More Related Content Similar to 11.1.13FINALREPORT.docx Similar to 11.1.13FINALREPORT.docx (20) 3. CHAPTER I: INTRODUCTION
Background
Communities that have an institution of higher education can be very special places.
These rural and urban communities, often referred to as “the town,” face tremendous
opportunities with the influx of young people each fall to begin or resume studies at
colleges and universities, referred to as “the gown.” The community calendar explodes
and energy flows with the beginning of each semester. Town folks enjoy the arts and
athletic venues colleges and universities bring them. A buzz of excitement and energy
surrounds this unique relationship. In fact, the allure of retiring in an environment of
academic growth is a growing attraction to many baby boomers. Markets and
businesses, especially pizza places, are prolific. A community’s personality can be
intertwined so tightly with the local college that in some cases, it is difficult to determine
where the college and town lines separate. This is very apparent at a university such as
Clemson University, where if one asked a firsttime visitor to indicate on a map where
the University ends and the City of Clemson begins, it would be nearly impossible.
On the other hand, towns that host institutions of higher learning tend to have special
challenges. College students present challenges in neighborhoods and downtown areas.
Alcohol issues are everpresent and educational opportunities abound to ensure that these
“four critical years” (Chickering, 1993) are ones of individual growth in cognitive and
personal maturity. Often, these challenges can grow into conflict, and special
remediation techniques are required to alleviate stress in the relationships between
students, local homeowners, city officials and higher education officials.
This unique relationship drove our research team to begin asking questions on how a
town/gown relationship should function when it is at its most productive and efficient
level. As a group we began to throw around many ideas and questions in hopes of finding
answers to help communities struggling to foster a successful relationship. How do
town/gown leaders know when essential ingredients and practices are in place for a
successful town/gown relationship? What are those unique qualities of leadership that
are needed for town/gown officials? Once standards are recognized and quantified, how
are they measured and applied?
Our oral and literary research with the author of The American College Town highlighted
the most critical standard of measurement between the town/gown relationship:
Town/ Gown Study – Creative Inquiry 3
4. communication. Communication involves the interactions between students, university
staff, permanent town residents, town leaders and local government. Towns engaging in
positive communication are those most successful in minimizing conflicts such as student
misbehavior, erosion of singlefamily neighborhoods and the effects of campus
expansion and development on local infrastructures. Of equal importance is
communication with neighboring colleges and universities. It is surprising how universal
the problems are at most schools of higher education. Communicating with other
universities can help remedy the concerns and is important in keeping open and positive
interactions at the university level.
Understanding the history and culture of the university, its residents, and the geographic
dynamics is important for more accurate analysis of the causes of conflict. Knowledge of
the university’s growth, in its geographic location and its present day position within the
community, is essential in developing a workable town/gown relationship. Our initial
research gave a better understanding of key factors to a town/gown relationship on paper,
but we felt it was important to validate this information with members of the community
and university at Clemson.
The Parks, Recreation, and Tourism Management Department at Clemson University
developed this Creative Inquiry project in the spring of 2012. Under the guidance of
college faculty and city leaders, a research team of undergraduate students was brought
together to analyze town/gown relationships. The primary focus of the project was to
define the qualities and characteristics in this unique relationship and to determine
standards of quality that defines a successful town/gown relationship. The members of
the team researched literature, conducted interviews and gathered anecdotal data to assess
what factors positively and/or negatively influence town/gown relationships nationwide.
The group then surveyed and analyzed the responses of key groups (community
members, faculty and students) at Clemson University in hopes of placing the first
stepping stone towards 1) developing an understanding of an indepth research process;
and 2) beginning to determine standards that can be utilized by all town/gown
committees to improve their relationship.
Faculty members of Clemson University and community members of the City of
Clemson have helped guide our study. Initially, we considered focusing on how
town/gown relationships affected university retention rates or how town/gown
relationships deal with particular issues, such as alcohol incidents. However, after
conducting our literature study and initial interviews, we realized that developing
common standards that lead to a successful town/gown relationship was greatly needed.
The results of our study are provided in this report.
Town/ Gown Study – Creative Inquiry 4
5.
Statement of Problem
Town/ gown relationships are defined by a wide variety of variables. The mission of the
institution, coupled with the size of the town, the governance of each, and senior
leadership along with the history of the relationship, tends to be unique to the location.
Finding a common framework to build a common foundation for research is challenging
at best.
Purpose of Study
Using Clemson University and the City of Clemson, SC, as a study population and
example of town and gown relationships: the purpose of this study is to identify
enhancers of a healthy town/gown relationship as well as identify inhibitors to a healthy
town/gown relationship.
We seek concepts that identify not only the best practices in a healthy town/gown
relationship but also the pitfalls and learning opportunities that others have seen. We
strive to focus in on the key ingredients for a successful town/gown relationship. Some of
these include but are not limited to: (1) Organization; (2) Leadership; (3)
Communication; (4) Relationships; and (5) Collaboration. Through interviews that have
been conducted and surveys that have been collected, we can evaluate the topics and
begin drawing conclusions on other areas that we wish to study including but not limited
to: (1) Campus Alcohol Incidents; (2) Education; and (3) Measurements.
