THE CONTRlEUHONS OF SELECTED RECIPIENTS OF THE FUND FOR MULT EDUCATION GRANTS 2N PRODUCENG NEEDED LEADERSHIP [N THE PROMO‘HON OF LIBERAL ADULT EDUCATION Thesis far the Degree of Ph. D. MICHiGAN STATE UNIVERSITY John Kouzouiian 1965 _. ”L LIBRARY 1 Micki: an State— 7 D Univcm'ty l THESVS This is to certify that the thesis entitled The Contributions Of Selected Recipients Of The Fund For Adult Education Grants In Producing Needed Leadership In The Promotion Of Liberal Adult Education presented by John Kouzoujian has been accepted towards fulfillment of the requirements for Ph.D. degree in Education . / V flaw £- fizz/(5m Majery professor Date May 20, 1965 O~169 @930 THE CCNTRIBUTICNS CF SELECTED RECIPIENTS CF THE FUND FOR ADULT EDUCATICN GRANTS IN PRODUCING NEEDED LEADERSHIP IN THE PRCMCTICN CF LIBERAL ADULT EDUCATICN By John Kouzoujian AN ABSTRACT CF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR CF PHILCSCPHY College of Education 1965 THE FUND FCR ADULT EDUCATICN GRANTS IN PRODUCING ABSTRACT CONTRIBUTIONS OF SELECTED RECIPIENTS CF THE NEE ED LEADERSHIP IN THE PRCMCTICN OF LIBERAL ADULT EDUCATICN By John Kouzoujian In 1951 the Fund for Adult Education was established. One of the specific purposes of the Fund was geared toward the promotion of both lay and professional leadership. The emphasis in this study centered in the area analyzing the contribution made by the Fund for the promotion of profes- sionaL leadership in liberal adult education. The study was therefore designed to answer the follow- ing questions: I. II. III. What are the characteristics of the selected re- cipients of the Fund for Adult Education grants and what were their subsequent relationships to the problem of providing the leadership necessary for the adult education movement? What is the relationship between the intended pur- poses of the Fellowship program Sponsored by the Fund for Adult Education and the actual outcomes realized by the selected individuals who received the grants? How well were the selected recipients academically prepared to fulfill the roles of leadership needed - 1 _ JCHN KCUZCUJIAN to promote the objectives of the liberal adult ed- ucation movement? The recipients selected for this study were restricted to 142 individuals who were on degree programs or who had earned doctoral degrees but who were in need of further train- ing or study. The investigator, after completing a thorough search of the literature pertinent to the study, designed an evaluative instrument to be used in surveying the pepulation. The writer submitted the questionnaire to the research bureau at Michi- gan State University for assistance in any refinements that would be necessary to make it effective in identifying infor- mation required for the study. The questionnaire was ap- proved by the investigatcr's guidance committee and was sent to each of the 1&2 recipients. Ninety-two questionnaires were returned in completed form and constituted a 65 per cent sample of the original population. In interpreting the findings of the study, it was found that the selected recipients contributed to the needed lead- ership potential in the promotion of liberal adult education. The distributional spread according to age was balanced be- tween the early years of adult maturity -- from thirty-one to fifty. Individuals were selected who were either male or female, single or married. They reflected a cross section of the major disciplines in relation to undergraduate majors. Sixty-one per cent of the recipients completed their most recent graduate work in - 3 _ J C HN KCUZCU J IAN adult education. All of the reSpondents have earned master's degrees; fifty-seven per cent have earned doctoral degrees. A review of the professional roles, community roles, at- titudes, self-appraisals, contributions, and distinctions of the selected recipients supported the contention that the grant program was extremely successful in promoting adult education leadership. The reSpondents reflected a positive self-appraisal of their academic preparation in adult education. The basis of this assessment reflected the recipients' training in under- standing the philOSOphy of adult education, merchandizing the adult education program, programming the adult education curriculum, understanding marketable skills or techniques in directing adults, understanding the psychology of adult learn- ing, and in the utilization of lay and professional leader- ship within a given community. Implications of the data indicated that further study is needed in correlating the contributions of both lay and professional leadership provided by the Fellowship Program of the Fund for Adult Education, re-examination of the adult education curriculum in selected universities, follow-up study of recent adult education graduates, and a study and analysis of adult education leadership in terms of current and projected needs. THE CCNTRIBUTICNS CF SELECTED RECIPIENTS CF THE FUND FCR ADULT EDUCATICN GRANTS IN PRCDUCING NEEDED LEADERSHIP IN THE PRCNCTICN CF LIBERAL ADULT EDUCATICN BY John Kouzoujian A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of LCCTCR CF PHILOSOPHY College of Education 1965 ACKNOWLEDGMENTS The author wishes to express special gratification and indebtedness to my major advisor, Dr. Harold J. Dillon, who played many roles. He was my most severe critic. He pro- vided the compassionate understanding in moments of frustra- tion and complication. He empathized. He spurred. He pro- vided academic and administrative guidance services with punctuality and decisiveness. Without the total contribution of Dr. Dillon, the success of this venture would have been seriously deterred. I am forever grateful. The author also wishes to express his deep gratitude to the members of his guidance committee: Dr. Clyde M. Campbell, Dr. Max S. Smith, and Dr. Crden Smucker. The crit- icism and direction provided by the committee were most help- ful in crystalizing the essential nature of my study. More- over, their indirect contributions were manifested in their classes through a warm c00perative exchange of ideas and num- erous suggestions emanating from their vast resevoir of ex- perience. He is also indebted to the Fund for Adult Education. The Fund Sponsored many publications, reports, pamphlets, and other written materials describing in detail the phil- os0phy, objectives, and activities of its programs. This information was vital in develOping an overview of the Fund's activities and assisting in shaping the general framework for this paper. A CHOWLEDGIJIEN T3 0 o o o o o o o o o o o o o o o 0 TABLE OF CONTENTS LIST OF TABLES O O O O O O O O O O O O O 0 O O O O O 0 v CHAPTER I. II. III. IV. TIE PRO BIJflvl O O O O O O O O O O O O O O O O 1 Introduction. . . . . . . . . . . . . . . . 1 Statement of the Prob em. . . . . . . . . . 7 Factors Considered in the Formulation of Questions. . . . . . . . . . . . . . . 8 Basic Questions for this Study- . . . . . . 11 Assumptions. . . . . . . . . . Delimitations . . O C C O I O O O O O C O C 12 Definition of Terms. . . . . . . . . . . . 13 Significance of the Study- . - . . . . . . 14 REVIEW OF THE LITERATURE. . . . . . . . . . 17 Lack of Adequate Leadership in Adult Education. . . . . . . . . . . . . . . . 17 Brief History of the Fund for Adult Education. . . . . . . . . . . . . . . . 23 Fellowship Program, 1951-1961. . . . . . . 27 Evaluation of the Fellowship ProgramSo . . ”2 Inadequacy of University Training Programs in Adult Education- . . - . . - #6 PROCEDURE AND METHODOLCG . . . . . . . . . SS Selection of ReSpondents . . . . . . . . . . 55 The Questionnaire . . . . . . . . . . . . . S7 The Sample. . . . . . . . . . . . . . . . . Tabulating the Data from the Questionnaire , 59 Interpretation of the Data . . . . . . . . . 60 THE DATA AND INTERPRETATION . . . . . . . . 62 The Characteristics of the Recipients . . . 63 Evaluation of the Recipients . - - . . . . 77 Evaluation of the Academic Prepara— tion of the Grantees . . . . . . . . . . 103 - iii - - iv,_ TABLE OF CONTENTS (Continued) CHAPTER V. SUMMARY AND CONCLUSIONS OF THE STUDY . . . 1214. Resolution of the Basic Questions . . . . . 12u Implications Derived from the Study . . . . 13S Conclusions . . . . . . . . . . . . . . . . 137 BIBLICGMPHY O O O O O O O O O O O O O O O O O O O O O 124-]- APPENDIX A . . . . o o o o o o o o o o o o o o o o o 0 1“.“ APPENDIX B . . . . . o o o o o o o o o o o o o o o o o lib-S TABLE VI. VII. VIII. IX. XI. LIST OF TABLES AGE OF THE RECIPIENTS AT TE TIME THE GRANT WAS AWARDED. . . . . . . . AGE OF THE RESPONDENTS AT THE PRESENT TIME. . . . . . . . . . . . MARITAL STATUS OF THE RESPONDENTS. . FREQUENCY DISTRIBUTION OF RESPOND- ENTS ACCORDING TO SEX. . . . . . . . UNDERGRADUATE AND GRADUATE STUDY MAJORS AND DEGREES RECEIVED. . . . . OCCUPATIONAL ROLES HELD BY THE RESPONDENTS AT THE TIME OF THE GRQNTS AND THOSE HELD AS OF FALL, 19 3. o o o o o o o o o o o o o o o DEGREE THE FUND FOR ADULT EDUCATION GRANT CONTRIBUTED TO PLACEMENT OF ECIPIENTS o o o o o o o o o o o o o RESPONDENTS' PURPOSE IN APPLYING FOR THE GRANT O O O O O O O C O O O RESPONDENTS' APPRAISAL OF THE FUND FOR ADULT EDUCATION GRANTS IN TERMS OF PERSONAL GOAL ATTAINMENT. . . . . RESPONDENTS' APPRAISAL OF THE FUND'S PURPOSE TO PROMOTE OR DEVELOP LEAD- ERSHIP IN LIBERAL ADULT EDUCATION. . NUMBER OF PROFESSIONAL ORGANIZATIONS IN WHICH THE RESPONDENTS HOLD MEM- BERSHIP O O O O O I O O O O O O O O O FREQUENCY DISTRIBUTION OF THE TEACH- ING LEVELS OF THE RESPONDENTS. . . . Pace 63 66 67 68 70 79 81 85 86 87 89 93 TABLE XIII. XIV. XV. XVI. XVII. XVIII. -vi- LIST CF TABLES (Continued) SUMMARY OF SIGNIFICANT DATA REFLECT- mG Tm ACHIEVEMENTS AND SELF- CONCEPT OF THE RESPONDENTS. . . . . . DISTRIBUTION OF RESPONDENTS' REPLIES IN TERMS CF TRAINING IN PHILOSOPHY OF LIBERAL ADULT EDUCATION. . . . . . RESPONDENTS' APPRAISAL OF TRAINING IN MARKETABLE SKILLS AND TECHNIQUES . RESPONDENTS' APPRAISAL OF THEIR TRAINING IN LIBERAL ADULT EDUCATION PROGRMJIMEG O O O C O O O O C O O O O RESPONDENTS' APPRAISAL OF TRAINING OR PREPARATION IN ADULT EDUCATION. . . RESPONDENTS' APPRAISAL OF Tm GUID- ANCE AND LEADERSHIP FUNCTIONS PRO- VIDED BY THEIR ACADEMIC ADVISORS . . . .99 10g 105 106 108 111 CHAPTER I THE PROBLEM Introduction: The continual problem of providing financial assistance for the promotion of educational Opportunities on all levels of educational organization is not new. A cursory review of the historical deve10pment of our American educational pat- terns repeatedly reflects this need. The importance of this support was perceived by such prominent educators as Benjamin Franklin, Horace Mann, Henry Barnard, Charles Eliot, and James Conant. The pressing need for financial support for higher education has constituted but one aspect of this to- tal problem. The need for financial aids, especially at the level of higher education, has mushroomed during the past two decades. This impetus has been nurtured, in part, by the dramatic increase in the pOpulation of this country, by the steadily increasing numbers of high school graduates, by the proportionately greater numbers of high school graduates enrolling in our universities and colleges, and by the imbal- ance of selected, trained Specialists needed in our social order as opposed to the availability of sufficient numbers ready to fulfill these occupational roles at the present time. Various approaches have evolved to meet this critical need. The G.I. Bill was introduced following World War II. - 1 - - 2 - It was extended by the Korean G.I. Bill after 1950. There was a dramatic increase in the number of scholarships and fellowships provided by industry, community agencies and the universities and colleges. Federal grants and aids, also, increased as evidenced by the Fulbright and the National De- fense Educational Programs. Foundation grants and aids to both individuals and institutions multiplied greatly during this period. Although each of these programs had its own unique and distinct set of purposes, it is perhaps true that from a societal frame of reference a universal or general purpose is common to all of them: to provide the means of improving the Opportunities for individuals to play more worthwhile roles in our society by reducing the occupational lag of sorely needed and highly trained personnel in prOpor- tion to the existing human resources. The increased numbers of young adults flocking to in- stitutions of higher learning have forced an eXpansion of the size and scope of the entire university complex. A cor- responding parallel is apparent with another segment of our pOpulation: those adults who have concluded their formal ed- ucation but now find a need or desire for additional educa- tional eXperiences. With the return to school of consider- able numbers of adults for a variety of reasons, there has been a concomitant demand for the general improvement in the entire administrative organization of adult education activ- ities: improvement of general facilities for special skills, - 3 - improvement of course offerings to meet the diversity of adult needs, improvement of guidance serVices available to adults, improvement in the quality of instruction, and im- provement in the administrative personnel needed to direct such programs. Consequently the adult education movement has experienced a significant transformation. A. A. Liveright alludes to eight factors which appear to be responsible for this deve10pment.l l. The growth in total pOpulation and in life ex- pectancy, which accounts for a vastly increas- ing number of adults who constitute a market for educational programs. 2. Continuing develOpments in industrialization, mechanization, and automation provide for more leisure time, thus making it possible for more adults to enroll in adult education programs. 3. A continuing improvement in the standard of living and in the incomes of all workers, which make it possible for adults to pay for programs in adult education. A. The impact of World War II and the Korean War in terms of: bringing more adults to college campuses (for engineering, science, management and technical prOgrams financed by the Govern- ment) and thus instilling the importance of continuing education for the students, and mak- ing colleges aware of the Opportunities; proving to college faculties the challenge involved in teaching highly motivated adults -- such as the veterans; emphasizing the need for different kinds of education about international and world affairs. 1' Liveright, A. A. Adult Education in 00116 as and Universities, Chicago: Center far the Study of EIBeraI Edu- cation Tor Adults, 1960, p. A. ‘14-" S. A major movement of our pOpulation from farm to city, with accompanying needs for new kinds of adult education concerned with ur- ban renewal and redeveIOpment, and with needs for new kinds of remedial education. 6. Large scale proliferation of the mass-media with consequent possibilities for bringing enlarged and more imaginative educational programs into the homes and living rooms of adults. 7. Vast increase in the number of voluntary or- ganizations and in the educational prOgrams carried on by them, thus involving in adult education hundreds of adults who might never register for a formal program. 8. The eighth factor, in reality a dual one, is first that more and more peOple in the United States are accepting the need for a college education as part of their standard equipment for a job and for life and that, therefore, there has been a staggering increase in the number of adults who now hold college degrees. (216,521 degrees were conferred in l9u0 as compared with huO,30h in 1958.) Subsequently the SOOpe of liberal adult education was expanded, and the organizational machinery and programs be- came more complex and heterogeneous. But most important was the critical need for greater numbers of highly skilled and trained professional adult educators. Plato seemed to capture the essence and worth of each man in his contribution to the improvement Of his social or- der. His Old refrain, "Like man, Like state; we cannot ex- pect to have better government until we have better men," seems to be applicable to our problem. Although there are many important structural factors to consider for improving -5- adult educational Opportunities such as administration, op- eration, or prOgram; we cannot expect to have better liberal adult education Opportunities until we have enough well- trained and adequately prepared adult educators. Three prom- inent adult educators have cited this need in their profes- sional writing: Paul Essert2 of Columbia University, Cyril o. Hou1e3 of The University of Chicago, and Paul McGheeh of New York'University. Ralph A. Beals and Leon Brady5 stated their position in this way: The attributes that have been sin- gled out as requisite to successful lead- ership in adult education are coextensive with the qualities of scholarship and character admired by the critics. In ef- fect, these attributes may be reduced to two: knowledge capable of affecting fav- orably, according to some reasonable scheme of values, the personal and social developments of the individuals who com- pose a society; and the ability to com- municate that knowledge in terms that are comprehensible and acceptable to a par- ticular clientele. The effectiveness of adult education will be commensurate in quality and extent with the purposeful enlistment and training of such construc- tive minds. 2’ Essert, Paul L. "The Future of Adult Education," Teachers College Record, Vol. A9, Nov. l9h7, pp. 92-3. 3° Houle, Cyril 0. "Education for Adult Leadership," Adult Education, Vol. 8, Autumn 1957, p. 3. u“ Mezirow, J. D. and Berry, Dorthea. The Literature of Liberal Adult Education, 1945-1957, New York: The Scare- crow’Press, Ific., I960, p.055. 