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'15.: .v' "r‘l‘" ( «£555.. 5’3 555M .. fit“. \ my 1. - .9L~(_%.\ :~ v c MI" .5155: 3...— .,'2I H. 9......2 in?" . 1.‘ I"; q ’17,; 2, own 5555‘? 5.1."! dd:- TF7”; ‘J‘f‘ ‘52, ilj°~:!ac‘.g on.» _r)' J'J‘MJVJ" u' '6’} Y;Hfl'g§hmiw: ‘7’,- ’ .... . . v 1'51}? ’r -- :I'vf‘fézz "O 4 73%).. I I 5‘11! #5:“ I. ‘- “If ,.,‘v-‘p" .41 1.1 ( it? v'.': r r V. : l;u- "7‘. I? 55771;?“ 5.55.? 03:7 J ;'¢u._ f” ‘7‘! 1!. g," _j/‘- 'v:’j""."} '4": ”P‘Ig' 55-5: WV...) 5:. TATE NIVERSI ITY LIB 20‘? 6) 05 0 9‘ IIIIIIIIIIIIIIIIIIII IIIIIIIII II II II|IIIII|IIII| 3 1293 00537 4271 LIQRARY Michigan State University This is to certify that the dissertation entitled A DESCRIPTIVE STUDY ABOUT THE CHANGE IN ACADEMIC PROGRAMS AS A RESULT OF RETRENCHMENT AT SMALL, CATHOLIC LIBERAL p1_ARTf'SedeLLEGES FRANK OSAGE, F.S.C. has been accepted towards fulfillment of the requirements for Ph . D . degree in ED ELQAIL—ON \ Majvor professor Date May 12, 1988 MS U is an Affirmative Action/Equal Opportunity Institution 0-12771 MSU LIBRARIES _— \r RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES wiII be charged if book is returned after the date stamped below. A DESCRIPTIVE STUDY ABOUT THE CHANGE IN ACADEMIC PROGRAMS AS A RESULT OF RETRENCHMENT AT SMALL, CATHOLIC, LIBERAL ARTS COLLEGES By Frank Osage, F.S.C. A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 'Department of Educational Administration l988 ABSTRACT A DESCRIPTIVE STUDY ABOUT THE CHANGE IN ACADEMIC PROGRAMS AS A RESULT OF RETRENCHMENT AT SMALL, CATHOLIC, LIBERAL ARTS COLLEGES By Frank Osage, F.S.C. The investigator secured the perceptions of college presidents concerning the change in academic programs as a result of retrenchment at small, Catholic, liberal arts colleges. In assessing change, the investigator examined perceptions about retrenchment. Factual data were collected on those similarities considered important in determining their relationship to the concept of retrenchment. The population included 59 small, four-year, bachelor’s-degree- granting, Catholic, liberal arts colleges with a head count between 1,000 and 2,500 students. The respondents included only the executive-level administrator' holding the position of’ president/ chief executive officer. Hypotheses were developed from the questions for investigation. After a thorough review of the literature, a pilot-tested questionnaire was administered by mail to the president/chief executive officer of the 59 institutions chosen for the study. Thirty-two usable responses (54%) were received and included in the study. Data were analyzed and hypotheses tested Frank Osage, F.S.C. using a logical deduction process from the SPSS-X Advanced Statistics Guide. The findings indicated that the institutions in this study did not, delete undergraduate academic courses and/or programs as a result of’ a shift in or reduction of financial resources. A statistically significant relationship was found between retrenchment and a decrease in the percentage of full-time undergraduate teaching faculty while increasing the percentage of part-time undergraduate teaching faculty for the 1980-1981 academic year. Of the respondents who indicated their institution was retrenched, only one said that undergraduate academic courses and/or programs for nontraditional college-age students had been added to generate more revenue. 0f the respondents who indicated their institution experienced retrenchment, only one said that nontraditional graduate academic programs had been added to generate more revenue. Institutions in this study had experienced some of the characteristics associated with retrenchment. However, only two respondents classified their institution as retrenched. Copyright by FRANK OSAGE, F.S.C. 1988 This work is dedicated to my parents, Frank and Mary Osage, for their love, support, and many sacrifices. ACKNOWLEDGMENTS Sincere appreciation is extended to the members of my doctoral committee: Dr. James D. Studer, Dr. Samuel A. Moore 11, and Dr. James F. Rainey. Their clarifying questions and evaluative remarks enhanced the educational process inherent in conducting the dissertation study. I deeply appreciate Dr. Louis C. Stamatakos for his guidance and direction as chairperson, mentor, and professor. A special thanks is expressed to the Christian Brothers of the Saint Paul and Minneapolis Province, who supported me (both financially and personally) through my doctoral studies. Sincere appreciation is extended to Brother Leonard Courtney, F.S.C., who, by example, has served as a model for my professional and personal development. I am grateful for his challenging ques- tions and remarks that contributed to this study. Very special thanks and gratitude are expressed to a special friend, Liz Arasim, whose inquiry and editing challenged my thinking and contributed to the development of this study. Special thanks is expressed to Sang Jin Kang, who deepened my understanding of statistics through his inquiry about my dissertation. I wish to acknowledge and thank Dr. James A. Ebben, former Vice-President for Planning and/or Resource Allocation at Siena vi Heights College, and Dr. John Novak, Academic Dean at Marygrove College in Michigan, for their critical remarks that helped refine the survey instrument that was administered as part of this study. In addition, a word of thanks is expressed to Father Albert Hornberger and members of Saint Casimir Parish for their support and friendship during my doctoral studies. vii THE QUEST FOR QUALITY Pirsig, in his book Zen and the Art 9f Motorcycle Maintenance (1985), uses the character* named Phaedrus to describe the philosophical discourse between two groups: the classic and the romantic. These two groups concern themselves with understanding the concept of Quality. The examination of the concept of Quality begins with Phaedrus, who, while teaching a class, raised the issue of dropping grades. Phaedrus argued that grades motivated people for the wrong reasons-- simply for grades alone--rather than for knowledge. Knowledge, he believed, should be the sole motivation for people seeking it. Phaedrus refused to define Quality because he thought that Quality could not fit into any intellectual rule. Therefore, the aesthetician had nothing more to say because the definition of Quality was missing. He believed that, by not defining Quality, the debate between the classic and romantic philosophical stances would be resolved. Quality existed whether defined or not. If one defines Quality, then one has to prove its existence through the scientific method, which attempts to make a valid distinction between true and false in nature. Phaedrus believed Quality was the source of all subjects and objects. He said, I'Romantic Quality and classic Quality together viii may be called the ’mystic.’ Reaching from mystery into deeper mystery, it is the gate to the secret of all life. Quality is all prevailing” (Pirsig, 1985, p. 227). “Quality is the continuing stimulus which causes us to create the world in which we live" (p. 317). "The Quality which creates the world emerges as a relation- ship between man and his experience. He is a participant in the creation of all things” (p. 338). ix TABLE OF CONTENTS LIST OF TABLES ....................... Chapter I. INTRODUCTION .................... Nature of the Study ................ Rationale for the Study .............. Purpose for the Study ............... Research Questions ................ Null Hypotheses .................. Limitations of the Study ............. Assumptions of the Study ............. Definitions .................... Methodology .................... Selection of the Population ........... The Instrument ................. Data Collection ................. Data Analysis .................. Organization of the Study ............. II. REVIEW OF RELATED LITERATURE ............ Introduction ................... External Environment of Higher Education ..... Enrollment Decline ............... State, Federal, and Private Sources of Funding . Retrenchment in Higher Education ......... Measuring Quality in Higher Education ....... Role of Small, Catholic, Liberal Arts Colleges in Higher Education ............... Change in Academic Programs as a Result of Retrenchment in Small, Catholic, Liberal Arts Colleges .................... III. RESEARCH METHODOLOGY AND THE DESIGN OF THE STUDY Null Hypotheses .................. Selection of the Population ............ Development of the Instrument ........... 37 42 43 43 Page Data Collection .................. 51 Data Analysis ................... 53 Summary ...................... 56 IV. PRESENTATION AND ANALYSIS OF THE FINDINGS ...... 57 Introduction ................... 57 Results of Hypotheses Testing ........... 58 Summary of Findings ................ 100 Major Findings ................. 100 Additional Findings ............... 103 V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS . 108 Introduction ................... 108 Summary of the Study ............... 109 Findings ..................... 112 Major Findings ................. 112 Additional Findings ............... 119 Conclusions .................... 120 Implications and Recommendations ......... 122 Speculations ................... 125 Suggested Areas for Future Research ........ 130 APPENDICES A. SURVEY INSTRUMENT .................. 135 8. COVER LETTER .................... 142 C. CONSENT FORM .................... 143 D. FOLLON-UP LETTER .................. 144 BIBLIOGRAPHY ........................ 145 xi 4.10 4.11 LIST OF TABLES Composition of the Population (Percentage of Responses) ..................... Composition of the Population (Completed and Usable Responses) ..................... Respondents’ Classification of Their Institutions Current FTE Enrollment ................ Relationship Between Retrenchment and Institutional Size ........................ Composition of the Student Population ........ Relationship Between Retrenchment and the Composition of the Student Body at an Institution ....... Percentage of Change in the Total Undergraduate Academic Program Budget Allocations (Excluding Salaries) ..................... Undergraduate Academic Courses Deleted as a Result of a Shift in or Reduction of Financial Resources Relationship Between Retrenchment and Percentage of Change in Total Undergraduate Academic Program Budget Allocations (Excluding Salaries) ...... Percentage of Change in the Total Undergraduate Academic Program Budget Allocations (Including Salaries) ..................... Relationship Between Retrenchment and Percentage of Change in Total Undergraduate Academic Program Budget Allocations (Including Salaries) ...... Undergraduate Academic Programs Deleted as a Result of a Shift in or Reduction of Financial Resources xii Page 47 48 58 59 59 60 61 63 63 64 67 68 70 Table 3.1 4.10 4.11 LIST OF TABLES Composition of the Population (Percentage of Responses) ..................... Composition of the Population (Completed and Usable Responses) ..................... Respondents’ Classification of Their Institutions Current FTE Enrollment ................ Relationship Between Retrenchment and Institutional Size ........................ Composition of the Student Population ........ Relationship Between Retrenchment and the Composition of the Student Body at an Institution ....... Percentage of Change in the Total Undergraduate Academic Program Budget Allocations (Excluding Salaries) ..................... Undergraduate Academic Courses Deleted as a Result of a Shift in or Reduction of Financial Resources Relationship Between Retrenchment and Percentage of Change in Total Undergraduate Academic Program Budget Allocations (Excluding Salaries) ...... Percentage of Change in the Total Undergraduate Academic Program Budget Allocations (Including Salaries) ..................... Relationship Between Retrenchment and Percentage of Change in Total Undergraduate Academic Program Budget Allocations (Including Salaries) ...... Undergraduate Academic Programs Deleted as a Result of a Shift in or Reduction of Financial Resources xii Page 47 48 58 59 59 60 61 63 63 64 67 68 70 .12 .13 .14 .15 .16 .17 .18 .19 .20 .21 .22 .23 .24 .25 .26 Percentage of Full-Time Undergraduate Teaching Faculty ...................... Percentage of Part-Time Undergraduate Teaching Faculty ...................... Relationship Between Retrenchment and a Decrease in the Percentage of Full-Time Undergraduate Teaching Faculty .................. Relationship Between Retrenchment and an Increase in the Percentage of Part-Time Undergraduate Teaching Faculty .................. Undergraduate Student-Faculty Ratio ......... Relationship Between Retrenchment and Undergraduate Student-Faculty Ratio ............... Undergraduate Academic Courses Offered on a Flexible Schedule for Nontraditional College- Age Students .................... Relationship Between Retrenchment and Undergraduate Academic Courses for Nontraditional College-Age Students ...................... Undergraduate Academic Programs Initiated for Nontraditional College-Age Students ........ Relationship Between Retrenchment and Undergraduate Academic Programs for Nontraditional College-Age Students ...................... Nontraditional Graduate Academic Programs Initiated Since 1980 ..................... Relationship Between Retrenchment and Nontraditional Graduate Academic Programs ............. Percentage of Change in State Student Financial Aid Relationship Between Retrenchment and the Percentage of Change in State Student Financial Aid ...... Percentage of Change in Federal Student Financial Aid ........................ xiii 74 75 77 78 80 81 84 84 87 87 90 92 93 Page 4.27 Relationship Between Retrenchment and the Percentage of Change in Federal Student Financial Aid ..... 94 4.28 Percentage of Change in Donation of Private Gifts . . 95 4.29 Relationship Between Retrenchment and the Percentage of Change in Donation of Private Gifts ....... 97 4.30 Percentage of Change in FTE Enrollment ........ 98 4.31 Relationship Between Retrenchment and the Percentage of Change in FTE Enrollment ............ 99 xiv CHAPTER I INTRODUCTION Higher education is in a period of declining resources such as student tuition due to declines in enrollment, reductions in state and federal student financial aid, and donation of private gifts. As these resources shrink, institutions compete more intently for the resources that remain available in order to survive and so that quality may be maintained. Research has indicated that as the traditional college-age population declined, college enrollment decreased correspondingly. Nith fewer students attending colleges and universities, income generated from tuition was also reduced. Current projections point to a 22% decrease in the traditional college-age student population (18 to 22 years of age) by 1995 (Petrovich, 1985). Further support for a forecast of declining enrollments was detailed in the EQL Book for Academic Administcecers (1981-1982) and the 1977 edition of Projections of Educatien chtictjcs (Andersen, 1982; Centra, 1980). While lower enrollments were foreseen for public and private institutions of higher education, the projected enrollment decline was exacerbated for the small, Catholic, liberal arts college (Centra, 1980). In addition to fewer tuition dollars being available due to the enrollment decline, a growing federal budget deficit and legislative attempts to curb the deficit through the Gramm-Rudman-Hollings law forced further cutbacks in the appropriations to higher education (”Details of House and Senate Measures,” 1986). Even with budget constraints, federal spending on higher education increased slightly but did not keep up with inflation. In addition, although the Higher Education Act was extended for another five years (1986 to 1991), student aid was restricted and limited to fewer students ("Details of House and Senate Measures,” 1986). Thus, institutions of higher education were competing for increasingly limited amounts of federal aid. In addition, there was limited financial assistance from states to private institutions such as small, Catholic, liberal arts colleges. These institutions lacked generous endowment funds and access to large donors and faced an emtremely difficult financial crisis (Kacmarczyk, 1984). Higher education responded to these shrinking resources by reducing programs, personnel, and expenses through a process called retrenchment (Deutsch, 1983). While the danger existed that retrenchment could result in the loss of quality programs, it was essential in terms of survival that quality be maintained for those programs retained by small, Catholic, liberal arts colleges (Conrad & Pratt, 1985). The effective small, Catholic, liberal arts college has to be more concerned with its “mission than with economy, more to do with goals and purposes than with unit costs and conservation of resources, more to do with quality and diversity than with quantity" (Lawrence, 1984, p. 22). The small, Catholic, liberal arts college has become more dependent on tuition and private funds than in the past (Howe, 1979). The major issue for small, Catholic, liberal arts colleges is to preserve that which makes them unique, different, competitive, and selective. Institutions that do not maintain these qualities become more vulnerable to external environmental conditions and suffer the possibility of extinction (Hammond, 1984). Natgre cf the Ster A review of the pertinent literature regarding retrenchment revealed a substantial amount of material concerning the causes and processes of institutional retrenchment, but there was no clear definition of a 'retrenched" institution. In addition, there was a limited amount of literature on change in