Definition of Terms
Town: According to Merriam Webster, “the inhabitants of a college/university city or
town that is distinct from the academic community”
Gown: According to Merriam Webster, “the body of students and faculty of a college or
university”
Town/gown: According to the Oxford Dictionary, “the relationship between the people
who live permanently in a town where there is a college or university and the members of
the college or university”
Town/ Gown Study – Creative Inquiry 5
7.
CHAPTER 2: LITERATURE REVIEW
Introduction to the Concept of Town/gown
In the evolution of higher education, an interesting and unique relationship has emerged
between the communities sharing space with these education centers. Whether the
university is located in a rural “college town” or in a major city, each college/university
and town relationship faces common challenges when it comes to meeting the needs of
both the student body and the host community. This relationship can be successful in
many ways, or it can be a disastrous experience for all. The relationship, as we know it,
is titled the “town/gown” relationship.
In Europe, for hundreds of years, universities and communities coexisted, in separate
worlds, as each shared limited contact and minimal conflict. If conflict emerged, it was
the church or the prince who stepped in and provided final governance oversight, not the
town (Catto, 1992). The town had little power over student behavior. Crimes of which
students were accused were most often tried before university judicial bodies (Rashdall,
2000), and penalties were often less severe than in local jurisdiction.
However, this landscape changed dramatically in the United States following WWII. To
meet the demands created by the GI Bill, higher education expanded in enrollment, staff,
and public funding. In 1870, the student population reflected only 1.3% of youth aged
18 – 24. By 1945, this rose to 10% (Snyder, 1993). More governmental funding,
especially to meet increased housing needs corresponding with dramatic increases in
students, led to rapid expansion of campus facilities. First generation college students
veterans using the GI Bill influenced younger siblings to attend college, therefore
maintaining high enrollments. The “baby boomer generation” continued the growth of
higher education. As universities grew, demands for space and resources grew as well.
As towns were encroached upon, stress levels grew in college towns, and conflict
resulted. Student behavior in the community, and institutional response, became an
issue. It became obvious that a shared relationship existed, and we see the
establishment of the “collegetown.”
Town/ Gown Study – Creative Inquiry 7
8.
Gumprecht (2009) classifies the college town as any city where a college or university
and the cultures it creates exert a dominant influence over the character of the town.
According to this author, college towns have distinguishing characteristics:
● College towns are youthful places;
● College towns are highly educated;
● College town residents are more likely to work in whitecollar
jobs;
● College towns are comparatively affluent;
● College town living costs, especially for housing, are high;
● College towns are transient places;
● College town residents are more likely to rent, live in apartments,
and have roommates;
● College towns are cosmopolitan;
● College towns are unconventional places;
● Quality of life in college towns is high.
College towns are largely an American phenomenon (Gumprecht, 2009). Colleges
themselves are among the largest landowners and developers in urban areas. Their
activities usually have an immediate impact on the neighborhood and even on the entire
city (SunguEryilmaz, 2009). Rapid growth and emerging needs of student populations
require higher levels of collaboration and communication between town/gown leaders.
Many examples of failure are easily found in the literature. There are common themes of
inhibitors that lead to a breakdown in the town/gown relationship. Equally, examples of
success, often leading to a healthy symbiotic relationship, identify enhancers where each
side engages the other and establishes standards on best practices. This
inhibitor/enhancer phenomenon is the foundation of this study.
The university that is engaged in the town works to address the myriad of urban issues
they face and foster positive, diverse growth in the local economy (McGirr, 2003). “This
engaged role for universities is often juxtaposed against the traditional concept of the
modern university as a fortress of pure research, driven by the desire of autonomous
faculty for knowledge in their individual disciplines. It is a new way for the academy to
fulfill its function in society, meeting the criticism that universities take public support
but ignore the interests and concerns of the community” (Mayfield, 2001).
The college town must embrace the unique character and culture of the higher education
institution. Town leadership and residents must welcome students and acknowledge the
many benefits that come with them. At minimum, a coexistence is required, but to
Town/ Gown Study – Creative Inquiry 8
9. some the desire to embrace this uniqueness to celebrate the student/community
relationship is an opportunity to build a stronger, unified union.
In order to most efficiently handle this unique relationship, communication and
collaboration platforms like the town/gown committee were created. The concept behind
the town/gown committee is a group of individuals representing each interest area
working together to find the best solutions to problems and challenges within the
community. Traditionally individuals representing the city or “town” are mayors and
council members, while university presidents, board members, professors and students
tend to represent the university or “gown” side. The town/gown can no longer operate
without consideration for the needs of the other.
In today’s challenging economic environment, both sides of the equation are starting to
see the value of having a strong town/gown relationship. Siegler (2011) states that
“university presidents now understand that the success of their institutions depends upon
the health of their cities and towns.” Many believe that this relationship is worth
studying because of how drastically the two sides affect each other’s successes and
failures.
Town/gown Relationships
Before one can examine trends and criteria that can be used to measure positive and
negative town/gown relationships, further examination of this connection is necessary.
