Institutional effectiveness processes are essential to ensure a university survives and thrives. The purpose of this research study was to explore the relationship between the vocational calling of higher education faculty and staff members and institutional effectiveness in order to explore new ways of cultivating a culture of assessment in higher education. The research was a case study of a small, private, faith-based institution. A quantitative correlation research design was utilized through an online survey combining instruments used by previous researchers. The study included three research questions: Is there a significant difference between being either a faculty member or a staff member and the perception of having a vocational calling? Is there a significant relationship between a higher education employee's perception of the importance of institutional effectiveness activities and their perception of living their vocational calling? Is there a significant relationship between a higher education employee's perception of their involvement in institutional effectiveness activities and their perception of living their vocational calling? There was a significant difference between faculty members and staff members and the perception of having a vocational calling. There was no significant relationship between the perception of the importance of institutional effectiveness activities and living a vocational calling. There was a moderate, positive correlation between a higher education employee's perception of living their vocational calling and their perception of their involvement in institutional effectiveness activities. The perception of living a vocational calling is a moderate predictor of a higher education employee's perception of involvement in institutional effectiveness activities. The results support a new approach to cultivating a culture of assessment in higher education faculty and staff members through an understanding of the relationship between the perception of vocational calling and institutional effectiveness. This research has implications for higher education hiring and leadership practices and training on institutional effectiveness processes. Future research should expand this study to a larger sample size and broader population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]