academic programs as a result of retrenchment. There was little literature on the small, Catholic, liberal arts colleges and how those institutions were affected by the change in academic programs as a result of retrenchment. This study was primarily descriptive in nature; the investigator attempted to describe the change in academic programs as a result of retrenchment at small, Catholic, liberal arts colleges with a head count between 1,000 and 2,500 students. The investigator assessed the perceptions of administrators who participated in the study of the change in academic programs as a result of retrenchment through: (a) reductions in undergraduate academic program budget, (b) an increase in part-time undergraduate teaching faculty and a corresponding decrease in full-time undergraduate teaching faculty, (c) an increase in undergraduate student-faculty ratio, (d) addition of undergraduate academic courses and/or programs for nontraditional college-age students in order to generate more revenue, and (e) addition of nontraditional graduate academic programs in order to generate more revenue. The study included the entire population of such colleges, hypotheses were tested to determine if there was a significant difference in the findings related to the hypothesis being tested. The hypotheses were based upon the research questions. Rationale for the Ster The small liberal arts college was the predominant form of higher education in the United States for more than two centuries. Many of these small colleges were established by, or developed an association with, a religious denomination. The important features of these schools were "concern for the individual student and his or her personal development, smallness, and value orientation“ (Jensen, 1978, p. 5). These features are still vital to what constitutes the small, Catholic, liberal arts colleges. The small, Catholic, liberal arts colleges of today. must respond to their external environment--that is, economic, social, and political factors--if they are to adapt effectively and survive. Thus, their administrators must have accurate information about current trends that affect the quality and mission of their institution. The external environmental conditions that have the greatest effect on higher education include declining enrollment, shrinking state and federal student financial aid, and dwindling donations of private gifts as a source of funding. These external environmental factors are causing an adverse effect on higher education (Mingle, 1981). Higher education is in a period of fiscal and enrollment decline and in many instances has had to institute a reduction in curricular offerings, faculty and staff positions, services, and maintenance in order to maintain its existence. A considerable amount of literature on retrenchment was available, but there was little information on the change in academic programs as a result of retrenchment in small, Catholic, liberal arts colleges. Similarly, while there was considerable literature about academic programs in the broad area of American higher* education, such literature did not, for the most part, include consideration of the change in academic programs as a result of retrenchment. As well, the literature was not clear on how academic programs were changed as a result of retrenchment. Some of the literature suggested that quality could be lost through retrenchment of personnel and programs. King (1981), in discussing retrenchment, indicated the importance of developing criteria to evaluate program effectiveness in order to determine where funds were allocated and what programs were to be discontinued based on whether or not these programs contributed to the institution’s fulfilling its mission. Other factors that affected change in academic programs at an institution included an increase in the number of part-time teaching faculty, faculty teaching outside of their specialty, an increase in faculty course load, and an increase in the student-faculty ratio (Mingle, 1981). The small church-related colleges have existed for more than two centuries and for many years served as the foundation of the American higher education system. Their success and longevity were attributed to the use of creative responses to society’s needs through a liberal arts curriculum, vocationalism, and course electives. This was especially true of the small, Catholic, liberal arts colleges which have responded to the needs of society. These institutions provided an internal environment that was a friendly, warm, community atmosphere. Small, Catholic, liberal arts colleges depended on tuition as the primary source of revenue, and on endowments; there was little to no support from the Catholic church (Jonsen, 1978). The stewards of these small, Catholic, liberal arts colleges must make difficult decisions in order to survive while maintaining quality. For the chief administrators of these institutions to make appropriate decisions, information will be needed about change in academic programs as a result of retrenchment and how this change could affect their institutional mission. W The investigator proposed to determine the perceptions of the college presidents concerning the change in academic programs as a result of retrenchment at small, Catholic, liberal arts colleges. In assessing that change, the investigator examined perceptions about retrenchment. Factual data were collected on institutional size, composition of the student population, budget allocations for undergraduate teaching faculty, undergraduate student-faculty ratio, undergraduate academic courses and/or programs developed for the purpose of reaching the nontraditional college-age student, nontraditional graduate academic programs, state and federal student financial aid, donation of private gifts, and full-time-equivalent enrollment figures, in relationship to the concept of retrenchment (Astin, 1982; Astin & Solomon, 1981). The fundamental purpose and anticipated benefit of this study was to provide information to chief administrators of small, Catholic, liberal arts colleges about the potential effect of retrenchment on academic programs. ar h e The research questions were developed following a review of the pertinent literature on the change in academic programs as a result of retrenchment at small private colleges. Specifically, the investigator surveyed the college presidents at small, Catholic, liberal arts colleges who responded to the following questions: I. Is the institutional size a significant variable in a retrenched institution? 2. Is the composition of the student body a significant vari- able in a retrenched institution? 3. Hill retrenchment. require an institution to reduce the total Undergraduate academic program budget, which, in turn, will result in the elimination of some undergraduate academic courses? 4. Hill retrenchment require an institution to reduce the total undergraduate academic program budget, which, in turn, will result in the elimination of some undergraduate academic programs? 5. Hill retrenchment require an institution to decrease the percentage of full-time undergraduate teaching faculty while increasing the percentage of part-time undergraduate teaching faculty? 6. Hill retrenchment require an institution to increase the undergraduate student-faculty ratio? 7. Hill retrenchment require an institution to add undergradu- ate academic courses for nontraditional college—age students in order to generate more revenue? 8. Hill retrenchment require an institution to add undergradu- ate academic programs for nontraditional college-age students in order to generate more revenue? 9. Hill retrenchment require an institution to add nontradi— tional graduate academic programs in order to generate more revenue? 10. Hhat external environmental characteristics contribute to an institution being retrenched? 8.111141129111515 The ten research questions presented above served as the basis for the formulation of the ten hypotheses presented below. Hypethesjs 1: There is no relationship between the college president’s perception of his/her institution being retrenched and institutional size. Hypothesis 2: There is no relationship between the college president’s perception of his/her institution being retrenched and the composition of the student body at an institution. Hypothesis 3: There is no relationship between the college president’s perception of his/her institution being retrenched and a reduction in the total undergraduate academic program budget, which, in turn, will result in the elimination of some undergraduate academic courses. Hypothesis 4: There is no relationship between the college president’s perception of his/her institution being retrenched and a reduction in the total undergraduate academic program budget, which, in turn, will result in the elimination of some undergraduate academic programs. Hypothesjs 5: There is no relationship between the college president’s perception of his/her institution being retrenched and a decrease in the percentage of full-time undergraduate teaching faculty while increasing the percentage of part-time undergraduate teaching faculty. Hypothesis c: There is no relationship between the college president’s perception of his/her institution being retrenched and an increase in the undergraduate student-faculty ratio. Hypothesis Z: There is no relationship between the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic courses for nontraditional college-age students in order to generate more revenue. Hype’cheslsJ: There is no relationship between the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic programs for nontraditional college-age students in order to generate more revenue. 10 Hypothesis 9: There is no relationship between the college president’s perception of his/her institution being retrenched and the addition of nontraditional graduate academic programs in order to generate more revenue. Hypothesis [9: There is no relationship between the college president’s perception of his/her institution being retrenched and the external environmental characteristics. imitati n th This study has the following limitations: 1. The findings of this study were relevant to small, four- year, Catholic, liberal arts colleges which share similarity in basic characteristics. The extent to which the findings may fit or be applicable to other small, Catholic, liberal arts colleges depended upon their similarity to those included in the study. This study included 59 small, four-year, Catholic, liberal arts colleges granting bachelor’s degrees in the United States with a head count between 1,000 and 2,500 students. 2. The investigator attempted to determine the change, if any, in academic programs as a result of retrenchment at small, Catholic, liberal arts colleges. Although an institution can retrench in many areas of the college, (e.g., student affairs programs, administration, and deferred maintenance, and so on), this study was limited in its focus only to academic programs. 3. This study reflected only the perceptions of the individual respondents. Cumulative data from a single institution did not imply official institutional policy, decision, or direction. 4. The investigator realized that might not be a perfect fit between national, local, and regional rates of economic inflation. 11 Furthermore, the national inflation rate is based on the calendar year while college and university data were collected by academic year. Therefore, these factors could affect the findings, which, in turn, could affect the conclusions of this study. 5. 'The investigator realized that the small size of the administrative staff at these institutions might be an obstacle to respondents’ completing the instrument. Some of these individuals may not have had the information from previous academic years to respond to some part(s) of the instrument due to insufficient data collection and storage. These factors could affect the percentage of completed and usable instruments, which, in turn, could affect the generalizability of this study. Assumptions of the Stggy The following assumptions were integral to this investigation: 1. Data were gathered through a survey technique, which is considered an acceptable methodology in the social sciences (Norusis, 1985). 2. Those surveyed comprehended the questionnaire items, responding honestly and with their best professional judgment in providing reliable data. 3. The responses to the questionnaire were not significantly affected by using the inflation rate built on the calendar year while the data were collected for the academic year. 4. Administrators selected (president/chief executive officer) had sufficient information, professional experience, and an 12 institution-wide perspective to respond adequately to the survey and, therefore, provided reliable information on the status of their institution’s mission and academic programs. Definitions The following concepts were central to this study and were defined as follows: a e r : "Curriculum or combination of courses in a particular field of study" (Page & Thomas, 1977, p. 274). Logis- tically, this term includes financial support, personnel, and pro- grams. Com osition f the student : ”An institution may have a student body that is comprised of all female, all male, or coeduca- tional" (Dejnozka, 1984, p. 30). Elimipetion: ”The act or process of dropping an undergraduate academic course or program from a curriculum at an institution" (Good, 1973, p. 209). Externel environment: External forces that have an influence upon an organization and to which the organization must respond, including enrollment decline and shrinking resources. These resources include state and federal student financial aid and private donations. Fell-time-eggivelent: 'The amount of time spent or required in a less than full-time activity divided by the amount of time normally spent or required in a corresponding full-time activity 13 during regular academic year, usually expressed as a decimal fraction to the nearest tenth" (Good, 1973, p. 253). Full- m nder r duate teachi a 1 : Faculty employed at an institution teaching a full load of classes, having other responsibilities that are normally assigned to full-time members, and whose primary instruction is with students who may be pursuing a bachelor’s degree. Generate more revenue: "The additions of cash or other current assets that are expendable and do not increase any liability or reserve" (Good, 1973, p. 500). Institutipn: "An organization, such as a college or univer- sity, designed to serve some social purpose or end" (Good, 1973, p. 304). Ipstitutional size: The number of students enrolled at an institution on a full-time-equivalency. Heptteditiongl college-age stggents: Students who choose not to attend college directly after high school and usually are not between the ages of 18 and 22. Hpntreditional graduate academic programs: "Curriculum —muruwgu u 0 “who: mm.w No.N up Noo.o mP.Nn o_.m- «F oo.o oo.o N Nmmpuommp m—.N_ mm.e mp mop.o NF.NH me.P- mp oo.o oo.o N campummmp mm.m mo.ma ep ooo.o mP.NH mo.N ep oo.o oo.o N mmmpuemmp mm.m~ mm.m er mNm.o mp.Nn om.ou er oo.o oo.o N emmpimmmp Nm.mp wo.c eP umm.o m_.NH No.o- up oo.o oo.o N mmmpnNmmF mo.PN mw.N VF Nym.o mp.Nh Pm.o- ep oo.o oo.o N Nmmpupmmp om.mN mN.pu mp umm.o ON.Nn m—.o mp oo.o oo.o N Fmapuommp Fo.N_ mp.eu mp PmN.o ON.NH 0N.P mp oo.o oo.o N swap-mmmp meowpsuwumca . Apcmucwav Aucmugmav umzucwguwccoz smm> cowmwoma mspm>uq u mspm>ug we mamcm> mo .oz .Ammwcmpmm acmuapoxmv mcomumoo_Pm names; Emcmoca opswumom mumzvmcmcmucz _muop cw mmcmgu Lo ommpcmucma new acme:ucmcuwc cmmzpwn qwgmcowumpmmuu.m.e epoch 65 being retrenched and a reduction in the total undergraduate academic program budget (excluding salaries). First, the frequency of the data for the college president’s perception of his/her institution being retrenched (2 respondents or 6.3%) and a reduction in the total undergraduate academic program budget was less than the median. The second part of the logical deduction process, which was to test whether the frequency was greater than two standard deviations of the mean with the use of the t-test, could not be performed. The respondents who indicated that their institution had experienced retrenchment did not complete the question on the percentage of change the institution experienced in the total undergraduate academic program budget allocations (excluding salaries) for the years listed compared to the previous academic year. The academic years were 1979-1986, inclusive. There was insufficient evidence indicating whether these institutions eliminated undergraduate academic courses as a result of a shift in or reduction of financial resources. The hypothesis was retained. However, two respondents (6.3%) who indicated that their institution experienced the characteristics associated with retrenchment but did not classify their institution as retrenched indicated that their institution eliminated undergraduate academic courses as a result of a shift in or reduction of financial resources. The undergraduate academic courses deleted as a result of a shift in or reduction of financial resources included: Music (2), Art (1), Health Care (1), and 15 courses in Textiles. 