In “Bridging ‘town/gown’ through Innovative UniversityCommunity Partnerships”
Martin (2005) states the relationship between these two bodies must be based around
innovation. The author explains that each body must “begin to appreciate that in order to
grow and prosper, their futures were inextricably linked with those of their surrounding
communities (or vice versa).” At the core a town/gown committee should be “helping to
foster and promote all kinds of partnerships, collaborations, alliances and other forms of
cooperative interaction.” (Martin, 2005)
Weill (2009) discusses the main objectives of town/gown policies. First, all parties need
to work toward being “good neighbors” to each other while also aiding each other’s
economic growth and stability. This author suggests that all the potential topics that
involve joint leadership can be classified under general concepts of being neighborly and,
second, economic growth.
In a short opinion piece by the president of Adams State College, Svaldi (2008) uses his
personal experience with town/gown relations in order to define the purpose of the
Town/ Gown Study – Creative Inquiry 9
10. relationship. Overall he says the community and university members should be working
towards a goal of “shared perspectives and consensus.”
All of these different opinions and definitions come together to describe what town/gown
relationships face and what objectives the two should share. At its most basic level, a
town/gown relationship should be a cooperative effort from both sides working to make
improvements that better both sides equally.
The Town/Gown Committee
The most important attribute that any town/gown committee must have is an ability to
have open communication. This board cannot accomplish anything if the two groups do
not contribute to the discussion as well as listen to the concerns of the other side. It is also
important to have open communication between the general student body and resident
population. A common issue that individual leaders face is how to facilitate positive
interactions, especially when there are large demographic and interest gaps. One way to
overcome these gaps and, as a result, open lines of communication is to find programs
and activities that individuals in the town as well as students can relate to and enjoy. An
example found in our literary review was the creation of programs based around music
and studentinstructed music lessons being offered to the city public. By starting a
dialogue around a topic like music, productive communication about topics such as party
noise and drinking can occur (Lehrer, 2003).
Clemson University, SC, has a strong town/gown committee that is called the Joint City
University Advisory Board (JCUAB). The membership of this committee is made up of
an equal number of city employee representation and key university representation.
Executive members of the university and the city serve along with police leadership from
each. This group meets monthly and is the first step in dealing with issues. In addition,
the JCUAB is an important programming agent that develops events to bring the city and
university together. For example, the annual Clemson Regatta invites over 300 members
of the community to meet the NCAA women’s crew team and use facilities in a regatta
setting to raise funds for local charities. Princeton Review has named the Clemson
University and the City of Clemson the #1 town/gown relationship in the country for five
consecutive years. The city and university are proud of this distinction and celebrate
accordingly.
Town/ Gown Study – Creative Inquiry 10
11. Syracuse University offers a strong example of success that comes from coordination and
cooperation between the university and the surrounding city. The city of Syracuse has
been able to stay economically stable due to a joint effort between the university, major
job suppliers and the town. According to the mayor Roy Bernardi, quoted in an article by
Hill (1994), “The University provides a firstclass education. It brings thousands of
people into the community. It brings business into the community. The University is
really part of the city.” With mutual understanding and a great deal of teamwork, the
university has become a fantastic marketing resource leading to greater city expansion.
Another way the town/gown partnership has prospered is through the creation of joint
service programs. These types of programs make students feel that they are a more
tangible part of the community. Without cooperation, compromise, and coordination,
none of these accomplishments could have been reached. Syracuse University has
reached out to cooperate with local high schools in order to provide credit classes to the
student body. This joint program between the area education board and the university has
helped increase student education options and the number of students applying to
colleges (Hill, 1994).
Town/gown boards have started to realize how many more programs and facilities can be
jointly funded. Facilities such as recreation and community centers are being funded by
both, as well as programs and events during holidays making the area more enjoyable and
satisfying to the residents and students with a little cooperation and coordination (Fischer,
2010)
Police leadership plays a pivotal role in this relationship. Often in a town where a
university is settled, there are two police forces. These university and city forces have to
work jointly together in order to provide the best protection to the area. The police also
have to face several unique problems or issues. One major problem seen in areas with
universities and colleges is the use of fake identification cards. With a town/gown
relationship, schools have begun initiatives to educate and enforce laws dealing with fake
i.d.’s (Knich, 2012).
Town/gown committee leaders have to be willing and open minded from both sides. They
have to be driven to make change within the community. People choose to be lifelong
residents in towns and cities when they have high quality of life. Leaders need to
consider how the university affects the quality of life for the residents as well as students.
When both realize they have this similar goal, productivity increases. Siegler (2011)
suggests that when a university works together with the surrounding community to create
Town/ Gown Study – Creative Inquiry 11
12. the best possible environment, it will attract many different groups of individuals to
become residents of the town.
The community must be attractive to students and members of the faculty. When
incoming freshman are looking at the area around a potential school, “students and
parents want a city or town that is attractive and offers plenty of options for shopping and
dining as well as potential employment” (Steiger, 2011). In order for a university to
succeed, the best possible faculty must be attracted and, again, community resources are
an important consideration. A successful community helps a university gain an
advantage. Equally, a successful university leads to businesses and employers choosing
to invest in the community. When the resources of a city and university are pooled
together, maximum productivity can be reached.
