ORGANIZATIONAL STRATEGIES: SELECTED NEW
COLLEGES AND UNIVERSITIES
1965 TO 1969

Thesis for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY.
ERIC R. JENSEN
1970

LIB;\1;P Y L

Michigan State
University

   
     

THESIS

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I‘IaI‘II‘.éLI‘3IIIII‘I§IIII IIIIIIII L

 

 

 

This is to certify that the

thesis entitled

Organizational Strategies: Selected New
Colleges and Universities
1965 to 1969

presented by

Eric Reinhard Jensen

has been accepted towards fulfillment .
of the requirements for

Ph.D. degree in Education

 

 

0-169

 

 

 

 

ABSTRACT

ORGANIZATIONAL STRATEGIES: SELECTED NEW
COLLEGES AND UNIVERSITIES
1965 to 1969

By

Eric R. Jensen

The purpose of this study is to reveal the strategies
of organization that have been employed by new four-year
institutions of higher learning.

The specific objectives of this study are to:

(1) determine what kinds of organizational strategies new col—
leges and universities have developed to facilitate the
functions of philosophy, structural organization, facilities,
funding, faculty, and curriculum; (2) determine what unique
factors characterize a particular institution; (3) determine
what long—range planning has been initiated; and (A) deter-
mine, after an evaluation of decisions made, a general thesis
of strategy.

A review of the literature reveals that the academic
community has concerned itself primarily with studies of
individual and/or sub-unit activities of the educational
process and not with studies of the institution as a formal

organization. This study will contribute needed empirical

Eric R. Jensen

knowledge, in the form of case studies, to the future study
of the college as a formal organization. As more and more

evidence is made available it will be possible for future

researchers to develop theories of organization and strate-
gies of organization based on empirical evidence with meas-
urable “givens” as a “base.“ Pragmatically, the study will
provide information for future institutions that are in the
develOpmental stage.

Six institutions were identified that would yield a
variegated cross-section of economic and demographic environ-
ments and purposes. The chief administrative officer was
interviewed. Seven categories were examined: (1) the study-
of need, (2) the goals and philosophy, (3) the funding,

(4) the facilities, (5) the organizational structure, (6) the
curriculum, and (7) the long-range planning. The structured
interview was utilized, allowing in-depth observations and
the enlargement of specific areas by the respondent.‘ Data
were accumulated from the taped interview, published docu-‘
ments from the institutions, and additional published
material. Anonymity of each institution and respondent was
preserved.

One institution failed, one institution was absorbed
by a larger university, and three institutions seem likely
to succeed. /The three institutions that seem likely to suc-
ceed engaged in comprehensive studies of need, had determined
realistic goals, had adequate facilities, had a sOund fiscal

plan, had a curriculum congruent with the goals and philosophy,

Eric R. Jensen

and had extensive long-range plans with provisions for con-
tinual reappraisal. The data revealed that the faculty were
not involved in the planning of the educational facilities
at any of the institutions. Except for one institution,

the organizational structure originated from the office of
the president or the academic dean. Except for one institu-
tion, there was a lack of a substantial financial base at
all the institutions. No institution provided for continual
evaluation of the curriculum.

The data from this study reveal that if a new insti-
tution of higher learning engages in a comprehensive study
of need; develops realistic goals and a viable philosophy;
has a substantial financial base and a sound fiscal plan;
has adequate facilities; has a structure of governance that
involves all those concerned individuals; has a curriculum
that provides for continuity, sequence, congruence with
goals and philosophy, and evaluation; has an Operative long-
range plan that provides for continual reappraisal; and
engages consultants during all phases of deveIOpment; the

institution has the potential for success.

ORGANIZATIONAL STRATEGIES: SELECTED NEW
COLLEGES AND UNIVERSITIES

1965 to 1969
By

LII
Eric R? Jensen

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education
Department of Administration and Higher Education

1970

ACKNOWLEDGMENTS

The study could not have been undertaken without the
interested and generous cooperation of the presidents of the
institutions studied. They gave generously of their time,
experience, and knowledge and they must go unnamed only to
protect their anonymity. It is earnestly hoped that thi
study will, in some degree, add to the understanding of the
enormous problems confronting their office.

For advice and scholarly assistance during the var-
ious phases of the study, I am especially grateful to the
members of the Advisory Committee: Dr. Louis R. Romano,
Chairman; Dr. James Heald; Dr. Donald Nickerson; and
Dr. Jay w. Artis.

Mrs. Susan Cooley was generous with her time, and
not only did the typing, but also made many helpful editorial
comments.

Grateful thanks are due my wife, Abbe, who generously
gave encouragement when it was needed, and a patient under--

standing.

ii

ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . .

LIST OF TABLES

I.TRODL CTION.

Chapter

I. THE PROBLEM .

Purpose . . . . . . . . . .
Significance of the Problem . . . . . . .
Limitations of the Study. . . . . . . . .
Plan of Presentation. . . . . . . . . . .

II. REVIEW OF T.E LITERATURE.

Summary

III. DESIGN AND PROCEDURE OF THE STUDY . . . .

Description of the Sample

Description of the Data Collection Method
Reliability of the Technique. . . .
Summary . . . . . . . . . . . . . . . . .

IV. CHRONOLOGICAL DEVEL OP.ENT OF THE INSTITUTIONS

Protestant College. . . . . . .
Catholic College. . . . . . . . . .
Private College . . .

Rural College . . . . . . . . . . . .
Intermediate University . . . . . . . . .
Tri University. . . .

V. COMPARISON OF THE ORGANIZATIONAL STRATEGIES

The Study of Need . . . . . . . . . .

The Goals and Philosophy. . . . . . . .
Funding . . . . . . . . . . . . . . . .
Facilities. . . . . . . . . .
Organization of the Staff . . . . . . .
Curriculum. . . . . . . . . . . . .
Long-Range Planning . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . .

iii

Page

O\0CD'\J N

29
31

32
35
37
37

39

Lu
“9
55

68
75

85

85
88
9O
93
9A
97
99
102

Chapter Page

VI. SUMMARY, CONCLUSIONS, REFLECTIONS, AND
IMPLICATIONS FOR FURTHER STUDY. . . . . . . . . 104

Summary of Institution Descriptions . . . .
Summary of Organizational Strategies. .
Conclusions and Reflections . . . . . . . . . 108
Implications. . . . . . . . . . . . . . . . 116
Implications for Further Study. . . . . . . . . 117

105
107

BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . 119
APPENDICES . . . . . . . . . . . . . . . . . . . . . . 123
APPENDIX A . . . . . . . . . . . . . . . . . . . . 124

APPENDIX B . . . . . . . . . . . . . . . . . . . . 127

iv

LIST OF TABLES

Institution description .

Page
33

INTRODUCTION

Historically, colleges and universities have grown in
a haphazard manner. They have been launched for a variety of
reasons, ranging from religious, technological, secretarial,
liberal arts, scientific, etc. Schools within larger insti-
tutions have been born from varying pressures and needs.
Goals and purposes have ranged from specific to vague and
the means of implementation have given rise to numerous and
varied practices.

During the founding of the early academies and col-
leges, clergymen took the helm. They wanted partly to keep
the young within the folds of the church and also to train
future ministers. The controversy that developed was between
piety and learning, and one solution to the problem that met
with approval from both the classicists and the devout was
that education devoted to the growth of "character" could be
emphasized as an agreeable virtue. (29)

Many institutions were founded upon commercial or
publicity motives; however, there remains in America the
underlying desire that higher education can lead to a "better"
life - certainly more noteworthy or less demeaning. The goals
of most institutions tend to be stated in ambiguous, diffuse
terms, presumably because educational outcomes are highly

indeterminate above a particular minimum standard. The

l

diffuseness and indeterminateness lends to educational insti-
tutions a wide range of alternative means to accomplish some-
times vague goals.

Mark Pattison stated that the highest aim for a man,
or a university, was to attain a philosophical view of the
universe, or of some department of the universe. A univer-
sity was an association of individuals who were occupied in
pursuing this aim.

In 1868, he recommended a reform of Oxford University
in his "Suggestions on Academical Organization." His program
included dissolving the colleges and corporations and trans-
ferring the separate corporation endowments to the university.
Each college would be the headquarters of the faculties, with
the senior professor as "ex officio" head. Any person could
enroll who could afford the fees, and was then assigned to a
tutor. At the end of the student's time, he could choose to
be examined for a degree. The examinations would be subordi-
nated to the curriculum, not the curriculum designed to com-
ply with the examinations.

The University, as envisaged by Pattison, was to be
a national institution that would preserve the tradition of
useful knowledge. He believed that one of the measures of
a nation's real wealth was the depth of its culture. "It
is within the common interest of the whole community that
such knowledge should exist, should be guarded, treasured,

cultivated, disseminated and expounded." (AO)

In 1930, Dr. David Stevens, who was then vice-
president of the U.S. General Education Board, said that
American college education had entered upon a renaissance.(25)

The modern college has now a clearer idea of its pur-
poses than a generation ago and attention is being
given to the problem of intellectual activity.
Because youth craves competition, activity, emulation
and rivalry for honor, we cannot blame them for turn-
ing from a less than stimulating intellectual life to
athletics and other non-academic activities. (25)

Therefore, Harvard concentrated on developing two,
particular areas — living and curriculum. Deciding that
small groups have social and educational advantage, small
residential units were organized, called Houses, or Col—
leges.

The elective course system was abolished and stu-
dents were required to major in a particular discipline. A
"General Examination" was required to measure application
of knowledge, and what, as a result of education, the student
had "become." The examination was not to be a measurement
only of facts, but an attempt to measure meaning. A tutorial

rogram was instituted, based on the principle that if a stu-
dent is carefully guided he will do the work himself, grasp
meaning, and develop the technique of self-education.~

At Carlton College, the first declaration of policy
was made in 1909 by Dr. Donald J. Cowling. He stated that
the essential responsibility of the college president was to

determine, with the approval of the trustees, the basic edu-

cational policies, appoint a faculty that subscribed to these

policies, and assure the monetary base for an effective
realization of these policies.

He proposed that the institution remain relatively
small, strive for a student body that had the capacity to
profit from a stimulating environment, not become or be
attached to a graduate school, and have an emphasis on teach-
ing rather than research. Instruction was to be cultural
rather than technical, and the atmosphere was to be Christian
without being sectarian. To the present day, this position
has been refined, but has not been changed.

President Cowling's basic philosophy was that the
individual is ultimately important. His identity and self—
realization must be guarded; however, rampant and unbridled
individualism is unthinkable.

Free men will fashion a well ordered society if they
are taught to act and think in terms of the common
good. The best instrument so far devised for the
attainment of these goals is the unique American
liberal arts college. (27)

In California, the constitution of 18A9 provided for
an institution of higher learning. The pioneers who moved
westward were following in the tradition of development in
America: Harvard College, founded in 1637 in Newtowne; Yale
College, founded in 1701 with the donation of a bundle of
books (sic) from each New Englander as an endowment; and
Beloit College, founded in Wisconsin in 1846.

In 1853, there was an Academy in Oakland, which in

1855 became the College of California, and in 1868 became

the nucleus of the University of California. It was during

these early years of development that a Mining and Agricul-
tural College was established in San Francisco. It was
stated at that time:
That, in order to promote the liberal and practical
education of the industrial classes in the several
pursuits and professions of life, especially as miners,
agriculturists, engineers, and mechanics, and further,
to promote the development of the material resources
of the state and the adjoining states, they have
recently established the. . .Mining and Agricultural
College. (13)

The curriculum was designed and it was then
stated; "The plan would be expanded and varied as the needs
might appear, so as to accomplish the objects in View." (13)

In 1883, at the Commencement Day address, it was
stated very dramatically by Mr. Arthur Rodgers, a newly
elected regent, that the "ocean is the highway to the vast
riches of the Orient and this commerce can be controlled
only by the wisest effort." Fourteen years later, he pro-
posed a new College of Commerce at the board of regents
meeting, saying that any delay would be "extremely damaging."
A committee was appointed, made a favorable report to the
board, and the new College of Commerce was opened on
August 18, 1898.

Shortly thereafter, Professor Carl C. Plehn, dean of
the new college remarked: "It is full time that the Univer-
sity courses be so broadened that a young man who intends to
enter upon a business career may find a college training of

the same practical value to him as the engineer, the physi-

cian or the lawyer." (l3)

Later, on November 29, 1899, at a Chamber of Commerce
meeting President Wheeler said:

It is up to you gentlemen of San Francisco, to meet
your opportunity. The University undertakes to help
you. It asks you to help it. . . .We are going to
have there [sic] a school which shall prepare men to
aid you in finding out what the world wants. . . .

A school of commerce is simply a differentiation out
of the plan of the University. (13)

 

The previous historical illustrations of reorganiza-
tion, development, strategies, goals, and philosophies will
serve as an introduction to the complex problem of American
institutions of higher learning. Institutions have relied
on the resources available to develop an institution that
is of value within its own environment. The men who have
guided these institutions had little previous experience or
knowledge of how institutions met the needs of a society or
of what strategies to employ for a given situation. The
present study is an attempt to describe the organizational
strategies used by six very different institutions that have
responded to unique demands in differing environments with

a variety of available resources.

Purpose

The purpose of this study is to describe the organi-
zational strategies that have been employed by new colleges
and universities.

While recognizing that each institution is a unique
enterprise and subject to its own particular internal and
external pressures, this study attempts to develop a model
that describes the evolution of an educational enterprise.

There has been an astonishing growth of institu-
tions of higher learning in the past years. Growth in the
future will continue at least at a pace equal to these past
few years, as vast sums of public and private monies will
be subscribed to the new institutions. Expedience demands
that empirical data be available to the planners of future
institutions.

The subjects of this study were six institutions that
admitted their initial classes since 1965. Varying periods
of planning preceded the initial opening dates. Each insti-

tution has certain factors that are unique; however there
9

are factors that are common to all the institutions.

Significance of the Problem

 

m

lhiS study does not purport to indicate or suggest
that a particular organizational strategy is better than
another. The study is a pragmatic description, or case
history, of what various institutions, having different con-

figurations, have done to accomplish varying goals and pur-

Future planners might be able to examine the
particular factors presented and apply a varying quantity
of them to a new situation, thereby providing more pertinent
information to the decision-making process.

Both Halpin (2t) and Likert (30) have considered the
dynamics of the human organization in existing institutions.
Their research indicates that it is possible to create an
organizational climate that is conducive to a high level of
synergy and a high degree of personnel satisfaction. With
a model of organizational strategy com ined with the above
factors, many of the hazards of new enterprises might be
avoided.

The study:may indicate that goals and a philosophy
are important guides to new colleges and universities. Unity
and synergy could result from a common agreement among fac-
ulty, board, and administration. When all the participants
of an emerging enterprise can agree on basic goals and a

philosophy, many of the inevitable adversities might be

surmounted.

The study may significantly denote the profound

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ects of sound fiscal planning - fiscal planning that not

only provides for the studies of need, consultants, the

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and, and the salaries of staff;
but also for the first years of the institution's life.
Another significant factor that may emerge from the

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data, is the importance of the study of need for comprehen-

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sive master planning. Per.aps it is the very diversity of

the educational enterprise that makes it so necessary to

ulty and student involvement in the decision-making process.
The faculty are the impl menters of the goals and philosophy.
Because of the fragile nature of the learning process, fac-
ulty must resolutely project the image of the growing insti-
tution. Students who are involved in the decision-making
process have a sense of purpose and relevancy concerning
their education. New colleges and universities can develop
new ways and means of approaching the learning process

through the close involvement of students and faculty.

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of the Study

 

The method of investigation described in Chapter III
was developed to enable the investigator as much latitude as
possible during the short period of time available at each
institution. Inherent in the interview method is the peril

that the data collected are prejudiced by the appraisal of

10

certain events by the subjective interviewee. However, means

were taken to assure accuracy by constructing a series of

D.

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questions, examining documents, visiting the facil—

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a reading objective reviews of v rious organizational

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features.

Perhaps the most serious limitation would be the few

institutions from ”thh data were obtained. However, two

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factors might mitigate this problem: there were no refusals
by respondents contacted; and the institutions represent an
extensive range of institutional types, economic conditions,
and physical environment.

