Fall

08
15

Spring

An Exploratory Study of Faculty

and Student Attitudes and
Opinions Regarding the
Services Provided by X
University CLIENT
Alex Baker
X University

Narrative
Executive Summary
The purpose of this research is to explore faculty and undergraduate student attitudes
and opinions regarding the services provided X University CLIENT (Instructor). CLIENT
(CLIENT) provides students wellness support during their time at school, however at X it seems
as though knowledge of CLIENT and its services is lacking. This research is conducted to help
CLIENT better understand a means to communicate its services to its publics, as well as explore
the need for wellness support at X.
Through personal research provided by one in-depth interview with a university
administrator and a focus group with four university students, it can be concluded that the
CLIENT needs to make significant changes. In both in the interview and the focus group, there
was general confusion and misunderstanding of who CLIENT is and what they provide. With the
students, there was a general consensus of the importance of wellness and the best way to deliver
CLIENT message: students only want to know so much, and the best way to deliver the message
would be face-to-face communication from other peers. In the in-depth interview, it was
continually noted that there is a lack of communication with faculty, and that wellness is an issue
that needs support on campus. From personal research obtained, it would be prudent for CLIENT
to begin communicating personally to their publics in a clear and concise manner, as well as
ensure that all their services are truly needed by the student body.
Introduction
Within the confines of X University, CLIENT believes that there is disconnect between
what the university is attempting to promote and what services the student body needs and
knows about. The CLIENT is a newer program within the University that is in need of a better
and complete understanding of their publics, their services, and promotion tactics. In the

publication Wellness 101: Health Education for the University Student it is argued that a
healthy campus is one that identifies the health issues of its students, and then offers appropriate
interventions to address these risks. Essentially, Universitys are inclined to provide services to
serve their student body before their wellness drops. Through their research it was realized that
students expressed a profound need for balance in their lives and a desire to feel connected to
the university community and recognition that a sense of belonging was integral to their health
and wellness (Wellness 101). Overall, a study at X is necessary since students need support
from their university as an integral part of their success and overall wellness during their time at
school.
This report is organized by first explaining the data collected and how it was analyzed.
Then this report will explain the research and findings, providing all relevant information and
discussing the research findings. It will conclude with conclusions derived from research and
recommendations to improve the program with explanations.
During research, one 30-minute in-depth interview was performed with an anonymous
administrator from X University. Using in-depth interview questions, the session was recorded
and later transcribed to be able to investigate statements further. One focus group with four
upperclassmen from X University, about 45 minutes in length, was obtained and later transcribed
and also analyzed. Both transcripts were analyzed using a color-coding method to determine
emergent themes and consistencies, as well as detailed notes were taken directly onto the
document.
During the research process no significant problems were encountered.
Discussion of Research and Findings

The in-depth interview provided significant insight. There was a generally confusion with
what services the CLIENT provided. For example, the interviewee stated that they are not
confident that there are people actually in the wellness resource area and that student
development just in general has undergone HUGE changes which leads too some lack of
clarity about where they are headed and what they are doing and who is doing what. It was
noted a lot of this was due to a lack of communication to the faculty. In the top-down
organization of the university the message has to come from the top and then have those faceto-face conversations as well as a formal announcement. As far as what students need, the
interviewee stressed an importance to wellness as a general concern from the student voicing
who am I? as well as feeling as though meh is not an okay way to bethat they were unable
to find a balance and that eventually leads to depression, anxiety, and so on.
Overall, the interview stressed a need for supporting students through their identity crisis and
providing honest help before bigger issues blossomed, as well as a clearer and more confident
message delivery to the university faculty and administration.
The student focus group provided significant insight as well. Students voiced that
wellness was insignificant. Three out of four participants stated that students desire no
information on alcohol and sex, but nutrition would be helpful. One participant said that is
important for sexual health information to be provided, for those who may need it. When asked
about BASICS the focus group vehemently agreed that BASICS was not a positive experience
for combatting drinking, that instead it promoted drinking culture since it was cool to attend
and a way to meet other partiers. Overwhelmingly, the focus group participants answered, I
dont know when asked if they understood the services provided by CLIENT. This lead to a
discussion about the best way for CLIENT to deliver their message, eventually deciding that

