■ SEPTEMBER 2007

SELF-STUDY REPORTPrepared for The Higher Learning Commission North Central Association of Colleges and Schools

Mercy MissionValues Vision

Fulfilling the Promise

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■ TABLE OF CONTENTSHLC SELF-STUDY SAINT XAVIER UNIVERSITY

PRESIDENT’S LETTER

GUIDING FRAMEWORKS

INTRODUCTIONInstitutional Overview1997 NCA ReportResponses to the 1997 NCA ReportA Summary of Accomplishments, 1997-2007Self-Study ProcessInstitutional StrengthsInstitutional ChallengesCore Recommendations from the Self-StudyLooking Ahead

CRITERION 1: MISSION AND INTEGRITYIntroductionInstitutional ContextStrategic Plan and Vision for the FutureDecision MakingConclusionRecommendations

CRITERION 2: PREPARING FOR THE FUTUREIntroductionShaping the FutureFinancial OverviewResources for Mission-Based PlanningFinancial ChallengesFinancial StabilityContinuous Improvement ConclusionRecommendations

CRITERION 3: STUDENT LEARNING AND EFFECTIVE TEACHINGIntroduction Learning Outcomes and Assessment Teaching Effectiveness Learning Environments Learning Resources Conclusion Recommendations

CRITERION 4: ACQUISITION, DISCOVERY, AND APPLICATION OF KNOWLEDGEIntroductionLife of LearningResources for Teaching and LearningBalancing Teaching and ScholarshipA Community of ScholarsAdministrative and Staff DevelopmentStudent Learning and Breadth of KnowledgeTechnology, Information and ConnectivityUsing Knowledge ResponsiblyIntellectual Property Right and FacultyExternal Program ReviewResources for the CommunityConclusionRecommendations

■ TABLE OF CONTENTS (cont.)HLC SELF-STUDY SAINT XAVIER UNIVERSITY

CRITERION 5: ENGAGEMENT AND SERVICEIntroductionExternal Constituencies

Academic ProgramsFaculty Consulting and ExpertiseArticulation and Student TransferAdvising and Educational Planning ServicesCommunity-Based LearningCommunity ServiceCatholic-Focused ProgramsConferences and Facilities SchedulingExternal Communications

ConclusionRecommendations

CONCLUSION AND REQUEST FOR CONTINUING ACCREDITATION

APPENDICESAppendix A: Federal ComplianceAppendix B: Institutional SnapshotAppendix C: Chapter ReferencesAppendix D: Peer and Aspirant InstitutionsAppendix E: Carnegie 2005 ClassificationsAppendix F: Faculty Books/Publications/Artistic ProductionsAppendix G: Leadership Development ActivitiesAppendix H: Self-Study Recommendations Linked to the Eight Strategic DirectionsAppendix I: AcronymsAppendix J: Timeline of Self StudyAppendix K: Organizational ChartAppendix L: HLC Assessment Academy Application and AcceptanceAppendix M: Third Party Comments/Public NotificationAppendix N: Campus Maps/DirectionsAppendix O: Official HLC Status of AffiliationAppendix P: Request for Change in Status Affiliation Appendix Q: Self-Study Participants

■ PRESIDENT’S LETTERHLC SELF-STUDY SAINT XAVIER UNIVERSITY

September 4, 2007

Dear Reader:

It is my distinct privilege to present to you Saint Xavier University’s Self-Study Reportin anticipation of the November 5-7, 2007 visit by the Site Team designated by theHigher Learning Commission.

The result of two years of intense preparation by the entire Saint Xavier UniversityCommunity, this report demonstrates that the University vigorously meets all criteriaestablished by the Higher Learning Commission: fidelity to mission and integrity, astrategic preparation for the future, an intense focus on student learning and effectiveteaching, an unwavering commitment to the responsible acquisition, discovery andapplication of knowledge, and an exceptional engagement of our constituencies through service.

Saint Xavier University, as a result of engaging in this self-study process, is betterpositioned to continue to advance its Strategic Plan as guided by its mission and in a manner consonant with its core values.

On behalf of the entire University, I look forward to welcoming the evaluation team to the Saint Xavier community.

Sincerely,

Judith A. Dwyer, Ph.D.President

2

The University’s guiding frameworks

include the mission statement,

vision, core values, strategic

directions, vision of our Catholic

identity, and educational philosophy

statement.

MISSION STATEMENTSaint Xavier University, a Catholicinstitution inspired by the heritage of the Sisters of Mercy, educates men and women to search for truth, to thinkcritically, to communicate effectively,and to serve wisely and compassionatelyin support of human dignity and thecommon good.

Approved by the Saint Xavier UniversityBoard of Trustees, October 12, 2005 and by the Members of the Corporation, theSisters of Mercy, on October 20, 2005.

VISION, CORE VALUES, ANDEIGHT STRATEGIC DIRECTIONSSaint Xavier University aspires to be aleading comprehensive Catholicuniversity committed to the Core Valuesof Respect, Excellence, Compassion,Service, Hospitality, Integrity, Diversity,and Learning for Life in the Sisters ofMercy tradition.

Whereas in seeking and selecting anew President, the Board of Trusteesexpressed its desire and intent that SaintXavier University rise to a new level ofexcellence and become widely recognizedas a leading regional Catholic university;and

Whereas the Board asked PresidentJudith A. Dwyer to engage the SaintXavier University community in acomprehensive strategic planning processto realize that intent; and

Whereas President Dwyer, with herCabinet and duly-constituted studygroups, has engaged more than 400University constituents in a focusedplanning process; and

Whereas the study groups have crafteda holistic and integrated set of EightStrategic Directions for the University;and

Whereas these Eight StrategicDirections and the process leading tothem have enlivened the campuscommunity, heightened their sense of theUniversity’s potential, and renewed theircommitment; therefore

Be it resolved that the Board ofTrustees commends President Dwyer andher colleagues for their work; affirms andendorses the Eight Strategic Directionspresented and discussed at this Boardmeeting; and pledges itself to support therealization of these goals in collaborationwith the University’s administration,faculty, and staff.1. Saint Xavier University will advance

its mission, Catholic identity, andMercy heritage through the creationof structures, programs, and practicesthat focus resources and actions oncore values, mission, and heritage.

2. Saint Xavier University will enjoy aregional and national reputation forhigh quality academic programswithin a culture of continuousimprovement in the conditions andpractices of learning and teaching.

