2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
ABOUT THE STUDY
The Alumni Attitude Study© is a national, multi-university research study
conducted annually to measure alumni perceptions and attitudes about the
university they attended, their experience as a student, and their experience as
an alumnus/a. The study is conducted primarily via email. Individuals from each
participating institution are selected randomly for inclusion in the study; however,
many institutions include paper and phone surveys to control for response and
selection bias. For the web-based surveys, each individual alumnus/a is sent an
email invitation to participate in the study, and those who elect to participate
access the survey instrument via a hyperlink included in the email message.
To better foster the partnership between participating schools and their alumni
base the email and the survey instrument are customized for each participating
institution – using its logos, colors, and other characteristics that would be
recognized by the individual alumnus/a.
Some institutions expand the distribution to include lapsed members and those
who have never been a member, in order to explore differences in perceptions
across all three cohorts. University of Baltimore elected to do that with the 2009
Study©.
Following are highlights and significant findings from the 2009 University of
Baltimore alumni survey.
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2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
Page 2 of 14
DEMOGRAPHICS
A total of 9,683 email invitations were successfully distributed, and 622 alumni
responded. Additionally, we had 227 responses from a parallel survey that was
conducted via mail.
This parallel survey was conducted for the purpose of
checking for selection bias. In reviewing the results, we concluded that that this
bias was not present. The overall survey project resulted in a response rate of
6.42%.
Comparison group
University of Baltimore’s 2009 results are compared to an all school average
consisting of 65 universities and colleges who used this instrument with their
alumni over the last 4 years and a group of “comparable” universities listed
below:

