MSU RETURNING MATERIALS: Place in book drop to remove this checkout from LIBRARIES __.___ your record. FINES will ___ - be charged if book is returned after the date stamped be10w. 3/2 M K; rem-.2; 51,-: ,1! 5 THE STATUS AND PERCEIVED ROLE OF THE ADULT LEARNER AND CONTINUING EDUCATION PROGRAMS IN SELECTED NAZARENE COLLEGES BY Elwood Arthur Self A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Educational Administration 1985 ABSTRACT The Status and Perceived Role of the Adult Learner and Continuing Education Programs in Selected Nazarene Colleges BY Elwood Arthur Self Changes in American society have brought about related changes in American higher education. Demographic shifts have created many adult learners who are willing to continue, complete, or enhance their education. Due to the unique learning characteristics and needs of adults, many institutions of higher education have adjusted their missions and operations in order to accommodate this new clientele of learners. The impact of adult learners and the type of education they desire has not been measured to any great degree. This is particularly true for denominational colleges. This study is conducted to investigate and describe the status and perceived role of the adult learner and continuing education programs at eight liberal arts colleges located in the United States and owned and operated by the Church of the Nazarene. A finite sample of 143 decision- makers, seven presidents, eight chief academic officers, eight board chairmen, and 120 division and department Chairpersons were asked to complete a self-administered questionnaire. Six questions guide the research. They are the following: 1. What is the level of agreement between certain values and predispositions regarding the adult learner/continuing education and decision-makers perception of these values? 2. What form or type of continuing education program do decision-makers believe to be the most appropriate for their institution? 3. What do the various decision-makers perceive to be the relative importance of continuing education in comparisons to other institutional activities, programs, and priorities? 4. What do decision-makers perceive to be the significant hindrances to the implementation of a comprehensive continuing education program on their campus? 5. What do decision-makers feel is the likelihood of positive and negative outcomes upon the mission of their institutions? 6. What is the current state of continuing education and continuing education related activities at each college? The data indicate general agreement with positive values and presuppositions and disagreement with negative values and presuppositions in respect to the adult learner and continuing education. The highest level of agreement was reached with respect to continuing education providing access to students who would not otherwise attend, the highest level of disagreement was reached with respect to the negative impact of the adult learner and continuing education program upon the traditional mission and purpose of each college. Results indicate that the most appropriate type of continuing education program is one that is complex and comprehensive. The most significant finding in section two indicates that the ability to complete a degree is very important for decision-makers. An analysis of research question three indicates the relative importance of continuing education in comparison to other institutional priorities. Continuing education ranked tenth on a list of thirteen. It can be concluded that continuing education for members of the Church of the Nazarene and the population in general is not a high priority for Nazarene higher education. From a list of fourteen potential hindrances, to the implementation of a comprehensive continuing education program, decision-makers identified two as being significant: a lack of clarity in defining continuing education and insufficient finances. A lack of administrative vision was most frequently cited as the most significant hindrance. Lack of space was most frequently cited as the least significant hindrance to implementation. In an evaluation of four scenarios which reflect negative and positive outcomes of continuing education, decision-makers concluded that positive outcomes are likely to occur and negative outcomes are likely not to occur. It was determined that adult and continuing education students at the colleges generally receive much less consideration and accommodation than do full-time traditional students in the same college. Adult and continuing education students receive much less consideration and accommodation than do adult and continuing education students in general. The study concludes with a series of observations and recommendations which suggest that service to adult learners can be a means of fulfilling the purpose of Nazarene higher education and to strengthen the individual missions of the colleges. ACKNOWLEDGEMENTS I am indebted to my best friend and wife Carol and sons Adam and Eric for their unfailing support and encouragement during the writing of this dissertation. I am also grateful to Dr. Ted Ward and Dr. Walter Johnson who have offered needed guidance and support during my doctoral studies. Their helpfulness in this study, as well as their interest in my professional progress leaves me in their debt. The assistance and instruction of committee members Dr. Richard Featherstone and Dr. Howard Hickey have helped clarify and strengthen this endeavor. Their assistance will always be appreciated. My appreciation also extends to Mrs. Geneva Speas for her continual concern and unbounding love and to Mrs. Elizabeth Rueter for her patient understanding and professional competence in typing and wordprocessing this study. My thanks to campus liaisons Bob Brower, Richard Egnor, Gilbert Ford, Clifford Fisher, Jim Knight, Paul Patrick, Ron Phillips, and Donald Young whose efforts were vital to this research. TABLE OF CONTENTS Chapter I THE PROBLEM O O O O O O O O O O O O O O 0 Statement to the Problem . . . . . . . . . . . . . Purpose . . . . . . . . . . . . . . . . . . . . . Research Questions . . . . . . . . . . . . . . . Significance of the Study . . . . . . . . . . . . Nazarene Liberal Arts Colleges Included in the Study . . . . . . . . . . . . . . . . . . . . . Definition of Terms . . . . . . . . . . . . . . . Limitations and Scope. . . . . . . . . . . . . . . Organization of the Study . . . . . . . . . . . . Chapter II REVIEW OF THE LITERATURE . . . . . . . The Adult Learner . . . . . . . . . . . . . . . . The Problem of Definition . . . . . . . . . The Nature and Characteristics of Adult Learners . . . . . . . . . . . . . . . . . . . . . Aims and Objectives of Adult Education . . . . . . Literature and Related Studies Regarding the Mission of Higher Education and the Adult Learner. Selected Studies Concerning the Adult Learner in Church related Colleges . . . . . . . . . . . . Nazarene Higher Education/Mission, History, Status Chapter III METHODOLOGY 0 O O O O O O O O O O 0 0 Identification of Issues to be Studied . . . . . . Explanation of Survey Methodology . . . . . . . . Sample Characteristics . . . . . . . . . . . . . Statistical Methodology . . . . . . . . . . . . . section I O O O I C O O O O O O O O O O 0 Section II - Part A . . . . . . . . . . . . Section II - Part B . . . . . . . . . . . . Section III — Part A . . . . . . . . . . . . Section III - Part B . . . . . . . . . . . . Section IV . . . . . . . . . . . . . . . . . Section V . . . . . . . . . . . . . . . . The Data Collection Process . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . Chapter IV ANALYSIS OF DATA . . . . . . . . . . . Analysis of Research Questions . . . . . . . . . . Analysis of Research Question 1 Analysis of Research Question 2 Analysis of Research Question 3 Analysis of Research Question 4. . Analysis of Research Question 4 Analysis of Research Question 5 ii 38 44 47 58 58 60 64 65 66 67 67 68 68 69 70 7O 72 73 75 75 89 90 91 98 98 Analysis of Scenario One . . . . . Analysis of Scenario Two . . . . . Analysis of Scenario Three . . . . Analysis of Scenario Four. . . . . Analysis of Research Question 6. . . . Curricular Questions . . . . . . . Student Service Questions. . . . . Organizational and Financial Questions Trends 0 C O O O O O I O O O O O 0 Chapter V DIFFERENTIATED DATA ANALYSIS . . . College I - Dean's Data. . . . . . . . . . . Scenario Evaluation. . . . . . . College II - Dean's Data. . . . . . . . . . . Scenario Evaluation. . . . . . . College III— Dean's Data. . . . . . . . . . . Scenario Evaluation. . . . . . College IV - Dean's Data. . . . . . . . . . Scenario Evaluation. . . . . . . College V - Dean's Data. . . . . . . . . . Scenario Evaluation. . . . . . College VI - Dean's Data. . . . . . . . . . Scenario Evaluation. . . . . . . College VII- Dean's Data. . . . . . . Scenario Evaluation. . . College VIII Dean's Data. . . . . . . Scenario Evaluation. . . Chapter VI REVIEW, SUMMARY, RECOMMENDATIONS . Review . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . Research Question I. . . . . . . . Research Question II . . . . . . . Research Question III. . . . . . . Research Question IV-Section III-A . . Research Question IV-Section III-B . . Research Question V . . . . . . . . . Research Question VI . . . . . . . . . Review of Questionnaire Conclusion . . . . . Recommendations. . . . . . . . . . . . . . . Appendix A Association for Continuing Higher Education Letter of Approval . . . . . . . . . . . . . Appendix B Survey Questionnaire . . . . . . . . . . . . Appendix C Evaluation of four outcome scenarios for all colleges included in study . . . . . . . . . Bibliography . . . . . . . . . . . . . . . . 99 99 100 101 102 102 103 104 106 107 109 117 119 128 130 139 141 149 150 159 161 170 171 179 181 189 190 190 192 192 195 199 202 204 207 209 213 214 218 219 228 229 LIST OF TABLES Table l. Nazarene Educational Institutions - 1921 . . . . . . . 2. Number of Faculty and Administrators Included in 15. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. Sample . . . . . . . . . . . . . . . . . . . . . . . . Value of Continuing Education in Providing Revenue . . Value of Continuing Education in Creating Favorable Public Relations . . . . . . . . . . . . . . . . . Evaluation of the Academic Rigor of Continuing Education . . . . . . . . . . . . . . . . . . . . . . . Intensity of Continuing Education Students . . . . . . The Value of Continuing Education in Improving Teaching Competencies . . . . . . . . . . . . . . . . . The Benefit of On-Campus, Residential Experience . . . Continuing Education and Declining Enrollment . . . . . Continuing Education and the Curriculum . . . . . . . . Continuing Education and Diminished Resources . . . . . .Continuing Education as Indicator of Institutional Difficulty. . . . . . . . . . . . . . . . . . . Continuing Education and Increased Faculty Income . . . Value of Continuing Education in Providing Student Access. . . . . . . . . .‘. . . . . . . . . . . . . Continuing Education and Institutional Evaluation . . . Continuing Education and Institutional Mission. . . . . The Cost Effectiveness of Continuing Education. . . . . The Vocational/Technical Orientation of Continuing Education . . . . . . . . . . . . . . . . . . . . . . Continuing Education and Accreditation Problems . . . . Continuing Education Values/Presuppositions Composite Ranking . . . . . . . . . . . . . . . . . . . . . . . . Appropriate Type of Continuing Education Program. . . . Continuing Education Compared to Institutional Priorities. . . . . . . . . . . . . . . . . . . . . . . Geographical Location as a Hindrance to Implementation. Lack of Student Market as Hindrance to Implementation . No Perceived Need as Hindrance to Implementation. . . . Lack of Administrative Know-how as Hindrance to Implementation. . . . . . . . . . . . . . . . . . . . Lack of Administrative Vision as a Hindrance to Implementation. . . . . . . . . . . . . . . . . . . . . Lack of Faculty Support as Hindrance to Implementation. Insufficient Finances as Hindrance to Implementation. . Competition for Students as Hindrance to Implementation Lack of Space as Hindrance to Implementation. . . . . . Student Lifestyle as a Hindrance to Implementation. . . Lack of Constituency Support as Hindrance to Implementation. . . . . . . . . . . . . . . . . . . . Educational Philosophy as a Hindrance to Implementation iv Page 52 65 75 77 77 78 79 80 80 81 81 82 83 84 84 85 85 86 86 88 89 91 92 92 93 93 93 94 95 95 95 96 96 96 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. Perception of Continuing Education as Panacea . . . . . Lack of Definition as a Hindrance to Implementation . . Evaluation of Scenario #1 . . . . . . . . . . . . . . . Evaluation of Scenario #2 . . . . . . . . . . . . . . . Evaluation of Scenario #3 . . . . . . . . . . . . . . . Evaluation of Scenario #4 . . . . . . . . . . . . . . . College I-An Analysis of Continuing Education Values and Presuppositions. . . . . . . . . . . . . . College I-An Explanation of the Most Appropriate Type of Continuing Education. . . . . . . . . . . . . . College I—A Ranking of Continuing Education in Respect to Institutional Priorities . . . . . . . . . . . . . . College I-The Significance of Potential Hindrances to Implementation of a Comprehensive Continuing Education Program . . . . . . . . . . . . . . . . . College I- -Responses of Decision-Makers regarding their Comfortability in Answering the Questionnaire . . . . . College II—An Analysis of Continuing Education Values and Presuppositions. . . . . . . . . . . . . . College II-An Explanation of the Most Appropriate Type of Continuing Education Program. . . . . . . . . . College II-A Ranking of Continuing Education in Respect to Institutional Priorities . . . . . . . . . College II-The Significance of Hindrances to the Implementation of a Comprehensive Continuing Education. College II-Responses of Decision-Makers Regarding Their Comfortability in Answering The Questionnaire . . College III-Analysis of Continuing Education Values and Presuppositions. . . . . . . . . . . . . . College III-An Explanation of the Most Appropriate Type of Continuing Education Program. . . . College III-A Ranking of Continuing Education in Respect to Other Institutional Priorities. . . . . . College III-The Significance of Potential Hindrances the the Implementation of a Comprehensive Continuing Education Program. . . . . . . . . . . . . . College III-Responses of Decision-Makers Regarding Their Comfortability in Answering the Questionnaire . . College IV-Analysis of Continuing Education Values and Presuppositions. . . . . . . . . . . . . . . College IV-An Explanation of the Most Appropriate Type of Continuing Education Program. . . . . . . . . . College IV-A Ranking of Continuing Education in Respect to Other Institutional Priorities. . . . . . College IV-The Significance of Potential Hindrances to the Implementation of a Comprehensive Continuing Education Program. . . . . . . . . . . . . . College IV-Responses of Decision-Makers Regarding Their Comfortability in Answering the Questionnaire . . College V-An Analysis of Continuing Education Values and Presuppositions. . . . . . . . . . . . . . . College V—An Explanation of the Most Appropriate Type of Continuing Education Program. . . . V 97 97 99 100 100 101 112 113 114 116 118 123 125 126 127 129 134 135 136 138 140 144 146 146 148 149 154 155 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. College V-A Ranking of Continuing Education in Respect to Institution Priorities. . . . . . . . . . College V—The Significance of Potential Hindrances to the Implementation of a Comprehensive Continuing Program . . . . . . . . . . . . . . . . . . . . . . . . College V-Responses of Decision-Makers Regarding their Comfortability in Answering the Questionnaire . . College VI-An Analysis of Continuing Education Values and Presuppositions. . . . . . . . . . . . . . . College VI-An Explanation of the Most Appropriate Type of Continuing Education Program. . . . . . . . . . College VI-A Ranking of Continuing Education in Respect to Other Institutional Priorities . . . . . . . College VI—The Significance of Potential Hindrances to the Implementation of a Comprehensive Continuing Education Program. . . . . . . . . . . . . . College VI-Responses of Decision-Makers Regarding Their Comfortability in Responding to the Questionnaire College VII-An Analysis of Continuing Education Values and Presuppositions. . . . . . . . . . . . . . . College VII-An Explanation of the Most Appropriate Type of Continuing Education Program. . . . . . . . . . College VII-A Ranking of Continuing Education in respect to Other Institutional Priorities . . . . . . . College VII-The Significance of Potential Hindrances to the Implementation of a Comprehensive Continuing Education Program . . . . . . . . . . . . . . . . . . . College VII-Responses of Decision-Makers Regarding Their Comfortability in Answering the Questionnaire . . College VII-An Analysis of Continuing Education Values and Presuppositions. . . . . . . . . . . . College VIII-An Explanation of the Most Appropriate Type of Continuing Education Program. . . . . . . . . . College VIII-A Ranking of Continuing Education Respect to Other Institutional Priorities . . . . . . . College VIII-The Significance of Potential Hindrances to Implementation of a Comprehensive Continuing Education Program . . . . . . . . . . . . . . . . . . College VIII-Response of Decision-Makers Regarding Their Comfortability in Answering the Questionnaire . . Comfortability of Decision-Makers in Responding to the Questionnaire . . . . . . . . . . . . . . . . . . vi 157 158 160 164 166 167 169 170 174 175 176 178 180 184 185 187 188 189 213 CHAPTER I THE PROBLEM American higher education has historically reflected the developing nature of American society. Progression through eras of economic, political, and social change has produced philosophical and operational adaptation in higher education. Growth and development of American society in general and American higher education in particular has not occurred independently, but rather as a dependent and parallel relationship. Naisbitt (1982) briefly summarizes the historical development of the United States with the use of three words. They are the following: farmer, laborer, and clerk. Three stages of national development are represented by these words. During each stage higher education has been an important component in the education of the American populace. Alfred North Whitehead (1926) remarked in The Aims of Education Any serious fundamental change in the intellectual outlook must necessarily be followed by an educational revolution ...education which is not modern shares the fate of all organic things which have been kept too long (p. 20). Historical observation attests that American higher education has experienced significant modification as a 1 2 result of changes in intellectual outlook. The classical nature of American higher education was altered by the emergence of the land-grant institutions that provided practical and technical education needed by a changing economy. The shift from a post-secondary system based largely on private institutions to public supported colleges and universities, the creation of state-wide systems of higher education, and the growth of community colleges have all signaled the changing nature of American society. Higher education has not remained philosophically or operationally static, for in acting as a catalyst for social change, it has also needed to adapt to the type of society it has helped create. The process of change in American society, and thus in American higher education, has not diminished but has been compounded when influenced by increased heterogeneity of the American population, urbanization, mobility, changing family structure, birth and mortality rates and the changing nature of the American world of work. (Southern Association, 1973, p.1) Each of these have aided in the creation of the social and educational environments in which higher 3 education must exist and in which this study was conducted. A major theme in much of the current literature on higher education is that the next decade will be one of the most challenging of the last half of the twentieth century. It will be a period of great uncertainty -- uncertainty about mission, finances, enrollments, and maintenance of quality. Birnbaum (1982) suggests that the future of higher education will be largely dependent upon economic conditions, international crises, scientific breakthroughs, shifts in public ideology, social movements, and other important events that are not only outside the control of higher education but are also for the most part unpredictable. (p. 781) Minter and Bowen (1978) comment that the uncertainty brought about by significant social and economic change will place certain segments of higher education in very tenuous positions. The independent sector is widely believed to be in serious jeopardy. There are many reports that it faces increasing competition from hundreds of new public institutions; that it has had to raise tuitions substantially year after year so that the tuition gap between independent and public institutions has widened; that its income from gifts and endowments has not kept pace with rising costs; and that the pool of available students is contracting. (p.1) 4 Keaton and Hilberry (1969) indicate: The typical liberal arts college of the mid-twentieth century is obsolete. Its sovereign isolation, its protected students, the one-track careers of its faculty, its restricted curriculums and teaching, and its tepid purposes make it unsuited to the needs of the decades ahead. To have a bright future, private colleges must struggle to surmount these defects in a contest of significantly altered purposes. (p.1) One of the significantly altered purposes for the liberal arts college may be to expand its traditional mission to help meet the educational demands of adult nontraditional learners. Since the 1972 report by the Commission on Nontraditional Study, there has developed a voluminous amount of literature regarding the adult and continuing education student. Many institutions have begun to program and plan for the adult learner. In Three Thousand Futures (1980) the Carnegie Council on Policy Studies in Higher Education reports that 91 percent of American colleges and universities now offer at least some degree-credit courses in the evening and 40 percent offer degree-credit courses on weekends. American colleges and universities appear to be distributed along a continuum that runs from very active programming and planning to no programming and planning for the adult learner. The reasons why higher education institutions view the adult and continuing education learner as a potential market for students are also widely distributed. One predominant 5 theme is that adult and continuing education students, or any nontraditional student, may somehow reduce the severity of the traditional student enrollment decline. Opposing views state that adult and continuing education students should be viewed on the basis of their own unique needs rather than an expedient way out of difficult times and pressing financial dilemmas. Maehl (1980) indicates: What we in institutional education realize is that we should not approach lifelong learning as a palliative for the enrollment crunch we are already in. We must look at the new audience of adult learners in its own terms, and we must address the new mature students with the same integrity of mission that we have brought to our work with young persons in the past. Above all, we must not expect to exploit the adult learner just to preserve intact what we have done in the past. (p. 1) There is little question that American higher education is in many ways responding to the adult and continuing education learner. However, there are many questions that remain unanswered regarding the most appropriate response that higher education should take. Ostar (1981) suggests: the idea of learning as a lifelong pursuit has gained increasing currency throughout academe. This recognition manifests itself in many ways: new institutions centered around ”opening learning" programs; the growth of continuing education and extension services; and the introduction of "external degrees" on many campuses. As post-secondary institutions have become more responsive to contemporary 6 trends, a phenomenal shift has occurred in learning populations. (p. 56) Much of the difficulty that is faced by education is that there is no particularly clear definition and understanding of what it is dealing with. Apps in Problems In Continuing Education (1979) identifies fourteen labels to describe essentially similar processes. They are the following: continuing education, adult learning, nontraditional study, and andragogy, to name a few. He also indicates that there are at least twenty-five more labels that refer to more specific parts of the field: community education, cooperative education, and non-directed education, for example. The magnitude of this definitional problem cannot be minimized as the lack of a clear definition for continuing education results in confusion for all of education in general and for higher education in particular. Apps does establish the term "continuing education" (Apps, 1979, p.76) as the most applicable for the field. Although a clear and concise descriptor is difficult to establish, the literature is quite clear as to the particular learning needs and requirements of adult learners. Contributing to the increased numbers of adult students are the mandatory regulations placed upon members of professional organization for licensure. Forty million 7 Americans who indicate that they are in career transition intend to secure some type of additional education in order to achieve some type of vocational advancement or to gain credentials for entrance into some new career. The passage of the Lifelong Learning Act in October of 1976 gives evidence of the federal government's interest in and recognition of the growing need for continuing adult education. Although signed into law as Title I, part B of the Educational Amendments of 1976, the bill was not funded. There is general agreement that over the next decade education programs and policies will devote more attention and resources to the needs of nontraditional adult learners. Higher education has felt the effects of fundamental changes in American social order. Thornton (1972) indicates that in a civilization where no man's education may be considered sufficient and complete, people of all ages and conditions seek opportunities to continue their education while they work. America is becoming a nation of students, and the community junior colleges are increasingly active in providing courses for the fully employed part-time student. Part-time enrollments in several states exceed the number of full—time students. (p. 66-67). Fundamental changes continue to take place in American society. It is this environment that creates the part-time, adult, nontraditional student that is desirous of continued learning. Not all higher education 8 institutions will be affected by this clientele and not all colleges and universities will respond in the same manner. However, the impact of the adult learner upon the four-year, church-related liberal arts college, has not been measured to any great degree. Similarly, little research has been conducted that measures the perceived impact of the adult learner/continuing education program upon the mission and purpose of church-related liberal arts colleges. This research, in part, addresses this combination of the continuing education program adult learner in the church-related liberal arts college. Statement of The Problem The four-year, church-related liberal arts college has historically held an important place in the scheme of American higher education. As such, operational adaptation has been necessary in order to answer the educational demands of a developing society and changing denominations. While for many colleges and universities the question of the adult learner has been addressed and determined, the role of the adult learner in many denominational colleges remains unresolved. The liberal arts colleges of the Church of the Nazarene have been subjected to many of the same challenges as the rest of higher education, but as yet the question of the adult learner remains unaddressed and unresolved. It is this 9 fundamental question that lies at the heart of this research. No comprehensive research has been conducted that addresses the question of the adult learner in Nazarene higher education. The role of the adult student in Nazarene higher education is not established. No data is available that describes either the status of the adult learner or what continuing education programs are available at Nazarene colleges. No systematic effort has been undertaken to determine what Nazarene college decision-makers perceive to be the role of the adult Nazarene and Non-Nazarene learners at Nazarene Colleges. In the face of demographic certainty, what will be the response of Nazarene colleges to the educational needs of adult Nazarene students? To what degree would adult learners effect that traditional mission of Nazarene Colleges? Purpose This research is undertaken to investigate and describe the status and perceived role of the adult learner and continuing education programs at eight liberal arts colleges located in the United States and owned and operated by the Church of the Nazarene. The researcher is principally concerned with developing a composite picture of continuing education at each of the Nazarene colleges in order to determine if they are providing educational 10 opportunities for Nazarene adult learners, and if the colleges are following national trends and attempting to recruit, plan and generally accommodate for adult learners in general. Other objectives of the research are to describe what various decision-makers perceive to be the impact of adult and nontraditional learners and continuing education program upon the traditional mission of each college and to catalog what continuing education activities are currently in place at each of the eight study colleges. Research Questions In order to fulfill the purposes of the study, six specific research questions are posited. 1. What is the level of agreement between certain values and presuppositions regarding the adult learner/continuing education and decision-makers perception of these values? 2. What form or type of continuing education program do decision-makers believe to be the most appropriate for their institution? 3. What do the various decision-makers perceive to be the relative importance of continuing education in 11 comparison to other institutional activities, programs, and priorities? 4. What do decision-makers perceive to be the significant hindrances to the implementation of a comprehensive continuing education program on their campus? 5. What do decision-makers feel is the likelihood of positive and negative outcomes of continuing education upon the mission of their institution? 6. What is the current state of continuing education and continuing education related activities at each college? Significance of the Study From its beginning the Church of the Nazarene has had the education of its membership as a primary goal. Yet only a very few comprehensive studies of Nazarene higher education have ever been conducted that evaluate this goal. The research of L. C. Philo in 1958, E. W. Moore in 1965, O. R. Spindle in 1981, and two educational commissions authorized by the General Church in 1953 and 1964 have attempted to do a comprehensive evaluation of Nazarene higher education. This research, although not a comprehensive study, examines a particular educational 12 question that is being faced by most church related liberal arts colleges and particularly by Nazarene higher education. All of higher education faces uncertainty in the next two decades as it makes adjustments to meet the educational needs of an aging population. As the constituency of the Church of the Nazarene becomes older and Nazarene higher education is subjected to the same stresses as the remainder of higher education, research such as this should be undertaken to provide data and insight into educational problems. The impact of educational and national trends upon Nazarene higher education should be conducted on a systematic basis in order to assess the system's general well-being, effectiveness, and service to the Church and society. The significance of this study is that it may be used as a planning tool to assess the role of continuing education and the adult learner in Nazarene higher education plus the general attitude of Nazarene College decision-makers towards the adult learner and the concept of continuing education. 13 Nazarene Liberal Arts Colleges Included in the Study Name and Location Date Founded Bethany Nazarene College 1920 Bethany, Oklahoma Eastern Nazarene College 1920 Quincy, Massachusetts Mid-America Nazarene College 1968 Olathe, Kansas Mount Vernon Nazarene College 1968 Mount Vernon, Ohio Northwest Nazarene College 1913 Nampa, Idaho Olivet Nazarene College 1907 Kankakee, Illinois Point Loma Nazarene College 1902 San Diego, California Trevecca Nazarene College 1901 Nashville, Tennessee Definition of Terms Church-sponsored Nazarene higher education refers those four-year liberal arts colleges owned and operated by the Church of the Nazarene in the United States. l4 Decision-makers are those persons who have the responsibility for the management and operations at Nazarene colleges: the President, Chairman of the Board of Trustees, the chief academic officer (whether entitled Dean of the college, or vice-president for academic affairs), and division department Chairpersons. In several colleges there are no individual departments. Supervision and decision-making are carried out by division heads who have administrative responsibility over a group of related disciplines; for example, Social Science Division, Natural Science Division, or Division of Fine Arts. Comprehensive continuing education is used to articulate a wide-ranging, all-inclusive program of special activities. The Southern Association of Colleges and Schools' (1977) definition for Continuing Education/Special Activities was adopted for this research. Continuing Education/Special Activities programs are defined as: external or special degree programs, off-campus classes and units, independent study programs including correspondence and home study, conferences and institutes including short courses and workshops, foreign travel and study, media instruction including special summer sessions and special evening classes, and other such classes, courses and programs as may be developed by the institution within the framework of this Standard (p. 30). 15 Basic continuing education is defined as that program which is limited and noncomprehensive in nature. It includes only modest restructuring and alteration of an institution's program and schedule. Non-traditional study is a flexible approach to learning that emphasizes putting the student first by concentrating on the student's needs through a diversity of individual opportunities. Competence and performance are considered more important than when and how knowledge is obtained. Campus liaisons are persons appointed at each of the eight colleges to help facilitate data collection. Selections were based upon references from the college presidents. Four academic deans, one registrar, one assistant dean of instruction and two Title III directors comprise the liaisons. Limitations and Scope The study is limited to those eight liberal arts colleges owned and operated by the Church of the Nazarene in the United States. All other national and international two- and four-year colleges, junior colleges, institutes, Bible schools, and seminaries were excluded. 16 The study is limited to and data collected during the spring semester in 1983. Respondents are limited to the Presidents, Chairman of the Board of Trustees, Academic Dean and all department or division heads. All other non-administrative faculty, staff persons were excluded from the sample. The study is limited to as much data as could be collected in a short, self-administered questionnaire. Due to the distance and the number of persons included in the sample, it was necessary to use campus liaisons to process all questionnaires. Therefore, the study was limited by the effort expended by liaisons to distribute and collect questionnaires. The study is limited to the predisposition of respondents toward continuing education and a lack of an educationally pervasive and universally accepted definition for continuing education and its relevancy to Nazarene higher education. The effect of these delimitations is to reduce generalizing the findings to any other higher education institution. The findings of this study are pertinent only to Nazarene colleges and should not be generalized to 17 have application for other church-related liberal arts colleges. Organization of the Study The study examines and describes the role of continuing education and the adult learner in Nazarene higher education during the 1983 academic year. This is accomplished by the following steps: 1. Examining the level of agreement between the values and presuppositions upon which continuing education rests and Nazarene college decision-makers perception of those values. 