As called for by its mission, Webster identifies its constituencies and serves them in ways both value.
As with any educational institution, Webster recognizes its primary constituency group as students, and the primary focus of our engagement with students is in the classroom and in co-curricular activities outside the classroom, such as internships.
The University also fosters student engagement with one another, with faculty and staff, and with local communities.
While the university’s primary constituents are students, Webster recognizes its obligation to serve those who most directly execute the education of students, such as faculty, staff and administrators; that constituent group expands to an even more broad range of groups that includes alumni, donors, local communities and other external entities, such as government and industry.
By its mission and structure as an international network of campuses serving both the whole of the university and the local communities in which these campuses reside, Webster University engages a broad spectrum of constituencies, both internal and external, global and local. To the extent that the needs and goals of the various constituent groups can be generalized, they are addressed by the processes and structures of the global Webster headed in St. Louis; the needs of more local constituencies are assessed and met at the local level. In this way, the constituents of the university are loosely coupled with each other and the whole, so as to provide both the support and flexibility required for Webster to meet its mission in the way required by each of its campus constituencies.
The main campus in St. Louis provides administrative and programmatic direction, while allowing the individual campuses the freedom to explore opportunities and needs in their local communities. In this way, Webster strives to fulfill its mission by discovering unmet needs and exploring opportunities to provide a quality educational experience in a wide range of markets globally.
The university’s academic mission drives its efforts to engage both internally and externally. A successful program of engagement at Webster renders the lines between classroom and community experiences nearly indistinguishable; they blend to create a comprehensive learning experience that is a benefit to all parties involved. This means that student engagement both within the classroom and the larger community is intertwined and a discussion of that engagement cannot be fully detached from the educationally experience.
That said, as much as it is possible to deconstruct the curricular, cocurricular, and extra-curricular activities that occur at Webster, criteria five will focus its discussion Webster’s extra-curricular activities that engage students, faculty/staff and local communities, as curricular activities are discussed extensively in Criteria three and four.
Criterion 5a
Webster learns from the constituencies it serves and analyses its capacity to serve their needs and expectations
Criterion 5b
Webster has the capacity and the commitment to engage with its identified constituencies and communities
Criterion 5c
Webster demonstrates its responsiveness to those constituencies that depend on it for service
Criterion 5d
Internal and external constituencies value the services the University provides
 | Criterion Five: Engagement and Service Download a PDF version of Criterion Five |
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