The MSL survey questionnaire is composed of both existing and newly created scales designed to measure elements of the conceptual and theoretical frameworks. The amount of data generated for use in evidence-based practice is significant and transferable across a variety of areas within higher education (e.g., leadership programs, residence life, multicultural affairs, academic units, institutional research, campus recreation, fraternity and sorority life).

The MSL survey is particularly useful because it:

• Captures one of the widest ranges of student demographic data modeling the justice approach embedded in the theoretical framework. This includes capturing data on racial group membership, ethnic sub-group membership, AND racial identity salience; inclusion of identifiers for gender and sexual identity; a wide range of religious affiliations; and multiple dimensions of ability status.
• Examines both collegiate experiences AND educational outcomes including a wide-range of identity and human development constructs (e.g., complex cognitive skills, resilience, social perspective-taking, spiritual development).

The MSL survey instrument generates over 400 items and scales. The information below provides samples of key variables from across three domains of the study:

Note that MSL also makes use of “sub-studies” as part of the research design. This involves administering some variables to a randomly selected 50% of the participants at each campus. MSL uses sub-studies to explore new areas of interest without dramatically increasing the length of the survey.

The MSL survey includes more than 400 variables, scales, and composite measures.  As such, it would be impossible to detail full information related to the validity and reliability of measures.  Much of this information can be found in academic articles published using the various scales accessible via this website.  Additionally, a brief summary of the psychometrics of the survey can be found here.

The MSL survey instrument is also constantly evolving to include important new variables associated with student inputs, experiences during college, and outcomes. The survey instrument is typically finalized in June of the year prior to administration. If you would like to see a sample of the MSL survey instrument please contact MSLConnection@gmail.com.

The MSL includes in each administration a series of sub-studies in the questionnaire. These sub-studies involve administering some questions to a randomly selected 50% sample of the participants at each campus. MSL uses sub-studies to explore new areas of interest without dramatically increasing the length of the survey.

The sub-studies in the most recent administration of the MSL include:

• Spirituality: Process of meaning-making grounded in the exploration of life’s deeper meanings. Example: How often do you think about developing a meaningful philosophy of life?
  This construct has undergone both exploratory and confirmatory factor analysis to establish the psychometric properties of the scale. It is based on original research conducted with the MSL weaving together two constructs from Astins's research on spirituality. This sub-study (or portions thereof) have been published in the following articles:

  • Gehrke, S. J. (2008). Leadership through meaning-making: An empirical exploration of spirituality and leadership in college students. Journal of College Student Development, 49(4), 351-359.

  • Stonecipher, P. (2012). The Development of the Leader and the Spirit: Integrating the Concepts toward Meaning-Making. Journal of Leadership Education, 11(2).

  • Jessup-Anger, J., Dooley, J. C., Leih, R., Mueller, E., & Dean, K. L. (2016). Examining the role of the Catholic environment in students' search for meaning. Journal of College Student Development, 57(5), 522-537.

• Collective Racial Esteem (CRE): Self-concept related to membership in a broader racial group comprised of three factors:
  (1) Private CRE- personal assessment of the value of one’s racial group. Example: In general, I’m glad to be a member of my racial group (Private CRE)
  (2) Public CRE- personal beliefs about how others value one’s racial group. Example: In general, others respect my race (Public CRE)
  (3) Identity Salience- degree of centrality of racial group membership to one’s self-concept. Example: Overall, my race has very little to do with how I feel about myself (Identity Salience)
  
  These measures are older and from the counseling psych literature. We adapted them and conducted exploratory and confirmatory factor analyses with SEM to refine the measurement.
  
  This sub-study (or portions thereof) have been published in the following articles:

  • Dugan, J. P., Kodama, C. M., & Gebhardt, M. C. (2012). Race and leadership development among college students: The additive value of collective racial esteem. Journal of Diversity in Higher Education, 5(3), 174.

  • Kodama, C. M., & Dugan, J. P. (2013). Leveraging leadership efficacy for college students: Disaggregating data to examine unique predictors by race. Equity & Excellence in Education, 46(2), 184-201.