Arizona State

Metropolitan State College of Denver

California State University at San Bernardino

California State University at San Marcos

University of Cincinnati

University of Houston

Widener University

Wisconsin LaCrosse
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2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
Page 3 of 14
University of Baltimore had a good distribution of respondents across age and
gender
Distribution and Response
By Era
30
Percentage of Respondents
25
20
15
10
5
0
WWII/Post WWII
Woodstock/
Vietnam
All School
Post-Watergate
Yuppie/End of
Cold War
Baltimore
Electronic
Revolution/DotCom
Post 9/11
UB Comps
Slide 1
Sixty percent of the University of Baltimore respondents were male; forty percent
female. A higher percentage of men are Current and lapsed givers while the
percentage of men for never givers is only 50%.
Approximately 5% of the respondents are from the WWII (Mature) generation
(graduated prior to 1963); 13% Woodstock/Vietnam era (graduated from 1964 to
1974); 15% Post-Watergate era (graduated from 1974 to 1980); 26% End-ofCold-War era (graduated from 1981 to 1993); 14% Electronic Revolution/DotCom era (graduated from 1994 to 2000); and 27% Post-911 Graduated from
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2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
Page 4 of 14
2001 to now).
Slide 1 shows the percentage of responses for each comparison
group within that era.
Contribution patterns for University of Baltimore are markedly similar to other
institutions
Distribution and Response
By Intent to Participate Financially vs. Willingness to Promote
Might contribute
in the future
Non-contributors
70
28%
Contributors
29%
Percentage of Respondents
60
50
40
30
20
10
0
Never/do not plan to Have/do not plan to Have never but plan Currently and plan to Currently and plan to
to
increase
Never
Occasionally
Regularly
All the time
How often do you promote University of Baltimore to others?
Slide 2
Forty-three percent of University of Baltimore’s respondents say they intend to
financially participate with the university (contributor), and plan to continue (or
increase) their financial contributions to the school (vs. 58% on average for all
institutions in the study). However, among the 33% who identified themselves as
“non-contributors,” 28% of the group that has never financially supported the
university and does not plan to in the future still promotes the university regularly
or all the time. The percentage of people promoting the university regularly or all
the time is 29% for those who have financially supported the university in the
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2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
Page 5 of 14
past but have no plans to do so in the future (see Slide 2). These percentages
are consistent with the national averages, which are 28% and 38% respectively.
These patterns indicate that University of Baltimore should continue to
communicate to as broad a group of alumni as possible. Even those who say
they are not inclined to financially participate are promoting the university to
others and could become important contributors in the future.
KEY FINDINGS
Overall, University of Baltimore alumni appear pleased with their experience of
the school
Similar to other universities (97%), approximately 93% of the UB respondents
rated their decision to attend University of Baltimore as “good” or “great.” In
addition, 42% rated their student experience as “excellent,” while another 51%
said that it was “good.” The overall current opinion of the University is reported
to be either “good” or “excellent” by 91% of respondents.
However these
perceptions drop off somewhat when asked about experience as an alum. Only
57% say their experience as an alumnus/a is “good” or “excellent,” which is low
when compared to the national average of 69%.
Two groups of survey questions involved rating both importance and
satisfaction/performance.
First, a series of questions about the student
experience was asked. Second, a series of questions about what alumni should
do (the proper role of an alumnus/a), and how well the university or alumni
association supports alumni in doing those things were asked. It is desirable to
look at both importance and performance because of the inter-relationship
between the two. The extent to which an individual perceives something to be
important is, at least in part, a function of whether or not they also perceive that
service/delivery of that item met their expectations. How well a person is being
served relative to his/her expectations will influence how important that issue is to
him/her.
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University of Baltimore – Summary of Results
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The relationship or difference
Importance/Performance Example
between importance and performance
A salesperson whose clients are not
dependent on his communications in any kind of
emergency situation has traditionally been very
responsive to calls from his clients. Generally,
the salesperson returns the phone calls of his
clients within an hour and has followed this
pattern for some time. Suddenly, the client
begins noticing that the salesperson is taking 2
to 3 days to return his/her phone calls. This
delay in response has no real influence on the
ultimate service or delivery of the product being
sold.
However, after six months of this
behavior and upon receipt of a “satisfaction
survey,” the client indicates that returning phone
calls in a timely manner is extremely important
to them, and that current performance was very
low. Upon seeing these results and having a
conversation with his manager, the salesperson
resumed his old behavior of returning phone
calls within an hour. When the next survey went
out the next year, the salesperson’s clients now
indicated that returning phone calls in a timely
manner wasn’t so important (about halfway up
the scale), and performance was currently
above average.
The perception of importance was a
function of performance. When the client was
not agitated importance and performance went
to a neutral position. When agitated by bad
service importance went up in proportion to the
perceived lack of performance.
is an indicator of agitation.
This
“agitation gap” reflects the level of
irritation that exists when performance
isn’t living up to expectations. PEG’s