5- Beals, Ralph A. and Brady, Leon. The Literature of Adult Education, New York: American Association for Adult Education, I941, p. 106. -6- But the task is not a simple one. Note the prerequi- sites which each adult educator should possess as described by Harry A. Overstreet and Bonaro W. Overstreet.6 The adult educator cannot be simply a person of good will and generous im- pulses -- and large ignorance. He must know something well. Neither can he be simply a person who knows something well but who is profoundly ignorant about the mental and emotional make-up of the adult human being and of the society in which he resides. Nor can he be simply a schoolman in the traditional sense of that word, a person trained in pedagogy and in not much else. To train anyone, including oneself, to become a genuine adult educator is a large order. For the adult education expert must be in a sense two or three experts rolled into one. He must have Specific and accurate knowledge about something. He must know people and human society. And he must know the Special hopes and problems of his educative profession. Both of the previous sources were written with vision in l9ul. Yet in 1959, some eighteen years later Edmund des Brunner et a1. wrote the following statement:7 The field is so large and varied, and its professionalization so recent and, indeed, incomplete, that there has been mounting interest in the qual- ities and training needed by those who serve the adult education movement as employed leaders with professional sta- tus in the field. 6’ Overstreet, Harry A. and Bonaro W. Leaders for Adult Education, New York: American Association for Adfilt Education, lgfil, p. 38. 7- deS Brunner, Edmund; Wilder, David S.; Kirchner, Corrine and Newberry, John S. An Overview Of Adult Educa- tion Research, Chicago: Adult Education AssocIation, I939, p. 178. - 7 - This point of view must have been shared by the Direc- tors Of Fund for Adult Education, a Fund supported by the Ford Foundation and organized in 1951. Not since the Carnegie Corporation had contributed some three million dollars from 1926-1936 in the establishment Of the American Association for Adult Education, had a foundation accepted to support the adult education movement in such depth and with such exten- sive financial support. The activity of direct concern is the Fellowship Pro- gram of the Fund for Adult Education from 1951-1961. Over 292 grants were distributed during this period for study di- rected to lay and professional leadership training. Specific purposes were defined, criteria for selection were determined and organizational machinery was established. Financial as- sistance was distributed to the selected recipients, and a diversity of programs were initiated. It seems plausible, then, that a descriptive survey and analysis of selected re- cipients can reveal significant data relating to the basic problem of increasing the numbers of highly qualified, well— trained adult leaders needed to perpetuate and extend the basic Objectives of a liberal adult education movement. Statement of the Problem: The purpose of this study is to describe and analyze the performances and attitudes of selected recipients of the Fund for Adult Education in terms of: I. The characteristics related to the recipients of the grants. A. Age B. Sex C. Marital Status D. Formal Education E. Years Of the Grant F. Occupation at the grant G. Purpose of applying for the grant H. Occupation at present time II. As assessment of the outcomes of the grant programs. A. The purposes of the Fund for Adult Education grants as defined by the Board of Directors. B. The recipients self-appraisal of the realiza- tion Of the Fund's purpose. C. The recipients present professional role. D. The recipients professional participation and contribution. III. An appraisal of the academic preparation for lead- ership in adult education. A. Self-estimate of the recipients in relation to those experiences essential to the academic preparation of adult educators. B. Experiences which should be included and ex- tended to better qualify future adult educators. Factors Considered in the Formulation of Questions: In 1951 the Fund for Adult Education was established. This was a newly formed organization directing itself to a multi-phase approach in the support of adult education. It formed a statement of general purposes to direct the activi- ties and functions of the Fund. These purposes were refined, clarified and Specified during the ensuing years of the Fund's maturity. One of the paramount and Specific purposes of the Fund which endured both the test of time and the re-restate- ment of purposes was geared toward the promotion of both lay and professional leadership. The emphasis in this study shall be centered in the area of that purpose which sought to - 9 - promote professional leadership for the adult education move- ment. In order to appraise the success of the grants issued by the Fund for Adult Education, it becomes imperative to iden- tify the stated purpose or purposes underlying the grant pro- gram in relation to the actual outcomes realized by the re- cipients. Frequently, the contribution toward a stated pur- pose is incidental rather than direct. The grant may be utilized for a diverse number of personal motives as differ- ing from the intent of the Foundation issuing the grant. If this becomes the case, the Foundation may never fully realize its intended purposes to any Significant degree. It may also lead to a dissipation of vast sums of support monies sorely needed in a Specified area vital to our society. Hence, the real value of any Foundation grant can only be measured by the evaluation of the subsequent outcomes of the products in terms of how they relate to a specific purpose outlined by the Foundation. Therefore, the purpose defined by the Fund for Adult Education underlying its grants will serve as the criterion for appraising the outcomes achieved by the recip- ients of the grants. The scope and nature of the Fund for Adult Education was, indeed, both extensive and varied. The purposes as a result were multiple. To focus upon the entire program from a macroscOpic point Of attack would be a prodigious and over- whelming endeavor and impractical to the basic problem. But - 10 - to view one SSpect of the program from a microscOpic perSpec— tive would be germane to the essential problem -- that of in- creasing the number of highly qualified professional adult educators and leaders. The controlling factors of this study will be limited to those individuals who were given grants for the purpose of advanced study on degree programs and/or those individuals who had earned doctoral degrees but were in need of further academic study or field training. This elim- inates those recipients who were given grants for the promo- tion of lay leaders in adult education. It also eliminates those adult education leaders with less than a doctoral de- gree who were not on a Special or degree prOgram of academic study. It also reduces the scope Of the Fund for Adult Edu- cation program to the general fellowship program and excludes the activities and grants provided in the area of the Mass Media fellowship program. One final consideration must be directed to the academic training received by the recipients. Since no one institu- tion or institutions had a monOpoly on the training programs offered to the recipients, it is impossible, except in the most general sense, to appraise the nature and depth of the educational experiences provided by any one educational in- stitution. What is of direct importance is the Judgment of the recipient in terms of the adequacy of his preparation to be an effective adult education leader by both direct and in- direct means Of self-appraisal. - 11 - Basic Questions for this Study: The following questions will define the sphere of this study. It is through the analysis of the data as it reveals the pertinent answers to these questions that any final eval- uation or interpretation of the Fund for Adult Education Fel- lowship Program can be made. With this perspective in mind the following questions are presented: I. What are the characteristics of the selected recip- ients of the Fund for Adult Education grants and what were their subsequent relationships to the problem of providing the leadership necessary for the adult education movement? II. ‘What is the relationship between the intended pur- poses of the Fellowship program Sponsored by the Fund for Adult Education and the actual outcomes realized by the selected individuals who received the grants? III. How well were the selected recipients academically prepared to fulfill the roles of leadership needed to promote the Objectives of the liberal adult ed- ucation movement? It is through the resOlution of these questions that a final appraisal will be made assessing the contributions made by the Fund for Adult Education Fellowship Program. - 12 - Assumptions: I. II. III. IV. That a reasonably accurate appraisal of the Fellowship Program of the Fund for Adult Education can be gleaned from a follow-up questionnaire of the selected recipi- ents from 1952 to 1961. That adult educational leadership can be adequately de- fined and measured by the occupational status, by the professional roles and by the contributions of the se- lected recipients. That the selected recipients could provide pertinent data through the process of self-analysis and self— appraisal. That the questionnaire used in this study as a data col- lection instrument has been so devised and implemented as to secure an adequate sample necessary to test the essential questions of this study. That the items on the questionnaire will be understood and interpreted Similarly by the selected recipients participating in this study. Delimitations: I. II. That this study will be confined to those selected re- cipients of the Fund for Adult grants in the general fellowship program from 1952-1961. That the selected recipients will be restricted to those individuals who were on degree programs or those individ- uals who had earned doctoral degrees but who were in need - 13 - of further academic study or field training. III. That pertinent relationships and interpretations will be discerned only as they are significant in relation to the stated purposes of this study. Definition of Terms: FUND -- The organization called the Fund for Adult Education. FUND FOR ADULT EDUCATION -- The organization which was char- tered in 1952 with its established Board of Directors and statement of purposes. GRANTS -- Sums of money dispersed to Selected individuals. RECIPIENTS -- Those individuals who received the grants as awarded by the Fund for Adult Education, 1952-1961. LEADERSHIP ROLE -- A role whereby an individual comes into contact with one or more individuals, either by direct or indirect means and can stimulate, motivate, educate, and/or direct them to a more constructive course of ac- tion than if the association or interaction had not ex- isted. LIBERAL ADULT EDUCATION -- A process of education concerned with the total development of the individual needed to become a more useful member of his democratic society. It does not seek to educate a single aSpect of man's needs but is committed to the educational experiences necessary to the manifestation of the whole man. GENERAL ADULT EDUCATION -- The definition applied to liberal -14- adult education Shall extend to general adult education. The two terms shall have the same meaning and be used interchangeably throughout this paper. Significance of the Study: The significance of this study seems manifold. ‘With the apparent increase in adult pOpulation accompanied by an evo- lution of a more heterogeneous, complicated and technically oriented social order; the pressures, needs and problems con- fronting our adult citizens are going to continue to increase in SOOpe, dimension and intensity. It seems that the cata- lyst in the resolution of this dilemma finds its core in the continual adult educational process. If the depth and qual- ity and number of adult education experiences are going to expand and increase in an organized and purposeful manner, it seems that such a realization is directly dependent upon an adequate number of highly trained adult education leaders. Perhaps this study can indicate how a Foundation through its active support promoted this end. If the Fund for Adult Education grant program succeeded in the achievement of its stated purposes, then it made a major contribution toward the preparation and promotion of adult education leadership. The characteristics of the selected recipients can give some assistance to the resolution of the overall problem. It may also help form an image of the potential or actual adult educator and help identify the characteristics of individuals _ 15 - who could profit from advanced training in adult education. These data may reveal a composite picture of the available leadership for the next decade of those individuals who re- ceived grants from the Fund for Adult Education. It is with this goal in mind that the accumulation of data pertaining to the characteristics of the selected recipients seems im- mediate. Another factor which merits our attention deals with the preparatory experiences vital to the training Of adult education leaders. Mere numbers are not enough. Quantity without quality foreshadows a declining of the adult educa- tion movement. Therefore an estimate of the background of the recipient's formal training in liberal adult education has, at least, two positive levels of contribution. These data may assist in identifying areas where inadequate prep- aration resulted and may help reshape the basic curricular experiences needed by our adult educators. In essence, the data collected in this study could assist in shaping the na- ture Of the academic training needed by our adult educators now and in the future. Finally, this study could be of value in the promotion of further grants by foundations to individuals interested in preparing for the role of adult educator. If the data collected indicate a reflection of positive growth in increas- ing the number of adult education leaders through its grant program then it seems worthy that such an endeavor should be -16- continued. Adult education leaders are not manufactured for eternal use. The flow of available leadership is in direct prOportion to the numbers of adults being prepared for this venture on a continuous basis -- a need which by nature must continue to increase in quality and quantity or adult educa- tion will suffer the pangs of despair and be a mere appendage to the total educational process. The heart of the adult ed- ucation movement is rooted in the availability of professional leadership. This appears to be an inescapable fact. Harry A. and Bonaro W. Overstreet perceived this same problem and echoed their sentiments.8 But nothing -- organism or institu- tion -- can stay just as it iS and con- tinue living. To survive, the adult ed- ucation movement has to grow. It has to grow in size, influencing more and more people, reaching into more and more com- munities. It has to grow in its range of activities, touching the lives and hOpes of people at more and more points. It is not going to grow, or survive, un- less it can equip itself with more lead- ers, and more effective leaders, than can be expected to come its way by happy accident. If we are to put next things next, we must turn our concentrated at- tention now to problems of leader train- ing. 8' Overstreet, Harry A. and Bonaro W., op. cit., p. 25. CHAPTER II REVIEW OF THE LITERATURE The purpose of this chapter is to present the litera- ture related to the specific aSpects characteristic of this study. The intent is to provide a body of essential infor- mation which may serve as a frame of reference needed to formulate and understand the presentation, analysis, and in- terpretation of the data contained in this study. The term "related" has been interpreted by the author in a very strict and narrow sense. Therefore, those bodies of information which are incidental and indirectly related to this study have been omitted. The collection and presentation of the related literature is divided into five segments. The five major subdivisions of this chapter are: (l) a candid review of the inadequacy of trained leadership in adult education; (2) a brief historical review of the Fund for Adult Education; (3) an overview of the adult education fellowship program of the Fund for Adult Education; (A) an evaluation of the FellowShip Program of the Fund for Adult Education; and (5) the inadequacy of university and college training programs in adult education. Lack of Adequate Leadership in Adult Education: The initiation, organization, and development of the ba- sic institutions Of our society have been dependent upon a _ 17 - - 18 - vigorous core of inspired leaders. The successful evolution of these institutions is affected not only by the leadership available at one period of time, but by the continuous sup- ply of leadership needed to perpetuate the goals of any or- ganization. Although many variables may be cited as probable causal factors which have affected the success or failure of our social institutions, the inescapable relationship of ad- equate leadership to the outcomes of any movement cannot be denied. Historians have assessed George Washington, Thomas Jefferson, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Woodrow Wilson, and Franklin D. Roosevelt as our seven great- est political leaders. If a cursory purusal of the industrial development in the United States were made, the names of Dupont, Carnegie, Rockfeller, Fisher, and Ford would be read- ily discerned. The history of the labor movement in America would quickly reflect the magnitude of the leadership of such men as Samuel Gompers, John L. Lewis, and Walter Reuther.. And in the history of our educational development the signif- icant contributions of Thomas Jefferson, Benjamin Franklin, Thomas Mann, Charles Eliot and James B. Conant can be per- ceived. The origin of an institution may begin with the vision of a charasmatic figure and be nurtured by the polit- ical, social, and economic forces operating at that time but the perpetuation of any institution over a prolonged period of. time is dependent upon an adequate and continuous supply of trained leaders. - 19 - Paul Essert reflects upon this point of view when he said, "On the other hand, there probably has never been a period when the world was more anxious to find creative lead- ership for its institutions."9 The need for leadership was also echoed by Florence M. Hornback when she wrote: Intelligent and conscientious lead- ership is our greatest need today as al- ways. The success of any group under- taking depends upon the quality and sincerity of its leaders -- those persons who are filled by force of ideas, charac- ter, will power, or Special ability to arouse, direct, and guide their fellows.lo The infant of our educational family, adult education, is in need of this kind of leadership. The type of leader— ship needed to integrate the maze of adult educational ac- tivities in an orderly purposive design; the type of leader- ship needed to promote the dynamic nature of the adult education movement to the point that the Shackles of finan- cial limitations are removed; the type of leadership which inSpires community participation, so that each individual contributes to his society by actively accepting his respon- sibilities of citizenship; and the type of leadership which will provide a program of adult education geared to the total develOpment of the individual with an emphasis upon process and product. 