2. Discovering what type or form of continuing education program decision-makers believe to be the most appropriate for their institutions. 3. Determining what various decision-makers perceive to be the relative importance of continuing education in comparison to other institutional activities and programs. 4. Determining what decision-makers perceive to be significant hindrances to the implementation of a comprehensive continuing education program on their campuses. 5. Determining what decision-makers feel is the likelihood of a positive or negative impact of continuing education upon the mission of their institutions. 18 6. Determining the current state of continuing education at each college in regard to the manner in which adult learners have been assimilated into the structure and operation of the college. Chapter I identifies the problem, purpose, significance, definitions, limitations and organization for the study. A list of the eight Nazarene liberal-arts study colleges is also included. Chapter II contains a review of the relevant literature and evaluative studies related to the adult learner and examines the adult learner within the context of the goal and mission of higher education program in church-related colleges. Chapter II is concluded by a review of Nazarene higher education including comments on its mission, history and status which are pertinent to the study. Chapter III identifies the issues to be studied and explains the survey and statistical methodologies used. Explanation for the data collection process, the characteristics of the sample and the collation and assembling of data are also included. Chapter IV presents and analyzes that data on an undifferentiated, combined basis. Chapter V presents eight individual case studies and analyzes data on a college-by-college, differentiated basis. Chapter VI entitled "Summary, Review, and Recommendations" analyzes the research questions and summarizes the results of the research. CHAPTER II REVIEW OF THE LITERATURE This chapter will outline the various literature and selected studies pertinent to the research. Four primary areas of literature and related studies were chosen for examination and review, literature and related studies concerning the adult learner, literature and studies concerning the adult learner within the context of the goal and mission of higher education, and selected studies concerning the adult learner in-church-related colleges. The final section of the review examines Nazarene higher education, its mission, history and status. A preliminary review of the literature was enlightening but due to its immensity, assistance was obtained through the use of a computerized bibliographic search. Resources in Education and Current Index to Journals in Education were accessed by way of the Datrix II data-base system. Assistance was also obtained by the computerized review of dissertation titles and abstracts available through Bibliographic Retrieval Service. A review of Index in Education, although not accessible through computerized bibliographic search, was also useful. The most pertinent descriptions used in the computerized literature reviews were continuing education, 19 20 higher education, private colleges, church-related colleges, and Nazarene colleges. The researcher acknowledges the work of many more contributors to the field of adult learning and higher education than could be realistically included in this review. In order to reduce the voluminous amount of literature only the most pertinent was retained for review in addition to citing those antecedents and precedents which are crucial to the study. The literature selected reflects the most direct relationship with the purpose and scope of the research. The Adult Learner The work and research of Eduard Lindeman begins as a point of departure for a review of the literature. In The Meaning of Adult Education Lindeman outlined a conceptualization of adult education which included a fundamental theory of adult learning and argued on behalf of the social relevance of adult education as an extension of the illiterate and underprivileged. He indicated that adult education presented a "new quality and a new dimension in education" (Lindeman, 1926, p. 3). In addition, Lindeman considered adult education to have a qualitative dimension which was "a right, a normal expectancy" rather than a charitable extension of existing 21 privilege to a new population (Brookfield, 1984). Lindeman's prominence in the field is indicated by the work of Ilsley (1982) who suggests that The Meaning of Adult Education was one of two most frequently cited works considered the most important contributions to the literature surrounding adult education. In The Meaning of Adult Education adult education is held to be a lifelong activity, to be nonvocational, to concern itself with situations not subjects in teaching, and to place primary emphasis on the learner's experience. (Brookfield, p. 187) Lindeman (1926) argues for the social relevance of adult education, the identification of adult education teaching methodology (which emphasized the merits of experience and small group teaching techniques rather than lecture and mass teaching) and the definition of the curricular domain of adult education. These stand as major contributions to the early conceptualization of adult education. The best known statement of Lindeman of his view of adult education is contained in The Meaning of Adult Education in which adult education is held to be a lifelong activity, to be non—vocational, to concern itself with situations, not subjects, in teaching and to place primary emphasis on the learner's experiences. Of 22 these four cardinal principles, three still predominate in respect to the conduct of adult education in the United States. (Brookfield, p. 187) With the exception of the non-vocational component, there is currently widespread agreement with Lindeman's remarks. The Problem of Definition Much of the difficulty in the conceptualization of adult education is due to the lack of a clear definition as to what it constitutes. The lack of consensus as to a precise meanings for continuing education, adult education and the adult learner creates an immense ambiguity problem. Wedemeyer (1981), in regard to the evaluation of non- traditional learning, indicates that the great diversity of programs, the nature of non-traditional study's unclear definitions, and lack of agreement on purpose, mission, and goals cause definitional and evaluative problems. Lindeman (1925) defines adult education as: a cooperative venture in non- authoritarian, informal learning, the chief purpose of which is to discover the meaning of experience; a quest of the mind which digs down to the roots of the preconceptions which formulate our which makes education coterminous 23 with life, and hence elevates living §tself to a level of an experiment. (p. Apps (1979) addresses the problem of definition and labeling as related to the adult learner. He identifies fourteen labels that have been commonly used to help define and determine the arena of education that implies some relationship with the adult learner. Included are: continuing education, adult learning, non-traditional study, and andragogy. He also indicates at least twenty- five more labels that refer to more specific parts of the educational field, some of which are community education, cooperative education, non-directed learning and continued higher education. Schroeder (1980) defines adult education as "a developmental process used to link various agent and adult client systems for the purpose of establishing directions and procedures for adult learning programs" (p. 42). Perhaps the most concise explanation and definition of adult education is offered by Peters (1982): adult education can be characterized as amorphous, hybrid field, conceived by a variety of institutional parents. Diversity of both form and function is prevalent in the collage of organizations, programs, and clientele that constitute adult education. Its clientele are as varied as the individuals who compose the adult population, and its methods include all the arrangements, between learner and mentor ever contrived by pedagogists 24 and andragogists alike. Adult education activities take place in organizations with both primary and lesser interest in education and in a manner more diverse than youth education, with the majority of activities taking place in institutions whose primary function is not education of adults. Although adult education has moved further into the informal processes than into the formal structure of institutions, one cannot overlook the relationship that exists between adult education and established institutions. (p. 83) Long (1980) traces the work of Bryson (1936) in an effort to distinguish adult education from other types of education. Bryson concludes "adult education is all activities with an educational purpose carried on by peOple in the ordinary business of life who use only part of their time and energy to acquire intellectual equipment" (p. 3). Long (1980) states: "Our working definition of 'non— traditional' students is any group of students that did not enroll in the institution's historical mode" (p. 3). Long (1980) also notes Verner's (1964) suggestion of a somewhat more restrictive definition: adult education is a relationship between an educational agent and a learner in which the agent selects, arranges, and continuously directs a sequence of progressive tasks that provide systematic experiences to achieve learning for those whose participation in such activities is 25 subsidiary and supplemental to a primary productive role in society. (p. 32) Hopper and Osborn (1975) conclude: we regard as an adult student any person over the age of 21 who has spent at least four years in the labor market and who has entered any system of study which could be considered as a part of the formal system of education in England. (p. 13) Paterson (1979) defines adult education as "the concept of the purposive activity directed to the fuller development of adults as persons in their personhood by taking of measures which are proper for this purpose" (p. 36). Siegle (1960) is more prescriptive in definition which is reflected by the conceptualization of the field in 1960. Academic education for adults shall be defined as that kind of education which involves attainment of credit in a number of courses, is systematic and cumulative and which leads to a certificate or a degree. (p. 393) The question of definition was addressed by the Commission on Non—Traditional Study (1973) and consensus was reached that nontraditional study (essentially the learning needs of adults): 26 was more of an attitude than a system and thus can never defined except tangentially. The commission also con- cluded that this attitude "puts the student first and the institution second, concentrates more on the former's needs than the latter's convenience, encourages diversity of individual opportunity rather than uniform prescription, and de-emphasizes time, space and even course requirements in favor of competence and where applicable, performance. (p. XV) Darkenwald (1982) states that adult education is a process whereby persons whose major social roles are characteristic of adult status undertake systematic and sustained learning activities for the purpose of bringing about changes in knowledge, attitudes, values, or skills. (p. 9) Related terms and synonyms are often used to aid in defining and explaining the field. Perhaps the broadest is used in respect to lifelong learning as defined by UNESCO and cited by Darkenwald (1982). Lifelong learning denotes: an overall scheme aimed both at restructuring existing education systems and at developing the entire educational potential outside the education system; in such a scheme men and women are agents of their own education through interaction between their thoughts and action; education and learning...should extend through life, include all skills and branches of knowledge, use all possible means and give the opportunity to all people for full development of the personality. (p. 12) 27 It is not the purpose of the researcher to define the adult learner but to point to commonalities found among pertinent, related definitions. Common to the less esoteric definitions are several interrelated constructs. They are the following: the nature and characteristics of the adult learner as a developing human being; those organizations, agencies and institutions that provide the structure within which learning takes place; and the make-up of the society where these constructs come into play. The Nature and Characteristics of Adult Learners The concept of andragogy which was coined in Europe as early as 1833 was introduced to American literature by Lindeman but most closely associated with Malcolm Knowles. It was created in order to differentiate pedagogy-— the teaching of children, from andragogy--the teaching of adults. The andragogical approach is based upon the learners experience, a readiness to learn, an interest in the growth of the self-concept, and an approach to learning that is problem-solution centered and is self- directed. Knowles (1977) indicates that androgogy requires a different approach to curriculum construction (task or problem-centered rather than subject- centered units of learning), a different role for the teacher (facilitator and resources rather than transmitter), a different role for the 28 learner (active inquirer rather than passive recipient), and a different methodology (experience rather than transmittal). (p. 344) Tough (1982) comments that a disposition receptive to continued learning is created by certain physiological and psychological needs in the adult learner. These combined with experience and attitude create self—directed learning. Knowles (1968) distinguished the assumptions and processes of andragogy from pedagogy as illustrated by the following topology: Assumptions of Andragogy / Pedagogy Andragogy Pedagogy Concept of the Increasingly self- Dependent per- 1earner directed sonality Role of learner's A rich resource for To be built on experience learning by self more than used and others as a resource Readiness to learn Develops from life Uniform by age tasks & problems level and Curriculum Orientation to Task- or problem— Subject- learning centered centered Motivation By internal incen- By external tives, curiosity rewards and punishments Houle (1961) identified three types of continuing learners by conducted research using an interview method. Although a small sample of 22 was used, three distinctive groupings emerged. They are the following: goal- oriented, activity-oriented, and learning—oriented. 29 Goal-oriented. Goal-oriented learners see education as a means to accomplished objectives. An educational activity is proceeded by the identification and realization of a need or interest and a distinct purpose initiates their educational endeavors. Education is on a reoccurring basis rather than on a continuing basis. They satisfy their need to know through variety types of learning resources. Activity-oriented. Activity-oriented learners base learning on concerns unrelated to the content or purpose of the educational activities in which they are involved. Often this type of learner compensates for a difficult personal life by participating in learning situations. Not closely identified with an intimate or social grouping, the educational institution is a place for fellowship. Often activity—oriented learners have little interest in the subject matter and often have numerous unrelated courses. Social contact and building human relationships are the motives behind their participation. Learningforiented. Learning—oriented people are learners because of a desire to know. They participate in continuing education for educational reasons alone, like to learn, and enjoy the participation found in educational activities. They have an appetite to learn and are often continuous students. Burgess (1971) identifies motives or reasons for adult participation in educational activities. These very closely parallel the findings of Houle and summarize much of the literature related to the learning characteristics of adults. They are the following: (1) desire to know, (2) the desire to reach a personal goal, (3) the desire to reach a social goal, (4) the desire to reach a religious goal, (5) desire to escape from some activity or situation, (6) desire to take part in a social activity because the association with other people is desired for its own sake, and (7) desire to comply with formal requirements. Burgess also hypothesizes that there are 30 two other motives: the desire to study alone and the desire to comply with general social structures. Stakes (1981) comments that Theide (1964) describes three characteristics unique to adult learners: (1) Adults are more involved in their educational endeavors. (2) Adult learners tend to be task-oriented and have specific needs for which they seek immediate educational solutions. (3) Adults bring to the educational setting many and varied experiences not found in traditional, younger students. Many comparisons can be made between the processes of andragogy and pedagogy. However, adults have certain expectations, problems and self-perceptions that are characteristic only of them and not of immature learners. Cross (1972) believes that education is addictive. The more you have the more you desire. Wedemeyer (1981) indicates that prior learning history strongly influences the adult learners willingness to involve themselves in a formal learning experience. Adult learners have considerable life experience which they would like to use in the educational process. Returning to school for adults is often effected by prior academic difficulties and interruptions of the education process by work and family concerns. To become a student, adults must undergo a role change to add to the multiple roles they may 31 already be playing. Time commitments to job, home, children and civic duties may be substantial. Learning is often a subsidiary activity for the adult learner. The adult learner is generally less familiar with school and academic processes because of an absence of direct peer communication. Many times physical distance from the adult learner's place of learning inhibits opportunity. Generally adult learners are part-time and more advanced in years. The adult learner follows a principally self-determined curriculum towards short-range goals rather than a prescriptive curriculum based on long- range goals. The adult learner ordinarily assumes the cost of instruction rather than relying on family, spouse or scholarships and grants. The adult learners environment is the home or work place rather than the learning related network of the dormitory or campus. The learner's recreational, leisure-time and social activities are not linked to the role of a part-time learner, unlike the full-time student whose recreational, leisure-time and social activities are tied to the role of full-time student. Adult students often question the appropriateness of education for education's sake. They question their ability to compete with younger students and are often intimidated by the complexity of educational systems and procedures. Many times adult learners are excited and challenged by that which has some relevance or 32 application to their life circumstances. They find academic grades are often not significant in respect to employment but are very important in respect to self- esteem. Adults wish to participate in decisions about how and what they learn. They often recognize their own limitations, are self-motivated, self-directed, and resent "busy—work". Kirk (1981) states useful principles of adult learning and concludes that adults learn best when they are motivated and when they have a strong desire to learn. Adults learn more effectively when they can pursue their own needs and interests. Adults vary greatly in their capacity to learn; each person as a unique individual possesses different abilities as well as different interests, desires, aptitudes, goals and needs. Adults learn faster and better when they participate, or are directly involved, in the learning experience. Adults learn best when they can proceed at their own rate. Satisfaction of learner needs and wants are basic sources of motivation for adult learners. Adults learn best and derive greatest satisfaction when they receive valid feedback or see evidence of progress. (p. 10) Cross (1981) concluded that three barriers act as deterrents to adults pursuing additional education. She cites situational barriers, dispositional barriers, and institutional barriers. Situational barriers are those such as lack of time because of responsibilities to job 33 and family, lack of transportation, distance, or lack of child care facilities. Dispositional barriers are those attitudes that a learner has about their abilities to learn, their age, and physical stamina. Institutional barriers refer to limited offerings for part-time students, time required to complete a program, courses scheduled at wrong times, and too much red tape. Houle (1961) identified five factors that influence adults into learning. They are the following: family background, teachers and public schools, public libraries, occupation and influence of new friends. Many factors influence adults to pursue additional education. Research has been conducted that examines the thesis that adults seek education as a result of reaching a certain stage of adult development. The research of Levinson (1978), Gould (1975), Knox (1977), and Sheehy (1976), support this contention. Aslanian and Brickell (1982) state: the course of adult life is divided into stages through which adults move in a fixed order and at relatively fixed times. The stages are routed in the biological, psychological and social nature of adult human beings and constitute the major demarkations in the human life cycle. Passing from one stage to another constitutes a significant transition. Adults lose equilibrium in an earlier stage and must regain it in a later one.(p. 25) 34 Aslanian and Brickell interviewed 2,000 subjects 25 years of age and older. Respondents were asked when and why they had sought further education and what procedures they use to complete their objective. Eighty-three percent indicated that some past, present or future change in life had precipitated their seeking further education. Changes in careers prompted the seeking of further education more than changes in family, health, religion or leisure. In a review of the research by Aslanian and Brickell, Clusen (1981) concludes "self-directed learning is a means of describing the type of learning adults involve themselves in on their own without aid of a formal institution" (p. 22). All adult learners were depicted by Cross (1981), as belonging to "a pyramid of learners" (p. 79). The base of the pyramid is represented by self- directed learners, the middle third represents adults who participate in some type of organized learning activity on a yearly basis, and the topmost portion of the pyramid represents those adult learners who are pursuing college credit. Johnstone and Rivera (1965) conducted a study designed to measure adult learning activity and the degree to which adults used learning facilities in urban communities. They concluded that self-directed learning "is probably the most overlooked avenue of activity in the whole field of adult education" (p. 37). The research of Tough (1971) and Penland (1977) suggest that self-directed learning is widespread in the population. Penland (1977) 3S estimates that 76 percent of all adults are involved in some form of self-directed learning project annually. Cross (1981) indicates "the typical adult spends about one hundred hours on each learning project, conducting five projects per year, for a total of five hundred hours per year" (p. 63). Tough (1978) concludes that 20 percent of learning projects are directed by a professional, whereas 75 percent of the learning projects are carried out on a self-directed basis. The observations of adults in the learning process by Tough (1967, 1971) led to a further defining of learning projects as "a series of related episodes adding up to at least seven hours where more than half of a person's total motivation is to gain and retain certain fairly clear knowledge and skill or to produce a lasting change in himself. (1971, p. 6) Aims and Objectives of Adult Education Adult education can be viewed as a means by which individuals develop their personal intellect and skills. Adult education can also be viewed as a means by which the whole of society can be influenced and changed. Houle (1969) concludes that "adult education can effect the entire social milieu of the individual, and the groups with which the individual identifies" (p. 53). 36 Houle (1969) states that "what adults want to learn and are constrained to learn is generated by the social milieu in which they live. Their interest, their needs, their problems, and their ambitions are products of their environment" (p. 56). The use of adult education as a means for social change is brought to its fullest by Freire (1970) and Bergevin (1967) who argue for adult education as a means by which individuals are freed from oppression and participate in civilizing process of society. Hallenbeck (1964) concludes that the basic aims of adult education are to maintain an adult population up to the standards of competence in the knowledge, wisdom, and skill which society requires; to develop in adults an understanding of the serious problems which interrupt the operations and progress of their cooperative society and prepare them to participate in the highest solution of these problems; and to provide all adults with opportunities for their highest possible development in attitudes, understanding, knowledge, and quality of human existence toward the goal of the greater self-fulfillment and realization of each individual human being. (p. 7) The goal of enhanced human life by (l) helping people acquire the tools for psychological and social survival, (2) helping people discover a sense of meaning in their lives, (3) helping people learn how to learn, (4) helping communities (societies) provide a more humane social psychological and physical environment for the 37 members are cited by Apps (1979) as the purposes of continuing education which have both a relationship with the individual and the individual's place in society. The influence of John Dewey and the progressive education movement is evidenced in Lindeman (1926) when he concludes: Adult education will become an agency of progress if its short-time goal of self- improvement can be made compatible with a long-time, experimental but resolute policy of changing the social order. Changing individuals in continuous adjustment to changing social functions- -this is the bilateral though unified purpose of adult learning. (p. 105) Hesburg (1974) states: continuing education for adults beyond age twenty-five holds somewhat different problems and opportunities. Education must be convenient, and it must be integrated with the pursuits of living-~family life, careers, leisure- time activities, and the necessities imposed by active citizenship. While these compete for time, they need not be barriers to further education; rather,all of the aspects of living stimulate additional learning needs which can be met, providing appropriate and attractive opportunities exist forindividuals to participate in continuing education programs. (p. 6) The literature stands in agreement that adult learners need support and assistance in building confidence in their ability to learn and in dispelling negative attitudes toward learning from earlier experiences. Adults need assistance in setting realistic 38 time frames for degree or program completion, in understanding institutional terminology and procedures, in budgeting time due to multiple responsibilities, in adjusting to pressures to perform well in school and on the job, in identifying and using on- and off—campus learning resources, and in gaining and maintaining contact with faculty, counselors and peers. Literature and Related Studies Regarding The Mission of Higher Education and The Adult Learner American higher education was first begun to train young men for the clergy, to provide moral and political training, to transmit the culture, and continue classical forms of education (Birnbaum, 1982). These goals were carried out within the greater context of service to society and were fairly stable until the society needed an educated person able to manage that which came about due to the industrial revolution. America's land-grant colleges are an example of this redirection. World War II and its aftermath brought higher education to another crossroad in development. Society continued to be served but higher education was once again redirected and given the responsibility of helping create social equality. The direction of higher education has been altered but service to society by the development of the individual remains a central theme. 39 The Carnegie Commission (1973) identifies five primary purposes of American higher education. They are the following: (1) to provide Opportunities for intellectual, aesthetic, ethical, and skill development of students, and to provide a campus environment that can assist students in their development, (2) to advance human capability in society, (3) to enlarge educational justice for the postsecondary student, (4) to transmit and advance learning and wisdom, (5) to critically evaluate society through individual thought and persuasion for societal self-renewal. The Newman Report (1971) suggested that new types of colleges with new missions were needed in order to meet the needs of a new type of college student. The report also argued for alternatives to the traditional academic modes by the inclusion of more experience—related learning. Diversity by Design. the Report of the Commission on Traditional Study (1973) made 57 recommendations relatingto assisting institutions in becoming more service oriented towards learners. Recommendations include: (1) ”Full educational opportunity should be realistically available and feasible for all who may benefit from it, whatever their condition in life" (p. 7). (2) "Basic, continuing, and recurrent education should be strengthened 40 and made more available than at present to adults of the United States" (p. 2). Chapter three of the report makes 19 recommendations related to the reshaping of institutions of basic, adult and continued learners. Each of these nineteen recommendations call American higher education to continued evaluation of organizational procedures and instructional styles. Wedemeyer (1981) states: The non-traditional learning trend raises questions affecting the mission of every post—secondary institution. The raising of questions will not impel every institution into non-traditional learning, nor should it. Institutions will make choices within the value context of that society (or part of society) which supports them. By making choices, institutions will be selecting, though not necessarily determining, preferred consequences in the struggle for survival. Hence,the mission of post-secondary institutions are being reexamined. (p. 82) The reexamination of institutional mission may be occurring in higher education on more than just the altruistic basis of service to adults. A predominant theme of the literature is that the reevaluation of mission statements and perhaps even the reshaping of institutions to service adult learners is done as an expedient way of reducing the impact and financial stress brought about by fewer traditional students. 41 Maehl (1980) states: What we in institutional education must realize is that we should not approach lifelong learning as a palliative for the enrollment crunch we are already in. We must look at the new audience of adult learners in its own terms, and we must address the new mature students with the same integrity of mission that we have brought to our work with young persons in the past. Above all, we must not expect to exploit the adult learner just to preserve intact what we have done in the past. (p. 1) Continuum (1977) indicates the reshaping of continuing and adult education is not created to recompense the university or college for a loss in full- time student enrollment. It is not designed to enhance the image of the college. It is not designed to provide additional money for faculty salaries, or to advance the careers of continuing education administrators, but is to provide education services to society. Ostar (1981) suggests: the idea of learning as a lifelong pursuit has gained increasing currency throughout academe. This recognition manifests itself in many ways: new institutions centered around "open learning" programs; the growth of continuing education and extension services; and the introduction of "external degrees" on many campuses. As post-secondary institutions have become more responsive to adult and continuing needs and more responsive to contemporary trends, a phenomenal shift has occurred in learning population. (p. 56) 42 This phenomenal shift has occurred not only in learning populations, but also in the status of adult learning activities within higher education. Clark (1958), suggests that the marginality of adult learning is due to adult learning's status and position with administrative structures, its role ambiguity and the perceived quality of work performed by adult learners. Medsker (1975), Harrington (1977), and Apps (1981), suggest that adult and continuing education are moving to a more central and less marginal role within American higher education. Moon (1979) indicates that a large scale institutional response to the needs of adult learners cannot be achieved without a reconceptualization and redirection of institutions of higher education. He suggested that "services to adults means taking hard looks at and making adjustments in governance, structures, missions, reward systems, program relevance, instructional methods, support services, institutional literature, requirements of all kinds, financing arrangements, and many others“ (p. 222). Likewise The American Association of Collegiate Registrars and Admission Officers(1978) conclude that services to adult students could be enhanced if there was (1) better counseling and advisement, (2) special 43 orientations, (3) improved registration procedures, (4) more alternative in the class schedule, (5) more financial aid, (6) better attitude from faculty showing that the adult learner is one to be respected, (7) an increase in social contact with peers. (p. 593) The reevaluation of mission which results in institutional responsiveness and redirection led Harrington (1977) to believe that the day of the adult student is at hand. He also makes four conclusive statements regarding the response of American higher education: American colleges and universities must recognize that educating adults is one of their fundamental responsibilities. Colleges and universities should welcome adult men and women as degree students, on and off campus, part-time and full-time, in traditional and nontraditional programs; and while protecting standards the institutions should make the adjustments necessary to accommodate this clientele. Colleges and universities should expand and improve their noncredit offerings in continuing professional education and liberal education for adults; they should encourage Americans to make better use of leisure time; and they should not hesitate to become involved in problem-solving action programs. To make their work with adults effective, colleges and universities must provide more help for the disadvantaged; must strengthen the organizational structure of their institution and support the development of adult education as a special field of study; and must do what is possible to improve the financial situation. (p. 211—216) 44 Selected Studies Concerning the Adult Learner in Church Related Colleges As the mission and goals of American colleges and universities adjust to accommodate adult learners, the mission of the nation's liberal arts and Christian colleges will also be in a state of change. Keeton and Hilberry (1969) state that the typical liberal arts college of the mid-twentieth century is obsolete. Its sovereign isolation, its protected students, the one-track careers of its faculty, its restricted curriculums and teaching, and its tepid purposes make it unsuited to the needs of the decades ahead. To have a bright future, private colleges must struggle to surmount these defects in the context of significantly altered purposes. (p. 1) Significantly altered purposes must necessarily be accomplished by the reevaluation of mission and goals. Casey (1978) indicates general agreement in the literature and among experts that (l) returning/adult students have different needs than do traditional students; (2) adult students generally return to higher education to expand their skills, knowledge and for personal fulfillment; (3) barriers such as demands on time, outside responsibility, educational cost, lack of financial aid, and inadequate counseling often prevent adults from seeking higher education; (4) colleges and universities have a responsibility to provide special service and programs to 45 adult students; and (5) colleges and universities are responding to returning adult students by developing services and programs to meet their specific needs. A dissertation study conducted by Atkins (1978) investigated the adult education activities of a small liberal arts college. The study identified and described the forces that led to the decision to establish and implement an adult education program. Meredith College, a liberal arts college for women, was selected for investigation. Through a case study six restraining forces were identified. They are the following: (1) financial instability, (2) an attitude of complacency, (3) a traditional focus on resident students, (4) natural resistance to change, (5) difficulty with personnel, and (6) uncertainty by leadership at the implementation level. The study concludes that careful attention was given to participatory decision-making and analysis of needs in the planning but not to the implementation process. A lack of direction resulted from vague objectives for the continuing education program and the valuation processes were not well developed. A study conducted by Crocker (1982) provides the broadest analysis of continuing education activities in church-related colleges. 