previous research has indicated that
one’s
perception
of
importance
increases as agitation increases and
declines once performance meets or
exceeds expectations.
University of Baltimore must strive to
better connect and be relevant to
alumni, especially more recent
graduates
In this instrument we asked
about
the
importance
and
performance of communication efforts,
programs,
and
elements
of
the
student experience. The chart below
looks
at
the
relationship
between
importance
and
performance
for
communications segmented by Era.
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2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
Page 7 of 14
For each of the communication methods listed below, please tell us how important that
method is to you and also rate the University’s effectiveness in utilizing that method.
Gap Analysis By Era
Importance exceeds
Performance
Performance exceeds
Importance
Alumni magazine
Electronic newsletter
Invitations to University of Baltimore activities
Invitations to alumni activities
University of Baltimore web site
Email
Communication regarding your services or benefits
Periodic informational communications
Alumni web site
Reunion mailings
Viral videos/YouTube/Online Networking
WWII\Post WWII
Woodstock\Vietnam
Post Watergate
Yuppie\End of Cold War
Electronic Revolution\Dot-Com
Post 9/11
Slide 3
There is, in many areas, a linear relationship between Era of graduation and the
perceived effectiveness of communications between the University and alumni.
The younger alumni seem more concerned about genuinely being in the
communications loop. These issues are less important for older graduates, and
from Slide 3, it appears that targeting communications directly to the younger
alumni would generate increased perceptions (if not realities) of engagement.
This is especially true for communications about the services and benefits of
membership in the alumni association, the alumni website, invitations to alumni
activities, and the university web-site.
Additionally, respondents identified time constraints, geographic distance, and
family/job commitments as the three largest barriers to their participation in
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2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
Page 8 of 14
alumni activities. Value/cost of an event, type of event, and not knowing anyone
were the next grouping of barriers. This is even truer for young alumni. Out-ofstate alumni overwhelmingly indicated that they believed geographic distance to
be a major barrier to participation. In these days of electronic communication,
distance learning, and other such technologies, it seems reasonable that the
University could establish mechanisms to minimize the “distance” felt as a result
of geographic separation.
The “student experience” holds opportunities for the University
We occasionally find some small resistance in the design phase of the survey
process to the notion of asking people about their student experience.
It is
important to note that these questions are not intended to discover frequencies,
nor even whether or not the activities are considered worthwhile. Rather, we are
looking for elements of their student experience that alumni best remember and
that they want to see improved. This information allows us to know where to best
engage future alumni on campus in a way that will have the greatest impact.
Also, this information lets us know where alumni are focused regarding oncampus activities and in which areas they want to know about past and future
improvement.
The items included in this section deal with the programs and activities most
commonly associated with life on campus. Forty percent of the University of
Baltimore respondents indicated they had participated in “professional or careerrelated” activities during their tenure as students (compared to about 35% for the
UB Comparable Institutions). This suggests that the University could profit from
establishing more connections (brand identity) to or affiliation with those
programs. Finding ways for alumni and the alumni association to become more
associated with these activities on campus will enhance the alumni relations
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2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
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brand and image among students.
This suggests even greater potential for
University of Baltimore (than other schools) to realize increased affinity among
students prior to graduation by becoming more affiliated or otherwise associated
with those activities.
In regard to the student experience, we asked about some issues from both
“importance” and “school performance” perspectives.
How important was each of the following to your experience as a student, and how well did
the University do at providing them?
Not
Important
Poor
Somewhat
Important
Fair
Very
Important
Good
Critically
Important
Excellent
Academics and classes
Skills and training for career
Relationship with faculty
Traditions or values learned on campus
Opportunity to interact with alumni
Attending athletic events
Importance
Performance
Slide 4
Like most schools, University of Baltimore respondents identified the activities
which are life-preparatory as the most important issues (see Slide 4). And, while
“academics and classes,” “skills and training for career,” and “Relationship to
faculty,” rose to the top of the importance scale, “skills and training for career”
reveals the most agitation (“importance” outweighing “performance”).
Alumni
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University of Baltimore – Summary of Results
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want to know that the equity of their degree is improving and will improve more
over time. All of these items are central to how University of Baltimore’s alumni
define the equity of their degree, and are high-impact opportunities for
communications.
Enhancing the perception of “diploma equity” continues to be important
Please indicate how much each of the following impacts your overall current opinion of the
University:
Percentage of respondents who chose top two choices
0
20
40
60
80
Value and respect for degree
Accomplishments of faculty
Accomplishments of students
Accomplishments of alumni
School rankings (e.g. U.S. News & World
Report)
History and tradition
Providing scholarships
Campus aesthetics
All School
Baltimore