A priority for incoming freshmen is assistance programs aimed at helping with the
freshman year adjustment process. A successful introduction to college life will in turn
have a positive effect on the community around the school. According to Heiselt (2011),
studies have found that one in four first year students leave their fouryear institution
before the second year. In order to combat this trend, schools have created the
“FirstYear Experience.” This educational program has been developed to teach
freshman about the university’s policies and traditions along with information about the
town. Successful programs have helped students adjust and have raised the retention
rate. Today, close to 95% of universities and colleges have a firstyear program, but
these programs only work with communication and cooperation between town/gown
leadership (Heiselt, 2011). Many schools discovered that this educational effort could
alleviate many of the tensions between community members and students by educating
the students during the first year program. Community members lead discussions on
noise, litter, traffic and “gameday” issues with the students. These students can be more
aware of those surrounding them and put in a conscious effort to help out the community
(Svaldi, 2008).
An important step forward for these relationships is the creation of partnerships between
different members of the community and the university. Often in a rural town or with
smaller universities, there is not a large enough demand or funding for recreational
facilities such as swimming pools. With positive town/gown partnerships, facilities can
be cofunded and shared.
Kimball (2011) identifies this level of collaboration at California Lutheran University
with the City of Thousand Oaks through a joint construction of a 4,800 squarefoot
community swimming pool located on campus. Many within the community, especially
Town/ Gown Study – Creative Inquiry 12
13. those with political power, are starting to see how much good can come from positive
interactions. Researchers are just beginning to study these partnerships to better
understand how they should work (Martin, 2005).
In economic development, collaborative partnerships give students a chance to get
handson experience in jobs, internships or coops, and the employers can look for future
graduates to hire. These partnerships are often sponsored by local government, which
offers incentives to companies when they interact with the university (Soares, 2008).
Many universities have found that student service outreach in the community results in
decreased tension between the two bodies. This effort creates a “connection” to the
community with students who often feel very little attachment to the town in which their
school is located. By educating the student body on some of the different hardships and
needs of the community, students begin to take more responsibility and have respect for
their school as well as the town. An example of an outreach program exists at the
University of North Carolina, where college students entered the city’s classrooms in
order to teach the children about different cultures (Muller, 2009).
Service Learning is the technical term for this type of student experience. Many schools
offer classes specifically for service learning as well as different extracurricular
activities that are based around service (Collins, 2007). Different techniques are
attempted such as “service in the classroom” or “faculty involvement” to create the most
effective programs based in service learning (Martin, 2005).
The town/gown relationship discussion can extend to economic impact. College towns
tend to attract both restaurant and retail business. Melnick (2012) states that restaurant
operators covet locations on or near college campuses, due to the potential for strong
sales and the prospect of expanded brand awareness. Even with a longer “slow season”
many businesses have a better chance of growth and revenue if they have locations in a
college town. Colleges and universities attract businesses that have positive economic
growth and development for the town as a whole. These establishments not only provide
jobs for collegeaged individuals, but for many other residents in the area as well.
Students and the communities they live in can coexist and thrive. There are pathways
and case studies (Kemp, 2013; Gumprecht, 2008) that offer lessons to leadership on
enhancing strategies that will lead to heightened opportunities for success. A strong
town/gown committee of leaders appears to be important. Key leadership positions
dictate the mood of the relationship – especially the President of the institution, Mayor of
the community, and police leadership of the city and the university. Through key
Town/ Gown Study – Creative Inquiry 13
14. leadership efforts and programming that introduces students to the community (e.g.,
service learning and first year programs), bridges of common understanding are built.
The high functioning college town has many benefits with the significant advantage of
quality of life for community members, attracting top faculty and students and potential
for collaborative partnerships to share the costs of recreational and artsrelated facilities.
In an ideal scenario, one does not recognize borders between the town and the gown,
establishing a culture that is effective in teaching students how to serve communities
during and after their college experience.
CHAPTER 3: METHODOLOGY
Overview
The purpose of this study was to examine and evaluate town/gown relationships in order
to establish and share standards of success. The primary data collection techniques were
interviews and a survey distributed to Clemson community members, Clemson
University faculty members, and Clemson University students. Information gathered
through research journal articles and the interviews were used to develop a survey. The
following sections will describe the methods used to form foundational knowledge,
develop the survey, test/administer the survey and analyze the collected data. From data
collected through interviews, focus groups, and associated survey, we established
inferences regarding several characteristics of a positive town/gown relationship.
Objective
Our study set out to determine what factors impact town/gown relations. Through
literature review and preliminary interviews, these influences are characterized and
defined as: 1) leadership in the environment; 2) communication, structured and
unstructured; 3) cooperation; 4) law enforcement between the city and university,
especially the chief; 5) neighborhoods and community issues; 6) alcohol and related
Town/ Gown Study – Creative Inquiry 14
16. 1) What are standards that define a healthy town/gown relationship?