66 The investigator* wanted to determine whether there was a relationship between retrenched institutions and the percentage of change the institution experienced in the total undergraduate academic program budget allocations (including salaries) for the academic years 1979-1986, inclusive, compared with the previous academic year. The data from Questions 29, 3, 4, 6, and 7 were used to test this hypothesis. The respondents indicated in Question 29 whether they would classify their institution as retrenched. In Question 3, the respondents indicated the percentage of change that their institution experienced in the total undergraduate academic program budget allocations (including salaries) for the academic years 1979-1986, inclusive. The respondents indicated in Question 4 what employee salaries were included in the total budget allocations for the undergraduate academic programs. The respondents indicated in Question 6 whether their institution deleted undergraduate academic courses as a result of a shift in or reduction of financial resources. If respondents answered Question 6 with a "yes" response, they were asked to complete Question 7, which asked them to list those undergraduate academic courses deleted as a result of a shift in or reduction of financial resources. Table 4.1 contains the findings on the respondents’ classifications of whether their institution was retrenched. Table 4.9 contains the findings on the percentage of change in the total undergraduate academic program budget allocations (including salaries) for the academic years 1979-1986, inclusive. 67 Table 4.9.--Percentage of change in the total undergraduate academic program budget allocations (including salaries). No. of Mu SD Academic Year Respondents (Percent) (Percent) 1979-1980 23 -4.48 7.28 1980-1981 31 -3.80 9.27 1981-1982 32 -0.72 9.34 1982-1983 32 3.07 7.73 1983-1984 32 2.47 7.43 1984-1985 32 1.71 6.31 1985—1986 32 1.06 6.24 1986-1987 31 4.41 6.19 The respondents indicated that the salaries included in the undergraduate academic program budget were for the positions of faculty (28 respondents or 87.5%), administrators (17 respondents or 53.1%), secretaries (25 respondents or 78.1%), students (4 respondents or 12.5%), plant and cafeteria workers (3 respondents or 9.37%), academic support personnel (1 respondent or 3.1%), and contributed services for clergy (l respondent or 3.1%). Table 4.7 contains the findings regarding whether an institution deleted undergraduate academic courses as a result of a shift in or reduction of financial resources. Table 4.10 contains the findings about the relationship between the college president’s perception of his/her institution being retrenched (2 respondents or 6.3%) and a reduction in the total undergraduate academic program budget (including salaries). First, the frequency of the data related to the college president’s 68 .Omcmmumc mm: mpmmgpoaa; ugh u m .mapm> qu_uwcu «JO "upoz O0.0 mm.e ON m OO0.0 mp.Nn O0.0 ON F0.0_ O¢.O N Nam—-OOOF N_.O _N.O _N m NO0.0 NF.NH m0.0 PN m0.0 ON.¢ N OOOFamOOP NN.O m0.0 FN m NN¢.O N_.Nn N0.0 _N ON.NP OO.m N mmmpuemmp Nm.N OO.~ —N m Omm.O Np.Nn O0.0 PN Np.pp ON.m N OOO_smOOF OO.N mp.p PN m nmp.O NF.NH NO.P FN cm.NF ON.O N OOOPINwmp mO.N FO.NI _N a eO0.0 NP.NH mO.F FN OO.¢N ON.O N Nmmpupmmp O0.0 NO.mu ON a «OF.O mp.N« cm.F ON em.mN Op.m N mepuowmp PO.N NN.¢- mp a OON.O OP.NH OO.P OP O0.0 ON.m F OOOFIONOF weavuauwumcu Omnocmcuwccoz corn um m: a -O m: m . Apcoocmav Aucmucmav msmcw me> we .oz .Ammwgmpmm chuzpocpv m:0wumooppm OOOOOO Emcmoca upeoumom mpmzumcmemuca pupa» cm mmcmgo Lo mumpcmocmq Ocm ucmszocmcpoc comzuon Omgmcovumpmmuu.op.v mpnm» 69 perception of his/her institution being retrenched (2 respondents or 6.3%) and a reduction in the total undergraduate academic program budget (including salaries) was less than the median. The second part of the logical deduction process was to test if the frequency was greater than two standard deviations of the mean with the use of the t-test. None of the t-test values were statistically significant at the .05 level for the relationship between retrenchment and a reduction in the total undergraduate academic program budget. There was no statistically significant evidence indicating these institutions eliminated undergraduate academic courses as a result of a shift in or reduction of financial resources. The hypothesis was retained. Hypothesis 4: There is no relationship between the college president’s perception of his/her institution being retrenched and a reduction in the total undergraduate academic program budget, which, in turn, will result in the elimination of some undergraduate academic programs. The data from Questions 29, 5, 8, and 9 were used to test this hypothesis. The respondents indicated in Question 29 whether they classified their institution as retrenched. In Question 5, the respondents indicated the percentage of change that their institution experienced in the total undergraduate academic program budget allocations (excluding salaries) for the academic years 1979- 1986, inclusive. The respondents indicated in question 8 whether their institution deleted undergraduate academic programs as a result of a shift in or reduction of financial resources. If respondents answered Question 8 with a "yes'I response, they were asked to complete Question 9, which asked them to list those 70 undergraduate academic programs deleted as a result of a shift in or reduction of financial resources. Table 4.1 contains the findings on the respondents’ classification of whether their institution was retrenched. Table 4.6 contains the findings on the percentage of change in the total undergraduate academic program budget (excluding salaries) for the academic years 1979-1986, inclusive. Table 4.11 contains the findings regarding whether an institution deleted undergraduate academic programs as a result of a shift in or reduction of financial resources. Table 4.ll.--Undergraduate academic programs deleted as a result of a shift in or reduction of financial resources. No. of % of Response Respondents Respondents Yes 8 25.0 No 24 75.0 This hypothesis was tested using a two-part logical deduction process. Table 4.8 contains the findings about the relationship between the college president’s perception of his/her institution being retrenched and a reduction in the total undergraduate academic program budget (excluding salaries). First, the frequency of the data for the college president’s perception of his/her institution being retrenched (2 respondents or 6.3%) and a reduction in the total undergraduate academic program 71 budget was less than the median. The second part of the logical deduction process, which was to test whether the frequency was greater than two standard deviations of the mean with the use of the t-test, could not be performed. The respondents who indicated that their institution had experienced retrenchment did not complete the question on the percentage of change the institution experienced in the total undergraduate academic program budget allocations (excluding salaries) for the academic years 1979-1986, inclusive, compared with the previous academic year. Of the respondents who indicated that their institution experienced retrenchment, 3.1% (1 respondent) indicated that the institution eliminated undergraduate academic programs as a result of a shift in or reduction of financial resources. The hypothesis was retained. In addition, five respondents (15.6%) who indicated that their institution experienced the characteristics associated with retrenchment but did not classify their institution as retrenched indicated that their institution eliminated undergraduate academic programs as a result of' a shift in or reduction of financial resources. The undergraduate academic programs deleted as a result of a shift in or reduction of financial resources included: Graphics Design (B.A.) (I), Music-Business (certificate) (1), Music (B.A.) (1), Fine Arts major (1), Allied Health Administration (1), Social Hork (1), Administrative Services (I), Gerontology (1), Health Care Administration (1), Environmental Studies (1), Radiology Technology (1), Nuclear Medicine Technology (1), and Fashion Merchandising (l). 72 Hypothesis 5: There is no relationship between the college president’s perception of his/her institution being retrenched and a decrease in the percentage of full-time undergraduate teaching faculty while increasing the percentage of part-time undergraduate teaching faculty. The data from Questions 29, 10, and 11 were used to test this hypothesis. The respondents indicated in Question 29 whether they would classify their institution as retrenched. In Question 10, the respondents indicated what percentage of their total undergraduate teaching faculty were full time and employed at their institution for the academic years 1979-1986, inclusive. The respondents indicated in Question 11 what percentage of their total undergraduate teaching faculty were part time and employed at their institution for the academic years I979-l986, inclusive. Table 4.1 contains the findings of the respondents’ classification of whether their institution was retrenched. Table 4.12 contains the findings on the percentage of full-time undergraduate teaching faculty employed at an institution for the academic years 1979-1986, inclusive. Table 4.13 contains the findings on the percentage of part-time undergraduate teaching faculty employed at an institution for the academic years 1979-1986, inclusive. A two-step logical deduction process was applied to the hypothesis listed above. Tables 4.14 and 4.15 contain the findings about the relationship between the college president’s perception of his/her institution being retrenched and a decrease in the percentage of full-time undergraduate teaching faculty (Table 4.14) 73 and an increase in the percentage of part-time undergraduate teaching faculty (Table 4.15). Table 4.12.--Percentage of full-time undergraduate teaching faculty. No. of Mu SD Academic Year Respondents (Percent) (Percent) 1979-1980 31 68.83 14.08 1980-1981 32 69.80 13.58 1981-1982 32 67.78 14.55 1982-1983 32 67.82 16.25 1983-1984 32 67.93 14.89 1984-1985 32 67.03 14.96 1985-1986 32 66.98 14.10 1986-1987 32 67.75 14.88 Table 4.13.--Percentage of part-time undergraduate teaching faculty. No. of Mu SD Academic Year Respondents (Percent) (Percent) 1979-1980 31 31.19 14.03 1980-1981 32 29.86 13.61 1981-1982 32 32.22 14.55 1982-1983 32 32.49 14.09 1983-1984 32 31.97 14.85 1984-1985 32 32.96 14.96 1985-1986 32 33.02 14.10 1986-1987 32 32.25 14.88 74 .Omcmmpoc uo: mm: mvmmsuonxg OOH u mz .Oocwmpmc mm: mwmmguoaas one u m . .ozpm> pmumuwcu n O "whoz mm.mp FO.NO FN a ONN.O NF.Nn ON.—- _N NO.N OO.mm N ummpummmp ON.e_ NO.mO PN m me.O NF.NH NO._- FN _O.F OO.mm N OOOPIOOO_ mm.N~ em.mO —N m NPN.O N_.NH mp._- PN ON.e OO.mm N mmmpuewmp O0.0_ m0.00 FN m NOF.O NF.NH mm.P- PN mm.¢ Om.Nm N Ommpumwmp mm.m— mN.OO _N m OO0.0 NF.NA OO.F- FN NO.N O0.00 N mmmpuNOOP eO.ep FO.NO FN m OO0.0 N_.Nh OO.~- FN mm.¢ Om.N¢ N NOOpupmmp NN.- N0.00 FN Oz ON0.0 NF.NH Nm.N- FN ON.N Om.Ne N Pmmpuommp N_.ep mp.OO _N m mNF.O NTNH O¢.Pu FN e¢.mp Om.mm N OOOpumump meowuzuwumcH Aucmocmmv Apcmocmmv Omsucocumccoz cmm> cowmvowO mzpm>ia O mspm>np LO . msmgm> eo .oz .aupzumm Ocpsommu mumaumcmcmuca mswunppze we mumpcmoewg mew cw ammocomu m use ucmsgocmcpmc comzumn Owgmcowumpmmuu.¢_.e upon» 75 .Omcpmumc Ooc mm: m_mm;OOO>; web u Oz .Omcwmumc mm: mammOOOO»; ask u m . . . .mapw> Fmowuch n O “ka2 mm.mp OO.Nm FN m ONN.O N_.Nn ON.F FN NO.N OO.N¢ N NOOPIOOOP ON.O~ mp.¢m FN m ONm.O N_.Nn NO.F _N Fe._ OO.m¢ N OOOPIOOOF Nm.m~ me.¢m FN O ONm.O NF.NH m_.F FN ON.O OO.N¢ N mOOpuemOp O0.0P FO.Nm —N m NOP.O NP.NH mm.F PN mm.e Om.Ne N OOOPTOOOF em.mp mN.mm PN m NO0.0 NP.NH ON.P PN NO.N OO.em N mOOFuNOOF OO.e_ Om.Nm PN m OO0.0 NF.NH OO._ FN mm.¢ Om.Nm N NOOFuPOOF PO.pp P0.0m FN mz OF0.0 N_.Nn Om.N _N ON.N Om.Nm N _OOFaOOOP OO.¢_ Om.pm —N m mNF.O N_.Nh Oe.— FN ce.mp Om.Oe N OOOFIONOF mcomuspmpmcm pcmoemmv Aucmuammv Omgocmcuwccoz cmm>. :owmvomO mzpm>na O mspm>up CO A msmcm> mo .oz .AOFOOOO chgommu oumzumcmcwucz mewpuucwa we mOmucmucmO OOO cw mmmmcocO cm use acmssocmcumg cmozpma Ovsmcovampmmnu.m—.¢ mpnmh 76 First, the frequency of the data for the college president’s perception of his/her institution being retrenched (2 respondents or 6.3%) and a decrease in the percentage of full-time undergraduate teaching faculty was less than the median. The second part of the logical deduction process tested whether the frequency was greater than two standard deviations of the mean with the use of the t-test. The t-test was applied to each academic year. Statistically significant t-test values were produced for the 1980-1981 academic year for full-time undergraduate teaching faculty (Table 4.14) at the .05 level; (t . -2.52, df = 21, p g .020) and the part-time undergraduate teaching faculty (Table 4.15) (t - 2.56, df . 21, p 5 .018). There was a statistically significant relationship between the college president’s perception of his/her institution being retrenched and a decrease in the percentage of full-time undergraduate teaching faculty while increasing the percentage of part-time undergraduate teaching faculty for the 1980-1981 academic year. The hypothesis was retained for the academic year 1980-1981. There were no statistically significant relationships for the remaining 14 t-tests for the academic years 1979-1986, inclusive, for full-time and part-time undergraduate teaching faculty. The hypothesis was retained for the remaining academic years with the exception being 1980-1981. Hypothesis c: There is no relationship between the college president’s perception of his/her institution being retrenched and an increase in the undergraduate student-faculty ratio. The data from Questions 29 and 12 were used to test this hypothesis. The respondents indicated in Question 29 whether they 77 would classify their institution as retrenched. In Question 12 the respondents indicated the undergraduate student-faculty ratio for the academic years 1979-1986, inclusive. Table 4.1 contains the findings on the respondents’ classification of whether their institution was retrenched. Table 4.16 contains the findings on the undergraduate student-faculty ratio for the academic years 1979-1986, inclusive. Table 4.16.--Undergraduate student-faculty ratio. No. of Mu SD Academic Year Respondents (Ratio) (Ratio) 1979-1980 31 14.65 2.99 1980-1981 32 14.53 2.84 1981-1982 32 14.34 2.82 1982-1983 32 14.28 2.54 1983-1984 32 14.38 2.55 1984-1985 32 14.59 3.04 1985-1986 32 14.56 2.65 1986-1987 32 14.66 2.35 This hypothesis was tested using a two-part logical deduction process. Table 4.17 contains the findings about the relationship between the college president’s perception of his/her institution being retrenched and an increase in the undergraduate student- faculty ratio. 78 .Oocpmpmc mm: mwmmgOOO»: one u x .OOFO> pwumuwgu n u ”whoz OO.N me.ep FN m ON0.0 NF.NH NN.O- FN ON.O O0.0— N NOOPnOOO. NO.N ON.e_ FN m NO0.0 NTNH m_.Ou FN ON.O O0.0P N OOOFIOOO— ~m.m me.e_ FN a mO0.0 N—.NH N_.O- PN ON.¢ O0.0~ N OOOFTOOO— I NO.N ON.OF ON a OO0.0 N..N+ O0.0- FN mO.e Om.m~ N OOOPIOOOP mO.N ON.e_ PN m emm.O N_.NH m0.0- FN ON.¢ OO.mp N mmOFnNOOF Np.m Om.ep FN a OO0.0 NP.NH Om.O- PN ON.¢ OO.mP N NOOFIFOOP . ep.m No.e_ _N m ON0.0 NF.Nh O0.0- FN em.m Om.NP N FOOFnOOOF ON.m Fm.e_ _N m mem.O NP.NH N0.0- FN em.m Om.Np N ommpumnmp m=o_uspepm=O osucmspwccoz oepamv ROOSaOO a cam» commrumO wzpm>na O mzpm>up CO A mzmcm> Om 3: Omgocmcumm upemumo< mo .oz .ovpmc ap—Oummuucmuapm OOOOOchcmOOO can unmanocmcpmc cmozuma Omgmcowumpmmuu.sp.¢ «Fame 79 First, the frequency of the data for the college president’s perception of his/her institution being retrenched (2 respondents or 6.3%) and an increase in the undergraduate student-faculty ratio was less than the median. The second part of the logical deduction process tested whether the frequency was greater than two standard deviations of the mean with the use of the t-test. None of the t-test values were statistically significant at the .05 level for the relationship between retrenchment and undergraduate student- faculty ratio for the academic years 1979-1986, inclusive. Therefore, there was no statistically significant relationship between the college president’s perception of his/her institution being retrenched and an increase in the undergraduate student- faculty ratio. The hypothesis was retained. Hypothesis Z: There is no relationship between" the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic courses for nontraditional college-age students in order to generate more revenue. The data from Questions 29, 13, 14, and 15 were used to test this hypothesis. The respondents indicated in Question 29 whether they would classify their institution as retrenched. The respondents indicated in Question 13 whether their institution offered any undergraduate academic courses on a flexible schedule for nontraditional college students. If respondents answered Question 13 with a "yes" response, they were asked to complete Question 14, which asked them to list the undergraduate academic courses offered on a flexible schedule for nontraditional college- age students. In Question 15, the respondents were asked to list 80 the reasons why their institution offered undergraduate academic courses on a flexible schedule for nontraditional college-age students. Table 4.1 contains the findings on the respondents’ classification of whether their institution was retrenched. Table 4.18 contains the findings on whether an institution offered undergraduate academic courses on a flexible schedule for nontraditional college-age students. Table 4.18.--Undergraduate academic courses offered on a flexible schedule for nontraditional college-age students. No. of % of Response Respondents Respondents Yes 15 46.9 No 17 53.1 The hypothesis was tested using a two-part logical deduction process. Table 4.19 contains the findings about the relationship between the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic courses for nontraditional college-age students. 81 Table 4.19.