3. Saint Xavier University will beincreasingly recognized as an excellentschool for talented students seekingactive engagement in dynamiclearning and exceptional campusservices.

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■ SAINT XAVIER UNIVERSITY GUIDING FRAMEWORKS

4. Saint Xavier University will develop acampus master plan that supports andfosters excellence in teaching andlearning, student growth anddevelopment, and collaboration andcollegiality.

5. Saint Xavier University willsuccessfully engage institutionalconstituents, forge a leading universityadvancement program, and buildmission-based transformational givingand philanthropic support.

6. Saint Xavier University willsignificantly increase its visibility andrecognition for its people, programs,and services through vigorous andcoherent public relations andmarketing initiatives.

7. Saint Xavier University will develop arolling, five-year financial plan that isfiscally responsible, supports theUniversity’s Mission, and improves theoverall financial health of theinstitution.

8. Saint Xavier University will prepare amaster human resources plan thatpromotes the recruitment, professionaldevelopment, and retention of atalented and diverse workforcecommitted to the core values, mission,and heritage of the institution.

Board of Trustees Endorsement of EightStrategic Directions, May 12, 2004

DESCRIPTION OF CORE VALUESThe Saint Xavier University communitycommits itself to practicing eight corevalues as it engages in a search for truthand knowledge, both for personalenhancement and to understand andimprove our world.

Respect moves us to understand thegifts and unique contributions of everyperson in the University community andto value diverse perspectives.

Excellence commits us to challengeourselves to utilize our God-given gifts:intellectual, social, physical, spiritual, andethical.

Compassion compels us to stand withand embrace others in their sufferingthat, together, we may experience God’sliberating and healing presence.

Service calls us to use our gifts, talents,and abilities to advance the genuine wellbeing of our community and those weencounter.

Hospitality draws us to do our dailywork with a spirit of graciousness thatwelcomes new ideas and people of allbackgrounds and beliefs.

Integrity gives us the ability to realize thegreater good in our actions andprograms, and challenges us to look atour work and ourselves holistically and asone united with others across the globe.

Diversity builds a community that fostersa climate that is open and welcoming todiverse people, ideas, and perspectives;that promotes a constructive discourse onthe nature of diversity; and that engagesfaculty, staff, and students in activitiesthat promote the University’s core values

Learning for Life, in the liberal artstradition, encourages us to pursueknowledge and truth throughout ourlives in ways that improve ourcommunities and ourselves and thatstrengthen our understanding of eachother.

SAINT XAVIER UNIVERSITY ■

NOTES:

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4

OUR VISION OF OUR CATHOLICIDENTITYSaint Xavier University, founded andsponsored by the Sisters of Mercy, is aCatholic university which shares in therich tradition of Catholic liberal artshigher education in the United States.As a Catholic university, Saint Xavierparticipates in the mission of thattradition, which is to see that “theChristian mind may achieve, as it were, apublic, persistent and universal presencein the whole enterprise of advancinghigher culture.” Saint Xavier’s programsin arts and sciences, professionallearning, its support services, its PastoralMinistry Institute, and its rich liturgicallife, provide ways to promote thatmission.

The central activities of the Universityare teaching and learning. Excellence inteaching is paramount, allowing for theadvancement of the fields of studythrough careful research, critical analysis,and thoughtful discussion. An essentialcondition of this activity is the academicfreedom of faculty and students. TheCatholic Church recognizes thefundamental dignity of all persons onwhom the responsibility to seek the truthrests, and supports each person in thepursuit of truth, especially religious truth.

As a Catholic university of the Sistersof Mercy of the Americas, Saint Xaviershares in the commitment to act insolidarity with the economically poor ofthe world, especially women andchildren. The commitment to Mercymeans that we care that all our studentsdevelop a voice in the conversation ofthe contemporary world, that we carethat they achieve competence andpursue excellence in the arts and

sciences, and that they infuse personaland professional practice with the spiritof liberal learning. The hospitality andcompassion which marked the work ofCatherine McAuley should be reflectedin the life of the University community,the character of its education, and in itsmany services to the community.

As a Catholic university, Saint Xavierpromotes the vigorous discussion ofreligious ideas. This conversation muststrive to include the myriad and variousvoices of the Catholic tradition, past andpresent, as well as the voices of teachersand students from all traditions. It is aparticularly Catholic purpose tounderstand the differences among thesevoices clearly and distinctly, to celebratethese differences, to discern what thesevoices have in common, and to engagethem in conversation with the Catholictradition.

As a Catholic university, Saint Xavieris inspired by the Christian message oflove of God and love of neighbor. Itsadministrators, faculty, staff, and studentsmust dedicate themselves to the pursuitof academic excellence in the context ofrespect, caring, and justice.

Approved by Board of Trustees, April 1992

PHILOSOPHY STATEMENT Saint Xavier University continues tobuild upon the ideals of its founders andsponsors, the Sisters of Mercy, who in1846, inspired by their Catholic faith andits mandate of union and charity,established an academy defined byintellectual rigor in the tradition of theliberal arts, the encouragement ofreligious faith, and action in solidaritywith the economically poor of the world,especially women and children.

■ HLC SELF-STUDY

Consistent with this tradition, theUniversity offers challengingundergraduate, graduate, and professionalprograms, characterized by a collegialalliance of faculty, students, staff,administration, and community memberswho are committed to providing coursework, resources, activities, andinstructional facilities that supportexcellence in teaching and learning.While chiefly concerned with students’intellectual development, the Universityalso supports their moral and spiritualgrowth, and enhances their capacity forleadership through co-curricularprograms.

At the heart of the academic missionis the University’s commitment to astrong general education program thatintroduces students to college life andlearning, broadens their knowledge inthe arts and sciences, helps themintegrate learning and communityconcerns, and prepares them for successin their major fields of study and life aftergraduation. In all programs of study, theUniversity encourages the examination offundamental questions of humanconcern, respectful dialogue in thecontext of diverse points of view andexperience, as well as the search for truthand justice.

In an atmosphere of intellectual rigormade possible by academic freedom,University faculty develop and teachcourses in their areas of advanced study,extend research in their disciplines,produce scholarly and creative work, andserve the University and community.Faculty are also responsible for academicpolicies and the design and content ofthe University curriculum. In teaching,scholarship, and service, faculty represent

one of the most visible examples of theintellectual life of the University.