125 colleges accredited by the Southern Association of Colleges and Schools were surveyed 46 by way of a questionnaire to determine the extent to which the establishment of separate organizational units for continuing education/special activities varies according to such variables as (1) the service area of the college, (2) policy of the church to which the college was related, (3) number of colleges in the service area, (4) educational and general expenditures per full-time equivalent student, and (5) size of the student body in the traditional program. (p. XV) Crocker's research findings indicate no statistically significant differences at the .05 level between responding colleges with an identifiable organizational unit and those with no identifiable organizational unit in regard to the research variables. The study in part concludes: a majority of administrators consider continuing education/special activities important; that there is no predominant organization structures for continuing education/special activities; that a majority of respondents considered placing a specific person in charge of continuing education/special activities as important; a slight majority of colleges considered an identifiable budget for continuing education/special activities as important; and that slightly over one-half of responding colleges have written policies concerning admission, registration, financial aid, and records for adult students. 47 Nazarene Higher Education/Mission, History, Status This section reviews literature and pertinent studies relating to Nazarene higher education and its historic relationship with the Church of the Nazarene. This chapter also includes an analysis of the research questions and data on an institution-by-institution, differentiated basis. The mission and purpose of Nazarene higher education can be most clearly reviewed by an examination of the mission of the Church of the Nazarene, for Nazarene higher education developed in direct proportion to the growth of the parent denomination. The first church of the Nazarene was begun in Los Angeles, California, in 1895 by two former Methodist leaders, Dr. Phineas F. Bresee and Dr. J. P. Whidney. Bresee and Whidney shared their interest for Nazarene higher education as a result of having been vice president of the board of directors and president of the University of Southern California. Their commitment to higher education is evidenced by the inclusion of Christian education as one of the three original missions of the denomination. In an address to faculty and student body of Pasadena College on Recognition Day, September 2, 1915, Dr. Bresee 48 (1915) stated that" becoming a man of God was the first goal of Nazarene higher education" (p. 2). He also stated that "it is not our job to turn out worldly men. There are a thousand institutions in the United States that are engaged in that business. It is our business to turn out men and women of God" (p. 2). Dr. Bresee also stated that a "good atmosphere" and ”to produce the very best scholarship" were the primary goals of Nazarene higher education. "We believe in the old classics...we believe in language, rhetoric, oratory, and philosophy" (p. 2). Ray (1959) concluded that the main purpose of Nazarene higher education was and is to train leadership for the Church of the Nazarene. Smith states that it is the sense of this board that a high standard of spiritual attainment is to be desired in our faculty, as well as high standards of scholarly ability; as a business proposition our chief reliance to offset the advantages of secular institutions must be our high moral and religious standard;to this end we enquire closely into the purity of private life and character, and soundness of Christian faith and practice, as well as nobility of spiritual life, of each person proposed as a member of the faculty. That no one be elected or retained who is not only a professed Christian but sound in doctrine, consistent in personal life, and an aggressive worker; special prominence be given to the devotional exercises of the school, that they be held before the lessons of the day, and of such a nature as will make them attractive and helpful to the students; a knowledge of God and our relations to Him as revealed to us in the Scriptures and by the Holy Spirit in the heart, is vastly more important for our students 49 in their preparation for the work of life than mere intellectual attainment. That acquiring such knowledge requires earnest, faithful study, as well as waiting upon God, and that a systematic study of the Scriptures be made a distinct feature of the school instruction in some form and as a part of the studies of each student for each term, as soon as practicable. (1962) The articles of incorporation of Illinois Holiness University, (later to be renamed Olivet Nazarene College,) contain both statements that refer to the liberal arts character of the college as well as statements reflecting an emphasis upon the Bible and the doctrine of Christian perfection. These two goals for Nazarene higher education are pervasive in all of the early documents and articles incorporation for each of the Nazarene colleges. The Study of the Educational Structure in the Church of the Nazarene (1964) states: To acquaint the student with the great authors who have created literature and to render him sensitive to the literary and aesthetic values of life. To encourage, promote and maintain support for Christian education in all its branches, such as, Ancient and Modern Languages, Science, Art, Music, Philosophy, Mathematics, History, including all subjects in Colleges or Universities, also Bible study and Theology, especially the doctrine of Entire Sanctification as a work of Divine Grace. (p. 13) In addition, the 1964 Report indicates three distinct conceptions within the mission of Nazarene higher 50 education. They are: (l) the church leadership conception, (2) the social leadership conception, and (3) the modified convent conception. Spindle (1981, p. 139) identified 1900-1920 as the "Bible school era" of Nazarene higher education during which the modified convent conception was most evidenced. Spindle also indicates: The Academic Mission of the early Church of the Nazarene always recognized the need for schools, but education tended to be conceived in terms of Bible schools and institutes whose task was to indoctrinate rather than introduce students to traditional arts and sciences. (p. 139) The 1964 Report (p. 15) indicates that the academic mission which the church adopted was based on the assumption that the denomination which abdicated the educative function of its young to the state or to other private and religious institutions would be doing irreparable damage to the denomination. In 1917 Dr. J. B. Chapman, a general superintendent, wrote that Nazarene higher education had the goal in increasing individual apprehension and appreciation of the whole existence...the grasp of reality, judgement to discern things that differ, and the personal appreciation of the true and enduring are all essential to this view. (1964 Report) 51 The movement of Nazarene higher education out of the Bible school era into a more traditional four—year liberal arts approach occurred in 1920 when Dr. Chapman delivered a report to the General Education Board where he stated: "Bible and training institutes are not enough, we need solid preparation in arts and sciences necessary for Christian leadership" (1964 Report, p. 19). The urgency to have colleges of merit is exemplified by the attitude that "we must build schools or die as a church" (1963 Report, p. 17). The following table (TABLE 1) indicates those institutions which were classified and recognized by the General Board of the Church of the Nazarene in 1921: 52 TABLE 1 - Nazarene Educational Institutions - 1921 I. Colleges Eastern Nazarene College, Wollaston, Massachusetts Olivet University, Olivet, Illinois Pasadena University, Pasadena, California Northwest Nazarene College, Nampa, Idaho QWNH 0-. II. Junior Colleges 5. Bethany-Peniel College, Bethany, Oklahoma Recognized as a junior college with the privilege of becoming the college for the Southern District. 6. Central Nazarene College, Hamlin, Texas III. Academics and Bible Training Schools 7. Trevecca College, Nashville, Tennessee Recognized as an academy and Bible Training school with the privilege of becoming the college for the Southeast Educational District. 8. Missouri Holiness College, Clarence, Missouri An academy and Bible Training school with the privilege of becoming a junior college. 9. The Nazarene Bible School and Academy, Hutchinson, Kansas 10. The Arkansas Seminary, Vilonia, Arkansas 11. The Alberta Bible School, Calgary, Alberta 12. Peniel Academy, Peniel, Texas This listing of various types of Nazarene institutions epitomizes the decentralized, regional nature of early Nazarene higher education. It also typifies the individual colleges inclination to organize and instruct based upon the desires of its constituents and the manner in which each college perceived itself. This attempt to define the nature and organize the structure of Nazarene higher education gave preliminary direction to which modifications were later made. 53 Spindle (1981) indicates that: The results of the study demonstrate that the educational profile of Nazarene higher education has been shaped internally by several forces: the interaction and conflict between forces of Christian Christian intellectualism and pietism; the impact of maturational changes in the life of the denomination itself; and the economic and cultural changes brought on by shifts in the socioeconomic composition of the church's constituency. The external forces which the study concluded have shaped the educational development in the Church were the standards of the accrediting agencies; and, the desire for acceptance by the academic mainstream which has generally led to an increasing degree of educational pluralism in the institutions of the Church of the Nazarene. (p. X) A review of the current catalogs of Nazarene Colleges finds that the historic philosophy and mission of the colleges and their prevalent. If any mission statements conspicuous in any relationship to the church still variance occurs between the original and current operations, it is not of the college catalogs or documents from the educational services division of the general church. 1920-1945 can be classified as that period of time during which Nazarene colleges shifted to a liberal arts philosophy. The depression years had placed great 54 financial pressure on the colleges and it was determined that a reduction and merger of schools was necessary. The 1940's saw a reduction in the number of colleges to six regional schools, a zonal system of financial support from the Nazarene church, and the creation of the framework for the election of trustees. During this same period the decision-making process was shifted from a centralized mode by the general church to a decentralized mode which allowed the individual schools more control over their affairs. Legislation was introduced in the 1944 General Assembly for the founding of a theological seminary. In September, 1945, the seminary began operations. The opening of the seminary signaled the denomination's first unified attempt at providing graduate training for its ministers. The 1956 and 1960 General Assemblies recommended the creation of a Bible school. The Bible school began operation in 1966 in Colorado Springs, Colorado. The 1964 General Assembly approved the founding of two new liberal arts colleges. Mt. Vernon Nazarene College of Mt. Vernon, Ohio, opened in 1968, and Mid— America Nazarene College of Olathe, Kansas, opened in 1967. The framework for Nazarene higher education in the United States remains as it was in 1968: one Bible school, 55 eight liberal arts colleges and one graduate theological seminary. The growth in student population and institutional size was of concern to denominational leaders. This concern was voiced in the 1964 General Assembly which concluded that Boards of Trustees were responsible for the management of enrollments. The assembly offered three enrollment guidelines. First, enrollment should not grow so fast that the individual would be lost in the masses. Second, enrollments should not be so large as to jeopardize the capacity to hold regular chapel. Thirdly, enrollments should not exceed physical plant capacity. Fourthly, enrollments should not increase so much that faculty would be to numerous to supervise. Lastly, enrollments should not be so large that each student could not be brought into frequent contact with the spirit, program and doctrinal emphasis of the Church of the Nazarene" (The 1964 Report, 1964, p. 128). Pattillo and MacKenzie (1966) established a list of six types of denomination connections which identify the degree to which a college or university is considered to be church-affiliated, church-related, or church sponsored. They are the following: 1. Board of control includes members of church and/or 56 members nominated or elected by the church body. 2. The ownership of the institution by the religious body. 3. Financial support by the religious body. 4. The acceptance by the institution of denomination- al standards or use of the denominations name. 5. An institutional statement of purpose linked to a particular denomination or reflecting religious orientation. 6. Church membership as a factor in selection of faculty and administrative personnel. Nazarene colleges meet these standards and can be considered and aptly called "denominational colleges." The issue of financial support of the Nazarene Colleges by the Nazarene churches is a pertinent one. Each Nazarene church is required to allocate a fixed percentage of its yearly income to the support of the regional college. This system of finance not only gives the schools a dependable source of income but also gives Nazarene congregations a sense of ownership and participation in the life of the college. Despite the numerical and financial growth of the denomination, two trends may affect future operation of the schools. They are the following: ratio of giving to the colleges as a percentage of total giving and the ratio of Nazarene students attending Nazarene college as a percentage of church youth enrollment. 57 Spindle indicates that in 1947 local Nazarene Churches gave one of every five dollars received by Nazarene colleges. By 1968 local churches gave one in seven dollars received by these institutions. By 1978, they gave one in every eight dollars. (Spindle, 1981, p. 205). The Annual Statistical Report of 1983, states that from 1978 to 1982 undergraduate Nazarene enrollment as a percentage of church youth enrollment varied from 4.35% to 4.89% with a five year average of 4.73%. The five-year average of full-time equivalent between 1978 and 1982 averaged 9704, Headcount average for the same period was 10,672. Full-time equivalent as a percentage of headcount enrollment on the same five-year average was 91% (Annual Report, 1982, p.4). Total church support in 1982 was $10,233,367. Total institution revenue for 1981 was $55,300,000. Total assets of the Nazarene liberal colleges in 1982 was $152,701,249 against liabilities of $57,401,403 yielding a 1982 net worth of $95,299,846. The 1981 asset to liability ratio for Nazarene liberal arts colleges is 3.3:1 (Annual Report 1982, p. 34). CHAPTER I I I METHODOLOGY The purpose of this chapter is to provide an overview of the research designs used in the study. This includes the identifying of the six major issues to be studied and an explanation for the use of the survey method for data collection. A description of the survey instrument, including the statistical methods of data analysis cogent to the research, is presented on an issue by issue basis. The chapter is concluded by a discussion of the sample's characteristics, data collection and assembly processes. Identification of Issues Studied To achieve the purpose of the study it was necessary to organize the principal research questions into manageable units. Each of the six research questions were merged into issues which were subsequently investigated in a corresponding section of the survey instrument. Although a detailed review of the survey methodology is provided elsewhere in this chapter, all respondents were asked to address five primary issues of inquiry. It was these five issues that comprised the body of the survey questionnaire and the crux of the study. 58 59 Five descriptors were established to identify the research issues: continuing education values, appropriate type, institutional priorities, implementation hindrances, and continuing education outcomes. The first issue concerned the values, assumptions and attitudes of a positive and negative nature which are generally associated with continuing education and its role with the higher education institution. A list of seventeen presuppositions were established from an examination of relevant literature. This list comprises the most commonly cited reasons why continuing education could be considered to have or not to have value for the college or university. Issue two was concerned with the appropriateness of a particular type of continuing education for each of the respective study colleges. Of the many configurations of curriculum and administrative structures possible, four basic groupings are pertinent for this research issue. These four basic types of continuing education programs are designed to represent various combinations of credit, noncredit, seminars, workshops and instruction at on—and off-campus locations. Issue number three addresses the perceived importance of continuing education in comparison to other 60 institutional priorities. This issue aids in determining the degree of importance of continuing education in comparison to current or potential institutional activities that require some percentage of institutional resources . Issue four deals with the hindrances to the implementation of a comprehensive continuing education program. What factors would act as a deterrent to the creation and maintenance of a fully developed and implemented continuing education program which provides full student services and curricular offerings for adult learners? The outcomes or results of the implementation of a comprehensive continuing education program at the study colleges is addressed by issue five. This issue measures the perceptions of respondents in respect to the impact of continuing education upon the college's mission and purpose. Outcomes are evaluated by the use of scenarios which might have either a positive or a negative outcome. Explanation of Survey Methodology The eight study colleges included in the study are broadly distributed across the United States. Each 61 college has an educational region which is ordinarily composed of several contiguous states. Each study college services the post secondary education needs of Nazarene churches in that particular educational region. A research design using a survey instrument for data collection appeared to be a reasonable and economically feasible way to conduct the research. Economic expedience was a consideration but the processing of information to and from one central location, while including as many decision-makers as possible, was of primary concern. Other types of social science research contain elements that would have brought clarity, depth and additional insight to the research but would not have allowed for a broad-based and timely response from colleges in diverse geographical locations. The use of survey methodology for data collection was also used in two related studies. The Association of Continuing Higher Education had conducted a 1979 study, which in many respects, resembled the desired outcome of this study. Also, a dissertation study by Coleman Crocker in 1982 which described the continuing education activities in church-related colleges relied upon survey methodology. The researcher was bolstered by the use of survey methodology in these two studies as they provided 62 insight into the question of the most appropriate method by which data could be collected. Two activities evolved immediately following the decision to use survey methodology: the creation of a viable questionnaire and the creation of a network for the distribution and retrieval of questionnaires. At the suggestion of the dissertation committee, campus liaisons were identified at each of the eight Nazarene campuses. Telephone conversations with the eight college presidents and follow-up letters outlining the research resulted in eight on-site campus liaisons. Campus liaisons were responsible for the distribution and return of questionnaires to faculty decision-makers on each campus. The processing of the questionnaire to all other decision- makers (presidents, deans, board chairman) was done by the researcher. The survey instrument bore the burden of achieving sufficient clarity and communication in the mind of the respondent in order to achieve meaningful results and a sufficient return. Three primary considerations needed to be addressed in the questionnaire: the measurement of decision-makers' perceptions of the characteristics of the adult learner, measurement of decision-makers' opinion regarding the 63 concept of continual education, and the question of the structure and organizational elements vital to the servicing of adult learners in each of the Nazarene colleges. These were to be accomplished within the respondent's frame of reference and within the context of the respondent's host college. The survey instrument was designed with five principal sections. Each section contained questions that directly related to the five major research issues and questions and all respondents were asked to complete sections one through five. Section six contained a series of thirty-eight additional questions that could be most directly answered by the chief academic officer. Thus, section six was attached only to the questionnaire responded to by the academic deans. It was the purpose of the survey instrument to measure and report data and to combine the research questions and their underlying issues into one meaningful and parsimonious document. This methodology was employed to elicit and measure, with a high degree of confidence, what the attitudes and opinions of respondents actually were in regard to the questions at hand. The current status of the adult learner and continuing education at Nazarene colleges and the perceptions of Nazarene college decision-makers in regard to the nature of adult learners/continuing education were both addressed by the 64 design of the questionnaire and the use of survey methodology for data collection. Sample Characteristics In order to fulfill the demands set forth in the research issues, it was necessary to develop a sample from a finite population of Nazarene college decision-makers. Each person included in the sample had some administrative or decision-making responsibility within the respective colleges. With the exception of one academic dean who was also a department chairman, the entire population consisted of four mutually exclusive decision-making groups. They are; presidents, chairmen of the board of trustees, chief academic officers or college deans, and all division and department Chairpersons. In order to control for the question of representativeness, parameters restricted the observational units (individual colleges). Three of the observation units (presidents, deans, and faculty) contain all possible elements. All presidents, academic deans, and department and division Chairpersons were included in the survey population. The data collected from the chairman of the board of trustees is the least representative. No attempt was made to generalize the findings of this study to other Nazarene educational 65 institutions and no attempt was made to generalize the findings of the study to other denominational or church- related colleges. The complete sample was comprised of 143 possible respondents (N=143) and were allocated according to the following table. TABLE 2 - Number of faculty and administration included in sample Faculty Administration Bethany Nazarene College 18 3 Eastern Nazarene College 16 3 Mid-America Nazarene College 8 3 Mount Vernon Nazarene College _ 14 3 Olivet Nazarene College 16 3 Northwest Nazarene College 22 3 Point Loma Nazarene College 17 2 Trevecca Nazarene College 9 3 N = 143 Faculty n = 120 Administration n = 23 Statistical Methodology The degree of statistical power needed for data analysis could not be separated from the fundamental nature of the research. The description of the current status of continuing education and the adult learner, and the perceived role of continuing education and the adult learner at Nazarene colleges lent itself to the use of statistics that describe what "is" rather than the use of inferential statistics that make inferences from samples about what "should" be. Although not unconcerned with the 66 utility of inferential statistics, the data presentation and analysis was best accomplished with the use of descriptive statistics. Graphic presentation of the data was accomplished by the use of frequency distributions which depict frequency = f., cumulative frequency = Cum. f., percentages = %, cumulative percentages = Cum. % and in some cases index numbers, rank order, and agree/disagree percentages. An explanation of the statistical methodology employed can be best accomplished by a section by section review of each of the research questions as presented in the questionnaire format. Section I Section number one of the questionnaire measures the respondent's level of agreement with seventeen values and presuppositions regarding continuing education. A frequency distribution was calculated according to a four point Likert scale (strongly agree, agree, disagree, strongly disagree). The frequency distribution table includes the frequency, cumulative frequency, cumulative percentage, and a rank ordering of all seventeen values. This type of descriptive data is presented in tabular form nine times in the research (once in chapter four) which shows the composite, undifferentiated score for the entire 67 sample and again for the analysis of each of the eight colleges. Section II Part A Section II-Part A of the questionnaire addressed the general notion that one basic or fundamental type of continuing education program may be perceived by respondents as the most appropriate for a particular institution. Various configurations of continuing education program components were placed together and respondents were asked to choose what they felt to be the most appropriate for their institution. A frequency distribution, cumulative frequency, percent, cumulative percent and rank ordering were used. Simple percentages reflected which of four configurations were most acceptable to the respondents. Section II Part B Section II—Part B asked respondents to indicate what importance they placed upon continuing education in comparison to 12 institutional priorities. A Likert scale was created (more-important-than, equal to, less- important- than, no opinion) which, when collated, provided a summary score for each response. A frequency distribution simple percentage and rank order was used to 68 reflect which institutional activity was perceived to be more or less important than a continuing education program. The 12 priorities were then placed in rank order to reflect which was perceived to be the most important. Section III Part A Section III-Part A of the questionnaire asked respondents to rate on a two-point semantic differentiation scale whether a particular element is judged to be a significant or not a significant hindrance to the implementation of a comprehensive continuing education program at their institution. The 14 potential hindrances were placed in rank order from most significant to least significant for each of the colleges. Tabular values depicting frequency and raw percentages were made. Section III Part B Section III-Part B asked respondents to indicate which of the hindrances they perceived to be most and least significant in Section III-Part A. These were determined via use of a frequency distribution. 69 Section IV Section IV of the survey instrument asked respondents to indicate the degree of likelihood that a particular set of outcomes would occur as a result of implementing a continuing education program. These outcomes were encapsulated in four scenarios. Each scenario was evaluated according to a 4-point Likert scale (very likely, likely, unlikely, very unlikely). They represented the spectrum of very positive to very negative results of a continuing education program. A table was established for each of the scenarios which included frequency, cumulative frequency, percent, cumulative percent and rank order. The concluding portion of the survey instrument asked respondents to indicate how comfortable they felt in responding to the questionnaire. As was mentioned in the definition and delimitation section of chapter one, the term ”comfortable" was used rather than "qualified" which could be more emotion charged. Comfortable seemed to be able to elicit a more objective and less subjective evaluation of the question. Respondents were asked to indicate if they were highly comfortable, comfortable, somewhat comfortable, uncomfortable or highly uncomfortable. A simple frequency distribution, Cum F and Cum %, was established to determine the level of 7O comfortability of decision-making groups in response to the questionnaire. Section V Section V of the questionnaire was placed in the survey instrument of each of the academic deans or chief academic administrators. No other respondents were asked to respond to the questions found in this section. Section V sought to determine, in a more descriptive way, what was actually taking place in regard to continuing education at each of the eight subject colleges. The statistical description of the results was such that no meaningful comparison could be made, thus none were attempted. Results are merely reported in a yes/no, dollar amount, and narrative basis. The Data Collection Process At the November, 1982, meeting of the Nazarene College Presidents in Colorado Springs, Colorado, Dr. Mark Moore, Secretary of Educational Services for the Church of the Nazarene, first informed the college presidents that a study of this nature was pending and that the researcher would be contacting them to discuss the nature and hopeful outcomes of the research. 71 Prior to the collection of data, an interview with Dr. Joseph Neilson, chairman of the Department of Sociology and Director of Graduate Studies at Olivet Nazarene College, took place. Dr. Neilson was in the process of conducting research for the educational services division of the Church of the Nazarene and was familiar with the most efficient and timely manner by which to conduct the data collection. Believing that prior research by Neilson would shed some light as to the most appropriate time to begin. It was determined that data collection should commence close to the end of the 1983 academic school year. It was also believed that relevant data would have been collected from each of the colleges for inclusion in the 1983 statistical analyses of Nazarene higher education. This report was conducted and compiled by John Minter for the Secretary of Education of the Church of the Nazarene. These studies would provide additional direction for the research. The target date for the mailing of questionnaires was late April, 1983. Questionnaires (Appendix B) were first mailed to the Presidents, Board of Trustee Chairmen, and to those academic deans who were acting as liaisons. The cover letter enclosed in the mailing requested that the completed questionnaires be returned by April 22. Packets containing questionnaires, cover letters which guaranteed confidentiality, follow-up letters, and return mailers 72 were sent to each liaison. Also included were additional questionnaires and a list of the academic departments or division Chairpersons to whom each questionnaire was to be delivered. Summary This chapter has examined the survey and statistical methodologies by which the research was conducted. The issues to be studied were identified and a rationale was provided that expressed the need for and practicality of using a self—administered questionnaire. This chapter also reviewed, on a section-by-section, question-by- question basis, the various statistical analysis and comparisons necessary for data analysis. CHAPTER IV ANALYSIS OF DATA This chapter analyzes data collected from all respondents and is analyzed with no distinction given to particular colleges the combined and undifferentiated Tables and observations reflect the descriptive nature of the data. The following chapter five analyzes data on a institution—by—institution, differentiated basis. The study was conducted to investigate and describe the status and role of the adult learner and continuing education programs at eight liberal arts colleges located in the United States and owned and operated by the Church of the Nazarene. To this end, six research questions were posited. 1. What is the level of agreement between certain values and presuppositions regarding the adult learner/continuing education and decision-makers perception of these values? 2. What type of continuing education program do decision-makers believe to be the most appropriate for their institution? 3. What do the various decision-makers perceive to be the relative importance of continuing education in 73 74 comparison to other institution activities, programs and priorities? 4. What do decision-makers perceive to be the significant hindrances to the implementation of a comprehensive continuing education program on their campus? 5. What do decision-makers feel is the likelihood of positive and negative outcomes of continuing edu— cation upon the mission of their institution? 