--Re1ationship between retrenchment and undergraduate academic courses for nontraditional college-age students. Undergrad. Acad. Retrenched Nonretrenched Courses for Non- Institutions Institutions traditional College-Age Students Number Percent Number Percent Yes 2 6 3 9 28.1 No 0 0 0 12 37 5 Significant at the 0.4207 level Chi-square - 0.64822 with 1 df Critical value at alpha .05 - 3.84 First, the frequency of the data for the college president’s perception of his/her institution being retrenched (2 respondents or 6.3%) and the addition of undergraduate academic courses for nontraditional college-age students was less than the median. Second, the chi—square test was applied to this hypothesis. The chi-square test was not statistically significant at the .05 level. Therefore, there was no statistically significant relationship between the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic courses for nontraditional college-age students. 0f the respondents who classified their institution as retrenched, 3.1%. (1 respondent) indicated ‘that undergraduate academic courses for nontraditional college-age students had been added in order to generate more revenue. The hypothesis was retained. 82 In addition, nine respondents (28.1%) whose institutions experienced characteristics associated with retrenchment but did not classify their institutions as retrenched indicated they added undergraduate academic courses for nontraditional college-age students. The reasons these institutions. offered such academic courses included: “student needs" (6), "a schedule nontraditional students can follow" (3), "to increase nontraditional enrollment" (I), "to develop a sense of community among adult learners" (I), "to develop an understanding of and an appreciation for liberal arts education“ (1), ”to meet the special professional needs of area religious and health care institutions" (I), ”to meet the needs of registered nurses returning for course work" (I), and "to accommodate the working adults” (1). Those respondents who indicated that they offered undergraduate academic courses on a flexible schedule for nontraditional college- age students listed the following academic courses: Management, Computer, all undergraduate courses (5); Business Courses (2); most undergraduate courses (except Natural Science, Teacher Education, and laboratories) (I); Humanities, Science, and Human Condition (1); Humanities through the Arts (1); Health Science Management (1); Religious Studies (1); Human Ecology (1); Values in Pluralistic Society (1); Global Perspective (1); Sciences (1); Social Sciences (1); Humanities (I); and Nursing (1). One respondent noted, ”One third of the courses in our catalog are offered in this way on a rotation basis, and 100 courses a year" (1). 83 Hyppthesis d: There is no relationship between the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic programs for nontraditional college-age students in order to generate more revenue. The data from Questions 29, 16, 17, and 18 were used to test this hypothesis. The respondents indicated in Question 29 whether they would classify their institution as retrenched. The respondents indicated in Question 16 whether their institution started any undergraduate academic programs for nontraditional college-age students. If respondents answered Question 16 with a "yes" response, they were asked to complete Question 17, which asked them to list the undergraduate academic programs started for nontraditional college-age students. In Question 18, the respondents were asked to list the reasons why their institution started undergraduate academic programs for nontraditional college- age students. Table 4.1 contains the findings on the respondents’ classification of whether their institution was retrenched. Table 4.20 contains the findings of' whether an institution initiated undergraduate academic programs for nontraditional college-age students. A two-step logical deduction process was applied to the hypothesis listed above. Table 4.21 contains the findings about the relationship between the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic programs offered for nontraditional college-age students. —a ._.'- 84 Table 4.20.--Undergraduate academic programs initiated for non- traditional college-age students. No. of % of Response Respondents Respondents Yes 17 53.1 No 15 46.9 Table 4.21.--Re1ationship between retrenchment and undergraduate academic programs for nontraditional college-age students. Undergrad. Acad. Retrenched Nonretrenched Programs for Non- Institutions Institutions traditional College-Age Students Number Percent Number Percent Yes 2 6.3 11 34.4 No 0 0.0 10 31.3 Significant at the 0.5812 level Chi-square = 0.30435 with 1 df Critical value at alpha .05 = 3.84 First, the frequency of the data for the college president’s perception of his/her institution being retrenched (2 respondents or 6.3%) and the addition of undergraduate academic programs for nontraditional college-age students was less than the median. Second, the chi-square test was not statistically significant at the .05 level. Therefore, there was no statistically significant relationship between the college president’s perception of his/her 85 institution being retrenched and the addition of undergraduate academic programs for nontraditional college-age students. Of the respondents who indicated that their institutions experienced retrenchment, 3.1% (l respondent) indicated that undergraduate academic programs for nontraditional college-age students had been added in order to generate more revenue. The hypothesis was retained. In addition, 11 (34.4%) of the respondents whose institutions experienced characteristics associated with retrenchment but did not classify their institution as retrenched indicated that they added undergraduate academic programs for nontraditional college-age students. The reasons these institutions offered these academic programs included: ”to meet needs of area constituents in programs suited to their backgrounds, experience, and time schedule” (7); ”to meet nontraditional students’ interests and to increase nontraditional student enrollment” (6); "to meet goals of the institution" (2); "because such students represent a high proportion of' our enrollment" (1); "request of nursing students at local hospitals" (1); "available pool of students" (I); ”to retain and expand our market share of the nontraditional students in this urban area" (I); and "marketing and recruiting” (1). Those respondents who indicated that they offered undergraduate academic programs for nontraditional college-age students listed the following academic programs: 'Heekend College" (5), 'B.S.N. completion for R.N. nurses" (3), “Para-legal Training” (3), 86 “Management" (2), ”Human Resource Management” (2), "All undergraduate academic programs“ (2), ”Accounting" (2), ”Business Administration” (2), "Interdisciplinary Social Studies: (1), I'General Studies” (1), “Interdisciplinary' Humanities” (I), "Broadcast Communication” (1), IChemical Dependency Counseling” (1), “New College” (1), "Business” (1), "American Studies'I (1), "Social Hork" (1), "He don’t segregate nontraditional from traditional students“ (1), "Gerontological Studies” (1), “Management of Nursing Services" (1), "Liberal Arts” (1), "Science” (1), "Legal Administration" (1), ”Marketing" (1), "Health Services” (1), ”Public Administration" (1), and "certificate programs” (1). Hypothesis 2: There is no relationship between the college president’s perception of his/her institution being retrenched and the addition of nontraditional graduate academic programs in order to generate more revenue. The data from Questions 29, 19, 20, and 21 were used to test this hypothesis. The respondents indicated in Question 29 whether they would classify their institutions as retrenched. The respondents indicated in Question 19 whether their institution started any nontraditional graduate academic programs. If respondents answered Question 19 with a "yes" response, they were asked to complete Question 20, which asked them to list the nontraditional graduate academic programs started by their institution since 1980. In Question 21, the respondents were asked to list the reasons their institutions started nontraditional graduate academic programs. 87 Table 4.1 contains the findings on the respondents’ classification of whether their institution was retrenched. Table 4.22 contains the findings of' whether an institution initiated nontraditional graduate academic programs since 1980. Table 4.22.--Nontraditional graduate academic programs initiated since 1980. No. of % of Response Respondents Respondents Yes 18 56.3 No 14 43.8 This hypothesis was tested using a two-part logical deduction process. Table 4.23 contains the findings about the relationship between the college president’s perception of his/her institution being retrenched and the addition of nontraditional graduate academic programs. Table 4.23.--Relationship between retrenchment and nontraditional graduate academic programs. Retrenched Nonretrenched Nongraditional Institutions Institutions Graduate Aca- demic Programs Number Percent Number Percent Yes 2 6.3 14 43.8 No 0 0.0 7 21.9 Significant at the 0.8612 level Chi-square - 0.03056 with 1 df Critical value at alpha .05 - 3.84 88 The frequency of the data for the college president’s perception of his/her institution being retrenched (2 respondents or 6.3%) and the addition of nontraditional graduate academic programs was less than the median. Second, the chi-square test was not statistically significant at the .05 level. Therefore, there was no statistically significant relationship between the college president’s perception of his/her institution being retrenched and the addition of nontraditional graduate academic programs. Of the respondents who indicated that their institution experienced retrenchment, 3.1% (1 respondent) indicated that nontraditional graduate academic programs had been added in order to generate more revenue. The hypothesis was retained. In addition, 14 respondents (43.8%) whose institution experienced characteristics associated with retrenchment but did not classify their institution as retrenched indicated that they added nontraditional graduate academic programs. The reasons these institutions offered such graduate programs included: "to respond to the needs of local students" (11), "to strengthen the financial viability of the institution and to meet is goals and mission as an institution” (2), ”market of potential students” (2), ”to respond to the needs of the local church" (2), "requested by the Diocese" (2), ”to increase the number of qualified Math and Science teachers" (I), "need in the geographic area' (1), "government funding," and "serves in-service teachers” (1). 89 Those respondents who indicated that their institution offered nontraditional graduate academic programs listed the following graduate academic programs: 'M.B.A,' (2), 'M.T.S. (Masters of Theological Studies)” (2), 'M.A. in Management" (2), "Masters in Human Services" (2), 'M.S. in Education” (I), "MMA. in Education" (I), ”M.A. in Education: Specialty in Nonpublic School Administration" (1), 'M.A. in Human Resources" (1), 'M.A. in Liberal Studies" (1), “Masters in Religious Education " (1), ”Masters in Science Education" (1), "Masters in Math Education” (I), “M.A. in Psychology of Aging" (1), ”M.A. in Nursing" (1), "M.S. in Nursing" (1), "M.A. in Child Helfare" (I), ”M.S. in Human Development/Gerontology" (1), 'M.S. in Psychiatric/Mental Health Nursing" (1), "Masters of Human and Health Science Administration" (1), "Masters of Science in Telecommunication" (l), ”M.A. in Special Education" (1), and ”M.S. in Applied Science" (I). Hypothesis 10: There is no relationship between the college president’s perception of his/her institution being retrenched and the external environmental characteristics. The external environmental characteristics included the state and federal student financial aid, donation of private gifts, and FTE enrollment. These external environmental characteristics were individually tested to determine if there was a relationship between them and the college president’s perception of' whether his/her institution was retrenched. The data from Questions 29, 22, and 23 were used to test whether there was a relationship between the college president’s perception of his/her institution being retrenched and the 90 percentage of change in state student financial aid. The respondents indicated in Question 29 whether they would classify their institution as retrenched. The respondents indicated in Question 22 whether their institution received state student financial aid. If respondents answered Question 22 with a "yes" response, they were asked to complete Question 23 and to indicate the percentage of change their institution experienced in state student financial aid for the academic years 1979-1986, inclusive. Table 4.1 contains the findings on the respondents’ classification of whether their institution was retrenched. Thirty- one respondents (96.9%) indicated that their institution received state student financial aid. Only one respondent (3.1%) indicated that the institution did not receive state student financial aid. Table 4.24 contains the findings on the percentage of change in state student financial aid for the academic years 1979-1986, inclusive. Table 4.24.--Percentage of change in state student financial aid. No. of Mu SD Academic Year Respondents (Percent) (Percent) 1979-1980 17 -0.24 11.91 1980-1981 22 -4.17 13.97 1981-1982 24 -2.77 26.54 1982-1983 25 -0.82 9.72 1983-1984 27 4.99 26.88 1984-1985 26 9.98 17.83 1985-1986 27 0.52 13.81 1986-1987 26 7.52 15.34 91 A two-step logical deduction process was applied to the hypothesis. Table 4.25 contains the findings about the relationship between the college president’s perception of his/her institution being retrenched and the percentage of change in state student financial aid. . First, the frequency of the data for the college president’s perception of his/her institution being retrenched (2 respondents or 6.3%) and the external environmental characteristics was less than the median. The second part of the logical deduction process tested whether the frequency was greater than two standard deviations of the mean with the use of the t-test. None of the t-test values were statistically significant at the .05 level for the relationship between retrenchment and the percentage of change in state student financial aid for the academic years 1979-1986, inclusive. Therefore, there was no statistically significant relationship between the college president’s perception of his/her institution being retrenched and state student financial aid. The hypothesis was retained. The respondents who indicated that their institution had experienced retrenchment did not provide the data for the academic year 1984-1985. The hypothesis was retained. The data from Questions 29 and 24 were used to test whether there was a relationship between the college president’s perception of his/her institution being retrenched and the percentage of change in federal student financial aid. The respondents indicated in 92 .Omcmapmg mm; mwmoguoaa: one u m . .mapm> _muwpwco n O "thz NN.mp mN.N NF NO0.0 OP.NH N0.0- OP O0.0 ON.O F NmOpuOOOF Nm.eF mm.ou OP NO0.0 mp.Nn m—.O- NF O0.0 Om.N- P Ommpummmp OO.mp Om.NP OF OO0.0 OF.NH mm.mu OP O0.0 O0.0 N. mwmpuewmp pN.ON mn.m OF NON.O mp.Nh NN.O- Np O0.0 OO.P- P OOOFIOOOP FO.N m¢.Fu OP NO0.0 NF.NH O0.0- mp O0.0 O—.Pu _ mOOpuNOOP O0.0N O0.0 OP mm0.0 NP.NH O0.0- mp O0.0 OO.mu P NwmquOOP FO.NF OO.mu OF OON.O ON.NH ON.O- m— O0.0 O0.0- _ Pmmpuowmp OP.NF OO._n OF OF0.0 pm.Nh Nm.O- O O0.0 Om.O- F OOO~-ONOF mcovpzawumcm Aucmocmav Aucmocmmv Omcucmsumccoz cam» mzpc>na O mzpm>nu mu mzmcm> mo .oz .eea Paaoeacee pcmuaum mumum cw mmcmgo mo mOmOcmocmO on“ can ucmszocmcumc comzpma Owsmcowumpmmuu.mN.e «peep 93 Question 29 whether they would classify their institution as retrenched. The respondents indicated in Question 24 the percentage of change in federal student financial aid their institution experienced for the academic years 1979-1986, inclusive. Table 4.1 contains the findings on the respondents’ classification of whether their institution was retrenched. ‘Table 4.26 contains the findings on the percentage of change in federal state student financial aid for the academic years I979-1986, inclusive. Table 4.26.--Percentage of change in federal student financial aid. No. of Mu SD Academic Year Respondents (Percent) (Percent) 1979-1980 16 17.63 32.28 1980-1981 30 -5.88 14.84 1981-1982 32 -6.83 21.14 1982-1983 32 -3.14 16.50 1983-1984 32 3.25 15.14 1984-1985 32 -1.09 12.12 1985-1986 32 ' -0.71 9.81 1986-1987 32 -4.80 8.54 Table 4.27 contains the findings about the relationship between the college president’s perception of his/her institution being retrenched and the percentage of change in federal student financial aid. None of the t-test values were statistically significant at the .05 level for the relationship between retrenchment and percentage of change in federal student financial aid for the academic years 1979-1986, inclusive. Therefore, there was no 94 .OmcFaumc we: mFmoguoaas sz u m ._ .maFm> FMOFOFLO n O flOFOz em.m mF.e-. FN N OO0.0 NF.NH O0.0 FN FO.F OF.F- N NOOFTOOOF me.OF FF.F- FN m ONF.O NF.Nn mm.O- FN OO.F ON.m- N OOOanOOF mO.NF mO.N- FN m mm0.0 NF.NH O0.0- FN Om.N Fm.m- N mOOFuemmF mu.O em.N FN m OO0.0 NF.NH O0.0- FN ee.m mm.N- N OOOFIOOOF Fm.OF FN.eu FN m OF0.0 NF.Nn mN.O FN NN.F Om.F- N mOOFuNOOF FN.ON OF.O- FN m FO0.0 NF.NH F0.0- FN ON.N mO.m- N NOOFuFOOF OO.NF N0.0- OF N NO0.0 OF.NH N0.0- OF mm.N O0.0- N FOOFuome ON.Om Fm.OF FF a eOm.O NN.NH O0.0- OF O0.0 Om.Nu F OOOFumFOF mcoFuaqumcF chmogmmv choucmav Omcucmcawccoz cmo> :oFmFumO mOFm>ua O msFm>np FO mzmgw> Om Oz Omgocmcumm qumOmu< mo .02 .uFa ,aFucacFF acousum chmcmm :F manage Fo mOmucmucmO oz» Ocm Ocmssucmsuwc comzuma OFgmcoFOmmeuu.NN.e mFOOF 95 statistically significant relationship between the college president’s perception of his/her institution being retrenched and federal student financial aid for those academic years. The hypothesis was retained. The data from Questions 29 and 25 were used to test whether there was a relationship between the college president’s perception of his/her institution being retrenched and the percentage of change in donation of private gifts. The respondents indicated in Question 29 whether they would classify their institution as retrenched. The respondents indicated in Question 25 the percentage of change their institution experienced in the donation of private gifts for the academic years 1979-1986, inclusive. Table 4.1 contains the findings on the respondents’ classification of whether their institution was retrenched. ‘Table 4.28 contains the findings on the percentage of change in donation of private gifts for the academic years 1979-1986, inclusive. Table 4.28.