term physical and emotional health not only of those who are experiencing the stress, but also of their spouses and children. On the job, stress can lead to absenteeism, presenteeism (at work but not focused or productive), work mistakes, and accidents and injuries. And because it affects employees’ health so seriously, it eventually drives up medical expenses.

2-Year Schools Benefit / Policy

ALL APPLICANTS % Reporting Stress Management Programs

Small: < 3,000

Medium: 3,000 - 9,999

Large: 10,000 +

Paid Maternity Leave (beyond FMLA)

39%

33%

Paid Paternity Leave (beyond FMLA)

18%

21%

28%

Domestic Partner Benefits

11%

29%

72%

Subsidized Partner Benefits

11%

17%

33%

Eldercare

25%

28%

Vision Coverage

72%

83%

95%

Prescription Drug Plan

100%

92%

95%

Long-Term Care

61%

57%

61%

Alternative Treatment Options

17%

Small: < 3,000

Medium: 3,000 - 9,999

Large: 10,000 +

Paid Maternity Leave (beyond FMLA)

45%

55%

67%

Paid Paternity Leave (beyond FMLA)

31%

42%

59%

Domestic Partner Benefits

56%

61%

Subsidized Partner Benefits

23%

28%

44%

Eldercare

23%

25%

51%

Vision Coverage

88%

85%

89%

Prescription Drug Plan

94%

92%

97%

Long-Term Care

52%

65%

70%

Alternative Treatment Options

21%

28%

38%

4-YEAR SCHOOLS Benefit / Policy

2-YEAR SCHOOLS % Reporting Stress Management Programs

4-YEAR SCHOOLS % Reporting Stress Management Programs

2-YEAR SCHOOLS BEST PRACTICES

4-YEAR SCHOOLS BEST PRACTICES

School Pride At East Georgia College, the first Wednesday of each month is designated as EGC Spirit Day. Employees dress in school attire and colors, and the person who demonstrates the most spirit receives recognition and a prize.

Green Initiative McKendree University signed the Illinois Sustainability Compact agreement, uses energy star products when they clean, and follows LEED (Leadership in Energy Environmental Design) standards for new buildings. The school created its Environmental Awareness Committee, composed of faculty, staff and students, to lead the campus in honoring this agreement through recycling, Earth Week and building an awareness of green initiatives.

Senior Leadership The President and Vice President at Morgan Community College prioritize making sure their employees know they are appreciated. For example, last fall the President sent out individualized, hand-signed letters to each employee, taking special time to highlight the unique gifts and contributions of each person. Community Service Zane State College’s full-time faculty and non-faculty employees are encouraged to volunteer in the community. Employees are able to participate in approved community service activities up to four hours per month during the regular work hours and receive pay. In addition, the college continues to donate to local community organizations and charities. Diversity Somerset Community College employs a full-time Director of Cultural Diversity to coordinate activities and programs that promote diversity on campus. These events include an International Festival, Visiting Artist Program and Martin Luther King breakfast. The school also has a Diversity Initiatives Team that meets monthly and assists the Director of Cultural Diversity with planning and evaluating the school’s ability to attract and retain employees and students of varying ethnic and cultural backgrounds.

Employee Voice As a new campus, California State University Channel Islands hosts open forums and consultations with employee groups in developing plans for growth and change. For example, employees were asked to develop cost-savings initiatives and ideas during the recent economic downturn. An office supply “swap” was established that was so successful, it is being repeated again this year. Benefits Marywood University offers the same retirement benefits to all employees - from support staff to top administration and faculty. Employees can participate by contributing 2% of salary and the university will match with 10%, or they can alternately choose to contribute 1% and receive 5% from the university. Employees are eligible to participate after 90 days of service; vesting is immediate; and there are no mandatory participation requirements. Community Service The law school at Baylor University provides a free, two-day pro bono program for families interested in adoptions.

