(Rev. 1-26-99)

Early Mission Statements

Since the creation of Mott Community College in 1923, the mission statements have stressed the value of serving the community by providing affordable, accessible educational and cultural experiences. The college has placed an emphasis on university parallel curricula for its transfer students, occupational curricula based on community manpower needs, and an emerging recognition of the benefits of continuing education. The focus had been on the college’s role in serving individual student needs while assisting community development through intellectual and social growth.

Revised periodically, the college mission statements of the 1970’s and 1980’s introduced a commitment to serving residents of diverse backgrounds, ages, and income levels. Promised were varied campus and community programs and resources that would enable people to define their educational objectives and achieve success in meeting their goals. In addition, support services such as guidance and counseling, library, financial aid, and job placement were listed as vital to our college mission.

Charrette Process

The most rigorous and all-encompassing reexamination of the college’s mission statement took place in November 1993. Dr. Allen D. Arnold, in his first year as President of Mott Community College, organized a two-day workshop for college staff and community members and asked them to assess the then current mission statement. Held at Flint’s Autoworld (torn down in 1997), the sessions attracted nearly 150 participants representing both public and private institutions, government and business leaders, the MCC Board of Trustees, and members of the community at-large.

The participants were divided into small groups, and each group was given an individual topic to discuss and form into a mission statement or purpose with a focus on the needs of the community. A jury of five individuals representing community, staff, and student interests reacted while each statement was critiqued and refined before the entire assembly. Finally, an editing team crafted the final product for the campus community.

On March 28, 1994, the Board of Trustees of Charles Stewart Mott Community College adopted a resolution, which states that the Board "approves the Mission Statement, and authorizes the President of the College to carry out the goals outlined in the Mission Statement." Earlier, participants were invited to "celebrate" the success of the effort and were asked to sign the official document, which hangs near the President’s office at the college. Copies can also be located on the college website, in the college catalog, in several handbooks, and are given to new employees at orientation.

Mission Statement Analysis

Our NCA committee analyzed the mission statement in two ways. Each sentence in the first paragraph was studied to determine how it complies with the NCA definition of mission. The NCA describes a mission statement as "broad, general statements of mission that are relatively brief." For the purpose of this analysis, sentences from our mission statement were numbered and comments were recorded. The NCA defines "purposes" as "multiple and specific ends the institution intends to achieve." Our mission statement bullet points (goals/objectives/purposes) were assigned letters to distinguish them from the numbered sentences. Following NCA handbook suggestions (page 33), the committee examined the bullet points for their connection to the mission statement and their measurability.

First Paragraph: Statement of Mission

The committee felt it was important to get answers to some basic questions regarding awareness and understanding of our mission statement. Selected areas of the college were polled with a four-question survey distributed both on paper and through electronic mail. Responses came from faculty, students, and staff, including secretarial, supervisory/managerial, exempt staff/administration, and professional/technical. (See Comprehensive Employee Summary, Student Summary, and individual group responses in the appendices.) The following is an analysis of the responses to the survey questions. Because of the nature of the questions, responses were subjective and needed to be "reduced" to observable similar/dissimilar reactions.

Question 1 – Where can a copy of the MCC Mission Statement be found?

Out of 112 faculty and staff responses, the majority 89% knew where the mission statement could be found. Only 11% answered that they did not know.

Of the 106 student responses, the majority (58%) did not know where to find a copy of the mission statement. The remaining number 42% knew that copies were available in various locations.

Question 2 – What does it say?

Employee responses varied according to the individual’s own perspective and responsibilities at the college. From a total of 116 responses, 54% recognized that the mission statement identifies MCC as an institution of higher education, speaks to educating the community, and states the college’s purpose for existence. While 11% summarized that it says "a lot," another 9% admitted to not being at all familiar with the statement. Similarly, 8% said that it focused on promoting teaching and learning and 5% pointed out that there was too much educational jargon used and not enough emphasis on the college’s commitment to developing ways to use technology. The remaining 13% included comments such as: "removing barriers," "professional development," "everything," "we are the best," and "to attract potential learners."

Out of 106 responses, 65% of the students stated overwhelmingly that they did not know what the mission statement says. However, 27% stated that it described the purposes and goals of the institution. The remaining 8% gave various answers.