2) What are indicators of an unhealthy town/gown relationship?
3) Are there factors that are more critical than others?
4) What does a healthy town/gown relationship look like?
5) What does an unhealthy relationship look like?
Instrument Development
The preliminary interviews and literature review provided us with themes and topics to
explore. The research team met weekly as a group for discussion and survey
development. The themes and topics determined in the preliminary interviews and
literature review were further broken down into variables of interest for the survey.
Survey questions would directly rate and compare the variables of interest by using either
a 5point likert scale or by way of an openended question. A first draft of the survey
instrument was created and edited by the research team before being created
electronically using the survey monkey website. The electronic survey was sent out and
completed by a small number of volunteers to determine clarity, consistency and
function. This pilot survey was edited by the research team and reposted online for the
main study distribution.
Study Population
To effectively gain an understanding of the factors impacting town/gown relationships,
several different populations were necessary for the study. Clemson University students,
Clemson University employees, and City of Clemson community members were all
sampled to provide an indepth discussion of the relationships created between the City
of Clemson and Clemson University.
Survey Design
The survey contained both quantitative and qualitative questions to provide a numerical
representation of the data and add richness to the results. Respondents first selected one
population group (student, community member, Clemson University employee) before
continuing to the quantitative portion of the survey. A 5point likert scale was used to
answer two main questions concerning various town/gown relationship factors and
characteristics taken directly from the preliminary interviews and literature review.
How would you rate the town/gown relationship in your university/community?
(15) 1 represents “poor,” 5 represents “excellent.”
Town/ Gown Study – Creative Inquiry 16
17.
Participants were encouraged to rate town/gown relationship factors and statements such
as, “Our T/G committee is organized and active,” and “The University and community
respect one another.”
Please respond to the following with the number one “1” serving as low importance
and the number five “5” serving as the high importance to the T/G relationship.
This question provided participants the option to rate different factors, amenities and
situations that could impact the town/gown relationship on a 5point scale. “Student
service learning opportunities,” “Communication,” and “City Mayor involvement,” are
all examples of factors that were rated in this portion of the survey. The full survey
instrument can be found in the appendix.
A third survey section provided participants the opportunity to answer two openended
questions and provided the research team with additional depth to the quantitative portion
along with insight into areas not covered in the survey. The openended questions
included:
1) Would you like to share examples of strengths or weaknesses of your T/G
relationship?
2) Do you have any topics that we did not cover in the above questions that are
important in determining a healthy/unhealthy T/G relationship?
Data Collection Procedures
With the assistance of the City of Clemson, the Office for Institutional Research at
Clemson University, and undergraduate students involved with the research, nearly
12,000 Clemson community members, faculty and staff, and students were given access
to the survey. On April 11, 2013, the City of Clemson posted a web link for the online
survey on the city website. In addition, the Mayor of Clemson invited 2,000 community
members to participate in the survey through his community information letter. On April
11, 2013 and April 12, 2013, members of various student communities were invited to
participate. Through email announcements and Facebook postings the graduate student
population and multiple undergraduate student organizations were reached. In total,
approximately 9,285 students received or had access to the online survey. On April 17,
2013, a reminder to students to take the survey was posted on Facebook. Additionally, on
Town/ Gown Study – Creative Inquiry 17
18. April 17, 2013, an email containing the survey link was sent to a list of 600 faculty and
staff members compiled by the Office for Institutional Research. A second email was sent
to the faculty and staff reminding them to participate in the survey on April 22, 2013. On
April 29, 2013, the data collection for all three groups was closed.
Validity and Reliability
Throughout the research process, various methods were used to improve the validity and
reliability of data collection methods. The initial study, purposes, objectives and intended
outcomes were presented to university and city officials to improve clarity, appropriate
outcomes, and quality. The survey was pilot tested for function and quality before being
administered to the study populations. The research team has also been in direct contact
with the International Town Gown Association (ITGA) to improve the study direction,
outcomes, and survey design.
Response Rate
At the end of the data collection period, 566 respondents submitted survey instruments.
The survey was accessible to about 11,885 people giving an overall response rate of 5%.
For the community of Clemson, approximately 2,000 people were reached and 167
instruments were returned, leading to an 8% response rate. Around 9,285 students were
given access to the survey and 276 students took the survey, leading to a 3% response
rate. A list of 600 faculty and staff members received a link to the survey and 123 took
the survey, causing a 21% response rate.
Statistical Analyses
Data analysis was run through IBM SPSS Statistics 20. Missing data was removed from
the dataset. Descriptive statistics were run for all variables. The data was broken down by
selfidentified primary perspective, namely staff and faculty, community members, and
students, and descriptive statistics were run for all variables by these categories as well.
The openended responses were broken down by selfidentified primary perspective.
These were coded to identify prevailing topics and themes.
Ethics
The Clemson University Institutional Review Board approved our study protocol, and the
board approved several revisions during the process. Informed consent was obtained from
Town/ Gown Study – Creative Inquiry 18
20.