--Percentage of change in donation of private gifts. No. of Mu SD Academic Year Respondents (Percent) (Percent) 1979-1980 19 -4.59 20.17 1980-1981 29 -3.13 18.32 1981-1982 31 -O.82 26.88 1982-1983 32 8.20 29.48 1983-1984 32 -2.53 23.55 1984-1985 32 -0.95 24.81 1985-1986 32 6.77 19.44 1986-1987 32 3.37 28.25 96 Table 4.29 contains the findings about the relationship between the college president’s perception of' his/her institution being retrenched and the percentage of change in donation of private gifts. None of the t-test values were statistically significant at the .05 level for the relationship between retrenchment and the percentage of change in donation of private gifts for the academic years 1979-1986, inclusive. Therefore, there was no statistically significant relationship between the college president’s perception of his/her institution being retrenched and the donation of private gifts. The hypothesis was retained. The data from Questions 29 and 26 were used to test whether there was a relationship between the college president’s perception of his/her institution being retrenched and the percentage of change the institution experienced in FTE enrollment. The respondents indicated in Question 29 whether they would classify their institution as retrenched. The respondents indicated in Question 26 the percentage of change their institution experienced in FTE enrollment for the academic years 1979-1986, inclusive. Table 4.1 contains the findings on the respondents’ classification of whether their institution was retrenched. Table 4.30 contains the findings on the percentage~ of' change in FTE enrollment for the academic years 1979-1986, inclusive. 97 .OmcFOOmc mm: mFmOOOOOAc msF u N .maFm> FOOFFFLO n O ”mFoz NO.Fm Nm.m FN m Nm0.0 NF.NH O0.0- FN OF.O mm.F N FOOFIOOOF OO.FF Fm.m FN m ON0.0 NF.NH O0.0- FN ON.N ON.O- N OOOFumOOF NO.mN mm.O FN m NN0.0 NF.NH OF.O- FN Nm.m Om.F- N mOOFuOOOF mO.NN mn.m- FN a OF0.0 NF.NH OF.O FN OF.O mn.F- N OOOFumOOF O0.0N OO.NF FN m mmm.O NF.NH N0.0- FN Om.e NN.O N mOOFuNOOF OO.NN O0.0 FN m OON.O NF.NH Om.Ou FN O¢.N ON.m- N NOOFTFOOF Fe.FN O0.0 ON a Omm.O mF.Nh mm.O- ON ON.N O0.0- N FOOFuOOOF Om.ON mF.F- mF m OFN.O OF.NH Om.O- OF O0.0 O¢.N- F OOOFIONOF mcoFOOOFOmOF chmucmmv Fucmocmav cococmcpoccoz me> :oFmFumO mOFm>1O O mOFm>TF FO msmcm> om Oz Omsocmcumm oFsmOmo< Fo .oz 5:3 mpm>FcO mo :oFumcou :F mmcmso Fo mmmpcmogma mzu Ocm acmszocmcumc comzuma OFgmcoFOmFomun.ON.¢ mFOmF 98 Table 4.30.--Percentage of change in FTE enrollment. No. of Mu SD Academic Year Respondents (Percent) (Percent) 1979-1980 30 5.06 13.99 1980-1981 32 1.81. 6.41 1981-1982 32 4.27 11.39 1982-1983 32 -0.06 6.58 1983-1984 32 3.14 5.31 1984-1985 32 1.15 4.24 1985-1986 31 0.84 7.07 1986-1987 31 0.63 4.00 Table 4.31 contains the findings about the relationship between the college president’s perception of his/her institution being retrenched and the percentage of change in FTE enrollment. None of the t-test values were statistically significant at the .05 level for the relationship between retrenchment and the percentage of change in FTE enrollment for the academic years 1979-1986, inclusive. Therefore, there was no statistically significant relationship between the college president’s perception of his/her institution being retrenched and FTE enrollment for those academic years. The hypothesis was retained. The finding concerning Hypothesis 10 was that no statistically significant relationship was found between the college president’s perception of his/her institution being retrenched and the external environmental characteristics. The hypothesis was retained. 99 .Omchumc we: «meguoaxc «5F u m .asFa> FauFSFLO n O ”OFOz NF.m mm.c ON a eFm.O mF.Nn O0.0- ON em.m Om.F- N FOOanmmF OF.O O0.0 ON a Om0.0 mF.NH me.Ou ON ON.¢ OO.N- N OOOF-mOOF Nm.e mN.F FN m OOm.O NF.NH N0.0- FN mO.N OO.F- N mOOFneme Oe.¢ OF.N FN a NON.O NF.Nn OF.F- FN O0.0 OO.F- N «OOFIOOOF ON.m OO.Fu FN x NO0.0 NF.NH O0.0 FN OF.N m0.0 N mOOFuNOOF OF.OF OO.m FN m OO0.0 NF.NH O0.0 FN ON.O me.m N NOOFuFOOF OF.O mm.O FN m FON.O NF.NH Om.F FN F0.0F Om.O N FOOF-OOOF mN.OF Ow.m OF a OO0.0 OF.NH F0.0 OF O0.0 mO.F N OOOFuman aconspFOmcH Fucoucwav chwogmav Omsucmcumccoz LOOF :oFmFumO maFm>ua O maFm>-O FO mamco> om :2 Owgucmguwm quoumu< mo .oz .ucmEFFoccm OFO OF mmcmgo mo mmmucmucmg ms» Ocm ucwEOOOOLOOL cmmzumn OchcoFOmmeiu.Fm.¢ mFOmF 100 W a'or ' i This chapter contained an analysis of the data from the study. Thirty-two completed and usable responses (54.0% of the population) were included in the study. A return rate of 54.0% resulted because the respondent from an institution might not have had all the necessary information available for responding to the instrument. Furthermore, the respondent may have had to circulate the instrument to other (appropriate) individual(s) for completion. This process, therefore, could have resulted in the instrument’s not being completed and returned to the investigator. The respondents were not evenly distributed between admittedly retrenched (2 respondents or 6.3%) and 21 respondents (65.6%) who indicated their institution experienced the characteristics associated with retrenchment but did not classify their institution as retrenched (nonretrenched institutions). There was no statistically significant relationship between a college president’s perception of his/her institution being retrenched and the institutional size with an FTE enrollment between 1,000 and 2,500 students. The hypothesis was retained. Since institutions that experienced retrenchment were not in the other two categories for FTE enrollment-~between 1,501-2,000 and 2,001-2,500 students--the findings for ‘this portion of the hypothesis were inconclusive. The hypothesis was retained. 101 There was no statistically significant relationship between the college presidents’ perceptions of their institutions being retrenched and those institutions being coeducational. The hypothesis was retained. Because institutions that experienced retrenchment were not in the other two categories for the composition of the student body at an institution-~either all female or all male--the findings in this portion of the hypothesis were inconclusive. The hypothesis was retained. The respondents who indicated that their institution had experienced retrenchment did not complete the question on the percentage of change the institution experienced in the total undergraduate academic program (excluding salaries). Therefore, the findings for this hypothesis were inconclusive. There was no sufficient evidence indicating these institutions eliminated undergraduate academic programs as a result of a shift in or reduction of financial resources. The hypothesis was retained. Respondents who indicated that their institution had experienced retrenchment did not complete the question on the percentage of change the institution experienced in the total undergraduate academic program budget (excluding salaries). Therefore, the findings of this hypothesis were inconclusive. 0f the respondents who indicated that their institution experienced retrenchment, 3.1% (1 respondent) indicated that the institution eliminated undergraduate academic programs as a result of a shift in or reduction bf financial resources. The hypothesis was retained. 102 The findings of the study revealed a statistically significant relationship between the college president’s perception of his/her institution being retrenched and a decrease in the percentage of full-time undergraduate teaching faculty for the academic year 1980- I981. The hypothesis was not retained for the 1980-1981 academic year. For the other academic years there was no statistically significant relationship between retrenchment and a decrease in the percentage of full-time undergraduate teaching faculty while the percentage of part-time undergraduate teaching faculty increased. The hypothesis was retained for the following academic years: 1979- 1980 and 1981-1986, inclusive. There was no statistically significant relationship between the college president’s perception of his/her institution being retrenched and undergraduate student-faculty ratio for the academic years 1979-1986, inclusive. The hypothesis was retained. There was no statistically significant relationship between the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic courses for nontraditional college-age students. Of the respondents who indicated that their institution experienced retrenchment, 3.1% (1 respondent) indicated that undergraduate academic courses for nontraditional college-age students were added in order to generate more revenue. The hypothesis was retained. Again, there was no statistically significant relationship between the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic programs 103 for nontraditional college-age students. Of the respondents who indicated that their institution experienced retrenchment, 3.1% (1 respondent) indicated that undergraduate academic programs for nontraditional college-age students were added in order to generate more revenue. The hypothesis was retained. No statistically significant relationship was found between the college president’s perception of his/her institution being retrenched and the addition of nontraditional graduate academic programs. Of the respondents who indicated that their institution experienced retrenchment, 3.1% (1 respondent) indicated that nontraditional graduate academic programs were added in order to generate more revenue. The hypothesis was retained. There was no statistically significant relationship between retrenchment and the external environmental characteristics. The external environmental characteristics tested included state and federal student financial aid, donation of private gifts, and FTE enrollment for the academic years 1979-1986, inclusive. The hypothesis was retained. Additionel Fipdihgs The following additional findings are based on the 32 completed and usable responses (54.0% of the population) from presidents at small, Catholic, liberal arts colleges. Based on the tabulation of percentages of responses, it appears that there were some general trends. The data indicated a clear tend (28 respondents or 87.5%) that these institutions did not 104 delete undergraduate academic courses and/or programs (24 respondents or 75.0%) as a result of a shift in or reduction of financial resources. The data did not clearly indicate a trend in these institutions concerning the offering of undergraduate academic courses on a flexible schedule for nontraditional college-age students since 1980. Fifteen institutions (46.9%) offered undergraduate academic courses on a flexible schedule for nontraditional college-age students since 1980. The reasons why these institutions offered such academic courses varied from meeting the needs of nontraditional college-age students, to two of the respondents (6.3%) indicating that these academic courses were offered for financial reasons. Even though there was not a cflear trend concerning the initiation of undergraduate academic programs for nontraditional college-age students, 53.1% (17 respondents) of the institutions did offer academic programs for these students. Similar reasons were given by respondents Iwhy their institution initiated these new academic programs with the exception of a few respondents who indicated such programs were established to increase enrollment. The data indicated that 56.3% (18) of the respondents said that their institution had initiated nontraditional graduate academic programs since 1980. These academic programs included master’s degree programs in business, health fields, education, and theology. The institutions added these academic programs for a variety of 105 reasons. Many of the reasons given were to respond to the needs of the students, the local church, and the geographic area. Some of the respondents indicated that these academic programs were added to increase their market in order to recruit more students to the institution and for financial reasons. The major characteristics identified by the respondents as contributing to a need for retrenchment at an institution included declining enrollment (30 respondents or 93.8%), decrease in federal student financial aid (23 respondents or 71.9%), decrease in state student financial aid (22 respondents or 68.8%), increase in student-faculty ratio (17 respondents or 53.1%), and a decrease in funding for academic programs (15 respondents or 46.9%). The data clearly indicated (23 respondents or 65.6%) that these institutions had experienced some of the characteristics associated with retrenchment. Only nine respondents (28.1%) indicated that their institution had not experienced any of the characteristics they indicated were associated with retrenchment. Of those respondents who indicated that their institution had experienced some of the characteristics associated with retrenchment, only 6.3% (2 respondents) indicated that they would classify their institution as retrenched. The other 21 respondents (65.6%) gave various reasons why they would not classify their institution as retrenched, such as: "Financial aid decline offset by increased revenues.” ”Not all of the characteristics listed under Question 27 necessarily ’contribute to a need of retrenchment.’ An increase in the use of part-time faculty members, 106 for example, may have occurred as the result of an institution’s effort to provide students with greater exposure to a larger variety of faculty members with different experiences rather than an action necessitated by retrenchment." 'Reallocation of resources to meet current student population." 'He have not experienced any significant enrollment decline nor financial difficulties-«and no retrenchment.” ”A tighter control has been put on departmental budgets, but new adult programming looks positive and a large capital fund drive is currently successful (new buildings and complete renovations). In other words, some areas tightened, others expanded. General upbeat on campus.” "He have been able to maintain funding, enrollment, and student-faculty ratio." "Respond to: changing student needs.” ”Enrollment now higher than ever before; sound fiscal management, tremendously assisted by a 5 year, 2 million plus Title III grant." ”Preventive." "Changes in student demand for certain courses and programs." ”Better use of available institutional resources to meet needs of current student populations." "The institution developed various graduate programs to ensure financial viability. The characteristics listed under Question 27 had a short-term financial effect on the institution.” "Minimally effected by' external environment." "Anticipated and planned for reduction of student enrollment, requiring a judicious application of enrollment management techniques." "He planned effectively to meet the needs of our clientele." "In specific programs (e.g., Social Hork) decreased enrollment caused faculty .fif‘"! 