Students at Saint Xavier encounter awide range of course work, co-curricularactivities, community experiences, andsupport services designed to enhancetheir learning at all levels, and to helpthem develop more fully as confident,contributing citizen leaders of an ever-increasingly complex and globalcommunity. The University seeksstudents of diverse talents, experiences,knowledge, interests, and cultures whoare willing and prepared to learn, and toseek excellence in themselves and others.

Vital to the success of teaching andlearning are the dedicated members ofvariously skilled academic supportservices and the administrative leadershipcharged with fostering strategic planning,institutional assessment, and effectivestewardship and deployment ofUniversity resources.

The enduring fellowship of alumni,emeriti faculty, Sisters of Mercy sponsors,trustees, and other friends andcontributors in the community at largedemonstrate their continuing faith in thecentral mission of Saint Xavier throughvarious acts of giving, prayer, andsupport.

Infusing this community of sharedconcern are the distinctive qualities andvalues of Saint Xavier University,including the belief that faith and reasoncan interact in mutually fruitful ways.Therefore, the University membershipencourages a full search for truth,including religious truth, while respectingfreedom of personal expression. It alsopromotes a vigorous and compassionatedialogue among the various faith

SAINT XAVIER UNIVERSITY ■

NOTES:

5

6

traditions, and between them and theacademic disciplines. At its foundation,teaching and learning at Saint Xavier arepremised upon and committed to thefundamental dignity and unique worth ofeach human person.

Accepted by Faculty Senate,March 28, 2006

Approved by the Board of Trustees,May 10, 2006

Approved by the Corporate Member,May 25, 2006

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■ INTRODUCTION

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INSTITUTIONAL OVERVIEW .......................................................................................................................i.1

1997 NCA REPORT ........................................................................................................................................i.2

RESPONSES TO THE 1997 NCA REPORT............................................................................................i.3

INSTITUTIONAL PROGRESS .....................................................................................................................i.5

SELF-STUDY PROCESS ..............................................................................................................................i.6

INSTITUTIONAL STRENGTHS....................................................................................................................i.9

INSTITUTIONAL CHALLENGES................................................................................................................i.12

CORE RECOMMENDATIONS FROM THE SELF-STUDY .................................................................i.13

LOOKING AHEAD .........................................................................................................................................i.15

■ TABLE OF CONTENTS

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i.1

■ INTRODUCTION TO THE HIGHER LEARNING COMMISSION SELF-STUDY

Saint Xavier University, 2007

During the next decade, Saint XavierUniversity will be well positioned to fulfillits mission because of its capacity to buildupon its strengths and to respond to itschallenges through effective leadership,institutional assessment, and community-based strategic planning.

This Higher Learning Commission(HLC) Self-Study describes how SaintXavier University has achieved is currentstatus, how it has matured since itsprevious North Central Association(NCA) visit, how it has identified thechallenges it faces in the future, and howit will respond to those challengesthrough shared strategic planning and aserious commitment to develop thefinancial resources necessary to expandits facilities, faculty, and academic supportservices.

The purpose of this introduction is toprovide an institutional overview, reviewits response to the 1997 NCA Report,describe its Self-Study process, previewthe strengths, challenges, andrecommendations noted by this Self-Study, and provide a look ahead.

INSTITUTIONAL OVERVIEWFounded in 1846 by the Sisters of Mercy,Saint Xavier University is a Catholic,coeducational, comprehensive universitygrounded in the tradition of the liberalarts and offering undergraduate andgraduate degree programs to studentsfrom across the country. In the lastdecade, the University has also beencharacterized by explosive growth instudent enrollment—between 1998 and2006, the total headcount grew 55% andthe undergraduate headcount grew 42%.In response to this growth, the size of the

faculty—both full-time and adjunct—hasdramatically increased along with staffand facilities, resulting in a change from asmall campus to a mid-size university.

As one of 18 colleges and universitiessponsored or co-sponsored by the Sistersof Mercy, Saint Xavier University assistsstudents in their search for truth andmeaning by providing a scholarly,supportive community that promotesexcellence in teaching, learning for life aswell as for livelihood, and the cultivationof ethical and moral sensibilities topromote the common good.

Saint Xavier University has threelocations. The Chicago Campus, built in 1956, is located at 3700 West 103rdStreet. Its campus facilities offerapproximately 650,000 square feet spreadover 72 beautifully landscaped acres on the Southwest side of Chicago. TheOrland Park Campus, dedicated in 2003,is situated on 46 acres of wooded landnear the intersection of I-80 andLaGrange Road. This beautiful state-of-the-art campus features 14 classrooms,four computer labs, a library andtechnology center, bookstore, a cybercafé, faculty and administrative offices,soaring atriums, and outdoor gatheringspaces surrounded by a natural setting.In January 2007, the University beganoffering graduate classes in downtownChicago in its Financial FraudExamination and Management Programin the Chicago Bar Association buildingat 321 S. Plymouth Ct.

The University’s mission and corevalues further define its institutionalpurpose and stance toward those itserves. Additionally, the University’s mostrecent institutional goals provide an

i.2

■ INTRODUCTION

excellent sense of its future directions.These Eight Strategic Directions, theculmination of four months of intensivework and study begun in the Fall of 2003on the part of five Study Teamsconsisting of more than 60 faculty, staff,and administrators, are understood as aset of interconnected guideposts thatdefine broader horizons for greaterexcellence and greater institutionalrecognition in the coming years. Futureplanning efforts at all levels of theUniversity’s organization will use theEight Strategic Directions to guidethinking, discourse, and planning forinitiatives that will move the institutionconsistently, continuously, andintentionally towards the ultimate visionof becoming a leading comprehensiveCatholic university in the Midwest.

Dramatic progress on all strategicdirections continues as the institutionestablishes new leadership positions in itsadministration, as well as calls upon thetalent of faculty and staff to plan, direct,and actualize these goals.

1997 NCA REPORTSignificant progress has also beenachieved in response to all of thechallenges, concerns, observations, andsuggestions noted in the 1997 NCAReport.

In its own analysis of the institution’spolicies and practices, the University atthat time identified seven “challenges tointegrity”:1. Catholic Identity—The University has

long struggled with the question of theway in which it expresses its Catholicidentity, especially in view of itschanging demographics and thegrowth of its graduate programs.

2. Endowment and Affordability—TheUniversity also struggles with itsaffordability, especially since its studentbody is very price sensitive. With itslow endowment, the Universitystruggles to keep tuition affordableenough for the students it serves.

3. Facilities—The University lacks somefacilities which it feels are necessary topromote the kind of teaching andlearning and community life it values.

