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    Does
SIUC
Get
an
A?

    Southern
Illinois
University
Carbondale’s
Education







        ...
Does
SIUC
Get
an
A?
   2



                                        Table
of
Contents

                                   ...
Does
SIUC
Get
an
A?
   3



                                                                                   










...
Does
SIUC
Get
an
A?
   4


organization
interpret
the
issues
and
roles
within
that
organization,
as
well
as
how
its
member...
Does
SIUC
Get
an
A?
   5


However,
since
a
concept
of
Organizational
Identity
theory
is
that
it
is
divided
into
three


c...
Does
SIUC
Get
an
A?
   6


Survey
Construction
Process



       The
survey
was
constructed
into
two
parts:
questions
pert...
Does
SIUC
Get
an
A?
   7


particularly
important
because
experience
is
measured
by
time,
therefore,
time
must
be
spent


...
Does
SIUC
Get
an
A?
   8


Immediately
following
that
was
the
College
of
Agricultural
Sciences
with
80
percent.

Very


si...
Does
SIUC
Get
an
A?
   9


        The
40
returning
juniors
and
seniors
were
then
asked
what
had
the
largest
affect
on


t...
Does
SIUC
Get
an
A?
   10


hardly
ever.

Next
scenario
is,
“I
feel
confident
in
receiving
a
job
after
college,”
55%
answe...
Does
SIUC
Get
an
A?
   11


and
13%
said
always.

The
sixth
scenario
is
“I
enjoyed
my
classes”
56%
answered
most
of
the


...
Does
SIUC
Get
an
A?
   12


answered
always
and
15%
answered
hardly
ever.

Next
scenario
asked
if
the
teachers
were


“fun...
Does
SIUC
Get
an
A?
   13


prepared.

The
final
scenario
asked
if
the
teachers
are,
“very
clear
so
students
can
understan...
Does
SIUC
Get
an
A?
   14


up
in
their
ratings
from
their
expectations
except
for
the
College
of
Art
and
Design
and
the

...
Does
SIUC
Get
an
A?
   15


“So
far,
SIUC
has
prepared
and
developed
me
into
a
growing
professional
within
my
degree,”


a...
Does
SIUC
Get
an
A?
   16


was
the
second
highest
answer.

This
may
have
been
caused
because
one
liberal
arts
student


d...
Does
SIUC
Get
an
A?
   17


common
answer
with
percentages
of
5%.

More
than
6
months
and
internship
both
tied
for
the


l...
Does
SIUC
Get
an
A?
   18


states,
“I
still
remain
in
contact
with
my
professors
from
SIUC.”
33%
answered
both
agree
and
...
Does
SIUC
Get
an
A?
    19


SIUC
could
do
and/or
change
in
order
to
improve
its
program.
32%
of
all
the
responses
came


...
Does
SIUC
Get
an
A?
   20


attributes?”
was
consistently
answered
the
same
through
both
the
focus
group
sessions
and


th...
Does
SIUC
Get
an
A?
   21


Since
we
had
already
anticipated
this
would
be
the
case,
the
survey
measured
students’


perce...
Does
SIUC
Get
an
A?
   22


participants,
and
even
more
from
the
respondents
that
have
jobs.

They
felt
unprepared,


uned...
Does
SIUC
Get
an
A?
   23


theory
is
strengthened
when
members
of
its
organization
associate
positive
feelings
toward
its...
Does
SIUC
Get
an
A?
   24


related
to
an
immense
decrease
in
the
overall
satisfaction.

This
was
strongly
expressed
withi...
Does
SIUC
Get
an
A?
    25


positive
post‐entry
conflicts
determining
their
overall
perceptions
and
satisfactions,
wherea...
Does
SIUC
Get
an
A?
   26


alumni.

This
helps
view
the
differences
in
post‐entry
results
from
different
current
situatio...
Does
SIUC
Get
an
A?
    27


answers
along
with
“confidence
to
attain
a
job
within
my
degree”.

However,
certain
comments
...
Does
SIUC
Get
an
A?
   28


          If
time
had
not
been
a
restriction
so
we
would
have
been
able
to
research
a
larger

...
Does
SIUC
Get
an
A?
   29






                                             References


Biddle,
K.,
&
Rao
H.

(1997).

B...
Does
SIUC
Get
an
A?
   30

Appendix
A


                                   Informed
Consent
Form

                        ...
Does
SIUC
Get
an
A?
   31


                    well
as
who
participated
within
the
discussion.

I
will
ensure
complete

 ...
Does
SIUC
Get
an
A?
   32

Appendix
B

                      

I
am
involved
with
the
research
being
conducted
for
my
clas...
Does
SIUC
Get
an
A?
   33


    1. How
old
are
you?
____________________

       

    2. What
is
your
gender?

          ...
Does
SIUC
Get
an
A?
     34


        Returning
SIUC
Juniors
and
Returning
SIUC
Seniors

        

            9. What
abo...
Does
SIUC
Get
an
A?
   35


           13. 
On
a
scale
of
1‐10,
how
would
you
rate
your
educational
experience
at
SIUC?

 ...
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
Research
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Research
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Transcript of "Research"

  1. 1. 
 
 
 
 
 
 
 
 
 
 
 
 
 Does
SIUC
Get
an
A?
 Southern
Illinois
University
Carbondale’s
Education
 
 
 
 Allie
Toothman
 
 
 
 
 
 
 
 
 
 
 
 
 
 

  2. 2. Does
SIUC
Get
an
A?
 2
 Table
of
Contents
 
 
 
 





















Purpose
 
 
 
 
 
 
 
 3
 
 
 
 Organizational
Identity
 
 
 
 
 3
 
 
 
 Specifics
 
 
 
 
 
 
 4
 
 
 
 Research
Questions
 
 
 
 
 
 4
 
 





















Research
Procedure
 
 
 
 
 
 5
 
 
 
 Methodological
Justification
 
 
 
 
 5
 
 
 
 Survey
Construction
Process
 
 
 
 
 5
 
 
 
 Survey
Procedure
 
 
 
 
 
 6
 
 





















Sample
Population

 
 
 
 
 
 6
 
 





















Analysis/Results
 
 
 
 
 
 
 7
 
 





















Discussion
 
 
 
 
 
 
 
 19
 
 
 
 Answers
 
 
 
 
 
 
 19
 
 
 
 Reconceptualization
 
 
 
 
 
 22
 
 





















Implications
 
 
 
 
 
 
 
 25
 
 
 
 Recommendations
to
Scholars
 
 
 
 25
 
 
 
 Recommendations
to
Practitioners
 
 
 
 26
 
 





















Conclusion
 
 
 
 
 
 
 
 27
 
 





















References
 
 
 
 
 
 
 
 29
 
 





















Appendices
 
 
 
 
 
 
 
 30
 Informed
Consent
Form
 
 
 
 
 Appendix
A
 Survey

 
 
 
 
 
 
 Appendix
B
 Survey
Results

 
 
 
 
 
 Appendix
C
 
 
 
 Survey
Graphs

 
 
 
 
 
 Appendix
D
 
 
 
 
 
 
 

  3. 3. Does
SIUC
Get
an
A?
 3
 












Purpose
 
 Our
research
examines
the
Organizational
Identity
theory
and
how
it
shapes
our
study
 with
specific
students’
satisfactory
levels
pertaining
to
their
experience
with
the
education
 offered
at
Southern
Illinois
University
Carbondale
(SIUC).

The
purpose
of
this
research
is
to
 study
from
an
Organizational
Identity
perspective:
the
expectations
and
perceptions
of
 students
prior
to
attending
SIUC,
what
goes
on
within
students’
educational
programs
that
are
 offered
at
SIUC,
and
students
overall
levels
of
satisfaction
after
at
least
two
full
years
of
 experience
with
SIUC
and
its
educational
programs.


 Organizational
Identity
 
 The
identity
of
an
organization
is
what
differentiates
itself
from
other
organizations.

 Organizations
can
be
defined
and
recognized
from
various
forms
of
identity,
such
as
 trademarks,
logos,
brands,
names,
etc.

They
are
the
sources
in
defining
its
overall
character
as
 a
whole.

Identity
is
what
transforms
an
organization’s
existence
because
the
heart
of
an
 organization
is
its
identity
to
the
public
eye.

“Organizational
Identity
is
the
shared
beliefs
of
 members
about
the
central,
enduring
and
distinctive
characteristics
of
the
organization‐ constitutes
part
of
the
shared
meanings
held
by
the
members”
(Biddle
&
Rao,
1997,
p.
594).


 Understanding
Organizational
Identity
is
important
to
the
sustainability
of
organizations.

 The
theory
has
three
key
components
in
addressing
organizations.

First,
the
theory
examines
 and
explains
actions
within
an
organization,
such
as
the
purpose
for
an
organization
to
exist
and
 why
it
is
important
that
it
exist.

Second,
it
identifies
the
organization’s
roles
for
its
members
 depicting
what
they
do
for
the
organization,
and
how
they
perform
the
tasks
to
uphold
the
 organization.

The
last
component
of
Organizational
Identity
explains
how
members
of
an
 
 

  4. 4. Does
SIUC
Get
an
A?
 4
 organization
interpret
the
issues
and
roles
within
that
organization,
as
well
as
how
its
members
 respond
to
those
issues
and
roles.
 Specifics
 Organizational
Identity
is
important
to
our
research
pertaining
to
the
satisfaction
rate
of
 students
with
their
educational
program
at
Southern
Illinois
University
Carbondale.

Primarily,
 the
knowledge
of
Organizational
Identity
helps
organizations
go
about
conflicting
changes,
and
 by
the
degrees
of
satisfaction,
change
can
illustrate
the
final
way
an
organization’s
identity
is
 perceived.