9° Essert, Paul L. Leadership of Adult Education, New York: Prentice-Hall, Inc., 195I, p. 6. 10' Hornback, Florence M. Leadership Manual for Adult Study Groups, Patterson: St. Antfiony GuiId Press, 1934. -20.. The general need for adult leadership is identified from a variety of perspectives. Paul Sheats, Clarence D. Jayne, and Ralph B. Spence wrote: A serious block to the rapid growth and development of adult education in the United States today is that presented by the lack of adequately trained peOple and the absence of professional standards to guide their professional behavior. Ex- cept for isolated instances, little has been done thus far 1? providing effective leadership training. 1 Leland P. Bradford described his point of view by writing: The many problems facing adult edu- cation are further complicated by lack of leadership. Because of increasing demands there is a dearth of trained and exper- ienced leadership in adult education. To date adult educators have had to develop thru experience with a minimum of Oppor- tunity for training.12 Gordon J. Aldridge cites the increased need of trained personnel to deal with the expanding numbers of Older adults by writing: With adult education accepting the apprOpriateness Of its increasing re- Sponsibility concerning problems and Op- portunities in aging, the role in the training of workers to deve10p and carry out educational programs for older work- ers becomes of first importance. The shortage of trained persons to work with older adults in all fields is steadily 11' Sheats, Paul; Jayne, Clarence D. and Spence, Ralph B. Adult Education, New York: Dryden Press, 1953, p. 486. 12- Bradford, Leland P. "Report of the Division of Adult Education Services of the National Education Associa- tion," Adult Education Bulletin, August 1947, 11:168-9. -21- increasing as more services are devel- oped for growing numbers of older adults. Efforts to meet this expanding need have been made by some universities and other agencies, but generally on a Sporadic, and expedient basis.13 J. R. Kidd emphasizes the problem by indicating that many adult education activities are in the hands of people trained in other Specialized areas. Adult education, than has become an extensive activity, and it seems that we are just at the beginning. A great many people are engaged full time in work di- rectly related to the learning of adults, -- for example, teachers in night school, librarians, managers, foreman, coaches, counselors, agricultural extension agents, trade union educational officers, program directors in social agencies. These prac- titioners have been trained usually in some field other than that of adult edu— cation, but they are expected to diSplay superior competence i3 many Skills and fields of knowledge.1 The lack of adequate leadership in adult education was Observed by Officials of the Fund for Adult Education. Charles H. Percy, Chairman of the board, the Fund for Adult Education, reflected upon the problem by writing, "One severe problem was the shortage of well educated, imaginative and skillful 13- Aldridge, Gordon J. Education for Later Maturity, New York: Whiteside, Inc., and William Morrow andICo. Inc., 1955, p. 301. 14° Kidd, J. R. How Adults Learn,L New York: Associa- tion Press, 1959, P. 10. - 22 - liberal adult educators. The work did not attract really capable educators, neither teachers nor administrators."15 C. Scott Fletcher, President, The Fund for Adult Education, wrote in the preface of Able PeOple Well Prgpared: Individuals strongly committed to the idea and able to advance the prac- tice of continuing liberal education are always in short supply. They were especially scarce in 1951 when the Fund was established. Moreover, it was then clear, that as liberal adult education activities increased and as educational television came into being, their num- bers would be even less adequate to meet the need unless there wgs a vigorous ef- fort to increase them.l Ronald Shilen, executive secretary of the Fund for Adult Ed- ucation wrote: ‘A critical scarcity of well pre- pared peOple in liberal adult education was evident in 1951. Many of the prac- titioners in the field lacked the equip- ment that professional training helps provide. Few of the entrants came with Significant knowledge about the field or with solid grounding in the goals, techniques, and methods of this branch of education. Fund-commissioned surveys of var- ious segments of adult education in the United States were bringing forth addi- tional evidence of a scarcity of able 15. The Fund for Adult Education, A Ten Year Report, 1951-1961, New York: Fund for Adult Education, 1962, p. h. 16. Shilen, Ronald. Able People Well Prepared, New York: The Fund for Adult Education, preface. - 23 - leaders at all levels -- administrators and trainers, teachers and discussion leaders. The Fund's activities, then beginning to burgeon, and plans in the making underscored and added to the need for more and better-equipped educators.17 The problem of inadequate numbers of trained adult leaders could not be evaded. One of the purposes of the Fund for Adult Education was to bridge this gap. Brief History Of The Fund for Adult Education: Shortly after World War II the Ford Foundation was en- gaged in a process of redefining and reshaping its activities. A study committee was appointed in l9h8 with the expressed purpose of recommending policies, programs, and practices which should direct the actions of the Ford Foundation. In l9h9 this study committee defined and outlined the following five Specific areas worthy of serious attention and support: (1) to contribute to the establishment Of peace; (2) to streng- then democracy; (3) to strengthen the economy; (A) to streng- then, improve and expand education, and (5) to increase knowl- edge Of individual behavior and human relations. These recom- mendations were submitted to and adopted by the Ford Founda- tion in 1951.18 17' Ibid, p. 1 18° The Fund for Adult Education. A Ten Year Report, Op001to, pp. 8-100 -211- In 1951 the Ford Foundation established two independent organizations to advance its committment as defined in area Four: to strengthen, improve, and expand education. The Fund for the advancement Of education was established with its primary concern centered in formal educational activities "from elementary grades through college levels." The Fund for Adult Education was established with its primary concern centered in those educational activities "which begins when formal schooling is finished." To be engaged on all levels of adult education was beyond the SOOpe of the Fund. The es- sential concern of the Fund was directed to those activities which would promote and extend the Objectives of a liberal adult education. The emphasis was directed to the continuous education of adults in preparing them to accept those rSSpon- sibilities of citizenship emerging in a free and democratic society.19 Sheats, Jayne, and Spence further clarify the Fund's po- sition concerning the nature of a liberal education: In the Fund's definition "education" stands in contrast to training on the one hand and indoctrination on the other. It is concerned with the develOpment of the whole person, not merely Specialized func- tions. It is concerned with developing the ability to think independently and well, not with the passive acceptance of ready made, prescribed Opinions. Teach- ing how to think, not what to think, is the aim. It is a life long process with education only the initial phase. The liberal characteristic of educa- tion the Fund considers to adhere in 19' Sheats, Paul; Jayne, Clarence D. and Spence, RalpI OBLLIU o 3 p o 267 9 -25.. processes and product rather than in con- tent or material. The process is free thought and communication; the product is the mature and responsible citizen in a free society. The Fund recognizes that achieving education of a liberal charac- ter depends mainly upon the Skill and imagination of the educator. Education of a liberal character is no longer class education. Formerly its Objective was to prepare the few for both the rights and duties of freedom -- free- dom from the necessities of labor and for leisure; freedom for the privileges and Obligations of rule. In the United States today almost no one is free from labor, but almost everyone has increas- ing opportunities for leisure. Almost all adult citizens share the responsibil- ities of rule. Liberal education, there- fore, should now apply to the many and not merely to the few. Further attention is directed by the authors to the re- lationship of liberal adult education to the preservation of our free society. From the fact that the Fund Operates within, and in the service of, "a free so- ciety" stem additional determining factors. The free society of the United States in the mid-Twentieth century is based on the assumption that the fullest development of the individual is the end in view and that the same individual is the means for its preservation. It is necessarily a self- examining and self-improving society. With universal suffrage the political base of the society, an enlightened adult citizenry is a fundamental requirement. . . Given the contempory fact of world- wide interdependence, any educational pro- gram looking to mature and reSponsible 20. Ibid.’ p. 268. -25- citizenship must recognize that the cit- izens of the'United States face the dan- ger of war and loss of freedom. If these perils are to be averted, the American people must act with knowledge, courage, and wisdom in a host of complex Situations. Therefore, it is to education in world af- fairs, political affairs and economic af- fairs that the Fund directs its primary effort. At the same time there is recog- nition that these affairs must be under- stood broadly, in relation one to another and in the perSpective of time. Accord- ingly, it is assumed that genuinely lib- eral thought and action in these Spheres require a continuing attention to the heritage Of humane insight and wisdom embraced within the humanities. In short, what is incontestably urgent must never blot out what is permanently important.21 C. Scott Fletcher, President of the Fund for Adult Edu- cation, describes both the purpose and the methods employed by the Fund for Adult Education. The purpose of the Fund for Adult Education during its ten years of exis- tence from 1951-1961, was to support 'programs of liberal adult education which. . .contribute to the development of mature, wise, and reSponsible citi- zens who can participate intelligently in a free society.' The key to better, more varied and more extensive programs consists of people -- able, well-pre- pared and strongly committed -- to plan, create, promote, administer and provide educational opportunities for adults to continue their liberal education: through such methods as study, study and discussion, lectures and dis- cussions, broadcasts, telecasts and films, institutes, conferences, and workshops; 21. Ibid., pp. 268-9. - 27 - through such institutional chan- nels as universities and colleges, pub- lic libraries, agricultural organiza- tions, labor unions, business corpora- tions, a wide range of voluntary organ- izations and the media of mass commun— ication.é2 The means taken by the Fund to achieve its purpose were both extensive and varied. The unmistakeable need of provid- ing an adequate supply of trained liberal adult leaders could not be denied. This need had to be fulfilled if the greater purposes of the Fund were to be realized. As a result a pro- gram of scholarships and fellowships were established and evolved throughout the life of the Fund. The remainder of this review of the Fund for Adult Education shall be limited to the general fellowship program 1951-1961. The general program.was primarily involved in the preparation of lay and professional liberal adult education leadership. Fellowship Program, 1951—1961: Ronald Shilen, executive secretary of the Fund, wrote a comprehensive analysis of both the adult education and mass media fellowship programs. Mr. Shilen had at his disposal the files of the Fund which contained many documents, letters, and memoranda which which complemented his actual experiences with the Fund in providing him with essential insights to de- scribe this adventure. A summary of those details which 22- Shilen, Ronald. Op.cit., preface- - 28 - reflect upon the purposes, objectives, and character of the adult education fellowships Shall be of primary importance. Early Years (1951-1953) A great deal of preliminary investigation, contemplation, and analysis was necessary before the actual grant program could be initiated. Mr. Shilen refers to specific recommenda- tions made to the Fund by two authorities in adult education. In.August of 1951 Paul Sheats who was Director of Extension of the University of California at Los Angeles "prOposed that ten fellowships of $2,500 each, renewable for one year be offered 'to permit graduate study at an institution of recognized standing Offering work toward a graduate degree with a major in adult education."23 Mr. Sheats further recommended a state- ment of Objectives for the general grant program: . .to encourage more institutions to of- fer this kind of training, to dignify and add prestige to the offering where it al- ready exists, to provide needed financial help to qualified candidates, and to give national focus to the need for more pro- fessionafily trained persons in adult edu- cation. Mr. Cyril O. Houle who was Dean Of University College at the University of Chicago wrote a series Of statements in Septem- ber of 1951. Excerpts from this letter are presented as fol- lows: 23- Ibid., p. 2. 24- Ibid., p. 2. - 29 - The Fund Should select an initial group of universities and make up its policy committee from representatives of those institutions, of the Adult Ed- ucation Association, and of the National University Extension Association. It should be contemplated from the beginning that the number of institu- tions will be expanded as we find addi- tional universities which are doing high-level graduate work in training adult educators. The Fund should ask the Committee to establish the policies governing award Of the grants. These policies should. . .include a clear statement of the prerequisites which would be ex- pected before other institutions are ad- mitted into the scheme. . . Each person who receives a grant should decide which institution he wishes to attend. . . My general conception of a scholar- ship holder is of a relatively young per- son, usually without extensive experience in adult education, who wishes to work for a Master's degree in the field. ‘When- ever possible, he should have some clear idea of how he hopes to work into the field. My general conception of a fellow- ship holder is of a person somewhat Older, perhaps in his middle thirties, who holds a position in adult education from which he can take leave of absence in order to do advanced study, probably toward a doc- torate. . . The scholarships and fellowships should be designed to produce administra- tors Of adult egucation rather than teach- ers of adults.2 25. Ibid., pp. 2-3. - 3o - In October 1951 the staff of the Fund made its initial proposal to the Board of Directors. It was prOposed that $10,000 be allocated for fifteen scholarships of $2,500 or less to qualified applicants interested in making adult edu- cation their career choice, and fifteen fellowships of $h,000 or less to qualified applicants who had already embarked upon a career in adult education. The Board approved and appOinted a Scholarship Committee from its own members to assist in plan— ning the formulatran Of the policies and procedures necessary to award the grants. After three months of consultation between the Fund's staff and the Board's Scholarship Committee with prominent adult education leaders, specific recommendations were pre- sented to the Fund in January, 1952. They adOpted a resolu- tion which read: The Board of Directors of the Fund hereby approves the recommendation of the Scholarship Committee and authorizes it to appoint a Development Committee for Internships, Scholarships, and Fellowships representing 8 or 9 organizations in the field of adult education, the functions of which committee will be: (1) to plan and supervise several studies needed in the field; (2) to select up to 15 persons to receive internships for the first year with grants up to $5,000 for each recipi- ent; (3) to cOOperate with the interns and with the organizations where the in- ternships would be served in planning the individual programs of training; and (h) to make recommendations concerning the final structure of the Internship-Schol- arship program. 