4. Faculty-Staff Diversity—The Universityhas made, and continues to makeconcerted efforts to build a faculty andstaff which reflect the diversity of thestudent body. While nearly one-third ofits student body is from a minoritypopulation, there is little diversitywithin the faculty and staff. As theUniversity’s minority populationincreases, it will be important for theUniversity to provide diversityeducation which will help faculty andstaff serve its students more effectively.

5. Internal Communications—In its Self-Study Report, the University discussedfaculty and staff concerns aboutineffective internal communications.In its interviews and open meetings,the team heard much discussion aboutthose concerns, but it also found muchevidence suggesting a University-wideawareness of the problem and awillingness to find effective strategiesfor addressing it.

6. Teaching-Research—Some facultyexpressed concern about theUniversity’s new emphasis on researchin promotion and tenure decisions.The University is struggling to find andcommunicate a balance between itstraditional emphasis on teaching andits expectations for scholarship andresearch.

SAINT XAVIER UNIVERSITY ■

NOTES:

i.3

7. Technology—Many faculty and staffexpressed serious concern about theinadequacy of the University’stechnological resources. While theUniversity has made progress in thisarea in recent years, the inadequacy oftechnological resources does impingeon the University’s ability toaccomplish its educational purposesand thus might be seen as a threat toits integrity.

Six additional concerns were listed bythe 1997 NCA evaluation team(parenthetical citations below refer to the1997 NCA Self-Study document):8. Although the University has emerged

from a serious fiscal crisis in recentyears, its cash reserves are non-existent and its endowment is verylimited (26, second paragraph).

9. The University’s facilities are seriouslylimited in space, hampering in someareas its educational delivery and itsopportunities to grow (28-33).

10. The University is seriously behind inits acquisition of technologicalresources to support its academicprograms (21, first paragraph, 36 and37).

11. The University’s assessment efforts areuneven, and some areas, especially thecore curriculum, have not yetdeveloped clear outcomes orappropriate measures of thoseoutcomes (35, item 5).

12.The University needs to improve itsefforts to share information with itsexternal and internal constituenciesin an accurate, concrete, and timelyway (6, item 22, 7, item 7).

13. The University needs to improve thediversity of its faculty and staff, and toprovide diversity education which can

help them serve more effectively anincreasingly diverse student body (19,second paragraph, and 23, secondparagraph).

Finally, the evaluation team also listedsix observations and suggestions forimprovement: 14.Strategic planning related to program

enrollment trends should be linked tothe mission and to the allocation offaculty resources.

15. The University should developstrategies for effectivelyacknowledging, rewarding, andprioritizing the range of staff andfaculty contributions.

16.The University should developprogram-specific financial informationto promote internal understanding ofits financial position.

17. The University should provideprofessional developmentopportunities in the selection and useof technology.

18.The University needs to finalize itssexual harassment policy.

19. The University needs a systematic andcoordinated enrollment plan.

While this Self-Study will demonstratehow the University has responded to thesechallenges, concerns, observations, andsuggestions, the table below provides aquick reference guide to the institutionalresponses to the items above.

RESPONSES TO THE 1997 NCA REPORT

Catholic Identity

Full discussions of the University’sprogress on developing andcommunicating its Catholic identity aredescribed in Chapter 1, especially to the

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degree that the University has relatedCatholic identity to strategic planning, aswell as the pervasiveness of that identityacross campus through academic, sacred,and public expressions. Additionally, anew Office of University Mission andHeritage has been established to providefocused leadership on programmingrelated to Catholic identity. The recentlyestablished Diversity Action Team andthe development of a multiculturalorganizational plan have placed diversityconcerns within the context of strategicplanning and Catholic values.

Financial Stability and Planning

Chapters 1 and 2 of this Self-Study setforth the improved conditions of theUniversity’s financial planning strategies,namely improvements in unit-basedplanning and the integration of strategicplanning, enrollment analysis, andbudgeting processes, while simultaneouslyacknowledging its continued lowendowment and tuition-driven resources.

Enrollment and Affordability

Chapter 2 highlights the University’sattention to enrollment, retention and

graduation rates, campus expansion, andits recently adopted flat rate tuition-pricing structure.

Strategic Planning

Chapter 1 details the advent of newUniversity strategic planning initiativeswhich began with the arrival of PresidentJudith A. Dwyer and initially articulatedin Fall 2003. Unit-based planning,assessment, and budgeting have beenfully incorporated into the campusculture.

Facilities

Chapter 1 describes the expansion offacilities over the last decade, includingthe addition of the Orland Park Campusand the development of the ChicagoCampus Master Plan. Chapter 3addresses instructional spaceimprovements and the need forimprovements to classrooms and labs inthe Warde Academic Center.

Diversity

As mentioned in Chapter 3, andaccording to NSSE data from 2005, SXUstudents report high levels of engagement

■ INTRODUCTION

■ TABLE I.1: INSTITUTIONAL RESPONSE TO 1997 NCA REPORT

ISSUES FROM CHALLENGE CONCERN OBSERVATION/ SELF-STUDY1997 NCA REPORT SUGGESTION RESPONSE

Catholic Identity 1 (Chapters 1 and 2)

Financial Stability 8 14 (Chapters 1 and 2)and Planning

Enrollment and 2 19 (Chapter 2)Affordability

Strategic Planning 14, 16 (Chapter 1)

Facilities 3 9 (Chapters 1 and 3)

Diversity 4 (Chapters 1, 2, and 3)

Assessment 11 (Chapter 3)

Technology 7 10 17 (Chapters 1, 3, 4)

Communication 5 12 (Chapter 1 and 2)

Teaching and Research 6 15 (Chapters 1, 2, 3, and 4)

Sexual Harassment 18 (Chapter 1)Policy

and greater gains in learning—relative toCarnegie peer institutions—about peopledifferent from themselves. And whilerecruiting faculty and staff from diversebackgrounds still presents challenges, theDiversity Action Team—as notedabove—is promoting a multiculturalorganizational plan to respond toteaching and learning issues related tothe University’s core values of respect,hospitality, and diversity; Chapter 2details the most current faculty and staffdemographics.

Assessment

Chapter 3 provides a comprehensivedescription of assessment initiatives,including information about theUniversity’s assessment plan, participationin the HLC Assessment Academy, andthe recently revised general educationcurriculum, program, and learning goals.