Another limitation was the decision to interview
only the president of each institution. Interviewing the
chief officer could provide the most competent and abundant
data. However, interviewing other administrative officers,

faculty, and students could have provided further interpre-

tations of the organizational strategies employed.

Plan of Presentation

 

Chapter II contains a review of the past literature
that relates to this study.

Chapter III describes each institution, the question-

Q;

naire, and the metho of accumulating the data for this des—
criptive study.
The data are presented in Chapter IV. The events

that describe the evaluation of each institution are in

O

chronological order. They depict the step-by—step process
from the time of inception to the present.
Chapter V compares and discusses the foregoing

data. Chapter VI summarizes and discusses the future of new

colleges and universities based upon the data contained in

CHAPMTQ

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REVIEK F THE LITERATURE

When Gro s (22) reviewed the literature on education

(I)

from l9u5 to l955, he remarked that a systematic study of

the school as an organization had yet to be made. His state-
ment is still true. The literature is, for the most part, of
an empirical nature and is focused on particular sub- -systems,

processes, or activities, and not on a general conception of

H.

the school as an org ar izat on.

Because the present study is concerned with the
sequent.i al developmer t 0: new institutions and conceives of
the school as an or gar. ization, there is no available study
that describes the organizational strategies of new colleges
and universities. Therefore, the following review will con-
centrate on the literature th at stresses the need for empir-
ical data,a a.d literature that discusses organizations as
total entities.

Following is a list of the number of new institutions

of higher learning that have been established in the United

States since 1965:

1965 - 82
1966 - 76
1967 - 72

1968 - 73 (A2)

12

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‘n the fall of 1963, the U.S. Office of Education (42)
predicted that new facilities and institutions of higher
learning would be needed for a total of 396,896 undergraduate
students. It is within the realm of possibility that this
estimate was low and that the number of students seeking
higher education will actually increase. Today there are
seven million students now enrolled in higher education, and
an estimate is that by 1977 there will be 9.3 million stu—
dents in the nation's colleges and universities.

An example of astonishing and unexpected growth is
the opening of Wayne County Community College, Wayne County,
Michigan. In 1969, it was announced that the school would

open without a campus or buildings. Classes would be con-

day. After onl three months of operation the school had
an enrollment of 8300 students.
The school in our present society has a formidable

responsibility. Our society has asked the school to shoulder

burden that

m

re almost unbelievable to contemplate. The
school in the next decade will not only be the educator of
the young, but will also be educating and re-educating adults
in unprecedented numbers and for many and varied purposes.
The "knowledge explosion" is a reality, and the Job
market will change accordingly. Present occupations are

changing; some are becoming oosolete while others are being

created.

Our schools must respond to the changing society.
There is no place for institutional apathy or complacency as
our society rushes toward the end of the 20th century. New

nstitutions are being created to serve the awakening needs

5-“

of a society thrust into an era that can only be character-

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by persistent change.

Present and future institutions can only survive if
they are prepared and structured for long-range planning.
Planning can best be defined in four steps which reflect an
orderly process for change: (1) forecasting the future in
terms of the present, which amounts to setting the goals for
an institution; (2) ascertaining the needs of that future;
(3) ascertaining the resources to fulfill those needs; and

(h) making a systematic plan and program to get from the

The complexities and the need for long-range organi-
zational planning are discussed by L. Richard Meeth. (3a)
His discussion is an attempt to shed light on the vital prob-
lem of institutional planning. He abhors the activity in
institutions of higher education which continues by default
and piecemeal from day to day. The areas that should be
included in a long—range plan are: the college philosophy,
structural organization, facilities, faculty, curriculum,
finances, and students.

These are the seven components of higher education.
They are inclusive and can be fitted together in vary-

ing amounts. Philosophy is the way of educating,
structure is the form of educating, students are the

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persons educated, faculty are the persons educating,
curriculum is the educational program and materials,
acilities are the place for educating, and finance is
he support for ed ucation. (34)

d“;

The above educational program includes how it will
be administered ar d also how it relates to the many external

publics that can so often determine the shape and scope of

. . st importantly, a long-range plan makes
a college a model of what it means to inculcate in its
graduates: the ability to make planned, consciously
understood choices in the best interests of all
involved for the common good. If a college operates
on its long-range plan, which it has hopefully achieved
by consensus, it can make planned, consciously under—
stood choices in the best interests of all involved for
the common good, one of the paramount goals in most
institutions of higher ed “cat on. (3a)

Graubard (1

&

) conjectures and attempts to describe

(I)

the institutions of higher learning of the future. There
will be new kinds of universities in new kinds of urban

er lvir onments called "univer sity cities." Essentially, a
university city will be an urban area that is of a signifi-
cant size and economic importance, in which several insti-

tutions will exist. These institutions will cooperate and

H)

unction as a collective influence that will be greater than
any other corporate group.

Gra ubard conceives these cities of the year 2000 as
developing from an increased awareness of many private and

public institutions becoming aware of their interrelatedness

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and interdependence. This k of cooperation will begin
when "the museum director, th university president, the

hospital administrator, the computer technician, the

laboratory scientist, and the organizor of a ‘new industry'

re gnize their common interests." It will not be a matter
of any one seriing the other, but of each pursuing common

objectives that could be broadly defi.ed as educational.

If ducation, in toe broadest sense, is to emerge as the

"agor activity in a runoer of urban centers, this can be

accomplished only by a dramatic reformulation of what is

irpiic t in the idea of education in an advanced indus-

tr a- society. .here an increasing number of men and

wo en look upon work as a source of income, but also as

a condition for personal fulfillment, where the line

between leisure nd work becomes increasingly indistinct,

where definition of a cultural institution is consider-
C.

udes many bodies which
cultural" today, where the lines
lth, (physical and mental), and

ew ways - there are prospects for
ty in a new kind of urban environ-

ably broadened so that it in
would not be thought
between education h
leisure are dra'n in
a new kind of universi
ment. (18)

U

New institutions of higher education are organiza—
tions created in tr e present for t.e future. Bennis (u)
posits that we are presen ly participating in the end of
bureaucracy, as we know it, and the rise of new social sys-
tems that are better suited to the 20th century demands of
industrialization. His position is based on the evolutionary
rinciple that every age develops an organizational form
appropriate to its genius and that the pyramidal-hierarchical
organization is not in accord with contemporary realities.
He suggests a model of the organization of the future, based
on the conditions of our modern industrialized world.

There are at least four relevant threats to the
present bureaucracy. They are: (1) rapid and unexpected
change, (2) growth in size, (3) complexity of modern tech-

nology where integration of activities and persons of very

l7

diverse and highly specialized competencies is required,

m

nd (4) a human psychological issue. (36)

unexpected change can be revealed by the

0.

Rapid an
following statistics:

roductivity per man hour doubles almost every 20 years,
rather than every 40 years, which was true before World

1‘7"“ TT
”(1. .L‘.

Th federal government spent $16 billion in 1965
for research and development and will spend $35 bil—
lion in l9b0.

The time lag between technical discovery and com—
mercial use was 30 years before World War I, 16 years
between the wars, and 9 years since World War II.

Th re were 30 cities in the world with populations
of more than one million in l9u6 and today there are
80. There were #0 people for every square mile of land
surface in 1930, today there are 63, and by the year
2000 there are expected to be 142.

Not only have organizations grown larger, but they
have become more complex and international. Many large
corporations derive from 30 to 50 per cent of their sales
from subsidiaries in foreign countries.

Today's activities require persons of very diverse
and highly specialized competence. During the past decade
the United States became the first nation in the world ever
to employ more people in service occupations than in the
production of tangible goods.

In education the increase in employment between 1950
and 1960 was greater than the total number employed in steel,
copper and aluminium industries. In the field of health,
the increase in employment between 1950 and 1960 was greater

than the total number employed in automobile manufacturing

in either year. In financial firms, the increase in

18

employment bet'w een 1950 and 1960 was greater than the total
er ploy.ent in mining in 1960. (15)

if fic ul t to assess numerically, but nevertheless

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ophy stems from powerful human needs, not only to humanize

the or ga rization, but to use the organization as a crucible

for personal gr MN h and development, and for self—realization.
Integration, distribution of power, collaboration,

tion are the major human problems

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adaptation, and revit
of th next 25 years. How organizations cope with and manage

these tasks will undoubtedly determine the viability and

(D

growth of the rterprise. Without a planned methodology and

xplicit direct ion, the enterprise will not realize its
potential.
Organizations of the future will be determined by
the following conditions:

The environment will be characterized by a partner-
ship between government and business, interdependence,
turbulence and uncertai.ty, large scale enterprises,
and complex multi-national er terprises.

The population ill be more educated and will
return for further education at intervals of two to

three years, till be more urban, more mobile, and sur-
vival will depend on the effective exploitation of
brain power.

Work values will change as people are committed to
a professional career and will require more involve—
ment, participation, and autonom y. No orms and values
will be cued by the immediate environment rather than
past tradition.

Tasks of organizations will be more technical, com—
pli ated, and unprogrammed. No one person will be able
to comprehend or control the projects and therefore
specialists will collaborate to form organizational or
project teams. More conflict and contradiction can be
foreseen as professionals ten to identify with the
goals of their profession rather than those of an
immediate employer.

Organizational form will be adaptive, problem
solving, temporary systems of diverse specialists,
linked together by coordinating and task evaluating
specialists in an organic flux. Organizational charts
will consist of progect groups rather than functional
groups. These groups will evolve in response to a
problem rather than to particular programmed role
expectations.

Motivation in tne organic— —adapt ive structure will
be increased and be more effective as it enhances task
satisfaction. There will be a harmony between the
flexible organizational structure, meaningful and
creative tasks and the educated individual. (4)

One of the most difficult and important challenges
in organizational develoom n will be the task of promoting
conditions for effective collaboration, or building syner-
getic teams. Synergy, as def ir ed by Bennis, is the collabo-
ration of two or more units to effectively contribute more,

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a collaborative and sup—
portive environment.

An alternative is to adopt a "zero synergy" strategy
of organization. This technique means that highly talented
personnel are hired and then permitted to engage in individ-

ual activities. Almost every university organization has

developed this strategy of isolation. Until universities

2O

concern tr emsel ves with this strategy of zero synergy the
present complicated problems will continue to exist. With-
out trust, mpatr y, and a high level of synergy, the many
divergent forces will continue to splinter the academic
community.

Lippitt and Schmidt (31) examine what happens if we
apply certain personality devel pment theories to the crea-
tion, growth, maturation and decline of a business organiza-
tion. They feel that this may help us to understand and to
predict certain organizational crises and their outcomes.

For a long time, the law has dealt with the cor—
poration as a person. More recently, behavioral scientists

are also thin ing in terms of the Woe sonality" of an organ-

ization. John w. Gardner wrote:
Like people and plants, organizations have a life
cycle. They have a green and supple youth, a time of
flourishing strength, and a gnarled old age. . . .
An organization Way go from yo outh to old age in two or
three decades, or it may last for centuries. (16)
It is the theSis of Lipp itt and Schmidt that the

rue criteria for determining the stage of development of

an organization can be found in the manner in which predict-
able organizational crises are met. From this point of

view, an orgarization is an assemblage of people, procedures,

and facilities - a sociotechnical system, that, during the

 

development stages, experiences at least the six critical
concerns or confrontations as depicted in the following

xhibit I.

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The attention of most organizations fluctuates

between these critical needs and issues, and perhaps other

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issues as well. ilures do not result from managers not

kno'in, how to ".an age, but from not recognizing the signifi-

cant crises that occur in the organizational life cycle.

John w. Gardner again succinctly states

 

Most ailing organizations have developed a functional
blindness to their own defects. They are not suffer-
ing because they cannot solve their problems, but
because they cannot see th ir problems. (16)

Lippett ard Schriot extend this idea by stating

that recognition of the problem is only the beginning. A
comron understanding of the probler solving need and all

its implications must be recognized to understand better

why certain ambitions and needs must be curtailed and others

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responses to critical issues and crises. (The order is not
always consecutive.) See page 23.

xhibit III shows some of the knowledge, skills, and

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attitudes gala event must develop in coping with critical

y
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need. The exhibit shows that certain management persons
might be more effective at a particular developmental stage
and also could prove to be ineffective at another stage.

See page 24.

23

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Exnibit IV brings into sharper focus the issue of
managerial capabilities that are required at various times
in an organization's life cycle. Specific issues are

examined, together with the problems and needs for action

(.0

that are precipitated. ee page 26.
In conclusion, there is a constant need to monitor,
review, evaluate, and improve. All members of the organi-

zation can be pre ared to confront and cope with decision

’0

f management's objectives and actions

Flo

making successfully
are clear to all. All comp nents must have a common view-
point and frame of reference. The key questions to be
asked are:

What is th critical concern we face now?

How clearly do all the key personnel recognize this

concern?

How can we resolve thi crisis in a way that creates
a sound base for our dealing with future crises? (31)

Alden Dunham (ll), after making a study of the
newer state colleges and regional universities, is convinced
that these new institutions must seek greatness by searching
for new directions in education. If these institutions con-
tinue to attempt to imitate the older institutions, they
will fail and become mere copies of the more prestigious
institutions with many of the defects found in the older
institutions.

His major proposal is that there should be a better
education provided for undergraduates. Unfortunately, there

has been a decline in undergraduate education due mostly to

the disinterest of younger faculty members.

26

 

 

 

 

 

 

Greeniiat13n Feeds Rely? is‘cns and Problems Action Required
To create a new Yarketatilitv of product or service. Assess risk alternative.
s;:i3-t*:hni:al Fiscal rrecedures and funding. Make firm decision.
svstem Technicil rr‘ée'ures. Move with speed and flexibility.
_‘—_—— Féliii“1: 7r Ie‘iclative needs. Employ fluid strategy and
Trrinizetional leadership. tactics, using internal and
external opinions.
Provide for timely entrance of
product or service into market.
T: s rvive ?*“.c if ‘reratian. Meet competition.
A;3“artihr 3:1 recordinc procedures. Hire high-quality personnel
7,19? if Cirreti‘ftn. as cadre.
F‘“"Aitir‘ ».: *"a-rihr rrccedures. Obtain financial backing at
appropriate times.
Introduce delegation.
Implement basic policies with
ne eye on future.
T fiatilffe h1h‘-r1n'< TigflhlfiT. Take more aggressive action
Frorer responses to new c0"retiiion. in marketplace.
Techhalc‘1331 ratterr. Use systematic plans and
internal rewe"i systems fer objective setting.
rersonh 1. Try to beat competition.
Eu 1? raili: relations policies. Begin R&D as appropriate.
Train personnel for future
needs.
Ferin image building in and
outside organization.
To earn a viii TSTTCEF:R’ fi~ dualitv of woods fleet special customer and
rerita‘izn 3:; or :‘rvi‘*". snrplier requests.
T r—r “ in; riff” trairinr. Update policies and philosophy.
Er aiq‘irr f r.b11' r-laticns Concentrate on posture and
y‘li":€ i"a tr? e mn.nit; ser— imare--internal and external.
v‘*r arrz. Assure sound financial foun-
dation.
Contribute to community needs.
To achieve I'ternal quit: of rcrixrce: and Select and promote one special
uhi3.sheox li'i‘ati'u" service or product, or range
F l'e’es t1 ivveLcr ralance in of services or products.
operatffinr. Increase delegation.
Provide for more effective
communications including
upward flow of ideas.
Increase advertising and
build corporate image.
Consider optimal size.
TO earn respect Ljnr-rgnre rennapch ,nd Make heavier commitment in

 

an: itfreciaiién doyelcffinnfi. community (e.g., scholarships).

Lgrppninatign or 591?- Commit executives to national
actuali'a.ion program for programs and assignments.
cjrrgpq‘n personnel. Utilize ideas Of total work
Scope d ccmCJn-ty and force.

1

service. Increase contribution to basic
9&9, as appropriate.
Concentrate on long-range
direction.
Flatten internal organization,
allowing more freedom for
individual responsibility.
Assess internal direction in
relationship to total environ-
ment.