freshman were the student most likely to utilize the CLIENT services and that student
ambassadors were the best way to reach the student body. As one attendee said that nicely
summarizes the overall discussion: I think offering it as like a program, as something you can
be involved in is going to attract more students. Offering it as a program instead of a service
once you start getting the student body involved its going to snowball. If this is something that
someone really needs they are going to have a better chance of going if they find out about it
from a peer instead of an adult.
Conclusions and Recommendations
Based on researching findings multiple conclusions have been determined. First, the
CLIENT is in urgent need of communicating to the University their services. Second, they need
to greater assess the validity and importance of their programs, such as is BASICS a helpful
program and are they honestly supporting student wellness. Third, CLIENT needs a clear and
confident identity that they can promote to university. Forth, CLIENT needs to focus on a target
market with success message delivery avenues.
Based off research conclusions, there are recommendations. First, CLIENT should
internally clarify their identity: who are they, what services do they provide, and how do they
provide those services. Once CLIENT has a better internal understanding of their identity,
including the significance of their work and services, than they can communicate more
confidently to external publics. Second, CLIENT should communicate their identity and services
to the University: its administrators, faculty, and students through face-to-face communication,
formal announcements, gaining a website presence, and other successful X communications.
Once they begin a dialogue with their publics, they are more likely to be well received and
recommended. Third, CLIENT should consider the idea of being a program. By that, CLIENT
could benefit from employing students to communicate and work with peers to ensure successful

participation from students, since they will likely feel more comfortable interacting with students
prior to creating relationships with certified adults.

Reference Page
Cluskey, Mary, PhD, RD, and Deana Grobe, PhD. "College Weight Gain and Behavior
Transitions: Male and Female Differences." Journal of the American Dietetic
Association (2009): n. pag. Print.
"Focus Group." Personal interview. 27 Mar. 2015. Interview was conducted with 4 participants
who are not listed to protect their identities.
Higgins, S. Joan Wharf, Lara L. Lauzon, Ann C. Yew, Christopher D. Bratseth, and Nicole
Mcleod. "Wellness 101: Health Education for the University Student." Health
Education 110.4 (2010): 309-27. ProQuest. Web.
"In-Depth Interview with Faculty Member." Personal interview. 24 Feb. 2016. Interviewee name
is kept confidential for protection, as well as it is insignificant to findings.
LaFountaine, Janna, Mary Neisen, and Rachelle Parsons. "Wellness Factors in First Year College
Students."American Journal of Health Studies 21.3/4 (2006): 214-18. ProQuest. Web.
Jackson, Michael L., and Harvey M. Weinstein. "The Importance of Healthy Communities of
Higher Education."Journal of American College Health 45.6 (1997): 237-41. Web.
Instructor. Institutional Review Board for Human Subjects Research. 2 June 2014. Application
for IRB Review. University, City, STATE.