Technology

Advancements in technological resourcesand innovations are primarily detailed inChapters 2, 3, and 4, such as theimplementation of the Colleague system,leadership and planning provided by theTechnologies in Instruction AdvisoryCommittee (TIAC) and the InformationTechnology Advisory Committee (ITAC),as well as assessments conducted bythese groups. Additionally, as noted inChapter 1, the University has recentlyhired a Vice President for InformationResources and Technologies toconsolidate all technology support into asingle information resources andtechnologies department. This newdepartment includes the Library,Academic Technology, Media Services,and Information Services.

Communication

Chapters 1 and 2 describe how strategicplanning and unit-based assessmentshave increased internal communicationabout the University’s vision, mission,core values, strategic directions, andfinancial health. Additionally, SaintXavier Today—the University’s Web-based news daily—has become a primaryvehicle of communication for sharingachievements and news internally and externally. Still, as noted inrecommendations growing from this Self-Study, the need for improvedcommunication persists, especially inregard to collecting and communicatinginformation about faculty professionalconsulting, service learning, social actionprojects, and program changes resultingfrom assessment efforts.

Teaching and Research

Noted in Chapters 1, 3, and 4, facultymembers have received multipleopportunities for course reassignmentsand internal grants to conductcurriculum development projects andscholarly research. Additionally, asdescribed in Chapter 2, work related tothe development of consistent guidelinesfor promotion and tenure guidelines isongoing, especially in the College of Artsand Sciences.

Sexual Harassment Policy

As referenced in Chapter 1, theUniversity has finalized and includedsexual harassment policies in faculty,staff, and student handbooks.

INSTITUTIONAL PROGRESSIn brief, this report chronicles theUniversity’s shift from recovery toreflection, planning, and assessment.

SAINT XAVIER UNIVERSITY ■

NOTES:

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Considerable advancements during thenine-year presidential tenure of Dr.Richard A. Yanikoski (1994-2003) wereachieved in the face of a serious financialcrisis including augmenting institutionalresearch and planning, significantenrollment increases at all levels, and theexpansion and improvement of facilities,infrastructure, and technology, resultingin financial solvency and a campusenvironment designed to supporteffective teaching, learning, andadministrative decision-making.

Other specific highlights of this erainclude■ new facilities—Andrew Conference

Center, Shannon Convocation andAthletic Center, McDonough Chapeland Mercy Ministry Center, McCarthyand Morris Residence Halls, and thePulaski Classroom Building,

■ donation of land in Orland Park andsubsequent building of the Orland ParkCampus,

■ new academic programs in thefollowing areas: honors, computerstudies, public health, management,finance, health administration, andmaster’s programs in applied computerscience, school counseling, public andnon-profit management, servicemanagement, and a graduate programin teaching and learning,

■ debut of women’s soccer and thereturn of women’s basketball,

■ major investments and improvementsin computer technology andinstitutional management software,

■ establishment of the Center forReligion and Public Discourse, and

■ two international conferences on therights of children and the legacy ofCatherine McAuley.

Remarkable progress on all fronts isevidence of Yanikoski’s legacy, and itcreated the setting and momentum forfurther advancements to come.

These improved conditions set thestage for Dr. Judith A. Dwyer’s presidencybeginning 2003 and her leadership inestablishing a collaborative strategicplanning process leading to reformulatedvision, mission, core values, EightStrategic Directions, and new andcontinued advancements in facilities,finances, fundraising, enrollment, prestigeand recognition, mission-relatedprograms and activities, faculty growthand support, assessment, institutionalresearch, administrative restructuring,and general education.

SELF-STUDY PROCESSThis Self-Study also directly reflects thefocus and spirit of these on-goingaccomplishments and the University’sstrategic planning process. Thisintentional approach has been to engagethe campus community and otherconstituencies in an inclusive processthat assesses strengths, challenges, andrecommendations for improvement. Theresults will provide a basis for decisionmaking about how the University’senergy and resources can best be focusedin the coming decade.

The preparation for the 2007 Self-Study began in March 2005 with theappointment by President Dwyer of Dr.Barbara Becker, Associate Professor ofMathematics, and Dr. Richard Venneri,Associate Provost for Academic Affairs,to serve as co-chairpersons of theSteering Committee. In addition, Dr.Kathleen Carlson, Vice President forUniversity Research, Planning and

■ INTRODUCTION

Assessment, was assigned to serve asinstitutional resource person andadministrative liaison to the SteeringCommittee. The co-chairs, recognizingthe strong connection between the Self-Study review criteria, the strategicplanning process, and the charge to theUniversity’s Strategic Planning StudyTeams, chose to interview each studyteam chairperson in order to betterunderstand the recommendations madeby the teams and map their relationshipto the core components of the variouscriteria. An important by-product ofthese interviews was the identification ofstudy team members who were activelyengaged in the process and demonstratedleadership skills. This information,together with an early decision to seekfaculty and staff participation, resulted ina short list of candidates that wassubmitted to the President and thePresident’s Cabinet for endorsement ascriterion chairpersons.

Four members of the Universitycommunity, the Steering Committee co-chairs, the Vice President for UniversityResearch, Planning and Assessment, andthe Interim Vice President for AcademicAffairs attended the Annual Meeting ofthe Higher Learning Commission inChicago on April 8-12, 2005. All fourindividuals participated in the Programto Evaluate and Advance Quality(PEAQ) workshop held as a pre-conference professional developmentopportunity. The program was extremelyvaluable and the co-chairs returned withthe realization that the originalconception of the Steering Committee’smembership was too narrow. While themembership who would deal with“content” issues had been envisioned,

the various meetings and groupdiscussions at the annual meetingstressed the importance of the “process”members. As a result, the decision wasmade to expand the Steering Committeeto include members to assist with theresource room and team visit, thewebsite, and publications/public relations.Design elements, publication of the finalreport, and communication to relevantpublics, all fall under the category ofpublications/public relations. Additionally,Dr. Laurence Musgrove, AssociateProfessor of English, joined the team inSpring 2006 as editor.

Early in the process, the SteeringCommittee also established for the Self-Study specific goals believed to be centralto the advancement of institutionalquality:■ The HLC Evaluation Team will

recommend re-accreditation withoutstipulation.

■ Stronger linkages will be developedbetween assessment activities andinstitutional actions that will advancethe University’s goal of academicexcellence in an environment ofcontinuous improvement.

■ The University community will developa greater understanding of the inter-connections among the University’sEight Strategic Directions, its mission,and future success.

■ The University community will developa clear and articulated vision for thenew Orland Park Campus, reflectingthe University’s strategic direction for acampus master plan that fostersexcellence in teaching and learning atall locations.