Our
research
will
be
examining
the
Organizational
Identity
theory,
and
how
it
 shapes
our
study
with
specific
students’
satisfactory
levels
pertaining
to
their
experience
with
 Southern
Illinois
University
Carbondale’s
educational
programs.

Through
the
research
of
 Organizational
Identity,
we
are
able
to
accommodate
the
accurate
understandings
in
gathering
 and
receiving
liable
results
about
the
education
offered
at
Southern
Illinois
University
 Carbondale.


 Research
Questions
 
 Through
the
study
of
Organizational
Identity,
a
conceptual
question
was
developed
in
 order
to
narrow
the
process
and
results
of
our
research.

Since
our
research
of
Organizational
 Identity
primarily
centered
on
the
concept
of
the
three
components
that
constructs
the
theory
 as
a
whole,
our
main
conceptual
research
question
was
based
on
all
of
Organizational
Identity’s
 three
parts.
 1. How
do
students’
overall
perceptions
of
Southern
Illinois
 University
Carbondale’s
education
develop
from
the
three
 stages
of
entry
within
Organizational
Identity?
 
 
 

  5. 5. Does
SIUC
Get
an
A?
 5
 However,
since
a
concept
of
Organizational
Identity
theory
is
that
it
is
divided
into
three
 components,
we
narrowed
this
question,
within
numerical
order,
into
three
additional
parts:
 pre‐entry
stage,
entry
stage,
and
post‐entry
stage.
 1. How
does
Southern
Illinois
University
Carbondale
persuade
 students’
to
attend
its
educational
programs
through
the
use
 of
application
attributes?
 
 2. How
do
the
different
features
and
members
of
Southern
 Illinois
University
Carbondale’s
Organizational
Identity
 differentiate
from
student
to
student
within
the
diverse
 educational
programs
and
its
professional
educators?
 
 3. How
have
students’
previous
experiences
within
their
 educational
programs
contributed
to
their
overall
levels
of
 satisfaction
for
Southern
Illinois
University
Carbondale?
 
 













Research
Procedure
 Our
team
conducted
our
research
through
multiple
ways,
also
known
as
triangulation.

 We
first,
conducted
four
focus
groups
that
consisted
of
6
to
12
individuals
who
have
had
two
 years
or
more
of
educational
experience
at
Southern
Illinois
University
Carbondale.

Each
group
 discussion
was
ethically
validated
and
understood
through
the
use
of
informed
consent
forms
 (See
Appendix
A).

Through
the
focus
group
findings,
a
survey
was
then
constructed
in
order
to
 further
assist
our
research
findings.
 Methodological
Justification
 
 Survey
research
was
justified
in
our
research
procedure
because
of
its
many
methods
of
 asking
different
types
of
questions.

Through
the
survey
research,
open
and
closed
questions
 were
created
in
order
to
better
measure,
analyze,
and
interpret
our
conceptual
questions
 accurately
for
more
valid
results.


 
 

  6. 6. Does
SIUC
Get
an
A?
 6
 Survey
Construction
Process
 
 The
survey
was
constructed
into
two
parts:
questions
pertaining
to
returning
SIUC
 students,
and
a
separate
set
of
questions
pertaining
to
SIUC
alumni.

Both
demographics
were
 asked
a
set
of
similar
questions.

However,
through
focus
group
findings,
there
was
an
 understanding
that
post‐entry
results
would
not
be
accurately
validated
through
students
still
 attending
SIUC.

In
order
to
research
the
three
stages
of
Organizational
Identity
theory
and
 students
satisfaction
with
SIUC’s
education
accurately,
the
surveys
would
need
to
research
SIUC
 alumni
separately
since
they
truly
have
post‐entry
results
with
SIUC
and
its
Organizational
 Identity.
 Survey
Procedure
 
 Our
research
was
limited
to
a
set
of
specific
demographics,
to
accurately
receive
valid
 answers
attaining
to
our
conceptual
questions
for
our
research.

These
demographics
caused
a
 more
selective
approach
in
choosing
individuals
for
the
survey.

Therefore,
we
used
a
more
 stratified
purposive
sample
in
order
to
obtain
our
survey
research
findings.

We
did
this
by
 choosing
the
individuals
that
matched
the
specific
demographic
standards
within
each
of
the
 different
colleges
under
SIUC.

This
opened
the
door
for
recognizing
if
students’
perceptions
of
 their
education
offered
from
SIUC
varied
within
the
different
colleges
under
SIUC,
or
if
there
 was
a
consensus
throughout
the
university.
 













Sample
Population
 The
student
participants
chosen
for
our
research
were
selected
by
specific
 demographics
throughout
the
individual
colleges
under
the
university.

The
primary
 demographics
were
required
to
have
at
least
two
years
or
more
of
experience
at
SIUC.

This
was
 
 

  7. 7. Does
SIUC
Get
an
A?
 7
 particularly
important
because
experience
is
measured
by
time,
therefore,
time
must
be
spent
 at
SIUC
in
order
to
fully
measure
an
individuals
satisfaction
at
the
university.

Also,
because
of
 the
two‐year
experience
expectancy,
before
taking
the
survey,
students
were
required
to
have
 a
junior
or
senior
status,
and/or
graduated
from
SIUC
after
at
least
two
years
of
experience.

 We
were
able
to
collect
40
returning
SIUC
junior
and
senior
participants,
and
40
SIUC
alumni
 participants,
80
participants
totaled.

All
participants
studied,
classified
themselves
as
either
 male
or
female,
and
varied
in
age
from
20
to
59
years
old.

However,
the
primary
age
of
 returning
SIUC
participants
was
21,
while
the
primary
age
of
the
SIUC
alumni
was
23.


 













Analysis/Results
 During
this
research
the
alumni
of
Southern
Illinois
University
Carbondale
were
asked
to
 rate
their
educational
experience
at
SIUC
along
with
the
returning
juniors
and
seniors
of
the
 university.

Both
set
of
surveys
from
returning
SIUC
students
and
SIUC
alumni
were
crucial
in
 thoroughly
analyzing
all
three
stages
of
Organizational
Identity.

The
analyzing
of
data
for
SIUC
 alumni
was
essential
in
obtaining
accurate
results
regarding
the
theory’s
final
stage,
post‐entry.


 Both
returning
SIUC
students
and
SIUC
alumni
were
asked
to
rate,
on
a
scale
of
one
to
 ten,
their
expectations
of
SIUC
before
enrolling
within
the
university.

According
to
research
 findings
many
students
seem
to
have
moderately
high
expectations.

Returning
students
from
 the
College
of
Agricultural
Sciences
and
the
College
of
Engineering
had
the
highest
expectations
 rates
of
80
percent.

The
lowest
rating
of
SIUC
prior
to
students
attending
was
from
students
of
 the
College
of
Applied
Sciences
and
Arts
with
50
percent.



 Pertaining
to
the
question
mentioned
above,
when
SIUC
alumni
were
asked
to
respond
 the
College
of
Education
and
Human
Services
gave
the
highest
rating
of
90
percent.

 
 

  8. 8. Does
SIUC
Get
an
A?
 8
 Immediately
following
that
was
the
College
of
Agricultural
Sciences
with
80
percent.

Very
 similar
to
the
returning
students
the
lowest
expectations
came
from
the
college
of
Applied
 Sciences
and
Arts
with
50
percent.


 When
trying
to
find,
what
about
SIUC’s
education
most
contributed
to
the
knowledge
 pertaining
to
returning
SIUC
juniors
and
seniors
degrees,
there
was
a
total
of
40
students
but
41
 answers.

This
occurred
because
the
survey
never
specified
only
one
answer
per
question.

 Therefore,
30
out
of
40
(75%)
of
the
returning
SIUC
students
said
teachers
were
what
most
 contributed
to
their
knowledge
about
their
degree.

While,
10
out
of
40
(25%)
said
it
was
the
 resources
at
the
university
that
contributed
to
the
knowledge
about
their
degree.

Finally,
the
 one
extra
answer
came
from
a
student
in
the
College
of
Liberal
Arts
and
they
responded
with
 the
option
choice,
“other,”
and
specified,
“practical
experiences,”
contributed
the
most
to
their
 knowledge
about
their
degree.


 When
also
looking
at
what
about
SIUC’s
education
most
contributed
to
the
knowledge
 of
the
degrees
obtained
by
SIUC
alumni,
there
was
a
total
of
40
participants,
but
45
total
 answers.

With
both
demographics
answering
more
than
one
option,
ended
up
showing
this
 was
a
good
thing
because
it
showed
students
did
not
limit
SIUC
to
just
one
thing,
they
felt
SIUC
 offered
more
than
one
contributor.

Therefore,
26
out
of
40
(65%)
of
the
alumni
said
teachers
 were
what
most
contributed
to
their
knowledge
about
their
degree.

While,
14
out
of
40
(35%)
 said
it
was
the
resources
at
the
university
that
most
contributed
to
their
knowledge
about
their
 degree.

Only,
3
out
of
40
(8%)
said
the
computer
technology
availability
contributed
to
their
 knowledge
about
their
degree,
and
finally
2
out
40
(5%)
said
it
was
other
things
that
 contributed
to
the
knowledge
about
their
degree.

 
 

  9. 9. Does
SIUC
Get
an
A?
 9
 The
40
returning
juniors
and
seniors
were
then
asked
what
had
the
largest
affect
on
 their
selection
of
a
major
at
the
university.

The
largest
amount
of
students,
26
out
of
40
(65%),
 said
that
their
own
personal
interest
in
the
subject
had
the
biggest
affect
on
their
degree
 selection.

