Abstract:
The purpose of this project was to determine the importance of Ball State University's core institutional values, as expressed in the Institutional Commitments, to admitted students and their family members during the enrollment process.A random sample of 114 admitted students and 99 family members visiting Ball State University for an admitted student program were surveyed during February of 2000. Data were collected on 22 variables, 6 describing personal characteristics, and 18 describing the perceived importance of Ball State University's Institutional Commitments.It was determined that some institutional values are perceived as more important than other values. Teaching was more important to admitted students and their family members than the ability for an institution to assess itself. The ability to communicate was more important than the perception of a diverse environment on a college campus. Teaching, the ability to communicate, and integrity were all very important to the finalization of the college decision. Experiential education, wellness, and computer competence, had secondary importance. Technological competence, diversity and assessment were not as important when ranked by students and family members.Distinct differences in the perceived importance of Ball State University's Institutional Commitments were noted between students and family members. Integrity, for example, was ranked as much more important to family members than to students. Experiential education was more important to students than their family members. Diversity ranked more important to students than their family members.It is recommended that the nine Institutional Commitments of Ball State University be more widely disseminated through the Admissions Process. Recruitment publications, information sessions, and other early contacts with prospective students should familiarize them with these commitments that define their relationship to the university.