■ An appropriate and integratedinstitutional structure for management

SAINT XAVIER UNIVERSITY ■

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and oversight of graduate programs willbe developed to advance theUniversity’s strategic vision foracademic excellence at all levels.

■ Informed expansion of the “first-yearexperience” that advances the strategicdirection of recruiting talented studentswho are actively engaged in dynamiclearning environments will occur.

■ Greater support for competency ininformation technology andcommunication literacy will beintegrated into academic and studentsupport services.

■ The University administration andfaculty leadership will partner to fosternew strategic initiatives for facultyprofessional development andscholarship.

■ The HLC Evaluation Team assessmentreport will support admission to theAcademic Quality ImprovementProgram (AQIP).

■ The HLC Evaluation Team willconfirm that satisfactory action orpolicy changes addressing all 1997NCA Findings and Recommendationshave occurred.

It also soon became clear thatmembership selection to each criterioncommittee would be critical to the overallsuccess of the Self-Study. In this regard,the initial step for selecting eachcommittee chairperson was to carefullyexamine the criterion statement and itscore components and then make somejudgments as to the most likely officeand/or individual who was in the bestposition to secure examples of evidence toconfirm a core component. Institutionalknowledge was an important andnecessary condition, but not a sufficient

condition. Other equally importantvariables were considered, including anindividual’s history of engagement,University service, and interest inparticipation in this important activity.Fortunately, the University’s strategicplanning process had provided uniqueopportunities for individuals to becomefully engaged in the process throughmembership on Strategic Planning StudyTeams. Building upon these experiences,the co-chairs interviewed all individualswho served as Strategic Planning StudyTeam chairpersons. Through this process,the co-chairs developed a goodunderstanding of how the Eight StrategicDirections align with the fiveaccreditation criteria.

Thus, the HLC Self-Study was seen asan ongoing, community-wide, andinclusive process that would strengthenand expand the University’s strategicplanning activities formally launched in2003. While the strategic plan identifiespaths and priorities for institutionalaction, the Self-Study identifies obstaclesand ways to overcome them. While thestrategic plan identifies external issuesand trends that will impact the process,the Self-Study helps ascertain how theinstitution should respond to them.While the strategic plan started theprocess of self-analysis and self-reflection,the Self-Study continues the processwith a wider audience and a more in-depth analysis. And while the strategicplan launched institutional unit-levelplanning and budgeting, the Self-Studyfindings inform future unit-level planningand financial allocations within thecontext of larger institutional goals,mission, and values.

■ INTRODUCTION

INSTITUTIONAL STRENGTHS

Academic Quality

A growing body of evidence indicatesthat the core academic enterprise of theUniversity is strong. NSSE benchmarksfor the level of academic challenge aresignificantly higher than at Carnegiepeers and on par with schools ofaspiration. Findings from nationallyrecognized assessments of studentlearning (e.g. Collegiate Learning

Assessment) show higher-than-expectedlevels of performance in critical thinkingand writing. The academic profile ofentering freshmen has improved steadilysince 1998. The institution’s focus onstudent learning will become stronger inthe coming years through the University’sparticipation in the Higher LearningCommission’s (HLC) AssessmentAcademy.

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■ TABLE I.2: HLC Criteria and Eight Strategic Directions

Strategic Direction One:Advance Mission,Catholic Identity,and Mercy HeritageStrategic Direction Two:High Quality AcademicPrograms Culture of ContinuousImprovementStrategic DirectionThree:Talented Students Actively Engaged inDynamic LearningStrategic Direction Four:Campus Master Plan that FostersExcellence andCollaborationStrategic Direction Five:Forge LeadingAdvancement ProgramsTransformational Giving and SupportStrategic Direction Six:Increased Visibility and Coherent Public RelationsStrategic DirectionSeven:Five-Year Financial Planand Financial StrengthStrategic DirectionEight:Diverse WorkforceCommitted to Mission and Core Values

CRITERIONONE

Mission andIntegrity

PrimaryFocus

PrimaryFocus

CRITERIONTWO

Preparing forthe Future

PrimaryFocus

PrimaryFocus

Primary Focus

CRITERIONTHREE

StudentLearning

and EffectiveTeaching

Primary Focus

Primary Focus

Primary Focus

Focus

CRITERIONFOUR

Acquisition,Discovery,Application

of Knowledge

PrimaryFocus

Primary Focus

Focus

Focus

CRITERIONFIVE

Engagementand Service

Focus

PrimaryFocus

i.10

An Emerging Presence

The past decade has seen anunprecedented growth in enrollments atboth the undergraduate and graduatelevels which few not-for-profit institutionsin Illinois can match. Since the last HLCSelf-Study in 1997, Saint XavierUniversity has grown from being a smallprivate institution with limited visibilityand recognition to a mid-size universityof approximately 5700 students with anemerging regional presence. Its positionin the annual US News and World Reporthas moved from a “lower tier” institutionin 1997 to the top quarter of master’suniversities in the greater Midwest in2007. It has moved up 10 positions since2003. Undergraduate and graduateapplications are expected to remainstrong and continue to grow in thecoming years.

Expansion and Improvement

of Campus Facilities

The physical infrastructure of Saint XavierUniversity is in the midst oftransformation. The past decade has seenthe construction of the ShannonConvocation and Athletic Center, theMcDonough Chapel and Mercy MinistryCenter, the Orland Park Campus, theDriehaus Center (Chicago Campus), andthree new student residence facilities. Themost recent addition to the ChicagoCampus, Rubloff Hall, is the first LEED-certified student residence in the greaterChicago metropolitan area, earning highhonors (“Gold”) in 2007. Universityleaders intend to continue the principlesof sustainability and “green” design in allfuture construction projects. Acomprehensive Campus Master Planenvisions significantly greater constructionand improvements in the coming decades.

Mission-Based Strategic

Planning Process

A comprehensive strategic planningprocess begun in 2003 has articulated theUniversity’s strategic vision, EightStrategic Directions, core values, arestatement of mission, and a philosophystatement and vision of our Catholicidentity. A reformulation of institutionalleadership consistent with the strategicvision includes the creation of a cabinet-level leader for University Mission andHeritage, establishment of a Provostposition, creation of cabinet leaders forUniversity Relations and InformationResources and Technologies, and theelevation of the Office for UniversityResearch, Planning, and Assessment tothe cabinet level. Engagement instrategic planning occurs across allsectors and levels of the University.