H

3(
5.459).

nation

27

So long as the only source of respectable faculty is
the leading graduate schools within major universi-
ties, state colleges will be automatically led toward

hese ir stituti ns as models. It is perfectly clear
that he resear -oriented Ph.D.'s from these graduate
schools will do all they can to transform their employ-
ing institutions into what they have just left as
students. 11)

Dunham's solution is a new kind of graduate program
that would lead to a Doctor of Arts degree for college

teachers. Th m should include an in-depth concen-

(D
'U
’5
O
0‘)
'3
Q)

tration in a discipline, combined with an interdisciplinary
and problem centered approach to general liberal education.

A part

0

f the program might consist of courses in cognition,

n, and an intern period.

(D
Q.
L
O
m
P
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‘5

learning theory, history of
The program should be under the control of the liberal arts
faculty and woul‘ differ cor .s der ably from the present Ed.D.
progran.

There will be reluctance on the part of many seg-
ments of the educational spectrum to acceptance of Dunham's
proposals. However, he has provided impressive data from

his survey of 279 state colleges and regional universities

for his thesis.

The school as an orga niz zati on is also beginning to

ttract the attention of behavioral scientists and ecologists.

p)

Specific studies are as yet unavailable; however, it seems
that in the near future there will be an effort in this
direction. Viewed in the context of the total environment,
educational institutions are organizations that engage in

a.

an ebb and flow of materials and vital human energies

28

between themselves and the surrounding environmental

system.

('1‘

An ins itution can have an inlluential impact on
the immediate area and possibly a decreasing, or in some
cases an increasing, impact as the contiguous concentric
areas expand from the nexus.

Presently, thinkers in many disciplines are examin-
ing the environment that man inhabits, in the expectation
tnat ways and means can be found to balance the total system
and provide a more wholesome environment for the nurture of
plant, animal, and mar. Ecologists approach this vexing
problem from th position that human society is dependent

up n the presence of a stable life—support environmental

Within the total envi-onment there are subunits,
or ecosystems, that represent the fundamental unit of nature
and consist of biological communities. (8) An ecosystem is
characterized by a balanced input and output of energy and
chemicals; an array of plants and animals that represent

generations of evolu ction; and a diversity that

(‘1‘
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F)
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is essential for the develonment of self-regulatory mech-
anisms.

Life support systems are naturally designed to
regulate their own structure and are usually stable and via—
ble units that exist through a geological time. Any dis-

ruption of a portion of the system, either externally or

29

internally induced, will result in an imbalance of the total
system.

The present issue is that man, though only one com—
ponent of the system, has, by exploitation and pollution,
disrupted the balance of the natural design of the system.

It is within the realm of possibility to consider
the school as a social system - an environment that must be
supportive of the component lives within that system. It
is like other organizations that are subject to external
and internal pressures, characterized by an input and out-
put of energy (people who have needs and motivations), an
array of personnel that represent an evolutionary selection,
and a diversity of talents, ages, and abilities.

Like the exploitation and pollution of the natural
environment, man is also capable of disrupting his own bal-
ance within the social system. The challenge that man is
faced with is the necessity to control and manage his envi-
ronment in such a manner as to maintain its integrity and

the viability of the total life support system.

Summary
By 1977, there will be 9.3 million students in the
nation's colleges and universities. Since 1965, there have
been 303 new institutions of higher learning established.
Aside from contemplating these overwhelming numbers, educa-

tors are attempting to find new and better ways of educating

DESIGN AND PROCEDURE OF lHE STUDY

This investigation utilizes the case study approach
to describe the organizational strategies of new colleges
and universities. Each institution responds to the immedi-

‘

ate environment and because of the unique pressures, both

p.
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(D
’5
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.al and external, will develop a particular character
that is inimitable unto itself.

The org nizational strategies of each institution
will be presented in a chronological order, beginning with
the time of the initial idea in the mind of a particular
person or group of people, and will then proceed to the
present (1969).

The description of each institution will be in a
narrative style that attempts to capture the disparate
style of each respondent.

It is the intention of the data collection proce-
dure to accumulate data that will describe in chronological
order the development of each institution; i.e., (1) study
of need, (2) goals and philosophy, (3) funding, (4) facili-

ties, (5) organization of staff, (6) curriculum, and

(7) long-range planning.

U)
PA

Ltd
M

An additional intention will be to determine the
following objectives: (1) the essential quality of the
organizational strategies; (2) the level of involvement
(synergy) of the faculty, board, students, and the chief
administrative officer; (3) the uniqueness of the institu—

tion; and (b) the duality of the long—range planning.

A

mi
4!...

cf

Des

O
U

_ ion of the Sample

Six institutions were identified that yielded a
variegated cross-section of environment, student population,
and purposes. (See Table 1, page 33.)

"Protestant College" is located in the center of a
large metropolitan area of 1,560,000. It serves a pre—
dominately black student population, who live in the immedi-
ate inner-city area. There are no dormitories, and all of
the students are commuters. Most students have part-time
Jobs. The one building is a renovated older structure.

The institution's basic purpose is to provide an education
that is of value on the job market and which will lead to
a better socio-economic level.

"Catholic College" is located in a small city of
33,500. It serves a student population from varied back-
grounds and a small percentage of commuting students. Resi-
dent halls are provided on-campus. Primarily, the institution

is a liberal arts college providing the baccalaureate degree

for graduate school.

33

 

 

 

 

 

 

 

 

 

 

 

 

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.cofipafibommc cofiuzufipmcHln.H mqm<e

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H

”Private College is totally private, accepting no
funds, in the begi.ning, from federal or state sources. The
institution is located adjacent to a small town of 12,000.

It serves a predominately resident student population who

reside in a resident hall, an off-campus apartment complex,

and in private dwellings. The institution is primarily a
liberal arts instit ution providing undergraduate education

a small villa age of 9L2. It is a totally residential institu-

tion serving a student population from varied backgrounds.

The institution is a liberal arts institution searching for

a means to provide a totally unique undergraduate education.
"Intermediate U." is located between two cities (one

of 97,000 and the other of 76,000), that are predominately

manufacturing cer ters. It will be a complete university

complex with planning for the surrounding residential and

FJ

business areas. The p anning was done in cooperation with
the two city govern.ents. It is an autonomous state uni-
versity; however, it shares the same board of regents with
the other state universities and a state coordinating board
of higher education. It serves largely a commuter student
population; however, there are future plans for resident
halls and married housing. At present the institution pro-

vides a baccalaureate degree, and future planning includes a

graduate school. The institution specializes in a curriculum

35

that has been identified as valuable to the population of
the immediate urban-technological area.

H

"Tri U. is located in the center of three cities
(one 96,000, one 51,000, and one 27,779), that are predom-
inately manufacturing centers. The institution began as

a private liberal arts institution, but is now within the
state system with an autonomous board of ontrol. The
student population are largely commuters. There is one
resident hall and future plans call for a larger resident
student population. The institution offers a baccalaureate

degree with a curricula concentration that reflects the

needs of an urban—technological area.

Description of the Data Collection Method

 

The structured interview was selected because it
would allow direct communication with the respondent, the
chief administrative officer. It was decided that this
method would provide more in—depth information than a
mailed questionnaire and would allow the respondent, who
has been so closely involved with the development of the
institution, to enlarge upon certain aspects of the organi-
zational strategies.

The questionnaire (Appendix A) was designed in a
sequential manner. It was therefore possible for the
respondent to recall the very beginnings of the institution
and progress to the present. The questionnaire had seven

major divisions: (1) study of need, (2) goals and philosophy,

(3) funding, (A) facilities, (5) organization of staff,
(6) curriculum, and (7) long—range planning. During the
interview the respondent was encouraged to pursue a partic-

ular subject further than the question suggested. Prior

to the administration of the interviews, the questionnaire

 

was reviewed by three specialists in higher education who i?
determined the appropriateness and effectiveness of the 5
instrument.

An institution was identified to pre-test the F:

questionnaire, and any necessary additions, adjustments, or
deletions were made before venturing into the field. This
pilot study interview indicated two important facts; i.e.
that the interview could not be conducted at too rapid a
pace because certain areas could not be adequately examined,
and in addition to the interview, catalogs, newspaper arti-
cles, and other documents were necessary to complete the
total profile.

The tape recorder was used for each interview to
facilitate future objective analysis by the investigator
and two other specialists. Each respondent was assured
that the use of these tapes and the information recorded
from them would be treated in a strictly confidential man—
ner. In keeping with this consideration, many sensitive
areas could be discussed in an atmosphere of trust that
would never have been explored.

During the interview, cursory notes were also taken

on a large (18" x 22") chart that indicated a time-continuum

37

sequence. This technique helped the respondent keep his

thoughts in a chronological order. (Appendix B.)

Reliability of the Technique

The reliability of the interviewer was examined in
two ways. First, the pilot study was evaluated by the
interviewer and two specialists in higher education. Second,
various interviews were evaluated during the progress of the
study to assure consistency of interviewing procedures.

After th interview, the materials on the tape were
copied in a narrative style, employing much of the language
of the respondent; the time continuum chart, the documents

and publications of the institution, and newspaper articles

were used as verifying guides.

 

It was the intent of this investigation to describe
the organizational strategies of six colleges and universi—
ties that have begun operations since 1962. They are all
four—year inst tutions. One is Protestant, one is Catholic,
two are private, and two are autonomous state institutions.
They serve nearby populations that vary from a rural small

town to an urban metropolitan area.

The interview technique was chosen to determine
the nature of the present state of each institution, ascer-
‘tain the attitude of the respondent, and examine the present

facilities.

38

The description of each institution combines the
personal interview, documents and publications of the insti-

tution, and other published materials.

 

CHRONOLOGICAL DEVELOPKETT OF THE INSTITUTIONS

This study is an attempt to describe the organiza-

tional strategies of six new colleges and universities.

J.

I

The organizat onal strategies of each institution will be
presented in chronological order, beginning with the time
of the initial idea and progressing to the present.

The following categories will be described in a
narrative style: (1) study of need, (2) goals and philoso-
phy, (3) funding, (A) facilities, (5) organization of staff,

(6) curriculum, and (7) present and long—range planning.

-

The above categories do not always

“3

ollow in a chronological
order during the development of every institution.

In some cases the goals and philosophies are contin-
ually developing, and in one case the direction of the
institution was effectively changed when a new philosophy
was adopted.

Studies of need vary from a meager study to com-
plete demographic and economic surveys.

The strategies of funding are multivaried. Some
institutions have relied on private funding and tax exempt

bonds, others have combined many resources, while there are

39

A0

institutions that are wholly funded with state and federal

monies.
The problems of facilities are continuous as the

curriculum develops, th faculty grows, the student popu-

lation increases, and the institution becomes increasingly

a part of the environment. fig

i

The organization of the staff evolves and reflects E:

differing strategies. The committee structure changes as

 

the institution matures, and the involvement of faculty in _
the decision-making process becomes an important issue in 7
some cases. Students have also expressed desires for
involvement. In one case students are totally involved in

q

institutional governan and in another institution the

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irstrumental in the ultimate demise

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of the institution.

In two cases the long-range planning includes plans
for every aspect of the future growth of the institution.
Sound long-range planning must of necessity include as many
contingencies as possible to allow for flexibility. In
other cases there has been no attempt at long-range plan-
ning nd managem nt becomes a matter of surviving from one
crisis to another.

Herewith are presented the organizational strate—
gies of the six institutions. The institutions represent
diversified environments, student populations, and purposes.

"Protestant College" is located in the center of a

large metropolitan area serving a commuting student body.

bl

"Catholic College" is located in a small city of 33,500,
serving both a resident and a commuting student body.

"Private College" is loccted near a town of 12,000, serv—

p.
:3

g a predominately resident student body. "Rural College"

F“

3 located in an isolated area near a small village and
serves a totally resilent student body. "Intermediate
University" is between two cities that are primarily manu-
facturing centers and serves a commuting student body.
"Tri University" is within a short commuting distance of
three cities and serves both a resident and a commuting

student body.

Protestant College

 

First and second years

0‘

A need was felt y parents and students in the com-
munity, especially those parents of athletes, for a four-
year Protestant college that would accept the marginal
student or the high school drop-out. The opportunities for
the high school drop—out are extremely limited. Those stu-
dents with only a high school education also have limited
opportunities and need additional training.

A "Committee of 100" was formed of concerned par-
ents who examined the educational needs of the city. The
committee's findings indicated that compared to cities of

comparable size, the city was woefully in need of institu-

tions of higher learning.

 

It

Q2

The respondent indicated that he felt there was a
grave need for such an institution to be where the people
were. Schools ough to go into the city rather than migrate
outward. People, who by circumstances or desire live in
the inner-city, need a neighborhood school that is near
home and part-time jobs.

The "Committee of 100" located a religious institu-
tion that was about to cease operations, and were able to
acquire the charter for the new institution. The stated
purpose of the institution was to provide the young people
of the inner-city with an exposure and an opportunity to

succeed in higher education.

Third and fourth years

 

The superintendent of the elementary and secondary
parochial schools was asked to begin working on the new
project on a part-time basis. He began developing the
goals and the philosophy of an inner-city school. Fore-
most in his mind was a belief in students and their poten-
tial.

You must hold a student's hand long enough, until
he actually tries something by himself and then is
convinced that he can do it alone - the self-fulfilling
prophecy.

If the church is going to be relevant in a time of
social change in the city, it must place a teaching,
learning, and research instrument into the inner city.
It is here, at the cross-roads of social change that
it can bring the heritage of biblical knowledge to
bear on the present problems. Before God, all of us
are equal.

J7:
L10

The Negro must be given an opportunity to improve
his training in a friendly environment and the same
opportunity must be given the white student who feels
that he doesn't ”count."

Quote - The president of Protestant College.

 

The respondent felt that it is better to rebuild
older buildings than to destroy those buildings and then
build n w ones. He felt that in this kind of environment
the teacr er and student would have an opportunity to work

together and share in the solvi ng of common problems.

C

 

1. «CI

The president and the board were of the opinion that
if the institution were fir st to prove itself as a success—
ful educational institution, financial resources would
become avail able. ’nfortunately, there were many people
wno admired the effort and the work being done in the
institution but did not desire to support the venture with

the finar cial resources that were desperately needed.

Most of the students would be from the surrounding
inner—city area. They would be students who were very
familiar with the p o le"s of trying to accomplish goals
under many adverse circ mstances. Not only would many of

them have to be convinced that they could succeed, but also
the environment of the inner-city would not be conducive to
the "academic life."

t was therefore decided that these students would
need all the support that the institution could possibly
give them. One means of providing this atmosphere and

empathy was to have an international faculty that represented

many and varied cultures. These individuals could relate

with the students, for they would have encountered many sim—

_l

i ar problems that their students had. These faculty mem-

bers could understand the roblems and frustrations of not

'0

knowing the language very well, and some of them would have
met discrimination. The respondent felt that because these
people had succeeded they would be an ideal model for the
young people in the inner-city.

The by-laws and the organizational chart were writ-
ten by the president. These documents clearly stated that
the board was to be only a policy-making body and that the
president, as the sole representative of the board, was to
be the chief administrator.

The following factors were considered by the respon—
dent as important requirements for the faculty: (1) a desire
to teach, (2) a compassion and empathy for all people,

(3) the M.A. degree (or in progress), and (u) an ability to
"get kids excited." The publishing record of a potential
faculty member was considered an important asset.

The organization was to be a hybrid department—
division structure. For example: the English Department and
the Medical Assistant Department would be considered equal to
the Social Science Division (political science, sociology,
and psychology). The Humanities Division included history,
art, and music; and the Science Division included all of the

sciences and mathematics. The Division heads and the heads

I?
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of the English and the Medical Assistant Departments formed
the Educational Policies Committee. These faculty members

were to be oriented to the institutional goals and were

d

h
i A

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charged with i" lementation of these goals and the phil—

6

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ns itutional specialization would be providing

[Pk

osophy. T.e

5

marketable Jobs for youn: people and, just as important,

I

l.

developing a good self concept.

Fifth year

 

In February, the new institution acquired the pre-
vious college charter and was authorized to offer the follow-
ing degrees: Associate, B.A., and 8.8. (Medical Assistant).
Federal work-study grants, tuition grants, and local Urban
League scholarships were now available to qualified students.

The superintendent continued as the part—time presi-
dent. In keeping with the philosophy, the new faculty
represented many origins; i.e., American whites and blacks,
Indians, Af.icans, and Yugoslavians. The librarian was also
hired nd began a collection of basic reference books and a
circulating collection for each discipline. Other books
needed by students could be obtained from the surrounding
universities and the public library upon presentation of an
I.D. card.