Appendices
CONSENT FORM
An Exploratory Study of Faculty and Student Attitudes and Opinions Regarding the Services Provided by
a University CLIENT.
Principal Investigator
Dr. Ron Prindle
Integrated Media Department
X University
(###)###-####
instructor@X.edu
This study is interested in exploring student and faculty attitudes and opinions regarding the
services provided by the Universitys CLIENT. It is performed as an assignment for students in the PRLS
### Research Methods in Public Relations course. The main potential benefit of this research is in its use
to CLIENT administrators in determining services and service delivery to students. The X University
Institutional Review Board has approved this project.
The possible risks and side effects associated with this research is that you may say something
during the interview that you dont want to be recorded in the interview transcript. This information can be
removed from the written interview transcription at your request.
1. The time required for this study is approximately one hour.
2. The nature of your participation includes an audio taped interview. Washington State law
provides that private conversations may not be recorded, intercepted, or divulged without
permission of the individual(s) involved.
3. Your participation is entirely voluntary. You may withdraw from the study at any time without
penalty.
4. You are free not to answer any questions which you find objectionable.
5. All data are confidential. Your identity will be protected through the use of a pseudonym. All
research measures will be destroyed within three (3) years after completion of the study.
6. All data are for university administration and academic research purposes only.
7. No costs or payment are associated with participating in the study.
8. You may see the data and any written work pertaining to your participation at any time.
Signed ____________________________________ Date ___________
(Principal Investigator)
The study described above has been explained to me, and I voluntarily consent to participate in this
research. I have had an opportunity to ask questions. I give permission to record and divulge
conversations in which I participate during this research.
Signed _____________________________________ Date ____________
(Participant)

Focus Group Discussion Guide

Spring 2015
Welcome
If you havent done so already, would you please take a moment to look over and sign your participation agreements?
Before we begin, I would like to take a moment for all of us to introduce ourselves. (Go around the room and have
everyone introduce themselves) Thank you!
Welcome to this focus group session and thank you so much for being here! The goal today is to obtain your insights into
undergraduate student attitudes and opinions regarding the services provided by the Universitys CLIENT (formerly
known as the CLIENT).
In this focus group, I hope to delve into as much information as possible within the allotted time. I have several prepared
questions that I will be asking the group. As I present each question, I will ask you to take a minute and write down a few
thoughts on the subject prior to answering. There is no right or wrong answer and I want everyone to have an opportunity
to contribute their thoughts. I have some basic ground rules for the discussion. I will ask for one responder to speak at a
time; for you to project your voice because we are recording; and, for you to ask questions whenever you have them. As
the moderator I will try to keep the discussion as focused and organized as possible.
I would like to remind you that I am audio recording this session and that all of you will be assigned a pseudonym to
protect your anonymity. All the information that I gather will be used to enhance and challenge current understandings of
CLIENT services in order to better serve student health and well-being. At this time does anyone have any questions
about how the information we collect today will be used?
Questions
1. Opening General Question
What is your definition of mental and physical wellness as a student? (Repeat the question) Please take a moment to jot
down a few of your thoughts before we begin.
2. What do students want to know about alcohol, nutrition, and sexual health? (Repeat the question) Please take a moment
to jot down a few of your thoughts before we begin.
a. What is the intent of BASICS based on personal knowledge or hearsay?
3. What is your understanding of the services offered by CLIENT? (Repeat the question) Please take a moment to jot
down a few of your thoughts before we begin.
4. What, if anything, would prevent you from utilizing CLIENT services? (Repeat the question) Please take a moment to
jot down a few of your thoughts before we begin.
5. How can CLIENT inform students of their services and improve their presence on campus? (Repeat the question)
Please take a moment to jot down a few of your thoughts before we begin.
6. Final Thoughts (last question)
As we start to wrap things up, is there anything we have not discussed that you would like to address? Is there anything
you would like to add? (Repeat the question) Please take a moment to jot down a few of your thoughts before we begin.
Closing
Thank you so much for your insights today. This session has been an invaluable experience. Thank you again for
participating in this focus group.

FacultyExecutiveIndepthInterviewQuestions
Spring 2015
1. What is your understanding of the services provided by CLIENT (formerly known as the
CLIENT)?
2. How willing are you to refer students to CLIENT? What resources would help you make
student referrals to CLIENT?
3. What public relations and marketing tactics should CLIENT employ to increase faculty and
student awareness and understanding of their services?
4. From your perspective as a teacher, what do you believe are the biggest issues students deal
with on campus?
5. What health topics do you believe students may want to know more about?

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