Recent Achievements in Fundraising

and Board Development

President Dwyer has led a vigorousresurgence in fundraising activities andboard development and planning. Sinceher appointment in 2003, gifts and grants have exceeded $27 million, theendowment is approximately two timeslarger than it was four years ago, alumnigiving rates are on the rise, and thenumber of new donors is growing. Plansfor stronger board performance andboard recruitment are underway withguidance from representatives of theAssociation of Governing Boards (AGB).

Focus on Full-Time Faculty

The University demonstrates a firmcommitment to the role of full-timefaculty in sustaining excellence inteaching and learning. Compensation for full-time faculty at Saint Xavier

■ INTRODUCTION

University is relatively high comparedwith peer institutions, the most recentround of collective bargaining includescourse reductions for scholarship andservice, and strategic planning goalsenvision an ideal full-time/adjunct mix ofno more than 25% adjuncts assigned toprimary lecture course sections. Fall 2006saw the creation of 14 new faculty lines.

A New General Education Curriculum

In Fall 2007, the University will begin the first pilot phase of a new GeneralEducation Program scheduled tocommence in 2009. The new program is innovative, interdisciplinary, anddevelopmental in scope. It will includefirst-year learning cohorts, community-based learning, diversity and globalstudies, foreign language coursework,and interdisciplinary learning. Transferstudents will participate in a junior-levelseminar (along with first-time freshmen),and all undergraduates will receive thebenefits of a senior transitions course in preparation for entry into post-baccalaureate life.

Campus Life and Student Services

As the University enrolled more full-time, first-time, and resident studentsover the past decade, student servicesand activities evolved to produce a morevibrant campus culture. More studentsare participating in a growing number of campus events and co-curricularactivities, student ratings of campussupport are significantly higher thanCarnegie peers, new initiatives areunderway for residents and commuters,and student retention in residence hallsis improving. High performance byseveral varsity athletic teams in the

NAIA is helping to cultivate a strongerand shared sense of school spirit.

Diversity

Saint Xavier University is proud of itshigh ranking for racial/ethnic diversity byU.S. News and World Report (among thetop 10 midwest comprehensiveinstitutions). As one of the coreinstitutional values articulated at thestart of the strategic planning process in2003, diversity has broad implicationsabout a university community hospitableto people, ideas, and perspectives. In thiscontext, racial/ethnic diversity is aninstitutional asset which can strengthenthe Saint Xavier University experience forstudents, staff, and faculty alike. There isabundant evidence that Saint XavierUniversity students understand thatdiversity is an important institutionalpriority. A University-wide DiversityAction Team (DAT) facilitated a modelfor multi-cultural organizationdevelopment, and every unit acrosscampus plans to advance this model.

Mentoring for Mission and Heritage

The creation of the Office for UniversityMission and Heritage in 2004 has led to a much stronger community presenceand awareness of core values, Catholicidentity, and our Sisters of Mercyheritage. New initiatives includementoring new faculty and staff onmission and heritage, a Catholiccolloquium lecture series, a new student medallion and inductionceremony, and an annual staffperformance appraisal process linkedwith core values and strategic vision,among many others. The findings fromstudent exit surveys indicate a growing

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awareness of mission and core valuesamong undergraduate and graduatestudents.

INSTITUTIONAL CHALLENGES

Future Fundraising Goals

Despite recent successes in procuringnew donors and external revenue,fundraising goals for the President andBoard of Trustees in the coming decadewill be challenging. A top priority in thecoming three years is construction of anew library at the Chicago Campus, aproject viewed as a gateway to sustainedtransformational giving for many years tocome. At the same time, the Universitywill continue efforts to grow theendowment to much higher levels andreduce dependency on tuition revenue.The excellent track record in the firstfour years of President Dwyer’sadministration must not only continue inthe coming five years, it must besurpassed.

New Challenges for Retention

and Graduation Outcomes

Unlike past success in retaining andgraduating undergraduate students, theUniversity is losing ground on thisimportant institutional indicator. Steadyimprovements in the academic profile ofentering freshmen over the past five yearshave not translated into the higher levelsof retention that were expected.Improvements on this measure areessential for attainment of both theUniversity’s mission and strategic vision.The University needs to undertakecoordinated and comprehensive planningefforts towards this end as well asallocation of more resources.

Academic Support Services

Benchmarking of measures of resourceallocation indicate that the University isspending significantly less in academicsupport services than both our aspirantinstitutions and our peers. At the sametime, the University allocates significantlymore of its resources for directinstructional activities than bothaspirants and peers. The category ofacademic support includes the Library,advising, tutoring, and academiccomputing services. The University willhave to find ways to address imbalancesin these areas without sacrificing qualityin other activities related to teaching andlearning.

Instructional Facilities and Space

The transformation of the University’sbuildings and other physical facilitiesincluded in the Campus Master Plan isfar from complete. Portions of theChicago Campus are in need ofattention, including the science labs andcertain classroom areas. The Universitymust remain committed to therenovation of the existing facilities as wellas the addition of new facilities. It mustalso make more efficient use of existingspace at the Chicago Campus and toincrease daytime utilization of the OrlandPark Campus through comprehensiveacademic program planning.

Resident Student Housing

and Campus Life

The stronger-than-expected demand forstudent housing is putting significantstrain on existing facilities and placingmore students in off-campus residencesthan desired. Completion of a multi-yearstudent housing plan and the expansionof present capacity are critical in the

■ INTRODUCTION

attainment of Strategic Directions 2 and3. Along with the expansion of housingcapacity, the University will have toprovide resources for a more activecampus life.

Stronger Connections between

Academic Activities and Student

Affairs

Although student participation incampus events and activities is on therise, the NSSE benchmark for enrichededucational experiences lags behind bothpeer and aspirant institutions. Findingsfor service learning and community-based projects are particularly low, despitegrowing opportunities for community-based activities from the Office ofStudent Affairs and Campus Ministry.Stronger connections between coreacademic activities and professionals instudent affairs promise to advancestudent engagement measures towardsdesired levels.

Full-Time Faculty Hiring and

Adjunct Mix

The introduction of the new GeneralEducation Program, with smaller caps onsome first-year courses, will make it morechallenging to reach the long-term goalof reducing course sections taught byadjuncts. Plans for new full-time facultyhiring will also be done in accordancewith diversity action plans rolled out in2007.