While,
6
out
of
40
(15%)
of
returning
students
answered
that
it
was
their
friends
 opinion
that
influenced
their
degree
selection,
4
out
of
40
(10%)
answered
that
future
 paychecks
are
what
influenced
their
degree
selection,
and
3
out
of
40
(8%)
said
their
parents
 had
the
largest
affect
on
their
selection
of
their
chosen
major.

Finally,
one
individual
from
the
 College
of
Education
and
Human
Services
said
a
suggestion
from
their
advisor
is
what
affected
 their
decision.


 The
40
SIUC
alumni
were
then
also
asked
what
had
the
largest
affect
on
their
selection
 of
a
major
at
the
university.

The
largest
amount
of
alumni,
24
out
of
40
(60%)
said
that
their
 own
personal
interest
in
subject
had
the
biggest
affect
on
their
degree
selection.

While,
10
out
 of
40
(25%)
answered
that
it
was
their
parent’s
opinion
that
had
the
largest
affect
on
their
 section
of
a
major,
3
out
of
40
(8%)
said
their
friend’s
opinion
is
what
influenced
their
degree
 selection,
and
a
tie
with
1
out
of
40
(3%)
answered
that
future
paychecks
and
a
suggestion
from
 their
advisor
helped
affect
their
degrees
selections.



 The
same
40
returning
students
were
then
asked
to
rate
their
classes
with
in
their
 degree.

Students
were
asked
to
check
one
of
the
options:
always,
most
the
time,
hardly
ever,
 or
never.

“I
feel
excited
about
class
projects/
assignments”
was
the
first
scenario;
53%
of
the
 returning
students
answered
most
of
the
time,
while
23%
said
always,
20%
answered
hardly
 ever,
and
5%
answered
never.

The
next
scenario
was,
“I
go
to
class
everyday.”

The
highest
 answer
chosen
was
at
55%,
answering
most
of
the
time,
33%
answered
always,
and
13%
said
 
 

  10. 10. Does
SIUC
Get
an
A?
 10
 hardly
ever.

Next
scenario
is,
“I
feel
confident
in
receiving
a
job
after
college,”
55%
answered
 most
of
the
time,
33%
answered
always,
13%
answered
hardly
ever,
and
3%
answered
never.

 The
forth
scenario
was,
“I
have
good
attendance
in
all
my
classes,”
43%
answered
most
of
the
 time,
40%
answered
always,
and
18%
answered
hardly
ever.

The
next
scenario
was,
“I
feel
 challenged
within
my
classes
in
my
chosen
degree,”
55%
answered
most
of
the
time,
33%
 answered
always,
and
13%
answered
hardly
ever.

The
sixth
scenario
was,
“I
enjoy
my
classes”
 53%
answered
most
of
the
time,
25%
answered
always
and
23%
answered
hardly
ever.

“I
get
 good
grades
(A’s
and
B’s)
in
my
classes,”
was
the
next
scenario
and
55%
of
students
answered
 most
of
the
time,
45%
answered
always,
and
5%
answered
hardly
ever.

The
last
scenario
 student
were
asked
to
rate
was,
“I
feel
successful
in
my
classes,”
63%
answered
most
of
the
 time,
33%
answered
always,
and
5%
answered
hardly
ever.


 Similar
to
the
returning
students
the
same
40
alumni
were
asked
to
rate
their
classes
 with
in
their
degree.

Students
were
asked
to
check
always,
most
the
time,
hardly
ever
or
never
 for
different
options
just
like
the
returning
students.

“I
felt
excited
about
class
projects/
 assignments”
was
the
first
scenario.

63%
of
the
alumni
answered
most
of
the
time
while
23%
 answered
hardly
ever,
13%
said
always
and
5%
answered
never.

The
next
scenario
is,
“
I
went
 to
class
everyday.”
50%
answered
most
the
time,
30%
answered
always,
18%
said
hardly
ever
 and
3%
answered
never.

Next
scenario
is
“I
felt
confident
in
receiving
a
job
after
college”
43%
 answered
most
of
the
time,
33%
answered
always
and
25%
answered
hardly
ever.
The
forth
 scenario
is
“I
had
good
attendance
in
all
my
classes”
48%
answered
most
of
the
time,
35%
 answered
always,
15%
answered
hardly
ever
and
3%
answered
never.

The
next
scenario
is
“I
 felt
challenged
with
in
my
classes”
65%
answered
most
of
the
time,
23%
answered
hardly
ever,
 
 

  11. 11. Does
SIUC
Get
an
A?
 11
 and
13%
said
always.

The
sixth
scenario
is
“I
enjoyed
my
classes”
56%
answered
most
of
the
 time,
28%
answered
hardly
ever
and
15%
answered
always.



“I
got
good
grades
(A’s
and
B’s)
in
 my
classes”
was
the
next
scenario
and
65%
of
students
answered
most
of
the
time
and
35%
 answered
always.


The
last
scenario
alumni
were
asked
to
rate
was
“I
felt
successful
in
my
 classes”,
55%
answered
most
of
the
time,
43%
answered
always,
and
3%
answered
hardly
ever.

 After
reviewing
these
results
and
seeing
that
“most
of
the
time”
was
the
option
that
 was
selected
the
majority;
for
every
scenario
for
the
returning
students
as
well
as
the
alumni,
 one
can
see
that
the
past
students
as
well
as
the
presents
students
are
for
the
most
part
 average
college
students.

In
some
areas
the
students
may
have
fallen
short
or
went
above
and
 beyond
but
the
students
who
completed
these
surveys
are
a
sample
group
of
average
everyday
 students
at
the
university.


 After
rating
different
options
pertaining
to
the
classes
with
in
returning
students
degree,
 returning
juniors
and
seniors
were
then
asked
to
rate
different
options
according
to
their
 personal
opinion
about
their
teachers.

These
are
the
scenarios
and
responses
to
the
question
 beginning
as,
my
teachers
are:
“Great
about
giving
good
assignments/class
project”:
70%
 answered
most
of
the
time,
28%
answered
always,
and3%
answered
hardly
ever.

The
next
 scenario
stated
“
knowledgeable
about
the
fields
of
study”:
55%
answered
always
and
45%
 answered
most
of
the
time.

The
next
scenario
asked
“available
to
talk
to/
ask
for
help”
53%
 answered
always,
45%
answered
most
of
the
time
and
3%
answered
hardly
ever.


The
forth
 scenario
asked
was
”Great
about
giving
opportunities
to
gain
practical
experience”:
56%
 answered
most
of
the
time,
35%
answered
always,
and
8%
answered
hardly
ever.

The
next
 scenario
asked
if
teachers
were
“open
to
suggestions”:
56%
answered
most
of
the
time,
28%
 
 

  12. 12. Does
SIUC
Get
an
A?
 12
 answered
always
and
15%
answered
hardly
ever.

Next
scenario
asked
if
the
teachers
were
 “fun”:
56%
answered
most
of
the
time,
23%
answered
hardly
ever,
15%
said
always,
and
finally
 2%
answered
never.

The
next
scenario
asked
if
teachers
were
“prepared
for
class”:
55%
 answered
most
of
the
time,
43%
answered
always
and
3%
answered
hardly
ever.

The
final
 scenario
asked
if
the
teachers
were
“very
clear
so
students
can
understand
them”:
65%
 answered
most
of
the
time,
28%
answered
always
and
8%
answered
hardly
ever.


 After
analyzing
the
data
of
how
the
returning
juniors
and
seniors
rated
their
teachers
it
 was
time
to
get
an
idea
of
how
the
Alumni
rated
their
teachers
while
attending
SIUC.

These
 scenarios
and
responses
are
as
follows,
my
teachers
were,
“Great
about
giving
good
 assignments
and/or
class
projects,”
80%
answered
most
of
the
time,
10%
answered
always,
and
 10%
answered
hardly
ever.

The
next
scenario
stated,
“knowledgeable
about
the
fields
of
 study,”
63%
answered
always,
35%
answered
most
of
the
time,
and
3%
answered
hardly
ever.

 The
next
scenario
asked,
“available
to
talk
to/
ask
for
help,”
48%
answered
most
of
the
time,
 40%
answered
always,
10%
answered
hardly
ever,
and
3%
answered
never.


The
forth
scenario
 asked
was,
”Great
about
giving
opportunities
to
gain
practical
experience,”
50%
answered
most
 of
the
time,
28%
answered
always,
and
23%
answered
hardly
ever.

The
next
scenario
asked
if
 teachers
are,
“open
to
suggestions,”
53%
answered
most
of
the
time,
20%
answered
always,
 25%
answered
hardly
ever,
and
3%
answered
never.

Next
scenario
asked
if
the
teachers
were,
 “fun.”
60%
answered
most
of
the
time,
25%
answered
hardly
ever,
and15%
said
always.

The
 next
scenario
asked
if
teachers
were,
“prepared
for
class,”
55%
answered
most
of
the
time,
 43%
answered
always,
and
3%
answered
hardly
ever.

This
section
here
was
identical
to
the
 returning
juniors
and
seniors
thus
saying
that
teachers
at
the
university,
for
the
most
part,
were
 
 

  13. 13. Does
SIUC
Get
an
A?
 13
 prepared.

The
final
scenario
asked
if
the
teachers
are,
“very
clear
so
students
can
understand
 them,”
65%
answered
most
of
the
time,
28%
answered
always,
and
8%
answered
hardly
ever.
 This
too
is
identical
to
the
returning
juniors
and
senior’s
responses.