Flexibility During the summer terms, employees at Crowder College are permitted to work four tenhour days if they wish to enjoy long weekends. Compressed schedules are also available during the regular academic term, as approved on an individual basis.

Wellness Duke University’s LIVE FOR LIFE Program offers a “Success Over Stress,” self-paced program focusing on skills for managing stress, including techniques on relaxation, work/life balance, time management and work-related stressors.

Professional Development Genesee Community College emphasizes creative professional development through GUSTO, a group of employees committed to fostering positive morale and promoting the vitality of the college through training and employee engagement. The group’s goal is to create a team-oriented workplace that includes ongoing professional development, not just through seminars and workshops, but also through social and cultural events.

Diversity Furman University engaged The National Coalition Building Institute (NCBI), a nonprofit leadership training organization working to eliminate prejudice and inter-group conflict, to help promote tolerance on campus. Among its activities is working with existing campus organizations to encourage conversations across diverse groups.

2-YEAR SCHOOLS - IN THEIR OWN WORDS

4-YEAR SCHOOLS - IN THEIR OWN WORDS

“The key players in this college are a down-to-earth group of people who care for their community and employees by treating everyone with respect and dignity.”

“I really appreciate the work/life balance this institution has to offer. It is nice to have the freedom to be able to take care of personal emergencies when they arise. I also appreciate the manager/subordinate relationship. I am able to do the job I was hired to do without being micromanaged. I really appreciate the support, freedom and trust my managers have in my work.”

“I appreciate the fact that we work together to make our college the best it can be. I also like the feeling of family throughout the college whether you are staff, faculty or administration. I could not imagine working anywhere else.” “I love this institution's commitment to excellence in every aspect. I love that this institution values EVERY student and exhausts every means to help each student succeed. I love that every employee will go the extra step to help anyone accomplish anything. We are diverse but always moving forward in the mission. Our current President gives me great confidence in our future.” “Our goals are basically service-oriented. We want to help our students, our community, and ourselves to become better. I have a lot of pride in that; it’s something you don’t find with every employer.” “Every effort is made by the administration to make this college the best it can be. The leadership of the senior administration is excellent. I truly cannot imagine a better place to work. I am given the freedom and support needed to do my job and to do it well.” “I have a great supervisor. He understands my role at the college and the tools I need to do my job. I have opportunities to attend conferences and for continued professional development.” “The culture is one that supports collaboration among faculty, staff and administration to advance the goals of the institution. If it continues on this track, many great things lay ahead.” “The institution works hard to be the best educational institution it can be. The college is very teaching-oriented and as faculty you have freedom to explore and try different methods in the classroom.” “I appreciate most that the upper-level administration is open to ideas across all levels of employment at our school. We all have a voice and are listened to. We are given the ability to make changes when changes are seen fit.”

“Senior leadership cares very deeply about the institution and that is reflected in the way that they guide the university.” “What I most appreciate about working at this institution is the people. There is an environment of caring and nurturing that makes this university special. Employees here are not just a number. People know each other, their families, etc. As a full-time working mother of three, the workplace flexibility allows me to balance my personal and professional life.” “I have never worked at an institution where everyone knows and lives the mission. Unlike many schools where the mission is just words on a wall, we support and put the mission into practice with students, staff, alumni and the community.” “Total confidence in, and respect for, our President helps make this a great place to work." “So much emphasis is placed on connecting students to professors, administration AND staff, which I truly appreciate. The culture is one of mutual respect and an intrinsic understanding that we all work together as one team.” “There is such a family feeling here. Whether I am interacting with students, staff or faculty, it always seems like we are part of the same team. There is a community bond here that you don’t often see at other institutions.” “I appreciate the sense of camaraderie across divisions, as well as the strong vision and mission that creates this ‘teamwork’ approach. The culture is very caring; employees take an interest in, and support, each other. There is a strong sense that the administration would like feedback from all levels of staff.” “Upper management appreciates each individual’s work, encourages personal growth and, therefore, supports the mission of our campus with students at the center.”