26° Ibid., p. 3. - 31 - In March, 1952 invitations were extended to those indi- vicuals who were to become the members of the DevelOpment Committee. It was their responsibility to grant the initial internship awards, plan for a permanent committee, and gain experience in order to recommend a permanent program. The DevelOpment Committee utilized the next five months to have both its second meeting and subsequent sub-committee meetings. During this time the DevelOpment Committee proceeded to ap- praise forty-nine applicants for the grants. Thirty-Six ap- plicants were chosen by the sub-committee of which two with- drew prior to the beginning of the grant. The "internship grants," as all were then called ranged from $500 to $3500, ex- cept for five lesser sums granted to per- sons engaged in a two-week group labora- tory experience. The majority of the awards were for full-time study-Observa- tion-visitation programs of from three months to five months duration. Others were for part-time study—work prOgrams for periods up to twelve months. The 3h interns ranged in age from 23 to 61; 25 were men and 9 were women. Twelve were in volunteer adult educator capacities; for instance, the president of a state League of Women Voters. The remaining 22 were in career positions in adult education, ten as administra- tors and $welve as teachers and practi- tioners.2 The Development Committee then made recommendations to the Fund for Adult Education. Part I served as an introduction 27' Ibid., p. 10. - 32 - on the initial phase of the grant program. Part III recom- mended a plan of Operation for 1953—1954. The Committee pro- posed the formation of a permanent National Selection Commit- tee. This group was not to exceed twelve members; it was to be represented by both professional adult educators and by individuals who had contact with on-going adult education ac- tivities. The l953-l95h year was to be the first year of a proposed three-year program with membership rotated in the National Selection Committee. Also included were the means of communicating with the grantees, their advisors, and their superiors in terms of a continual process of evaluation. And finally the Development Committee recommended a budget of $h00,000 for grants in 1953-195h and $100,000 for Operational expenses. Part II of the Development Committee's recommendation for the prOposed three year training program included a com- prehensive statement of the theoretical framework necessary to define the SOOpe, philOSOphy, purpose, and objectives of the prOgram. These statements were reinterpreted and were instrumental in the formulation of future policies and prac- tices of the Fellowship Program. Every citizen of our free society has. . .both the right and the reSpon- sibility continually to improve himself as a person and as a citizen. Educa- tion, like government, is both an ex- pression of regard for individual worth and a means for realizing it. Many fac- tors today make the past and present levels of performance of the American people inadequate to the need. Both as - 33 - individuals and as a people they must drastically improve their understand- ing and express this improvement in wiser and more reSponsible action. This is the Committee's concept of the kind of adult education for which this program of grants for training is de- signed. For want of better terms, we call this liberal or general education. It is education for the rights and reSpon- sibilities of freedom, personal and so- cial. It is concerned with the contin— uing develOpment of each individual and the encouragement of his participation, through the use of his unique capacities, in the creation of an increasingly demo- cratic society. It is aimed at as many people as possible, ideally everybody. . . Leadership training in adult educa- tion has suffered from two unwarranted assumptions. One is that no training is necessary. Many who see clearly the need for systematic training of management in industry do not appreciate a Similar need in adult education. The second assump- tion is that training for formal educa- tion can be directly applied to adult ed- ucation. In the develOpment of a program for training in adult education three levels of tasks Should be distinguished. On the basic level is the adult learner, whose task is to improve himself. On the Second level is the adult leader, whose task is to diagnose the learner's needs and to discover, adapt, design, invent and enrich Situations in which the adult learner may learn. On the third level is the educator of the adult leader, whose task is to facilitate the adult leader's diagnosis of needs and his creation and use of learning situations. The recommended program is aimed primarily at the third level -- that of the educator of leaders -- and sec- ondarily at the second level -- that Of the leader. It is recognized, of course, -311- that Skill in creating learning situa— tions must precede the skill training of others, that the leader of today is the educator of tomorrow and that most educators of leaders are themselves leaders part of the time. But to mul- tiply its results the program of grants should stress the educator of the leader. The educators and the leaders are both professional and lay. 'Whether they are professional or lay, the job in adult education lies in making learners out of non-learners, leaders out of learn- ers, and educators out of leaders. The first objective of this plan is to provide training Opportunities both pre-service and in-service, for adult ed— ucators, both professional and lay. The second Objective is to encourage hospitality to improvement in the prac- tice of adult education, both formal and informal. The third Objective is to improve the quality of training for adult educa- tion, both formal and informal. These three are all of a piece, of course. Well trained, flexible persons in key posts of practice and training will be hospitable to further improve- ments. A field hOSpitable to improve- ment will result in better trained per- sons and better training. And good training will take into account the problem of introducing improvements in practice. But the point is that all three factors and their relationships must be kept constantly in mind. . . The subject matter of the training programs. . .can be either the elements of general education or the elements of Specialized education so that the educa- tor can learn how to introduce general significance. The techniques of training should be those which are common to all adult - 35 _ education and not those peculiar to a par- ticular audience or content, except when it is necessary for an educator to learn a specialized technique in ordgg to intro- duce a general significance. The contributions of the Developmental Committee's pro- posal were significant factors in the general program of grants from 1953 to 1956. Middle Years) 1953-1956 In January, 1953 the Board of the Fund for Adult Educa- tion approved the recommendations of the DevelOpmental Com- mittee. A committee from the Board was selected to work with the staff in approving the National Committee for the program. The National Committee was charged with the responsibility of outlining a suggested program. The committee of the Board was to review and appraise it and then make Specific recom- mendations to the entire Board. An appropriation of $500,000 was made by the Board "for the Internship-Scholarship-Fellow- ship PrOgram of the Fund for the development of general lead- ership in adult education."29 The new National Committee was established in April of 1953. In May, 1953 the National Committee prescribed the policies and procedures to initiate the activities of the program. Public announcements were dispersed throughout the country announcing the details of the grants in June of 1953. 28° Ibid., pp. 12-13. 29- Ibid., p. 21. -36- Deadlines for application were established and the formation of various sub-committees appointed to execute the various functions of reviewing the applications and allocating the funds. In February, 195h the National Committee reported to the Fund through a series of recommendations. It approved a total of 120 grants: sixty study awards, thirty-three fellow- ships, and twenty-seven scholarsnips. The report also con- tained the following data: A total of $3hl,h25 is committed in grants for the 120 recipients. The small- est award is for $395, the largest for $6,900, with $2,8h5 as an average. . . The time Span for grants ranges from forty days to one year, full time. Thirty- two awards are for part-time study and vis- itationS. Wide latitude in the time ar- rangements enables persons who could not absent themselves from their posts for several consecutive months to take grants. They will participate in study and train- ing and visitation for shorter periods, with intervals on their jobs. Grants were made to eighty-five men and thirty-five women. The age range of the grantees is from 2h to 57 years. The formal educational attainments range from high school graduation through doc- toral degrees. . . O A part of the National Committee's report contained recom- mendations concerning future grant prOgrams. It recommended to continue the policies and procedures utilized in the selec- tion of the recipients in l95h, increase the amount of funds 30- Ibid., p. 23. - 37 - for the second year of the grants, include more civic lead- ers interested in adult education and reduce the number of institutional representatives on the selection committee, improve means of diSpersing information and improve means of evaluation Of the grant program by the National Committee, and suggested changes in length of meeting time, regional or- ganization, and time intervals between the various steps in- volved in announcing the Opportunities of the grant program and the actual beginning of grant work. A series of recommendations prOposed by the National Committee were presented by the staff to the Board of the Fund for Adult Education. It contained the time intervals from the initial announcement of the application dates to the last day to be used in completing the study. This infor- mation was directed for the grant program of 1955-1956. The financial appropriations requested to effect the 1955-1956 grant program was $h50,000. Although the Fund's Board ap- proved in general with the recommendations, final approval could not be asserted until further financial appropriations were forthcoming from the Ford Foundation to support this program. The Ford Foundation, however, elected to withhold further appropriations until an analysis of a long-term Fund program could be considered. Since time limitations prevented the practicality of a publicly announced grant program for 1955-1956, the Fund sug- gested and approved in October of 195h an alternate program with $150,000 made available for Leadership Training Awards - 38 - in adult education. Only four individuals received these "special" grants. The characteristics and direction of the alternate plan are clarified by the following excerpts: It was the Fund's intent to help provide liberal adult education with more and better-trained leaders. This intent must now take into account cer- tain changes in the amount of and the conditions governing resources avail- able for the purpose. Whereas the pro- gram designed in 1952-53 and adminis- tered in 1953-Sh. dealt with liberal adult education broadly, including but not limiting itself to Fund-Sponsored activities, the new grants must be sharply focused on the activities Spon- sored by the Fund. . . Fund officers and staff, and, to an extent, the principals, in its grantee organizations and Operations, as well as outstanding persons in adult education who are sympathetic to the Fund's endeavors, should be on the lookout to bring to the grant Of- fice's attention the most promising persons for grant consideration. . . .the relatively few grants (are) to be given only to individuals of unquestionable superiority where the gamble is minimal and where a gen- uinely custom-built training design will quite clearly upgrade the partic- ipant to the point at which he or she can take on greater reSponsibility in liberal adult education. . . The training experiences received by the recipients of the grants must be individually designed to the needs of the recipients and to the work in Fund-Sponsored activities which is an- ticipated. The primary objective of advancing a small number of persons so that they are uniquely prepared for responsible positions in liberal adult education leaves little in the way of resources -39- for such Objectives as "encouraging hos- pitality to improvement in the practice of adult education," and in "improving the quality of training for adult educa- tion." Therefore no consideration should be given to any projects save those in- volving a Special individual in a chosen internship or study situation. NO ef- forts should be made to distribute grantees so as to involve more institu- tions or to "balance" grants across var- ious segments of the field. Most, per- haps all, of the recipients will be pre- pared for career work in liberal adult education; and most, perhaps all, of the training situations will be of the na- ture of internship, rather than of a purely academic nature. . . . . .the staff should be limited to an Executive Secretary with a secretary reporting to the Director of this Fund operation. . . All senior staff members of the Fund will be drawn upon in the nomina- tion of candidates, in the consideration of training situations and in maintain- ing liaison with the recipients and the training Situation.31 After nearly a year of Operation under the conditions of this alternate plan, the staff of the Fund re-assessed the outcomes of the closed "special grant" program and discerned its effects and limitations. Subsequent discussions led to the presentation of a point of view on the agenda of the Fund's Board in October of 1955. The essence of this point of view in contained in the following statements: 31- Ibid., pp. 2u-5. -110- Experience during the past year sug- gests the need for a further modification in procedure. A public announcement is necessary to discover a larger number of persons and Opportunities of the kind and quality desired. A selection committee is necessary both to give the Fund the ad- vantage of the wisdom and eXperience of important persons in the field, and to Share with these persons the understand- ing and develOpment of philOSOphy which take place as a result of considering candidates. Moreover, giving all inter- ested persons an opportunity to apply for the awards, and calling upon outstanding figures to make the selections, streng- then the relationships of the Fund with the field and help the adult education movement toward maturity. What is sought for now is a combin- ation of the advantages of (l) choosing from a wide field of persons and job Op- portunities and of (2) the sharper focus on liberal adult education and matching individuals and jobs. . . .the following measures are pro- posed: (l) a public announcement Specif- ically defining the purposes, nature, and criteria of the program; (2) a prelimin- ary weeding-out Of inapprOpriate candi- dates by the staff of the Fund on the basis of application blanks, letters, and interviews; and (3) the appointment by the Fund of a committee to make the selections. For the recipients to begin their study and training for the year 1956-57, selection must be made by Spring, and the announcement of the program should there- fore be made as soon as possible.3 The Fund's Board approved the recommendations in October, 1955 for the return to a publically announced grant program. An appropriation of $150,000 was made available for the grant 32. Ibid., pp. 25‘60 -111- program of 1956-57. After the screen procedures were com- pleted, the National Selection Committee decided in February, 1956 that forty-two fellowships be granted. Final Yearspl957-l96l During the remainder of the Fund's existence a stabiliz- ing effect of procedure and policies was evident. The Fund maintained a publicly announced Open grant program. Concur- rent Fellowship PrOgrams, the general and mass media, were allocated an annual appropriation of $250,000 -- $210,000 was divided equally between the General and Mass Media Fellowships. The National Selection Committee maintained the responsibility of selecting individuals for the grants; the screening of ap- plications, however, was conducted by Fund staff members. The "special grant" system used in 1955 was maintained in concurrance with the publicly announced grant prOgram. The Fund still possessed the opportunity to choose individ- uals for grants. During the four years 1956-1959, $40,000 was allotted annually by the Directors for "special grants." These monies were directed to several individuals as Fund Fel- lowships; $15,000 was delegated annually to the Canadian Adult Education Association for sub-grants in Canada; and $26,000 was allocated to the Center for the Study of Liberal Education for Adults to provide internships for selected in- dividuals from university extension divisions and evening col- leges. The patterns of procedure were uniform during the grant programs of 1957-58, 1958-59, 1959-60, and 1960-61. The .. 