Graduate Programs Coordination

and Planning

Rapid enrollment growth in a few keygraduate programs over the past decadehas prompted reflection and review oftheir future role in long-term strategicplans. Since Saint Xavier’s graduate

population is much larger proportionatelythan aspirants and peers, questions aboutoptimal graduate/undergraduate mix andcoordination of graduate programs haveprompted institutional conversations.There are presently several differentopinions and views on this issue,especially on the possible creation of a new graduate dean. The University willhave to clarify graduate programplanning in a multi-year enrollmentmodel, and it will need to gain consensuson the best way to coordinate graduateprograms in the near future.

Sustained Connections with

the Sisters of Mercy

Future membership in the Sisters ofMercy, as in many other Catholicreligious orders, is expected to decline in the coming decade. In the face ofdeclining numbers, other members of theUniversity community who are notmembers of this religious order will needto assume greater responsibility for thecontinuation of their valued traditionsand heritage.

CORE RECOMMENDATIONSFROM THE SELF-STUDYIn response to the challenges above, theSelf-Study process has yielded thefollowing recommendations forinstitutional improvement:

Mission and Integrity■ To achieve the goal of becoming a

multicultural organization, theUniversity will need to integrate theunit plans flowing from therecommendations of the DiversityAction Team into their strategicplanning decisions, especially in regardto faculty and staff diversity.

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■ Academic leadership should investigateways to further integrate Catholicintellectual and social justice traditionsinto and across the curriculum.

■ To support and enrich studentcurricular and extracurricular learningexperiences, the University muststrengthen and expand partnershipsbetween academic and student affairs.

Preparing for the Future■ The University should invest in

academic support services that willcontribute to increased rates for first-year student retention and four-yeargraduation.

■ The University must develop a multi-year model for student housing thatincludes the addition of residence hallson the Chicago Campus.

■ The Deans’ Council and the GraduateStudies Advisory Council shouldreview the need for graduateprogramming oversight—possibly agraduate director—to monitorenrollment trends in all graduateprograms, and to determine howexpansion of future graduateprogramming supports the University’smission, its liberal arts identity, andrevenue growth.

■ Because the University is attempting toattain higher levels of full-timeteaching at the same time it isproviding faculty reduced course loadsin order to encourage more scholarlywork, the institution will need todiscover ways to fund additional full-time tenure track faculty so that levelsof adjunct teaching faculty do notincrease.

■ The Deans’ Council and departmentchairs should review the current staffperformance evaluation instrument in

light of the specific needs of staffsupervision in the College of Arts andSciences and the professional schools.

■ The University should remaincommitted to the realization of acampus master plan that includes theaddition of new facilities as well as therenovation of existing ones.

■ The University should develop andcommunicate a focused academic planfor the Orland Park Campus that fullyutilizes the facility.

Student Learning and Effective

Teaching■ The college, schools, departments, and

programs should clearly document andreport program changes made as aresult of assessment efforts and, whenappropriate, share this informationwith other academic units.

■ The University should develop a five-year assessment plan to addressassessment data collection, analysis,and distribution, expanding its base of information to include transfer,commuter, and adult students.

■ The University should stronglyencourage the scholarship of teachingthrough faculty and curriculumdevelopment incentives in order topromote both the institution’scommitment to teaching excellence,new calls for advancements in facultyresearch, and integrating instructionaltechnologies.

■ Deans and faculty should reviewexisting course evaluation surveys,their distribution and collection, andtheir overall effectiveness and use inimproving instruction.

■ The University should enhanceprofessional opportunities for facultythat contribute to the modification of

■ INTRODUCTION

curriculum and instructional practicesin response to changing studentdemographics.

■ The University should identify andsecure funding for a Campus Center tohost student life activities andcommunity programming. Additionally,the University should provideenhanced support for study abroad andservice learning.

Acquisition, Discovery, and

Application of Knowledge■ The University should review current

systems of faculty developmentsupport—including mentoring of juniorfaculty, the role of the Center forEducational Practice in facultydevelopment activities, as well as theneeds of adjunct faculty members—andimplement strategies and incentivesthat effectively respond to the range offaculty and curricular needs.

■ Members of the Universityadministration should more activelyshare their leadership developmentwith the SXU community.

■ Given the significant contribution ofstudy abroad to knowledge concerningdiversity and global studies, theUniversity should develop specificstrategies and incentives to increaseparticipation of faculty and students instudy abroad.

■ As scholarly activity increases, theUniversity should review administrativesupport for and capacities of theInstitutional Review Board.

■ The Faculty Affairs Committee andthe administration should moveimmediately to come to agreements onpolicies related to faculty intellectualproperty rights and include them in thenext collective bargaining agreement.

■ The University should collect andcommunicate information aboutservice learning and social actionprojects that documents how theinstitution variously embodies itscommitments to social justice.

Engagement and Service■ The University should more

intentionally collect and distributeinformation on faculty professionalconsulting services in order to promotefurther engagement with externalconstituents.

■ Given the clear benefits experientiallearning offers both to studentacademic progress and to communityrelations and development, theUniversity should prioritize support forcommunity-based learning, especiallyin the arts and sciences curriculumwhere it is least developed.

■ The University should review thedegree to which the Health Centerrequires additional expertise related tomanaging healthcare business activitiesand develop a continuousimprovement plan to evaluate itsoperations and services.

■ The University should establishadministrative responsibilities tomonitor and document the institution’sservice activities. Also, the Universityshould establish criteria for establishingnew service programming that alignwith the University’s academic missionand strategic goals.

LOOKING AHEADFifteen years ago in 1992, Chicago’s oldestcollege became one of its newestuniversities. Then during its first twoyears, Saint Xavier Universityexperienced what may have been its

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worst financial crisis. In 1997, the year ofits last decennial NCA accreditationvisit, the University was still emergingfrom the serious fiscal problems. Now,because of effective leadership, moretransparent, collaborative, andcommunity-based strategic planning, aswell as increased enrollment, theUniversity is in a much better position toreflect upon its future.

Still, as noted by many of thechallenges and recommendations listedabove, and as detailed in the Self-Studythat follows, tensions exist betweenstrategic desires and means; that is, theUniversity should generate additionalrevenues, control and cut costs, andreapportion its resources so that it canrealize its vision, fulfill its mission, andachieve its strategic goals.

More specifically, given the low-endowment, tuition-driven nature of theinstitution, it should determine how bestto reconcile the tension between itsvision of becoming a leadingcomprehensive Catholic university in theMidwest and its stewardship of limitedand tuition-generated resources.

■ INTRODUCTION