107 decline (by attrition). Overall, the institution has not significantly retrenched.’I 'The college has maintained its ability to continue offering its academic education because of: (I) commitment, and (2) astute financial and academic management." ”There seems to be an assumption or premise that the response to declining demographics will/is/has been retrenchment. That assumption, if that is the case, is not necessarily valid--unless one assumes that Catholic colleges are static. Dynamic change, appropriately tailored to the mission, is possible and, in my mind, desirable. That change can be negative-~i.e., ’retrenchment’ but it certainly need not be.” "Adjustment was made for individual factors in planning process." "Recognizing potential impact (retrenchment) of these changes, the college has implemented a proactive forecasting, planning, and budgeting cycle.” ”He would view it as an adjustment to a changing need. He would try marketing approaches and/or different programs to offset the problem." ”The college is located in one of the fastest growing counties in the state." "The only retrenchment characteristic that applies to our college is a decrease in Federal Student Financial Aid.” ”The only characteristic listed that matched our college is an increase in student-faculty ratio--done by design." IMO. ”3‘31 CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS n duc ' n Higher education is in a period of declining resources due to reductions in enrollment, state and federal student financial aid, and private sources of funding. Hith fewer students attending colleges and universities, income generated from tuition also has been reduced. Hhile lower enrollments were foreseen for public and private institutions of higher education, the projected enrollment decline was exacerbated for the small, Catholic, liberal arts college (Centra, 1980). In addition to fewer tuition dollars being available because of the enrollment decline, a growing federal budget deficit and legislative attempts to curb the deficit through the Gramm-Rudman- Hollings law forced further cutbacks in the appropriations to higher education ("Details of House and Senate Measures,” 1986). Even with budget constraints, federal spending on higher education increased slightly, but did not keep up with inflation. In addition, there was limited financial assistance from states to small,.Catholic, liberal arts colleges. Higher education has responded to these shrinking resources by reducing programs, personnel, and expenses through a process called retrenchment (Deutsch, 1983). Although the danger existed that 108 flinEEEEfm 109 retrenchment could result in the loss of quality programs, it was essential in terms of institutional survival that quality be maintained for those programs retained by small, Catholic, liberal arts colleges (Conrad & Pratt, 1985). The small, Catholic, liberal arts college has become more dependent than before on tuition and private funds (Howe, 1979). The major issue for small, Catholic, liberal arts colleges is to preserve what has made them unique, different, competitive, and selective. Institutions that do not maintain these qualities are more vulnerable to external environmental conditions and face the possibility of extinction (Hammond, 1984). Summary cf the Study The investigator sought to determine the perceptions of college presidents concerning the extent of change in academic programs as a result 'of retrenchment at their small, Catholic, liberal arts colleges. In assessing that change, the investigator focused on perceptions about retrenchment. Factual data were collected on institutional size, composition of the student population, budget allocations for undergraduate academic programs, full-time and part- time undergraduate teaching faculty, undergraduate student-faculty ratio, undergraduate academic courses and/or programs developed for the purpose of reaching the nontraditional college-age students, nontraditional graduate academic programs, state and federal student financial aid, donation of private gifts, and FTE enrollment figures (Astin, 1982; Astin & Solomon, 1981). 110 An introduction to and overview of the study was provided in Chapter I. Included in the chapter were the definitions of the problem, statement of purpose, and supporting comments about the need for the study. The design of the study was outlined, limitations and assumptions of the study were defined, research questions were presented, and hypotheses were tested. The second chapter contained a review of the literature relevant to the purpose of the study. Included was selected literature on the external environment affecting higher education; retrenchment; various measures of quality in higher education; small, Catholic, liberal arts colleges; and change in academic programs as a result of retrenchment at small, Catholic, liberal arts colleges. The literature pertinent to the external environment affecting higher education included enrollment decline and shrinking resources for higher education. The literature on resources included information on tuition, state and federal student financial aid, competition for private gifts, and endowments. The literature on retrenchment presented the options available to institutions in order to respond appropriately to their external environment. Another section of the literature review contained a discussion of the various measures of quality in higher education. The dilemma presented was that quality in higher education is difficult to define and measure. An important part of the literature review dealt with the small, Catholic, liberal arts college--the role of these institutions and how their size and selectivity are both an asset and a deficit during‘ adverse conditions present in the $33 111 external environment. The final section incorporated the essential literature about change in academic programs as a result of retrenchment in small, Catholic, liberal arts colleges. This section presented the concern that quality could be lost as a result of retrenchment. A thorough description of the research methodology and the design of the study was presented in Chapter III. The research design included collection of data through the administration of a written questionnaire. The population of institutions included 59 small, four-year, bachelor’s-degree-granting, Catholic, liberal arts colleges in the United States with a head count between 1,000 and 2,500 students. The respondents were those administrators who held positions at the executive level, namely the position of president/chief executive officer. The instrument was developed, pilot tested, and mailed to the defined population. Approximately one month later, a follow-up letter was sent to nonrespondents. Of the 59 questionnaires mailed, 42 responses were received (71.1% of the population). Thirty-two completed and usable instruments were completed and returned (54.0% of the population). Chapter IV included the tabulated data collected from the questionnaires and an analysis of 'the data for the purpose of hypothesis testing through the logical deduction process. Data were tabulated using the SPSS-x Advanced Statistics Guide (Norusis, 1985) subprogram Frequencies. The hypotheses were tested by logical 112 deduction from the results of descriptive information and using the subprogram Crosstabulation, chi-square, or t-test. To determine whether the distribution of frequencies in a crosstabulation of two variables differed significantly from that expected by chance, the chi-square test was performed on the nominal and ordinal data. A t- test was applied to interval data to determine whether there was a significant difference between retrenched and nonretrenched institutions. Chapter V contains the findings, conclusions drawn from the findings, and implications and recommendations based on the research findings. This chapter also includes speculations on retrenchment and suggested areas for future research. Findings Major Findings The findings of this study are discussed below under the specific hypothesis to which they pertain. Hypothesis 1: There is no relationship between the college president’s perception of his/her institution being retrenched and institutional size. The survey instrument. designed for ‘this study included two items that requested the respondents to indicate (a) whether they would classify their institution as retrenched and (b) the institutional size. The findings indicated that the size of an institution, with a FTE enrollment between 1,000 and 1,500 students, did not make a difference whether the institution was retrenched (Table 4.3). The hypothesis was retained. Because institutions 113 that experienced retrenchment were not in the other two categories of FTE enrollment--between 1,501-2,000 and 2,001-2,500 students--the findings for this portion of the hypothesis were inconclusive. The hypothesis was retained. Hypothesis 2: There is no relationship between the college president’s perception of his/her institution being retrenched and the composition of the student body at an institution. The survey instrument included two items that requested the respondents to indicate (a) whether they would classify their institution as retrenched and (b) the composition of the student body at their institution. The findings indicated that the composition of the student body at a coeducational institution did not make a difference in whether the institution was retrenched (Table 4.5). ‘The hypothesis was retained. Because institutions that experienced retrenchment were not in the other two categories for the composition of the student body at an institution--either all female or all male-~the findings for this portion of the hypothesis were inconclusive. The hypothesis was retained. Hypothesis 3: There is no relationship between the college president’s perception of his/her institution being retrenched and a reduction in the total undergraduate academic program budget, which, in turn, will result in the elimination of some undergraduate academic courses. A. number of items included in the survey instrument were designed to elicit information to test this hypothesis. The respondents who indicated that their institution had experienced retrenchment did not complete the question on the percentage of change their institution experienced in the total undergraduate academic program budget (excluding salaries). Therefore, the 114 findings were inconclusive (Table 4.8). The hypothesis was retained. However, two respondents (6.3%) who indicated that their institution experienced characteristics associated with retrenchment indicated that their institution eliminated undergraduate academic courses as a result of a shift in or reduction of financial resources. Hypothesis 4: There is no relationship between the college president’s perception of his/her institution being retrenched and a reduction in the total undergraduate academic program budget, which, in turn, will result in the elimination of some undergraduate academic programs. A. number of items included in the survey instrument were designed to elicit information to test this hypothesis. The respondents who indicated that their institution had experienced retrenchment did not complete the question on the percentage of change their institution experienced in the total undergraduate academic program budget (excluding salaries). Therefore, the findings were inconclusive (Table 4.8). Of the respondents who indicated that their institution experienced retrenchment, 3.1% (1 respondent) indicated that the institution eliminated undergraduate academic programs as a result of a shift in or reduction of financial resources. The hypothesis was retained. In addition, 15.6% (5 respondents) who indicated that their institution experienced characteristics associated with retrenchment indicated that their institution eliminated undergraduate academic programs as a result of a shift in or reduction of financial resources. 115 Hypothesis 5: There is no relationship between the college president’s perception of his/her institution being retrenched and a decrease in the percentage of full-time undergraduate teaching faculty while increasing the percentage of part-time undergraduate teaching faculty. The survey instrument included three items in which respondents were asked to indicate (a) whether they would classify their institution as retrenched, (b) the percentage of their total undergraduate teaching faculty who were employed full-time, and (c) the percentage of their total undergraduate teaching faculty who were employed part time at their institution. The findings indicated that there was a statistically significant relationship between retrenchment and a decrease in the percentage of full-time undergraduate teaching faculty (Table 4.14) while the percentage of part-time undergraduate teaching faculty increased (Table 4.15) for the 1980-1981 academic year. The hypothesis was not retained. The findings for the other academic years indicated no statistically significant relationship between retrenchment and a decrease in the percentage of full-time undergraduate teaching faculty while the percentage of part-time undergraduate teaching faculty increased. The hypothesis was retained for these academic years. Hypothesis Q: There is no relationship between the college president’s perception of his/her institution being retrenched and an increase in the undergraduate student-faculty ratio. The survey instrument included two items that requested the respondents to indicate (a) whether they would classify their institution as retrenched and (b) the undergraduate student-faculty ratio. The findings indicated that if there was an increase in the undergraduate student-faculty ratio, it did not necessarily infer c-aa— -. a... f! 4 - 'c..-:-._ _ . 116 that it was because the institution experienced retrenchment (Table 4.17). The hypothesis was retained. Hypothesis Z: There is no relationship between the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic courses for nontraditional college-age students in order to generate more revenue. A. number of items included in the survey instrument were designed to elicit information to test this hypothesis. The findings indicated that an institution did not necessarily offer undergraduate academic courses for nontraditional college-age students because the institution was retrenched (Table 4.20). Furthermore, of those respondents who indicated that their institution experienced retrenchment, 3.1% (l respondent) indicated that undergraduate academic courses for nontraditional college-age students were added in order to generate more revenue. The hypothesis was retained. Hypothesis S: There is no relationship between the college president’s perception of his/her institution being retrenched and the addition of undergraduate academic programs far nontraditional college-age students in order to generate more revenue. . A number of items included in the survey instrument were designed to elicit information to test this hypothesis. The findings indicated that an institution did not offer undergraduate academic programs for nontraditional college-age students because the institution was retrenched. Furthermore, of those respondents who indicated that their institution experienced retrenchment, 3.1% (1 respondent) indicated that undergraduate academic programs for F“ 117 nontraditional college-age students had been added in order to generate more revenue. The hypothesis was retained. H o i : There is no relationship between the college president’s perception of his/her institution being retrenched and the addition of nontraditional graduate academic programs in order to generate more revenue. A. number of items included in the survey instrument were designed to elicit information to test this hypothesis. The findings indicated that an institution did not add nontraditional graduate academic programs because the institution was retrenched (Table 4.23). Furthermore, of those respondents who indicated that their institution experienced retrenchment, 3.1% (1 respondent) indicated that nontraditional graduate academic programs were added in order to generate more revenue. The hypothesis was retained. Hypothesis IQ: There is no relationship between the college president’s perception of his/her institution being retrenched and the external environmental characteristics. ' The external environmental characteristics included state and federal student financial aid, donation of private gifts, and FTE enrollment. These external environmental characteristics were tested individually to determine whether there was a relationship between the college president’s perception of whether his/her institution was retrenched and the external environmental characteristics. The survey instrument included two items in which respondents were asked to indicate (a) whether they would classify their institution as retrenched and (b) state student financial aid. The findings indicated that a decrease in state student financial aid 118 did not make a difference whether an institution was retrenched (Table 4.25). The hypothesis was retained. The survey instrument included two items in which respondents were asked to indicate (a) whether they would classify their institution as retrenched and (b) federal student financial aid. The findings indicated that a decrease in federal student financial aid did not make a difference in whether an institution was retrenched (Table 4.27). The hypothesis was retained. The survey instrument included two items in which respondents were requested to indicate (a) whether they would classify their institution as retrenched and (b) donation of private gifts. The findings indicated that a decrease in the donation of private gifts did not make a difference in whether the institution was retrenched (Table 4.29). The hypothesis was retained. The survey instrument included two items in which respondents were asked to indicate (a) whether they would classify their institution as retrenched and (b) FTE enrollment. The findings indicated that a decrease in the FTE enrollment did not make a difference in whether the institution was retrenched (Table 4.31). The hypothesis was retained. The findings concerning Hypothesis 10 indicated that none of the external environmental characteristics made a difference in whether the institution was retrenched. ‘The hypothesis was retained. 