1,2 - Operating procedures involving the initial announcements, the applications, the filing of applications, screening, inter- viewing, and final selection became routinized for both the general and mass media fellowship program. Each year approx- imately $105,000 was designated as available grant money in each Of the four years and between seventeen and twenty-two grants were awarded. The objectives, purposes, and goals of the Fellowship Program of the Fund for Adult Education were clear. The lead- ership training awards were deemed essential as a means of in- creasing the number of trained, qualified individuals needed to perpetuate the Objectives of the liberal adult education movement. From 1951 to 1961 a total 292 grants were awarded to individuals to enhance this goal. The impact of these awards in relation to their stated Objectives becomes the next step in our inquiry. Evaluation of the Fellowship Programs: A review of the literature relating to the Fellowship Program of the Fund for Adult Education revealed a dearth of evaluative studies. The scarcity of evaluative assessments was not limited to the Fellowsnip Program itself; the avail- able literature describing and evaluating any aspect of the Fund's activities is extremely rare. The majority of the literature is published by the Fund itself or by its former staff members: annual report, ten year report, and Special report. Evaluations of the Fund's activities and the Fellow- ship Programs were conducted as an on-going process by the -113- Fund itself. It is assumed that these data are on file in the permanent records of the Fund. Therefore the appraisals of the Fellowship Program contained in this paper will be limited primarily to candid judgments Of representatives of the Fund. Charles H. Percy, Chairman of the Board, The Fund for Adult Education, described the limited availability of skill- ful imaginative adult educators prior to the organization of the Fund for Adult Education. In reviewing the contributions of the Fund to resolve this inadequacy he said, "Now again through timely and determined efforts of the Fund, there is a large and rapidly growing supply of excellent personnel who will inevitably earn for adult education its rightful place in the American educational scheme."33 C. Scott Fletcher, President, The Fund for Adult Educa- tion, appraised the contributions of the Fellowship PrOgram to the liberal adult education movement. As president of the Fund, I have been in a position to make my own eval- uation, and Simply stated, it is that these awards have done much to advance the idea and practice of continuing liberal education in the United States; and, furthermore, to advance the con- cept and reality of continUing liberal education as a field of education and participation worthy Of the best tal- ents and the best preparation. 33° The Fund for Adult Education, A Ten Year Report. Op.cit., p. u. 3M- Shilen, Ronald. Op.cit., preface. -1111- Ronald Shilen, Executive Secretary of the Fellowship Program from 1951-1959 and its director in 1960, comments upon the difficulty inherent in evaluating fellowship pro- grams, the contributions of the Fellowship PrOgram, and the need for continuing a grant program to individuals. Fellowship programs are notoriously hard to evaluate, because essentially they are gambles on, and investments in, people, and the human equation is the most complex of all. The Fund made such evaluations as it could in order to achieve a constantly finer focus in areas that do not permit neat boundaries be- cause they deal with the breadth, vari- ety, complexity and dynamism of the lives of self-governing adults. By all the measurable criteria, the Fellowship programs were and continue to be effective -- such criteria as advance- ment in recognition and reSponsibilities; the judgments of employers, supervisors, and the recipients themselves; and achieve- ments in publications, programming and other activities. But the Fund is convinced that the Fellowships programs have made and will make a contribution to wider, deeper and better Opportunities for the American people to continue their liberal educa- tion. Whatever contributions the programs make are due in large part to those many persons who, in many roles, helped in their conception, development and execu- tion. Whatever appreciation the Fellows may feel is owed, not to the Fund, but to the idea and the cause the Fellowship pro- grams were set to advance -- continuing liberal education. AS events make us more grim, the ten- dency for institutions and agencies, pub- lic and private, is to deal increasingly with plans, projects and programs. The -115- danger is that individuals will be ig- nored. Yet plans, projects and programs depend on able people well prepared. And the whole strength of a free society is the quality of the individuals it permits and encourages. Relatively small sums of money to the right persons for the right things at the right times can make much more difference than larger, more ambi- tious enterprises. To plan and execute grants to indi- viduals is neither easy nor inexpensive. There is no "mass production" method with education. Large numbers of persons must be educated, but each education is an in- dividual process. The Fund hOpes that its programs of Fellowships in liberal adult education and in the media of mass communications will be but a prelude to other ventures in this field. 5 Thurman White, Editor of Adult Education, in appraising the contributions Of the Fund said: It (Fund for Adult Education) has been devoted to the development of schol- arly leadership through fellowships, fac- ulty seminars, thoughtful publications and leadership meetings; its concern for the professional growth of adult educa- tors has been among its most conSpicuous efforts. The Fund was timely. It was a major influence in the increasing perfectabil- ity of our field during the fifties, and it has many truths to share with us. 39 It is readily perceived that these generalized evalua- tions are highly personalized Opinions. General supportive 35. Ibid., pp. h2—3. 36- White, Thurman. "Editor's Notes," Adult Education, Spring 1960, 10:p. 192. -L16- data for these assessments may no doubt exist; yet not one study could be discerned to substantiate the aforementioned positions. The bulk of the evaluative judgments available in print are by the former officials or staff of the Fund for Adult Education. It would be a natural reaction to question the difficulty of maintaining pure objectivity in assessing any program when the process is conducted by one of its own members. Nevertheless, that available material which does allude to the evaluation of the Fellowship programs seems to indi- cate that a high degree of success was attained. It will be of particular interest to observe how the judgments of the selected reSpondents used in this study Shall confirm or deny this position. Inadeguacy of University Training Programs in Adult Education: The inadequacy of university and college training pro- grams in adult education has been a continuous problem. The literature describing this condition is both plentiful and available. The principal limitations can be divided into two areas: (1) the number of institutions of higher learning of- fering degree programs in adult education is very small; and (2) the type of curricular experiences needed to prepare adult educators and leaders iS inadequate. These two areas will then control the focus of our attention. Limited university curricula and programs in adult edu— cation have received much criticism from prominent adult ed- ucators. Paul Sheats, Clarence D. Jayne, and Ralph B. Spence describe their position in this way: -117- . . .it is still a striking fact that only a comparative handful of in- stitutions of higher learning in the United States are assuming any direct reSponsibility for the preparation of professional workers in adult education. Cyril O. Houle, who for a period of years made a systematic effort to list the opportunities for training in univer- sities and colleges in this country, iden- tified in different years from 17 to ME such training programs. Many of these offerings certainly could not be digni- fied as complete training curriculums. . . It is probably no exaggeration to esti- mate that at present not more than ten to twelve universities and colleges of- fer a training prOgram leading to a master's or doctor's degree with a major in adult education.37 The authors continue by depicting the implications of inade- quate training programs upon the on-going active adult edu- cation programs. Administrators of adult education programs under both public and private auspices complain that because our ed- ucational institutions are not prepar- ing men and women with Special compe- tence and training in adult education, they are forced to fill important pro- fessional jobs with people who lack un- derstanding of the historical background, present scope, and unique groblems of the adult education movement.3 Andrew Hendrickson and John A. Spence reporting upon the limited university programs stated: Responses from 75 per cent of the 96 institutions to which inquiries had been directed disclosed that Al were 37- Sheats,uPaul; Jayne, Clarence D. and Spence, Ralph B. op.cit., pp. 399- 00. 38- Ibid., p. 100. - “a - including professional adult education offerings in their regular 1952-1953 academic year programs. Fourteen Of- fered degrees to persons wishing to Spec- ialize in adult education.39 Cyril O. Houle indicates the limitations of university programs in adult education by citing the number of full- time professors who devote the majority of their efforts to promote the field of adult education. At least twelve universities have one or more professors who devote all or most of their time to this (adult educa- tion) field and countless other univer- sities and col eges provide at least a course or two. The universities are only beginning to serve those who seek to build a career in the field of adult education. . .The universities must accept their Share of the challenge presented by the new field. They can do so most significantly by broadening and deepening their efforts to educate its emerging leadershipJ-Ll Perhaps one of the more comprehensive studies which ap- praised the professional preparation programs in adult edu- cation is that of Elwin V. Svenson. His study is frequently quoted in an effort to depict the nature of the available adult education programs. 39' Hendrickson, Andrew and Spence, John A. "Profes- sional Training Programs in Adult Education," Adult Education, September 1953, 3:p. 192. “O- Houle, Cyril 0. "Professional Education for Educa- tors of Adults," Adult Education, Spring 1956, 6:131. hl- Ibid., p. 1A1. -119- Fifty-three institutions were identi- fied as Offering some kind of professional study in adult education during the regu- lar academic year. The 12 institutions classified as having the most fully devel- Oped curriculum offerings are all univer- sities. They all Offer introductory and advanced courses, Opportunity for individ- ual study, field work, graduate seminars, and thesis research which can be applied as a major field of concentration for the master's and doctor's degrees. Among these 12, however, there is variation in the quality and extent of their programs. Most of the institutions are develOping programs for revision or expansion that when carried into effect should improve their training programs considerably.“2 Although some progress in professional preparation is being made, an air of skepticism still prevails. This doubt is alluded to by Elwin V. Svenson. However, the fact that so many in- stitutions are revising or eXpanding their adult education training programs leaves a doubt in one's mind as to how comprehensively and carefully these pro- grams were developed by 1952-1953.143 Edmund des Brunner et.al. gives, perhaps, the most cur- rent appraisal of the university programs in adult education by reporting: The slow develOpment of adult edu- cation as a methodological discipline in its own right, and as one needing to pay attention in all its aspects to adult psychology and to the implications of such social sciences as sociology and anthropology is shown by the small number #2- Svenson, Elwin V. "A Review of Professional Prep- aration PrOgrams, " Adult Education, Spring 1956, 6:163. h3- Ibid., pp. l63-16h. -50.. of universities which include training in this field in their curricula. As of this writing 19597 there are less than a score wit programs in adult ed- ucation, the first of ich is less than thirty-five years Old. - The position of inadequate numbers of university pro- grams in adult education seems quite clear. Before any sig- nificant develOpment toward increasing the available profes- sional leadership in adult education can be made, the number and quality of university adult education programs must be greatly increased and dramatically improved. Our attention, then, will be directed to the literature which identifies weaknesses in the preparatory experiences afforded in lim- ited numbers of universities. One of the problems confronting the preparation of the adult educator is the need to develop a solid liberal educa- tion for each candidate. This means that the adult education curriculum must by necessity provide Opportunities for each candidate to have direct experiences in other disciplines outside the school of education. A second concern is the re- lationship between the academic experiences provided at the level of the university and the actual experiences which are characteristic of the great number of adult education agen- cies. Elwin V. Svenson alludes to both of these needs by stating: uu- des Brunner, Edmund; Wilder, David S.; Kirchner, Corrine and Newberry, John S. Op.cit., p. 187. - 51 - If an interdisciplinary approach to the training Of professional adult educa- tors is accepted, many schools of educa- tion will have to change their present general departmental requirements before they can offer a well-developed adult ed- ucation training program. . . We should remember that professional training in adult education is still in the early stages of growth. But if it is to continue to expand better lines of com- munication between training institutions and adult egucation agencies must be es- tablished.u Edmund des Brunner, et.al., cites the need for classes in psycholOgy and sociology as well as methods in adult edu- cation. In terms of graduate work, nine- tenths of administrative and supervisory staffs urged that advanced training for this rural adult education group should include courses in sociology, psychology, and adult education methods. Even in 1938 the need for social science train- ing stood high on the list of desirable courses for extension personnel as de- termined by an administrative question- naire survey to which 7,000 responded, conducted by M. C. Wi%son for the Depart- ment Of Agriculture.u Growing interest in practical experiences seems evident in the preparation of adult educators. Paul L. Essert in di- recting his comments to deans, directors, and supervisors of adult education programs in education, industry, labor, or agriculture said: "Teacher training institutions should “5- Svenson, Elwin V., Op.c1£., pp. 164-165. A6. deS Brunner, Edmund; Wilder, David S.; Kirchner, Corrine and Newberry, John S., op.cit., p. 188. -52- promote and develop more easily accessible, widely distrib- uted workshOps or short courses in which adult education leaders can do OOOperative action-research."u‘7 Ralph C. Kendall supported the pragmatic approach in preparing future adult education leaders by stating: How many "adult educatOrs" do you know who accepted their positions with- out any realization of what was involved, without relevant experience, and with perhaps no potential ability to become proficient in any of these respects. Would it be unreasonable to require a semester in the field for the doctoral candidate, and at least an experience in the field for the "master," before the professor and the institution bless the candidate.49 Alan Booth conducted a study of field work programs in which he received reSponses from seventeen individuals who received awards from the Fund for Adult Education Since June, 1956. He asked them, "which is or was more important to your professional preparation for adult education: field work, academic work, or both of equal importance? Field work was considered to be as important as academic work in sixty-four h7- Essgrt, Paul L. Leadership of Adult Education, Op.cit., p. l 2. HB- Kendall, Ralph C. "Internships for Adult Educators," Adult Education, Spring 1956, 6: p. 2h5. -53- per cent of the cases and more important in eighteen per cent of the oases."u9 The need for an intern program was advanced by James B. Whipple. "Also significant is the fact that many professors of adult education believe there is a pressing need for an internship -- in other words, not unlike medical school -- as a basic requirement for an advanced degree in adult educa- tion."50 A final criticism of existing training programs is pre- sented by Watson Dickerman, who states his position by writing: The result is that candidates for advanced degrees not only spend an un- due amount of time in formal courses but are also forced to take courses that are of no use or interest to them. . . The kind of training which would be most useful for me would be a combination of supervised practice, individual study, and plenty of Opportunity to talk over my training experiences and study -- both with my supervisors and with other trainees. It seems clear, then, that the scope of adult education training programs is limited to a small number of universities and that the training prOgrams are in dire need of curricular revision. If an increase in the numbers of well—prepared adult educators is to be effected, then it seems a fundamental 89' Booth, Alan. "A Study of Field Work Programs," Adult Education, Autumn 1960, 11: p. 17. 50' ‘Whipple, James B. "University Training for Adult Educators," Adult Education, Winter 195 , 8: p. 97. 