Question 3 – Do you agree?

Seventy-six percent of the 76 employees who answered this question said they agreed with the statement, and some commented "how can you disagree with a document that says it all?" "Don’t change a thing." "It’s good that it’s all inclusive." Others (20%), while agreeing with the essence of the statement, consider it too long, too wordy, not memorable, too all-inclusive, redundant, not measurable, ignored, and just plain pompous. Only 4% disagreed or answered that they did not know if they were in agreement.

Out of 105 students, 49% did not answer the question, 47% declared agreement, while only 4% said they did not agree.

Question 4 – What would you add or change?

Of the 103 employees who completed the survey, the greatest number (44%)

suggested specific inclusions such as: strengthen the relationship [with] public schools to help benefit underprivileged youth; help students recognize their needs/goals that they might be unaware of when they enter college; put more emphasis on the quality/variety of the learning experience; expand [the statement] to include more than just the community; show more implementation; encourage a smooth transition for older students; encourage professional development; emphasize the need for available funds and resources; add more beliefs and values; help students; make it more personal/people friendly; help region improve economically; add bullet regarding bringing technology to the community; include information about our transfer degrees; and, that everyone should read and live by it. Nearly one-third (31%) specifically supported changes that included editing and shortening to make the statement more memorable. Several (19%) feel it is fine and would not change a thing. Six percent did not respond to the question.

Most of the above comments specifically address the words in our mission statement. Many are observations about what the college means to that individual and expresses the person’s desire to have his/her portion of the college included. Some reactions appear to address points of omission, or what the statement does not say rather than what it does say.

From a total of 105 student responses, most (55%) did not give an answer, while over one-third (34%) thought that it was fine and would not change anything. Again, specific comments from the remainder of the students (11%) addressed areas of personal interest, such as, requesting extended hours in student services areas,

suggesting that the college place more emphasis on teaching and learning, and praising existing services.

Conclusion

In spite of the fact that some individuals may have misinterpreted the task that was set for them, the responses they gave to the survey were an eye opener. Many feel the statement is too long and all-inclusive, but many of the suggestions for change would incorporate additions to an already lengthy document.

It appears that the mission statement is also written more for the institution than for the students it is committed to serve. It says what the college will "provide to and for" the students, but little about student learning, learning outcomes, and assessment of the abilities that students need in order to be successful in the world today and in the future. How will the institution ensure that students are able to perform in the workplace through demonstrated skills and critical thinking? If the college is a student-centered, learning organization, the mission statement should reflect that commitment more clearly.

Another weakness is in its presentation. A more concise, general but inclusive, statement of mission should be separated from the specific goals/objectives/purposes. It is possible to work with the ideas in the statement we already have, but we need to reorganize and prioritize them. Additional points addressing the problem of appealing to the larger community, technological advancement, transfer programs, and other suggestions could be included in that revised list of goals/objectives/purposes. While not everyone will agree on the order of priority, an examination of how the statements are laid out could be beneficial.

The committee’s analysis of the mission statement and responses to the survey includes both positive and negative reactions. The statement itself is good. It reflects the philosophy of the college as well as sets the standards/goals that are needed to fulfill the philosophy. There is measurability included and there are mechanisms in place to do the measuring. We do have a working document that reflects what Mott Community College stands for and, because of its comprehensiveness; it speaks to all areas and interests in the community.

Strengths

*It is an all encompassing document.

*It addresses many of the interests of diverse groups at the college.

*It addresses important issues pertaining to open admission to all students, including

students with disabilities.

*It shows pride in the institution.

*It incorporates good ideals.

*It is widely disseminated throughout college.

Weaknesses

*It does not prioritize students as learners or emphasize teaching and learning first.

*It does not place importance on student outcomes/assessment.

*It loses its focus in bureaucratic terminology/educational jargon.

*It is too long and cumbersome.

*It does not address issues of the global community including the inclusion of

distance learning programs/offerings.

*It does not reflect an institutional commitment to the use of technology.

No Opportunities or Threats

Suggestions

*Extrapolate two or three ideas from the whole statement to form a broad

overarching statement of mission that focuses on teaching and learning.

*Use some of the ideas from the survey expressed as additional bullet points.

*Communicate to the campus staff and student body and the community.