119 Addi Findin s The additional findings are based on 32 completed and usable responses (54.0%. of the population) from presidents at small, Catholic, liberal arts colleges. Twenty-eight college presidents (87.5%) indicated that their institution did not. delete undergraduate academic courses as a result of a shift in or reduction of financial resources. Twenty- four college presidents (75.0%) indicated that their institution did not delete undergraduate academic programs as a result of a shift in or reduction of financial resources. Fifteen college presidents (46.9%) indicated that their institution had offered undergraduate academic courses on a flexible schedule for nontraditional college-age students since 1980. The reasons these institutions offered such undergraduate academic courses varied from meeting the needs of nontraditional college-age students, to two of the respondents (6.3%) who indicated that these undergraduate academic courses were offered for financial reasons. Seventeen college presidents (53.1%) indicated that their institution offered undergraduate academic programs for nontraditional college-age students. Similar reasons to those listed above were given by respondents concerning why their institution initiated 'these new undergraduate academic programs, with the exception of a small number of respondents (6 respondents or 18.8%) who indicated that these programs were established to increase enrollment. rs: [JEEETTT 120 Of the 18 college presidents (56.3%) who indicated that their institution had initiated nontraditional graduate academic programs since 1980, only a small percentage (6.3% or 2 respondents) of these administrators indicated that their institutions added these nontraditional graduate academic programs in order to generate more revenue. College presidents identified the following major characteristics that contributed to a need for retrenchment at an institution: declining enrollment (30 respondents or 93.8%), decrease in federal student financial aid (23 respondents or 71.9%), decrease in state student financial aid (22 respondents or 68.8%), increase in the student-faculty ratio (17 respondents or 53.1%), and a decrease in funding for academic programs (15 respondents or 46.9%). Twenty—three college presidents (71.9%) indicated that their institution had experienced some of the characteristics associated with retrenchment. Of those, only 6.3% (2 respondents) indicated that they would classify their institution as retrenched. Conclusjphs In correspondence with the definition of a perceived retrenched institution, the following conclusions can be drawn from the findings of this study and applied to small, Catholic, liberal arts colleges with an enrollment between 1,000 and 2,500 students. 1. The findings of the study indicated that there was a sta— tistical significance between retrenchment and a decrease in the nuns-_- u 121 percentage of full-time undergraduate teaching faculty while there was a corresponding increase in the percentage of part-time undergraduate teaching faculty for the 1980-1981 academic year. Therefore, it can be concluded that there will be a change(s) in academic programs as a result of retrenchment through a decrease in full-time undergraduate teaching faculty and possibly a corresponding increase in part-time undergraduate teaching faculty. 2. The findings of this study concerning the external environ- mental characteristics indicated that if an institution experienced a decrease in state and federal student financial aid, donation of private gifts, and FTE enrollment, it did not necessarily mean that the institution was retrenched. Therefore, if an institution experiences these external environmental characteristics, it does not necessarily mean that the institution is retrenched. 3. An additional conclusion from the findings of this study is that most of the institutions in this study experienced some of the characteristics associated with retrenchment, but respondents from only 2 of 32 institutions responded that they actually experienced retrenchment since 1980. Therefore, it can be concluded that small, Catholic, liberal arts colleges with a head count enrollment between 1,000 and 2,500 students will experience some of the characteristics associated with retrenchment, but only a very small number of institutions actually will experience retrenchment as perceived by their chief executive officers. ‘EEE?_V’H"‘-' I 122 Implications sud Becpmmendatiehs Institutional responses to financial constraints follow a four- step progression. The third step of the institutional response to financial constraint occurs when faculty adjustments are made (Kacmarczyk, 1984). Considering Kacmarczyk’s observation, this could explain why the findings of this study indicated that there was a relationship between retrenchment and a decrease in the percentage of full-time undergraduate teaching faculty while the percentage of part-time undergraduate teaching faculty increased for the 1980-1981 academic year. Therefore, it follows that the response of small, Catholic, liberal arts colleges to financial constraint will result in a decrease in full-time undergraduate teaching faculty while there will be a corresponding increase in part-time undergraduate teaching faculty. If one accepts the argument that with a decline in births, the market of potential students--usually between 18 and 22 years of age--is decreasing and is expected to continue to decrease into the mid 19905 (Petrovich, 1984), then small, Catholic, liberal arts colleges, which are dependent on tuition, need to expand their market potential, not necessarily because of retrenchment, but in order to maintain their current FTE enrollment. This strategy for market expansion was evident among a number of institutions in this study, which added undergraduate academic courses and/or programs for nontraditional college-age students and nontraditional graduate academic programs. 123 It. was Lasserted in the literature that state and federal student financial aid would decline and donations of private gifts would increase, but would not be able to compensate for the overall cutbacks in governmental support to higher education. Competition among institutions of higher education will intensify for the meager revenues that will be available from governmental and private sources (Kacmarczyk, 1984). In addition, the traditional college- aged population will continue to decline at least until the mid- 19905 (Petrovich, 1984). If one accepts the above statements as reasonably accurate, an interpretation of these findings may be that some of the institutions in this study did experience one or more of the external characteristics associated with retrenchment. Respondents from these institutions, however, indicated that their colleges were able to counteract the effects of these characteristics on their institutions by' effective planning and adapting to the market of potential students. Therefore, college presidents of small, Catholic, liberal arts colleges will need to develop an effective marketing strategy to attract potential students in order to counteract the effects of the external environmental characteristics on their institutions. An institution’s response to retrenchment depends on the severity of the situation. Institutional responses to financial constraints has a four- step progression. First, the organization seeks to relieve immediate stress by across-the-board reductions. Second, progranmatic changes that have little impact on faculty are made. Third, as the anancial crisis deepens, faculty adjustments are finally instituted. For example, as full-time faculty members retire an institution may replace these 124 positions with part-time faculty members. And finally, only I when the crisis assumes significant proportions are faculty adjustments (lay-offs, early retirements, etc.) actively made. (Kacmarczyk, 1984, p. 32) If one accepts the preceding statement as reasonably accurate, then this may explain why the findings of this study indicated that most college presidents of small, Catholic, liberal arts colleges stated that their institution was not retrenched, even though the institution had experienced some of the characteristics associated with retrenchment. Therefore, an implication of this study for presidents of small, Catholic, liberal arts colleges is to determine the severity of the retrenchment on their institution and then decide how to respond effectively. The substance of the recommendations of this study can be refined into the following two statements. 1. Some of the executive-level college administrators respond- ing to the study questionnaire indicated that small, Catholic, liberal arts colleges are not static. These administrators stated that their institution had responded successfully to the changing needs of society, which has been a basic characteristic of the small, Catholic, liberal arts college. Hhile more and more of these institutions have been improving their data base, the findings of this study indicated that many of these institutions had insufficient data to complete all the items on undergraduate academic program budget, state and federal student financial aid, and donation of private gifts. Thus, this investigator recommends that all of these institutions improve their data base for 125 undergraduate academic program budget, state and federal student financial aid, and donation of private gifts so these college administrators can make better informed decisions about the future direction of their institution. 2. Some of the college presidents in this study stated that their institution had responded to the decline in traditional college-age students by adding undergraduate academic courses and/or programs for nontraditional college-age students and nontraditional graduate academic programs in order to expand the market potential and meet the needs of these students. Therefore, presidents of small, Catholic, liberal arts colleges should diversify their undergraduate academic courses and/or programs for nontraditional college-age students and nontraditional graduate academic programs' in order to expand the market of potential students. Speculatipps Although most of the respondents indicated that their institution had experienced some of the characteristics associated with retrenchment, the majority of these same respondents still did not classify their institutions as retrenched. Some of the reasons for this discrepancy may include the following: (a) few college presidents want to admit that their institution is retrenched, (b) the institution did not experience retrenchment as the respondent defined it, (c) the institution’s experience of retrenchment was temporary, (d) the institution was able to counteract the effects of the external environmental characteristics, (e) the college 126 president’s perception of his/her institution being retrenched, and (f) the institution developed an effective strategic-planning process. The external environmental conditions that have the greatest effect on higher education include declining enrollment, shrinking state and federal student financial aid, and competition for private gifts. These external factors are causing an adverse effect on higher education--it is in a period of financial and enrollment decline and has had to institute cutbacks in order to maintain its existence. The results may be a loss of quality personnel and programs, which could result in an institution’s demise (Centra, 1980; Hearn & Heydinger, 1985; Kacmarczyk, 1984; Mingle, 1981; Hilson, 1983). Therefore, few college presidents want to admit that the quality of their academic programs is tenuous and that their institution is retrenched. A review of the pertinent literature regarding retrenchment revealed a substantial amount of material concerning causes and processes of institutional retrenchment, but there was no clear definition of a retrenched institution. In addition, there was a limited amount of literature on change in academic programs as a result of retrenchment. There also was little to no literature on the small, Catholic, liberal arts college and how these institutions have been affected by the change in academic programs as a result of retrenchment. Thus, presidents of small, Catholic, liberal arts colleges might not have classified their institution as retrenched 127 because of the discrepancy in the definitions of what constitutes a retrenched institution. The pertinent literature on retrenchment indicated that an institution may respond to retrenchment in several ways and be contingent upon the severity of the situation. The first phase is hope that retrenchment is temporary. Usually, the institution will freeze costs in this phase. In the second phase, the institution decrease new obligations, postponing new programs or building plans. In the third phase, the institution reduces services not absolutely central to the academic programs, such as maintenance, student affairs services and programs, and central administrative functions. And the final phase, the institution cuts parts of the academic program. (Deutsch, 1983, p. 42) If one accepts the above response to retrenchment and financial constraints as the processes and institution will follow in responding to retrenchment, then the following possible reasons may explain why only a small percentage of respondents actually indicated that their institution experienced retrenchment. These institutions responded to the degree of severity that they were experiencing at a certain point in time. In the instance of this study’s period of time, possibly only a small percentage of institutions were in the final and most severe phase of retrenchment where it "must cut part of the academic program" (Deutsch, 1983, p. 42). Since the undergraduate academic courses and/or programs that currently are offered at an institution are essential for the fulfillment of the institution’s mission, that may explain why the undergraduate academic courses and/or programs were not eliminated from the curriculum when the institution experienced retrenchment. 128 The small church-related colleges have existed for more than two centuries and for many years have served as the foundation of the American higher education system. Their success and longevity have been attributed to the use of creative responses to society’s needs through a liberal arts curriculum, vocationalism, and course electives. This has been especially true of small, Catholic, liberal arts colleges which have responded to the needs of society (Jensen, 1978). The findings of this study indicated that a number of institutions developed a market strategy for expansion by adding undergraduate academic courses and/or programs for nontraditional college-age students and nontraditional graduate academic programs. Therefore, these institutions were able to counteract the effects of the external environmental characteristics and the effects of retrenchment. Locke (1967) defined perception as follows: Perceiving--that differs from noticing in that it involves knowing something, or at least having some opinion, about what is perceived. . . . He might also notice that some perceptions --that goes beyond perception. It is this element of judging, realizing, perceiving--that which philosophers have referred to when they insisted that all perception involves judgment. It also explains how what we perceive can, in a sense, depend upon our training and experience. (pp. 32-33). The college president’s perception involved a judgment on the part of the administrator. This judgment was based on the president’s training and experience about the positive and negative connotations about retrenchment. The college president’s perception of his/her institution being retrenched may be affected by the effects of public opinion of W she‘s“? T? 129 retrenchment. Retrenchment has a negative connotation in American higher education. However, retrenchment can be a positive process whereby an institution may be able to plan, develop, and build a better college than what it was before experiencing retrenchment. Therefore, retrenchment may be perceived by the college president as something positive for the institution but chooses not to classify his/her institution as retrenched because of how the various publics will perceive it. This public opinion, if negative, could be counter-productive to what the president hopes to achieve for the institution, and that is why he/she chooses not to classify the institution as one that experienced retrenchment. Kotler and Murphy (1981) explained strategic planning as: the process of' developing and maintaining a strategic fit between the organization and its changing marketing opportunities. First, the institution must carry out a careful analysis of its environment both today’s and tomorrow’s probable one. Then it must review its major resources as providing a key to what it can accomplish. The environment and resource analysis allow the organization to formulate new and appropriate goals that it wishes to pursue for the planning horizon. Goal formulation is followed by strategy development in which the most cost effective strategy is chosen for reaching its goals. The strategy will undoubtedly indicate certain changes that the institution must make in the organization structure if it is to implement the strategy. Finally, attention is turned to improving the organization’s systems of information, planning, and control to permit carrying out the strategy effectively. (pp. 471-472) Strategic planning can be an effective process to counteract an external environmental threat. ”An environmental threat is a challenge posed by an unfavorable trend or specific disturbance in the environment which would lead, in the absence of purposeful action, to the stagnation, decline or demise of an organization or 130 one of its programs" (Kotler & Murphy, 1981, p. 474). If a college president assessed the environmental threat successfully--'(l) its potential severity as measured by the amount of money or prestige the organization would lose if the threat materialized and (2) its probability of occurrence" (Kotler & Murphy, 1981, p. 474)--then the administrator could plan to counteract the effects of the environmental threat. ‘Therefore, strategic planning may be an effective process for institutions to prepare for and respond to the effects of the external environmental characteristics. Su e t Ar r The findings and conclusions from this descriptive research may provide a catalyst for further study. The following recomendations for further research are presented as a natural extension of this study. 