51' Dickerman, Watson. "Leadership Training Moves Ahead," Adult Education, May 1953, 3: p. 158. - 5h - necessity to expand and improve the base of adult education curricula in the many universities in our land and to reor- ganize the nature of adult educational experiences provided at each institution in practical as well as theoretical terms. This seems to be a direct challenge for each of our univer- sities. Cyril O. Houle perceives the relationship of this need and obligation directed to each university as he states: We need millions of leaders, of men and women who are competent to direct our society's affairs. We cannot wait until those now young can grow to maturity, par- ticularly since they must rely on us to teach them. Among the many new dimensions of learning in a free society, the need to create a far broader base of adult lead- ership is one of the most important -- and it is a need which the university like every other educational institution must face directly, and with creative imagination.5 52- Houle, Cyril.0. "Education for Adult Leadership," op.cit., p. 3. CHAPTER III PROCEDURE AND METHODOLOGY In Chapter I a brief overview of the problem and the de- sign Of the study was presented. Especial attention was di- rected to a statement of the problem, factors considered in the formulation of the questions, the specific questions de- fining the Sphere of this study, the assumptions, the delim— itations, the definition of terms, and the significance of the study. In a procedural manner, this phase of the study has two purposes: (1) to outline the procedure and methodology em- ployed to secure the necessary data essential to this study, and (2) to acquire from the selected recipients of the Fund for Adult Education that data which reveal the characteris- tics of the reSpondents, that data which would reflect upon the actual outcomes of the reSpondents, and the self-estimate of the respondents regarding their academic preparation in Specific areas of training in adult education. Selection of ReSpondents: Initially, a review of the Ten Year Report of the Fund for Adult Education was conducted. The expressed purpose of this investigation was twofold: (1) to derive the Specific purposes of the Fund for Adult Education as they related sig- nificantly to this study, and (2) to acquire the names and addresses of the recipients who correSponded to the delim- ited purposes of the programs supported by the Fund. -55.. -55- The purposes of the Fund were readily discerned. Al- though the names of the recipients of grants were provided for the recipients of 1960-1961, the detailed information of the names and addresses of the recipients of grants from 1952-1962 was not included. Consequently a letter of intro- duction was diSpatched to the Ford Foundation, E77 Madison Avenue, New York, New York. The interest and purpose of the writer were explained. A letter was returned from the Ford Foundation stating the Fund for Adult Education was no longer in active Operation. Much of the materials collected by the Fund over the ten year period was sent to the university li- brary at Rochester, New York. Another letter of inquiry was sent to the main librarian at the University of Rochester. After a reasonable time had elapsed and no reply had been re- ceived, a direct call was placed to the university library in Rochester. The conversation which ensued briefly outlined the writer's need for the names and addresses of the recip- ients of the Fund for Adult Education grants from 1952-1961. After an intensive search, the librarian notified me that she could not find the data desired. Then at that time, a ten year report was published and made available by Dr. Ronald Shilen, executive secretary from 1952-1959. It contained specific data relating to the Adult Education and Mass Media Fellowship Programs, 1952-1961 of the Fund for Adult Education. It contained the names and ad- dresses Of the 292 recipients of the fellowship programs. -57- Also included for each recipient were the degrees held and the nature of the grant. There were lh2 recipients who had either earned their doctoral degree or were working on a planned program of study in pursuit of an advanced degree. These lh2 recipients, then, were selected to be the pOpula- tion used for this study. The other 150 recipients who re- ceived grants did not seem to be an adequate representation essential to this study. Some of these recipients were lay leaders seeking advanced training through study awards, uni- versity training, or field Observations. Others had earned a bachelor's or master's degree, but were using the grant for further university study or internship. Since, in gen- eral, the number of universities or colleges offering ad- vanced training at the master's level is limited, and since there was no way of identifying the area of specialization Of those who possessed a master's degree, this group, also, seemed inapprOpriate to be included in the population of this study. The Questionnaire: The next step in this procedure was to create an instru- ment which could procure that data which would relate directly to the questions defining the Sphere of this study. Still further, it was of prime importance that an adequate instru- ment be constructed in agreement with the essential princi- ples of research design. The primary sources of expert knowl- edge in research design were studied and analyzed. A direct - 58 - visit and conference was held at the educational research di- vision of Michigan State University. Only after these two resources had been exhausted, was the tentative questionnaire develOped. It was then presented to Dr. Harold Dillon for examination, item analysis, and critique. After the recom- mendations for improvement were outlined by Dr. Dillon, the final form of the questionnaire was constructed and is in- cluded with the letter of transmittal in Appendix A, page lhh. Then the questionnaire and the letter of transmittal were sent to the first ten of the lh2 selected recipients. After a short delay, six of them were returned. The returned questionnaires were analyzed and it was concluded that the reSponses were indicative of a general understanding of the questions, Similarity Of interpretation, and pertinent to the basic questions of this study. Therefore the remaining 132 selected recipients were sent the questionnaire and the letter of transmittal. In both cases a self-addressed stamped envelope was included. The Sample: Out of the lh2 questionnaires sent to the selected re- cipients of the Fund, ninety-two were returned in completed form; two of the recipients were deceased and seven were re- turned indicating that the recipients were no longer at that address. The ninety-two reSpondents constituted a sample of sixty-five per cent of the original pOpulation to be investi- gated. This relatively high reSponse seemed to be the result -59- of the fact that the nature of the pOpulation studied reflected a highly selected group of individuals. It is upon the basis of the returns from the ninety-two respondents that all of the data and interpretations essential to this study will be made. Tabulating the Data from the Questionnaire: The data consisted of the reSponses to ninety-two ques- tionnaires. Each questionnaire contained forty-seven items. Most of the items were recorded in distinct categories sim- plified by the objective nature of the questions. In cases of the Open-end type of questions the data were tabulated in categories designed by the author. Question six asked for the educational institutions attended in order of recent completion. Only the data applicable to the most re- cent educational eXperience were tabulated. Question twelve asked for a brief description of reasons for applying for the grant. After an examination and analysis of each reSponse was made, the two following general categories were defined which gave equal access to the recipients' responses: (1) the grants were sought to provide Opportunities of expanding the individuals' understanding Of the liberal or adult edu- cation through further study or examination of actual pro- grams, and (2) the grants were sought to provide the Oppor- tunities to complete the requirements for an advanced degree. Question thirty-six asked for those experiences which were not Offered during the training or study program which would have enhanced your understanding Of the basic concepts or - go - practices of a liberal adult education. The responses were classified into the following: (1) experiences involving practical application of theoretical principles and concepts; (2) a liberal education for adult educators; (3) the role of the universities and colleges; (h) classes in adult education; (5) preparation in sociology; and (6) preparation in psychol- ogy. Question forty-seven asked each reSpondent to list three practical ways the training of adult educators could be improved to fulfill the objectives of a liberal adult ed- ucation program. The reSponses were placed into the cate- gories indicated in the previous question. If there was du- plication, however, and the reSpondent made the same reSponse to each question then only a single entry was made. Each question and the corresponding data were placed in three general divisions. These divisions corresponded to the essential questions governing the SCOpe of this study. Sev- eral questions were eliminated because the questions and the responses to items seven, eight, thirteen, and eighteen did not directly influence the resolution of the basic question of the study or the questions and reSponses to items eleven, seventeen, nineteen, twenty-one, and twenty-three were vague and inconclusive and could not reflect significant data. Tables and charts of the data were constructed to pre- sent a graphic illustration of the data. Interpretation of the Data: The final step in the procedure was the interpretation of the data. Each item of the questionnaire and the corres- -51.. ponding reSponse was carefully analyzed. The basis for this interpretation was centered upon how each of the reSponses reflected directly to the basic questions of this study. A final appraisal was determined by a comprehensive analysis of each set of items collectively. The conclusions drawn by the author are based solely upon the data collected and in- terpreted in this study. CHAPTER IV THE DATA AND INTERPRETATION Chapter III described the method and procedure used to collect the data. The main purposes of this chapter are: (l) to report the findings of the data collected, and (2) to analyze and interpret these data. The basis for the analysis and interpretation Of the collected data shall be the basic questions of this study: (1) What are the characteristics of the selected recipients of the Fund for Adult Education grants and their subsequent relationships to the problem of providing the leadership necessary for the adult education movement?; (2) What is the relationship between the intended purposes established by the Fund for Adult Education and the actual outcomes realized by the selected individuals who received the grants?; and (3) How well were the selected recipients academically prepared to fulfill the roles of leadership needed to promote the objectives of the liberal adult educa- tion movement? This chapter is divided into three parts: (1) the char- acteristics of the recipients; (2) the attainment Of the Fund's purposes; and (3) the preparation of the recipients. Each phase will include the data and the interpretation of the data. A summary will be included of the impact of the data and interpretation from a composite analysis. -62- -63- The Characteristics of the Rec1pients: The first item to be analyzed is the age of the reSpon- dents at the time the grants were awarded. Table I gives a graphic summary of the age distribution according to five year Spans. TABLE I. AGE OF THE RECIPIENTS AT THE TIME THE GRANT WAS AWARDED. Age Number 20 - 25 1 26 — 3O 7 31 - 35 27 36 - RD 20 111 - L15 17 MO - 50 13 51 - 55 L1 56 - 6O 3 61 - 65 0 Over 65 O TgTAL 92 The age distribution of the respondents indicates a normal, balanced curve. The greatest frequency is in the thrity-one to thirty-five year age group (27); the next highest fre- quency is in the thirty-six to forty year age group (20); followed by the frequency in the forty-one to forty-five year age group (17); and finally by the frequency in the forty-six to fifty year age group (13). These four age groups repre- sent a total frequency of seventy-seven or eighty-four per cent of all the reSpondents. Although the greatest frequency is in the thirty-one to thirty-five year age group, the arith- metic mean is in the middle‘of the thirty-six to forty year -611- age group. Table I indicates how the pattern develops. The frequency is low in the first two age groups and then rises abruptly to the thirty-one to thirty-five year age group.and then tapers off gradually to the last group. This pattern of age distribution can be attributed to a number of factors. Many of the reSpondentS had earned a bach- elor's and a master's degreet at the time of the grant. Many were fully employed in leadership positions at the public school, university, and state levels. TherefOre it seems ap- parent the years needed for the accumulation of degrees and the attainment of those experiences needed to qualify for re- Sponsible leadership roles would justify the absence Of high numbers in the first two age groups. It would appear that, in general, most individuals use the early years of maturity, from thirty to fifty years of age, to select a field of Spec- ialization as their occupational choice and settle into it with relatively little change occurring in the years of full maturity from fifty to sixty-five. Another consideration to be held in focus is that the frequency distribution reflects a pattern of consistency in relation to the general philOSOphic framework of adult edu- cation. Age does not and should not Shackle the potential- ities of any individual in the benefits and contributions he acquires or makes for himself, his career, or his society. The respondents seem to radiate this Spirit although they had achieved a high measure of academic and occupational - 65 - success. Thirty-seven of the reSpondents or forty per cent of those represented were over forty years of age. The Fund for Adult Education seemed to confirm this gen- eral position by selecting individuals for the grants who were representative of all age levels. The pattern formed indi- cates that age, as a single factor, was not a delimiting force. Since the trend of occupational Shifts and changes is increas- ing within the life Span of the individual and since this oc- cupational mobility is indicative of the breakdown of the static occupational roles held by individuals in the past, it seems prudent to select recipients at all age levels. It is natural to expect greater numbers to apply in the thirty to forty-five year age groups. The age frequency distribu- tion in Table I confirms the last two statements. In all, the selection process according to the age factor was sound and predicted an adequate and continuous flow of potentially qualified and inspired adult education leaders. By comparison, it becomes important at this juncture to analyze the age of the respondents at the present time. Table II gives a graphic summare of the age distribution of the re- Spondents. It also indicates a balancing effect of the dis- tribution curve. This appears to be a natural outcome rather than one by design. The frequency distribution in Table II has leveled off and Shifted in comparison to Table I. The concentration of frequency is in the thirty-Six to fifty-five year age group with seventy-seven, or 8h per cent, of the -66- TABLE II. AGE OF THE RESPONDENTS AT THE PRESENT TIME. Age Number 20 - 25 0 26 - 30 O 31 - 3S 3 36 - MO 21 Al - us 18 E6 - 50 18 51 - 55 2o 56 - 60 9 61 - 65 0 Over 65 3 TOTAL 92 reSpondents represented. The total number and percentage of reSpondents in the thirty-six to fifty-five year age groups in Table II are identical to the four age groups in Table I representing the thirty-one to fifty year age bracket which accounts for seventy-seven or eighty-four per cent of the re- Spondents. This occurred even though the frequency within each of the four groups changed. The concentration of fre- quency is in the thirty-six to fifty-five year age groups and is of relatively equal distribution within each reSpec- tive age group. This phenomenon is explained by the fact that the recipients who responded received their grants from 1952 to 1961. Since the grants were distributed to the re- cipients at different levels according to years and since the recipients were of different ages within each level of the ten year Span, the summary of age distribution at the time of the questionnaire accounts for the upward shift in age groups and the general balancing process which took place. -67- It is significant to Observe that if the grants were continued and the selected recipients were similar to the pattern of the frequency distribution in Table I, and if the shift and leveling process would continue, then it is appar- ent that there would tend to be a consistent number of po- tential adult education leaders evolving within each age group. The selection process according to the age factor of the Fund is vindicated by a comparison of Table I and Table II. - The second item of data deals with the marital status of the reSpondents. The responses were recorded as either single, married, or widowed. None of the respondents checked the categorical labels of separated or divorced. Table III gives the frequency and corresponding percentage of the mar- ital status of the reSpondents. TABLE III. MARITAL STATUS OF THE RESPONDENTS. Number Percentage Single 12 13 Married 77 8h Widowed 3 3 TOTAL 92 100 The frequency distribution reflected a normal and expected pattern. Seventy-seven of the reSpondents, or eighty-four per cent, were married; twelve, or thirteen per cent, were Single; and three, or three per cent, were widowed. These data do not in- dicate that any of the respondents were ever divorced or - 68 - separated but rather an identification of their marital sta- tus at the time the questionnaire was completed. It also indicates a willingness on the part of the Fellowship Program of the Fund for Adult Education to make awards regardless of the candidate's marital status in contrast to the convention- ally conservative attitude reflected by many of our institu- tions in preferring individuals who are married and alledgedly acknowledges a greater degree of maturity or stability. The next item considered was the frequency distribution of the reSpondents according to sex. Table IV indicates the number and correSponding percentage of the reSpondents accord- ing to sex. TABLE IV. FREQUENCY DISTRIBUTION OF RESPONDENTS ACCORD- ING TO SEX. Number Percentage Male 80 87 Female 12 13 TOTAL 92 100 1 Of the ninety-two reSpondents eighty-two, or eighty-seven per cent, were males and twelve, or thirteen per cent, were females. The implications of these data are significant. The liberal adult education movement is extended to all whether male or female. The occupational roles needed to implement an adequate adult education program need to utilize the po- tential afforded by the female sex. If the ideal liberal adult education programs need counselors, librarians, -69- conference coordinators, directors, supervisors, and program- mers, to cite only a few roles, then the number of leadership functions can be partially fulfilled by adequately trained women. Perhaps equally significant is the fact that many lib- eral adult education programs are after working hours and that each community could exploit the skills and talents of house- wives or career women in other fields to play specific lead- ership roles. (Therefore the number of female recipients who reSponded seemed, in general, quite adequate. In the future greater numbers of women may well be employed in adult educa- tion programs. If further grants or fellowships are forth- coming, some serious consideration could be directed toward the recruitment of increasing numbers of qualified female ap- plicants with Special emphasis leading toward degree programs in the field of adult education. The undergraduate majors of the reSpondents gives a sum- marizing tabulation as to their primary field of study in the initial years of their academic preparation. By comparison, perhaps it is of greater significance to denote the reSpond- ent's most recent field of educational pursuits and their current degree status. From these data a partial image can be presented of the educational background of the reSpondents and by comparison of the nature of the most recent educational fields of study, a relationship of undergraduate majors to the final preparation as leaders in adult education can be described. Table V presents a summary of the frequency - 7o - H H m SOHpmapmH ssHem¢ OHHodm - H H coHpeoScm oH mH and» a m NH noHaeeoem oHoc< -HdoHam< : H H soprodpm H H mmoonsm n H H COHumosnm H H m mOHsocoom osom o m mpn< m N m SoHpmodpm pHd©¢ HmOHpomam H - H cocoom n H H noHpmospm m m mOHme m H m coHpmoscm pHdp< uoflpmz u H H moOoHom H H m COprospm m H o coHoeoocm pHoca OH 0 cocoHom H u H cocoHomlHamaoHH n H H coHpmaumHsHS©< .mdm m m m oeooHom HeHoom - 3 HH ooHpeoocm 63 am ooccHom MH 0 OH OOHuwodum pHdp¢ HmHoom m n m coprospm H I H nooomm H H m cosoHom mamaoHH mH :H mpa< o m o CoHpmoscm pHdp¢ cmmdwowH .Q.om .