Classes were held in the parochial high schools dur-
ing the evenings. The board and the president continued the

search for a building in the inner—city. There were offers

 

 

#6

from many sources to locate in a suburban area; however,
the president continued to insist that the institution should

‘

be located where the students lived.

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XU.. a5.“ seve..v.x [Y

(1)
sn

TS

 

The Synod accepted partial financial responsibility
for the institution. The respondent stated that this deci-
sion was made with some reluctance, for the national church
organization did not want to accept any more financial burdens.
The faculty committee structure was designed by the
president. The plan was to include four vice-presidents,
who would be in charge of academic affairs, business affairs,

development, and student affairs.

Eighthgyear

 

A building was located that would accommodate the
needs of the new institution. The property included a
night club and a parking lot, and was purchased for $M00,000.
The insti ution borr wed $475,000 from a local bank, and
$75,000 was used for the renovation. Federal funds were also
used; however, the institution did not receive these funds
until a year and a half later.

In October, the facility was opened to 239 students.

Ninth year

 

An "Enrichment Participation Program" was introduced

to broaden the perspectives of the student body. Specialists

L7

from various civic, professional, and vocational fields were
engaged to discuss various job opportunities available to
college graduates.

The business manager and the head of the Science
Division were hired. The latter was from India and was an
example of a person who "had to fend for himself in an
alien environment." The political science teacher was
appointed the academic dean. The appointment of the presi-
dent was made official by action of the board.

By this time, enrollment had reached 900 full-time
students. Unfortunately, the institution came to the atten-
tion of the large state universities. The student body was
literally "raided" by recruiting officers, who were able to
offer extremely attractive subsidies. The new institution
could not afford to equal these offers and therefore lost
approximately 200 students.

The institution attempted to interest the city in
providing some financial aid, explaining that the institu—
tion was providing a needed function in the life of the
inner-city. However, efforts in this direction proved
fruitless and it was necessary to borrow $75,000 privately
and $50,000 from the state district of the church.

The administration was forced to make the difficult
decision to raise tuition. As a result of this announcement,
there was a student protest demonstration. The demonstration

lasted but 20 minutes and was conspicuous by the sudden

 

appearance of the president, who grasped a placard and
marched with the students.

The highest cost/student classes were the sciences
and the remedial English classes. Most of the students came
to the institution with severe language handicaps and there-
fore these English classes were extremely small. These
classes could accommodate the individual needs of every stu—
dent and were considered the most important program in the
institution.

The institution again approached the community for
financial support. It was explained that students were being
sought by major universities and were now enrolled in grad-
uate programs where they had been very successful. It was
also a conspicuous fact that the institution was providing
a much needed service in the inner-city area and only a
quarter of the student body were now of the particular Prot-
estant faith of the religious institution. The request was
again refused.

A tentative beginning is being made toward faculty
governance and a handbook is in the process of being writ-
ten. The institution has had difficulty recruiting and
retaining faculty. The respondent expressed the opinion
that teachers prefer the protection of a larger institution.

The state district of the church decided to sever
its financial relationship with the institution. After much

negotiation the board decided to merge with a larger

.- ' ,I .
M-

 

qfiflfl‘. . .i
.|

university that has several branch institutions in the inner

section of various cities throughout the United States. The

p.

nstitution will preserve its academic autonomy; however,

the financial burdens will be assumed by the parent uni-

()

$1)

tholic College

 

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.irst ve

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9

There was no study of need, other than a desire within
the religious order for a two-year college that would train
future priests. No master plan was proposed, nor was there
assistance from consultants.

The religious order had previously invested a large
sum of money in a hotel and health spa on 80 acres of land.
It was therefore an easy matter to tranfer the property to
the order. Funding for the new institution initially came
from the religious order and a $1,500,000 bond issue. In
addition, an endowment fund was generated from that portion
of each priest's salary that was donated to the institution.

This fund amounted to app oximately $185,000 per year.

'3

t was apparent in the minds of a few of the faculty
that the Eruopean system of training priests was not approp-
riate in this country. The traditional training included
four years of high school, two years of college, two years
of seminary, and four years of graduate school. Neverthe-

less, the institution opened with this plan providing the

 

 

first two years of college. There were three majors: phil-

osophy, theology, and English.

'1 A . q . I, . f‘ A
Second and third years

 

1

In July, the charter was granted and in September
the first classes were enrolled. The school functioned as a
two—year preparatory school for priests for the next two

years.

3 ‘J

v;
.

(I)

-*-VAA

Fourth and fifth ve
h

 

The faculty was perturbed about the existing philos—
ophy and began to rewrite the philosophy with the View in
mind that lay students would eventually be accepted.

The hotel building, which was being used as the
main building, was augmented by the construction of a dormi-
tory, a classroom building, and a field house. Federal
funds were not used to finance these buildings. Due to a
lack of planning, the field house proved to be completely
inadequate.

The librarian was hired and he proceeded to revise
and organize the large room ith "a pile of books." A
faculty committee was formed to aid him in this task.

After much debate, the seminary organization was
changed to a college type of faculty committee structure.
IBecause each year demanded different problems to be solved,

the committee structure changed each year. This caused some

\jl

problems with the North Central Association. (The respondent

dil not enlarge on this subject.)

Vt.)

A boar regents was organized and a college coun—

O;

o
sel was formed. Th faculty and student representatives
were elected, with students having a 15 per cent vote. The
administration acted in an ex-officio capacity.

The first handbook was written and published and
the organization chart was revised to reflect more accurately
a collegiate organization. The organization chart has been

revised each year to cope better with the year's objectives.

Sixth and seventh years

 

In September, the first lay students were admitted.
Federal funds (work grants, scholarships, loans, and Econ-
omic Opportunity Grants) became available for qualified
students.

The faculty continued the development of a new phil-
osophy which was now based on the theory of "self-actual-
ization." This philosophy of education was founded on the

ucational theories of Maslow, Allport,

f).

psychological and e
and hanlon. Numerous workshops were planned for the faculty
and consultants were engaged.

story professor was appointed academic dean.

H-

The h
.A group of students petitioned the faculty for a French

major and it was approved.

52

Eighth year

 

The religious order became perturbed about the rising
costs, the increased secularization, and the philosophical
divergence. They proposed that the institution be closed.
The college counsel continued to work on the new philosophy
and early in the year were able to translate it into a new
curriculum. Numerous consultants were engaged to assist in
the development of a collegiate organization, the new phil-
osophy, and the new curriculum.

A dean of students and heads of several departments
were appointed. The original president left and the psy-
chologist and counselor, who had been with the institution
only two months, was appointed president.

In December, the religious order decided to separate
from the college. The institution continued to Operate with

the new philosophy, the new curriculum, and new leadership.

Ninth year

 

In May, the institution became an independent non-
profit corporation with an enrollment of 262 students.
Theology courses and religious services for students were
not to be compulsory. The land was leased from the religious
order and the institution was now officially non-sectarian.
There were but 80 seminarians enrolled and the seminary pro—
gram was to be phased out.

A master plan was designed by a private counsultant

firm that was chosen by the president; the firm had a

reputation for the construction of excellent educational
facilities. The philosophy of the institution will be util-
ized to develop a ”Philosophy of Physical Environment."

In September, $300,000 in bonds were issued, a pri—
vant fund raising corporation was engaged, and a search for
significant private funds was begun.

It now became apparent and important that faculty
members had to be appointed to implement the new philosophy
and the new curriculum. In the past, the hiring of person-
nel had been predominately a "hit or miss" affair. A fac-
ulty welfare committee is in the process of writing
procedures for the appointment of future faculty members.
In the interim, the president is using the following cri-
teria for the selection of new faculty members: the doc-
torate degree, where he has been, how long he has been in
the field, the personal interview, recommendations, and an
agreement with the philosophy and methods of education at
the institution. Most of the present faculty are new, and
there are no faculty members remaining that began with the
original organization.

The tuition provides 50 per cent of the operating
budget, with an estimated cost/student of $4000. There has
been no determination of cost/department; however, there is

a cost/faculty member and those non-productive faculty mem-

bers will be phased out.

 

54

The faculty handbook has been revised and new by-
laws for the board and the administration have been written.

Because the library was progressing very well under
the able leadership of the librarian, and faculty members
were needed on other commi tees, it was decided to eliminate
the library committee. The organization chart was revised
because it was evident that the administration was not serv-
ing the best interests of the philosophy or the curriculum.
.t present, a committee is working on the task of developing

a philosophy of student life.

The future

 

The private consultant firm, in cooperation with the
institution, has projected an institution with five resident
student "villages” of 200 students each, and a total enroll-
ment of 1100 students. The future of the institution will
be in the liberal arts, serving that population desiring a
broad, general education. There will be an emphasis on
community service, the humanities, and the social services.

A private college is not private, but a public trust
administered in the public interest.
Quote - The president of Catholic College-

The unique factor that characterizes the institution
is the philosophy of self-actualization - not socialization.

The purpose of the administration is to provide an environ-

ment that will free students to direct themselves.

\)1
U7

The curriculum is very structured the first two
years, and gradually frees the student so that by the fourth

recting and designing his own

H-

year he is almost capable of d
distinct curriculum. The first year curriculum, entitled

in in Himself, poses the question, "Who am I?" The second

 

year curriculum, entitled Man 2n Society, poses the question,

 

"Who is Everybody Else?" The third and fourth year curricu-

l4)

9 .

m

lum, entitled Man in His Pro sion, confronts the student

 

with the proolem, "Now that I know me and everybody else -
what am I going to do about it?"

Knowledge is integrated by means of the interdis-
ciplinary studies, and the curriculum attempts to provide
integration of subject matter and in-depth experiences. The
pivotal factor in the institution is the student. The insti-
tution is student-centered - not discipline—centered.

The long—range plan is to develop the five resident
villages. The important issue will be to preserve the proper
atmosphere and environment thnt are so important for the per-

sonal internction necessary for the implementation of the

new philosophy.

 

First year

 

The initial impetus for starting the college was
provided by a local businessman who was president of the

local chamber of commerce. It was generally thought that a

"“CAM w 71"..

 

3

n
I?“

'7

college would be a good business for the community and is

a clean type of business." The institution would replace
the oil business that was leaving town. Originally, it was

m .. bud hi- 1 0‘1 W u u ; S
thought th"t a 0‘” s' s rool o ld be best however, thi

idea was abandoned
institution. It w

for th e beginning

in favor of a coeducational undergraduate

as evident that

the basic consideration

of tne institution was an economic one.

3

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in“.

7-

4CMJJ‘Hm) ' ‘. '

A few men decided that the institution would be based

on business rinciples. Th re was some difficulty convinc-

ing the "power structure" of the town to support the idea of

a college. However, to men who had little or no idea about

how a college should be or ga anized, the idea of an institu-

tion based on business principles was appealing. Therefore,

the president of Parsons College was engaged as the principle

consultant. He "spoke the language" that these businessmen

”I

could understand. No study 0: need was made.

The site was de ermined by a board member who owned

th land and the lar d was then purchased from him. The busi-

ness manager was hi red from Parsons College and the first

(1‘

president, who was also affilia ed with Parsons College, was

appointed. The master plan, goals and objectives, and the

catalog were copied from Parsons College.

 

57

Thirdgyear

 

In June, the charter was granted. The initial funds
of $750,000 were subscribed by the executive committee of
the board and a few other interested persons. The president
of the chamber of commerce was elected chairman of the 32
member board of trustees. The first president resigned and
the second president, who had originally come to the insti-
tution as an outside consultant, was appointed.

New goals and purposes were developed by the new
president, and included the importance of teaching, a bi-
lingual concept (Spanish and English), a free enterprise
philosophy, and a complete severing of all relations with
Parsons College. Consultants from the North Central Associ-
ation were asked for advice, and the recruitment of faculty
began.

The following criteria were used for evaluating new
faculty members: creativity, proven teaching ability, an
ability and a desire to work alone, a belief in the free
enterprise philosophy, successful teaching experience at
the secondary level (the first class would be only freshmen),
a desire to be challenged by the prospect of building some-
thing new, and a desire and anticipation to grow with a new

institution.

Fourth year

 

The first architect, who had designed the original

master plan, was fired and a new architect was hired. The

original unitized building plan was kept, which was a gen—
eral hexagon design for all buildings. All future buildings
were to be built on " .ange orders" that were based on the
original drawings.

The first building was built to accommodate class-

rooms, faculty offices, administration offices, and the in

4‘ :H t
-m':

library. The second building was the student activity cen-
ter and cafeteria. An apartment complex was purchased a

short distance off-campus, that would provide student housing

 

and could later be used as married student apartments.

In June, the librarian was hired and charged with
the responsibility of collecting a basic reference collec—
tion. The cir cu lat ir g collection and the reference collec-
tion began when each faulty meg uber submitted a reference
list and a circulating list for each subject.

During the months of August and September, the full
faculty met. Each faculty member submitted a philosophy of
education, a theory of learning, and an "ideal" curriculum
for his particular discipline. These documents were then
duplicated for his colleagues and he then defended his posi-
tion in an open forum discussion. The discipline organiza-
tion was based on departments within divisions. There was
but one division head appointed, that of the Science Division.

The faculty committee structure or rig mi ated with the

president, and was to be fundamentally a "committee of one."

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When a particular problem was solved, then the "committee"
was dissolved and another problem was undertaken.

Many of the "sacred cows" of higher education were

+1-

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u ng these early faculty meetings; i.e., Why

have five days of classes every week?, Why are there grades?,
and Why is th re a 50 minute hour? The decisions of the
faculty wer : to eliminate classes on Wednesdays and allow
time for all the extra-curricular classes and meetings; to

adopt a pass, fail, and honor grading system; and to develop

a modular time system to allow maximum class flexibility.

*3

he North Central Association guideline of 150 minutes per
week per three credit course was used as a base. In retro-
spect, it was found that freshmen were not able to regulate
their time wisely on wonderful Wednesday" and should have

d nce.

F"
{1)

had more gu

)

Scho ar hips and work grants from private sources

C

were allocated on the basis of need and worth. Eighty—

five per cent of the operating budget was provided by

(f

tui ion; however, if there had been a larger enrollment it

would have been possible for tuition to provide 100 per cent
of the budget. The institution became eligible for federal

funds, but consistent with the free enterprise philosophy,
these funds were refused. There was no endowment fund and
restricted funds were not solicited, with the exception of

a faculty chair in the economics department.

O\
L)

It was the philosophy of the president that all the
faculty members would c mpete on an equal basis in the begin-
ning, and the "best would win." Students would gravitate to

'epartment would deveIOp

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(1,

those "best" subjects and a stron

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as a result of experti

The administrative group was kept to a minimum, due
to the high cost. n auditor was hired on a part-time basis

as the consultant for the fiscal planning. A tutor from the
English department was appointed dean of students.

In Cctober, the charter class was enrolled, totaling
303 students. In December, a new catalog was published that

more accurately reflected the goals and purposes of the

The academic dean was hired, who was also head of

the language department, and seven new faculty members were

The bilingual program was approved and therefore one
of the initial goals of the new institution was accomplished.
A cooperative student exchange program in Mexico, with the
University of the Americas, was also approved. This pro—
gram allowed students to attend classes in Mexico without a
loss of credit.

The program "Man and His Elements," a unique physical

education program, was proposed and adopted by the faculty.

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['1‘

.nis survival pro

0‘)

ram was designed to condition the mind and

the body toward self-confidence, self—reliance, and self-
knowledge. The nearby mountains and desert provided the
necessary laboratory, where students had to exist for two

days without food and be capable of foraging for themselves.
he faculty committee structure was designed and
initiated by the new academic dean. The organization chart
was designed, reflecting the divisional and departmental
structure. however, with the exception of an acting head

of the Fine Arts Division, no divisional heads were appointed.
A $2.6 million tax-exempt bond issue was consummated, which

was the first of its kind ever written for educational pur-

(3‘

poses. It ecame a model for future issues in other parts
of the country.

Correspondent status was granted by the North Cen-
tral Association, with the long-range objective of acquiring

full candidacy in three years. The student government was

formed, and a student handbook was written and published.