6. What is the current status of continuing education and continuing education related activities at each college? The sample was composed of 143 respondents who have decision-making responsibility at Nazarene Colleges. The sample includes seven presidents, eight academic deans, eight board chairman and one hundred twenty academic division and department heads. A survey instrument (Appendix B) was created with five distinctive sections, each one relating to one of the five principal research questions. Research question number six was of such a nature that it could only be answered by the academic dean; thus, it was not included in the general questionnaire. 75 Analysis of Research Questions Analysis of Research Question 1 What is the level of agreement between certain values and presuppositions regarding the adult learner/continuing education and decision-makers perception of these values? Question number one was addressed in section number one of the questionnaire which was entitled "Continuing Education Values," (see Appendix B). The following analysis and supporting tabular data (tables 3-19) represent responses to each of the continuing education values and presuppositions. Table 20 provides a composite ranking of all sixteen values-presuppositions. Descriptive data is presented for each of the value/presupposition questions and additional clarifying comments are made where pertinent. Value/Presupposition 1. Continuing education is valuable because it provides revenue for the college. The data regarding Value/Presupposition l. is shown in Table 3. TABLE 3.-- Value of continuing education in providing revenue. f Cum f % Cum % Strongly Agree 11 102 10.76 100.00 Agree 51 91 50.00 89.21 Disagree 30 40 29.41 39.21 Strongly disagree 10 10 9.80 9.80 Respondents = 112 Number of respondents indicating no basis for rating = 10 Base number of respondents = 102 76 60.76 percent of Nazarene college decision-makers agreed that continuing education is valuable because it provides revenue for the college. The agreement among the majority of decision-makers indicates that there is some perceived positive relationship between continuing education programming and increased revenue to the college. The financial attractiveness and revenue generating ability of continuing education may be seen as favorable. This data correlates with data presented in Table 29 where it is determined that a lack of financial resources are a major deterent to the creation of a comprehensive continuing education program. Value/Presupposition 2. Continuing education is valuable because it creates a favorable public relations image. The following table indicates that eighty-eight percent of Nazarene College decision-makers agree that continuing education is valuable because it provides a favorable public relations image. The number of respondents who either disagreed or strongly disagreed with the value represent 12.08% of the sample. Disagreement primarily comes from respondents at one college that received particularly negative public relations due to a poorly administered external degree program. 77 TABLE 4 -- Value of continuing education in creating favorable public relations f Cum f % Cum % Strongly Agree 28 109 25.68 100.00 Agree 68 81 62.38 74.46 Disagree 10 13 9.17 12.08 Strongly disagree 3 3 2.91 2.91 Respondents = 112 Number of respondents indicating no basis for rating = 3 Base number of respondents = 109 Value/Presupposition 3. Continuing education programs and curricula lack academic rigor. The data presented in Table 5 indicate that slightly less than one- half (43.02)% of the decision-makers agreed that continuing education lacks academic rigor. The majority of the decision-makers (56.98)% disagreed with the value and would conclude that continuing education programming may not necessarily mean a reduction in academic rigor. Much may remain unresolved regarding decision-makers perception of the academic integrity continuing education as evidence by the large percentage of respondents that indicated agreement with the value. TABLE 5 -- Evaluation of the academic rigor of continuing education. f Cum f % Cum % Strongly Agree 4 93 4.30 100.00 Agree 36 89 38.70 95.68 Disagree 46 53 49.46 56.98 Strongly disagree 7 7 7.52 .09 Respondents = 109 Number of respondents indicating no basis for rating = 16 Base number of respondents = 93 Value/Presupposition 4. Continuing education students are more intense learners. Two-thirds of the 78 decision-makers (65.05) agreed that continuing education students are more intense learners. The data found in Table 6 support this statement. TABLE 6 -- Intensity of continuing education students f Cum f % Cum % Strongly Agree 9 83 10.84 100.00 Agree 45 74 54.21 89.14 Disagree 26 29 31.32 34.93 Strongly disagree 3 3 3.61 3.61 Respondents = 110 Number of respondents indicating no basis for rating = = 83 Base number of respondents 27 The perception of respondents that continuing education students are more attributable to a number of themselves may have studied part-time learners and thus students like themselves as intense learners may be factors. The respondent as adults, nontraditional, or see continuing education serious and intense learners. Respondents may have also observed or taught adult students who due to their natural maturity may have been perceived as more serious in academic and intellectual pursuits. Value/Presupposition 5. Continuing education is valuable because it improves the professional competencies of the teaching staff. Decision-makers disagreed with the value by a narrow margin that continuing education is valuable because it improves the professional competencies of the teaching staff. The majority of decision-makers (52.43) perceive that there is little if any relationship 79 between teaching continuing educations students and increasing their professional teaching competency. This response may be important due to having never taught anyone but traditional 18-to-22 year old students, or not perceiving that the quality of their teaching may be increased by exposing themselves to varied student audiences. TABLE 7 -- The value of continuing education in improving teaching competencies f Cum f % Cum % Strongly Agree 6 82 7.31 100.00 Agree 33 76 40.24 92.67 Disagree 36 43 43.90 52.43 Strongly disagree 7 7 8.53 8.53 Respondents = 111 Number of respondents indicating no basis for rating = 29 Base number of respondents = 82 Value/Presupposition 6. Continuing education students do not receive the benefit of an on-campus, residential, full-time experience. Decision-makers agreed by a wide margin that continuing education students do not receive the benefit of an on-campus, residential, full— time experience. This may indicate a preference for the full-time, residential experience, as is the norm at Nazarene colleges. The data regarding this issue is presented in Table 8. 80 TABLE 8 -- The Benefit of on-campusl residential experience f Cum f % Cum % Strongly Agree 10 105 9.52 100.00 Agree 81 95 77.14 90.46 Disagree ll 14 10.47 13.32 Strongly disagree 3 3 2.85 2.85 Respondents = 110 Number of respondents indicating no basis for rating = 5 Base number of respondents = 105 Value/Presupposition 7. Continuing education is valuable because it reduces the impact of declining enrollments. Two-thirds of respondents agreed that continuing education is valuable because it reduces the impact of declining enrollments. TABLE NO. 9 -- Continuing education and declining enrollments f Cum f % Cum % Strongly Agree 9 99 9.09 100.00 Agree 58 90 58.58 90.90 Disagree 29 32 29.29 32.32 Strongly disagree 3 3 3.03 3.03 Respondents = 109 Number of respondents indicating no basis for rating = 10 Base number of respondents = 99 Value/Presupposition 8. Continuing education produces an expanded and enriched curriculum. Two-thirds of decision-makers agreed that continuing education produces an expanded and enriched curriculum. Respondents may be of the opinion that elements within the continuing education curriculum would produce direct benefits to the general curriculum. An additional element is the perception that the process of establishing continuing education may be a worthwhile process and the general 81 curriculum of the college may be expanded and enriched as a result. TABLE 10 -- Continuing education and the curriculum f Cum f % Cum % Strongly Agree 16 99 16.16 100.00 Agree 50 83 50.50 83.83 Disagree 30 33 30.30 33.33 Strongly disagree 3 3 3.03 3.03 Respondents = 99 Number of respondents indicating no basis for rating = 11 Number of respondents = 99 Value/Presupposition 9. Continuing education diminishes scarce institutional resources. Most decision- makers disagreed with the value that continuing education diminishes scarce institutional resources. As a result of the way the question was presented. They may, however, agree that continuing education helps increase institutional resources. TABLE 11 -- Continuing education and diminished resources f Cum f % Cum % Strongly Agree 2 86 2.32 100.00 Agree 22 84 25.58 97.66 Disagree 52 62 60.46 72.08 Strongly disagree 10 10 11.62 11.62 Respondents = 107 Number of respondents indicating no basis for rating = 21 Base number of respondents = 86 Value/Presupposition 10. Expansion into continuing education means that a college is "in trouble." Decision- makers strongly disagree that expansion into continuing education means that a college is "in trouble." Although it was left up to each respondent to determine what "in trouble" meant, whatever it meant, it was rejected as a 82 presupposition. No respondent strongly agreed with the value and only a small number (6) indicated agreement with the value whatsoever. Respondents appear to reject the notion that continuing education programs are a measure to be implemented when an institution is experiencing enrollment and financial difficulty. TABLE 12 —- Continuing education as indicator of institutional difficulty f Cum f % Cum % Strongly Agree 0 100 0.00 100.00 Agree 6 100 6.00 100.00 Disagree 62 94 62.00 94.00 Strongly Disagree 32 32 32.00 32.00 Respondents = 108 Number of respondents indicating no basis for rating = 8 Base number of respondents = 100 Value/Presupposition 11. Continuing education is valuable because it provides opportunities for faculty members to earn additional income. General agreement was reached in regard to Value/Presupposition 11 and nearly two-thirds of all respondents agreed that continuing education is valuable because it provides opportunities for faculty members to earn additional income. When the number of respondents indicating some level of disagreements is combined with the number basis for rating responses a significant number of decision-makers (47) do not perceive a relationship between teaching continuing education students and their income. This may be the result of a perception by respondents that their professional discipline does not easily adapt to the teaching of continuing education students. Additionally, 83 respondents may have assumed that additional income may not have resulted from teaching continuing education students but that any additional teaching could or would be added to their academic load without additional compensation. TABLE 13 -- Continuing education and increased faculty income f Cum f % Cum % Strongly Agree 2 91 2.19 100.00 Agree 56 89 61.53 97.82 Disagree 29 33 31.86 36.29 Strongly Disagree 4 4 4.43 4.43 Respondents = 105 Number of respondents indicating no basis for rating = 14 Base number of respondents = 91 Value/Presupposition 12. Continuing education is valuable because it provides access to students who would not otherwise attend. Nearly all decision—makers agreed that continuing education is valuable because it provides access to students who would not otherwise attend. Table 14 indicates the degree to which decision-makers found agreement with the value. Of the seventeen values/presuppositions relating the research question number one, no other value was agreed with more strongly then value 12, Table 20 provides a comparative analysis for each of the values/presuppositions and shows value number 12 as having the highest relative placement. 84 TABLE 14 —- Value of continuing education in providing student access f Cum f % Cum % Strongly Agree 24 102 23.52 100.00 Agree 76 78 74.50 76.46 Disagree 2 2 1.96 1.96 Strongly disagree 0 0 0 0 Respondents = 107 Number of respondents indicating no basis for rating = 5 Base number of respondents = 102 Value/Presupposition 13. Continuing education programs force higher education institutions to examine and evaluate its traditional goals and objectives. Decision-makers strongly agreed with the value that continuing education programs force higher education to examine and evaluate traditional goals and objectives. TABLE 15 -- Continuing education and institutional evaluation f Cum F % Cum % Strongly Agree 18 98 18.36 100.00 Agree 63 80 64.28 81.60 Disagree 16 17 16.32 17.32 Strongly disagree 1 l 1.02 1.02 Respondents = 110 Number of respondents indicating no basis for rating = 12 Base number of respondents = 98 Value/Presupposition 14. Continuing education has a splintering effect upon the traditional mission and goals of the college. A majority of decision-makers disagreed with the value and perceive that continuing education does not have a splintering effect upon the traditional mission and goal of the college. 85 TABLE 16 -- Continuing education and institution mission f Cum f % Cum % Strongly Agree 5 87 5.74 100.00 Agree 21 82 24.13 94.23 Disagree 37 61 42.52 70.10 Strongly disagree 24 24 27.58 27.58 Respondents = 103 Number of respondents indicating no basis for rating = 16 Base number of respondents = 87 Value/Presupposition 15. Continuing education cannot be made cost effective. A majority of decision—makers disagreed with value 15 thus the assumption continuing education can be made cost effective. The number of respondents citing no basis for rating may indicate that they do not have a basis from which to judge cost effectiveness of anything, not withstanding, continuing education. TABLE 17 -- The cost effectiveness of continuing education f Cum f % Cum % Strongly Agree 1 83 1.20 100.00 Agree 12 82 14.45 98.77 Disagree 56 70 67.46 84.32 Strongly disagree 14 14 16.86 16.86 Respondents = 110 Number of respondents indicating no basis for rating = 27 Base number of respondents = 83 Value/Presupposition l6. Continuing education is more vocationally/technically oriented than liberal arts. As shown in table 18 no definite data, other than decision- makers being equally distributed, was measured by value 16. Decision-makers came to no clear agreement or disagreement with the value. 86 TABLE 18 -- The vocational/technical orientation of continuing education f Cum f % Cum % Strongly Agree 5 98 5.10 100.00 Agree 44 93 44.89 94.88 Disagree 44 49 44.89 49.99 Strongly disagree 5 5 5.10 5.10 Respondents = 111 Number of respondents indicating no basis for rating = 13 Base number of respondents = 98 Value/Presupposition l7. Continuing education will cause future accreditation problems for the institution. The issue of institutional integrity as perceived through accreditation can be assumed to be a major concern for respondents. The data indicate that a majority of decision-makers disagreed with value 17 and would necessarily reject the notion that continuing education will cause future accreditation problems for the institution. The further assumption is that continuing education of itself may not cause accreditation problems but that a poorly organized and poorly administered continuing education program could give accrediting bodies a basis from which a negative judgement could be passed to the entire college. TABLE 19 -- Continuing education and accreditation problems f Cum f % Cum % Strongly Agree 1 78 1.28 100.00 Agree 7 77 8.97 98.71 Disagree 60 70 76.92 89.74 Strongly Disagree 10 10 12.82 12.82 Respondents = 112 Number of respondents indicating no basis for rating = 34 Base number of respondents = 34 87 The following table represents a rank ordering of all seventeen values/presuppositions used to measure and evaluate research question number one. 88 TABLE 20 -- Continuing education values/presupposition composite ranking RANK 1. 10. 11. 12. 13. 14. 15. 16. VALUE/PRESSUPOSITION Continuing education is valuable because it provides access to students who would not otherwise attend. Continuing education stu- dents do not receive the bene— fit of an on-campus, residen- tial, full-time experience. Continuing education is valuable because it creates a favorable public relations image. Continuing education programs force the higher education in— stitution to examine and evaluate its traditional goals and object- ives. Continuing education is valuable 67.67 because it reduces the im— pact of declining enrollments. Continuing education produces an expanded and enriched curric- ulum. Continuing education students are more intense learners. Continuing education is val- uable because it provides oppor- tunities for faculty members to earn additional income. Continuing education is val- uable because it provides for the college. Continuing education is val- 47.55 uable because it improves the pro— fessional competencies of the teaching staff. Continuing education is more vocationally/technically oriented than liberal arts. Continuing education programs 43.02 and curricula lack academic rigor. Continuing education has a 29.87 splintering effect upon the tra— ditional mission and goals of the college. 98.02 90.46 88.06 82.64 66.66 65.05 63.72 60.76 44.89 Continuing education diminishes 27.90 scarce institutional resources. Continuing education cannot 15.65 be made cost effective. Continuing education will cause 10.25 future accreditation problems for % AGREE % DISAGREE 1.96 12.08 17.32 32.32 33.33 34.93 36.29 39.21 52.43 54.89 56.98 70.20 72.08 83.32 89.74 89 the institution. 17. Expansion into continuing edu- 6.00 94.00 cation means that a college is "in trouble." Analysis of Research Question 2 What type of continuing education program do decision- makers believe to be the most appropriate for their institution? Question number 2 was addressed in Section II - part A of the questionnaire one. (See Appendix B). Decision-makers were asked to indicate which type of continuing education program was in their opinion most appropriate for their institution. Four possible combinations of continuing education program elements were provided from which a single choice was made. TABLE 21 -- Appropriate type of continuing education program. f Cum f % Cum % TYPE 1 18 103 17.47 100.00 TYPE 2 31 85 30.09 82.96 TYPE 3 7 54 6.79 52.87 TYPE 4 47 47 45.63 45.63 EXPLANATION OF TYPES: TYPE 1 - Non-credit courses, occasional seminars and workshops for interested constituency, avail— able on-campus only. TYPE 2 - Non-credit courses, occasional seminars and workshops, plus credit courses leading to a degree. Created with the part-time student in mind. Classes are held evenings and Sat- urdays, but are only available on-campus. TYPE 3 - Non-credit and miscellaneous credit courses but none lead to a degree. Courses are taught on demand and only off-campus. TYPE 4 - Non-credit and credit courses leading to degrees and offered on— or off-campus. Seminars and workshops available for inter- ested constituencies. 90 As indicated by the preceding table decision-makers perceived type number 4 to be the most appropriate for their institutions. This is the most complex of the four types and reflects what would necessitate a major institutional commitment to implement. Decision-makers choose, in descending order of preference types 2, 1 and 3. Analysis of Research Question 3 What do the various decision-makers perceive to be the relative importance of continuing education in comparison to other institutional activities and programs and priorities. Question number 3 was addressed in Section II - part B of the questionnaire. (See Appendix B). As indicated in the following table continuing education is considered by the respondents to be more important that three institutional activities and programs but less important that nine other institutional activities and programs. Indexed scores indicate that continuing education is not equal to any of the institutional priorities and that the higher the index number the more respondents perceived that particular priority is divergent from the central mission of the college. Not surprising in the rankings is the perception of the academic program as highest priority or placement of religious activities as central to the mission of the 91 college. The question was asked in such a fashion as to not only measure the relative importance of continuing education, but to identify and establish a ordering of all twelve constructs pertinent to Nazarene higher education. TABLE 22 -- Continuing education compared to institutional priorities IMPORTANCE INDEX RANK PRIORITY Less +31 1 Campus radio and TV important station than continuing +10 2 Dramatic education presentations. + 4 3 Intercollegiate athletics More - 2 4 Intramural important athletics than continuing -13 5 Speech and debate education programs -16 6 Travel and pro motion group -45 7 Career placement and plans -49 8 Institutional research -69 9 Campus revivals -73 10 Chapel services —76 11 Faculty, develop- ment and enrich-. ment. -93 12 Regular academic Agprogram Index = numbers are arrived at by determining the numerical difference between frequency for more—important-than and less-important categories. Analysis of Research Question 4 What do decision-makers perceive to be the significant hindrances to the implementation of a comprehensive continuing education program on their campus? (Question number 4 was addressed by Section III, 92 parts A and B of the questionnaire-See Appendix B). Part A asked respondents to evaluate a list of 14 possible hindrances to the implementation of a comprehensive continuing education program and to indicate possible they perceived the construct in question to be a significant or not a significant hindrance in implementing a comprehensive continuing education program. The following fourteen tables and comments provide a analysis of research question four. TABLE 23 -- Geographical location as a hindrance to implementation. f % A Significant hindrance 32 32.32 Not a significant hindrance 77 77.77 Respondents = 109 Most decision—makers perceived that a poor geographical location was not a significant hindrance to the implementation of a comprehensive continuing education program. TABLE 24 -- Lack of student market as hindrance to implementation. f % A significant hindrance 34 31.19 Not a significant hindrance 75 68.80 Respondents = 109 Two-thirds of the decision-makers perceived that a lack of student market was not a significant hindrance to the implementation of a comprehensive continuing education program. 93 TABLE 25 -- The perceived need as hindrance to implementation. f % A significant hindrance 53 48.18 Not a significant hindrance 57 51.81 Respondents = 110 57 of 110 respondents, 51.81%, were of the opinion that the perceived need of continuing education was a significant hindrance to the implementation of a comprehensive continuing education program. The lack of perceived need was reached by decision-makers as the third highest objection confronting implementation. TABLE 26 -- Lack of administrative know—how as hindrance to implementation. f % A significant hindrance 42 44.21 Not a significant hindrance 53 55.78 Respondents = 95 The lack of administrative know-how was considered by 55.78% of respondents not to be a significant hindrance to the implementation of a comprehensive continuing education program. However, a substantial percentage, 44.21%, indicate that a lack of administrative know-how would effect the implementation process. TABLE 27 -- Lack of administrative vision as a hindrance to implementation. # f % A significant hindrance 44 44.89 £9; a significant hindrance 54 55.10 Respondents = 98 Lack of administrative vision was viewed by 55.10% of respondents as not a significant hindrance to implementa- 94 tion of a comprehensive continuing education program. It can be assumed that a majority of respondents believe thattheir administrative teams do not lack the vision to implement a continuing education program. This observation could be taken as a statement of support for the visionary skills of administrators. However, a majority of faculty, 40 of 76, feel that lack of administrative vision is a hindrance; whereas, 5 of 23 administrators feel that lack of administrative vision is a hindrance. TABLE 28 -- Lack of faculty support as hindrance to implementation. f % A significant hindrance 44 43.13 Not a significant hindrance 58 56.86 Respondents = 102 58 of 102 respondents, 56.86%, indicate that a lack of faculty support is not a significant hindrance to the implementation of a comprehensive continuing education program. Only 4 of 23 administrators indicate that a lack faculty support is a significant hindrance to implementation. Just more than one-half of faculty members, 40 of 79, indicate that a lack of faculty support is a significant problem. A greater percentage of faculty than administrators believe that a lack of faculty support is a significant hindrance to implementation. 95 TABLE 29 -- Insufficient finances as hindrance to implementation. f % A significant hindrance 57 56.43 Not a significant hindrance 44 43.56 Respondents = 101 A majority of decision-makers, 56.43%, hold the opinion that insufficient finances are a significant hindrance to the implementation of a comprehensive continuing education program. TABLE 30 -- Completion for students as hindrance to implementation. f % A significant hindrance 33 31.42 Not a significant hindrance 72 68.57 Respondents = 105 A substantial percentage of decision-makers, 68.57%, believe that competition for students is not a significant hindrance to the implementation of a comprehensive continuing education program. TABLE 31 -- A lack of space as hindrance to implementation f % A significant hindrance 16 15.53 Not a significant hindrance 87 84.46 Respondents = 103 84.46% of 103 respondents consider lack of space as not a significant hindrance to the implementation of a comprehensive continuing education program. Of the remaining 15.53%, 9 of 16,(69.23%), are from one college. Thus, a majority of decision-makers believe that there is sufficient space to house continuing education activities. 96 TABLE 32 -- Student lifestyle is a hindrance to implementation. f % A significant hindrance 30 28.03 Not a significant hindrance 77 71.96 Respondents = 107 A substantial number of respondents, 71.96%, indicate that the lifestyle of continuing education students is not a significant hindrance to the implementation of continuing education program. It can be assumed that decision-makers believe continuing education students would not adversely effect the college atmosphere. TABLE 33 -- Lack of constituency support as hindrance to implementation. ‘ f % A significant hindrance 39 37.14 Not a significant hindrance 66 62.85 Respondents = 105 Nearly two-thirds, 62.85%, of the respondents hold the opinion that a lack of constituency support is not a significant hindrance to the implementation of a com- prehensive continuing education program. It could be assumed, therefore, that decision-makers perceived that the various constituencies would support a continuing education program. TABLE 34 -- Educational philosophy as a hindrance to implementation. f % A significant hindrance 45 42.85 Not a significant hindrance 60 57.14 Respondents = 105 97 A majority of respondents, 57.14%, indicate that continuing education is not a part of the educational philosophy and that this opinion is not a significant hindrance to the implementation of a comprehensive continuing education program. TABLE 35 -- Perception of continuing education as a panacea. f % A significant hindrance 27 26.73 Not a significant hindrance 74 73.26 Respondents = 101 73.26 percent of respondents indicate that viewing continuing education as a fad or panacea is not a significant hindrance to the implementation of a comprehensive continuing education program. TABLE 36 -- Lack of definition as a hindrance to implementation. f % A significant hindrance 62 62.00 Not a significant hindrance 38 38.00 Respondents = 100 62 of 100, respondents indicate that a lack of clarity in defining continuing education is a significant hindrance in implementing a comprehensive continuing education program. From the list of fourteen possible hindrances decision-makers indicated two, insufficient finances and lack of clarity in defining continuing education, as 98 significant hindrances to implementation of a comprehensive continuing education program. Analysis of Research Question 4 - Part B The second portion of research question four was addressed by Section III - Part B — of the questionnaire. (See Appendix B). Respondents were asked to indicate which of the hindrances they found, in Section III - Part A, to be the most and least significant. The data indicates that respondents cited question 5 (Lack of administrative vision) most often as the most significant hindrance and question 9 (Lack of space) as the most often cited least significant hindrance. Analysis of Research Question 5 What do decision-makers feel is the likelihood of positive and negative outcomes of continuing education upon the mission of their institution? Research question number 5 was addressed in section IV of the questionnaire (see Appendix B). Asked respondents to indicate the likelihood that a particular scenario would occur as a result of the implementation of a comprehensive continuing education program. 99 Scenario One The college is stronger. Faculty morale and academic program have improved. The college is of greater service to the community and the denomination. It has more students and greater financial strength. Continuing education is a real fulfillment of the institutional mission. TABLE 37 -- Evaluation of scenario #1 f Cum f % Cum % Very likely 17 108 15.74 100.00 Likely 52 91 48.14 84.24 Unlikely 33 39 30.55 36.10 Very unlikely 6 6 5.55 5.55 Respondents = 108 63.88% of respondents indicate that the outcomes in scenario one are at least likely to occur, while 36.11 percent of respondents indicate that the outcomes in scenario one are unlikely or very unlikely to occur. Scenario Two The college has some improvement in morale and finances. Academic programs improve somewhat, but the institution has temporary trauma as it attempts to balance the good and bad aspects of continuing education and the needs of the nontraditional learners. The enrollment, programs, and part-time faculty are closely controlled and the mission of the college is not significantly altered. 100 TABLE 38 -- Evaluation of scenario #2 f Cum f % Cum % Very likely 18 109 16.51 100.00 Likely 60 91 55.04 83.76 Unlikely 31 31 28.44 28.44 Vepy unlikely 0 0 0 0 Respondents = 109 Respondents indicated that the outcomes in scenario number two are likely to occur. A vast majority, 71.55%, indicate that scenario number two is very likely very likely or likely to occur, whereas 28.44% indicate that scenario is very likely or unlikely to occur. Scenario Three Because much of the college's resources have been allocated to the continuing education program, regular academic programs have suffered. Off-campus instruction is weaker and adjunct faculty are not in compliance with on-campus standards. A blurring of the institution's mission has occurred. TABLE 39 -- Evaluation of scenario #3 f Cum f % Cum % Very likely 4 99 4.04 100.00 Likely 15 95 15.15 95.95 Unlikely 52 80 52.52 80.80 Very unlikely 28 28 28.28 28.28 Respondents = 99 19.19 percent of respondents indicate that scenario three is at least likely to occur, whereas 80.80 percent 101 of respondents indicate that the outcomes in scenario three are unlikely or very unlikely to occur. Scenario Four The college has become weaker, less effective, and less religious due to the influence of continuing education. Quality of instruction has decreased and the curriculum is watered down. The college now lacks the distinctiveness it once had. Denominational support slackens and quality control is weak. Part-time, non- traditional students demand changes in methods and standards and the entire college suffers. The college is fundamentally different than it was prior to continuing education. TABLE 40 -- Evaluation of scenario #4 f Cum f % Cum % Very likely 4 97 4.12 100.00 Likely 8 93 8.24 95.86 Unlikely 50 85 51.54 87.62 Very unlikely, 35 35 36.08 36.08 Respondents = 97 12.12 percent of respondents indicated that the outcomes of four are at least likely to occur. 87.62 percent of respondents indicate that the outcomes of scenario four is unlikely or very unlikely to occur as a result of a continuing education program. 102 Of the two more positive scenarios, 1 and 2, 67.74% of respondents indicated that the outcomes of positive scenarios were likely to occur. Scenario 1 one was most likely to occur. Scenario number 4 was least likely to occur. Analysis of Research Question 6 What is the current status of continuing education and continuing education related activities at each college? The analysis of this question combines the data received from the deans of the eight responding colleges. The question asked of the deans and the analysis presented here are organized around three general questions. They are: curricular questions, student service questions, and organizational and financial questions. A fourth area of questioning concerns continuing education and adult learner trends as observed by the deans. Curricular Questions During the evening hours, six of the eight colleges do not offer the entire sequence of courses leading to a degree. Seven of eight colleges indicate that less than one—half of the college's degree programs are available to students during evening hours. All eight colleges 103 indicated that a wide selection of non-credit courses are not available weekends and evenings. Special programs for the elderly are offered in one-half of the colleges. Five of the eight colleges offer continuing education units. C.E.U.'s are generally offered for ministerial and teacher education-related instruction. At six of eight colleges, non-traditional instructional materials are equally available to evening students as to day students. Two of eight colleges provide an orientation for staff who teach adult students and have a handbook for part-time instructional staff. Student Services Questions Continuing education students generally experience much less consideration and accommodation than do full- time, traditional students in the same Nazarene institutions. Adult and continuing education students receive far less accommodation than do adult and continuing education and adult learners in general. Examples of this are evidenced in many student service areas. Academic advisement is not available at any of the Nazarene colleges during the evening hours. Tutoring in basic skill subjects during the evening hours is available at four of eight colleges. Generally this service is for all students and not just for adult and continuing education students. One of eight Nazarene colleges offers 104 an organized transitional orientation program for adult learners. Part-time students are permitted to register with full-time students, but only one-half of the colleges offer evening registration. Two of eight colleges offer registration by mail. One of eight offer registration by phone and two of eight offer registration at off-campus locations. Loan programs for evening, part-time students are available at two of eight colleges. Personal and vocational counseling during the evening is available at one of eight Nazarene colleges. No Nazarene college offers job placement services during evening hours. Emergency health service for evening students is available at two of eight colleges. No college offers regular bookstore hours during the evening. Two of eight colleges offer regular food service during the evening hours. At every college evening students have parking privileges equal to that of traditional students. No Nazarene college offers child care during evening hours, but all cultural events are open to part-time students. One of eight Nazarene colleges has an organized student government for part-time students. No Nazarene college requires part-time students to attend chapel. Organizational and Financial Questions Two of eight Nazarene colleges have printed 105 information materials (brochures and pamphlets) designed specifically for part-time students. Part-time students cannot order transcripts or clarify a grade problem during the evening hours at any Nazarene college. All colleges indicate that their libraries are open to part-time students during weekend and evening hours. No Nazarene college has a full-time continuing education director, but four of eight colleges have a part-time continuing education director. Of the colleges that have part-time continuing education directors, three report directly to the academic dean and one reports to the vice president for development. The salary for part-time continuing education directors averages $24,000, which includes compensation for other responsibilities. Four Nazarene colleges have no full— or part—time continuing education staff. Two colleges have one continuing education employee, one college has two people either part- or full- time, and one college has four part-time personnel. The average yearly budget for continuing education activities varies from $200 to $75,000. Four colleges have no budget for continuing education. These budgets amount to no more than 19 percent of the total academic budgets at any Nazarene college. One college indicated 1 percent of academic budget and "miniscule" amounts as a percentage of academic budget allocated for continuing education. 