<.z (INocmdv mmdpm mo pHon phoo mom access mmfimz cums conmmm pochado imam unmoom pmoz scam nonsmsoccb .Qm>Hmomm mmmmmmm 92¢ mmow¢z Nmbam me¢ba MHm HHm¢B - 72 - distribution, percentages in the various undergraduate areas, the most recent fields of study, and correSponding degrees currently held. The highest frequency in undergraduate training was in three primary areas. Thirty-seven, or forty per cent, of the respondents were in the area of the social sciences which had the highest frequency. The second highest frequency was in agriculture with fifteen, or sixteen per cent of the re- Spondents. The third highest frequency was in the area of the language arts representing fourteen, or fifteen per cent, of the respondents. The three areas of social science, agri- culture, and language arts combined to a total of sixty-six, or seventy-two per cent, of the respondents. Since a broad liberal arts background is desirable for the preparation of adult educators, the response in the social sciences and lan- guage arts seems to be relatively normative. The relatively high frequency in agriculture or agricultural education is, also, readily understood. The position of agricultural edu- cation allows, at least, two interpretations. From a broad perSpective some educators would classify agricultural edu- cation as a distinct segment of the adult education movement, especially at the undergraduate level. On the other hand, from a narrow perSpective the field of agriculture would be considered, by some educators, as a related branch in the field of adult education. - 73 - It seems significant to observe the number of reSpond- ents who switched from their undergraduate training to major in the field of adult education. Perhaps of equal importance is the prOportionate number of reSpondents who made this switch in relationship to the original number majoring in the Special area during their undergraduate training. Of those whose most recent advanced study was in adult education sixty-four per cent had an undergraduate major in the language arts, fifty-one per cent had an undergraduate major in the social scienCes, sixty-seven per cent had an un- dergraduate major in the sciences, sixty-three per cent had an undergraduate major in the practical arts and eighty per cent had an undergraduate major in agriculture or agricul- tural education. The high percentage of carry over into fur- ther study in adult education by the language arts, social sciences, and agriculture majors has been referred to prev- iously. The correSponding high percentages of undergraduate majors in the sciences, mathematics, and practical arts who continued their studies in adult education seem to destroy a myth. It may refute the significance of the assumption that only those who have strong liberal arts training in their undergraduate studies are qualified candidates for advanced study in adult education. The danger of over-emphasizing a single factor in any selection provess seems to prevail. Other factors need to be considered in assessing the poten- tial of any individual for training as a leader in general -711- adult education. Perhaps the data contéined in this study do not provide an adequate sample to prove the point. How- ever, it does seem to indicate that the sources for future adult education leadership can include those individuals who may lack a strong undergraduate background in the liberal arts. The totals of all the science, mathematics, practical arts, and agriculture majors who did their advanced training in adult education cannot be ignored. It is also significant to note that of the ninety-two respondents, fifty-six did their most recent study in adult education which is sixty-one per cent of the sample. Another twenty-five respondents did their most recent study in re- lated or various phases of education representing twenty- seven per cent of the sample. Hence, only fourteen per cent of the reSpondents continued their studies in Special disci- pline areas outside the schools of education. This can be explained from several points of view. Some of the reSpon- dents had completed their final degree at the time they re- ceived their grants. Others were involved in educational programs or held administrative positions without graduate training in adult education. Others needed to strengthen their Special discipline to qualify as educators in the lib- eral adult education movement. In the final analysis the data present an admirable picture and reflect well upon the ultimate decisions and actions of the Fund for Adult Educa- tion. - 75 - In summary, a series of characteristics of the reSpon- dents can be discerned. These data could be combined to form a general description of the reSpondents. At the time the grants were awarded eighty-four per cent of the respondents were between the ages of thirty-one and fifty years of age with the highest frequency in the thirty-one to thirty-five year age group. At the time the questionnaire was filled out in the fall of 1963, eighty-four per cent of the respon- dents were now in the thirty-Six to fifty-five year age group. Eighty-four per cent of the respondents were married. Eighty- seven per cent were males. Forty per cent had undergraduate majors in social studies, sixteen per cent in agriculture or agricultural education and fifteen per cent in language arts. Sixty-one per cent did their most recent graduate work in pursuit of a degree in adult education. All of the reSpon- dents have earned a master's degree. Fifty—seven of the re- Spondents or sixty-two per cent have doctoral degrees. Per- haps these data can project a partial image of these selected recipients of the Fund for Adult Education. It may also be significant in the development of insights or implications in the data and interpretations to follow. Nevertheless, the general characteristics of the selected recipients seem to indicate that the Fellowship Program pro- moted a continuous supply of youthful adult education leaders representing both sexes who had, in general, a broad liberal -76- arts background, who extended their training in the Special- ized field Of adult education and who possessed advanced de- grees in graduate training. - 77 - Evaluation Of the Repicients: A second phase of this chapter deals with the evaluation and assessment of the outcomes of the grant programs. This endeavor necessitates a statement of the objectives of the grants providing a general framework of expectations, and a summary of what actually happened to the recipients and their productivity in relationship to the intended purposes. A number of preliminary statements are essential at this junc- ture. The purposes of the Fund for Adult Education Grant Pro- gram were exact and defined in Specific terms. They did, however, undergo a process of restatement as the nature of the entire grant program evolved through a period of transi- tion. A summary of these purposes has been given in an early chapter. It should be re-emphasized at this point that those purposes have significance only in so far as they parallel or relate directly to the recipients selected for this study. Therefore, the overall statement of goals or purposes of the grant program supported by the Fund for Adult Education has been delimited as it applies directly to this study. A primary objective of the grant program focused upon develOping programs of training and study designed Specific- ally toward the promotion and develOpment of leadership nec- essary for the implementation of the liberal or general adult education movement. It was essential that this process begin - 78 - with the continuous development of the individual. Only when the individual extended his understanding of the character, needs, problems, and the complexities of his society, only when the individual eXperienced a process of continual devel- opment of his unique capabilities, could we then expect re- Sponsible action needed to nurture the perservation of our democratic way of life. From a narrower perspective it was the intent of Grant PrOgramS to promote and support those ac- tivities which would expand the base of adult leaders needed to fulfill the objectives of the liberal or general adult ed- ucation movement. Primary emphasis was directed to programs promoting the "educator Of leaders" while the secondary em- phasis was directed to programs promoting actual "adult edu- cation leaders." This cursory statement of the objectives will Serve as the criteria by which the following evaluative judgments will be made. An analysis of the professional and community roles, attitudes, appraisals, contributions, and distinctions of the reSpondents will serve as one means of appraising the outcome of the grant program. One final comment is necessary prior to the assessment. The author fully realizes the many variables which affect the progress of individuals. At no time Should any infer- ence be drawn that the failure or success of any phase of the reSpondents' develOpment or comments is based solely on their experiences garnered through the means of the grants. Rather, the totality of human experience with its complex interplay - 79 - shapes the actions and behavior of individuals. It was not the intent of this author that each respondent would be judged by each question. It was apparent that the broad range of questions would seek to identify some means by which the reSpondents did or did not fulfill the stated purposes mentioned earlier. A comparison of the recipients' occupational role at the time they received the grant and the occupational role they held at the time of the questionnaire may assist in apprais- ing the fulfillment of the purposes of the grant program. Table VI gives a summary of these data. TABLE VI. OCCUPATIONAL ROLES HELD BY THE RESPONDENTS AT TAT TIME OF THE GRANTS AND THOSE HELD As OF FALL, 1963. Occupational Roles Fre- Per Occupational RoleS, 1963 at Time of Grant quency Cent Frequency Per Cent University and College 50 5h 63 68 General Admin. 8 8 Teaching 9 17 Adult Education 30 36 Librarians 3 2 Public Schools 32 36 22 2h General Admin. h 2 Teaching 1 1 Adult Education 10 5 State & County Staff 15 13 Librarians 2 1 Other 10 10 7 8 TOTALS: 92 92 - 80 - Fifty-four per cent of the reSpondents held occupational roles at the university or college level at the time of the grant whereas sixty-eight of these respondents are now ful- filling occupational roles at the university level. This is an increase of fourteen per cent. Thirty—six per cent of the respondents were in occupational roles at the public school level at the time of the grant whereas twenty-four per cent of the reSpondents are now in occupational roles at the pub- lic school level. This is a decrease of twelve per cent. Ten per cent of the reSpondents held a variety of non-univer- sity, non-public school roles at the time of the grant. At present only eight per cent of the respondents are in this category. This is a decrease of four per cent. Although the shifts of occupational roles may not be overwhelming, the pat- tern established is quite clear. There was a slight increase in the occupational roles at the university level in the broad classifications of general administration, teaching, adult ed- ucation and librarians. It would appear that these individuals are in more advantageous roles in relation to being "educators of adult education leaders" or the actual adult education leaders themselves. The number of teachers at university or college level increased from nine to seventeen and individ- uals involved in adult education programs from thirty to thirty- six. It is quite natural that many of the newer arrivals at the university level would be from the public school level. Although this facilitates the attainment of the primary - 81 - objective of developing educators Of adult leaders it does create a drain on the adult leaders at the public school level. The recipients selected for this study confirm this kind of expectation. The recipients selected were using their grants for university study in the pursuit of an ad- vanced degree or had already earned a doctoral degree. There- fore many adult leaders at the public school or university levels were not included in the sample used for this study. Although the variables are many in attempting to dis- cern the relationship of a Single eXperience to one's pres- ent occupational status the attitude or image held by the reSpondents seemed significant. AS a result, each respond- ent was asked: "To what degree did your Fund for Adult Ed- ucation grant contribute to your placement in your present position?" Table VII gives a summary of the responses and the correSponding percentages. TABLE VII. DEGREE THE FUND FOR ADULT EDUCATION GRANT CONTRIBUTED TO PLACEMENT OF RECIPIENTS. Frequency, Percentage Very important factor 3h 37% Moderately important factor 23 25 Doubtful, undecided ll 12 Unigportant 24 26 92 100% An arbitrary judgment assessing the value of the grant was not intended. It was believed that many of the reSpond- ents returned to the same job held prior to the grant. What - 82 - was intended was the identification of the reSpondents' im- age regarding the relationship of the grant to his present position, especially when occupational shifts occurred. Thus it appears that a favorable image was conceived. Thirty-four reSpondents, or thirty-seven per cent, de- noted that the grants were a very important factor and twenty— three, or twenty-five per cent, stated that the grants were a moderately important factor. It is conceded that "very" and "moderately" are evaluative terms. Yet a total of sixty-two per cent of the respondents assessed a positive relationship between the grant and the placement in their present posi- tions. Whereas the negative reSponses of "doubtful, unde- cided" were twelve per cent and "unimportant" twenty-six per cent. Therefore a total of thirty-eight per cent of the re- Spondents considered the assistance of the grant to their placement in their present positions as doubtful, undecided or unimportant. Another insight could be Obtained by describing briefly the kinds of occupational mobility which did take place. All of the following comparisons were from roles at the time of the grant to the present. Respondent Number 2 was a foundry man who described his role as a molder in grey iron foundry. At present he is associate professor and head of a labor ed- ucation department at a Midwestern university. ReSpondent Number 5 was a director of university extension. Presently he is a Dean of the College of Education in a Southern - 83 - university. ReSpondent Number 17 was a personal counselor for the Veterans' Administration prior to his status as a graduate student. At the present time he is Head, Depart- ment of Conferences and Program Consultation at a Western university. ReSpondent Number 27 was a director of adult education in a junior college. Now he holds the rank of Pro- fessor in a Southwestern university and teaches classes in administration and adult education. ReSpondent Number 35 was a superintendent of a small public school system and now is Administrator of Collegiate and Adult Education Programs at a Midwestern university. ReSpondent Number E0 was a state county agent and became an associate professor at an Eastern university teaching classes in extension education. Respondent Number E1 was a director of adult education in a public school system. He became Co- ordinator of Extension classes at a Western university. Re- Spondent Number E8 was a part-time research associate at the Center for the Study of Liberal Education for Adults and is now Dean of the Graduate School in an Eastern university. ReSpondent Number 53 was involved as a production engineer but is now a prOgram administrator for adult education at an Eastern university. ReSpondent Number 55 was a welder in a truck assembly plant and is now Associate Professor Of Soci- ology in a Midwestern university. Respondent Number 69 was Director of Labor Education at a Midwestern university. At present he is Director, Center - Bu - for the Study of Liberal Education for Adults. ReSpondent Number 7E was a high school mathematics teacher but became Program Coordinator, Plans and Program Directorate for a pri- vate corporation in the West. Respondent Number 82 was a dir- ector of a voluntary health association. Now he is Assistant Director, Informal Instructional Services at a Midwestern uni- versity. Respondent Number 88 was a director of adult educa- tion in a public School system but is presently Program Ad- ministrator at an Eastern university. Perhaps this presentation of changes in occupational roles portrays the increasing Opportunities that these indi- viduals have in being educators of adult leaders or adult leaders themselves. Considering the increase in mobility to the university level and the age distribution of the reSpond- ents falling heavily in the 36 - 55 Year age groups, it is perhaps safe to expect them to advance into more important leadership roles with academic maturity and practical exper- ience. Another means of appraising the actual realization of the purposes of the Fund for Adult Education is through a process of personal assessment by the reSpondents themselves. The reSpondents were asked to explain briefly their reasons for applying for the grants. These reSponses were itemized and then grouped into two general statements. Grants were sought to provide Opportunities of expanding the individuals' understanding of the liberal or general adult education - 85 - through further study or examination of actual programs, or grants were sought to provide the opportunities to complete the requirements for an advanced degree. TABLE VIII. RESPONDENT'S PURPOSE IN APPLYING FOR THE GRANT. Frequency Per Cent To provide Opportunities of eXpand- ing the individual‘s understanding of the liberal or general adult education. 