Clemson community members pretty strongly agreed with the statement “students have a
strong economic impact on the community,” rating it at a 4.60. They also agreed that “our
community is accepting to students,” with a score of 3.98, and “our community and
university police have cooperative relationships,” with a score of 3.86. Community
members slightly disagreed with the statement that “students conflict with community
members,” with a mean score of 2.88. They also slightly disagreed with the statement
that “community needs are considered in university strategic planning,” rating it as a
2.83. The community rated mutual respect as the most important aspect of the town/gown
relationship, giving it a mean score of 4.72. This was followed in importance by
communication (4.62) and city mayor and leadership involvement (4.54). None of the
aspects listed on the survey were found to be of low importance to the Clemson
community.
Clemson university students strongly agreed with the statement “students have a strong
economic impact on the community,” with a mean score of 4.75. They also agreed with
the idea (4.30 score) that “the university and community respect each other.” Students
agreed (4.26 score) “our community is accepting of students.” They slightly disagreed
with the idea that “other T/G relationships in other communities are stronger than ours,”
with a score of 2.78. They disagreed that “students conflict with community members,”
scoring it at a 2.37. Students found mutual respect to be the most important aspect of the
town/gown relationship with a score of 4.69. They also believed sporting events (4.58)
and openminded residents (4.43) are important to the town/gown relationship. Students
did not identify anything as unimportant to the town/gown relationship.
Qualitative Observations
The survey asked respondents two openended questions. The first question asked
“Would you like to share examples of strengths or weaknesses of your T/G relationship?”
The faculty and staff identified several strengths, but the idea of strong leadership gained
consensus among many respondents. Whether it is community leadership, university
leadership or both, it was identified as a strength in the Clemson town/gown relationship.
One respondent confirms this by saying, “The leadership in both T/G is strong in their
commitment to a shared vision.” As for weaknesses of the town/gown relationship, the
faculty and staff emphasized lack of communication. The communication issues
referenced by this population vary. While some mention the mismatch of breaks for the
university and local public schools, others discuss lack of communication between
landlords in the community and international students. Another individual explains a
communicationrelated issue with development in the area. “There is currently an
Town/ Gown Study – Creative Inquiry 20
21. ongoing development issue that is an excellent microcosm of the T/G relationship. The
university is going to develop the land across from the president’s house and add 1,400
beds and 1,500 parking spaces. This is directly adjacent to an older established
neighborhood (Cold Springs) with narrow roads and no sidewalks. It has been very
difficult for the residents to get their concerns reflected in the development plan to
minimize traffic through the neighborhood while maintaining emergency vehicle access.”
The community’s responses highlighted both joint services and leadership as key
strengths to the town/gown relationship. Many different joint services were referenced in
the data such as the Clemson Area Transit, Fike Recreation Center, the Clemson Forest,
Brooks Center for the Performing Arts and the South Carolina Botanical Garden. One
community member explains, “I feel as comfortable on campus as I do in Clemson. It is
as if the Brooks Center is in Clemson not in the University. Fike is equally Clemson's as
it is the students. Sharing the track with the Seneca track team. Sharing Y beach with
ClemsonFest.” The ability of the community and university to exhibit strong leadership
and work together was also brought forth as a strength of the town/gown relationship.
The community mentions several weaknesses they see in the town/gown relationship.
Overwhelmingly, many community members find student housing in residential
communities a huge problem. One member sums up the issue: “I am saddened to see the
negative impact made by students living in residential areas. Trash, garbage, broken beer
bottles, beer cans, styrofoam plates, and plastic cups litter the streets and yards. Our once
lovely neighborhood is ugly now, and there seems to be nothing that anyone can/will do
to make the students be good neighbors.” Transportationrelated issues also arose from
the data as a weakness from the community perspective. Lack of safe bike and walking
trails, parking, speeding and traffic were all referenced as concerns of the Clemson
community. Parking especially seems to be an issue of contention. One community
member mentions that “long term residents are used to some concessions regarding
parking in empty lots on weekends when walking the Clemson campus or enjoying
events and the parking policies and their enforcement have created negative issues with
community members.” The change has not been conducive to good T/G relations. Lastly,
the community indicates student behavior is a deterrent to town/gown relations. Noise,
trash and partying are all brought forth as negative student behaviors straining town/gown
relations.
Students’ responses for strengths of the town/gown relationship were spread out. A theme
that many students seemed to move toward was positive attitudes and feelings. This
encompassed mutual respect, understanding and acceptance. One student deftly explains
“I think the community is accepting of the university students because we as a university
Town/ Gown Study – Creative Inquiry 21
22. have great students overall and ones that understand respecting the community we are a
part of.” Students also identified the Clemson Area Transit as an important strength in the
Clemson town/gown relationship. A student highlights that “the city and university
partner to provide CAT bus services, benefitting both students and community
members.” The students identify transportation as a weakness. Although they see the
CAT bus as a strength, the lack of bike and pedestrian friendly pathways are viewed as an
issue. A student explains, “Historical land that is converted into apartment buildings can
be a sore spot for the city/university relationship with the resident black community, large
roads have broken up lower income neighborhood communities, some intersections on
property lines between the university and town are not mindful of student and local
resident's needs (such as pedestrian, bicycle traffic, and park connectivity).”