Sixth year

 

The board of trustees became involved in the fiscal
and educational planning of the institution. Certain board
members felt that they owned and operated the institution,
and by—passed the president with the acquiescence of certain
faculty members. In February, the president resigned and

the board of trustees appointed the head of the Science

62

Division, acting president. In June, five faculty members
resigned.
In July, the third president was appointed. A pri—

vate fun firm was engaged to solicit funds from

p.
'1
an
F.)-
m
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the community and were also to recruit students. The
effort was moderately successful. The administrative group
was enlarged by hiring a business manager, registrar, and

secretarial staff.

2'.
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lty handbook has as yet been published. A
new catalog has been published that now states a new phil-
osophy based on the concept of the "Renaissance Man."

Application has been made for state and federal funds. The

2
' o

ter the end of this year.

m

academic dean will resign

.7

Status with the North Central Association is in
jeopardy on the following is ues: there is lack of sound
liscal planning, the library is inadequate, the board is
too large, the :aculty committees should redesign their
roles, the catalog description of the bicultural campus is
dishonest, there is no team teaching as described in the
catalog, there is no evidence of exemption tests being admin—
istered, there are too many courses and majors offered for
the size of the faculty, and the semester in Mexico is of

questionable value.

0\
LA)

In retrospect, it was noted by the respondent that
the most critical factor for a successful educational enter-
prise is the board of trustees. There should be total agree—

ment between the board, administration, and faculty upon the

‘5

tion. A year of planning

4.—.:.'_
lSL/lb

f‘.

goals and purposes of the i

p

n are necessary. Finally,

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and a comprehensive master p

1

$3 to $' million are needed initially.

\)

 

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rst veer
A need was felt by a few concerned men for an insti-
tution of higher learning that would be dedicated to "quality

and high human purpose." The goal was to search for a means

to train young people to become the citizens of the future.

Education has two roles to play. One is the imparting

of knowledge, the training of the intellect, the sharp-
ening of the mind. Tne other is the building in men's

lives of an adequate framework of purpose and moral

respon ibility within which to store knowledge and
the honed mind are put to use [siCJ.
ollege Catalog - statement by the president.

v

O

The president was hired to implement and further

._

develop the p.ilos phy. he had had no previous experience
as an educational administrator or as a teacher.

We accept both roles as comprising the only adequate
strategy for education in today's world. We believe
the pursuit of that strategy to be the new frontier
for education in the final third of our century.
[The institution] aims at the same time in all its
activities to generate the quality of living that is
necessary for those who would grapple with the issues
of the modern world.

College Catalog - statement by the president.

 

64

Second year

 

An organization deeded a $6 million complex of 32 acres
and 18 buildings to the new institution. In July, the insti—
tution was granted a charter. The architect was hired, and
designed a master plan. The plan was phased in multiples
of four years each, and in September the first phase of the
plan was begun with the construction of the library.

Consultants were engaged, and throughout each phase of
the development of the institution they were used for brief
consultations.

In November, the first administrative officers were
appointed. They were the dean of students, the business
manager, and the director of admissions and registrar. Six
faculty members were also hired at this time. The follow-
ing criteria were used for hiring personnel: unquestionable
academic qualifications, a whole-hearted interest in the
training of minds and developing a constructive contribution
to the society, a desire to teach and proven experience as
a teacher, and excitement about the goals of the institution.
The publishing record was only viewed as an indication that
the person was "interested and alive."

The initial funds were contributed by 15 to 20 individ-
uals who were interested in the philosophy of the institution.
Two particular sources contributed the funds for the arts and
science building. Ninety-five per cent of all funds accepted

were for general purposes.

0\
U1

1 was divided into three major subject
areas: (1) philosophy, political science, economics, and
public affairs; (2) English, communications, nd languages;

and (3) natural science (only biology).

Biology is tne scierce of the future and the theatre
is an important rears of communicating ideas.
Quote - The preSident f Riral College.

 

er, the cnarter class of 105 students was

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613

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enrolled. Fed

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unds were available for scholarships

n)
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and work-grants. Sixty per cent of the student body received
some form of financial aid. In keeping with the philosophy
of the institution, each student was required to work four
hours per week for the institution. Correspondence status

entral Association.

C)

was granted by the North

The arts and science building was constructed. This
building housed classrooms, faculty offices, a lecture—
recital hall, and a natural science demonstration hall. No
federal funds were used for this facility.

In November, the dean of faculty was appointed, who
organized the faculty committee structure. The faculty met
as a "committee of the whole" and were concerned with the
problem, "How can we work toward the goals of the institu-
tion?" There was a trend in their thinking toward broadly

defined areas of knowledge that was not to be cross—disciplin-

Y

*1.

ary, but a search for someth ng new. All meetings were

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concerned with the pervasive question — How? How to move

‘

students along the path, and how to design an educational

plan.

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Ta

application for .ederal funds to construct an

i 3
CT
FD

athletic center was approved.

(1)

In Septemb r, the "Extended Residence Program" was

inaugurated. The rogram aimed to balance academic theory

’0

and knowledge with personal experience in various cities and
countries. Lectures of selected on-campus courses were
delivered to the students on tape, seminars held, and tests

"on location." The program was a further means

administered
of implementing tne institution's desire to train students
in responsibility and leadership, and to deal with the major

forces operating in today's and tomorrow's world.

 

In Vay, candidacy status was granted by the North
Central Association. In September, there were 300 students

enrolled.

dent felt tint there was a danger that the

H-
.3

The pres
institution was becoming "just another liberal arts college."
Faculty meetings began to be concerned about the problem of

V

"not doing enough for the students,‘ and after much discus-
sion, the decision was made to affiliate with the "Up with

PeOple" program. The prOgram seemed to supply the qualities

that the institution was seeking; i.e., knowledge of the
societies' problems, a commi tment to deal constructively
with them, and the use of he best of individual talents.
Some of the students and two of the 32 faculty mem-
bers were strongly opposed to the decision. The two fac—
ulty members attempted to influence more students and
apparently were successful, for in January #5 students left
the institution. Some of them felt that they had paid for

a campus education, not the opportunity to tour the country

 

The contributions from the many private sources
throughout the country sharply decreased. In March, the
board made the following decisions: curtail all programs,
stop any expansion projects, do not admit a freshman class,

reduce the faculty to 15 members, and, considering the needs

of the 50 seniors, provide for their graduation. In Septem-

p.

ber, the inst tution opened with only the senior class. In

3
cf

October, the i itution was offered for sale for $7.5

:S

9

million.

In retrospect, the respondent noted that it is nec-
essary to raise, for operating costs alone, approximately
$1 million per year for the first 10 years. Charges for
room and board would equal income and would therefore drop

out of the equation. It is also assumed that 60 per cent of

O\
O)

the student body would receive some degree of financial

Finally, to sustain an institution through the first
5 to 10 years of operation, 320 million is needed. Five
dollars should be available in cash beyond capital
construction on the first day of classes.

in respondent stated that this institution began
operations with inadequate financial support. He also
explicitly stated that the decision to begin operations

the board of trustees.

Intermediate University

 

‘. . .
through tne

p)

71 e

 

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a

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A state-wide study of higher education was initiated
by the governor. The study was prompted by the limited

expansion abilities of the existing institutions.

Fifth vear
*-

 

The state site selection committee made a complete
demographic and economic study of probable sites throughout
the state. fter the study was submitted, the board of
regents decided to locate the new institution between two
cities in the southeastern section of the state.

Within each city there exists a two—year community
college. The community colleges are owned by the cities and

will be returned to them six years after the above study was

O\
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lished by legislative action. No charter was necessary
because the institution was part of the state system. Six
hundred ninety acres were purchased adjacent to a state
park. -he county government provided $2.1 million for the

purchase. 'tion, three tracts totaling 340 acres

a

were donated as perman;nt preserves for scientific, educa-

(‘1‘

+‘ 3“... to f‘
ional, and esunetic purpo3es.

{'1

.he chancellor was ppointed, and in October he

p)

Q;

began developing the goals n philosophy of the institu-

{n

tion. he consulted with leaders in the area to determine
the particular educational needs that would be of value to
the communities. he general mission of the institution
would reflect the same missions as the parent state univer-
sity; i.e., teaching, service, and research. However, the
institution must develop a special inter-urban mission based
on the manufacturing tradition of the area. The area is in
a period of transition, with the attendant environmental

and social problems. It was decided to unite the institu-

tional goals and philosophy with these important considera-

tions.

7O

Tne m

plan was developed in cooperation with

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officers and the state engineers. The

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the admilist

*1

*3
517

land was analyzed carefully so that the campus would be
closely related to the surrounding area, especially the
adioining state park. It was important that the buildings
blend with the land, the adjacent park, and the contiguous
urban areas. Plans were also submitted for the development

of business and residential areas that surrounded the cam-

Cf

pus. The long-range facili y planning was for an ultimate
student population f 25,0cO. It was decided to engage an

q

architect from outside the state, who had extensive exper-
ience in the field of educational construction and also had
a "psychic feel" for this institution. This decision was

‘

met with considerable p litical opposition. The master plan

0

is considered a dire

0

tion, not a prescription.

Seventh year

 

The c rriculum is designed specifically to provide
students with a grasp of the human and technological resources
demanded in an urban, inuustria‘ society. There are two prin-
cipal units: the College of Science and Society, including
the divisions of science, humanistic studies, social science,

nd education; and the School of Modern Industry, including
the divisions of engineering science, management science,

and labor economics. Various experts from the parent state

university assisted in the organization of the curriculum.

'3

I
fi'd‘;

-
or;

 

71

There are some unique features of the curriculum.
The Divisional Seminars are designed to facilitate discovery
and learning in an area other than the student's major.
There are inter-disciplinary majors in science, social sci—
ence, engineering, business management, and labor economics.
American language, not English, is taught by faculty from
various divisions and deal“ with language as related to top-

ems of contemporary interest. Physical educa-

}-l

ics and prob

tion is not required nd is taught on the basis of the

p)

approach. The Division of Education provides the

5-0)

or teacher certification, while maintain-
in an academic discipline.
Advance placement can be gained on the basis of
the C.E.E.B. Advanced Placement test, or on examination in
the individual department. Every student is counseled to
design a prOgram that is based on his individual needs.
Each student is sell-paced; he alone can determine the course
and speed of this phenomenon called the "learning process."
In November, there was the ground breaking ceremony
for the first phase of a $6.7 million building program.
This phase includes the underground utility installation;
roads and walkways; temporary heating plant; laboratory-
classroom building; and the multi-purpose, or "Surge" build-
ing that will house the library, faculty, and the administra-
tive offices. The idea for the "Surge" facility came from

the California system. It is designed for maximum flexibility

.\]
[\)

and will be used for unexpected programs until permanent
cilities are available. The facility will be used through-
out tne developing years of the institution.

u.ds were not used for this

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first construction phase. The state receives a formula
cunt of federal funds and the state board allocates these
funds to the various state institutions.

The personnel from the community colleges were inher-
ited and became members of the new institution. There were
no funds available to hire new staff and the existing staff
was, for the most part, of "questionable value." In addi-
tion, there was the problem of a multiplicity of approvals
necessary for any new appointments, that was required by
the state Coordinating Council of Higher Education.

In February, the librarian was hired. A Modulux
temporary building was rented to house the growing collec-
tion from the two community colleges and other sources. The
basic guide used was the American Library Association compi—
lation. Fifty thousand volumes were to be the basic col-

‘\

lection, with a future goal 0: 300,000 volumes.

 

In July, the chancellor gained final administrative
control of the opera ting bud get and also the two community
colleges. There was a debt of $l9H,OOO that was owed the

state by the two colleges, and this was inherited by the

 

 

new institution. The planning and organizational budget was
under the control of the chancellor from the beginning of
his appointment.
n October, the master plan was approved by the
board of regents and in December the master plan was
approved by the Coordinating Council for higher Education.
The building program was proceeding on schedule.

The biennial request for $40.5 million was approved
by th regents. However, it was still subject to approval

’Y

by the Coordinating Council for n

H-

gher Education, the legis-
lature's finance committee, the governor-elect, and the
next year's legislature.

The request included the following: a library-

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000), a residence hall ($7,378,000
sel -amortizing , a student union ($5,400,000 self-amortiz-
ing), a classroom building (S¢,005,000), a communication

arts building $3,686,000), unit one of a physical educa-

tion building ($2,799,000), unit two of the general purpose
building ($12,722,000), a heating plant ($2,u51,000), utili-

ties and site development ($2,300,000), and equipment.
During this year, the chancellor pioneered for the
decentralization of faculty tenure decisions, which was
finally approved by the board of regents. The assistant
chancellor (business) was appointed.
The recruitment of personnel was begun. The chan-

cellor was interested not only in recruitment, but also in

 

 

74

retention of faculty. A problem exists of persuading new

faculty to come to the institution because the old faculty
cannot accept faculty that is better than themselves. The
quality of new personnel is based on the following factors:
possessing intelligence, dedication to the practice of the

H

profession, and a strong personality," and being "tough."
They must be well trained, contributors to the profession,
effective teachers, and must advance the institution's
interests and also individual professional interests.
Individuals cannot be accepted who use the institution for
private aggrandizement without making an equivalent contri-

bution to the institution.

Ninth year

 

The faculty committee and the departmental structure
were inherited from the state and the two community colleges.

Chan es must be made' however an chan e is regarded by the
g 9 3

0

1d faculty as a threat to their security. These faculty
members have ignored the fundamental needs of the geographic
and economic area.

In September, the new institution, at its new campus,
enrolled the first class of lb00 students. There was a 3M
per cent increase in the enrollment at the two community
campuses. The tuition is significantly lower than the other
state institutions. All federal and state student financial

aids are available to students.

75

A financial crisis evolved as the new legislature

 

met to consider the biennial request for the $40.5 million.
The committees and the Coordinating Council for Higher Edu-

cation had to be convinced of the worth of the fledgling

institution. Added to the state reluctance was the fact
that the new U.S. President was considering cut—backs for E!
as!
state building programs. Ultimately, $20.6 million was I‘m
approved for the second building phase. .
The institutional specialization will relate to r*2

 

the campus mission; i.e., engineering and management. How-
ever, if a faculty which is particularly excellent in other
disciplines can be recruited, then this factor will also
define a specialization.

Presently, a crisis has developed concerning the
decision by one of the city governments to purchase imme-
diately the campus in its city. If this decision becomes

a fact, the ori,inally conceived time schedule for separa-

'W

1

tion must be rearranged and drastic new financial measures

be taken.

v-l
*3

University

(‘1'

 

t year through
year

 

*SU)
Q.

 

The study of need was begun and would continue
unabated for the next 10 years. A group of civic leaders

felt a need for a four-year institution of higher learning

76

in the tri-county and tri-city area. The state legislature,
however, suggested that a two-year community college should

be established first, courses added, and then an appeal

0".)

made to the state or recognition and support of a four-

 

year institution.

Fourth vear

L

In October, a citizen "Committee of 300" was formed

and proceeded to develop a report that clearly indicated the

 

urgent need for a four-year institution, and expressed the

desire for an education that would be of the highest quality.

.11

ifth year

 

A referen‘um was presented to the electorate and
the results indicated that only a two—year institution should
be established. Th re was con inued effort by the board of
trustees to gain support from the state legislature and the
state board of education for a four-year institution. The

resistant position maintained that two-year community col—

leges should remain autonomous from a four-year institution.

Sixth year

 

A newly formed independent study group was organized
and came to the board with the recommendation that a four-

year institution was feasible.

77

Seventh year

 

At the request of the governor, a citizen "Blue
Ribbon" committee was formed to examine the specific edu-
cational needs of the tri-county area. The results, based
on the demographic and economic resources, again indicated

the need for a four-year institution.

[1]

ighth and ninth years

 

In December, the final report of a college associa-
tion study was submitted. It was a study of future college
registration in the area. The study indicated that there
was a sufficient population of college—age students in the

area for many years to come.

m . ‘- H
-enth year

 

In December, a legislative study committee also
reported that there was sufficient population support for

a four-year institution.

Eleventh year

 

A charter was granted for a private four-year lib-
eral arts institution. The state stipulated that the new
institution must be entirely independent of the already
existing two-year institution, but agreed that it could
function within the facilities of the two-year institution
until new facilities were designed, financed, and constructed.