106 Trends Six of eight colleges indicate an increasing amount of inquiry and demand for continuing education opportunities. During the 1983 academic year 8.10 percent of the combined Nazarene college head count was comprised of part-time students. Percentages range from 3% to 20% with two colleges not reporting part-time student percentages. CHAPTER V DIFFERENTIATED DATA ANALYSIS Observations are made according to the nature and order of the research questions as found in the survey questionnaire (See Appendix B). The following format organizes responses from decision-makers: l) A brief introduction to aid in distinguishing each college. 2) An analysis, in narrative form, of descriptive data gathered from the chief academic officers at the various colleges. This section is entitled Dean's Data and also helps differentiate among the colleges. 3) Tables and illustrative data then presented which describe decision- makers level of agreement with values and presuppositions basic to the adult learner and continuing education. 4) A description of the type of continuing education program decision-makers perceive to be the most appropriate for their institution. 5) Data that indicates what importance decision-makers placed on continuing education in comparison to other institutional activities and programs this data is presented next. 6) Data which determines what respondents perceive to be the significant hindrances to implementing a comprehensive continuing education program is presented. 7) A review of respondents comfortability in responding to the questionnaire follows. 8) The chapter is concluded by an 107 108 analysis of data which describes respondents assessment of each of four scenarios which were created to measure the likelihood that a set of outcomes will occur as a result of implementing a comprehensive continuing education program. This data is presented in Appendix C entitled Evaluation of Four Outcome Scenarios For All Colleges Included in the Study. 109 COLLEGE I College I was established in 1907 and given to the Church of the Nazarene in 1912. It is accredited by the North Central Association of Colleges and Secondary Schools and serves Nazarene churches in the Great Lakes region. College I - Dean's Data College I does not offer, during the evening hours, the entire sequence of courses leading to a degree, as it ordinarily would in the regular daytime program. College I does, however, offer during the evening hours all courses leading to a degree for at least one-half of all the degrees it is authorized to grant. The academic dean indicates that a wide selection of credit and non-credit courses are unavailable during the weekends or evenings. Academic advisement or tutoring in basic skills are not available during the evening hours. Non—traditional instructional materials are equally available to evening students as to day students, and the college library is open to part-time students during the weekend and evening hours. College I does not offer instruction at one or more off-campus centers nor does it offer an organized transitional orientation program for new adult learners. No C. E. U.'s are offered. Part-time students are 110 permitted to register with full-time students, but cannot register by mail, by telephone, during evening hours or at off-campus locations. The business office at College I is not open during the evening hours. The college has a loan program for evening/part-time students. College I does not offer any special programs for the elderly, personal or vocational counseling is not available during the evening hours, and the services of the job placement office are unavailable during the evening hours. All evening students at College I have parking privileges equal to those available to daytime, full-time students and all cultural events are open to part-time students. The college bookstore is not open on a regular basis during the evening hours, nor is campus food service during the evening hours. College I does not have an organized student government for part-time students. A part-time student at College I cannot order transcripts or clarify a grade problem during the evening hours. College I has printed materials designed specifically to give information about services to part-time students. College I does provide an orientation for staff who teach adult students and does provide a handbook for part—time instructional staff. College I does not require part-time students to attend chapel. College I does not have a full— time continuing education director, but does have a part- time director who reports to the vice president for development. This part-time director is paid $23,000 per 111 year and supervises one continuing education staff person. The academic dean indicated that 15.6 percent of the 1982/83 fall semester head count was comprised of part- time students. The average yearly budget for continuing education is treated as a part of the regular academic budget and thus does not receive a separate line item and income is applied directly against expense. The academic dean concluded that the amount of inquiry and demand for continuing education opportunities has not increased; as was the case in two of the eight colleges. In section one of the questionnaire, regarding the values and presuppositions associated with the adult learner and continuing education, the decision-makers agreed with ten of seventeen values. Decision-makers disagreed with six values and were equally distributed on one value. Most complete agreement was on value number 2 (continuing education is valuable because it creates a favorable public relations image) and least agreement with the value can be observed in number 10 (expansion into continuing education means that a college is "in trouble"). The following table number 41 illustrates the level of agreement for each of the seventeen values and presuppositions decision-makers were asked to evaluate. 112 TABLE 41 -- COLLEGE I - An analysis of continuing education values and presuppositions VALUE n %agree %disag 1. 2. 11. 12. 13. 14. 15. 16. Continuing education is valuable because it provides revenue for the college. Continuing education is valuable because it creates a favorable public relations image. Continuing education programs and curricula lack academic rigor. Continuing education students are more intense learners. Continuing education is val- uable because it improved the professional competencies of the teaching staff. Continuing education students do not receive the benefit of and on-campus, residential, full-time experience. Continuing education is val~ uable because it reduces the impact of declining enrollments. Continuing education produces an expanded and enriched curriculum. Continuing education diminishes scarce institutional resources. Expansion into continuing edu- cation means that a college is "in trouble." Continuing education is val- uable because it provides opportunities for faculty mem- bers to earn additional income. Continuing education is valuable because it provides access to students who would not other wise attend. Continuing education programs force the higher education in- stitution to examine and eval- uate its traditional goals and objectives. Continuing education has a splintering affect upon the traditional mission and goals of the college. Continuing education cannot be made cost effective. Continuing education is more 15 14 16 13 12 16 17 14 14 15 17 14 15 15 12 73.33 100.00 56.25 84.62 66.67 87.50 47.05 64.29 42.86 13.33 76.47 100.00 73.33 40.00 25.00 26.66 43.75 15.38 33.33 12.50 52.94 35.71 57.14 86.67 23.53 26.67 60.00 75.00 113 vocationally/technically oriented than liberal arts. 14 50.00 50.00 1?. Continuing education will cause future accreditation problems for the institution. 12 25.00 75.00 n: number of responses to question % agree = percentage of those decision-makers agreeing with value/presupposition % disagree = percentage of those decision-makers disagreeing with value/presupposition In order to determine the particular type or configuration of continuing education program elements that decision-makers thought most appropriate for their institution, decision-makers from College I were asked to choose which of four types of education programs they thought to be most appropriate. Based upon frequency of response, continuing education program Type 4 was judged to be the most appropriate for College I. This data is illustrated by table 42. TABLE 42 -- COLLEGE I - An explanation of the most appropriate type of continuing education program TYPE f Cum f % Cum % 1 3 17 17.65 100.00 2 4 14 23.53 82.35 3 1 10 5.88 58.82 4 9 9 52.94 52.94 TYPE 1: Non-credit courses, occasional seminars and work- shops for interested constituency, available on campus only. TYPE 2: Non-credit courses, occasional seminars and work- shops, plus credit courses leading to a degree. Created with the part-time student in mind. Classes are held evenings and Saturdays, but are only available on-campus. TYPE 3: Non-credit and miscellaneous credit courses, but none lead to a degree. Courses are taught on demand and only off-campus. TYPE 4: Non-credit and credit courses leading to degrees and offered on or off-campus. Seminars and work- shops available for interested constituencies. 114 Section II, part B of the questionnaire measured the relative importance of continuing education in respect to twelve institutional priorities. Respondents were asked to determine if continuing education was more important than each of the twelve institutional priorities (see Appendix B). Decision-makers determined that continuing education was less important than all but one institutional priority. The following table reflects this data and observation. TABLE 43 - COLLEGE I - A ranking of continuing education in respect to other institutional ppriorities IMPORTANCE INDEX Institutional Priority Continuing education I is more important than +3 Dramatic presentations Continuing education is less important than 2 Speech and debate programs 2 Intercollegiate athletics 2 Travel/promotional groups 3 Campus radio/T.V. station 4 Intramural athletics 6 Career Planning and place- ment 10 Faculty Development/ enrichment 11 Institutional research 15 Chapel services 15 Campus revivals 15 Regular academic program Index = numbers are arrived at by determining the numerical difference between frequencies for more—important- than and less-important-than categories. Section III, part A of the questionnaire determined what respondents judged to be significant or not significant hindrances to the implementation of a comprehensive continuing education program. Fourteen 115 potential hindrances were evaluated. Table 44 expresses the data collected from decision-makers at College I relative to the question of potential hindrances to implementation. The last column labeled "index" shows the numerical difference between the f/S.H. (frequency of significant hindrance) and f/N.S.H. (frequency of not-a- significant hindrance). It also allows for a ranking ordering of hindrances from the most to the least significant. Of the fourteen potential hindrances three were determined by decision-makers to be significant. Given the importance and relationshipamong the perception of need a lack of definition for continuing education and not a part of the educational philosophy of the college the data indicate significant impediments to the implementation of a comprehensive continuing education program at College I. 116 TABLE 44 -- COLLEGE I - The significance of potential hindrances to the implementation of a comprehensive continuing educationgprogram SIGNIFICANT HINDRANCE n f/S.H. f/N.S.H Index College does not perceive the need..................... 18 11 7 +4 A lack of clarity in defining continuing ed. ...... 18 11 7 +4 Continuing education is not a part of the educational philosophy of the college.... 18 10 8 +2 Lack of administrative know-110W. ccccccc coo-00.0.0... 20 10 10 0 NOT A SIGNIFICANT HINDRANCE Insufficient finances........ l7 8 9 1 Lack of faculty support ...... 16 6 10 4 Lack of administrative vision....................... 17 6 ll 5 Lack of constituency support. 15 5 10 5 Competition for students is too great.................... 17 Poor geographical location... 17 Continuing education is viewed as a fad or higher education panacea............ 17 4 l3 9 Lack of student market....... 17 3 14 11 Continuing education student lifestyle.................... 17 2 13 11 Lack of space................ 16 1 16 15 n = number of responses 12 7 13 9 ubU" f/S.H. = frequency of response as significant hindrance f/N.S.H. = frequency of response as not-a—significant hindrance Index = numerical difference between frequency of re- sponse to significant hindrance and frequency of response to not-a-significant hindrance. The second portion of data collection, relative to the measurement of hindrances to implementation, determined the most and least significant (See section III, part B of the questionnaire, See Appendix B). Decision-makers at College I cited most frequently item 12 (lack of administrative vision) and item 5 (continuing 117 education is not a part of the educational philosophy of the college) as the most significant. Item 9 (lack of space) was most frequently cited as the least significant hindrance to implementation of a comprehensive continuing education program at college I. College I - Scenario Evaluation Based upon frequency of response and percentages, the outcomes expressed in scenario number one are more likely to occur than the other three scenarios. Due to the positive outcomes of that scenario, continuing education is viewed as a positive concept by decision-makers. Scenario four which embodies very negative outcomes is judged as a very unlikely occurrence as a result of the implementation of a continuing education program. 63.99 percent of respondents indicated that positive outcomes were likely to occur whereas 77.77 percent of respondents indicated that negative outcomes were unlikely to occur. (see Appendix C). The concluding portion of the questionnaire measured the respondents level of comfortability in answering the questionnaire. Five categories were provided and decision— makers were asked to indicate which category most accurately described their feelings. As indicated in Table 51 nearly all decision-makers at College I felt at 118 least somewhat comfortable in responding to the questionnaire. (See Appendix C). TABLE 45 -- College I - Responses of decision-makers regarding their comfortability in answering the questionnaires f Cum f % Cum % Highly Comfortable 5 17 29.41 100.00 Comfortable 10 12 58.82 70.58 Somewhat Comfortable l 2 5.88 11.76 Uncomfortable 1 1 5.88 5.88 Highly Uncomfortable 0 0 .00 .00 119 COLLEGE II College II was established in 1902 by the founder of the Church of the Nazarene. It serves the Southwest Educational Zone of the Church of the Nazarene which includes the states of Arizona, California, Hawaii, New Mexico, and portions of Texas and Nevada. College 11 - Dean's Data College II does not offer the entire sequence of courses leading to a degree during the evening hours. This can be said of at least one-half of the degree programs that the college is authorized to grant. The Academic Dean reports that neither credit or non-credit courses are available during the weekends and evenings. Academic advisement is available only to students during the day and not in the evenings or during the weekend. Tutoring in basic skill subjects is available during evening hours. At College II non-traditional instructional materials are equally available to evening students as they are to day students. The college library is open to all part—time students during the weekend and evenings, and the college offers instruction at one or more off-campus center. All part-time students are allowed to register with full-time students, however, the college does not offer any organized transitional or 120 orientation program for new adult learners once they are admitted and registered. Registration can be accomplished by mail or via the telephone, but not during evening hours or at off-campus locations. The business office is not open during the evening in order for evening students to transact college business. Part-time students cannot order transcripts or clarify a grade problem during the evening hours. The academic dean indicates a negative response to each of the following questions: Is personal and/or vocational counseling available during evening hours? Are the services of the job placement office available during the evening hours? Are emergency health services available to evening Students? Is your college bookstore open regularly during the evening hours? Is your campus food service generally open during evening hours? Does your campus have an organized student government for part-time students. Cultural events are open to part-time students and evening students have parking privileges equal to day and full-time students. College II offers C.E.U.'s. It also offers special instructional programs for the elderly. College II does not provide printed materials specifically to provide information about student services to part-time students. The college neither provides an orientation for staff who teach adult students nor does the college have a handbook for part-time instructional staff. No part-time student is required to attend chapel at College II. 121 It is of little surprise that given the limited nature of academic and student service available to part- time, evening or adult students at College II, that the college has neither a part—time or full-time continuing education director or any full or part-time employees on a continuing education staff. During the semester of the data collection the academic dean indicated that twenty percent of the college's head count was comprised of part- time students. The dean indicated that there is an increasing amount of inquiry and demand for continuing education opportunities, but no yearly budget for continuing education had been allocated. College 11 decision—makers agreed with ten of seventeen values, disagreed with five and were equally distributed on two. Although the number of responses was small, complete agreement was reached on item 6 (continuing education students do not receive the benefit of an on-campus, residential, full-time experience) and item 13 (continuing education programs force the higher education institution to examine and evaluate its traditional goals and objectives). Complete disagreement with the value was reached on value 15 (continuing education cannot be made cost effective) and 16 (continuing education is more vocationally/technically 122 oriented than liberal arts). An analysis of decision- makers is illustrated by Table 46. 123 values and presuppositions TABLE 46 -— COLLEGE II - Analysis of continuing education VALUE 1. Continuing education is valuable 2. 11. 12. 13. 14. 15. 16. because it provides revenue for the college. Continuing education is valuable because it creates a favorable public relations image. Continuing education programs and curricula lack academic rigor. Continuing education students are more intense learners. Continuing education is val- uable because it improved the professional competencies of the teaching staff. Continuing education students do not receive the benefit of and on-campus, residential, full-time experience. Continuing education is val- uable because it reduces the impact of declining enrollments. Continuing education produces an expanded and enriched curriculum. Continuing education diminishes scarce institutional resources. Expansion into continuing edu- cation means that a college is "in trouble." Continuing education is val- uable because it provides Opportunities for faculty mem- bers to earn additional income. Continuing education is valuable because it provides access to students who would not other wise attend. Continuing education programs force the higher education in- stitution to examine and eval- uate its traditional goals and objectives. Continuing education has a splintering affect upon the traditional mission and goals of the college. Continuing education cannot be made cost effective. Continuing education is more %agree %disag 75.00 25.00 87.50 12.50 60.00 40.00 50.00 50.00 66.67 33.33 100.00 0 71.43 28.57 50.00 50.00 33.33 66.67 14.29 85.71 83.33 16.67 87.50 12.50 100.00 0 42.86 57.14 0 100.00 124 vocationally/technically oriented than liberal arts. 4 71.43 28.57 17. Continuing education will cause future accreditation problems for the institution. 6 0 100.00 n = number of responses to question. % agree = percentage of those decision-makers agreeing with value/presupposition. % disagree = percentage of those decision-makers disagreeing with value/presupposition. Decision-makers at College II selected continuing education programs Type 2 and 4 as most appropriate. Due to the small number and distribution of responses, no convincing evidence was collected that suggest the appropriateness of one type of program over another. The rejection of Types 1 and 3 and the selection of Types 2 and 4 may be in part due to a single commonality: the element of degree completion. This data is illustrated by Table 47. 125 TABLE 47 -- College II - An explanation of the most appropriate type of continuing educationgprogram TYPE f Cum f % Cum % 1 l 9 11.11 100.00 2 4 8 44.44 88.89 3 0 4 0 44.44 4 4 4 44.44 44.44 TYPE 1: Non-credit courses, occasional seminars and work- shops for interested constituency, available on campus only. TYPE 2: Non—credit courses, occasional seminars and work— shops, plus credit courses leading to a degree. Created with the part-time student in mind. Classes are held evenings and Saturdays, but are only available on-campus. TYPE 3: Non-credit and miscellaneous credit courses, but none lead to a degree. Courses are taught on demand and only off—campus. TYPE 4: Non-credit and credit courses leading to degrees and offered on or off-campus. Seminars and work- shops available for interested constituencies. The relative importance of continuing education was measured by Section III, part B of the questionnaire. Decision-makers at College II determined that continuing education was less important than all but one priority: intramural athletics. Ten other institution priorities were considered to be more important than continuing education. Decision-makers at College II ranked continuing education lower than all but one other college. Six colleges ranked continuing education higher in respect to other institutional priorities than did decision-makers at College II. Table 48 reflects data collected from College II in regard to the question of continuing education as an institutional priority. 126 TABLE 48 -- College II - A ranking of continuing education in respect to the institutional priorities IMPORTANCE Index Institutional Priority, Continuing education is more impor- tant than +2 Intramural athletics Continuing education is equal to 0 Dramatic presentations Continuing educa— tion is Less important than 1 Intercollegiate athletics 1 Speech and debate program 1 Institutional research 2 Campus radio/T.V. station 3 Travel/promotional groups 3 Career planning and placement 4 Faculty development/enrichment 5 Chapel services 5 Campus revivals 8 Regular academic program Index = numbers are arrived at by determining the numerical difference between frequency for more-important-than and less-important categories. If index number is 0 rank is determined by continuing the equal to and less-important-than categories. Table 49 presents data collected from decision-makers at College II in regard to significant hindrances to implementation of a comprehensive continuing education program. Eight items were considered to be significant hindrances more than any other college. Decision-makers indicated that in their judgement sufficient numbers of students may be available and that the geographic location is favorable for the implementation of a comprehensive continuing education program. However, given the number and nature of those elements considered significant 127 hindrances, implementation of a comprehensive continuing education program at College II is highly unlikely. TABLE 49 -- COLLEGE II - The significance of hindrances to implementation of a comprehensive continuing education program SIGNIFICANT HINDRANCES n f/S.H. f/N.S.H. Index College does not per- ceive the need . . . . . Lack of administrative vision . . . . . . . . . Insufficient finances . Lack of faculty support. Continuing education is not a part of the educa- tional philosophy of the college. . . . . . . . Lack of constituency support. . . . . . . . Lack of administrative know-how . . . . . . . . A lack of clarity in defining continuing education . . . . . . . Continuing education is viewed only as a fad or higher education panacea Competition for students is too great . . . . . . . . . 7 6 1 +5 . . . 6 5 1 +4 . . . 7 5 1 +4 2 +3 . . . 7 5 2 +3 0 O O 8 5 3 +2 . . . 6 4 2 +2 . . . 6 4 2 +2 . . . 8 4 4 0 . . . 6 3 3 0 NOT A SIGNIFICANT HINDRANCE Continuing education student lifestyle is not conducive to college atmosphere . . . . . . . . . . 8 3 5 2 Lack of student market . . . . 9 2 7 5 Lack of space . . . . . . . . 6 0 6 6 Poor geographical location . . . . . . . . . . 9 1 8 7 n = number of responses f/S.H. = frequency of response as significant hindrance f/N.S.H. = frequency of hindrance response as not—a-significant Index = numerical difference between frequency of re- sponse to significant hindrance and frequency of response to not-a-significant hindrance. 128 Item 5 (lack of administrative vision) was most frequently cited as the most significant hindrance to implementation and item 3 (poor geographic location) was most frequently cited as the least significant hindrance to implementation. Item number 5 (lack of administrative vision) was the most frequently cited most significant hindrance to implementation and item 3 (poor geographic location) most frequently cited least significant hindrance to implementation. College II - Scenario Evaluation Based upon frequency of response and percentages the outcomes expressed in Scenario Number II are more likely to occur than the other three scenarios. 68.75 percent of respondents at College II indicated that the more positive scenarios were at least likely to occur. Whereas, 66.58 percent of respondent indicated that the more negative scenarios were the least unlikely to occur (See Appendix C). Nearly all (88.89%) of decision-makers at College II felt at least somewhat comfortable in responding to the questionnaire. Only one respondent felt uncomfortable and no respondent felt highly uncomfortable in responding to the questionnaire. Table 50 reflects this conclusion. 129 TABLE 50 -- College II - Responses of decision-makers regarding their comfortability in answering the questionnaire f Cum f % Cum % Highly Comfortable 2 9 22.22 100.00 Comfortable 5 7 55.55 70.58 Somewhat Comfortable l 2 11.11 22.22 Uncomfortable 1 l 11.11 11.11 Highly Uncomfortable 0 0 .00 .00 130 College III College III was founded in 1900 and established a relationship with the Church of the Nazarene in 1918. College III serves Nazarene churches in the Northeastern section of the United States and is accredited by the New England Associates of Schools and Colleges. College III - Dean's Data The chief academic officer at College III provided responses to Section V of the questionnaire and the following data were gathered. College III does not offer during the evening hours the entire sequence of courses leading to a degree. Less than half of the colleges available degree programs are available to students during the evening hours, and no wide selection of credit or non- credit courses are available weekends and evening. C.E.U.'s are offered by the college. Academic advisement is not available, but tutoring in basic skill subjects is available to students during the evening hours. Non- traditional instructional materials are equally available to evening students as to day students and the main library is open to part-time students during the weekend and evening hours. College III, unlike most of the other colleges included in the study, does offer instruction at one or more off-campus centers. No organized transitional 131 or orientation program is offered by the college to new adult learners. Part-time students are permitted to register with full-time students and registration can be done during the evening hours and at off-campus locations, but not by mail or by use of the telephone. College III is one of two colleges, of the eight included in the study, that has a special program for the elderly. The academic dean indicates an affirmative answer to these questions: 16 (Do evening students have parking privileges equal to those available to daytime, full-time students?), 23 (Are cultural events on your campus open to part-time students?), and 25 (Does the college have printed materials-brochures, pamphlets, etc.--designed specifically to give information about services to part- time students)? The college business office is not available during the evening hours nor is emergency health service, child care, bookstore, or campus food service. A part-time student cannot order transcripts or clarify a grade problem during the evening hours. College III does not have an organized student government for part-time students. College III does not provide an orientation for staff who teach adult students, and does not have a handbook for part-time instructional staff. Part-time students are not required to attend chapel. College III does not have a full-time continuing education director. A part-time 132 director reports to the academic dean, but no salary is allocated specifically for continuing education duties. Four part-time individuals comprise the continuing education staff on a $200 yearly budget. The dean indicated that 3% of the fall semester 1982/83 student body was composed of part-time students. The dean reports that only a "miniscule" amount is allocated from the total academic budget for continuing education. In response to the question, "is there an increasing amount of inquiry and demand for continuing education opportunities at your college" the response was no. Decision-makers at College III found agreement with nine valued/presuppositions, disagreement with seven and were equally distributed on. Values 2 and 12 reflect a complete agreement and values 10 and 17 reflect complete disagreement. Table 51 reflects the level of agreement for the seventeen values/presuppositions decision-makers were asked to evaluate. The concluding portion of the questionnaire measured the respondents level of comfortability in answering the questionnaire. Five categories were provided and decision- makers were asked to indicate which category most accurately described their feelings. As indicated in Table 51 nearly all decision-makers at College I felt at 133 least somewhat comfortable in responding to the questionnaire. (See Appendix C). 134 TABLE 51 -- COLLEGE III - Analysis of continuing education values and presuppositions VALUE n %agree %disag 1. Continuing education is valuable 2. 11. 12. 13. 14. 15. 16. because it provides revenue for the college. Continuing education is valuable because it creates a favorable public relations image. Continuing education programs and curricula lack academic rigor. Continuing education students are more intense learners. Continuing education is val- uable because it improved the professional competencies of the teaching staff. Continuing education students do not receive the benefit of and on-campus, residential, full-time experience. Continuing education is val- uable because it reduces the impact of declining enrollments. Continuing education produces an expanded and enriched curriculum. Continuing education diminishes scarce institutional resources. Expansion into continuing edu- cation means that a college is "in trouble." Continuing education is val- uable because it provides opportunities for faculty mem- bers to earn additional income. Continuing education is valuable because it provides access to students who would not other wise attend. Continuing education programs force the higher education in- stitution to examine and eval- uate its traditional goals and objectives. Continuing education has a splintering affect upon the traditional mission and goals of the college. Continuing education cannot be made cost effective. Continuing education is more 10 11 10 10 10 10 11 11 10 80.00 100.00 14.29 50.00 25.00 88.89 80.00 70.00 10.00 72.73 100.00 55.56 22.22 30.00 20.00 85.71 50.00 75.00 11.11 20.00 30.00 90.00 100.00 27.27 44.44 77.78 70.00 135 vocationally/technically oriented than liberal arts. 11 81.82 18.18 17. Continuing education will cause future accreditation problems for the institution. 8 0 100.00 n = Number of responses % agree = percentage of those decision-makers agreeing with value/presupposition % disagree = percentage of those decision—makers disagreeing with value/presupposition 63% of decision—makers at College III indicated that continuing education program Type 4 was the most appropriate for their instituition (See Table 52). Although there was a small number of responses nearly 82 percent of respondents (nine out of a total of eleven) indicated program Type 4 and program Type 2 was most appropriate. The major commonality between these two types is the element of degree completion which is not found in either program Types 1 or 3. TABLE 52 -- College III - An explanation of the most appr0priate type of continuing educationgprogram TYPE f Cum f % Cum % 1 l 11 9.09 100.00 2 2 10 18.18 90.91 3 1 8 9.09 72.73 4 7 7 63.64 63.64 TYPE 1: Non-credit and credit courses leading to degrees and offered on or off-campus. Seminars and work- shops available for interested constituencies. TYPE 2: Non-credit courses, occasional seminars and work- shops for interested constituency, available on campus only. TYPE 3: Non-credit courses, occasional seminars and work- shops, plus credit courses leading to a degree. Created with the part-time student in mind. Classes are held evenings and Saturdays, but are only available on-campus. TYPE 4: Non-credit and miscellaneous credit courses, but none lead to a degree. Courses are taught on demand and only off-campus. 136 TABLE 53 -- College III - A ranking of continuing education in respect to other institutional ppriorities IMPORTANCE INDEX Priority Continuing educa- tion is more important than +4 Campus radio/T.V. station Continuing educa- Dramatic presentations tion is equal to Intramural athletics Continuing educa- tion is less important than 1 Intercollegiate athletics 3 Speech and debate programs 4 Travel/Promotional groups 7 Institutional research 10 Career planning and placement 10 Faculty development/enrichment 10 Chapel services 10 Campus revivals 10 Regular academic program Index = numbers are arrived at by determining the numerical difference between frequencies for more—important- than and less-important—than categories. If index number is an 0 rank is determined by combining the equal-to and less-important-than categories. The decision—makers at College III indicated that continuing education is less important than nine institutional priorities, equal to intramural athletics and dramatic presentations and more important than campus radio and T.V. stations. The placement of continuing education as an institutional priority was generally the same as five other colleges and significantly lower than 2 colleges included in the study. Table 53 indicates the placement of continuing education in respect to other institutional priorities at College III. Of the fourteen items that could be considered either significant hindrances or not significant hindrances to 137 the implementation of a comprehensive continuing education program decision-makers at College III determined four to be significant. Decision-makers indicated that competition for students is too great, lack of student market, a lack of clarity in defining continuing education, and insufficient finances are all significant hindrances to implementation. Table 54 illustrates this data. 138 TABLE 54 -- COLLEGE III - The significance of potential hindrances to implementation of a comprehensive continuing educationyprogram SIGNIFICANT HINDRANCE: n f/S.H. f/N.S.H. Index Competition for students is too great................ 