Additionally, all three perspectives had a fair amount of responses that could not be
categorized as either a strength or weakness. Among these neutral responses emerged a
theme of confusion about what exactly a town/gown relationship was and information
regarding its existence in Clemson.
The second openended question asked, “Do you have any items that we did not cover in
the above questions that are important in determining a healthy/unhealthy T/G
relationship?” Faculty and staff responses to this question varied from pride in the
community and university to a need for promotion of healthy lifestyles. From the
responses received, a concern about public schools in the areas emerged. One person
highlighted activities taking place on public school properties. This respondent asserted,
“I think it is highly inappropriate that a religious organization has representatives
(Clemson students) visiting with Daniel HS students during lunch time, on a daily basis.
Parents were never informed that a religious organization would be visiting with their
kids during lunch.” Lack of communication between the town/gown was also brought up
in reference to university and primary school student breaks. The communication issue
resonates with other faculty and staff, too. One respondent suggests an “email newsletter
distributed twice a month would be very helpful in improving communications between T
and G.” Lastly, faculty and staff mention multiple times that the town/gown relationship
concept needs to be defined, and one person indicated that he/she did not realize Clemson
even had such an organization.
The community of Clemson was vocal in what additional items they felt were important
to determining a healthy/unhealthy relationship. Responses strongly indicated that student
rentals, especially in residential neighborhoods, could contribute to an unhealthy
town/gown relationship. One respondent shares that “no one wants to offend the students,
so the residents are the ones who suffer. Parties should not be allowed to go on until 1:00
Town/ Gown Study – Creative Inquiry 22
23. in the morning in residential neighborhoods. Yards of students who choose to live in old
established neighborhoods should not be trashed, with burned furniture, beer cans/bottles,
papers, etc.” Along these lines, community members express a concern with student
behavior and their disregard for the community through their drinking and littering
habits. One community member states that “the condition of the town down town is
always dirty due to student drinking and leaving trash it is very disrespectful to
residents… Downtown is an important place for students, but all residents too (we live
here all year and for more than just 4 years).” Something that community members also
highlighted pertained to law enforcement and the police. These concerns ran from
understaffing of the Clemson police department to enforcement of laws in
neighborhoods. One person commented, “You did not specifically list the enforcement of
the laws by the city of Clemson to deal with the rental houses that are causing trouble in
neighborhoods. We either need better laws, better enforcement of the laws we currently
have, changes in zoning codes (such as how many unrelated people can live in a house),
etc. to create environments that are in line with a neighborhood setting.” A less
articulated, but still important thing that was brought forth by the responses was the fact
that a group of community members were unaware of the existence of the town/gown
relationship.
The majority of student responses indicated that they did not have a response to the
question. The answers that were given varied from construction to sustainability. The
most dominant response from students emphasized that they do not understand what the
town/gown relationship is and that they are unaware that Clemson has a town/gown
organization. Students also highlight parking as important in determining a healthy or
unhealthy town/gown relationship. One student shares that “the parking situation is such
a nightmare on campus that it scares community members away from being more
involved in the university because there is nowhere for them to park.”
Town/ Gown Study – Creative Inquiry 23
25. ● All perspectives disagreed with the statement that “students conflict with
community members,” especially students with a disagreement mean of 2.37,
compared to 2.92 for staff/faculty, and 2.88 for community members.
● Students and community members disagreed with the statement “other T/G
relationships in other communities are stronger than ours,” while staff/faculty
neither agreed nor disagreed.
Comparison of Importance Ratings Among Perspectives
● Community members and students both rated mutual respect as an important
aspect of the town/gown relationship.
● The staff/faculty rated the University President/leadership involvement as the
most important, while the community rated the city mayor/leadership involvement
as important.
● All groups did not find any of the aspects of the town/gown relationship
unimportant.
Comparisons from the OpenEnded Questions
● The community and students both felt that joint services, such as the CAT bus, are
a strength of the Clemson town/gown relationship.
● The community and students share a concern about the availability of safe bicycle
and pedestrian pathways in Clemson.
● All perspectives had a similar amount of comments to the first openended
question (faculty/staff: 22; community: 25; students: 29); however, the
community had more than double the amount of strengths and weaknesses
mentioned in their responses (100) than the faculty/staff (32) and the students
(39).
● The community of Clemson had double the responses (44) to the second
openended question over faculty/staff (19) and students (22).
● In both the openended questions faculty/staff indicate public schools and poor
communication as a hindrance to the town/gown relationship.
● In both the openended questions community members iterate issues with student
rentals and disrespectful student behavior that encompass noise, trash, drinking
and partying.
● Throughout both questions a clear theme emerged amongst all perspectives that
there is not a strong grasp of what a town/gown relationship is, or knowledge that
one exists in Clemson.
CrossMethods Analysis
Town/ Gown Study – Creative Inquiry 25
26. ● Public transportation is highlighted as important by faculty/staff in the
quantitative section and reiterated as important by both the community and
students in the qualitative section.
● The community emphasizes the importance of communication to the town/gown
relationship in the quantitative section and the faculty/staff agree with this in the
qualitative section.