After
reviewing
the
results
 one
can
see
that
the
teacher’s
at
Southern
Illinois
University
Carbondale
are
viewed
by
the
SIUC
 alumni
as
good/great
teachers.


The
fact
that
some
of
the
answers
were
identical
between
 returning
students
and
alumni,
show
that
there
is
truth
to
the
fact
that
teachers
at
SIUC
are
 prepared
and
very
clear,
so
that
students
are
able
to
understand
them.


 During
our
research
students
were
then
asked
to
rate
their
educational
experience
at
 SIUC.

Over
all
returning
junior
and
seniors
rated
the
university
with
a
74%.

The
highest
rating
 came
from
the
College
of
Applied
Sciences
and
Arts
with
a
rating
of
100
percent.

The
College
of
 Applied
Sciences
and
Arts
was
the
college
that
had
the
lowest
expectations
for
the
university
 prior
to
attending.

The
Colleges
of
Agricultural
Sciences,
Engineering,
and
Education
of
Human
 Services
all
gave
a
rating
with
in
the
80‐percentile
range.

The
lowest
ranking
came
from
the
 College
of
Science,
which
gave
a
ranking
of
63%,
this
ranking
dropped
14%
from
77%,
which
is
 what
they
rated
their
expectations
of
the
university
prior
to
attending.


 During
our
research
the
alumni
were
also
asked
to
rate
their
educational
experience
 while
attending
SIUC.

Overall,
the
SIUC
alumni
rated
the
university
with
a
77%.

This
was
3%
 higher
then
what
the
returning
students
gave
SIUC.

The
highest
ratings
came
from
alumni
who
 graduated
from
the
Colleges
of
Agricultural
Sciences,
and
Education
and
Human
Services
with
a
 rating
of
90%.

The
lowest
rating
came
from
the
College
of
Art
and
Design.

Their
rating
went
 down
from
their
expectation
rating
of
68%
to
43%,
which
was
a
25%
drop.

All
the
colleges
went
 
 

  14. 14. Does
SIUC
Get
an
A?
 14
 up
in
their
ratings
from
their
expectations
except
for
the
College
of
Art
and
Design
and
the
 College
of
Education
and
Human
Services,
which
stayed
the
same.


 The
next
question
on
the
survey
asked
the
returning
juniors
and
seniors
to
fill
out
and
 rate
the
different
options
according
to
their
personal
opinions.

The
first
options
stated,
“I
had
 high
expectations
about
the
university
prior
to
enrollment”:
43%
answered
Agree,
30%
 answered
strongly
agreed,
25%
answered
neutral
and
3%
disagreed.

The
next
option
stated,
 “College
advisors
played
a
big
role
in
my
selection
of
classes”:
33%
answered
agree,
33%
 answered
neutral
15%
answered
strongly
agree
and
13%
answered
disagree
and
8%
said
 strongly
disagree.

The
third
option
stated,
“Prerequisite
courses
prepared
me
for
courses
with
 in
my
major”:
45%
answered
agree,
30%
answered
neutral,
15%
answered
strongly
agree
and
 10%
disagreed.

The
forth
option
stated,
“Classes
in
my
major
create
the
biggest
challenge
for
 me
while
attending
SIUC”:
48%
answered
agree,
18%
answered
strongly
agree,
23%
answered
 neutral
and
13%
answered
disagree.

The
next
option
stated,
“So
far,
SIUC,
has
prepared
and
 developed
me
into
a
growing
professional
within
my
degree”:
68%
answered
agree,
23%
 answered
strongly
agree
and
10%
answered
neutral.

The
last
option
for
this
section
stated,
“So
 far,
I
am
happy
with
my
decision
to
come
to
SIUC
to
attain
my
degree”:
48%
answered
agree,
 35%
answered
strongly
agree
and
18%
answered
neutral.

 After
looking
at
the
returning
student’s
question
14
results,
it
can
be
determined
that
 most
of
the
participants
are
at
a
consensus
with
the
answer
choice
“agree”.

For
the
most
part,
 the
participants
are
satisfied
with
their
educational
programs
at
SIUC
this
far.

However,
with
 the
students
from
the
College
of
Liberal
Arts
and
the
College
of
Science,
there
is
a
comparison
 contradiction
between
questions
13
and
14.

When
asked
to
rate
the
options
in
question
14,
 
 

  15. 15. Does
SIUC
Get
an
A?
 15
 “So
far,
SIUC
has
prepared
and
developed
me
into
a
growing
professional
within
my
degree,”
 and
“So
far,
I
am
happy
with
my
decision
to
come
to
SIUC
to
attain
my
degree,”
all
of
the
 students
from
College
of
Science
put
the
answer
“agree”
for
both
options.
Question
13
 illustrates
that
students
from
the
College
of
Science
have
lowest
rating
for
the
university
and
 had
a
14%
drop
from
their
expectation
ratings.


 The
College
of
Liberal
Arts
had
the
third
lowest
rating
of
68%,
which
is
a
6%
drop
from
 their
expectations
ratings.

Contradictory
is
apparent
when
9
out
of
12
liberal
arts
students
 answered,
“agree”
for
the
option,
“So
far,
SIUC
has
prepared
and
developed
me
into
a
growing
 professional
within
my
degree.”

Contradictory
is
also
apparent
when
9
people
answer,
“agree,”
 but
in
the
next
option
only
5
people
“agree”
they
are
happy
with
their
decision
to
come
to
SIUC
 to
attain
their
degree.
 Question
15,
asked
the
returning
juniors
and
seniors
to,
“Please
rank
the
following
in
 the
order
of
what
the
most
important
thing
and
least
important
thing
you
can
acquire
from
 your
education
within
your
major(s)
at
SIUC.

(4)
Being
the
most
important,
and
(1)
being
the
 least
of
importance.)”

Out
of
156
possible
points,
“strong
educated
teachers”
came
out
with
 the
highest
points
of
110
(71%).

However,
when
the
already
employed
SIUC
alumni
were
asked
 a
similar
question
to
rank
what
most
contributed
and
least
contributed
to
them
acquiring
a
job
 within
their
degree,
out
of
60
total
points,
“to
gain
practical
experience,”
was
the
most
 contributing
option
chosen
with
the
highest
rank
of
40
points
(67%).
 Question
16
asked
returning
SIUC
students,
“What
do
you
feel
your
educational
 program
at
SIUC
has
provided
you
the
most
with
upon
your
graduation
date?”

The
number
one
 response
of
returning
students
was
experience.


However,
in
question
15,
practical
experience
 
 

  16. 16. Does
SIUC
Get
an
A?
 16
 was
the
second
highest
answer.

This
may
have
been
caused
because
one
liberal
arts
student
 did
not
fill
out
their
ranking.

This
could
have
caused
a
tie
or
possibly
raised
another
total.

The
 second
most
common
response
for
question
number
16
was
confidence.

A
contradiction
arises
 here
because
in
question
15,
confidence,
is
the
least
important
with
a
percentage
of
53%.

Also
 while
conducting
a
focus
group,
confidence
was
considered
important
by
SIUC
returning
 students
to
attain,
but
once
again
question
15
contradicts
this
particular
answer.


 Question
14
for
the
SIUC
alumni
asked,
“What
did
your
education
at
SIUC
help
you
excel
 in
after
college?”
12
out
of
40
(30%)
answered
getting
a
job
with
in
their
chosen
degree,
10
out
 of
40
(23%)
answered
other.

The
alumni
who
answered
other
stated
that
it
helped
them
obtain
 another
degree,
with
job
interviews,
obtain
internship
or
get
a
job,
but
the
job
was
not
in
their
 degree.

9
out
of
40
(23%)
answered
entering
grad
school,
5
out
of
40
(13%)
answered
 networking
and
obtaining
strong
references
and
5
out
of
40
(13%)
answered
nothing.

Only
30%
 of
students
who
graduated
from
SIUC
were
able
to
say
that
their
education
at
SIUC
helped
 them
obtain
a
job
in
their
chosen
degree,
which
is
very
poor
on
behalf
of
the
university.
 Question
15
asked
alumni,
“After
graduating
from
SIUC,
it
took
me
________
long
to
 find
a
job
within
my
degree”
the
most
common
answer
was
“other.”

Many
of
alumni
went
on
 to
grad
school,
started
a
new
degree,
went
to
law
school
and
one
person
from
the
College
of
 Agriculture
had
a
job
before
graduating.

The
next
most
common
answer
with
23%
is
 “Temporary
job
until
I
find
one
within
my
degree”
With
15%,
1‐3
months
was
the
third
most
 popular
answer.

Right
behind
that
response
with
13%,
alumni
said
it
took
them
1‐3
months
to
 find
a
job.

Still
looking,
less
than
4
weeks
and
less
than
2
weeks
all
tied
for
the
5th
most
 
 

  17. 17. Does
SIUC
Get
an
A?
 17
 common
answer
with
percentages
of
5%.

More
than
6
months
and
internship
both
tied
for
the
 least
common
responses
with
percentages
of
35.


 The
16th
question
on
the
surveys
for
alumni
asked
employed
alumni
to
rate
the
 following
options
according
to
their
personal
opinion
to
how
prepared
SIUC
made
you
for
your
 chosen
job
today.
The
first
option
stated,
“I
was
confident
in
receiving
my
job
today.”
47%
 answered
strongly
agree,
27%
answered
agree,
13%
answered
neutral,
7%
answered
disagree,
 and
7%
answered
strongly
disagree.

The
second
option
states,
“It
was
easy
to
receive
a
job
 within
my
degree.”

27%
was
the
highest
percentage
and
had
a
three‐way
tie
between
strongly
 agree,
agree,
and
disagree.

