Context for Analysis (C)
3C1-C2 Identifying Student Stakeholder Groups, Expectations and Requirements
Missouri Western State University seeks to set the standard for excellence in student development and community leadership. Western’s mission states that the institution is “focused on students as individuals and as members of society” and is “committed to the educational, economic, cultural and social development of the people and region that it serves.”
Western responds to a variety of stakeholders in a formal manner, including the U.S. Department of Higher Education, the Missouri Coordinating Board for Higher Education (CBHE), the Department of Higher Education (DHE), the Governor and the State Legislature, outside accrediting agencies (including the Higher Learning Commission), students, their families, and alumni and employers of students. Coordination with CBHE/DHE, the Governor and legislators is the responsibility of the President and Provost/Vice President for Academic and Student Affairs. The Provost, deans, and academic department chairs work with the accrediting agencies of particular programs. Coordination with the U.S. Department of Education and the reporting of data to both the State and the U.S. Department of Education is provided through the office of the Provost.
The following tables identify Western’s key stakeholders and their corresponding requirements and expectations (Figures 3.2 and 3.3).
Figure 3.2 Student Stakeholder Requirements and Expectations
Student
Stakeholders |
Requirements and Expectations |
| |
Short Term
|
Long Term
|
All Undergraduates |
Available classes;
quality faculty; effective
teaching; specialized information
about majors; financial
aid; employment
opportunities; student
activities; support
services |
Additional education;
available classes;
effective teaching; continued support
services;
good reputation;
employment |
Freshmen |
Engagement (NSSE);
Satisfaction (SSI) |
Additional education;
available classes;
effective teaching;
continued support
services; good reputation;
employment |
Seniors |
Engagement; degree
audit; access to career
services; job interviews
and placement; graduate
school planning;
exit requirements |
Good reputation;
connectedness with
the university after graduation;
employment |
Nontraditional,
Part-time, Evening |
Available classes
of choice; varied
teaching modes; career
advancement; job skills; relevance of coursework
to employment
requirements; easy
access to campus; parking; accurate
campus information;
opportunity to participate
in campus culture; onestop
support services |
Good reputation;
employment |
Non-Degree
Seeking |
Available classes of
choice; quality faculty;
effective teaching |
Additional education;
available classes,
effective teaching; continued support services;
good reputation;
employment |
Figure 3.3 External Stakeholder Requirements and Expectations
External
Stakeholders |
Requirements and Expectations |
| |
Short Term |
Long Term |
Parents |
Financial aid; user-friendly
access to accurate information;
friendly, informative
campus visits;
friendly, informative
faculty advisors;
FAFSA application
support; ongoing communication;
accurate advisement
leading to timely
graduation; placement
of graduates; health,
wellness, and campus
safety |
Affordable tuition;
quality education;
employability of
graduates |
Governmental
decision
makers |
Affordable, quality
education;
responsible fiscal management;
educated workforce;
responsiveness to
community needs |
Well educated
workforce;
sound fiscal
management; response to
state and regional
needs |
Accrediting
bodies |
Responsiveness;
credible quality
assurance;
continuing self-evaluation
and improvement;
ongoing assessment
and results |
Sustained
excellence;
integrity and
accountability;
assessment;
improvement,
and results |
Employers
and business supporters |
Employment ; job-ready
graduates; ready-to-learn interns;
Western Institute programs and courses
for staff |
Well prepared
graduates and
interns;
opportunities
for continuing
education; collaborations and
partnerships |
Feeder
schools |
Helpful interaction with
high school counselors;
faculty involvement
with outreach; accurate
information about
the university; high
school and college
transition programs;
strong professional relationships;
articulations;
collaborative programs |
Quality education;
affordable tuition;
current, accurate information;
strong professional
relationships;
articulation |
Potential
students |
Available majors;
financial aid; student
activities;
support services |
Admission |
Alumni,
Friends,
Supporters |
Communication/connection with
institution and alumni,
campus events and
culture;
recognition for
successes;
continued learning opportunities;
job networking |
Sustained
communications;
quality
effectiveness and connections;
positive institutional
image;
recognition for
support of time,
donations, and
mentoring |
|
Systems Portfolio Guide