UB Comps
Slide 5
All items included reflect a genuine influence on perceptions of University of
Baltimore’s reputation, and “value and respect for degree” rises to the top of the
list (see Slide 5).
These results also reveal that one method for effecting
enhanced value is to publicize more about the accomplishments of its faculty,
students, and alumni. As in alumni responses about their student experience,
these items are core to alumni definition of the value of their degree with the
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2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
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difference that these are closer to talking points that can be embedded in other
pieces as compared to topic headers.
Programs at University of Baltimore
How important is it for you and alumni in general to do the following and how well the
University does at supporting alumni in doing them?
Gap Analysis by Era
Importance exceeds
Performance
Performance exceeds
Importance
Identifying job opportunities for graduates
Providing feedback to the University of Baltimore re community
perceptions
Mentoring students
Networking with other alumni
Providing financial support for University of Baltimore
Attending general alumni and University of Baltimore events
WWII\Post WWII
Woodstock\Vietnam
Post Watergate
Yuppie\End of Cold War
Electronic Revolution\Dot-Com
Post 9/11
Slide 6
Another important finding from the survey was alumni attitudes about programs,
which ones are most important and where they would like to see the university do
better. “Identifying job opportunities”, “Providing feedback to the university”’ and
“Mentoring” rose to the top in importance We do not believe that alumni are
asking the school to find them a job. Rather, we believe that they want to have a
more effective job network resulting from their being an alumnus/a.
This is
especially true for younger alumni.
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2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
Page 12 of 14
To the extent reasonable and practicable, gearing initiatives and programs to
address these issues would likely serve to yield greater “return on investment”
than programs which focus on “university and alumni events.” From Slide 6 you
can see that these sentiments are, for the most part, more intense for younger
alumni, though they ring true for all eras. Also, alumni energy on this issue is not
necessarily an indication that they will attend. It is, however, an indication of
interest and a desire to hear about successes in these areas. The leverage for
this is in the communications about the events.
Suggested Action Items for consideration
In summary, the top 6 items to address as derived from the totality of the
research are seen below in slide 7:
Potential First Actions
Highlighted issues and areas of focus
• Feedback to the alumni
• Career related programs for students and alumni
• Programs and communications targeted to the
minus-two/plus-three
• Increase understanding of the benefits of being
an Alumnus/a
• Targeted communications focusing on successful
outcomes from events
• Build campus coalitions around alumni by sharing
and discussing data
Slide 7
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2009 ALUMNI ATTITUDE STUDY©
University of Baltimore – Summary of Results
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SUMMARY
An expectation has now been established with those who received a
survey and especially with those who responded. In good faith, University of
Baltimore
has
asked
these alumni for their
time
and
opinions.
raises
for
This
the
their
action
expectation
that the University will
“listen” to this input and
implement change as a
result.
Ultimately, the
only real way that alumni
will know their opinions
matter is to see visible
signs of positive change in the association.
It is incumbent upon the University to communicate the results of the
study. Ideally, the response will take at least two forms.
First, send a
communication to the at-large alumni providing them with summary results of the
study and your initial commitments to act on those results. It is also
recommended that survey follow-up communications be tailored to specific
segments. Secondly, take action on the results and publicize these actions as
being derived from alumni feedback.
When individuals are asked for and provide an opinion they are engaged
in a conversation; a partnership of sorts.
University of Baltimore has touched a
lot of alumni through this process. Many alumni responded and provided a great
deal of positive feedback. These are things to be encouraged by. There are also
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University of Baltimore – Summary of Results
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indications that several issues need improvement.
challenged by.
These are things to be
There are a lot of verbatim comments to be read through,
discussions of things that mattered to the participants while they were students
and which matter to them as alumni. To not take some action, to not give them
some feedback on what was heard, is to lose a big opportunity. In cases where
“affinity” is part of the equation, people overwhelmingly want to be heard.
Surveys provide an efficient and effective means of obtaining that input. We
believe, and know it to be the case across the country, that alumni are anxious to
give their opinion and hope to engage in dialog with their alumni association
through processes like this survey.
Institutions that demonstrate that they are listening to the responses from
these processes and taking action on the results are the ones that get the most
value and most enhanced relationship with their core constituents.
It is
recommended that survey follow-up communications be tailored to specific
segments. To the extent that there are already planned programs consistent with
these findings or other programs that are initiated as a result, acknowledge that
these initiatives are in part tied to alumni feedback. This is a real opportunity to
enhance that relationship; to make alumni feel they are part of an interactive
relationship. A key metric in survey work is response rate. Time after time the
evidence presents itself: When people believe that their opinion matters, they
participate in increasing numbers over time.
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