The
remaining
13%
answered
neutral
and
7%
answered
strongly
 disagree.

The
next
option
stated,
“Prerequisite
courses
are
still
important
to
have
within
my
 job.”
33%
answered
strongly
agree,
27%
answered
agree,
20%
answered
neutral,
13%
 answered
strongly
disagree
and
7%
answered
agree.

The
fourth
option
states,
“My
major
at
 SIUC
fully
prepared
me
for
my
job
today.”
33%
answered
both
strongly
agree
and
neutral.

13%
 answered
both
disagree
and
strongly
disagree
and
7%
answered
agree.

The
next
option
states,
 “My
coworkers
feel
I
am
a
great
asset
to
their
team
because
of
the
knowledge
I
attained
from
 SIUC.”
33%
agree,
20%
answered
both
strongly
agree
and
strongly
disagree
and
13%
answered
 both
neutral
and
disagree.

The
sixth
option
states,
“My
coworkers
feel
I
am
a
great
asset
to
 their
team,
but
no
thanks
to
SIUC,
I
had
to
teach
myself
what
I
know
today.”

33%
answered
 strongly
agree,
27%
answered
agree,
20%
answered
disagree,
13%
answered
neutral
and
7%
 answered
strongly
disagree.

The
seventh
option
state,
“I
am
very
happy
with
my
decision
to
 receive
my
degree
at
SIUC.”

40%
answered
agree,
27%
answered
neutral,
20%
answered
 strongly
agree
and
7%
answered
for
both
disagree
and
strongly
disagree.

The
final
option
 
 

  18. 18. Does
SIUC
Get
an
A?
 18
 states,
“I
still
remain
in
contact
with
my
professors
from
SIUC.”
33%
answered
both
agree
and
 strongly
disagree,
13%
answered
both
neutral
and
disagree
and
7%
answered
strongly
agree.

 Question
14
demonstrates
30%
of
alumni
feel
their
education
at
SIUC
helped
them
get
a
 job
with
in
their
chosen
degree.

Overall
according
to
the
results
of
question
15
38%
of
alumni
 have
jobs
with
in
their
degree.
Apparently
8%
of
the
alumni
with
jobs
do
not
feel
as
though
 their
educations
at
SIUC
helped
them
get
a
job
with
in
their
chosen
major.

Of
that
38%
who
 were
able
to
get
a
job
with
in
their
degree,
only
41%
were
able
to
find
a
job
within
a
time
frame
 of
2
weeks
to
a
year.

Of
that
41%
only
10%
were
able
to
find
a
job
with
in
the
first
month
of
 graduation.


 A
lot
of
the
problems
that
recent
SIUC
alumni
are
possibly
facing
while
trying
to
obtain
a
 job
may
be
caused
by
the
economy
of
the
United
States.

On
the
contrary,
the
fact
that
8%
of
 alumni
did
not
state
that
their
education
at
SIUC
helped
them
get
a
job
with
in
their
chosen
 degree
does
not
look
good
on
behalf
of
the
university.

Also
lowering
SIUC’s
grade,
33%
of
 alumni
strongly
agree
and
27%
agree
with
the
option
on
question
16
stating,
“My
coworkers
 feel
I
am
a
great
asset
to
their
team,
but
no
thanks
to
SIUC,
I
had
to
teach
myself
what
I
know
 today.”
On
a
positive
note
for
SIUC,
when
question
18
asked
alumni,
“Why
do
you
feel
you
have
 not
received
a
job
within
your
degree
yet?”

The
answer
“other”
was
chosen
by
35%
of
alumni,
 who
were
either
in
grad
school,
law
school,
had
a
job,
but
not
in
their
degree
or
simply
because
 of
the
economy.

As
the
second
highest
answer
chosen,
18%
of
alumni
said
they
have
not
 looked
hard
enough.


 “More
practical
experience”
was
chosen
most
by
alumni
with
a
percentage
of
39
for
 question
20.
This
question
asked
alumni
to
explain
what
you
feel
your
educational
program
at
 
 

  19. 19. Does
SIUC
Get
an
A?
 19
 SIUC
could
do
and/or
change
in
order
to
improve
its
program.
32%
of
all
the
responses
came
 from
alumni
who
graduated
form
the
College
of
Art
and
Design.

The
College
of
Art
and
Design
 said,
“There
needs
to
be
more
practical
experience
offered,
and
SIUC,
in
general,
needs
to
 improve
and
there
needs
to
be
more
realistic
expectations.”

Looking
at
question
21,
which
asks
 alumni,
“Is
there
anything
else
you
would
like
to
share
with
us
involving
the
education
offered
 at
Southern
Illinois
University
Carbondale?”

57%
of
alumni,
75%
being
alumni
from
the
College
 of
Art
and
Design,
responded
that,
“Personally
I
would
never
come
back.”
 After
looking
closely
at
the
returning
students
results
and
alumni’s
results
the
overall
 satisfaction
of
Southern
Illinois
University
Carbondale
is
a
“fair”
grade.

Even
though
only
38%
 of
alumni
have
jobs
with
in
their
major
the,
which
did
effect
the
satisfaction
rate,
the
alumni
 rated
the
university
with
a
77%.
The
77%
given
by
the
alumni
was
3%
more
than
the
74%
 satisfaction
rate
given
by
the
returning
students.

(For
more
information
on
data
and
results
see
 Appendix
C,
and
for
graph
charts
see
Appendix
D).
 
















Discussion
 After
days
of
analyzing
the
results
and
correlating
the
differences,
we
were
able
to
 successfully
find
the
answers
to
our
conceptual
research
questions.
 Answers
 As
mentioned
above
the
conceptual
question
was
divided
into
three
parts
pertaining
to
 the
concept
of
the
three
components
that
construct
Organizational
Identity
theory
such
as:
pre‐ entry
stage,
entry
stage,
and
post‐entry
stage.


 The
question
pertaining
to
pre‐entry,
“How
does
Southern
Illinois
University
Carbondale
 persuade
students’
to
attend
its
education
programs
through
the
use
of
application
 
 

  20. 20. Does
SIUC
Get
an
A?
 20
 attributes?”
was
consistently
answered
the
same
through
both
the
focus
group
sessions
and
 the
survey
research.

The
40
returning
SIUC
student
participants
primarily
agreed
by
28
percent
 the
reason
they
had
chosen
to
come
to
SIUC
were
reasons
pertaining
to
the
university
being
 the
furthest
from
home
while
still
receiving
low
instate
tuition.

The
university
exceedingly
 markets
itself
to
potential
students
in
the
northern
areas
of
Illinois
as
the
college
that
is,
 “furthest
from
home
while
still
encompassing
the
lowest
in‐state
tuition
price”.

Since
this
was
 the
reasoning
most
students
from
the
Northern
Illinois
areas
stated
why
they
chose
to
come
to
 SIUC,
the
university
is
effectively
persuading
students
to
attend
the
university
through
the
use
 of
its
application
attributes.

However,
the
question
does
specify
how
SIUC
persuades
students’
 to
attend
its,
“education
programs
through
the
use
of
application
attributes.”

According
to
the
 survey,
there
was
a
tie
between
the
options,
“my
majors
program,”
and,
“I
just
wanted
to
come
 here,”
with
20
percent,
as
the
second
most
chosen
options.

Although,
65
percent
of
returning
 SIUC
students
and
60
percent
of
SIUC
alumni
stated
this
was
because
of
a,
“personal
interest
in
 subject,”
there
were
comments
left
stating
different
programs
such
as,
College
of
Engineering
 and
College
of
Business,
were
rumored
to
be
strong
programs
offered
by
SIUC.


 The
question
pertaining
to
entry,
“How
do
the
different
features
and
members
of
 Southern
Illinois
University
Carbondale’s
Organizational
Identity
differentiate
from
student
to
 student
within
the
diverse
educational
programs
and
its
professional
educators?”
was
highly
 indicated
through
the
focus
group
findings
and
survey
results
that
educational
professors
are
 what
most
contributed
to
the
student’s
knowledge
about
their
degree.

This
was
proven
within
 our
survey
research
that
measured,
out
of
the
80
participants
combined,
70
percent
of
the
 participants
answered
“teachers”
as
what
most
contributed
to
their
educational
knowledge.

 
 

  21. 21. Does
SIUC
Get
an
A?
 21
 Since
we
had
already
anticipated
this
would
be
the
case,
the
survey
measured
students’
 perceptions
about
the
professor’s
performance
within
their
chosen
degree.

The
majority
of
the
 80
participants
answers,
regarding
their
professor’s
performances
was,
“most
of
the
time”.

 However,
the
majority
of
returning
SIUC
students
answered,
“always,”
to
the
options
stating,
 “My
teachers
are
knowledgeable
about
the
field(s)
of
study,”
and,
“My
teachers
are
available
to
 talk
to
and/or
ask
for
help”.

This
was
a
positive
agreement
pertaining
to
the
educators
of
SIUC,
 contributing
to
more
positive
results
within
the
entry
stage
of
Organizational
Identity
theory.
 The
final
question
within
the
three
components
pertaining
to
post‐entry,
“How
have
 students’
previous
experiences
within
their
educational
programs
contributed
to
their
overall
 levels
of
satisfaction
for
Southern
Illinois
University
Carbondale?”
was
primarily
answered
 through
the
SIUC
alumni
participants.

Studying
SIUC’s
organization
from
a
student’s
 perspective
allows
the
third
stage
of
Organizational
Identity
theory
to
actually
reflect
on
 previous
experiences
within
all
the
stages
after
leaving
the
establishment.

In
this
case,
the
 post‐entry
stage
was
primarily
centered
on
if
they
were
easily
able
to
attain
a
job
post‐ graduation.