• Motivation to Lead: Cognitive construct affecting how likely one is to pursue or participate in leadership positions or processes. Comprised of three factors driving leadership engagement based on:

  (1) Internal Self-Concept- personal standards about how their best self should act. Example: Providing quality leadership, whether recognized or not, is important to me
  (2) External Self-Concept- concern regarding others’ perceptions and how successes and failures will be attributed to them. Example: It is important that others think I do high quality work
  (3) Goal Internalization- one’s personal commitment to a group’s desired outcomes. Example: I put my group’s progress toward a goal above my own success
  
  This was a new scale developed conceptually based on existing research. The scales were then vetted in the MSL. Again, we conducted both exploratory and confirmatory analyses to establish and refine the psychometric properties of the research. Ben Correia-Harker's dissertation and forthcoming article document this.

  • Correia-Harker, B. P. (2016). Understanding the role of leadership motivation in college student leadership development.

So, what does it look like for a campus to participate in the MSL?

The MSL is administered online by SoundRocket, LLC. (formerly Survey Sciences Group, LLC).  SoundRocket is an independent research organization with specific expertise in multi-campus studies.  All data are collected using empirically proven standards for web-based survey research.

MSL’s online format allows students to share their experiences at any time or place that is convenient to them. 

They can respond to the MSL when they feel comfortable, secure, and unhurried. We’ve partnered with SoundRocket to also conduct “studies of the study.” This allows us to better target data collection based on empirical evidence of how best to captures students’ information with minimized burden and maximized rates of return.

The data-collection period extends from January though the end of April, and each institution selects a three-week window that best fits their unique academic calendar.  Students are invited to participate via personalized e-mails.  Each correspondence outlines the study, addresses issues of confidentiality and consent, and supplies a link to the survey instrument.  Students may receive up to four total contacts.

As the survey is administered, SoundRocket provides comprehensive respondent support via e-mail or telephone to minimize the inconvenience to your students.  The service also allows students to opt out of the survey by replying to any MSL correspondence and requesting to be removed from the dataset.  SoundRocket will monitor the survey completion rates and work with you to encourage participation if the response is insufficient.

To increase your response rate, you may host a sweepstakes-style drawing for students who complete the survey.  Your institution will decide on the number, type, and value of the prizes; and SoundRocket will conduct the random drawing.  Additionally, the MSL offers a number of monetary prizes raffled at the national level to stimulate survey response.

SoundRocket fully commits to confidentiality and security of survey data. We approach security in two ways:

• Protocols for maintaining confidentiality of survey participants and their data, and

• Technical systems that prevent unwanted access of data from outsiders

Confidentiality

Protecting the confidentiality of study participants is the most important concern of the SoundRocket staff. All individuals employed at SoundRocket are bound by confidentiality as condition of their employment. They have signed a pledge of confidentiality and have been trained in procedures for maintaining confidentiality and privacy.

Data are stored on SoundRocket internal servers that are password protected. The survey data captured in the web-based interface do not have any personal identifiers (individual or company name, email address, other contact information) in the data files. Personal identifiers are kept in a separate sample file in a secure space on our local file server accessible only by staff who require this information as part of their work. We never rent, sell, or give your personal information to any third party for the purpose of directly marketing any products or services to you. Any information you provide in the survey is used strictly for research purposes.

Data Security

We establish both logistical and physical barriers to protect respondent data to ensure its secure transmission and storage. Data are received and transmitted via password-protected, 128-bit SSL technology. Survey data submitted are encrypted before transmission via the SoundRocket web site from participants’ PCs/laptops to a secured server at SoundRocket. Data are archived in secure servers, accessible through password-protected networks by appropriate personnel. We use both stand-alone networks and firewalls to safeguard data against outside networks attacks.

The security of the information on our system has never been compromised.

Many websites use “cookies” to store information about a user in order to expedite the completion of forms on future visits to that site. SoundRocket does not use cookies on our website. The only information we collect from you on our website or any web-based survey is the information you provide.

SoundRocket monitors industry alerts and trends to ensure that we abide by the latest laws and regulations in protecting respondent data. We rigorously uphold — and often surpass — industry standards for research ethics, privacy, and confidentiality.

If you have questions about data confidentiality and security, please contact us:

E-mail: privacy@soundrocket.com

Phone: (734) 527-2180  and request to speak with our Privacy, Confidentiality and Ethics Officer.