Generally, online students need to have a high level of self-motivation for their studies. Being aimed towards the adult, working student body, Strayer attracts students who are not motivated only by the subject matter of their studies, but also by what this can mean in terms of their self-development. This extra level of motivation is encouraged by the structure and aims of Strayer University. This relates to the individual needs and goals variable.
Each student entering the university has a specific goal for furthering their studies; they wish to improve their careers or themselves in some way. This serves as motivation to not only complete, but also to excel at their studies. This is so for both online and campus students. Lecturers in turn are motivated by the needs of these students to deliver excellence in the material that they offer learners, in order to ensure excellent student performance not only at the Strayer campus, but also in their lives beyond their studies.
In addition to the online and campus structure of the university's service to their clients, Strayer also uses the services of administrative and finance personnel to ensure that financial and enrolment issues occur smoothly. They are therefore responsible for creating a favorable work unit climate for both students and personnel.
Motivation is directly affected by the climate in which an employee is expected to work. By working in an environment that functions smoothly and performs well in general, lecturing personnel can concentrate on providing the best service to their students without being frustrated by technical or financial issues.
This type of motivation is also affected by the University's performance in the market. The financial sector of Strayer ensures that the University can function optimally, creating a sound financial basis for educational performance.
Indeed, it appears as if Strayer's motivating factors have accumulated over the years. The organizational performance of the company, as measured in student enrolment figures has increased from 16,500 to 54,300 from 2002-2009. In the same period, revenue has increased from $116.7...
This shows the rising exceptionality of the University's performance on all its platforms. Financial success can also serve as a particularly strong motivating factor for personnel in the form of bonuses and incentives.
In conclusion, performance is directly related to motivation in the workplace. This is exemplified by the example of Strayer University. All persons within the structure of the university are motivated by a variety of factors. Students are motivated by the drive towards self-development; lecturing personnel are motivated by their interest in their fields of expertise and their passion for imparting knowledge. The financial and administrative team are motivated by increasing revenue and maintaining excellence to reach the goals and mission of the University as a whole. The management team in turn is motivated by the drive to create a University of increasing excellence. Each respective person and department's success in their various fields further serves as motivation to continue delivering excellence.
On the strength of this evidence, it is clear that motivation and performance work as integrated phenomena. Each increases the other, forming a cycle of success for the workplace. In this way, initial interest creates performance, which results in success. Success in turn increases the initial interest and performance levels, resulting in a cycle of motivation.
References
Silberman, Robert S. (2009). Letter to Shareholders. Strayer Education, Inc. Annual Report 2009. Retrieved from http://files.shareholder.com/downloads/STRA/916322741x0x353509/C4984D55-27AA-440A-B370-CE3D306CF2D5/STYR_09AR_Final.pdf
Strayer Education, Inc. (2010). Financial Performance. Retrieved from http://www.strayereducation.com/growth.cfm?pageSection=growth
Strayer University (2010). CTI College Search. Retrieved from http://www.citytowninfo.com/school-profiles/strayer-university
Burke, W. Warner, Litwin, George H. A Causal Model of Organizational Performance and Change. Journal of Management. Bloomington: Sep 1992. Vol. 18, Iss. 3