However,
because
of
this
primary
reasoning
into
entering
SIUC
in
the
first
place,
 these
were
the
cause
of
some
very
unsatisfied
perspectives
among
the
students
who
had
not
 found
a
job
yet,
compared
to
the
students
who
did
have
a
job
already.

However,
this
was
not
 the
case
within
all
the
colleges
under
SIUC.

The
College
of
Art
and
Design
was
a
significant
 variable
within
our
findings
that
was
a
contradiction
to
our
dependent
variables.

Even
though
 two
out
of
the
four
participants
did
have
jobs
within
their
chosen
degree,
the
SIUC
alumni’s
of
 the
College
of
Art
and
Design,
were
all
very
unhappy
with
their
degrees
they
had
received
from
 SIUC.

This
was
shown
through
a
consistent
amount
of
negative
responses
from
these
specific
 
 

  22. 22. Does
SIUC
Get
an
A?
 22
 participants,
and
even
more
from
the
respondents
that
have
jobs.

They
felt
unprepared,
 uneducated,
inexperienced,
unconfident,
and
betrayed
by
SIUC’s
communication
design
 program
within
the
College
of
Art
and
Design.

On
the
contrary,
there
were
also
specific
 alumni’s
who
illustrated
their
experience
at
SIUC
was
neutral
to
unsatisfying,
but
because
of
 expected
future
paychecks
they
gave
above
average
ratings.

A
lot
of
these
results
were
quite
 shocking
to
view,
and
led
to
additional
curiosities
for
future
studies
involving
universities
within
 the
three
components
of
Organizational
Identity
theory.


 Since
our
research
of
Organizational
Identity
primarily
revolved
around
the
concept
of
 the
three
components
that
constructs
the
theory
as
a
whole,
our
main
conceptual
research
 question,
“How
do
students’
overall
perceptions
of
Southern
Illinois
University
Carbondale’s
 education
develop
from
the
three
stages
of
entry
within
Organizational
Identity?”
was
 successfully
identified
through
our
research.

As
mentioned
above,
the
consistency
among
most
 students’
answers
were
shown
through
the
three
stages
of
Organizational
Identity
theory.

As
in
 most
cases
when
dealing
with
researching
theories,
not
all
research
participants
will
allow
your
 results
to
match
perfectly
because
of
the
different
personalities
and
perceptions
of
students
 prior
to
their
involvements.

As
shown
above,
within
the
three
components
of
the
main
 conceptual
question,
in
successfully
studying
prior
studies
about
Organizational
Identity
theory,
 the
research
was
successfully
constructed
to
acquire
findings
within
all
three
stages
of
the
 theory
regarding
our
specific
research.









 Reconceptualization
 Organizational
Identity
theory
is
a
complex
theorization
that
has
many
reasons
for
its
 successes
and
failures.

Primarily,
members
are
the
characteristics
of
an
organization.

The
 
 

  23. 23. Does
SIUC
Get
an
A?
 23
 theory
is
strengthened
when
members
of
its
organization
associate
positive
feelings
toward
its
 identity.

This
is
important
because
members
with
positive
Organizational
Identity
are
more
 likely
to
maintain
their
loyalty
by
telling
others
about
the
organization,
spending
or
donating
 more
money,
and
staying
with
the
organization
throughout
their
expected
time
frame
 (Fombelle,
2007,
p.
77).

However,
conflicts
can
occur
whenever
change
takes
place
that
 decreases
members’
identification
within
the
organization.

Conflicts
are
primarily
caused
by
 the
organization’s
inability
to
uphold
the
different
dimensions
of
its
identity,
as
well
as
the
 disability
to
fulfill
some
of
its
key
aspects
(Biddle
&
Rao,
1997,
p.
602).

Furthermore,
when
 these
conflicts
emerge,
members
tend
to
reduce
their
involvement
within
the
organization
 since
the
organization
is
no
longer
beneficial
to
their
needs.

These
conflicts
within
the
 organization
can
begin
to
violate
its
identity.

Positive
and
negative
identifications
are
 important
to
our
particular
research
because
SIUC
would
be
nonexistent
without
its
students.

 SIUC
is
an
educational
university
that
survives
by
students’
interest
to
attend.

Therefore,
our
 findings
as
to
why
students
are
satisfied
or
dissatisfied
with
the
university’s
educational
 programs
is
critical
in
determining
its
educational
identity,
because
inaccurate
data
could
be
 detrimental
to
the
Organizational
Identity
of
SIUC.

 
From
the
research,
we
are
able
to
view
accuracy
within
all
three
components
of
 Organizational
Identity
theory.

How
members
of
the
organization’s
happiness
and
conflicts
 reflect
their
perceptions
within
all
three
stages
of
the
theory,
and
how
those
perceptions
 determine
the
individual’s
different
levels
of
satisfactions.

For
example,
the
SIUC
alumni’s
 within
the
College
of
Art
and
Design
as
mentioned
above.

High
expectation
results
showed
a
 decrease
in
personal
experience
when
not
met
to
their
individualized
standards,
and
this
 
 

  24. 24. Does
SIUC
Get
an
A?
 24
 related
to
an
immense
decrease
in
the
overall
satisfaction.

This
was
strongly
expressed
within
 each
individual,
leaving
the
independent
variable
with
a
bad
review
to
possible
future
 members.
 Our
research
differentiates
from
other
studies
we
have
researched
involving
 Organizational
Identity
theory.

Primarily,
studying
SIUC’s
organization
from
a
student’s
 perspective
allowed
the
third
stage
of
the
theory
to
become
one
of
the
main
findings
within
our
 particular
research
because
of
the
more
accurate
post‐reflection
on
previous
experiences
 within
all
the
stages
after
leaving
the
establishment.

Furthermore,
our
research
is
 differentiated
because
all
university’s
like
SIUC
are
centered
on
student’s
expectations
to
 attend,
experience
and
receive
their
education,
then
to
finally
graduate
and
leave
the
 university.

Within
our
research,
there
were
no
expectancies
to
attend
SIUC
as
a
student
 forever.

It
was
to
attend
the
university
in
order
to
one
day
successfully
leave
the
 establishment,
and
then
join
a
new
organization
with
expectations
of
a
permanent
status
there.


 However,
through
our
knowledge
of
the
theory,
we
were
able
to
understand
different
 organizations
ways
in
going
about
post‐entry
results,
without
having
all
those
members
of
the
 organization
terminated.

Which
is
why
our
research
study
was
equally
separated
into
two
 parts,
so
we
could
compare
differences
between
the
two
demographics,
returning
SIUC
juniors
 and
seniors,
and
SIUC
alumni.

This
was
verified
because
it
allowed
us
to
see
in
more
depth
the
 effectiveness
of
each
stage
within
the
three
components
of
Organizational
Identity
theory
from
 a
student’s
perspective
before,
during,
and
after
attending
SIUC.

The
returning
SIUC
student
 participants
were
particularly
accountable
for
the
two
stages,
pre‐entry
and
entry
because
they
 are
fully
aware
of
their
current
state
of
mind
without
the
possibilities
of
negative
and/or
 
 

  25. 25. Does
SIUC
Get
an
A?
 25
 positive
post‐entry
conflicts
determining
their
overall
perceptions
and
satisfactions,
whereas,
 the
SIUC
alumni
participants
were
able
to
show
results
depicting
all
three
stages
of
SIUC’s
 Organizational
Identity
as
a
whole.
 

















Implications
 Recommendations
to
Scholars
 Many
recommendations
can
be
made
for
future
studies
regarding
educational
 universities
with
the
study
of
Organizational
Identity
theory.

Due
to
restrictions
of
time,
our
 research
was
limited
to
a
very
small
size
regarding
the
SIUC
population
that
could
have
been
 studied
in
order
to
attain
a
more
accurate
data
collection
analysis.

Therefore,
we
recommend
 that
future
scholars
develop
a
survey
that
can
be
constructed
and
distributed
fully
online.

This
 will
save
time
in
the
collection
of
data
process
because
most
Internet
based
surveys
allow
you
 to
view
the
totals
and
graphs
from
the
moment
it
is
distributed
to
the
public.

However,
careful
 selectiveness
with
issues
of
placement
will
need
to
be
considered
in
order
to
avoid
inaccurate
 demographic
participants.


 Also,
within
the
construction
of
the
separate
alumni
student
sector,
more
options
and
 precise
questioning
are
recommended.

SIUC
alumni
were
confused
as
to
what
to
answer
when
 it
regard
a
specific
set
of
students
that
went
into
law
school,
which
led
them
into
having
a
job,
 just
not
necessarily
within
their
undergraduate
degree.

Making
sure
to
clarify
how
to
proceed
 with
the
survey
regarding
certain
student’s
specific
answering
options
would
accommodate
to
a
 more
accurate
data
collection.
 For
the
most
part,
we
do
recommend
analyzing
the
collection
of
data
through
 comparison
of
returning
juniors
and
seniors
within
the
university,
as
well
as
the
university’s
 
 

  26. 26. Does
SIUC
Get
an
A?
 26
 alumni.

This
helps
view
the
differences
in
post‐entry
results
from
different
current
situational
 states
that
may
or
may
not
be
affecting
participants
individual
perspectives.

Furthermore,
the
 continuing
of
studying
the
various
answers
within
the
different
colleges
of
the
university
is
 highly
recommended
as
well.


 Recommendations
of
Practitioners
 Through
the
reconceptualization
of
Southern
Illinois
University
Carbondale’s
education
 and
the
Organizational
Identity
theory,
we
highly
recommend
to
all
practitioners
to
pay
more
 attention
to
detail
within
specific
majors
of
the
nine
colleges
offered
at
SIUC.

