Administrators, Faculty and Staff

Southern University at Shreveport
Strategic Planning Survey: Administrators, Faculty & Staff
Involvement in Strategic Planning
48%
express interest in participating in SUSLA’s
strategic planning process.
Attitudes Toward Leadership
About the Survey
Southern University at Shreveport’s (SUSLA) Strategic
Planning Survey is designed to gather perceptions
regarding areas for institutional improvement and guide
the development of the strategic plan. The university
administered the survey to four stakeholder groups:
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Students
Administrators, Faculty, and Staff
Employers and Community Members
Alumni and Friends
This fact sheet highlights the results from administrator,
faculty, and staff respondents.
In general, administrator, faculty, and staff responses
vary by length of employment. Experienced employees
place significantly more emphasis on professional
culture, customer service, veterans services, and
professional development. More experienced
employees also highlight the importance of engaging
internal constituencies in institutional planning.
Mission
76%
74%
agree that SUSLA is largely fulfilling its
mission.
agree that SUSLA delivers valuable
programs and activities.
55%
52%
agree that good practice informs
institutional improvement activities.
report that administrative and governing
bodies engage internal stakeholders.
Many (51 percent) agree that university leaders are
knowledgeable about and responsive to the operational
needs of the university, and 50 percent report that
administrators use institutional funding responsibly to
support the institutional mission.
Suggested Improvements
88%
81%
list parking as a primary area of
improvement at SUSLA.
state that instructional facilities at SUSLA
need improvement.
Other areas of improvement include customer service
(78 percent), academic advising (74 percent), and
professional culture (71 percent).
65%
58%
feel that SUSLA’s technological and
physical infrastructure is insufficient.
report that SUSLA’s financial resources
are inadequate.