The charter included graduate level programs in chemistry and

x]
a:

related fields. The initia funds of $100,000 were pledged

by the communities.

In August, the institution published a projection
report for the citizens of the three cities.

1

ember, the first class of transfer students

(1‘

-— r‘
in CED

f—l.

was enrolled and the inst tution became eligible for funds

 

from the higher Education Facilities Act and federal aid
for student work-grants, fellowships, and scholarships.

 

lepresentatives from the N rth Central Association made
their first visit. The faculty was recruited from the

area's professions and industry, and served on a part—time

 

basis.

"1!
-fi

Flo

‘ I“
rteentn year

 

In March, another citizen's committee submitted an

dd

{1)
Fl.

tional pro ection report. In May, the board of directors

C4.

aunched a successful fund drive for $5 million. In June,

*4

a successful effort was made to establish a public institu-
tion by official legislative act. However, the stipulation
was made that there must be area support.

A small, full—time faculty was hired and in Septem—
ber the first freshman class was enrolled. The major degrees,
B.A. and 8.8., were determined by the state board of educa-

tion.

A new board of control was appointed by the governor,
and in November the assets from the pledges and the fund
drive were turned over to the n w board.

The site was determined by legislative and state
board decision. Requirements were that it be equidistant
between the three cities and not contiguous to the two-year
institution. Land parcels were purchased gradually and
acquisition of more parcels is continuing at the present
time. The architect was selected upon the suggestion of the
building division of the state. The master plan was begun
with the purchase of the first parcel of land.

The board determined a curriculum based on a strong
four-year liberal arts principle before a student could
-he board also designed the faculty committee

structure. Sixteen departments were formed.

 

- :~. n .
in April, a gui

e and assistance" statement was

0
{D

Y‘
5‘

(3

communicated to the in titution from the state board of edu-

3
U)

cation. . may, accred't tion was granted by the state

{D

'1

council of college accreditation. In June, state financial
support was voted by the state legislature for the new
institution.

Also in June, a monograph entitled "Design for a
College" was published by the board of control and the presi-

dent. The monograph states the goals and objectives of the

 

 

80

institution and the projections and sequence of the curric-
ulum. The lO—year projection reflects the needs, resources,
and requirements of the tri-county, tri-city area. The
institution seeks an identity drawn from the character,
traditions, and needs of the area which justified the estab-
lishment of the inst Htu ion. The goals are: the mainten-
ance of a free society, quality, the search for truth, ser-
vice, and cooperation between public and private enterprise.

A two-year lower division has been organized as

preparatory to the upper division. A series of four foun—

O

dation courses is required: humanities, social studies,
natural science, and English. All courses are inter-depart-
mental and inter—disc: plinary. The upper division of study
is orgar .ized as follows: liberal arts, engineering and
applied science, health sci er ce, and fine arts. Two dis-
ciplinary areas are on a lO-semester basis - business admin-
istration and teacher education. Consultants assisted on
all aspects of the curriculum organization.

A Board of Fellows was formed to advise and communi—
cate the communities' concerns to the board of control.
This group also is in charge of all fund raising.

Long- range pl an .8 include many unique proposals. One
is the establishment of a special purpose private college on

institution land. The idea is similar to the cluster of

stitutions in Canada and

:3

colleges that is typical of i

En and. The proposal is con ‘istent with the goals and

 

C13
F4

philosophy that states the position of cooperation between
he public and the private interests.

my.

-he teacher education program was adopted and con-
tinuing adult education is offered at both the four—year and
the two—year institutions. Cooperation exists between the
institutions so that courses will not be duplicated.

The recruitment of personnel was extended. The first
qualifications were teaching ability and an agreement with
the goals and purposes of the institution. Personnel must
have academic standing. Fifty per cent of the faculty have
doctorates and were recruited from within the state. There
are few older faculty members; however, the younger members
are very promising. No rank of professor is granted with—
out the doctorate degree. The librarian, business manager,
the dean of faculty, and two faculty members came with the

president from the two-year institution.

The board published a policy manual.

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The master plan was approved by the state building
division. One million dollars became available from the
Higher Education Facilities Act. The organization chart
was developed by the president. North Central Association
consultants were called upon for advisement on the next

visitation.

 

 

Sixteenth year

 

A temporary classroom building was constructed for
200 students and a little theatre building was constructed.
In March, the institution applied for candidate status from
the North Central Association. The faculty committee struc-
ture was reorgnnized so that there are eight standing com-
mittees wit. student representation. The engineering program
was adopted.

A comm ttee on research was formed from the Board
of Fellows. The purpose of the group was to lend support
to faculty and student research projects. The projects

begun were water pollution, cancer (cell division), urban

{1)

problems, and industri 1 housing.

Seventeenth year

 

By August, the academic building, the dining hall

and student center, and one dormitory were built. For the
irst two years all walls in academic buildings will be
flexible because the use of each building will change as
each stage of development is reached.

The Rights and Responsibility Committee (students
and faculty) proposed a new constitution. Both students and
faculty desired more participation in the institution's gov-
ernance.

In Novemb r, the president published a Federalist

 

Paper in response to the above proposal. His conclusions

were that the designs for a new type of governance were

83
incomplete. Although the obstacles to building a community
of common counsel and understanding are formidable, the goal

of experimentation and change deserves the communities'

effort.
Although state appropriations are available for
instructional and administrative facilities, funds are not

available for dormitories, parking lots, landscaping, student

union, research cholarships, or enrichment. In response to

u
U)

these needs, an auxiliary women's group was formed to help
provide these needed extra funds. They operate a gift shop
in the academic buildi.g and sponsor various projects. Their

efforts have been very successful and funds have been raised

for much needed landscaping.

F4

he ibrary receives only $1000 per year from the
state for book purchases. Books can be borrowed from neigh—

boring insti ution with a student I.D. card.

(I)

The business administration and the health science
programs were adopted. Gifts and wills donated to the insti—
tution now total $1.3 million. An endowment fund was estab-
lished. Fund raising is a continuing effort that is sponsored
by the Board of Fellows.

It has been proposed by the president that the insti-
tution publish a journal that would give the faculty the
opportunity and incentive to do research and publish. Stu-
dent research projects are encouraged at all grade levels,

and are supported by the local industry.

 

 

CD
1*:

The organization chart is in the process of being
revised. The new faculty members are absorbing the older
faculty. The present problem is to determine how certain
professional education can begin in the freshman year.

The presidential style can be characterized by the
following statements: "Do not change goals - only modify"
here must be strong moral values."

The institution will specialize in the following
areas: education, biology, chemistry, business, and veterin—
ary medicine.

Continuous problems exist in the relations with the
state board of education, especially in the industrial and

economic areas, which ar of salient value in the community.

The communities' reaction is that economic stability is

based, in part, on the ability of the institution to serve
the area.

In retrospect, the respondent made the following
comment "The deSirable method of launching an institution

of higher learning would be to affiliate with a major estab-

lished university riint from the beginning."

 

CHAPTER V

COMPARISON OF THE ORGANIZATIONAL STRATEGIES

ne organizational strategies of the six institutions
were exa.ined on the basis of seven categories: (1) study of
need, (2) the goals and philosophy, (3) funding, (A) facili-
ties, (5) organization of staff, (6) curriculum, and (7) long-
range plan ing. hithin each category the organizational
strategies are described an id discussed. From the descrip—
ions it will be possible to compare how the institutions

were alike an Id how ch institution was different.

(D
m

The Study of Need

 

The study of need includes those activities that var-
iou people engaged in during the early planning stages of
the institution. The study of need examines ar d assesses
the econom ic and den ographic resources of the surrounding

area and results in a m

a:

ster plan related to the findings.
The study of need questions the environment to determine
whether or not there is adequate support for an institution
of higher education. Included in the study of need are var-
ious groups that are cor sidered important by the institution.
Among these can be boa rd me embers, citizen committees, admin-

istrative group members, -rofessional consultants, state

85

 

 

86

planning boards, legislative committees, or private con-
sulting firms.

The study of need at Protestant College was conducted
by a citizen group that was primarily concerned with students
of marginal academic achievement, who were not acceptable to
established colleges and universities. Limited use was made
of professional consultants. The institution did not develop
a master plan that would provide a careful plan for future
development.

The study of need at Catholic College was done
within the religious order without professional consultation.
However, two years ago a master plan and projection study
were prepared by a professional architect and consulting
firm that specializes in educational facilities.‘

No study of need was conducted at Private College,
except for the desire of a few businessmen to introduce an
enterprise that would benefit the economic structure of the
town. No master plan was formulated, and consultants were
engaged only for brief vis tations.

At Rural Coll ge the study of need was extremely
limited; however, a master building plan was formulated by
an architect and a consultant. The president, who had had
no previous experience as an educational administrator or
teacher, was hired to implement the board's philosophy.

The study of need at Intermediate University,
conducted by the state site selection committee, was a com-

prehensive demographic and economic survey. Consultants

87

were engaged from the parent state university and a master
plan was developed.

Various citizen groups and a state legislative com-

(1*

r4)

mittee condu ted the s udy 0 need at Tri University. The
study extended over a period of 10 years and examined every
demographic and economic aspect of the tri—city, tri-county
area. The master plan was designed in cooperation with the
state educational planning board.

In the foregoing data, two institutions engaged in
a comprehensive program of assessment - Intermediate Uni-
versity and Tri University. The studies involved all aspects
of the economic and demographic environment, and projected
a plan for the future. Of particular interest is the fact
that these two state institutions made strenuous efforts to
involve the comm:nity in planning.

Catholic College, after a period of organizational
fluctuation, saw th need for a study and engaged a consult—
ing firm, and with total faculty involvement, developed a
master plan.

Both Private College and Rural College ignored a
large segment of the surrounding population and depended
for success on a totally residential student population.
Neither institution developed a master plan.

Protestant College had the services of a citizen

committee, but a limited amount of professional consultant

help. No master plan was developed.

a

he ~oals and Philosophy

C

 

Distinct and coherent goals and philosophy make up
the intellectual framework that governs the institution.
They include the uniqueness of the institution and the insti—
tutional specialization, the congruence with the curriculum,
and the degrees offered. The development of the goals and
the philosophy concerns the involvement of the faculty, the
board, and the administration.

The goals and the philosophy at Protestant College
were extremely unique and resulted in an institution serving
a population in dire need of higher education. The institu-
tion specialized in degree programs that were congruent with
the stated goals; and the curriculum reflected the stated
philosophy.

In the beginning, Catholic College was but a carbon
copy of any other seminary preparing young men for the
priesthood. As a result of intensive faculty concern and
involvement, the goals and the philosophy were changed to
that of "self actualization" - creating an environment for
self learning. This unique approach to undergraduate educa-
tion is a result of the careful study of all the aspects of
the institution's academic life.

The goals and philosophy of Private College reflected
the ideas of the president, some of the faculty, and a few
of the board members. The faculty were extensively involved
in the development of a curriculum that reflected the free-

enterprise philosophy: however, the goals and philosophy have

89

changed and now reflect primarily the views of the academic
dean. The specialization of the institution was left to
the faculty, who were to develop in a competitive manner,

emic disciplines.

C):

the particular aca

At Rural College the goals and philosophy were for-
mulated by the board and were based on the desire to train
the citizen of the future. The institution specialized in
the preparation of leaders of the future society. The fac-
ulty were not involved in the formulation of the goals and
philosophy; however, they were deeply committed to the
education of young people and the expressed goals of the
institution. The curriculum reflected the goals and the
ph losoph .

The goals and philosophy at Intermediate University
were developed by the chancellor and were related to the
needs of the surrounding area. There was no faculty involve-
ment in this task nor in the determination of the curriculum.
The institution will specialize in programs relating to the
urban-technological area.

At Tri University the goals and philosophy were
developed by the president and the board to reflect the
needs of the area. The ,resent degrees offered and the cur-
riculum are congruent with the goals and philosophy and
reflect the board's desire for an education of the highest

quality. The institution seeks an identity drawn from the

needs traditions and character of the surrounding communit .
3 )

90

The faculty were not involved in the development of the goals

and philosophy.

The goals and philosophy of each institution are
unique a d reflect a de esi re to improve the education of young
peo pl Catholic College and Pr vate College involved the

faculty in the development of the goals and the philosophy.
At Rural College, certain basic philosophical premises were
formulated by the board and the president, and the faculty

were charged with their implementation. Catholic College,

-

after an extensive reorganization with the involvement of
the faculty, dedicated its resources to the philosophy of

self-actualization.

Funding includes those initial funds accumulated by
the institution, the plans for providing future funds,
endowment funds, student aid, means of financir g the build-
ing program, and costs of the teaching program.

-h initial Mu d.‘ ng of Protestant College was lim-
ited to a private loan which was primarily for the purchase
and removation of one building. Federal and state scholar-
ship and work grant aid was available to all qualified stu-
dents. Expected fu ure funds were not forthcoming.
Primarily private funds were used, with the later addition

f federal funds.

Original funding at Catholic College was from a bond

issue, private donors, and the money generated by the return

91

"*3

0 salaries paid the priest teachers. After the reorgani-

zation of the institution, a second bond issue has apparently
been eagerly subscribed. Federal and state scholarships and
work grants are available. The present goal is to seek

funds actively from private donors.

At Private Col-eg€'initial funding resulted from
board member donors. The uni,ue free enterprise philosophy
precluded accepting any federal or state funds, except for
G.I. bill student aid. A tax-exempt bond was issued; how—
ever, the future fin ncial perspective is uncertain.

The initial funding at Rural College was from pri-

p.
Cf

vate sources and as the inst ution progressed, federal
funds became available for building and student aid. Most
of the original funding was spent during the first phase of
the building program. Future funding has been sharply cur-
tailed.

At Intermediate University initial funds came from
the county which purchased the land for the institution.
Continuous funding is the result of board and legislative
actixon which disperses both federal allocations and state

titutio

:3

S .

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fpwmis to all the state i.

. ‘

'r. University came from private

(1*

Initial funding a
sources that subscribed funds to the original private insti-
tution. The state has now allocated funds, and federal

Erants have been used. The community will continue to sup-

5

L

F

DOITL13he institution i cooperation with the state alloca-

tions.

92

No institution had substantial funding to acquire
the land, construct buildings, and hire faculty for a com-
plete institution at the outset. However, both Intermedi-

University were adequately funded;

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Intermediate University from the county and the state, and
Tri University from private sources and later from the state.
Both Cat? lOliC College and Private College had funds from

private sources and bond issues. All the institutions, with

lege, were recipients of fed-

}__l

the exception of Private Co
eral building grants and student aid funds. Catholic Col-
lege used the dor ated salaries of the teaching priests for
an endowment fund.

The future financial perspective at Private College
is uncert in, and at Rural College all future funds have
been curtailed. The financial futures of both Intermediate
University and Tri "niversity are dependent on state approp-
riations, private funds, and federal funds; however, growth
seems constant and support is assured. Specific costs have
not been determined, except at Catholic College, where cost
per student is known. No institution has attempted to deter-
mine cost on a departmental basis.

Because of insufficient funds, Rural College is ter-
minating at the end 0 this academ .ic year, and Protestant
College will be absorbed by a larger university and become

an autonomous branch college.

 

 

Offices, classrooms, libraries, laboratories, audi-
toriums, resident halls, field houses, and land are the
living and learning environment of an institution. Buildings
are the physical expression of the institution's philosophy

and reflect the master sequence plan.

 

A

ct.

Protestant College there was no plan for the

 

future expansion beyond the one building. The building was

adequate for a limited enrollment. The faculty were not fax

 

involved in the design of the facilities.

The present facilities at Catholic College are ade-
quate; however, plans are being prepared for expansion. The
master plan is being adhered to and the faculty are vigor-
ously translating the new philosophy into a physical envi-
ronment plan.

The facilities at Private College are adequate in
some areas, especially in the sciences; however, there is
only a very small library and the local library is inade-
quate for undergraduate education. The faculty were insig-
nificantly involved in the planning of the facilities and
there was no master building plan.

At Rural College the facilities were deeded to the
institution from a former organization and in some cases
were more than adequate. Although the first phase of the
master plan was completed without faculty involvement, it
was the intention of the administration to involve the fac-

ulty during the future phases.