Particularly
the
 communication
design
students
within
the
College
of
Art
and
Design,
chemistry
majors
within
 the
College
of
Science,
Geographic
Information
Systems
in
the
College
of
Liberal
Arts.


 Also
recommendations
to
professional
educators
under
the
College
of
Business
 Administration
is
a
small
recommendation
primarily
concerning
teachers
being
more
open
to
 adapt
to
students
needs.

This
small
change
would
help
in
increasing
the
colleges’
results
in
 order
to
better
perform
for
its
high
expectancies
students
tend
to
mutually
agree
with.
 Furthermore,
we
recommend
the
College
of
Agricultural
Science
continue
doing
 everything
just
as
they
are
because
of
its
consistently
high
and
satisfyingly
mutual
ratings.




 Finally,
final
recommendations
for
Southern
Illinois
University
Carbondale
as
a
whole,
 should
primarily
be
concerned
with,
as
mentioned
above,
with
specific
majors
under
specific
 colleges.

Otherwise,
we
would
recommend
continuing
your
hiring
process
with
dedicated,
 knowledgeable,
open
to
suggestion,
and
passionate
professors.

The
consensus
of
students
did
 appreciate
the
professional
educators,
for
the
most
part,
but
would
like
to
be
provided
with
 more
practical
experience
within
their
field
of
study.

This
was
one
of
the
most
common
 
 

  27. 27. Does
SIUC
Get
an
A?
 27
 answers
along
with
“confidence
to
attain
a
job
within
my
degree”.

However,
certain
comments
 stating,
“I
would
never
recommend
anyone
to
go
here,”
and
various
comments
from
SIUC
 alumni
under
the
College
of
Art
and
Design
should
be
paid
additional
attention
in
order
to
more
 adequately
satisfy
their
individual
needs.
 Paying
attention
to
these
specific
needs
may
allow
SIUC
to
receive
an
“A”
within
all
its
 required
classes
as
well.
 

















Conclusion
 All
in
all,
Southern
Illinois
University
Carbondale
had
pretty
good
data
results
within
the
 small
population
of
80
participants
as
a
whole.

However,
our
predictions
were
correct
in
 analyzing
the
different
features
of
the
university
in
order
to
see
the
differences
between
 answers
within
each
college
under
the
university.

As
currently
enrolled
SIUC
students,
this
was
 primarily
intriguing
because
of
the
curiosity
in
wondering
if
our
education
we
are
receiving
is
as
 good
as
the
building
to
our
right
and/or
left
side.

Due
to
us
being
personally
linked
to
SIUC,
our
 passion
for
research
and
curiosity
to
understand
the
unknown
world
of
a
failing
economy,
it
 was
very
interesting
in
finding
which
specific
colleges
under
SIUC
uniquely
stood
out
with
 similar
responses
to
similar
questions
against
others.

As
well
as,
which
colleges
were
the
most
 satisfied
colleges,
while
which
colleges
were
the
least
satisfied.

These
results
were
even
more
 interesting
to
find
through
the
use
of
the
Organizational
Identity
theory.

Since
the
foundation
 of
our
survey
was
constructed
around
the
Organizational
Identity
theory,
we
were
able
to
 understand
post‐entry
results
through
expectancies
and
experiences
through
pre‐entry
and
 entry
results.


 
 

  28. 28. Does
SIUC
Get
an
A?
 28
 If
time
had
not
been
a
restriction
so
we
would
have
been
able
to
research
a
larger
 population
of
our
specific
demographics,
we
feel
this
research
would
have
been
a
great
 presentation
to
Southern
Illinois
University
Carbondale.

Primarily,
we
feel
the
research
 conducted
through
Organizational
Identity
theory
was
consistent
to
our
findings.

Also,
we
feel
 we
have
added
to
strengthening
the
validity
of
the
theory
because
of
our
research
findings
 through
students’
perspectives
that
depicted
their
expectancy
levels
from
SIUC’s
use
of
 application
attributes,
and
those
individual
expectations
are
differentiated
from
student
to
 student’s
personal
experiences
within
the
educational
environment
at
SIUC,
and
finally
how
the
 levels
of
expectancies
and
personal
experiences
can
determine
final
post‐entry
results
 pertaining
to
the
overall
satisfaction
of
each
individual
student
that
attends,
experiences,
and
 graduates
from
SIUC.


 Therefore,
this
research
could
accommodate
a
few
things
by
understanding
how
SIUC
 distinguishes
itself
within
the
Organizational
Identity
theory,
and
if
SIUC’s
expectancies’,
 experiences,
and
satisfactions
are
what
reflect
the
students’
perceptions?

For
instance,
if
SIUC
 expects
that
all
students
should
believe
they
should
receive
an
overall
good
grade,
then
 according
to
Organizational
Identity
theory,
if
SIUC
is
doing
their
job
correctly,
tuition
prices
 should
not
be
increasing,
while
enrollment
should
not
continue
decreasing
year‐by‐year,
either.

 Consequently,
the
real
question
is,
“Does
SIUC
feel
they
deserve
an
‘A’?”
 

 
 
 
 
 

  29. 29. Does
SIUC
Get
an
A?
 29
 
 References
 Biddle,
K.,
&
Rao
H.

(1997).

Breaches
in
the
boardroom:
Organizational
identity
 and
conflicts
of
commitment
in
a
nonprofit
organization.

Organization
Science,
(8)6,
 593‐609.
 Fombelle,
P.

(2007).

Organizational
identity:
Maximizing
a
member’s
value
to
 the
organization.

AMA
Winter
Educators’
Conference
Proceedings,
18,
77.

Winter
2007,
 from
Business
Source
Complete
database.
 Foreman,
O.
P.,
&
Parent,
M.
M.

(2008).

The
process
of
organizational
identity
 construction
in
interactive
organizations.

Corporate
Reputation
Review,
11(3),
222‐244.

 Retrieved
March
12,
2009,
from
Business
Source
Complete
database.
 Margolis,
L.
S.,
&
Hansen,
D.
C.

(2002).

A
model
for
organizational
identity:
 Exploring
the
path
to
sustainability
during
change.

Human
Resource
Development
 Review,
1,
277‐300.

doi:10.1177/1534484302013002





 
 
 
 
 
 
 
 
 
 
 
 

  30. 30. Does
SIUC
Get
an
A?
 30
 Appendix
A
 Informed
Consent
Form
 Focus
Group
Session
 Southern
Illinois
University’s
Education
 
 Researchers’
Names:

Lea
Dalley,
Savannah
Desmond,
Ashlye
Richardson,
and
Allie
Toothman
 (Southern
Illinois
University
Carbondale)
 
 I,
__________________________,
agree
to
participate
in
the
focus
group
conducted
by
Dalley,
 Desmond,
Richardson,
and
Toothman.

In
agreeing
to
participate,
I
feel
that
I
have
an
accurate
 understanding
of
the
following
matters
based
on
Dalley,
Desmond,
Richardson,
and
 Toothman’s
verbal
explanation.
 
 • I
understand,
the
purpose
of
this
research
is
to
study
from
an
Organizational
 Identity
perspective:
the
expectations
and
perceptions
of
students
prior
to
 attending
Southern
Illinois
University
(SIU),
what
goes
on
within
students’
 educational
programs
that
are
offered
at
SIU,
and
students
overall
levels
of
 satisfaction
after
at
least
two
full
years
of
experience
with
SIU
and
their
 educational
program(s).



 
 • I
understand
that
the
research
does
not
involve
any
procedures
that
would
harm
 me,
and
should
not
place
me
under
severe
stress
that
could
be
a
risk
to
my
 health.
 
 • I
understand
my
participation
within
the
research
is
completely
voluntary,
and
at
 any
time
during
the
research,
my
decision
not
to
participate
will
involve
no
 penalty
against
me.
 
 • I
understand
that
an
audio/video
tape
will
record
my
participation
within
this
 focus
group.

However,
I
understand,
my
participation
within
the
research
is
 completely
confidential,
and
that
Dalley,
Desmond,
Richardson,
and
Toothman
 will
do
their
best
in
protecting
my
confidentiality.

Therefore,
unless
approved
by
 my
consent,
under
no
circumstances
will
anyone
other
than
Dalley,
Desmond,
 Richardson,
Toothman,
and
our
research
advisor
is
able
to
listen
and/or
view
the
 tapes.

 
 • I
understand
that
this
is
a
focus
group
that
involves
other
members
to
 participate
in
the
discussion
with
me.

Therefore,
I
will
respect
the
other
 members
within
the
group,
and
their
personal
opinions
about
the
topic(s)
being
 discussed.
 
 • I
understand
that
Dalley,
Desmond,
Richardson,
and
Toothman
have
all
 requested
that
I
not
share
any
information
discussed
within
the
focus
group,
as
 
 

  31. 31. Does
SIUC
Get
an
A?
 31
 well
as
who
participated
within
the
discussion.

I
will
ensure
complete
 confidentiality
about
all
members
and
matters
discussed
within
this
focus
group.
 
 I,
__________________________,
give
my
permission,
without
any
restrictions,
to
Dalley,
 Desmond,
Richardson,
and
Toothman
to
study
and
record
the
focus
group
session
and
my
 participation
within
it.

I
understand
that
my
opinions
spoken
within
the
focus
group
session
 will
be
used
for
research
purposes
only.

I
understand
my
identity
within
the
focus
group
will
be
 completely
confidential,
and
agree
to
respect
the
confidentiality
of
the
other
members’
 participation
within
the
group
as
well.
 