11 9 1 +7 Lack of student market...... 11 7 4 +3 A lack of clarity in defining continuing ed...... 11 7 4 +3 Insufficient finances.. ..... 9 5 4 +1 NOT A SIGNIFICANT HINDRANCE: lack of constituency support..................... 9 4 5 1 Lack of faculty support..... 12 4 8 4 Continuing education is not a part of the edu- cational philosophy of the college................. 12 4 8 4 College does not per— ceive the need.............. >10 3 7 4 Lack of administrative know-how.................... 10 3 7 4 Lack of faculty support ..... 10 3 7 4 Continuing education students lifestyle is not conducive to college atmosphere.......... 11 3 8 5 Poor geographical location.................... 10 2 8 6 College does not per— ceive the need.............. 8 l 7 6 Lack of space........ ....... 10 2 8 6 Continuing education is viewed only as a fad or higher education panacea ..... 11 1 10 9 n = number of responses f/S.H. = frequency of response as significant hindrance. f/N.S.H. = frequency of response as not a significant hindrance. Index = numerical difference between frequency of response to significant hindrance and frequency of response to not a significant hindrance. Given the number and importance of the items chosen as significant hindrances the likelihood of implementing a comprehensive continuing education program at College III 139 is low. Decision-makers most frequently cited item 8. Competition for students is too great as the most significant hindrance. Item 12 continuing education is not a part of the educational philosophy of the college and item 14 a lack of clarity in defining continuing education were most frequently cited as the least significant hindrance to implementation of a comprehensive continuing education program. Item 8 (competition for students is too great) was most frequently cited as the most significant hindrance, and items 12 (continuing education is not a part of the educational philosophy of the college), 13 (continuing education is viewed only as a fad or higher education panacea and 14 (a lack of clarity in defining continuing education), were all cited twice as the least significant hindrance to implementation of a comprehensive continuing education program. College III — Scenario Evaluation Respondents at College III indicated that the outcomes expressed by scenario number two are more likely to occur than the outcomes of scenario number one. Although both scenarios are the more positive, 72.73 percent of respondents indicate that the more likely outcomes are likely to occur. Whereas, in the more negative outcomes expressed by scenarios 3 and 4, 92.30 140 percent of responses indicate that the more negative outcomes are unlikely or highly unlikely to occur. (See Appendix C). TABLE 55 -- College III - Responses of decision-makers regarding their comfortability in answering the questionnaire f Cum f % Cum % Highly Comfortable 1 11 9.09 100.00 Comfortable 4 10 36.36 90.90 Somewhat Comfortable 4 6 36.36 54.54 Uncomfortable l 2 9.09 18.18 Highly Uncomfortable 1 1 9.09 9.09 81 percent of respondents felt at least somewhat comfortable in responding to the questionnaire. Table 55 illustrates this data. 141 COLLEGE IV College IV was founded in 1968 and is accredited by the North Central Association of Colleges and Secondary Schools. It serves Nazarene Churches in North and South Dakota, Iowa, Kansas, Minnesota, Missouri, and Nebraska. College IV - Dean's Data The chief academic officer, in responding to Section V of the questionnaire, indicated that College IV offers during the evening hours the entire sequence of courses leading to a degree. The college offers less than half of the degree programs it is authorized to grant to students during the evening hours. C.E.U.'s are offered, but a wide selection of credit and non-credit courses are not. Special programs are available. The academic dean responded negatively to question 4 (Is academic advisement available to students during the evening hours?), question 5 (Is tutoring in basic skills subjects available during evening hours?), question 6 (Are non-traditional instructional materials equally available to evening students as to day students on your campus?), question 8 (Does your college offer instruction at one or more off- campus centers?), and question 9 (Does your campus offer an organized transitional or orientation program for new adult learners?). Part-time students are permitted to 142 register with full-time students, but the dean gave no response to the question of how registration can take place. College IV does not have a loan program for evening/part-time students. The business office is closed during the evening hours. Personal and/or vocational counseling is unavailable during the evening hours. Evening students do have parking privileges equal to those available to daytime, full-time students. The service of the job placement office is not available nor is emergency health care, child care, bookstore, or food service. All cultural events on campus are open to part-time students as is the case with all other colleges included in the study. Part-time students cannot order transcripts or clarify a grade problem during the evening hours. College IV does not have printed materials designed especially to give information about services to part-time students and does not provide for orientation of staff who teach adult students. No response was given to question 27 concerning handbooks for part-time instructional staff. No part-time student is required to attend chapel. College IV does not have a full- or part-time employee assigned as a staff person to continuing education or part-time student matters. The academic dean did not know the percentage of part-time students in the student population during the fall semester of the 1983 school year. Study College IV makes no allocation of the general academic budget for continuing education, although there is an increasing 143 amount of inquiry and demand for continuing education opportunities at the college. As indicated in Table 56 decision—makers at college IV generally agreed with eleven values/presuppositions and disagreed with six values/presuppositions. All decision- makers agreed with Value 12-continuing education is valuable because it provides access to students who would not other-wise attend. This view was held by decision— makers at three other colleges. All decision-makers disagreed with Value 17 continuing education will cause future accreditation problems for the institution. This view was also held by decision-makers at two other colleges. 144 TABLE 56 -- COLLEGE IV - Analysis of continuing education values and presuppositions VALUE 1. 2. 10. 11. 12. 13. 14. 15. 16. Continuing education is valuable because it provides revenue for the college. Continuing education is valuable because it creates a favorable public relations image. Continuing education programs and curricula lack academic rigor. Continuing education students are more intense learners. Continuing education is val- uable because it improved the professional competencies of the teaching staff. Continuing education students do not receive the benefit of and on-campus, residential, full-time experience. Continuing education is val- uable because it reduces the impact of declining enrollments. Continuing education produces an expanded and enriched curriculum. Continuing education diminishes scarce institutional resources. Expansion into continuing edu- cation means that a college is "in trouble." Continuing education is val— uable because it provides opportunities for faculty mem- bers to earn additional income. Continuing education is valuable because it provides access to students who would not other wise attend. Continuing education programs force the higher education in- stitution to examine and eval— uate its traditional goals and objectives. Continuing education has a splintering affect upon the traditional mission and goals of the college. Continuing education cannot be made cost effective. Continuing education is more %agree %disag 87.50 12.50 88.89 11.11 37.50 62.50 57.14 42.86 83.33 16.67 77.78 22.22 77.78 22.22 88.89 11.11 33.33 66.67 11.11 88.89 57.14 43.86 100.00 0 88.89 11.11 28.57 71.43 25.00 75.00 145 vocationally/technically oriented than liberal arts. 9 55.56 44.44 17. Continuing education will cause future accreditation problems for the institution. 7 0 100.00 n = Number of responses to question % agree = percentage of those decision-makers agreeing with value/presupposition % disagree = percentage of these decision-makers disagreeing with value/presupposition 46 percent of decision-makers indicated that TYPE 2 continuing education program was most appropriate for their institution. It consists of non-credit courses, occasional seminars and workshops, plus credit courses leading to a degree. Created with the part-time student in mind. Classes are held evenings and Saturdays, but only available on-campus. TYPE 2 is one of the less complex models, whereas TYPE 4, the second type most frequently cited as appropriateis a more complex model. TYPE 4 consists of non—credit courses leading to degrees and offered on and off-campus. Seminars and workshops available for interested constituencies. The ability to earn a degree is evidenced in TYPES 2 and 4 and may account for decision—makers selecting these types. 146 TABLE 57 -- College IV - An explanation of the most appropriate type of continuing educationgprogram TYPE f Cum f % Cum % 1 2 13 15.38 100.00 2 6 11 46.15 84.62 3 0 5 0 38.46 4 5 5 38.46 38.46 TYPE 1: Non-credit courses, occasional seminars and workshops for interested constituency, available on campus only. TYPE 2: Non-credit courses, occasional seminars and workshops, plus credit courses leading to a degree. Created with the part-time student in mind. TYPE 3: Non—credit and miscellaneous credit courses, but none lead to a degree. Courses are taught as demand and only off-campus. TYPE 4: Non—credit and credit courses leading to degrees and offered on or off-campus. Seminars and workshops available for interested constituencies. TABLE 58 -- College IV - A ranking of continuing education in respect to institutional priorities IMPORTANCE INDEX Priority Continuing educa- tion is more important than +1 Intercollegiate athletics Continuing educa- tion is equal to 0 Campus radio/T.V. stations Continuing educa— ion is less important than 5 Dramatic presentations 5 Intramural athletics 6 Travel and promotional groups 8 Career planning and placement 9 Speech and debate programs 11 Institutional research 14 Chapel services 15 Regular academic program 15 Campus revivals Index = numerical difference between frequency for more- important-than and less-important than categories if index number is 0, rank is determined by combining the equal-to and less-important than categories. 147 The following Table 59 presents data from which it can be concluded that one half of all items listed in Section III - Part A of the questionnaire were considered by decision-makers at College IV to be significant hindrances to the implementation of a comprehensive continuing education program. Of these hindrances two relate to administration, one to finances, one to students, two to philosophical issues and one to faculty. When these hindrances combined the likelihood of implementing a comprehensive continuing education program at College IV is extremely unlikely. No other college included in the study is judged by decision-makers to have more hindrances to implementation that does College IV. The differences between frequency of significant hindrance and frequency of not a significant hindrance as indicated by the index number is higher than in any other College and illustrates the magnitude of the possible restraints to implementation. No definitive data can be identified which would indicate the most or lease significant hindrances in implementation. A lack of clarity in defining continuing education, college does not perceive the need and continuing education student lifestyle is not conducive to college atmosphere were all cited most often as the least significant hindrances to the implementation of a comprehensive continuing education program. 148 TABLE 59 - COLLEGE IV - The significance of potential hindrances to implementation to a comprehensive continuing education program SIGNIFICANT HINDRANCE n f/S.H. f/N.S.H. Index A lack of clarity in de- fining continuing educa- tion . . . . . . . . . . 11 10 1 +9 Lack of administrative Vision vision. . . . . . . 10 8 3 +5 Insufficient finances. . . 11 8 3 +5 Lack of administrative know-how . . . . . . . . . 11 7 4 +3 Lack of faculty support. . 11 7 4 +3 Continuing education student lifestyle is not conducive to college atmosphere . . . . . . . . 10 6 4 +2 College does not perceive the need . . . . . . . . . 11 6 5 +11 Continuing education is not a part of the educ- ational philosophy of » the college. . . . . . . . 10 5 5 0 NOT A SIGNIFICANT HINDRANCE Lack of constituency support. . . . . . . . . . 11 4 7 3 Lack of student market . . 11 2 9 7 Continuing education is viewed as a fad or higher education panacea. . . . . ll 2 9 7 Poor geographical location . . . . . . . . . 11 2 9 7 Competition for student is too great . . . . . . . ll 0 9 Lack of space. . . . . . . ll 0 11 11 n = number of responses f/S.H. = frequency of response as significant hindrance f/N.S.H. = frequency of response as not a significant hindrance Index = numerical difference between frequency of response to significant hindrance and frequency of response to not a significant hindrance Item 14 (A lack of clarity in defining continuing education), item 3 (College does not perceive the need), and item 10 (Continuing education student lifestyle is not 149 conducive to college atmosphere) were each cited twice as the most significant hindrance to implementation. Item 9 (Lack of space) and item 1 (Poor geographical location) were cited most frequently as the least significant hindrance to implementation of a comprehensive continuing education program. College IV — Scenario Evaluation 90.91% of responses to the more positive scenarios (1 and 2) indicate that the outcomes are likely, or very likely, to occur. 95.45% of responses to the more negative scenarios, (3 and 4), indicate that the outcomes are unlikely or very unlikely to occur. The strongest single response is with scenario two in which nearly 91% of respondents indicated that the outcomes were likely to occur. (See Appendix C). TABLE 60 -- College IV - Responses of decision-makers regarding their Comfortability in responding to the questionnaire f Cum f % Cum % Highly Comfortable 4 10 40.00 100.00 Comfortable 3 6 30.00 60.00 Somewhat Comfortable 3 3 30.00 30.00 Uncomfortable 0 0 0 0 Highly Uncomfortable 0 0 0 0 All respondents at College IV indicated that they were at least somewhat comfortable in responding to the questionnaire. 150 COLLEGE V College V was established through the merging of six educational institutions during the years 1909 to 1940. College V serves the South Central Educational Region of the Church of the Nazarene and is accredited by the North Central Association of Colleges and Schools. College V - Dean's Data In response to Section V of the questionnaire the chief academic officer provided the following data. College V is similar to all but two colleges in the study. It does not offer during the evening hours the entire sequence of courses leading to a degree. A wide selection of credit and non-credit courses are not available weekends or evenings, nor does the college offer C.E.U.'s. Academic advisement is not available during the evening hours, but tutoring in basic skills subjects is available during the evening. This combination of no academic advisement during the evening, but tutoring in basic skill subjects at night, is unique in all but one other college included in the study. Instructional materials are not equally available to evening students as to day students. College V does not offer an organized transitional or orientation program for new adult learners. Only one of the colleges does offer an 151 organized transitional or orientation program for new adult learners. The dean indicated that College V does not offer instruction at any off-campus location. Part- time students are permitted to register with full-time students, but not by mail, by telephone, during evening hours or at off-campus locations. The college does not have a loan program for evening/part-time students. The college does not offer special programs for the elderly. Personal and/or vocational counseling is available during the evening hours and evening students have parking privileges equal to those of full—time students. The college business office is unavailable to evening students as is emergency health services, evening child care, college bookstore, or campus food services. All cultural events are open to part-time students and no student taking less than nine academic hours is required to attend chapel. A negative response was given to question 24 (Can a part—time student order transcripts, clarify a grade problem, etc. during evening hours?), question 25 (Does the college have printed materials-brochures, pamphlets, etc.) designed specifically to give information about services to part-time students?), question 26 (Does your college provide for orientation of staff who teach adult students?) and question 27 (Does your college have a handbook for part-time instructional staff?). College V has neither a full- or part-time continuing education director and has no staff personnel specifically 152 designated to service the needs of adult and continuing education students. There is no budget allocations for continuing education. The academic dean of College V did not report the percentage of part-time students included in the student body during the fall semester of the 1982/83 school year. The dean indicated that there is "to some degree" increased amount of inquiry and demand for continuing education opportunities at College V. Decision-makers at College V responded to the same set of values and presuppositions as did decision-makers at each of the other colleges in the study, however, two exceptions are found in the data. For comparison to all other colleges included in the study decision-makers at College V agreed ten among themselves and less in comparison to all other decision-makers. The reliability of these conclusions is strengthened due to the number of respondents (n—20) which is larger than in all but one college. The greatest difference between percentage agree and percentage disagree is found in value 12 (continuing education is valuable because it provides access to students who would not otherwise attend.). In value 12 and values 17 the number of responses is significantly reduced. In no other college was there an willingness to answer these questions by such as larger percentage of decision-makers. The researcher can only speculate as to 153 the reason behind this observation. Table 61 expresses the data from which these conclusions have been drawn. 154 TABLE 61 -- COLLEGE V - An analysis of continuing education values and presuppositions VALUE 1. Continuing education is valuable because it provides revenue for the college. 2. Continuing education is valuable because it creates a favorable public relations image. 3. Continuing education programs and curricula lack academic rigor. 4. Continuing education students are more intense learners. 5. Continuing education is val- uable because it improved the professional competencies of the teaching staff. 6. Continuing education students do not receive the benefit of and on-campus, residential, full-time experience. 7. Continuing education is val- uable because it reduces the impact of declining enrollments. 8. Continuing education produces an expanded and enriched curriculum. 9. Continuing education diminishes scarce institutional resources. 10.Expansion into continuing edu- cation means that a college is "in trouble." 11.Continuing education is val- uable because it provides opportunities for faculty mem- bers to earn additional income. 12.Continuing education is valuable because it provides access to students who would not other wise attend. 13.Continuing education programs force the higher education in- stitution to examine and eval— uate its traditional goals and objectives. 14.Continuing education has a splintering affect upon the traditional mission and goals of the college. 15.Continuing education cannot be made cost effective. 16.Continuing education is more n %agree %disag 16 37.50 62.50 19 89.47 10.53 18 66.67 33.33 15 60.00 90.00 14 35.71 64.29 17 64.71 35.29 17 64.71 35.29 17 64.71 35.29 15 33.33 66.67 19 5.26 94.74 16 43.75 56.25 13 92.31 7.69 19 89.47 10.53 17 35.29 64.71 14 14.29 85.71 155 vocationally/technically oriented than liberal arts. 20 45.00 55.00 l7.Continuing education will cause future accreditation problems for the institution. 11 9.09 90.91 n = number of responses % agree = percentage of those decision-makers agreeing with value/presupposition % disagree = percentage of those decision-makers disagreeing with value/presupposition Section II, part A of the questionnaire sought to determine which of four types or configurations of continuing education program elements were thought to be most appropriate for the college. Although Type 4 was viewed by decision-makers at College V to be most appropriate as measured by frequency of response, the data does not clearly indicate a convincing selection of one type as most appropriate. Nearly equal distribution is found between types 1, 2 and 4. 61.90 % of respondents choose two of the less complex and less comprehensive types. This selection is similar to that which was made by of decision-makers at other institutions. TABLE 62 -- College V — An explanation of the most appropriate type of continuing education program TYPE f Cum f % Cum % 1 7 21 33.33 100.00 2 6 14 28.57 66.67 3 0 8 0 38.10 4 8 8 38.10 38.10 Although type number four was viewed by respondents to be the most appropriate as measured by frequency, no clear trend emerges. Nearly equal distribution is found 156 between type one, two, and four. 61.90% respondents chose two of the less complex models. As expressed in Table 63 decision-makers at College V ranked continuing education more important than one institutional priority, that being intercollegiate athletics. Continuing education was judged to be equal in importance to campus radio and T.V. station and less important than all other priorities. Only two other colleges (1 and 8) ranking continuing education as an institutional priority, as low as did decision-makers at College V. The last three priorities chapel services, regular academic program and campus revivals are ranked in nearly identical fashion as all other colleges. 157 TABLE 63 -- College V — A ranking of continuing education in respect to institutional gpriorities IMPORTANCE INDEX Priority Continuing educa- tion is more important than +1 Intercollegiate athletics Continuing educa- tion is equal 0 Campus radio/T.V. stations Continuing educa— ion is less important than 5 Dramatic presentations 5 Intramural athletics 6 Travel and promotional groups 8 Career planning and placement 9 Speech and debate programs 11 Institutional research 14 Chapel services 15 Regular academic program 15 Campus revivals Index=numbers are arrived at by determining the numerical difference between frequencies for more-important-than and less—important—than categories. The data indicate that decision-makers at College V perceived that a lack of clarity in defining continuing education was a significant hindrance to the implementation of a comprehensive continuing education program. 158 TABLE 64 -- COLLEGE V — The significance of potential hindrances to the implementation of a comprehensive continuing education program SIGNIFICANT HINDRANCES n f/S.H. f/N.S.H. Index A lack of clarity in defining continuing ed. . . 18 11 7 +4 College does not per- ceive the need. . . . . . . 20 10 10 0 Lack of administrative vision. . . . . . . . . . . 20 10 10 0 NOT A SIGNIFICANT HINDRANCE Insufficient finances . . . l9 9 10 1 Lack of constituency support . . . . . . . . . . 17 7 10 3 Lack of administrative know—how. . . . . . . . . . 20 8 12 4 Continuing education is not a part of the phil- osophy of the college . . . 20 Lack of faculty support . . 18 Competition for students is too great. . . . . . . . 20 7 ll 6 Continuing education is viewed only as a fad or higher education panacea . . . . . . . . . . 17 5 12 7 Continuing education student lifestyle is not conducive to college at- 12 4 ll 4 \ICD mosphere. . . . . . . . . . 20 6 14 8 Lack of student market. . . 19 3 16 13 Lack of space . . . . . . . 20 3 17 14 Poor geographic location 20 0 20 20 n = number of responses f/S.H. = frequency of response as significant hindrance f/N.S.H. = frequency of response as not a significant hindrance Index = numerical difference between frequency of response to significant hindrance and frequency of response to not a significant hindrance As shown by Table 64 no other potential hindrance was viewed as a significant impediment to implementation. Given the frequency of response in comparison to the total response for the item a lack of student market, a lack of 159 space, and poor geographical location would all be very insignificant hindrances to the implementation of a comprehensive continuing education program. The problem of defining continuing education was addressed in Chapter V and given its magnitude and placement by decision-makers at College V it is judged to be a very significant hindrance. When responding to the question of the most and least significant hindrances a lack of administrative vision was cited most frequently as the most significant hindrance to implementation, and poor geographical location and a lack of space were cited most frequently as the least significant hindrance to implementation of a comprehensive continuing education program. Item number five (lack of administrative vision) was cited most frequently as the most significant hindrance to implementation. Items one (poor geographical location) and nine (lack of space) were cited most frequently as the least significant hindrance to implementation of a comprehensive continuing education program. College V — Scenario Evaluation Based upon frequencies, 52.62% of responses indicated that the outcomes of scenario one are at least likely to occur. For scenario two, 63.16% of responses indicate that it's outcomes are at least likely to occur. For scenario three, 68.41% of the responses indicate that the 160 outcomes are at least likely to occur and for scenario four 84.22% of responses indicate that it's negative outcomes are at least unlikely to occur. The largest single frequency indicates that the outcomes of scenario number two are likely to occur. As indicated by Table 65 85% of respondents at College V indicated that they were at least somewhat comfortable in responding to the questionnaire. 44% indicated that they were highly comfortable in responding to the questionnaire, which is the highest percentage of total respondents in all but one college. No decision- maker at College V felt highly uncomfortable in responding to the question. TABLE 65 -- College V - Responses of decision-makers regarding their comfortability in answering the questionnaire f Cum f % Cum % Highly Comfortable 8 20 40.00 100.00 Comfortable 4 12 20.00 60.00 Somewhat Comfortable 5 8 25.00 40.00 Uncomfortable 3 3 15.00 15.00 Highly Uncomfortable 0 0 .00 .00 161 COLLEGE VI College VI began operations in the fall of 1968 as a 2-year junior college. Within 4 years the college expanded to a 4—year institution and bachelors degree were first granted in 1976. The college is accredited by the North Central Association of Colleges and Secondary Schools and serves the East Central Educational Region of the Church of the Nazarene. College VI - Dean's Data The chief academic officer of the college indicates that College VI does offer during the evening hours the entire sequence of courses leading to a degree. No response was given to question 2 of the questionnaire (See Appendix B Section V, 1b) regarding whether more than half of the college's degree programs are available to students during the evening hours. If this question would have been answered in the affirmative, College IV would be the only college to have done so. Given the response to question 1 and the lack of response to question 2 it is assumed that College VI does not offer, during the evening hours, the courses leading to more than half the degree programs the college is authorized to grant. The academic dean indicates that a wide selection of credit courses are available weekends and evenings, but evening hours, but 162 not over the telephone. Loan programs for evening part- time students are nonexistent at College VI. Evening students have parking privileges equal to full-time students. The services of the job placement office and business office are not available in the evening, nor is the college bookstore, emergency health service, or child care. College VI does not have an organized student government for part-time students but cultural events are open to part-time students. College VI does not offer service by which a part-time student can order transcripts or clarify a grade during the evening. The college has no printed materials designed specifically to give information about services to part-time students. Like all other study colleges, part—time students are not required to attend chapel. The college does not provide an orientation for staff members who teach adult learners nor does it provide an informational handbook for part- time continuing education director. There are no staff assistants. The part-time director's full-time salary is $25,000 and the part-time director administratively reports to the academic dean. During the fall semester 1982/83, 20% of the colleges headcount was comprised of part-time students, but only 1% (20,000 plus salaries) of the academic budget is allocated for the continuing education program. The academic dean indicates an increasing amount of inquiry and demand for continuing education opportunities at the college. 163 Of the eight colleges included in the study college VI has the third largest number of respondents. Decision- makers agreed with eight of seventeen values and presuppositions as measured by section one of the research questionnaire. Decision-makers disagreed on eight values and were equally distributed on one value. Decision— makers agreed most frequently on values six and twelve. Table 66 provides an analysis of all values and presuppositions. 164 TABLE 66 -- COLLEGE VI - An analysis of continuing education values and presuppositions VALUE 1. 2. 11. 12. 13. 14. 15. 16. Continuing education is valuable because it provides revenue for the college. Continuing education is valuable because it creates a favorable public relations image. Continuing education programs and curricula lack academic rigor. Continuing education students are more intense learners. Continuing education is val- uable because it improved the professional competencies of the teaching staff. Continuing education students do not receive the benefit of and on-campus, residential, full-time experience. Continuing education is val- uable because it reduces the impact of declining enrollments. Continuing education produces an expanded and enriched curriculum. Continuing education diminishes scarce institutional resources. Expansion into continuing edu- cation means that a college is "in trouble." Continuing education is val- uable because it provides opportunities for faculty mem- bers to earn additional income. Continuing education is valuable because it provides access to students who would not other wise attend. Continuing education programs force the higher education in- stitution to examine and eval- uate its traditional goals and objectives. Continuing education has a splintering affect upon the traditional mission and goals of the college. Continuing education cannot be made cost effective. Continuing education is more n %agree %disag 16 17 15 15 12 16 17 16 13 17 14 14 18 14 13 75.00 94.12 20.00 86.67 50.00 100.00 82.35 68.75 23.08 17.65 42.86 100.00 88.89 14.29 23.08 25.00 5.88 80.00 13.33 50.00 17.65 31.25 76.92 82.35 57.14 11.11 85.71 76.92 165 vocationally/technically oriented than liberal arts. 15 33.33 66.67 17. Continuing education will cause future accreditation problems for the institution. 14 7.14 92.86 n = number of responses to question % agree = percentage of those decision-makers agreeing with value/presupposition % disagree = percentage of those decision-makers disagreeing with value/presupposition As indicated in the preceding table, decision-makers reached unanimous agreement on values 6 and 12. No other college did so. Values 3, 9, 10, 14, are all somewhat negative in nature and each was disagreed with strongly by decision-makers. No other college had a greater percentage of decision-makers disagreeing with these values than did College VI. Table 67 indicates that based upon frequency of response, continuing education program Type 2 was determined to be the most appropriate by decision-makers at College VI. No respondent chose either Type 1 or Type 3 which is unique to College VI, and dissimilar to all other. The element found in Type 2 and Type 4 which provides the commonality is the ability to complete a degree. The ability to create a degree appears to be the most important program element in determining the appropriate type of continuing education program for decision-makers at College VI and at all other colleges. 166 TABLE 67 -- College VI - An explanation of the most appropriate type of continuing educationgprogram TYPE f Cum f % Cum % l 0 18 0. 100.00 2 11 18 61.11 100.00 3 0 7 0. 38.89 4 7 7 38.89 52.94 TYPE 1: Non-credit courses, occasional seminars and workshops for interested constituency, available on campus only. TYPE 2: Non-credit courses, occasional seminars and workshops, plus credit courses leading to a degree. Created with the part-time student in mind. TYPE 3: Non-credit and miscellaneous credit courses, but none lead to a degree. Courses are taught as demand and only off-campus. TYPE 4: Non—credit and credit courses leading to degrees and offered on or off-campus. Seminars and workshops available for interested constituencies. Section II, part B of the questionnaire asked decision-makers at College VI to rank continuing education in comparison to other institutional priorities Table 68 indicate that continuing education is more important then 6 institutional priorities. This prioritizing places continuing education at College VI higher than at any other college. Two colleges included in the College IV and College VII placed continuing education higher. No other college ranked either Career Planning and Placement and Faculty Development or Enrichment higher than did decision-makers at College VI. 167 TABLE 68 -- College VI- A ranking of continuing education in respect to other institutional priorities IMPORTANCE INDEX Priority Continuing educa- tion is more important than +11 Speech and debate programs +10 Dramatic presentations +10 Intramural athletics +8 Campus radio/T.V. stations +7 Travel/Promotional groups +7 Intercollegiate athletics Continuing educa— tion is less important than 2 Institutional research 5 Chapel services 6 Campus Revivals 7 Career planning and placement 8 Faculty development/enrichment 2 1 Regular academic program Index = numbers are arrived at by determining the numerical difference between frequencies for more-important-than and less-important-than categories. Insufficient finances, poor geographical location, lack of student market and a lack of space were all selective by decision-makers at College VI as significant hindrance to the implementation of a comprehensive continuing education program. Decision-makers are equal distributed on one item (a lack of clarity is defining continuing education). They also determined that 9 potential hindrances were not significant hindrances to implementation. No identifiable relationship exists among these items selected as not a significant hindrance, however a possible relationship does occur among these items that were selected as significant hindrances. Although this research was not created to measure the 168 strength of the relationship among these items considered significant hindrances several related hypothesis could be tested by further research. Table 69 identifies the data pertinent to determining hindrances to implementing a comprehensive continuing education program at College VI. 169 TABLE 69 -- College VI- The significance of potential hindrances to the implementation of a comprehensive continuing education 4program SIGNIFICANT HINDRANCES n f/S.H. f/N.S.H. Index Insufficient finances. . . . 