● All perspectives disagreed with the statement that “students conflict with
community members”; however, in the qualitative analysis, the community cites
multiple instances of conflict between community members and students.
Synthesis and Implications
Communication, according to current literature, is key to a successful town/gown
relationship. The fact that communication comes up as an issue implies that Clemson still
has work to do in this area. The data implies that the city and the university can both
improve keeping the other side informed of activities they are working on and ways to
coordinate. On a much smaller scale, communication between landlords and residents,
residents and students, and law enforcers and students can mitigate some of the pressures
brought forth in this study. It is well documented that alcohol can be an issue for
town/gown relationships. In Clemson, this seems to be a problem as well. In Clemson’s
case alcohol is exacerbated by additional issues such as trash in neighborhoods and noise.
If these issues were not all combined, alcohol may not be as large a problem. The
problem of student rental properties could possibly be solved by increased law
enforcement by both landlords and city police. The fact that all groups in some way
mention transportation as important implies that effort should be placed into maintaining
the current systems. Additionally, other safe transportation options such as pathways for
bikes and pedestrians should be considered for the town/gown. This study, as shown in
the next section, identifies multiple enhancers and inhibitors for the town/gown of
Clemson and presents many options for improvement.
Enhancers to a Successful Town/ Gown Relationship
1. Direct university presidential leadership, in cooperation and collaboration with the
senior governance official of the town, is critical. This is the policy setting level.
2. Second level leadership is critical. This includes university and city police
leadership. In addition, this includes city and university management – execution
of policy as set by senior leadership.
Town/ Gown Study – Creative Inquiry 26
27. 3. An organized town/ gown committee with proper stakeholder representation. A
clear mission and level of support for the work of this group, supported by senior
university and city leadership.
4. Recognition that the university (and students) plays a significant economic
position in the town.
5. Public transportation that serves the university and the community.
6. Mutual respect.
7. Shared vision.
8. Shared resources for both university and community members. Examples
include the arts facility, athletic facilities, and recreation facilities, walking trails
and meeting spaces.
9. Multiple and varied communication outlets. Access to senior leadership on
issues via communication outlets.
Inhibitors to a Successful Town/gown Relationship
1. Community members concerned about inappropriate student alcohol behavior.
Noise, trash and partying are all brought forth as negative student behaviors
straining town/gown relations. Lack of student behavior oversight – or the
perception that there was no oversight.
2. When left out, community needs are negatively impacted in university strategic
planning.
3. Lack of communication.
4. Poorly managed student housing in residential communities is identified as a huge
problem.
5. Transportation related issues: lack of safe bike and walking trails, parking,
speeding, and traffic were all referenced as inhibitors.
6. Parking especially seems to be an issue of contention.
7. Confusion about what exactly a town/gown relationship is and information
regarding its existence.
8. Open forum/ structured committee to address issues of concern.
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Town/ Gown Study – Creative Inquiry 27
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Town/ Gown Study – Creative Inquiry 29
43.
● Strength: The CAT bus system is great. Through the lens of other ""top 25 public
universities"" the CAT bus system is average. Through the lens of other rural
communities the CAT bus system is, of course, great. Weakness: for a college
town, the Clemson area has unfriendly student housing, dangerous on a bicycle,
and a disconnect between the locals and the students.
● Uniting together to cheer on the Tigers and giving back to one another through
service
● Local businesses should offer student discounts, since they have more limited
budgets, but most don't.
● I think the university and town get along well but there is still a lack of
participation/show of support for each other's events. For example, much of the
community does come for the First Friday parade, but there are almost no students
that attend the Clemson Holiday parade. The students/faculty could do a better job
showing support/respect back to the community by going to/supporting their
events.
● I don't think my T/G relationship exists, and I would like to change this
Town/ Gown Study – Creative Inquiry 43
44.
APPENDIX E: Question #34 Sample Responses
Do you have any items that we did not cover in the above questions that are important in
determining a healthy/unhealthy T/G relationship??
NOTE: All responses are recorded verbatim and not the opinion of this research team.
Faculty and Staff Responses
● Perception from community members Divide between the two groups; "us"
versus "them" or "students" vs. "townies" division.
● Nothing addresses healthy community/healthy lifestyle impacts/efforts that should
be a focal point and opportunity for the University and the Town.
● The Clemson Community caters more to the student needs than to older adults in
terms of activities, events, restaurants and bars. What is there besides the
university to attract people to want to live here? The university is the main
employer in the area, as well as the main provider of activities, such as sporting
and theater events, but older adults have to go outside the city limits to see a
movie, hear live music in a bar, etc. and there's not a whole lot to do, in my
opinion, especially for 'singles' if you are in the 3050 year age bracket and don't
care about football.
● Preferential student athlete treatment when laws are broken. Need for plan of
action for excessive drinking on an off campus that ultimately result in loss of life
or serious accidents.
● The school system seems to deliberately schedule breaks at different times than
the university, ignoring that most Clemson employees have students in the school
system.
Community Responses
Town/ Gown Study – Creative Inquiry 44