94

At present the facilities at Intermediate Univer-
sity are adequate and more buildings are being constructed
in keeping with the master plan. There was little faculty

involvement in the development of the master plan or in the

 

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design of the f
Facilities are adequate at Tri University for the

present enrollment, and the building program is continuing

 

according to the master plan. The faculty has not been

involved in the design of present or future facilities. 1[«,

 

At I.termediate University, Tri University, and

.3

Catholic College there are adequate facilities for the pres—
ent programs and there are master plans that indicate the
future building sequence. Rural College had an abundance

of space; a large library and a classroom—laboratory build-
ing. Living quarters for students were more than adequate.
Private College and Protestant College have limited facili-

ties at present and Protestant College does not have space

"'7
¢c

vate College nor Protestant Col—

[—Jo

for expansion. either Pr

lege had a master plan. Despite the expenditure of millions

.

of dollars, the data showed that the faculty of these insti-

CD

tutions were not involved in th planning of the facilities.

wry-cw
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tion 0

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on o the staff includes the selection of

p.

Organizat
faculty, the appointment of administrative officers, faculty

governance, and the decision-maling process.

95

At Protestant College the governance of the faculty
was predominately dictated by the president. The president
selected personnel on the basis of a concern for the teach—
ing process and agreement with the philosophy of the insti-

tution. Initial policy was decided at the top, with a few

 

_..'_.

_ .‘ .. .
P I‘.
v

decisions at all levels; however, some checking was done
before action was initiated. There has been a large turn—
over of faculty.

At the outset, the faculty governance at Catholic

 

College was typical of the hierarchy of any other religious
order. When the philosophy and the direction of the insti-
tution was extensively modified, faculty governance changed
accordingly. Both students and faculty worked closely
together, accomplishing the necessary tasks of the institu-
tion. A faculty committee was engaged in writing guidelines
that will be used for hiring future faculty members. There
was a broad policy from the top, and specific decisions were
made at all levels.

Governance of the faculty at Private College origin-
ally was on an gd hog committee basis; however, when the
academic dean was hired he systematically organized a com-
mittee structure. Selection of personnel involved both the
faculty and the administration. Except for the authorita-
tive committee organization, decision—making was specific
at all levels, with a broad policy from the top.

Governance of the faculty at Rural College was

determined by the appointed academic dean. The faculty met

96

as a committee of tie whole. Selection of personnel was

(1‘

he prerogative of the president. Some decisions were made
at lower levels and were checked before action was taken.
However, policy was issued rom the top.

At Intermediate University the governance of faculty

(f

D,

e to departmental committees remaining from the

w-

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.LS 4.13.

community colleges. Selection of personnel rests

FJ

na

P-

O

rig
primarily in the office of the chancellor. Some decisions

are made at lower levels, but they are checked before action

[U

is taken. road policy is determined by the chancellor.

The governance of the faculty and the departmental
structure at Tri University were determined by the president
and the board of control. Selection of personnel is based
on academic ability, degrees held, and agreement with the
goals and philosophy. Some decisions are made at lower
levels, but are checked before action is taken. Policy is
initiated from the administration. At present (1969) there
is a desire by students and faculty for participation in
the governance of the institution. The administration is
not completely closed to the proposal.

In the early planning stages of the new institutions
of higher learning, the president of each institution selected
the personnel. At all insti utions, teaching ability was an
important factor while research competency was a secondary
or an unimportant issue. Catholic College is the only insti-

tution that has a faculty committee working on guidelines

to be used for hiring future faculty members.

 

,F

2.34?! {i
m ;

 

With the exception of Catholic College, governance
of the facu'ty originated with the president or the academic
dean. After the reorganization at Catholic College, both
faculty and students worked closely together in the various
committees.

ne character of the decision—making process at

Protestant College, Rural College, Intermediate University,

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ersity was that some decisions were made at all

 

levels, administrative approval was necessary before action

 

was initiated, nd broad policy issued from the chief admin-
istrative officer. At Private College and Catholic College,
specific decisions were made at all levels, and a broad

policy was issued from th chief administrative officer.

’ . W ‘
TJPPlCdlhIT‘.

 

Curriculum inCIudes those disciplines that the insti-
tution chooses to offer, the organization of subject matter,
the unique aspects of the teaching or learning techniques,
and the congruenc" with the goals and philosophy. Of vital
importance to the determination of the curriculum are the
involvement of the faculty and at times the engagement of
consultants.

The curriculum at Protestant College was consistent
with the goals and philosoph and had some unique aspects:
i.e., the small English classes and the medical assistant

degree. The faculty were not involved with the development

98

of the curriculum and at specific times professional con-
sultants were hired for a short period of time.

At Catholic College the curriculum reflected the
goals and philosophy and had a unique implementation that
was a result of a high degree of faculty involvement. Con—

, workshops, and conferences were used as a means

by the fa ulty, and in most disciplines was congruent with
the goals and philosophy of the institution. No consultants
were engaged for curriculum assistance.

The curri ulum at Rural College was congruent with
the goals and philosophy of the institution and was divided
into three maln areas. The faculty, with consultants, were
extensively involved in all aspects of the curriculum.

The curriculum at Intermediate University was unique
and was congruent with the goals and philosophy of the insti-
tution. The curriculum was designed primarily by the chan-
cellor, with the aid of consultants from the parent

y. The present faculty were not involved in the

(1'

universi

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At Tri University the curriculum, originally designed
by the board and in the process of being modified, was con—
gruent with the goals and philosophy. The curriculum endeav-

red to meet the needs of the three communities. Consultant

services were used during the development of the curriculum.

”“""“;flflfl'

 

Every institution has designed a curriculum that
reflects the goals and philosophy. With the exception of
Private College, all the institutions engaged consultants
to assist in tr e development of the curriculum. All insti—
tutions, except Private College and Rural College, adapted
th ;e curriculu.. to the needs of the surrounding environment
and population. Tri University and Intermediate University
have chosen certain disciplines as priorities during the

beginning years, and have plans for the addition of other

 

disciplines in sequence, as funds and facilities become
available.

The Ha ult were exten ively involved in the develop-
ment of the curriculum at Private College, Rural College,

and Ca olic College.

 

Long-range planning includes future funding, the
building sequence, faculty recruitment, the evolving cur—
riculum, use of consultants, the institutional specializa-
tion, and the congruency with the goals and philosophy.

Th re was little evidence of long-range planning
in any area at Protestant College. The primary concern of
the administration has been to acquire adequate funding.

The one important educatior al commitment is to the education
of disadvantaged youth, and in this respect the institution

~ 1

has pr oven most ca pas le.

100

A conscientious endeavor was made at Catholic College
that related all aspects of the educational process to the
long-range planning of the institution. The faculty and
administration limited their intentions to a primary liberal
arts undergraduate education.

Long-range planning at Private College was evident
in a few disciplines; however, for the most part, the insti—
tution was without a long—range plan. Funding is uncertain,
conspicuous faculty members have resigned, and the institu—
tion has yet to decide on its particular specialization.

At Rural College there was insufficient long-range
planning in most aspects of the institution, except for the
building program. Instead of renovating the existing facil-
ities, new facilities were built. Some of the long-range
planning efforts were thwarted when a student—faculty coali-
tion withdrew from the institution. Many programs were
discontinued as funding was suspended. It was the board's
decision to launch the enterprise with inadequate funds.

The long-range planning at Intermediate University
is complete and was achieved in progressive phases. The
master plan provides for all aspects of the growth of the
institution, with plans for revision at any interval. At
present (1969), financial adjustments are being made to
accommodate the reluctance of the legislature to appropriate
sufficient funds for the second building phase. In addition,
the crisis concerning one of the community college campuses

Will necessitate new financial plans.

101

The long-range planning.is complete at Tri University
and the lO-year projection reflects the needs and resources
of tne tri-city, tri-county area. The plan includes all
academic areas and is complete in every detail. In addi-
tion, there are proposals which are unique to a new insti-
tution; i.e., a journal published by the institution, land
donated to a private college for a specialized purpose, and
an exchange program with a foreign "sister" institution.
The institution will specialize in the following areas:
education, biology, chemistry, business, and veterinary
medicine.

Long-range lanning at Catholic College, Tri Univer—

'C)

sity, and Intermediate University was complete and in pro—

gressive phases, nd the projections reflected the needs and

{D

resources of the respective surrounding environments. These
three institutions have defined institutional specialization,
a building sequence, land acquisition, future financial

needs, faculty needs, nd the planning is congruent with the

:1»

goals and philosophy.

There was little evidence at Rural College, Protes-
tant College, r Private College of any long—range planning.
Funding was uncertain, conspicuous faculty members resigned,
and at Rural College and Private College there was disagree-
ment between the board and the president. Rural College had

only a phased building program.

I” n
C)
[U

Summary
The organizational strategies of the six institu-
tions were examined on the basis of seven categories:
(I) study of need, (2) th goals and philosophy, (3) funding,
(A) facilities, (5) organization of staff, (6) curriculum,

nd (7) long-range planning.

of need that included all aspects of the economic and demo-

graphic environment and resulted in a comprehensive master
plan. The projection study at Tri University was by disci-

'U
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U

and included a description, recommended facilities,
proposed faculty, and an estimated student enrollment. Four
institutions had extremely limited studies of need and no

master plans have been developed.

[71

xcept for Catholic College, the goals and philoso-
phy were the result of board or presidential action, with-
out the aid of consultants.

There was sound fiscal planning at two universities.
Catholic College is beginning a plan for future funding.
The other institutions have uncertain financial futures.

Three instituti ns have adequate facilities for the
present programs. Two institutions have limited facilities,
and at Protestant College there is no available space for
expansion. Neither faculty nor department heads were involved
in the design of facilities at any of the institutions.

At all the institutions, faculty recruitment is based

on teaching ability with research competence of secondary

103

importance. Catholic College is the only institution where
a faculty committee is developing guidelines for hiring
future faculty. With the exception of Catholic College,

‘

aculty govern nce originated with the president or the aca—

All the institutions have a curriculum that is con-
gruent with the goals and philosophy. With the exception
of Private College, consultants were engaged to assist in
the development of the curriculum. Three institutions chose
certain disciplines as priorities during the beginning years.
Three institutions engaged in a long-range plan that
was complete and reflected the needs and resources of the

surrounding environment.

lowing chapter an attempt will be made

}.1

In the fo

to draw some conclusions from the data presented in this

CHAPTER VI

SUMMARY, CONCLUSIONS, REFLECTIONS, AND

IMPLICATIONS FOR FURTHER STUDY

The purpose of this study is to describe the organi-
zational strategies that have been employed by new colleges
and universities. The study is a pragmatic description, or
case history, of what various institutions, having different
configurations, have done to accomplish varying goals and
purposes. Each institution responds to the immediate envi-
ronment, and because of the unique internal and external
pressures, will develop a particular character that is
inimitable unto itself.

The organizational development of each institution
was presented in a chronological order, beginning with the
time of the initial idea in the mind of a particular person
or group of people, and then proceeded to the present (1969).

It was the intention of the data collection proce—
dure to accumulate data that would describe the development
of each institution within seven categories; i.e., (1) study
of need, (2) goals and philosophy, (3) funding, (A) facili—
ties, (5) organization of staff, (6) curriculum, and

(7) long—range planning.

10“

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C)
\N

The sources of the data were the tape recordings of

the interviews, available publications and documents of the

Yfi
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CL

institution, other published sources.

91

(D
F“

x institutions were identified that yielded a
variegated cross-section of environment, student populations,

and purposes.

tion Descriptions

 

"Protestant College" is situated in the heart of a

city of 1 56C 002 (1960 census) and is surrounded by a pre-
’ )

Q.

ominately lower socio—economic black population. The ini-

tial student body was 239 students and presently (1969) is

‘S

(D

700. The titution will be merged with a larger univer-

l

[.10

sity and will become an autonomous branch college. The
institution is coeducational, offering the Associate, B.A.,
and 3.8. (medical assistant) degrees.

is located on 80 acres of land
that was previously a hotel and health spa. The institution
is surrounded by a mall city of 33,500 (1960 census). The
initial enrollment was 120 students, presently there are
262 (1969), and the ultimate pr0jected enrollment is to be
llOO students in five "villages." The institution offers
only the B.A. degree, with few majors, to a predominately
Catholic student population. Originally, the institution
was for men; however, the past year a coeducational policy

has been adopted by the faculty and the administration.

106

H

is a non-sectarian, coeducational
institution located adjacent to a small agricultural town
of 12,000 population (1960 census). The institution began
with a student enrollment of 303 and presently has grown to
525 students. .he projected enrollment is for a student

body of l500. The B.A. degree is offered, with numerous

'Rural College" is located in an isolated part of
the country near a small village of 942 (1960 census). The
institution is non—sectarian and coeducational, offering the
B.A. degree in a few well—defined major disciplines. The
original student body of 105 has decreased to 50 senior

Rn ‘-
-‘A$ U

}.h

class students. Th

(D
U)

tution will cease functioning at
the end of this academic year (l969).

"Intermediate University" is an outgrowth of two
community colleges located in two cities - one of 97,000

population and the othe of 76 000 opulation (1960 cen-
. l ’ 3 - -

’3

sus). The present site is located between these two cities

on 690 acres of land. lhe institution is an autonomous

’$

state institution p oviding undergraduate B.A. and B.S.
degrees for a student body related to the urban-technolog-
ical environment. The original (and present) student body
of lAOO students is estimated to grow to 25,000 students
in 10 years, with complete undergraduate and graduate pro-

.9

"f‘l 1 - J
.1"; waivers

}—Js

ty" is situated on a site approximately

equidistant from three cities - one of 96,000 population,

107

one of 51,000 population, and the other of 27,779 population
(1960 census). The student body of 80A students is partially
residential and is estimated to grow to 18,000 students. The
institution is an autonomous state institution supported by

grants, and state allocations. The

*J

private funds, federa
coeducational institution off rs the B.A. and 8.8. degrees,

with future plans for a graduate school.

Q11rr‘m
ya...”

”J

{D

ry o Organizational Strategies

 

Intermediate University and Tri University engaged
in comprehensive studies of need that included all aspects
of the economic and demographic environment. Intermediate

University, Tri 'niversity, and Catholic College developed

I.termediate University, Tri University, and Catholic

nd lilosophies related to contem-

College developed goals

9)
'd
.1

.e needs of the surround-

CL

porary research and theory, an t

F

ing environment.

‘

for Catholic College, the goals and

[1)

(‘1‘

X

0
(D

P

philosophies were all the result of board or presidential

action, without the aid of faculty involvement or consult-

ants.
There was sound fiscal planning at Tri University
and Intermediate University. Catholic College began a plan

for future funding.
Intermediate University, Tri University, and Cath-
olic College have adequate facilities for the present pro-

grams and have master building plans. The faculty were

108

not involved in the design of facilities at any of the six
institutions.

With the exception of Catholic College, the organi-
zation of the staff originated with the president or the
acad mic dean. Catholic College is the only institution

where a faculty committee is in the process of developing

’3
d
J‘

guidelines fo re hiring of future faculty members.
i

All the institut ons have a curriculum congruent
with the goals and philosophies. Private College and Rural
College did not adapt curriculum to meet the needs and
resources of the surrounding environments. Intermediate
University, Tri University, and Catholic College chose cer-
tain disciplines as priorities during the beginning years.
Long-range planning t Catholic College, Intermed-
iate University, and Tri University is complete and includes
total projections in all areas, while no long-range plans
were developed at Catholic College, Private College, Prot-

estant College, or Rural College.

Conclusions and Reflections

 

Eacn institution sought to utilize the human and
economic resources available in the most propitious manner
possible. As each institution progressed, decisions had to
be made as the problems of growth, adaptation, and change
arose. In some cases, these decisions were based on inade-
quate facts, due to the lack of an adequate study of need

or a long-range plan.

in
g.
*3
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’. J
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O
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m
(D
0
c.
*3
d
m

iled programs and after providing for

(f
.3
m
m
w
m
C)
S

Q)

tion of the seni r class, will terminate as an
institution. Protestant College could not continue as an
autonomous institution, and will be absorbed by a larger
university. Private College has serious accreditation prob-
lems and the financial future is questionable. The future

\

of Catholic Coll ge is promising, now that the new philoso-

.1

phy and the new curriculum have been implemented. Both
Intermediate Uni ersity and Tri University have promising
futures based uron substantial studies of need, long-range

planning, and sufficient financial resources.

