Identifying, defining, articulating the campus climate and deeper culture are critical for increased individual and organizational performance and effectiveness. We must be able to articulate the characteristics and motivations for the people and underlying structures that exist on campus in order to strengthen and secure the future of American higher education. Although these two concepts are often used interchangeably, there is a distinct difference to be noted. As a concept separate from culture, climate examines the current perceptions, attitudes and expectations that define the institution and its members. While culture seeks to examine the organization from a holistic point of view, climate focuses on specific sections or parts.
Climate is pervasive, and often includes a broad array of organizational phenomenon.
Because climate focuses primarily on attitudes, perceptions, and opinions, it is more specific in its focus, is affected by news items outside the campus, and is more susceptible to change the more deeply-embedded culture. Table 1 further illuminates the differences between these two concepts. This monograph focuses primarily on issues and measures of campus climate. One of our primary tasks as institutional researchers and other higher education officials is to provide data to college presidents and other senior officials that can be used for informed decision making. Our in-depth understanding of the campus climate is a critical component of good decision making and we are in a key position to study, define, and articulate the components of our campus via its climate.