18 12 6 +6 Poor geographic location . . 19 12 7 +5 Lack of student market . . . 18 10 8 +2 Lack of Space. . . . . . . 18 10 8 +2 A lack of clarity in defining continuing ed . . . 18 9 9 0 NOT A SIGNIFICANT HINDRANCE Competition for students is too great . . . . . . . . l7 7 10 3 Lack of administrative vision . . . . . . . . . 18 7 11 4 Lack of faculty support. . . 18 7 11 4 Lack of administrative know-how . . . . . . . . . . 16 5 11 6 Lack of constituency support. . . . . . . . . . . l7 5 12 7 Continuing education is not a part of the edu- cational philosophy of the college. . . . . . . . . 17 5 12 7 Continuing education is viewed only as a fad or higher education panacea . . 14 4 13 7 College does not per- ceive the need . . . . . . . 15 3 12 9 Continuing education student lifestyle is not conducive to College atmosphere . . . . . . . . 17 2 15 13 n = number of responses to question f/S.H. = frequency of response as significant hindrance f/N.S.H. = frequency of response as not a significant hindrance Index = numerical difference between frequency of response to significant hindrance and frequency of response to not a significant hindrance Decision-makers at College 6 rated item 1 (poor geographical location) and item 7 (insufficient finances) as the most frequently cited most significant hindrances to the implementation of a comprehensive continuing 170 education program. Five items: item 3 (college does not perceive the need), item 7 (insufficient finances), item 8 (competition for students is too great), item 10 (continuing education student lifestyle is not conducive to college atmosphere) and item 13 ( continuing education is viewed only as a fad or higher education panacea) were chosen most often by decision—makers as the least significant hindrances to implementation. College VI Scenario Evaluation Based upon frequency of response are percentages the outcomes expressed in scenario number one are most likely to occur. Due to the positive outcomes suggested in scenario one, continuing education is viewed as a positive concept by decision-makers. Scenarios three and four are considered negative and decision-makers conclude that they are both highly unlikely to occur. (See Appendix C). TABLE 70 -- College VI- Responses of decision-makers regarding their comfortability in responding to the questionnaire. f Cum f % Cum % Highly Comfortable 2 18 11.11 100.00 Comfortable 9 16 50.00 88.88 Somewhat Comfortable 6 7 33.33 38.88 Uncomfortable 0 0 0 5.55 Highly Uncomfortable 1 1 5.55 5.55 171 COLLEGE VII College VII began as a school for Christian workersin 1901 and graduated its first four-year class in 1942. The college serves the southeastern portion of the United States and is accredited by the Southern Association of Colleges and Schools. College VII - Dean's Data Responses to section five of the questionnaire were provided by the academic dean of College VII. The dean indicates that College VII does not offer the entire sequence of courses leading to a degree during the evening hours. This response places College VII in the seventy- five % (6 of the 8 colleges) that responded negatively to this question. College VII also does not offer courses leading to a degree during the evening hours for any of the degrees it is authorized to grant. A selection of credit courses are available weekends and evenings. The same is not true of non-credit courses. C.E.U.'s are available at College VII. Instruction is offered only on- campus. Part-time students are permitted to register with full-time students during evening hours, but not via mail, telephone, or at off-campus locations. An organized transitional and orientation program is available for new adult learners. There are no programs for the elderly. 172 Academic advisement, tutoring in basic skill subjects, job placement services, business office, emergency health services, child care, and the college bookstore are not available during evening hours. Also, a part—time student cannot order transcripts or clarify a grade problem in the evening. Personal and/or vocational counseling is not available during evening hours. Loans are available for part-time students. All evening students have parking privileges equal to those of daytime students. All cultural events are open to part-time students. College VII is the only college included in the study that has an organized student government for part-time students. Part- time students are not required to attend chapel. All cultural events are open to part-time students. The college does not have printed materials specifically designed to give information about services to part-time students, but does provide an orientation for staff who teach adult students. College VII also provides a handbook for part-time instructional staff. College VII has a part-time continuing education director who has a staff of two other persons. The continuing education director reports to the academic dean. During the fall semester of the 1982/83 school year College VII had 103 part—time students out of a total of 972 students. The average yearly budget for continuing education is $15,000. The budget for 1982/83 was $83,500 or 1.99% of total operating budget. The dean indicated an increased 173 inquiry of and demand for continuing education opportunities at the college. No other college reached unanimous agreement on five values. Particularly interesting is the response to items 6 and 10 (see table 71). The data reflects the fact that College VII had a significant problem with an off-campus continuing education program prior to this research, and decision-makers may recall and continue to be sensitive in regard to these values. Decision-makers response to value seventeen does not reflect the previous problems incurred. Decision-makers at college seven agreed with eleven of seventeen values related to continuing education and the adult learner. Decision-makers disagreed with five of the values and were equally distributed on one. Complete agreement was reached on five values and complete disagreement with the value was evidenced in one value, item 9. 174 TABLE 71 -- COLLEGE VII - An analysis of continuing education values and presuppositions VALUE n %agree %disag 1. Continuing education is valuable because it provides revenue for the college. 8 75.00 2. Continuing education is valuable because it creates a favorable public relations image. 8 87.50 3. Continuing education programs and curricula lack academic rigor. 8 37.50 4. Continuing education students are more intense learners. 8 50.00 5. Continuing education is val- uable because it improved the professional competencies of the teaching staff. 7 71.43 6. Continuing education students do not receive the benefit of and on-campus, residential, full-time experience. - 9 100.00 7. Continuing education is val- uable because it reduces the impact of declining enrollments 8 87.50 8. Continuing education produces an expanded and enriched curriculum. 7 57.14 9. Continuing education diminishes scarce institutional resources. 6 0 10.Expansion into continuing edu- cation means that a college is "in trouble." 9 100.00 11.Continuing education is val- uable because it provides opportunities for faculty mem- bers to earn additional income. 8 100.00 12.Continuing education is valuable because it provides access to students who would not other wise attend. 9 100.00 13.Continuing education programs force the higher education in- stitution to examine and eval- uate its traditional goals and objectives. 7 100.00 14.Continuing education has a splintering affect upon the traditional mission and goals of the college. 8 37.50 15.Continuing education cannot be made cost effective. 7 14.29 25.00 12.50 62.50 50.00 28.57 12.50 42.86 100.00 62.50 85.71 175 16.Continuing education is more vocationally/technically oriented than liberal arts. 8 62.50 37.50 l7.Continuing education will cause future accreditation problems for the institution. 6 16.67 83.33 n = number of responses to question % agree = percentage of those decision—makers agreeing with value/presupposition % disagree = percentage of those decision-makers disagreeing with value/presupposition Decision—makers selected continuing education program Type 4 as most appropriate (See Table 72). This type is the most complex and comprehensive and may have been selected as a result of the degree to which the college has previously implemented Type 4 program elements. TABLE 72 -- College VII — An explanation of the most appropriate type of continuing education programs TYPE f Cum f % Cum % 1 2 9 22.22 100.00 2 2 7 22.22 77.78 3 0 5 0 55.56 4 5 5 55.56 55.56 TYPE 1: Non-credit courses, occasional seminars and workshops for interested constituency, available on campus only. TYPE 2: Non-credit courses, occasional seminars and workshops, plus credit courses leading to a degree. Created with the part-time student in mind. Classes are held evenings and Saturdays, but are only available on-campus. TYPE 3: Non-credit and miscellaneous credit courses, but none lead to a degree. Courses are taught on demand and only off-campus. TYPE 4: Non—credit and credit courses leading to degrees and offered on or off-campus. Seminars and workshops available for interested constituencies. 176 TABLE 73 -- College VII — A ranking of continuing education in respect to other institutional priorities. IMPORTANCE INDEX Institutional Priority Continuing educa- tion is more important than +4 Intramural athletics +3 Dramatic presentations +2 Campus radio/T.V. stations +2 Speech and debate programs +2 Intercollegiate athletics Continuing edu— Travel and promotional groups cation is equal to 0 Continuing edu- 2 Career planning and placement cation is less 4 Institutional research important than 5 Faculty development/enrichment 5 Regular academic program 5 Chapel services 5 Campus revivals Index = numbers are arrived at by determining the numerical difference between frequencies for more-important-than and less-important-than categories. If index number is 0, rank is determined by combining the equal-to and less-important-than categories. In comparison to other institutional priorities, continuing education has a much higher relative position at College VII than at all other colleges except one. Respondents at College VI were the only decision-makers to rank continuing education as a higher priority. Continuing education was judged as equal to or more important that six institutional priorities. No other college ranked continuing education higher and concurrently ranked the religious priorities (Chapel services and Campus revival) as the highest priorities. The average number of hindrances for all colleges included in the study is 4.37, thus at 2 hindrances 177 decision-makers at College VII judged that there are fewer hindrances to the implementation of a comprehensive continuing education program at College VII than at any other college. As reflected in Table 74 the hindrance, continuing education student lifestyle is not conducive to college atmosphere, ranks highest as a potential hindrance. Only one other college ranked this item as a significant hindrance. A negative historical precedent for continuing education is believed by the researcher to account for the placement of the student lifestyle item as a significant hindrance at College VII. No clear choice was made by decision—makers in regard to the question of most and least significant hindrance. Lack of administrative know-how, lack of student market, and insufficient finance were all cited with equal frequency as the most significant hindrances. Poor geographical location was most frequently cited as the least significant hindrance to implementation of a comprehensive continuing education program. 178 TABLE 74 -— COLLEGE VII - The significance of potential hindrances to the implementation of a comprehensive continuing education program SIGNIFICANT HINDRANCES n f/S.H. f/N.S.H. Continuing education student lifestyle is not conducive to college at- mosphere . . . . . . . . . 9 6 3 A lack of clarit in defining continuing education . . . . . . . . 9 5 4 Insufficient finances . . 10 5 5 NOT A SIGNIFICANT HINDRANCE Lack of student market . . 9 3 6 Lack of administrative vision . . . . . . . . . . 9 3 6 College does not perceive the need . . . . . . . . . 10 3 7 Poor geographical location . . . . . . . . . 9 2 7 Competition for students is too great . . . . . . . 9 2 7 Lack of constituency support . . . . . . . . . 9 2 7 Continuing education is not a part of the educational philoso- phy of the college . . . . 9 2 7 Lack of administrative vision . . . . . . . . . . 8 1 7 Continuing education is viewed as a fad or higher education panacea. . . . . . . . . . 7 1 7 lack of space. . . . . . . 8 0 8 n = number of responses to question f/S.H. = frequency of response as significant hindrance f/N.S.H =frequency of response as not a significant hindrance Index = numerical difference between frequency of response to significant hindrance and frequency of response to not a significant hindrance Decision-makers came to no clear agreement as to which items could be considered the most significant hindrances to implementation. This is due in part to the 179 small number of respondents and equal distribution in respect to item 4 (Lack of administrative know-how), item 10 (Continuing education student lifestyle is not conducive to college atmosphere), and item 7 (Insufficient finances). Respondents did, however, conclude that item 3 (College does not perceive the need) could be considered the least significant hindrance. College VII Scenario Evaluation Although the number of responses is small, the positive scenarios 1 and 2 are viewed by two thirds of the respondents as at least likelyto occur. The negative scenarios are viewed by nearly all (92.5%) as unlikely or very unlikely to occur. (See Appendix C). As indicated in Table 75 two-thirds (6 of 9) of the decision—makers felt at least somewhat comfortable in responding to the questionnaire. Although the number of scores was small, a greater percentage of decision-makers felt uncomfortable in responding to the questionnaire that at any other college. Historical precedent may also account for the large percentage of decision-makers who were uncomfortable in answering the questionnaire. 180 TABLE 75 -— College VII - Responses of decision-makers regarding their comfortability in answering the questionnaire f Cum f % Cum % Highly Comfortable l 9 11.11 100.00 Comfortable 5 8 55.55 88.88 Somewhat Comfortable 0 3 0 33.33 Uncomfortable 3 3 33.33 33.33 Highly Uncomfortable 0 0 0 0 181 COLLEGE VIII College VIII serves Nazarene churches in the north eastern portion of the United States. Students were first graduated with bachelor's degree in 1917 and the college is accredited by the Northwestern Association of Schools and Colleges. College VIII - Dean's Data College VIII does not offer the entire sequence of courses leading to a degree during the evening hours and less than half of the college's degree programs are available to students during the evening hours. C.E.U.'s are available but a wide selection of credit and non- credit courses are not available weekends and evenings. All part-time students are permitted to register with full- time during the evening hours and at off-campus locations. However, part-time students cannot register by mail or by telephone. College VIII does not offer instruction at any off-campus centers. Non-traditional instructional materials are equally available to evening students as to day students. No organized transitional or orientation program for new adult learners is available. Academic advisement is not available to students during the evening hours, but tutoring in basic skill subjects is available during the evening hours. The academic dean at 182 College VIII reported that the college library is open to part-time students during the weekend and evening hours. Special programs for the elderly are available. No provision is made by the college for academic loans for evening/part-time students. All evening students have parking privileges equal to those available to daytime full-time students. Emergency health and food services are available to evening students. Personal or vocational counseling is not available during evening hours nor are the services of the bookstore, business office, or job placement office. At College VIII a part-time student cannot order transcripts or clarify a grade problem during the evening. As is the case with all but one subject college, College VIII does not have an organized student government for part—time students. Campus cultural events are available to part-time students. College VIII does not require chapel attendance of part-time students. The dean answered each of the following questions negatively: Does the college have printed materials designed specifically to give information about services to part- time students? Does your college provide for orientation of staff who teach adult students? Does your college have a handbook for part-time instructional staff? College VIII has neither a full- or part-time support staff for continuing education instructors. No tally is kept of part- time students at College VIII. College VIII has no amount budgeted for continuing education activities, however the 183 dean indicated that there is an increasing amount of inquiry and demand for continuing education opportunities at the college. Decision—makers at College VIII reached agreement with ten of seventeen values and presuppositions regarding continuing education and the adult learner. Disagreement is evident in five cases and equal distribution in one case. Total disagreement was reached in respect to values 10 and 15. The following Table 76 reflects decision- makers evaluation of continuing education values and presuppositions. 184 2. 11. 12. 13. 14. 15. because it provides revenue for the college. Continuing education is valuable because it creates a favorable public relations image. Continuing education programs and curricula lack academic rigor. Continuing education students are more intense learners. Continuing education is val- uable because it improved the professional competencies of the teaching staff. Continuing education students do not receive the benefit of and on—campus, residential, full-time experience. Continuing education is val- uable because it reduces the impact of declining enrollments. Continuing education produces an expanded and enriched curriculum. Continuing education diminishes scarce institutional resources. Expansion into continuing edu— cation means that a college is "in trouble." Continuing education is val- uable because it provides opportunities for faculty mem- bers to earn additional income. Continuing education is valuable because it provides access to students who would not other wise attend. Continuing education programs force the higher education in- stitution to examine and eval- uate its traditional goals and objectives. Continuing education has a splintering affect upon the traditional mission and goals of the college. Continuing education cannot be 20 19 17 14 14 22 17 19 12 l9 17 20 18 18 40.00 84.21 35.29 57.14 50.00 77.27 58.82 68.42 83.33 52.94 95.00 72.22 16.67 TABLE 76 -- COLLEGE VIII - An analysis of continuing education values and presuppositions VALUE n %agree %disag 1. Continuing education is valuable 60.00 15.79 64.71 42.86 50.00 22.73 41.18 31.58 16.67 100.00 47.06 5.00 27.78 83.33 185 made cost effective. 15 0 100.00 16. Continuing education is more vocationally/technically oriented than liberal arts. 16 37.50 62.50 17. Continuing education will cause future accreditation problems for the institution. 15 80.00 20.00 n = number of responses to question % agree = percentage of those decision-makers agreeing with value/presupposition % disagree = percentage of those decision-makers disagreeing with value/presupposition As evidenced in Table 77 continuing education program Type 4 was judged by decision-makers as the most appropriate for College VIII. 60% of respondents indicated that the most complex and comprehensive grouping of program elements would be most acceptable. Only one other college (College 111) had a greater percentage of respondents selected Type 4 as most appropriate. TABLE 77 -- College VIII - An explanation of the most appropriate type of continuing education programs TYPE f Cum f % Cum % 1 2 25 8.00 100.00 2 2 23 8.00 92.00 3 6 21 24.00 84.00 4 15 15 60.00 60.00 TYPE 1: Non-credit courses, occasional seminars and workshops for interested constituency, available on campus only. TYPE 2: Non-credit courses, occasional seminars and workshops, plus credit courses leading to a degree. Created with the part-time student in mind. Classes are held evenings and Saturdays, but are only available on-campus. TYPE 3: Non-credit and miscellaneous credit courses, but none lead to a degree. Courses are taught on demand and only off-campus. TYPE 4: Non-credit and credit courses leading to degrees and offered on or off-campus. Seminars and workshops available for interested constituencies. 186 An analysis of the data regarding continuing education as an institutional priority for College VIII reveals a relatively low placement of continuing education when measured against other institutional priorities. Of 12 priorities continuing education was judged to be more important than 1, and less important than 11 others. In comparison to other colleges included in the study no college ranked continuing education lower than did decision-makers at College VIII. The relatively high placement of faculty development, speech and debate programs, and travel and promotional groups is considerable more unique than their placement by decision- makers at other colleges. Table 78 reflects data relative to the question of continuing education as an institutional priority. 187 TABLE 78 -- College VIII - A ranking of continuing education in request to other institutional priorities IMPORTANCE INDEX Priority Continuing educa- tion is more important than +13 Campus radio/T.V. stations Continuing educa- tion is less important than 3 Dramatic presentations 4 Intercollegiate athletics 4 Intramural athletics 5 Career planning and placement 7 Travel and promotional groups 8 Campus revivals 9 Institutional research 10 Speech and debate programs 12 Chapel services 16 Faculty development 17 Regular academic program Index = numbers are arrived at by determining the numerical difference between frequencies for more-important-than and less-important-than categories. In measuring the significance of potential hindrances to the implementation of a comprehensive continuing the data indicate (See Table 79) that dedision—makers perceive 6 items has hindrances. Only 1 college (College IV) indicated more hindrances. Not only the number is significant but the nature of the potential hindrances is such that implementation may be difficult to achieve. Decision-makers most frequently cited, college does not perceive the need, as the most significant hindrance and, lack of student market, was most frequently cited as the least significant hindrance. 188 TABLE 79 -- COLLEGE VIII — The significance of potential hindrances to implementation of a comprehensive continuing education program. SIGNIFICANT HINDRANCES n f/S.H. f/N.S.H. Index College does not per- ceive the need. . . . . . . 20 14 6 +8 A lack of clarity in defining continuing ed. . . 17 11 6 +5 Poor geographical location. . . . . . . . . . 22 13 9 +4 Lack of administrative vision. . . . . . . . . . . 19 11 8 +3 Lack of administrative know-how. . . . . . . . . . 15 9 16 +3 Continuing education is not a part of the educa- tional philosophy of the college . . . . . . . . . . 17 9 8 +1 NOT A SIGNIFICANT HINDRANCE lack of faculty support . . 16 6 10 4 Insufficient finances . . . l8 6 10 6 Continuing education is viewed as a fad or higher education panacea. . 17 Lack of student market. . . 20 Lack of constituency support . . . . . . . . . . 17 3 l4 Continuing education student lifestyle is not conducive to college atmosphere. . . . . . . . . 17 l 16 15 Lack of space . . . . . . . 18 1 17 16 Competition for students is too great. . . . . . . . 18 0 18 18 n = number of responses to question f/S.H. = frequency of response as significant hindrance f/N.S.H. = frequency of response as not a significant hindrance Index = numerical difference between frequency of response to significant hindrance and frequency of response to not a significant hindrance 12 7 14 8 O'\U1 Item 1 (Poor geographical location) and item 5 (Lack of administrative vision) are the most frequently cited most significant hindrances to implementation. Item 9 (Lack of space) was the most frequently cited least 189 significant hindrance to implementation of a comprehensive continuing education program. College VIII Scenario Evaluation 64.51% of the decision—makers indicated that the outcomes of scenarios one and two (the more positive) were more likely to occur, whereas, all decision-makers indicated that the outcomes of scenarios three and four were unlikely or very unlikely to occur. (See Appendix C). TABLE 80 —- College VIII - Response of decision-makers regarding their comfortability in this questionnaire. f Cum f % Cum % Highly Comfortable 3 20 15.00 100.00 Comfortable 7 17 35.00 85.00 Somewhat Comfortable 4 10 20.00 50.00 Uncomfortable 5 6 25.00 30.00 Highly Uncomfortable l 1 5.00 5.00 Table 80 indicates that 70% of respondents indicated that they were at least somewhat comfortable responding to the questionnaire; however, 30% indicated they were uncomfortable or highly uncomfortable in responding. This latter observation represents the second highest level of uncomfortability of decision-makers of any college included in the study. CHAPTER VI REVIEW, SUMMARY, RECOMMENDATIONS It is the purpose of this final chapter to provide a review and restatement of what the research was created and conducted to measure. This is accomplished within the general context of the question: What does this mean? In addition, explanatory statements, summaries and interpretations are organized according to the six research questions of the study. The final section of this chapter offers recommendations within the scope of the question: What lies ahead for Nazarene colleges in regard to the adult learner and continuing education program? REVIEW This study was conducted to investigate and describe the status and perceived role of thetadult learner/ continuing education program at eight church-sponsored liberal arts colleges. Through the use of a self- administered questionnaire the presidents, chief academic officers, board chairman and division and department Chairpersons were polled and the results evaluated in an undifferentiated and differentiated fashion. All respondents were asked to respond to sections one through 190 191 five of the questionnaire. Section six was answered by only the chief academic officer or college dean. Each previous section of the questionnaire was representative of each of the five research questions. The following six research questions provided a basis for the research: 1) What is the level of agreement between certain values and presupposition regarding the adult learner/continuing education and decision-makers perception of these values? 2) What type of continuing education program do decision- makers believe to be the most appropriate for their institution? 3) What do the various decision-makers perceive to be the relative importance of continuing education in comparison to other institution activities, and programs? 4) What do decision-makers perceive to be the significant hindrances to the implementation of a comprehensive continuing education program on their campus? 5) What do decision—makers feel is the likelihood of positive and negative outcomes of continuing education upon the mission of their institution? 6) What is the current status of continuing education and continuing education related activities at each college? 192 SUMMARY RESEARCH QUESTION I Research question number one, concerning the level of agreement between certain values and presuppositions regarding the adult learner/continuing education and decision—makers perception of these values, was addressed in section number one of the survey questionnaire. Decision-makers agreed with nine values, disagreed with seven and were equally distributed on one. Decision- makers generally agreed with the values and presuppositions that are positive in nature, and disagreed with those values that are negative in nature. The highest agreement was reached in question twelve. 98.02%, or 102 out of a total of 107 respondents, agreed with the presupposition that continuing education is valuable because it provides access to students who would not otherwise attend. In the minds of the respondents the opportunity to attend college is of high value and perhaps more so for the student who does not fit the traditional mode. However, agreeing with the value and providing education opportunities for adult and continuing education learners are separate matters. Agreement with the value may not mean that any action to implement programs will 193 occur. This response seems incongruous when evaluated against the response to value/presupposition number three. 43.02% of 93 respondents agreed that continuing education programs and curricula lack academic rigor. Thus, providing access to continuing education students may mean submitting them to programs and curricula which may be perceive as lacking in academic rigor. The nature of the response to value/presupposition number six, continuing education students do not receive the benefit of an on- campus, residential, full-time experience, is indicative of an inherent bias towards the on-campus, residential, full-time experience that all Nazarene colleges have as their modus operandi. The strength of agreement (86.66%) of respondents shows a marked preference for the type of education in which the colleges are principally involved. If this question were evaluated in depth, data may be found that indicated a college education is more than what a student receives in the classroom, and students who cannot attend on this basis have an experimental void which can only be filled by a traditional collegiate experience. As evidenced by the 13.32% of respondents disagreeing with the value, there is much to be gained from not living, learning, or by going to college on a full-time basis. 194 In regard to value/presupposition number sixteen (continuing education is more vocationally/technically oriented than liberal arts): decision-makers were equally distributed in the percentages of those indicating some level of agreement and those indicating some level of disagreement (44.89%) in both cases. Given the high percentage of total responses n=111, this may be an indication that vocational/technical continuing education would not be opposed at Nazarene colleges. A value not specifically measured in this research is the perception that continuing education programs breaking with traditional modes of higher education may somehow be "watered down" or "cheap and easy" ways of higher learning. The number of respondents agreeing with this perception stems from two colleges that had experienced continuing education/special programs that respondents viewed as having significantly lower academic admission and academic standards. Thus, they were viewed as having lower academic rigor. The sample is negatively skewed and reflects this bias. Respondents were separated by a small percentage (47% agree - 52% disagree) over the question of improved professional competencies as a result of continuing education learners. This value was included in the study to measure the perception that teaching competencies in 195 respect to subject matter delivery, not necessarily content, may be improved when faculty members teach adult and Non-traditional learners. The number of respondents indicating disagreement with the value may be the result of never having been exposed to the changes in professional competency that often occur when faculty members teach less traditional students. Perhaps three of the most pertinent values posed by section one of the questionnaire are numbers 10, 14, and 17: Expansion into continuing education may indicate that the college is "in trouble". Continuing education has a splintering effect upon the traditional mission and goals of the college; and Continuing education will cause future accreditation problems for the institution. Each of these presuppositions were rejected by large margins. The assumption being, that a continuing education program, well planned, implemented and controlled, may be a desirable and not detrimental to the mission and purpose of the college. RESEARCH QUESTION I I The second section of the research questionnaire dealt with what type of continuing education program decision-makers perceived to be the most appropriate for their institution. The question of what does and does not 196 constitute a continuing education program is one on which educators are unlikely to agree. Therefore, for the purpose of determining what type or combination of components constitute a basic continuing education program; four choices were presented to the respondents. These four choices do not exhaust the list of programmatic options available but were presented to measure the appropriateness of fit to the colleges. Program type number four was perceived to be the most apprOpriate (See TABLE 21). Respondents choose the two types that are most comprehensive and complex of the four choices. Three major observations arise from this finding. Types 2 and 4 address the question of degree completion. An important finding from this research question is that the capability of completing a degree is something that is important to decision-makers. Much of the literature relating to continuing education and the non-traditional learner suggest that institutions need to become less degree conscious and more process and education conscious. The Commission of Non-Traditional Study (1972) indicated that this should be the direction in colleges and universities. Degree consciousness is very much a part of the mentality of Nazarene colleges. Several factors create this attitude. The theology of the Church of the Nazarene is filled with the rhetoric of wholeness and completeness. "Holiness," the cardinal 197 doctrine of the church, indicates that individuals must strive to be complete and whole in order to be fully used by God. Degree completion, seeing an academic program through to completion, and a finished task are a part of the goals of the college and an individual's calling. Decision-makers chose most often the two most complex and sophisticated forms of continuing education. A part of the inherent bias that all Nazarene colleges were founded and exist upon, suggests that for Nazarene liberal arts education there are ideas that will not be considered. One of those ideas is to attempt too great a risk in the creation and implementation of any academic program that doesn't have an adequate chance of doing well. Organizationally the colleges are not risk-takers and they tend to insure the success of a program before it begins. The third observation that can be drawn from Section II-Part A is that the paternalism of the colleges is evidenced by the selection of types 2 and 4. A vast majority of students at Nazarene colleges are members of the Church of the Nazarene. It is assumed that every Nazarene youth who wishes to attend a Nazarene college should be given the chance. Whether this paternalism at the beginning of a college experience translates into a completed degree has not been determined. However, types 198 2 and 4 provide the widest range of beginning opportunity and access to higher education than do Types 1 or 3. The decision-makers who chose Types 1 and 3 may have done so because these types represent programmatic changes that least effect the status quo of the colleges. A more in depth question could provide a profile of the nearly twenty-five percent of respondents who made this selection and the reasons why these choices were made. Each of the colleges has its own distinct geographic boundary. Operationally, the colleges do not recruit, conduct financial campaigns or perform public relations functions in another college educational zone. The one exception to this rule concerns alumni who can be solicited regardless of their place of residence. Geographical and boundary control are of importance to the colleges. Thus, it was believed that a form of continuing education that was conducted only on-campus and, for the means of control, within the educational boundary would be more acceptable to decision-makers. The data indicates that the issue of on-campus or off-campus continuing education is not as much a concern as believed prior to this research. There is no evidence to suggest that on- or off-campus locations for continuing education are either the sole determinant or a major factor in selecting the appropriate type of continuing education program. 