This study sought to discover students' perspectives of the institution's mission. A set of models for understanding wholeness were developed by comparing the relationships between students' expectations and Loma Linda University's (LLU) documents and statements.

A qualitative grounded theory design was used so that themes could emerge. Relevant informants were: students (via interviews and focus group); institutional documents; and institutional publications. Fourteen senior occupational therapy students were selected from LLU's School of Allied Health Professions. A combination of triangulation and constant comparisons was employed in the analysis of this study. Students' expectations, students' perceptions, and the university's expectations (i.e., goals for the ideal graduate), as reflected in its mission statement, were compared.

Six main categories (themes) emerged from students' perceptions of their experiences related to institutional mission. In addition, sixteen subcategories (subthemes) emerged, which helped to clarify the main themes. The main categories were: (1) expectations of a traditional Christian, worldview; (2) reasons for selecting LLU; (3) institution-wide programs and activities; (4) diversity; (5) the occupational therapy professional program; and, (6) LLU's promotion of wholeness.

Analysis and data comparison revealed that students expressed that their experiences with/of both a caring faculty and community service furthered the institution's mission. Students perceived the institution's mission as relevant when their expectations of worldview and the institution's expectations were congruent. Students' expectations were actualized through caring faculty and community service. Students reported that, without the caring faculty or community service, they could not experience or recognize diversity, institutional-wide programs, wholeness, and competitive professional programs, which are all unique and essential to the mission of LLU. Students' reports led to the development of an inventory of: (1) their concept of caring faculty (perceived as positive); (2) their concept of non-caring faculty (perceived as negative); (3) actual behaviors associated with caring faculty; and, (4) actual behaviors associated with non-caring faculty.

Finally, a conceptual model was developed to assist the university in realizing that when the expectations of the university and the students are congruent, the mission is realized. Congruence occurs when students experience caring faculty and community service.