 
 • I
knowingly
agree
to
participate
within
this
research
that
will
be
recorded
on
an
 audio/video
tape.

My
signature
gives
Dalley,
Desmond,
Richardson,
and
 Toothman
full
permission
to
audio/video
tape
the
focus
group
session(s).
 
 
 
 
 Participant
_________________________________
 
 Date
___________________
 
 
 
 
 Researchers
________________________________
 
 Date
___________________
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 This
project
has
been
reviewed
and
approved
by
Dr.
Satoshi
Toyosaki.

Questions
and
concerns
pertaining
to
your
 rights
as
a
participant
within
this
research
may
be
addressed
to
Dr.
Satoshi
Toyosaki,
Office:
2002‐B,
 Communication
Building
at
Southern
Illinois
University
Carbondale.

Phone:
(618)
453‐4669.

E‐mail:
 tsatoshi@siu.edu.
 
 
 

  32. 32. Does
SIUC
Get
an
A?
 32
 Appendix
B
 
 I
am
involved
with
the
research
being
conducted
for
my
class,
Research
Methods
in
Public
 Communication.

My
research
team
is
collecting
data
by
a
process
called
random
sampling.

This
survey
 will
be
asking
you
questions
about
your
education
at
Southern
Illinois
University
Carbondale.
 
 Through
your
participation
in
this
survey,
you
are
giving
our
research
team
consent
to
use
your
answers
 for
our
research.

The
privacy
of
your
identification
is
important
to
us.

Therefore,
to
ensure
your
 confidentiality,
please
do
not
write
your
name
anywhere
on
the
survey.

Also
feel
free
to
be
as
honest
as
 possible
regarding
your
education
at
Southern
Illinois
University
Carbondale.

There
are
no
right
or
 wrong
answers,
and
your
response
is
very
important
to
our
research
findings.
 
 If
you
have
any
questions
regarding
this
survey,
please
feel
free
to
ask
us
questions
at
any
time.

Also
 the
results
of
our
survey
research
will
be
available
by
December
18,
2009,
please
feel
free
to
contact
the
 research
leader,
Allie
Toothman
by
e‐mail
at
allie05@siu.edu,
or
by
phone,
(618)
521‐7810,
for
these
 results.
 
 This
project
has
been
reviewed
and
approved
by
our
research
advisor,
Dr.
Satoshi
Toyosaki.

Questions
 and
concerns
pertaining
to
your
rights
as
a
participant
within
this
research
may
be
addressed
to
Dr.
 Satoshi
Toyosaki,
Office:
2002‐B,
Communication
Building
at
Southern
Illinois
University
Carbondale.

 Phone:
(618)
453‐4669.

E‐mail:
tsatoshi@siu.edu.
 
 
 Thank
you
for
your
participation
within
this
survey.
 
 
 
 
 The
research
team:
Lea
Dalley,
Savannah
Desmond,
Ashlye
Richardson,
and
Allie
Toothman
 Department
of
Speech
Communication
 Southern
Illinois
University
Carbondale
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

  33. 33. Does
SIUC
Get
an
A?
 33
 1. How
old
are
you?
____________________
 
 2. What
is
your
gender?
 a. Male
 b. Female
 c. Other
 
 3. What
is
your
student
classification?
 a. Returning
Junior
 b. Returning
Senior
 c. SIU
Alumni
 
 4. What
college
is
your
degree
in?

(If
graduate
or
alumni,
please
circle
the
one
in
which
you
 graduated
from.)
 a. College
of
Agricultural
Sciences
 b. College
of
Applied
Sciences
and
Arts
 c. College
of
Art
and
Design
 d. College
of
Business
Administration
 e. College
of
Education
and
Human
Services
 f. College
of
Engineering
 g. College
of
Liberal
Arts
 h. College
of
Mass
Communication
and
Media
Arts
 i. College
of
Science
 
 5. What
is
your
major/specialization?
__________________________________________________
 
 6. Was
SIU
your
first
choice
when
picking
your
college?
 a. Yes.
 b. No.


 c. (If
no,
please
tell
us
if
it
was
second,
third,
fourth,
or
last.):
________________________
 
 7. Why
did
you
come
to
SIUC?
 a. I
just
wanted
to
come
here
 b. Social
life
 c. Scholarship
 d. My
majors
program
 e. Parents
are
SIU
alumni
 f. It
was
my
last
option
 g. The
sports
program
 h. Other
(Please
Explain):
_____________________________________________________
 
 8. On
a
scale
of
1‐10,
how
would
you
rate
your
expectations
of
SIUC
before
you
enrolled?

 1

 2

 3

 4

 5

 6

 7

 8

 9

 10

 Extremely
poor

 
 Neutral/Adequate
 
 
 






Exceptional
 
 NOTE:

If
your
answer
to
question
3
was
Returning
Junior
or
Returning
Senior,
please
continue
to
next
 page.

However,
if
your
answer
to
question
3
was
SIU
Alumni,
please
skip
to
page
5.
 
 

  34. 34. Does
SIUC
Get
an
A?
 34
 Returning
SIUC
Juniors
and
Returning
SIUC
Seniors
 
 9. What
about
SIUC’s
education
most
contributes
to
your
knowledge
about
your
degree?
 a. Teachers
 b. Resources
 c. Computer
Technology
Availability
 d. Other
(Please
Explain):
_____________________________________________________
 
 10. What
factor
had
the
biggest
affect
on
your
selection
of
a
major
at
SIUC?
 a. Parent’s
Opinion
 b. Personal
Interest
in
Subject
 c. Suggestion
from
Advisor
 d. Friends
Opinions
 e. Future
Paychecks
 f. Other
(Please
Explain):
_____________________________________________________
 
 11. Please
rate
the
following
options
pertaining
to
the
classes
within
your
degree(s).

 
 Always
 Most
of
the
Time
 Hardly
Ever
 Never
 I
feel
excited
about
class
projects/assignments.
 
 
 
 
 I
go
to
class
everyday.
 
 
 
 
 I
feel
confident
in
receiving
a
job
after
college.
 
 
 
 
 I
have
good
attendance
in
all
my
classes.
 
 
 
 
 I
feel
challenged
within
my
classes.
 
 
 
 
 I
enjoy
my
classes.
 
 
 
 
 I
get
good
grades
(A's
and
B's)
in
my
classes.
 
 
 
 
 I
feel
successful
in
my
classes.
 
 
 
 
 
 12. Please
rate
the
following
options
according
to
your
personal
opinion
about
your
 teachers
within
your
field(s)
of
study.

“My
teachers
are
______________.”
 
 Always
 Most
of
the
Time
 Hardly
Ever
 Never
 Great
about
giving
good
assignments/class
projects.
 
 
 
 
 Knowledgeable
about
the
field(s)
of
study.
 
 
 
 
 Available
to
talk
to/ask
for
help.
 
 
 
 
 Great
about
giving
opportunities
to
gain
practical
experience.
 
 
 
 
 Open
to
suggestions.
 
 
 
 
 Passionate
about
the
field(s)
of
study.
 
 
 
 
 Fun.
 
 
 
 
 Prepared
for
class.
 
 
 
 
 Very
clear
so
I
can
understand
them.
 
 
 
 
 
 
 

  35. 35. Does
SIUC
Get
an
A?
 35
 13. 
On
a
scale
of
1‐10,
how
would
you
rate
your
educational
experience
at
SIUC?
 1

 2

 3

 4

 5

 6

 7

 8

 9

 10

 Extremely
poor

 
 Neutral/Adequate
 
 
 






Exceptional
 
 14. Please
rate
the
following
options
according
to
your
personal
opinion
about
SIUC.
 
 Strongly
 Agree
 Neutral
 Disagree
 Strongly
 Agree
 Disagree
 I
had
high
expectations
about
the
university
 
 
 
 
 
 prior
to
my
enrollment.
 College
Advisers
played
a
big
role
in
my
 
 
 
 
 
 selection
of
classes.
 Prerequisite
courses
prepared
me
for
courses
 
 
 
 
 
 within
my
major.
 Classes
in
my
major
create
the
biggest
 
 
 
 
 
 challenge
for
me
while
attending
SIU.
 So
far,
SIUC
has
prepared
and
developed
me
 
 
 
 
 
 into
a
growing
professional
within
my
 degree.
 So
far,
I
am
happy
with
my
decision
to
come
 
 
 
 
 
 to
SIUC
to
attain
my
degree(s).
 
 15. Please
rank
the
following
in
the
order
of
what
the
most
important
thing
and
least
important
 thing
you
can
acquire
from
your
education
within
your
major(s)
at
SIUC.


 (4)
Being
the
most
important,
and
(1)
being
the
least
of
importance.
 a. Strong
Educated
Teachers

 
 
 
 _______________
 
 b. To
Gain
Practical
Experience

 
 
 
 _______________
 
 c. Strong
Portfolio/Resume/Cover
Letter

 
 
 _______________
 
 d. Confidence
to
Attain
a
Job
Within
My
Field(s)

 
 _______________
 
 16. What
do
you
feel
your
educational
program
at
SIUC
has
provided
you
the
most
with
upon
your
 graduation
date?

(For
example,
answers
a,
b,
c,
d
from
question
15
above,
and/or
other
 responses.)
 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
 
 17. Is
there
anything
else
you
would
like
to
share
with
us
involving
the
education
offered
to
you
at
 Southern
Illinois
University
Carbondale?
 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
 
 Thank
you
for
completing
our
survey.

We
value
your
opinion
and
appreciate
your
 participation
within
our
research.

Please
return
this
survey
to
the
researcher,
and
have
a
 great
day.
 
 


×