1. The generalizability of this study is limited due to the small number of completed and usable responses from the population. Therefore, a replication of this study with a larger population-- particularly a broader representation of small church-related institutions--is recommended. It is premature to draw any conclusions about a change in academic programs as a result of retrenchment through: (a) reductions in undergraduate academic program budgets, (b) an increase in part-time undergraduate teaching faculty and a corresponding decrease in full-time undergraduate teaching faculty, (c) an increase in the undergraduate student- faculty ratio, (d) addition of undergraduate academic courses and/or 131 programs for nontraditional college-age students in order to generate more revenue, and (e) addition of nontraditional graduate academic programs in order to generate more revenue. Furthermore, replication of this study with a larger number of usable responses would permit the generalizability of the study findings to the population. 2. Findings from this study determined only whether there was a statistically significant relationship between retrenchment and a reduction in the total undergraduate academic program budget (including salaries). An important aspect of this study was to determine whether there was a statistically significant relationship between retrenchment and a reduction in the total undergraduate academic program budget (excluding salaries), but there were insufficient data to determine that relationship. Additional research could result in determining whether there was a statistically significant increase or decrease in the total undergraduate academic program budget that could be attributed to salaries and not indicate the increase or decrease in academic programs. Thus, additional information could determine that if there is an increase in the undergraduate academic program budget and if it is attributed to salaries, then the actual funds budgeted for academic programs had not increased and, with the inflation factor, may actually have decreased. 3. Findings from this study determined only whether there was a statistically significant relationship between any two variables 132 under investigation for the academic years 1979 through 1986, inclusive. The descriptive data provided a foundation from which to speculate whether a cause and/or effect relationship existed between these variables for the academic years tested. The pertinent literature on retrenchment indicated that these institutions will face more difficult times between the 19805 and the 19905. Further research could examine the relationship between these variables under investigation for the academic years 1987 through 1995, inclusive. Additional research could determine if these institutions were affected by the decrease in the number of traditional college-age students, the projected decrease in state and federal student financial aid, and the increase in competition for private gifts. Such longitudinal data combined with the findings of this study could be helpful to presidents of small, Catholic, liberal arts colleges to make better informed decisions on how the change in academic programs, as a result of retrenchment, could affect the institution’s mission. 4. An in-depth case study could be conducted on a few of the small, Catholic, liberal arts colleges that have experienced retrenchment to determine what change(s) have occurred in their undergraduate academic program budget, full-time and part-time undergraduate teaching faculty, and undergraduate student-faculty ratio. Becauser many quantitative problems arise during social science research, and because its research methodology often limits the scope of qualitative aspects, the case-study approach may provide meaningful information about what external environmental 133 characteristics had a significant effect on an institution being retrenched. In addition, the findings could provide information on the change(s) in the undergraduate academic programs as a result of retrenchment. 5. Further research could investigate the relationship of the philosophic mission of the institution and the addition of undergraduate academic programs for nontraditional college-age students to determine whether these new undergraduate academic programs fulfilled or changed the mission of the institution. The presidents of small, Catholic, liberal arts colleges who at which undergraduate academic programs are added for nontraditional college-age students will need to determine the effects of this decision on the mission of their institution. 6. Further research could investigate the relationship of the philosophic mission of the institution and the addition of nontraditional graduate academic programs to determine whether these new' nontraditional graduate academic programs have fulfilled of changed the mission of the institution. These findings could assist presidents of small, Catholic, liberal arts colleges who add nontraditional graduate academic programs in determining the effects of their decision on the mission of the institution. 7. Further research could investigate the relationship between retrenchment and quality academic programs at small, Catholic, liberal arts colleges to determine whether any characteristics associated with quality were sacrificed as a result of retrenchment. 134 These findings could assist presidents of small, Catholic, liberal arts colleges who must make informed decisions to counteract the effects of retrenchment and to ensure that quality is not sacrificed at the expense of a decision based on economics. 1“": ‘Y‘ a ‘ ,. ___-,__. APPENDICES APPENDIX A SURVEY INSTRUMENT I35 SURVEY INSTRUMENT Hhat is your institution’s entree; full-time-equivalent (FTE) enrollment? 1,000-1,500 l,501-2,000 2,001-2,500 Hhat is the composition of your student population? all female all male coeducational Hhat percentage of change has your institution experienced in the total undergraduate academic program budget allocations (including salaries) for the years listed below compared to the previous academic year? If the percentage of change is a decrease, then place the figure within parentheses. (NOTE: Undergraduate Academic Program refers to ”curriculum or a combination of courses in a particular field of study leading to a bachelor’s degree."). 1979-1980 1980-1981 1981-1982 1982-1983 1983-1984 1984-1985 1985-1986 1986-1987 Hhat employee salaries are included in the total budget alloca- tions for undergraduate academic programs? Faculty Administrators Secretaries Other: Hhat percentage of change has your institution experienced in the total undergraduate academic program budget allocations (excledjng salaries) for the years listed below compared to the previous academic year? If the percentage of change is a decregse, then place the figure within parentheses. 1979-1980 1980-1981 1981-1982 1982-1983 1983-1984 1984-1985 1985-1986 1986-1987 10. 136 Here there any undergraduate academic cour§e§ (not academic programs) deleted as a result of a shift in or reduction of financial resources? (NOTE: Undergraduate academic courses refers to "a total study undertaken by a student in a year or leading to a bachelor’s degree.'). yes no (NOTE: If your response to question number 6 was "no" then proceed to question number 8.) List the undergraduate academic eegreee (not academic programs) deleted as a result of a shift in or reduction of financial resources. Here there any undergraduate academic exegreme (not academic courses) deleted as a result of a shift in or reduction of financial resources? yes no (NOTE: If your response to question number 8 was "no" then proceed to question number 10.) List the undergraduate academic programs (not academic courses) deleted as a result of a shift in or reduction of financial resources. What percentage of your total undergraduate teaching faculty were full—time and employed at your institution during the following years? 1979-1980 1980-1981 1981-1982 1982- 1983 1983- 1984 1984-1985 1985-1986 1986-1987 .iiaa; 71 11. 12. 13. 14. 15. 16. 137 What percentage of your total undergraduate teaching faculty were pert-time and employed at your institution during the following academic years? 1979-1980 1980-1981 1981-1982 1982-1983 1983-1984 1984-1985 1985-1986 1986-1987 What was your undergraduate student-faculty Lilli! during the following academic years? 1979-1980 1980-1981 1981-1982 1982-1983 1983-1984 1984-1985 1985-1986 1986-1987 Has your institution offered any undergraduate academic eegreee (not academic programs) on a flexible schedule for nontraditional college-age students since 1980? (NOTE: Nontraditional college-age students refers to students who choose not to attend college directly after high school and usually are not between the ages of 18 and 22.) yes no (NOTE: If your response to question number 13 was "no” then proceed to question number 16.) List the undergraduate academic eeggeee (not academic programs) offered on a flexible schedule for nontraditional college-age students. List the reasons why your institution offered undergraduate academic eegeeee (not academic programs) on a flexible schedule for nontraditional college-age students. Has your institution started any undergraduate academic pro- greme (not academic courses) for' nontraditional college-age students since 1980? yes no (NOTE: If your response to question number 16 was “no" then proceed to question number 19.) ,iia;+"“r“-' 17. 18. 19. 20. 21. 138 List the undergraduate academic enegLeme (not academic courses) offered for nontraditional college-age students. List the reasons why your institution added undergraduate aca- demic pregreme (not academic courses) for nontraditional college-age students. Has your institution started any nontraditional gradgate aca- demic pregrams (not academic courses) since 1980? (NOTE: Non- traditional graduate academic programs refers to a "curriculum or a combination of courses in a particular field of study leading to a certificate, masters’ or doctoral degree." "It may include a provision for assessment of learning already acquired, which may be applied in partial fulfillment of the degree program. The student may learn through classroom instruction, independent reading and research." The place of delivery may be at a different location other than at the institution (e.g. another' city, at a hospital). The institution may jointly sponsor these academic programs (e.g. hospital, corporation, or another college). yes no (NOTE: If your response to question number 19 was "no" then proceed to question number 22.) List the nontraditional graduate eeedemic pregreme (not aca- demic courses) offered at your institution. List the reasons why your institution added the nontraditional graduate ecademie programs (not academic courses). 22. 23. 24. 25. 26. 139 Does your state offer student financial aid for your type of institution? yes no (NOTE: If your response to question number 22 was "no" then proceed to question number 24). Hhat percentage of change has your institution experienced in stete student financial aid for the years listed below compared to the previous academic year? If the-percentage of change is a decrease, then place the figure within parentheses. 1979-1980 1980-1981 1981-1982 1982-1983 1983-1984 1984-1985 1985-1986 1986-1987 Hhat percentage of change has your institution experienced in federal student financial aid for the years listed below compared to the previous academic year? If the percentage of change is a decreese, then place the figure within parentheses. 1979-1980 1980-1981 1981-1982 1982-1983 1983-1984 1984-1985 1985-1986 1986-1987 Hhat percentage of change has your institution experienced in donation of private gifts for the years listed below compared to the previous academic year? If the percentage of change is a decrease, then place the figure within parentheses. 1979-1980 1980-1981 1981-1982 1982-1983 1983-1984 1984-1985 1985-1986 1986-1987 What percentage of change has your institution experienced in FTE enrollment for the years listed below compared to the previous academic year? If the percentage of change is a degreese, then place the figure within parentheses. 1979-1980 1980-1981 1981-1982 1982-1983 1983-1984 1984-1985 1985-1986 1986-1987 27. 28. 29. 30. 140 Select the characteristics which contribute to a need for retrenchment at an institution. Check all characteristics that apply. Decrease in funding for undergraduate academic programs Decrease in fall-time undergraduate teaching faculty Increase in part-time undergraduate teaching faculty Decrease in student-faculty Latte Adding undergraduate academic eodrses (not academic programs) offered on a flexible schedule for nontraditional college-age students Adding undergraduate academic prpgrams (not academic courses for nontraditional college-age students Adding nontraditional graduate academic prpgrams (not academic courses) Decrease in State student financial aid Decrease in fedetal student financial aid Declining enrollment Other characteristics: Has your institution ever experienced any of the characteristic listed under question number 27 from 1980 to the present time? yes no (NOTE: If your response to question number 28 was "no" then skip the remaining questions.) If ,your institution experienced the characteristics listed under question number 27, would you classify your institution as a retrenched institution during the period of time that your institution experienced the characteristics listed above? yes no (NOTE: If your response to question number 29 was "yes” then skip the remaining question.) If you would net classify your institution as a retrenched institution in your response to question number 29, then how would you interpret the characteristics listed under question number 27, and their effect on your institution? 141 nst t on Name of the Institution: Title of your position at your institution: APPENDIX 8 COVER LETTER 142 MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION EAST MNSING 0 IlOflGAN 0 0824-1034 DDAITIENT Of EDUCATIONAL ”WHON MN HA1]. September 1, 1987 Dear I am writing to request your assistance in a research project as part of my doctoral dissertation for the Department of Educational Administration at Michigan State University. The purpose of the study is to assess the perceptions of college Presidents at small, Catholic, liberal arts colleges with a head count enrollment between 1,000 and 2,500 students about the possible change in academic programs as a result of retrenchment. A review of the pertinent literature indicates that from 1980 to the mid-1990s these colleges must respond to their external environment and adapt effectively in order to survive. Your institutionwide perspective, level of responsibility, and experience in higher education make your contribution to this study necessary and valuable. I realize you are extremely busy and may not have the time or ready access to the information needed to respond to this questionnaire. However, I would appreciate it if you would either take the time to complete this questionnaire or pass it along to the person(s) who could respond. Please complete the enclosed consent form and questionnaire and return them in the self-addressed stamped envelope by Septempet_25e_12§1. All responses will be held in strict confidence. A copy of the abstract will be made available to you after the study is completed. Thank you, in advance, for your time and cooperation in helping me complete this study. Sincerely, Brother Frank Osage, F.S.C. Louis C. Stamatakos, Ph.D. 815 Sparrow Avenue Professor Lansing, MI 48910 Michigan State University (517) 482-1347 College of Education Department of Educational Administration (517) 353-5220 USU is - III/M00 MioI/E'Icl Opportunity Institution ‘“ :+—_’_e~ ‘ - . APPENDIX C CONSENT FORM r- 143 Please read the following statement, sign it, and return it with the survey. I understand the purpose of this study as described in the cover letter and I am participating voluntarily. Date Signature APPENDIX D FOLLDN-UP LETTER 144 MICHIGAN STATE UNIVERSITY COLLEGE Of DUCA'DON EAST LANSING 0 IICHIGAN 0 48824-1034 DEW OF EDUCATIONAL ADMINISTRATION MN HALL September 28, 1987 Dear Several weeks ago, we requested your assistance by asking you to complete and return a questionnaire. The questionnaire was part of a study to assess the perceptions of college Presidents at small, Catholic, liberal arts colleges with a head count enrollment between 1,000 and 2,500 students about the possible change in academic programs as a result of retrenchment. To the best of our knowledge, we have not received a response from you. For your convenience, we have enclosed an additional questionnaire. Ne realize you are extremely busy and may not have the time or ready access to the information needed to respond to this questionnaire. However, we would appreciate it if you would either take the time to complete the questionnaire or pass it along to the person(s) who could respond. Please complete the enclosed consent form and questionnaire and return them in the self-addressed stamped envelope by Qetppen_1§e_1281. All responses will be held in strict confidence. A copy of the abstract will be made available to you after the study is completed. Thank you, in advance, for your time and cooperation in helping us complete this study. Sincerely, Brother Frank Osage, F.S.C. Louis C. Stamatakos, Ph.D. 815 Sparrow Avenue Professor Lansing, MI 48910 Michigan State University (517) 482-1347 College of Education Department of Educational Administration (517) 353-5220 USU it - Affirmative Action/Equal Opportunity Institution BIBLIOGRAPHY BIBLIOGRAPHY Andersen, C. J. (1982, Summer). Demographics: 1990. Edueational Re rd, as, 58-59. Andrew, L. D., & Friedman, B. D. (1976, May). 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