The only institutions tnat engaged in extensive
studies of need were Intermediate University an Tri Univer-
sity. The study of need at Tri Univers ty extended over a
period of 10 years, which seems an inordinate length of time.

An essential aspect of a strategy is determining
realistically the availability of resources. Before taking
action, it is necessary to Know what is possible, what is
needed, and what is impossible. The study of need requires

the contributi n of key personnel who will ultimately be

0

responsible for the utilization of the resources. Competent
department heads can survey possible resources and confi—
dently assess the capabilities of the resources relevant to
institutional objectives. Consultants can offer experience,
comparison with other plans that have been effective, and

objective evaluation.

110

The only institutions that related goals and phil—
osophies to the needs of the surrounding environment were
Tri University and Intermediate University. In an attempt

to deal constructiv

(D

ly with students of our contemporary
society, Catholic College used the self-actualization phil-

on to implement the educational program.

F1.

osophy of educat
Because the pnilosophy required an environment that is sup-

portive of the student, there was intensive faculty involve-

(f

ment in the planning 8 age.
A philosophy is a system of thought. An institu-
tional philosophy is based on some orderly, logical statement

of objectives and rinciples that govern the life of the

'U

The predetermined goals of an institution concern

not only the institution, but the public interest and trust.

F3

he goals define the activities of the general or the spe-

O

ific segments of the organization. Educational goals, as

cf

ta ed by S.I. hayakawa (26), are: (l) to learn to under-

U)

stand, appreciate,and take care of the natural world we

and, appreciate, and learn to live

cf

live in; (2) to ‘n‘

C

C)
CD
'3

s
with fellow inhabitants of ur planet: (3) to know the sig-
nificance and the meaning of the esthetic experience;
(A) to be capable of earning a living; and (5) to learn a
critical and intellectual method of rational thinking.

The goals and philosophy of an educational institu-

tion should embody an inte rated policy. The board,

0Q

administration, faculty, nd students share a common

lll

environment that should be directed toward a consistent pat-
tern of objectives. Each individual, department, and divi-
sion of the institution should reinforce one another and
interrelate in a persevering sequence of institutional
endeavor.

There was sound fiscal planning at Tri University
and Intermediate University. Since the implementation of
the new philosophy and the new curriculum at Catholic Col-
lege, the institution is confident that adequate funding
will be forthcoming. The board's decision to open Rural
College before there was adequate financial support certainly
contributed to its extinction. Using large sums of money
to build the library and the classroom-laboratory building,
instead of renovating the existing buildings, would have
conserved some of the funds at Rural College. With an
enrollment of only 300 students, the building program could
have progressed more slowly, allowing the institution to
develop a more substantial financial base. Moving from a
meager financial base prohibited Protestant College from
being able to borrow any significant amount of money. In
addition, there was no evidence at Protestant College that
the "Committee of 100" that initiated the college had con-
ducted any fund drive. A financially committed community‘
would have been an asset to the institution when adverse
circumstances forced it to become a part of a larger univer-

sity. Private College had committed funds from private

112

sources, but incorrectly estimated the number of students
who would be enrolled in a new college. By refusing all
federal and state financial aid, the resources at Private
College were extremely limited. If the principle of free
enterprise is sound, Private College should have attracted
adequate funds to build a model institution.

The need for a substantial financial base that will
continue over a period of approximately 10 years is indi-
cated. As the student body and a reasonably sized fac-
ulty increase and the curriculum develops, it is necessary
to raise additional funds, based on a percentage of oper-
ating costs. A contingency fund of approximately 10 per
cent must be maintained for the first five years, and
thereafter this figure could be reduced to 5 per cent of
the operating cost. The first five years are the most
crucial. It is during this period that accreditation is
acquired, a library is accumulated, equipment is procured,
faculty is recruited, buildings are constructed, and a
reliable reputation is attained. Three respondents pointed
out that rather than begin a new institution on an independ-
ent basis, it would have been more advantageous to have sup-
port from a parental institution during the beginning years.

Despite the expenditure of millions of dollars, the
data revealed that the faculty were not involved in the
planning of the educational facilities at any of the insti-

tutions. There was a total ignorance of the competencies

113

and the peculiar and intimate knowledge that faculty have

of the use of educational facilities. The data indicated
that boards of trustees and presidents made the major facil—
ity decisions.

Clearly, no one group can plan for the functions
and needs of a total institution. Logically, a committee
of faculty, board, and administration representatives, pro-
vided with competent consultants, could responsibly coordi—
nate resources and develop a plan that would reflect the
unique aspirations of the institution.

Catholic College was the only institution that
involved administration, faculty, and students in governance.
Governance in all of the other institutions originated with
the president or the academic dean.

The art of designing and maintaining an effective
organizational governance requires a clear identification of
the organization's objectives, a structure that is suitable
to the attainment of those objectives, and total involvement
of those concerned individuals.

Faculty satisfaction in the organization can exist
when members' attitudes are strongly favorable and stimulate
behavior toward implementing organizational goals, when the
members view each other with mutual trust and confidence,
when members are highly satisfied with achievement and mem-

bership in the organization, when members can communicate

Ill;

in all directions, when members can participate in the
decision—making process, when each member can establish high

goals by means of group partici

’O

ation, and when each member

’7‘
’J

has a concern for

q
..L

7‘1
CT

per -ormance standards.

Every institution attempted to interrelate the cur-
riculum and provide for con Mi uity, sequence, and congruency
with goals and th philosophy, throughout the four—year
undergr Hdua e program. Catholic College provided the means
for students to develop individual programs during the last
two years of their education. No institution provided for

curriculum evaluation.

[71

very institution should engage in a program of com-
pr eh ensi ve examination of the curriculum. The curriculum
is related to the goals, philosophy, facilities, funding,

faculty, and the spec lization of the institution. Cur-

Cf

riculum objectives mus be defired and expressed in behav-

ioral terms and in keeping with learning theory. Institutions
must seek means of in proving the curriculum by conducting
studies of students, society, educational philosophy, educa—
tional psychology, the educational experiences, the organi-
zation of ins ruction, and evaluation of the learning exper—
ience.

The long-range planni at Tri University, Inter-
mediate University, and Catholic College was comprehensive.

Protestant College, Private College, and Rural College did

not engage in any long-range planning.

115

Every enterprise needs a central plan that defines
its general purpose. Long-range planning involved deliber-
ately attempting to forecast the future, based on the evolv-
ing economic and human resources. As the internal and
external influences change, frequent reappraisal of the mas-
ter strategy is required. Additional data, new personnel,

a changing environment, and feedback will affect decisions
in the growing institution.

Finally, long—range planning involves accumulating
data from many sources - faculty, administration, board mem-
bers, and citizens. An educational institution is intimately
interwoven into the fabric of the society. Ultimately, the
place that an institution occupies within the society is
dependent on the value that the society places on the insti-
tution.

In summary, a successful institution engages in the
following activities: (1) a comprehensive study of need;
(2) a definition of goals and philosophy: (3) acquiring a
substantial financial base and a sound fiscal plan;

(u) acquiring adequate facilities; (5) designing a structure
of organizational governance that involves all those concerned
individuals; (6) developing a curriculum that provides for
continuity, sequence, congruency with goals and the philos—
Ophy, and evaluation; and (7) drafting an operative long-

range plan that provides for continual reappraisal.

 

116

Implications

 

The foregoing data reveal the organizational strate-
gies employed by six new institutions of higher learning.

It is evident that successful new colleges and uni-
versities have engaged in extensive economic and demographic
surveys that yielded significant data. The data accumulated
made it possible for the institutions to predict a support-
ive environment, and to develop realistic goals, a viable
philosophy, and valid long-range plans.

Present theories of management, organization, and
group dynamics are relevant to the administration of new

colleges and universities. There is substantial evidence

nning and research are necessary. Con-

}_ J
m

that systematic p
sultants who are specialists in organizational theory and
administration are of incalculable value during each phase
of the emerging new college or university.

The role of leadership in new colleges and universi-
ties is at best laborious and complex. Administrative capac—

ities are severly tested when it is necessary to encourage

(1‘
E?

cooperative involvement, 5 l ulate commitment, provide
security for personnel, and avoid faculty opportunism and
self aggrandizement during the critical formative years.

The data indicate that the leadership role can be facilitated
when: (l) a comprehensive study of need has been conducted,
(2) the institutional goals and philosophy are defined,

(3) faculty are committed and involved in institutional

117

purposes, (Q) sound fiscal planning exists, and (5) a long-

(7

range plan has een developed.

Institutions of higher learning cannot be segregated
enclaves within a community. Our society values the services
of colleges and universities as a means toward realizing the

"good life."

The data imply that community involvement is
essential to the eventual success of a new institution.
Boards of trustees, as representatives of community
interests, need pragmatic data upon which to base decisions
of policy. It is vitally important that board members have
internalized the goals and philosophy of the institution.
The recruitment and retention of effective faculty
members are, in part, dependent on their involvement, as
professional educators, in the educational process. The

many aspects of an institution's activities are determined

by the competence, motivation, and general effectiveness of

its human organization. Therefore, it is imperative that
all staff members, (or if the total staff has not been hired

. the initial stages, then representatives, i.e., depart-

H
3

mental chairmen), should be included in the planning of all

aspects of the new organization.

Impli

in;

O
n)

tions for Further Study
Further research of institutions of higher learning,
as organizations, is needed. Replication of this study,

using other components of the organization, i.e., the dean,

118

faculty m mbers, students, or board members, as respondents

[-J‘

would yield valuable nformation.

Sophist ication and refinement of instruments used

S

H.)

for the measurement 0 the various elements of the study of

O

need and long-range planning are needed. Such instruments
would enable the researcher to obtain data of greater sig-
nificance.

urther studies should be of a longitudinal nature,
thereby providing more data from which the researcher could
determir e more clearly those organizational strategies which
would help to ascertain the success or failure of an insti-

.L- 0‘ ‘ 1M «t
tution 01 higher lea rning.

’11

471
.LL.

ly, the stu udy of the college or university as

{n
f. .1

a complex organism within a particular environment is of
value to the ecologist. Specifically, how does a community
change as a result of a new college or university in its
environs? Is the intellectual climate of the community
enhanced? Does cultural life of the community significantly

change as a result of the diverse activities of the insti-

9
l
l

12.

13.

Adams, Richard N (ed.). Human Organization Research.

 

 

Homewood, 111.: The Dorsey Press, Inc., 1960.

Barber, Richard J. "Big, Bigger, Biggest: American
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30, 1966), pp. 14—160

adv of College Environments.

Barton, Allen B. Organizational Measurement and Its
e t1
liege Entrance Examination Board, 1961.

 

en. "Organizations of the Future," Personnel
tration, 30, 5 (Sept.-Oct., 1967), pp. 6—19.

 

Borg, Walter n. Ed cational Research. New York: David
Vc<ay Co., Inc., 196 .

. The Academic Market Place.
3, Inc., 1958.

 

 

Clark, Burton B. The Open Door College. New York:
NcGraw-Jill Book Co., 1960.

Cooper w lliam B Report to Senate Committee on Com-
" Q
l g

b ommi tee on Energy, Natural Resources
V1 " ‘

 

 

 

 

Coison, John J. The Governance of Universities. New
York° YcGraw—Bill, 196 .

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New Yor

Etzioni, Amitai. Modern Org
Cliffs, New Jersey: Pr

tions. Englewood
ice- -Hall, Inc., l96u.

 

. .e

k: McGr aw-Hil 1, M9 9.
niz
H‘-
flu

and Development of the

 

Perrier, w lliam w. Or
1

 

.2

1931
University of Califor ia. Berkeley, California:
ine Satrer Gate, 1930.

F"
[U
H

 

Frey, Sherman H., an d Ge etschman, Keith R. (ed.).
School Administration: Selected Readings. New
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FJ

25.

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27.

28.

Fuch, Victor R. "The First Se ervice Economy,‘ The Public
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"How to Prevent Organizational Dry Rot,"
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231, 20 (October, 1

m- r
-ne Nan

965), p- 20.

agement Thought.

 

History of
° Prentice-Hal

T v
AVOUOO

Theory.

1, Inc., 1968.

. R. "Ur niversity Cities in the Year
~us, 96, 3 (Summer, 1967),

pp. 817- 822.

New York:

 

1959.

Inc.,

Behavioral Science and

Educational

 

m: If” a
- Ce 6 jTC

Yearbook of the National

 

W
t.
)
(D
I)
(f
C‘
)
<2
0
”J

Education, 1

963. Chicago,

 

d Review,

Chicago Pres

nizational Lag in Ameri
33, 1 (Winter,

 

"Sociology of
berg (ed.),

 

Zett r
s of

(I)

Education,

1945-
Sociology in the United

3, 1964.
can Universi—

1953),

55." In

 

 

H m :1:
\n m [4

\ch‘o

ONC?‘ 0
v

'C

ONII

J.

IL

:1)

0

>6
U

P“ :3 '

Ramseyer
u aITes
n Sel ec ed

America: A Trend Report.

B. (ed.).

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Administra-

 

‘ 0
Readings.

Boston,

 

O 0 (Lil?
”fr‘
(DH)
0
p,

[11
93

$1? of m

5

COT} ,

Halpin, Andrew w
New York:

Hanford,
Col *bia Un

Hayakawa, S.I.
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The First Cen

LAQV

inc . ,

F1
lhe

Chester A.
iversity Press,

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Mass.:

Allyn

Administration.

 

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1931.

 

igan, Detroit News, Feb.

 

and Jarchow, Merrill E.

4”)

U‘J?’

 

College, 1966

Lazarsfeld,
Mind.

' 3

PO
Glencoe,

and Thielens, w., Jr.

Northfield, Minn.:

New York:

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3

15, 1970.

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Carleton

 

The Academic

 

111.: The

Free Press,

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29.

LA)
C)

LA)
'4

35.

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LeDuc, Thomas. "Piety and Intellect at Amherst College."
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ly and Co., 1965.

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ard re

en .
ss, 28, 2 (Feb., 19605.

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a1 Education, 53, 3

 

£1)
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A.R., nd haberstr oh, C. Some Theories of
ation. Revised Edition. Homewood, 111.:
orse‘, 1966.

 

 

hip in Administration. New
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. New Institution of Higher
hed 1965-71.

 

U.S. Office of Educat
Edu ucation, Est o

A

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123

APPENDIX A

STR’CTURED INTERVIEW QUESTIONNAIRE

how was the study of need conducted?
1.1 how :as the nastel plan developed?

1.2 Were consultants used? How?

How were the goals and the philosophy developed?

2.1 How were degrees determined? What degrees are
offered?

2.2 hhat is the institutional specialization?

2.3 What are the unique aspects of the institution?

2.4 What was, or is, the faculty involvement?

2.5 What role did the board play?

2.6 How are the goals and the philosophy related to

the curriculum?

Where did the initial funds come from?

3.1 Where will future funds come from?

Facilities. When was the land purchased?
flow was tne site determined?
how was the architect hired?
When and how was the sequence plan developed?
What has been the order of building?
A.l What has been the role of the faculty?

4.2 How was the master plan developed?

}_J
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\H
C)

How was the governance of the institution determined?

\n
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34
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3
[D

5.2 What is the character of the decision-making process?

5 the curriculum congruent with the goals and the

.2 What has been the faculty involvement?
.lat has been the board involvement?

.A When were consultant!

0\ O\ O\ m
L10
*9

J
O

alled upon?

What long-range planning has been initiated?

7.1 Related to goals and philosophy?

7.2 Re

’_I
9)
cf
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(L

‘— a...,.,:;,..~.r)
yo fiu$.M-AE:—Jjo

.3 Related to facilities?

1:-
b
F]
m
<+
(D
C).

to the organization of the staff?
to the curriculum?

.6 When and how were consultants used?

\1 \1 \1 \1 \1
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6
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o,

.7 Relation of long-range planning to institutional

[19‘
‘5-

'U
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NDIX B

127

 

FIRST YEAR

 

SECOND YEAR

 

THIRD YEAR

 

FOURTH YEAR

 

 

SIXTH YEAR

 

SEVENT. YEAR

,L‘

 

EIGHTH YEAR

 

 

 

 

 

7. ....Lt.t..\ti .83.!!!

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