Leisure Satisfaction and Quality of Life: Issues for the Justification of Campus Recreation

Abstract

Professionals in campus recreation have relied most often on participant numbers to justify programs and facilities. However, very little research has been conducted to justify programs. This paper suggests that as a profession we should assess programs and facilities using research that utilizes the constructs of quality of life and leisure satisfaction. Further, it outlines current NIRSA-funded research that utilizes those constructs in an attempt to assess a campus recreation program. If this research project is successful, assessing quality of life and leisure satisfaction could be a viable method for assessment of campus recreation programs. A good assessment method could assist the profession to justify the need for programs and facilities.

A Study on Job Satisfaction among Campus Recreation Administrators at Four-Year Public and Private Institutions

“…The demand for student affairs programs and services offered on university and college campuses encourages the student affairs profession to address the need for program and service quality and student learning (Hirt, 2007;Lewis, Barcelona, & Jones, 2001;Osman et al, 2006). These expectations for student learning involve all types and sizes of institutions which strongly affect the delivery of many student affairs programs and services.…”

“…Campus recreation can be viewed as an appropriate medium to satisfy a broad spectrum of leisure and recreational needs (Carlton & Stinson, 1986;Lewis et al, 2001;Osman et al, 2006;Weese, 1997). Many student affairs professionals agree that involvement in a leisure activity or program is an important influence and force that shapes the lives of college students (Astin, 1993;Culp, 2005;Helfgot, 2005).…”

“…Lewis et al (1998) stated that -campus recreation programs are at the core of almost all leisure and recreation programs offered in public and private, non-profit and for-profit, college and university, and employee service recreation settings‖ (p. 72). The demand for campus recreation on university and college campuses encourages student affairs professionals to meet students' needs (Lewis et al, 2001;Osman et al, 2006). Being able to offer exciting, accessible, and innovative exciting programs and activities that encourage students, faculty, and staff to become more actively involved in their personal well-being is a fundamental building block of the campus recreation profession (Byl, 2002;Ellis et al, 2002;Haines, 2001;Mull et al, 1997;Young & Ross, 1998).…”

Physical education activity courses: an exploration of how enrollment influences student retention rates.

“…Additionally, these facilities provide programs and opportunities for students to grow emotionally, physically, and mentally. Historically, campus recreation personnel attempted to justify the significance of the programs their facilities were offering for the student body by citing facility usage numbers (Lewis, Barcelona, & Jones, 2001).…”

“…Recreational personnel should consider other ways to demonstrate the value their department adds to the university campus. Lewis et al (2001) discussed the importance of campus recreation officials documenting student satisfaction with their facility and program experiences. Student satisfaction with recreational experiences increases the likelihood the student has a positive overall experience at the institution, which in turn increases the likelihood of student persistence (Lewis et al, 2001).…”