Results from the 2008 Alumni Attitude Study © Presented by: Cal State Fullerton

Results from the 2008 Alumni Attitude Study©

Presented by:

Cal State Fullerton

Alumni Attitude Study©

About the Study©

Underlying Principles for Alumni Feedback Processes

Actionable ResultsActionable results begin with careful question wording, construction, and order. Results can and should guide an organization toward those improvement opportunities that would have the most impact.

Prioritized Improvement OpportunitiesThe true measure of a survey’s efficacy is in the extraction of action items that can be implemented to enhance the alumni relationship. Survey research, conducted by PEG, will assist the organization in identifying improvement opportunities and understanding implications of their implementation.

Enhanced Brand/Image RecognitionBased on our extensive experience in alumni research, we believe that it is very important to brand the survey as a university communication piece. All communications are an opportunity to increase brand awareness and goodwill among the alumni population. These branding benefits accrue even among those who do not complete the survey. The specific elements (logos, colors, etc.) of the brand are introduced and reinforced.

Alumni PartnershipBy directly asking for their input in a professional, deliberate way, the university demonstrates to alumni that their opinion is important. The institution is entering into a different type of relationship – one in which alumni input is highly valued. Implementing all elements of the Alumni Partnership Model© will further enhance this relationship.

Original TimelineJuly 08 Sept 08Aug 08 Oct 08 Dec 08Nov 08 Jan 09

Phase IDesign and development individual university instruments, finalize contracts, and launch surveys

Phase IIDistribute

Phase IIIAnalysis and Reporting

Feb 09

Study Results:Distribution and Response

Response Rate

Surveys Distributed

Returned Email (bad addresses)

Presumed Delivered

Number of responses

22,328

17,034

Study Results:Distribution and Response

* Source: “The Ever-Shifting Internet Population”, The Pew Internet & American Life Project, April 16, 2003.

Bias is inherent in all research studies. It must be understood and minimized where possible.

Confidence Interval

• Computation based on number of responses and variation of responses

• Assumes random distribution and ability to respond

• Response percentage is not part of the consideration for this calculation

Non-Response Bias

• A low survey response rate and corresponding high non-response rate causes concern about differences between respondents and non-respondents

• Exists in both internet and phone surveys as well as mail

• Consistency of ranking for question groups helps alleviate concern

• Distribution across membership status, age, and gender also helps reduce concern

Selection Bias

• A survey will be more representative of the entire population if sample selection is truly random and each member of the population has an equal opportunity to be selected

• Possibly more of an internet issue currently for some schools

• Approximately 82% of college graduates have access to the internet and email*

ParticipantsAll School Comparables

Alaska, University of at Fairbanks Concordia Oakland University West Virginia University

Boise State University Drake University Ohio University Western Michigan University

Brandeis University Drexel Oregon, University of Western Michigan University

Buffalo State George Mason University Ouachita Baptist University Winthrop

California-Berkeley, University of George Washington University Pittsburgh, University of Wisconsin LaCrosse

California-Davis, University of Georgetown University Portland State University

California-Irvine, University of Ithaca College Purdue

California-LA (UCLA), University of Jacksonville State University Rochester Institute of Tech

California-Riverside, University of Kansas, University of Southern Illinois University

California-San Diego, University of Kent State University Southern Methodist University

California-San Francisco, University of Linfield College Southern Mississippi, University of

California-Santa Barbara, University of Massachusetts at Lowell, University of

Spelman College

California-Santa Cruz, University of Missouri, University of St. John’s University

Case Western University Montana State University SUNY – University at Albany

Cedarville University Montana, University of Syracuse University

Central Florida, University of Nevada at Las Vegas, University of Texas Christian University

Central Washington University New Mexico, University of Tufts

Cincinnati, University of New York University University of Houston

Colorado State University Niagara Utah, University of

Colorado-Boulder, University of North Dakota State University Weber State University

ParticipantsCSU Comparables

CSU Bakersfield

Cal Poly Pomona

Cal Poly SLO

Chico State

CSU, Dominguez Hills

Cal State East Bay

Fresno State

Cal State Fullerton

Humboldt State University

CSU Long Beach

CSU Northridge

Sacramento State University

CSU San Bernardino

San Diego State University

San Jose State University

Cal State San Marcos

Sonoma State University

CSU Stanislaus

II/Post

- 1963

Woodsto

ietnam

1964 - 1973

Post-W

atergate

1974 - 1980

Yuppie/End Cold W

1981 - 1993

Electronic

Revolution/

Dot-com

1994 - 2000

Post-9/1

2001 -

Hobby/Interests

Gender/Ethnicity

Career

FamilyYoung Adult/Discovery26 to 30

Stable/Mid-Life45 to 62

Building/Growth31 to 44

Mature/Contemplative63 and older

Recent Graduates21 to 25

Grad Year

LIFEST

LIFECYCLE

Foundational ConceptsAlumni Segmentation Model©

Population Demographics

Study Results

Distribution and ResponseBy Degree Obtained

Distribution and Response Degree Obtained By Cohort

Distribution and ResponseBy Location of Current Residence

Distribution and Response Location of Current Residence By Cohort

Distribution and ResponseBy Ethnicity

Distribution and Response Ethnicity By Cohort

Distribution and ResponseBy Era

Response Rate

NOTE: Response rate is unadjusted for bad email addresses.

Distribution and ResponseBy Era

Response Rate

NOTE: Response rate is unadjusted for bad email addresses.