199 RESEARCH QUESTION I I I The processes by which colleges and universities determine those programs, curricula, and activities that will receive institutional funding is one that gives institutions distinction. The decisions which determine what a college will and will not do, also provide institutional distinction. But perhaps the strongest index of institutional distinction can be found in the organizational outcomes of both the process of the decision and the decision itself. The priorities of institutions are largely determined in this fashion. Section II-Part B of the survey questionnaire embodied the question of institutional priorities in comparison to continuing education. This section was designed to measure what decision-makers perceived to be the relative importance of continuing education in comparison to other institutional activities and programs. Twelve priorities were listed in the questionnaire , nine of which are standard programs for most institutions of higher education. Three priorities, although not exclusive to Nazarene colleges, are unique to the life of each of the colleges: chapel services, campus revivals, and travel and promotional groups. Each of these three 200 receive, on a continuing basis, some portion of institutional resources at each of the colleges. The structuring of the research question and results of the data not only measured the relative importance of continuing education but also created an overall prioritizing of the twelve institutional priorities independent of the continuing education question. An examination of the data places continuing education tenth on a descending scale of thirteen priorities. That is, nine priorities were chosen as more important than continuing education and three were selected as less important. The data can be interpreted to mean that continuing education is not a high priority for Nazarene higher education. Not surprising is the placement of the regular academic program as the number one institutional priority. The choice of faculty development and enrichment as the second priority is positively skewed due to the disproportionate number of faculty decision—makers included in the sample. Chapel services (3) and campus revivals (4) show their importance and centrality to the life of the campus. This may be accounted for by the numbers of decision-makers that hold positions not only in the colleges but also in the denomination. Seven out of eight of the board chairmen are ordained elders and 201 district superintendents in the church. This data may also be skewed by the large number of decision-makers who have been educated at Nazarene colleges where chapel services and campus revivals have a long and deep—rooted tradition. Of the three priorities rated as less important than continuing education each has what seems to be a reasonable explanation for their placement. Intercollegiate athletics was determined to be less important than continuing education. This view is such due to the academic credentials of the sample who, although not anti-athletics, perceive continuing education as more central to the mission of the colleges than intercollegiate athletics. This view may also be impacted by the perception that too much of the institutions resources deferred from academics to athletics. The explanation of the placement of dramatic presentations at eleventh of twelve priorities is that this type of activity has never been fully embraced as either entertainment or art by the colleges or the denomination. It is of peripheral importance even at the less conventional colleges. The unimportance of campus radio and television stations in comparison to continuing education and all other priorities can be explained in two ways. The cost of equipment and operations of television 202 and radio stations is prohibitive and, little if any agreement could be reached regarding the mission of the stations. To what ends would they operate: instruction, evangelism, or entertainment? RESEARCH QUESTION IV - SECTION III - A If the creation and implementation of a comprehensive continuing education program was contemplated at the colleges, what do decision-makers perceive to be the significant hindrances and impediments to implementation? This specific question embodies research question number four and Section III of the survey questionnaire. From a list of fourteen potential hindrances decision makers identified two as being significant potential hindrances to the creation and implementation of comprehensive continuing education program. Of the 100 respondents evaluating hindrance number fourteen, 62% indicate that a lack of clarity in defining continuing education was a significant hindrance to the creation and implementation of a comprehensive continuing education program. It appears that continuing education is so amorphous that no consensus could be reached regarding its definition. Although this research has not specifically defined continuing education by design, the response to 203 item fourteen might have been different had a definition been provided. The scholarly and academic backgrounds of the decision—makers may have influenced the frequency of response to item fourteen. Without a definition for continuing education the concept of continuing education cannot be submitted to the remainder of the scientific method of decision-making. Without some agreement among the members of the college academic and decision-making communities taking place, regarding a working definition for continuing education, an absolute impasse could occur. Item fourteen represents one of the most profound obstacles to be addressed prior to creating and implementing a comprehensive continuing education program. Item number seven (insufficient finances) was the only other item viewed by decision-makers as a significant hindrance. 56.43% of 101 decision—makers held this opinion. Item seven (insufficient finances) is a broad concept such that opposition to any institutional opportunity can be hidden under the guise of not having sufficient institutional resources. Perhaps this item was judged as a significant hindrance due to the resources needed to launch a continuing education program rather than the institutional resources needed to continue a program. Decision-makers may perceive that their 204 institutions are under capitalized and thus commencing a continuing education program would reduce support needed to continue other priorities. The responses of decision- makers to value/presuppositions nine and fifteen of Section I indicate that decision-makers reject the concept that continuing education diminishes scarce institutional resources and continuing education cannot be made cost effective. Therefore, if decision-makers feel that continuing education does not reduce scarce institutional resources and continuing education can be made cost effective, then the perception that insufficient finances are a hindrance to implementation is based upon insufficient finances for start-up rather than for continuance. RESEARCH QUESTION IV - SECTION III - B From the list of fourteen items found in Section III- Part A, respondents were asked to indicate which of the items was, in their opinion, the most and least significant. Item 5 (lack of administrative vision) was most frequently cited as the most significant hindrance to creation and implementation of a comprehensive continuing education program. Item 9 (lack of space) was the most frequently cited as the least significant hindrance to implementation of a comprehensive continuing education program. 205 Overall the lack of administrative vision is not viewed as a significant hindrance. 55.10% of respondents indicate such. However, more individual respondents indicated that a lack of administrative vision was the most significant among the fourteen items. Due to the fact that all respondents are in some form part of the administration, there is a self-condemning nature to the question. This data may also be skewed due to the larger number of faculty respondents compared to purely administrative respondents. Thus, part-time administrators department and division heads, may view the full-time administrators, presidents, deans, and board chairmen, as the real obstacles to creation and implementation. The most frequently cited, least significant hindrance to the implementation of a comprehensive continuing education program is in the area of sufficient space to house and conduct continuing education functions. Overall 84.46% of respondents indicate that a lack of space is not a significant hindrance. The remaining 15.53% of respondents are from a single college where a lack of space is a serious problem. It is supposed that lack of space was rated lowest among potential obstacles due to a number of contributing 206 factors. Either the colleges are overbuilt or the colleges are experiencing fewer students. All colleges are similarly effected by the philosophy of the Church of the Nazarene with which they have a relationship. The Church of the Nazarene from its inception has attempted to develop its identity as a viable denomination rather than a splinter denomination. Perhaps the most noticeable aspect of what the church has done to be identified as a strong, purposeful and necessary denomination has been to improve and expand the nature of the physical facilities of its various churches. As the size and quality of church buildings have increased and improved, so have the size and quality of the campuses of the Nazarene colleges. Helped by increased enrollments of the fifties and sixties, by low interest government construction loans, and by continued strong support by the individual churches; the physical plants of Nazarene colleges have expanded and improved. Physical plant expansion has now moved to a point where it may even exceed need, based upon current enrollments. Thus, a lack of space is not considered by most Nazarene decision—makers to be a significant hindrance to a comprehensive continuing education program. 207 RESEARCH QUESTION V Research question number five, which was addressed in Section IV of the survey questionnaire, was designed to measure what decision-makers perceived to be the positive and negative outcomes of continuing education upon the mission of their institutions. Respondents evaluated each of four scenarios according to a four-point scale which measured likelihood of occurrence. The first two scenarios were considered the most positive. The last two were considered the most negative in respect to outcomes and impact upon mission. 63.88% of the respondents indicate that the outcomes in scenario one are at least likely to occur. 71.55% of the respondents indicate that scenarios one and two are considered positive and would thus have a positive impact upon the mission of the colleges. Scenarios three and four, which are negative in nature are unlikely to occur. 80.80% of the respondents indicate that scenario three is unlikely or very unlikely to occur. 87.62% of the respondents indicate that the negative outcomes of scenario four are unlikely or very unlikely to occur. (See TABLES 37-40). An analysis of this data reflects the perception of decision-makers that positive outcomes are likely to occur and negative outcomes are likely not to occur. Thus, if the outcomes are positive, the mission of various colleges 208 and all of Nazarene higher education will benefit from the implementation of a comprehensive continuing education program. Decision-makers indicate that the outcomes of scenario four (the most negative) are unlikely to occur. Several assumptions can be drawn from the data. The rejection of the outcomes found in scenario four indicates that decision-makers are willing to control and oversee continuing education to assure that it does not negatively impact the mission of the college. Nazarene educators are somewhat jealous and protective of the mission of the various colleges and would not allow any program including any form of continuing education to subvert the mission of their colleges. This assumption is also cross—referenced by the responses of decision-makers to Section II-Part B which identifies those priorities which lie at the center of Nazarene education. Secondly, it can be extrapolated from the data that continuing education can make a contribution to the overall well-being of the institutions and strengthen the relationship between the colleges and the church. Thirdly, although not quantifiable, the nature of the comments and configurations of the data can lead to the assumption that there is some level of desperation among the respondents such that any academic program that does not totally detract from the mission of the colleges should be examined for its financial benefits. Intensive financial pressure may result in 209 administrative action that would be labeled as measures of expediency under other circumstances. Nearly one third of all respondents indicate that the positive outcomes in scenario one are likely or very likely not to occur. This is a significant minority who, depending upon their position and status, may feel that there are no redeeming qualities to continuing education and they may impede, restrict, or even halt the process of creating and implementing a comprehensive continuing education program. RESEARCH QUESTION VI These summary statements and conclusions related to research question six are more specific and definitive than other portions of this chapter. This is due, in part, to the fundamental nature of the research methodology used to obtain data. Research question number six was addressed by Section V of the survey questionnaire and questions were directed to the Chief Academic officers of the study colleges. Question six asked the eight respondents to describe what was the current status of adult learner/continuing education activities at the various colleges. This repoFting of current status more clearly indicates the nature of continuing education 210 activities than what was asked of respondents of a perceptual nature in questions one through five. A single word used by a respondent epitomizes much of the current status of continuing education at the colleges. That word is "minuscule". Minuscule was used in reference to the amount of dollars budgeted for adult learner/continuing education activities at one of the colleges. A lack of financial commitment creates an atmosphere in which a circular form of logic occurs. A lack of financial commitment limits the creation of courses and programs useful to the adult learner. With no utility for adult learners, there are none. Thus, no need for student services. Because there are no interested adult students, there are no tuition dollars and no budget to be allocated to adult learner/continuing education activities. Moreover, two major generalizations can be made from an analysis of this portion of the data. They are the following: 1) Adult and continuing education students generally receive much less consideration and accommodation than do full-time traditional students in the same college. 2) Adult and continuing education students receive much less consideration and accommodation than do adult and continuing education students in general. 211 An analysis of these generalizations lead to two questions. Why is this the case? What are the organizational factors which precipitate these generalizations? There are at least six factors which, when operating singularly or in concert, create an environment which neither overtly rejects or openly embraces the adult learner/continuing education program. They are; 1) Most decision-makers at subject colleges do not see a specific and quantifiable benefit to a serious commitment to the adult learner/continuing education program. 2) Most decision-makers believe service to adult learners to be within the parameters of institutional mission but have not created organizational policies, programs, and structures flexible enough to account for the specific learning needs of adults. 3) Due to the full-time, residential nature of the colleagues and an acceptance of "a loco parentis" model of student management; any student not fitting this model causes institutional discomfort, stress, and inconvenience. 212 4) An attitude of nonacceptance of students as educational CODSUIHGIS. 5) A lack of institutional certainty by the colleges towards adult learners is evidenced by size of budgets for continuing education, small staffing, unclear lines of authority, and lack of professional leadership. 6) Although a general attitude of the worthwhileness exists in regard to adult learner/continuing education programs and there is an overall willingness to explore the same, no one college is taking leadership and serves as a role for the others. An analysis of the data related to research question six most concisely reveals that only minimal efforts have been undertaken by the colleges in regard to the educational needs of Nazarene and Non-Nazarene adult learners. Those few colleges that have moved beyond minimal efforts in continuing education programming have been largely unsuccessful in their efforts not only with the church constituency, but with their surrounding communities in general. The data received from the deans does indicate that six of the eight colleges are receiving an increased amount of inquiry and demand for continuing educational opportunities. Thus, the question of academic 213 programming for adult learners may continue to be a matter of consideration for the majority of the colleges. REVIEW OF QUESTIONNAIRE CONCLUSION The final section of the survey questionnaire asked respondents to indicate how comfortable they felt in responding to the questionnaire. Five categories were used for evaluation: highly comfortable, comfortable, somewhat comfortable, uncomfortable, and highly uncomfortable. It was concluded that inquiring as to the question of comfortability in answering the questionnaire was less threatening, and more useful, than asking the question of level of competency in responding to the questionnaire. The following table reflects the general analysis of the question: TABLE 81 - Comfortability of decision—makers in responding to questionnaire n Cum f % Cum % Highly comfortable 26 114 22.80 100.00 Comfortable 47 88 41.22 77.18 Somewhat comfortable 24 41 21.05 35.96 Uncomfortable 14 17 12.28 14.91 Highly uncomfortable 3 3 2.63 2.63 N = 114 The vast majority of respondents (85.07%) feel at least somewhat comfortable in responding to the questionnaire. This may be in response to the anonymous 214 nature of the questionnaire or in the perception that the entire question of the adult learner/continuing education program is of interest and worthy of research. RECOMMENDATIONS These recommendations are made while taking into account the relationships among all the colleges, the relationships between individual colleges, and the relation- ship between the colleges and the parent denomination. These recommendations may have application for the colleges severally, in union, or not at all. These recommendations are also made with understanding that this research concludes that there is little apparent interest among the colleges of the Church of the Nazarene to provide continuing educational opportunities for Nazarene or Non-Nazarene learners. Based upon the data analysis and early historical documents, the investigator suggests the expansion of in- stitutional mission or the realization that missions do already exist to educate Nazarene and Non-Nazarene students that are outside of the 18—to—24-year-old traditional student category. In order to address the major hindrance to the creation and implementation of a comprehensive continuing 215 education program, for Nazarene and Non-Nazarene constituents a tailor-made definition for continuing education that takes into consideration each institutions unique qualities and interests must be created. The movement of adult learner/continuing education issues from a position of marginality to a position of centrality in institutional priorities should be accom- plished. An opportunity exists for a Nazarene college to assume leadership and openly recruit nontraditional/ continuing education/adult Nazarene students interested in a four-year liberal arts degree. Some college should assume this leadership role. The colleges should, via budgetary commitment, have trained leadership acquainted with the nature of adult learners. The colleges should establish clear objectives and lines of authority in current continuing education functions. Nazarene College administrations should become aware of the differences of the nature and motivations of adult learners as compared to traditional learners. 216 Nazarene colleges should reexamine their student service functions and make reasonable alterations to more adequately accommodate for adult students. Fewer obstacles and more program flexibility should be implemented. Nazarene colleges should perform a market analysis of their geographic regions to identify the unmet academic needs of business and industry. The colleges should capitalize on the established network of districts, zones, and local churches to establish instructional centers within their respective educational zone. An acceptance of the realities of an aging American pOpulation and the educational opportunities this creates for Nazarene higher education. The education services division of the general church should be called upon by the colleges for assistance in grant proposals and funding to launch and sustain continuing education activities. The colleges should call upon the educational services division of the general church to disseminate 217 information and receive consultation in matters concerning the Nazarene adult learner. The entire academic community of each of the various colleges should address the fundamental issue of the lack of community life involvement by adult and continuing education students. Strategies should be developed to remedy this problem. Decision-makers should realize that entry into non- traditional instructional areas may be a positive influence and means to strengthen and clarify the traditional mission of the colleges. Decision-makers should address the problem of the academically ingrown nature of the colleges, which stands in the way of significant progress towards meeting the educational needs of adult students in Nazarene colleges. Decision—makers should resist exploiting adult learners for purely financial reasons and adequately prepare their institutions to educate Nazarene and Non— Nazarene adult learners because there is a need to do so. APPENDI CES APPENDIX A ASSOCIATION FOR CONTINUING HIGHER EDUCATION LETTER OF APPROVAL 432 Communucalxons Bmlqu/The UOEVQISIW .1? Tem‘w: 1m Knoxwlle. Tennessee 37996-0342/Telephone (6)5) 97 ”‘6'? ) mutton Imcommuuis MIC-HUI (mum OHuce of the Executive Vice-Presudent April 13, 1983 Mr. Woody Self 3118 Faith Dr. Spring Arbor, MI 49283 Dear Mr. Self: This is to confirm our telephone conversation of April 12, 1983 in granting you permission to use any or all of the questions developed by our Committee on Student Relations for a survey taken in 1979. I have contacted Ms. Dawn Cooper, Tompkins Cortland Community College, who chaired the Committee for that year. She was pleased to know that you could use the Committee's work in your project and readily gave her permission for the use of the material in the survey. ‘ The Comittee on Student Relations is still an active committee in ACHE. They are planning some type of survey again this year. The current Chair- person is Dr. Elizabeth Ayres of Western New England College, Springfield, Massachusetts. They have not completed developing their instrument for the survey as yet, so I don't know what they have in mind this time. I am sure Betty Ayres would be pleased to talk with you about it, if you think this would be any benefit to you. Her telephone number is 413-782-3111, Ext. 213. You might keep in mind that ACHE is interested in the topic, and we have a very fine refereed journal, The Journal of Continuing Higher Education. Maybe later you could write an article about your research or at least give us your abstract. Good luck with your project. Sincerely, 3 f’ 7.— 0’ CM“ '2. fir“ .4» William D. Barton Executive Vice-President WDB/ju cc: President Louis Phillips Ms. Dawn Cooper Dr. Elizabeth Ayres 218 APPENDIX B SURVEY QUESTIONNAIRE CONTINUING EDUCATION VALUES SEITHCNQL Please indicate your Opinion for the following values: 1. 10. 11. 12. 13. 14. 15. 16. 17. Continuing education is valuable because it provides revenue for the college. Continuing education is valuable because it creates a favorable public relations image. Continuing education programs and curricula lack academic rigor. Continuing education students are more intense learners. Continuing educadrniis valuable because it improves the professional competencies of the teaching staff. Continuing education students do not receive the benefit Of an on-campus, residential, full-time ex— perience. Continuing education is valuable because it reduces the impact of declining enrollments. Continuing education produces an expanded and en- riched curriculum. Continuing education diminishes scarce institutional resources. Expansion into continuing education means that a col- lege is "in trouble." Continuing education is valuable because it provides Opportunities for faculty members to earn additional income. Continuing education is valuable because it provides access to students who would not otherwise attend. Continuing education programs force the higher edu- cation institution tO examine and evaluate its tra- ditional goals and Objectives. Continuing education has a splintering effect upon the traditional mission and goals Of the college. Continuing education cannot be made cost effective. Continuing education is more vocationally/technical- 1y oriented than liberal arts. Continuing education will cause future accredita- tion problems for the institution. 219 10. 11. 12. 13. 14. 15. 16. 17. Q Q U D D U D D D D D D D D D D D D D D D D D D D D D D D D D D D D D U D D D D D U D D D D D U U U U D D SECTION II. PART A. Please indicate which one of the following basic types of continuing education programs is the most appropriate for your institution. Type 1: terested constituency. available on-campus only. Type 2: Non—credit_courses, occasional seminars and workshops, plus credit courses leading tO a degree. Created with the part- Non-credit courses, occasional seminars and workshops for in- time student in mind. Classes are held evenings and Saturdays, but are only available on-campus. Type 3. a Type 4: degree. on or Off-campus. terested constituencies. PART B. Non-credit and miscellaneous credit courses but none lead to Courses are taught on demand and only off-campus. Non-credit and credit courses leading to degrees and Offered Seminars and workshops available for in- Please indicate what importance you place upon continuing education in comparison to other institutional activities and programs. mQO‘U‘IAwNH [2. Continuing Continuing Continuing Continuing Continuing Continuing Continuing Continuing Continuing Continuing Continuing Continuing education education education education education education education education education education education education is is is is is is is is is is is is 4"a. D CJEJ D E] D E] D E] 0 E3 0 E] C.EJ 0 C3 D E] 0 E113 C113 6 than.” 0000000000004.” ”4,, intercollegiate athletics. dramatic presentations. campus radio and T.V. stations. career planning and placement. faculty development and enrichment. speech and debate programs. intramural athletics. institutional research. regular academic program. chapel services. campus revivals. travel and promotional groups. 221 9%.. D E] D Elf] D E] D [3 U [3 D “b SEITRCWQHL PART A. Please evaluate the following hindrances to the implementation of a comprehensive continuing education program at your college. Poor geographical location Lack of student market College does not perceive the need Lack Of administrative know-how Lack Of administrative vision Lack Of faculty support Insufficient finances Competition for students is too great D E] D E] D E] D C] D Lack Of space OOCDxlO‘Lfi-bWNV-d Continuing education student lifestyle is not conducive to college atmosphere H U D Lack Of constituency support I-d N O Continuing education is not a part Of the educational philosophy of the college D 13. Continuing education is viewed only as a fad or higher education panacea U 14. A lack Of clarity in defining continuing education U PART 8. Please indicate which hindrances you perceive as the most and least significant. The MOST significant hindrance The LEAST significant hindrance 222 D E] D E] D C] U E] D U SEKITKDhth Please evaluate the following scenarios. Because the college has a continuing education program ...... SCENARIO ONE The college is stronger. Faculty morale and .a . . . 0 academic program have 1mproved. The college 18 Of .$ greater service to the community, and denomina- é? tion,It has more students and greater financial a? strength. Continuing education is a real fulfill- ment Of the institutional mission. D [3 C] D SCENARIO TWO The college has some improvement in morale and finances. Academic programs improve somewhat, but the institution has temporary trauma as it attempts to balance the good and bad aspects of continuing education and the needs Of the nontrad- itional learners. The enrollment, programs, and part-time faculty are closely controlled and the mission Of the college is not significantly altered. E] D C] U SCENARIO THREE Because much of the college's resources have been allocated to the continuing education program, regular academic programs have suffered. Off-campus instruction is weaker and adjunct faculty are not in compliance with on-campus standards. A blurring of the institutionS mission has occured. C] U D U SCENARIO FOUR The college has become weaker, less effective, and less religious due to the influence Of con- tinuing education. Quality of instruction has decreased and the curriculum is watered down. The college now lacks the distinctiveness it once had, denominational support slackens and quality control is weak. Part- time, non-traditional students demand changes in methods and standards and the entire college suffers. The college is fundamentally different than it was prior to continuing education. 0 [J C) U 223 SECTION V. 1. a. b. Does your college Offer during evening hours the entire seq- quence Of courses leading to a degree? If your college does not Offer, during evening hours, the courses leading to all of the degrees which your college is authorized to grant, please indicate whether more than half Of the college's degree programs are available to students 2. 3. 4. 5. 6. 7. 8. 9. during the evening hours? Is a wide selection of credit courses available weekends and evenings? Is a wide selection of non-credit courses available weekends and evenings? Is academic advisement available to students during the even— ing hours? Is tutoring in basic skills subjects available during evening hours? Are non-traditional instructional materials equally available evening students as to day students on your campus? Is your library Open to part-time students during the weekend and evening hours? Does your college Offer instruction at one or more Off-campus centers? to Does your campus Offer an organized transitional or orientation program for new adult learners? 10.Are part-time students permitted to register with full—time students? 11.How can part—time students register for your courses? a. by mail? b. by telephone? c. during evening hours? d. at off—campus locations? 12.Is your business office Open during evening hours? 13.Does your college have a loan program for evening/part-time students? 224 Yes D U CIDEJU NO [3 DEJCJD D U 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. Does your college offer special programs for the elderly? Are personal and/or vocational counseling available during evening hours? Do evening students have parking privileges equal to those available to daytime, full-time students? Are the services of your job placement office available during the evening hours? Are emergency health services available to evening students? Does your college offer child care during the evening? Is your college bookstore open regularly during the evening hours? Is your campus food service generally open during evening hours? Does your campus have an organized student government for part-time students? Are cultural events on your campus open to part—time students? Can a part-time student order transcripts, clarify a grade problem, etc. during evening hours?' Does the college have printed materials (brochures, pamphlets, etc.) designed specifically to give information about services to part-time students? Does your college provide for orientation of staff who teach adult students? Does your college have a handbook for part-time instructional staff? Are part-time students required to attend chapel? Does your college have a full-time continuing education director? Does your college have a part-time continuing education director? If you have a full or part—time continuing education director to whom do they report? If you have a director of continuing education, what is their yearly salary? What is the number of full or part-time employees on your continuing education staff? 225 YO! NO 34. 35. 36. 37. 38. During the fall semester/term 1982 what percentage of the college's headcount was comprized of part-time students? What is the average yearly budget for continuing education? What percentage of the total academic budget is allocated for the continuing education program? Does your college offer C.E.U.'s? _____ B Is there an increasing amount of inquiry and demand for continuing education opportunities at you college? D 226 ’I‘l A! | 1.11“ i‘ CONCLUSION .Please indicate how comfortable you felt in responding to this question— naire: Highly comfortable Comfortable Somewhat comfortable Uncomfortable Highly uncomfortable If you wish, please add personal comments regarding this questionnaire and research: 227 APPENDIX C EVALUATION OF OUTCOME SCENARIOS 32822222222 33> a 22> 23232222.: a a 2323222 n .2 2.223222 N2o> a .2> 8 8 8 8 8.32 3.2 3 3 o 8 o 8 8.2.2 8.2.2 N3 3 32> 33.33 33.33 N N 8.82 2.8 3 82 33.33 3.33 N N 38.3 3.8 3 8 22 8 3.8 8.? N2 2 8.82 o 2N 8 3.8 28.3 N2 2 3N. 33 3.3 8 22 .2 8.82 8.32 3 2. 8.82 8 2N 22 8.82 8.32 3 2. 8.82 8N... 2N 2 .3 8.3 8.3 N N 8 o o o 8 8 22 8 22.22 22.22 2 2 22> 8.82 8.32. 8 8 2.8 3.8 8 8 83.3 83.3 3 3 83.33 NN.NN 3 N a N 8.82 8 8 o 8.82 3.2 N 2 8.3 8.3 8 3 8.8 33.33 8 3 .2 8.82 o 8 o o o N o 8.82 8.3 8 N 8.82 22.22 3 2 .S 3.3 3.3 3 3 NN.NN 3.3 2. 2. 8 o o o o o 8 22 22> 83.3 38.3 32 8 2.3 3.3 32 3 33.33 33.33 8 8 8.2 2.8.2 3 3 a 8 3.8 3.: 32 N 8.3 2.8.2 N2 3 3.8 8.83 32 3 83.38 3.38 2.2 22 .2 8.82 3.: N2 N 8.82 88.3 N2 2 8.82 88.82 82 3 8.82 8.: N2 3 .S 3.3 3.2.2. 3 3 2.3 2.3 8 8 o o o o o 8 o 22 22> 3.8 8.3 82 N 3.88 3.3 32 3 8.3 8.3 N N 3.3 83.3 3 3 22 3 8.3 3.2 82 N 3.3 23.3 82 3 3.3 8.3 82 22 3.88 38.3 32 2. 2 8.82 8N.3 32 2 8.82 3.3 32 2 8.82 3.3 32 2 8.82 N33 32 8 .S NN.NN NN.NN 3 3 2.2 82.82 N N o 22 8 o o o 8 22 22> NN.NN NN.NN 22 8 23.83 NN.NN 2 8 8 8 o o NN.NN NN.NN 3 3 22 3 8.82 8.82 22 8 8.82 322.3 22 2 83.83 83.83 2 2 2.3.2.3 23.2.3 3 8 .2 8.82 8.82 22 o 8.82 o 22 8 8.82 38.3 22 2 8.82 82.82 22 N .S 3.32. 33.32. 3 3 83.83 83.83 3 3 o o o o 38.3 8.3 2 2 22> 8.82 8.2.3 22 8 28.8 32.83 22 8 82.82 82.82 N N 83.83 NN.NN 2. 3 22 3 8.82 o 22 o 8.82 83.32 32 N 8.8 38.38 3 N 8.223 8.8 2 8 .2 8.82 8 2 8 8.82 8 32 o 8.82 82.82 22 N 8.82 38.3 22 2 .5 NN.NN NN.NN N N o o o o o 8 22 8 o o o 22 22> 88.88 3.3 8 2. 8.8 8338 3 3 8.3 8.3 8 N 83.3 223.3 3 3 22 N NN.NN 22.22 N 2 8.82 8.3 8 3 83.8 83.N8 N 3 8.3 83.3 8 3 .2 8.82 3.3 3 N 8.82 o 8 o 8.82 83.2 8 2 8.82 8.3 8 N .5 8.83 8.83 3 3 33.33 33.33 8 8 o 8 8 8 22.22 22.22 N N 22> 33.38 33.33 32 8 2N.NN 88.83 32 N 8.83 88.83 N N 33.33 NN.NN 8 3 32 2 8.82 88.82 82 3 N88 88.82 82 3 3N.NN 88.83 ..2 N 33.38 8.83 32 3 .2 8.82 8 82 8 8.82 22.22 82 N 8.82 NN.NN 82 3 8.82 N82 82 3 .S 3 22.5 22 2.2.5 2 22 22.5 22 235 2 3 22.5 22 2.225 2 a .225 a 222.26 2 «32.228 2. 022222232288 3 02222sz8 N 02322223208 2 02222228228 >03 9:. 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