Distribution and Response Era By Cohort

Distribution and ResponseBy Gender

Distribution and Response Gender By Cohort

Distribution and ResponseBy Gender across Generations

Distribution and ResponseBy Q23 Intent to Participate Financially

Non-contributors ContributorsMight

contribute in the future

Distribution and ResponseBy Q23 Intent to Participate Financially vs. Q02

Non-contributors ContributorsMight contribute in the future

How often do you promote Cal State Fullerton to others?

ImplicationsHighlighted issues and areas of focus

• Communicate to alumni how the diploma is increasing in equity

• Provide opportunities for alumni to provide feedback and engage in activities

• Job and career related activities• Communicate differently with younger alumni

(30 and under)• Branding presence on campus• Engaging alumni who are out-of-state

Communication

Study Results

Q18. In your relationship with the University, please describe how often you do or have done the following.

Never One time A few times Frequently

Q18. In your relationship with the University, please describe how often you do or have done the following.By Era

Never One time A few times Frequently

Q19. For each of the communication methods listed below, please tell us how important that method is to you and also rate the University’s effectiveness in utilizing that method.

Not Important

SomewhatImportant

Very Important

CriticallyImportantExcellent

Q19. For each of the communication methods listed below, please tell us how important that method is to you and also rate the University’s effectiveness in utilizing that method.

Importance exceeds Performance

Performance exceeds Importance

Q19. For each of the communication methods listed below, please tell us how important that method is to you and also rate the University’s effectiveness in utilizing that method.Gap Analysis By Era

Q20. Please indicate how much each of the following impacts your overall current opinion of the University:Percentage of respondents who chose top two choices

NoImpact

Significant Impact

Critical Impact

SomeImpact

Q20. Please indicate how much each of the following impacts your overall current opinion of the University:By Era

Q24. Please indicate your feeling regarding the frequency of the following.

Way too much

About rightWould

welcome more

Not nearly enough

A little too much

Q24. Please indicate your feeling regarding the frequency of the following.By Era

Current and Future Alumni Programs

Study Results

Q08. How important is it for you and alumni in general to do the following and how well the University does at supporting alumni in doing them?

Not Important

SomewhatImportant

Very Important

Q08. How important is it for you and alumni in general to do the following and how well the University does at supporting alumni in doing them?Gap Analysis

Q08. How important is it for you and alumni in general to do the following and how well the University does at supporting alumni in doing them?Gap Analysis by Era

Q17. How would you most like to be contacted by the University?

Q16. What are barriers to your participation in alumni activities?

Q16. What are barriers to your participation in alumni activities?By Location of Current Residence

Q13. How important was each of the following to your experience as a student, and how well did the University do at providing them?

Not Important

SomewhatImportant

Very Important

Q13. How important was each of the following to your experience as a student, and how well did the University do at providing them?Gap Analysis

Q13. How important was each of the following to your experience as a student, and how well did the University do at providing them?Gap Analysis by Era

Q13. How important was each of the following to your experience as a student, and how well did the University do at providing them?Gap Analysis by Cohort

Q12. In which of the following organizations/activities did you participate as a student?

Q12. In which of the following organizations/activities did you participate as a student?By Era

Q25. How much do you agree/disagree that the following describes people who currently join/are members of Cal State Alumni Association?

Strongly disagree

Generally disagree

Generally agree

Strongly agree

Q25. How much do you agree/disagree that the following describes people who currently join/are members of Cal State Alumni Association?By Era

Strongly disagree

Generally disagree

Generally agree

Strongly agree

Q26. How important are each of the following to you as a reason to join the Cal State Fullerton Alumni Association?

Not important

Somewhat important

Very important

Critically important

Q26. How important are each of the following to you as a reason to join the Cal State Fullerton Alumni Association?By Era

Not important

Somewhat important

Very important

Critically important

Q27. On a scale of 1-5 (with 1 being the lowest), how useful were the following benefits to you?

Q27. On a scale of 1-5 (with 1 being the lowest), how useful were the following benefits to you?By Era

Loyalty

Study Results

Q07. How well did the highest degree from the University prepare you for each of the following?

Poor preparation

Fairpreparation

Goodpreparation

Excellentpreparation

Poor preparation

Fairpreparation

Goodpreparation

Excellentpreparation

Q07. How well did the highest degree from the University prepare you for each of the following?By Era

Q01. How would you rate your decision to attend the University?

Q04. Which of the following best describes your experience as a student?

Q02. How often do you promote the University to others?

Q06. Which of the following best describes your overall current opinion of the University?

Q05. Which of the following best describes your experience as an alumnus/a?

Correlation AnalysisHighest correlation to “loyalty” across all questions

Implications

Study Findings

Potential First ActionsHighlighted issues and areas of focus

• Feedback to the alumni• Career related programs for students and

alumni• Targeted communications focusing on

successful event outcomes – use the lever you have

• Build campus coalitions around alumni by sharing and discussing data

Foundation ConceptsAlumni Partnership Model

Initiate the process by asking their

opinion

Initiate the process by asking their

opinion

Alumni feedback is not a one-time event, but rather an ongoing process of measurement, action, and re-measurement.

Robert ShossTel: (713) 527-0078 Fax: (713) 524-4324rshoss@pegltd.comwww.pegltd.com

Contact Information

Results from the 2008 Alumni Attitude Study © Presented by: Cal State Fullerton

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