66 72% To provide Opportunities to complete requirements for an advanced degree. 26 28% Total: 92 100% Seventy-two per cent of the reSpondents desired further Opportunities to expand their understanding of liberal or gen- eral adult education, whereas twenty-eight per cent of the re- spondents were seeking opportunities to begin, continue, or complete requirements for an advanced degree. Both of these objectives have direct relationship to the over-all purposes of the Fund for Adult Education. Increased understanding of the field of adult education and/or the possession of ad- vanced degrees, especially on the doctoral level, are indeed prerequisites to the preparation of educators of adults or adult leaders. A self-estimate by the reSpondent as to the attainment of his personal goals would indirectly relate to the broader purposes of the Fund. Hence, each reSpondent was asked, "How would you appraise the Fund for Adult Education grants as it facilitated the attainment of your personal goals?" - 86 - The reSponses are summarized in Table IX. TABLE IX. RESPONDENTS' APPRAISAL OF THE FUND FOR ADULT EDUCATION GRANTS IN TERMS OF PERSONAL GOAL ATTAINMENT. Number Per Cent Very Helpful 79 86% Moderately Helpful ll 12 Undecided or Doubtful 2 2 No he1p at all 0 0 Total: 92 100% It is obvious that, by self-appraisal, the personal goals of the respondents were greatly facilitated. It was the intent of the writer to use a four point scale and em- ploy relative terms so as to present a clear-cut, positive or negative response. The positive reSponses were "very helpful", eighty-six per cent, and "moderately helpful," twelve per cent. A total of ninety-eight per cent of the reSpondents considered their personal goals facilitated by the grants. The negative reSponses were "undecided, doubt- ful," two per cent and "no help at all" which was unchecked for a total of two per cent of the respondents who consid- ered the facilitation of their goals by the grants as unde- cided, doubtful or not helpful at all. These data reflect an overwhelming positive assessment by the reSpondents of how the grants facilitated the attainment of their personal goals. The reSpondents were asked to answer the following ques- tion: "One of the purposes, as outlined by the Fund for Adult - 87 - Education was to promote and/or develop leadership in imple- menting liberal adult education programs. In the light of your experiences, how do you appraise the fulfillment of these purposes?" Table X presents these reSponses. TABLE X. RESPONDENTS' APPRAISAL OF THE FUND'S PURPOSE TO PROMOTE R VEL‘P EADERS IP_IN_LIBERAL ADULT EDUCATION. Number Per Cent Very successful 57 62% Moderately successful 32 35 Doubtful or undecided 3 3 Unsuccessful 0 0 Totals: 92 100% The summary of the respondents' appraisal was, again, decisive. The positive responses were "very successful,"< sixty-two per cent and "moderately successful," thirty-two per cent. A total of ninety-seven per cent of the reSpond- ents considered the attainment of the Fund's purpose to de- velop or promote leadership in implementing liberal adult education programs as successful. The negative reSponses were "doubtful, undecided," three per cent and "unsuccessful" was left unchecked. This represented a total of three per cent of the reSpondents who appraised the attainment of the Fund's purpose as doubtful, undecided or unsuccessful. One of the reSponsibilities of the adult educator is to be aware of the development of new points of view, techniques and programs. He must be aware of the changes taking place - 88 - within his own professional field. Equally important, he must translate these changes in terms of the practicability of application to his own professional environment which also is in a state of concurrent transformation. Keeping aware of the advancements in one's profession can be accomplished in a number of ways. Perhaps two approaches could serve as ave- nues of equating the professional progress of the respondent. One means is to identify the reSpondent's membership in pro- fessional organizations. The second approach would be to as- sess the reSpondent's participation in further academic study after the completion of the final degree. Perhaps these data could reveal insights vital to the assessment of the profes- sional progress of the respondent, and which seems, as a re- sult, to be a means of judging the continual preparation of adult educators. This element is essential to the kind of leadership needed to advance the objectives of adult educa- tion. Each of the reSpondents was asked to list the profes- sional organizations to which he currently belonged. Table XI indicates the range of membership in professional organ- izations. Twenty-Six per cent of the reSpondents belong to three professional organizations and twenty-three per cent of the reSpondents belong to four organizations. The balance was distributed relatively equally over the remaining groups. The reSpondents' membership represented a rather favorable - 89 - TABLE XI. NUMBER OF PROFESSIONAL ORGANIZATIONS IN WHICH THE RESPONDENTS HOLD MEMBERSHIP. Number of Profes- sional Organizations Number Per Cent 0 2 2% 1 7 7 2 10 10 3 2E 26 E 21 23 5 13 111 6 5 7 7 7 8 8 3 3 Totals: 92 100% participation in professional organizations. A total of eighty-one per cent of the members belong to three or more professional organizations. Although membership does not guarantee any measurable degree of professional growth, it does indicate a value committment on the part of the member. It is the kind of information still sought in applications for jobs, promotions and in registering in placement bureaus. The respondents were then asked if they held an office in any of the professional organizations to which they be- longed. Of the ninety-two reSpondents, twenty-eight replied yes and sixty-four replied no. Therefore, thirty per cent of the reSpondents played leadership roles in professional organizations. In addition, the reSpondents were asked, "Are you a mem- ber of any national, state, or regional committees of the pro- fessional organizations to which you belong?" Thirty—three - 90 - reSpondents replied in the affirmative and fifty-nine reSpond- ents replied in the negative. As can be seen, thirty-six per cent of the reSpondents indicated the degree of participation on regional, state or national committee levels within their professional organizations. The relatively high percentage of reSpondents holding office in a professional organization (thirty per cent) and the high level of participation on com- mittees of professional organizations (thirty-six per cent) reflects a high degree of in-group acceptance of the leader- ship qualities of these respondents and an unselfish desire on the part of the respondents to contribute to the growth and development of these organizations. The reSpondents were also asked two questions regarding their pursuance of academic study. The first of these ques- tions was "Did you return to school for seminars, study groups or classes after your grant expired?" Fifty-seven of the re- Spondents answered "yes" and thirty-five answered "no." There- fore, sixty-two per cent of the reSpondentS continued some as- pect of their formal training after their grant had expired. 'The reSponse toward further academic study is quite favorable. Although a number of reservations or doubts could be raised about the significance of these data in terms of realistic outcomes, it cannot be denied that a high proportion of the respondents did avail themselves at some time after the ex- piration of the grant of exposure to the university environ- ment. One obvious question must, however, be asked. Was this - 91 - a single exposure or does it still persist? Therefore, the respondents were asked a related question. "Have you enrolled in a university or college within the last year?" Only twelve of the reSpondents replied "yes" and eighty "no." Only thirteen per cent of the reSpondentS had replied enrolled in a university or college during the past year. Of the twelve reSpondents who answered "yes" five were still working toward a degree program. Consequently, only Seven or eight per cent of the reSpondents who had completed their de- gree programs still sought further academic study. It seems pertinent that those who are the educators of adult education leaders or adult education leaders themselves should be im- bued with the philosophy of adult education in both the theor- etical as well as the practical sense. It is easily conceded that continuance of one's educa- tion need not be at the formal level. It has been generally accepted that each individual can teach himself or receive training in the larger university of life. What better en- vironment could those who are on university campuses find for the Opportunity to select from an extensive variety of Offer- ings? This is true whether the classes be geared to one's vocation or avocation. The concept of the liberally educated adult is not achieved by the completion of a prescribed number of classes whether it be at the graduate or undergraduate level. The philOSOphy and ideals of Cyril 0. Houle have sig- nificance for all leaders of adult education. The concept of - 92 - the Alumni University should be perpetuated by those who should best understand its purpose, namely the leaders of adult educa- tion. Therefore, one of the future goals of any institution or organization interested in promoting adult education is to provide or support post-degree study programs and actively stimulate all adults to participate. Making education from the cradle to the grave a reality for all adults is a worthy goal indeed. Perhaps additional insights can be gleaned regarding the leadership exerted in the total implementation of lib- eral education programs. This can be deduced, both directly and indirectly, through an analysis of the number of reSpond- ents who are teaching and the level of their function. The reSpondents were therefore asked, "Are you teaching in any capacity?" Fifty-three of the reSpondentS replied "yes" and thirty- nine answered "no." Fifty-nine per cent of the reSpondents indicated that they were teaching. Each respondent who an- swered the aforementioned question in the affirmative was asked to indicate this teaching level through the use of a checklist. Table XII summarizes the teaching levels of the respondents. It should be noted that Several of the reSpondentS were teaching at multiple levels. Nevertheless, it seemed to in- dicate a positive response. Leadership in implementing the liberal education movement through teaching of adult educators - 93 - TABLE XII. FREQUENCY DISTRIBUTION OF THE TEACHING LEVELS OF THE RESPONDENTS. Teaching Level of ReSpondents Number Full-time College or University 17 Part-time College or University 19 Adult Education Teaching 18 High School Teaching 2 Industry E Other 2 or teaching adults themselves seemed quite evident. Seven- teen were teaching at the university or college level on a full-time basis. This would increase to thirty-six if the number of part-time university or college teachers were in- cluded. Most of the part-time university or college teach- ers were composed of those involved in administering adult education programs at the university and public school levels of education. This kind of leadership seemed immediate and in line with the objectives as outlined by the Fund for Adult Ed- ucation. It was still of primary concern to identify any other types of roles that the reSpondents were assuming which would reflect the utilization of their leadership qualities. Each 'respondent was then asked, "Are you active in any civic pro- jects, studies, or committees?" Fifty-three of the reSpond- ents replied "yes," thirty-nine replied "no" indicating that :fifty-eight per cent of the reSpondents actively participated 1J1 civic endeavors. These efforts were directed toward many 'wcnathy projects vital to the overall improvement of our society -911- both on local and national levels. The contributions made by these individuals were in educational, social, political, religious, philanthropic, charitable and health organiza- tions. Although each effort cannot be cited individually, it may be of interest to cite a few: Board of Directors Chicago Committee for Sane Nuclear Policy, Chicago Commis- sion on Human Relations, Chairman of United Nations Day, Chairman of Cancer Society Drive, Chairman of United Foun- dation Drive, Executive Council of Turn Toward Peace, and Director of American Cancer Society. These data seem to in- dicate that the efforts of fifty-eight per cent of the re- Spondents were exerted in a variety of civic endeavors. Through this active participation a more penetrating reflec- tion of the impact of the adult education movement is really manifested. The reSpondents were also asked, "Do you belong to any service organizations such as Kiwanis, Rotary, etc.?" Thirty of the respondents replied "yes" and sixty-two replied "no." Thirty-three per cent of the respondents indicated active membership in service organizations and extended the names of organizations to include Lion's Club, Optimist Club, and the Junior Chamber of Commerce. Although thirty-three per cent of the respondents participating in service organiza- tions may seem small, there are additional factors worth con- sidering. The membership in the service organizations men- tioned is limited to men. The reSpondents used as a sample -95- for this study included twelve females or thirteen per cent of the sample. If the number of females were subtracted from the sample of ninety-two reSpondents, the remaining fig- ure would be eighty. Therefore, the participation in service organizations would be increased to thirty-eight per cent. Perhaps the regularity of luncheon or dinner meetings inter- fered with the schedules of some of the reSpondents. Sev— eral reSpondents did mention former membership. At any rate thirty-eight per cent participation in service organizations is not minute and can be considered as a substantial repre- sentation of effort. Two final steps in this evaluative procedure will be to appraise the honors and distinctions bestowed upon the re- Spondents and the contributions made by the reSpondents in the form of professional writing. Distinctions or awards bestowed upon individuals reflect some form of meritorious contribution. Perhaps of greater significance is that an- other social organization passes judgment upon an individual in light of the image it has formed of him. As a result the reSpondents were asked, "Have you received any Special dis- tinctions or awards following the completion of your grant?" Twenty-six replied "yes." This number seemed high and a subsequent analysis was made regarding their explanation of the distinction or award. It was discovered, at this time, that because of previous questions and reSponses, many of the awards or distinctions had already been cited in the previous -96.. data such as Officers of professional organizations, election to honorary fraternities, and civic accomplishments. There- fore each distinction or award was re-examined by the author and eight distinctions or awards were selected as not having been used in the data to this point and which seemed worthy of notation. This constitutes nine per cent of the reSpond- ents. The distinctions of awards to be cited are: "Appointed BishOp of Latter Day Saints Church;" "Chosen Woman of the Year in Education, 1955;" "Appointed labor market eXpert, U. S. De- partment of Labor and selected by President Hancher as one of fourteen faculty who brought great distinction to the Univer- sity of Iowa in 1961;" "Scarecrow Press Award in 1963 for out- standing contribution to library literature the previous year;" "Awarded L. H. D. Degree from Virginia Union University;" "Awarded Alumni citation of Trenton State College in 1959;" "Twenty-five Years Service Award to Vocational Agriculture;" "Received Kellogg Fellowship to work on doctoral program;" and "Received Superior Service Award of the United States De- partment of Agriculture." It seems clear that some institu- tion or organization other than the Fund for Adult Education has appraised either the service, contributions, or potential of these nine individuals to their respective fields and, hav- ing done so, rewarded them through Special appointments or awards. Individuals can contribute to the development Of their professional fields by writing of their experiences and ()‘l 9:; ()Q “'5 ('2 r4- (a "r HJ - 97 - observations. The recipients of the Fund for Adult Education grants are no exception. Each reSpondent was asked, "Have you had the Opportunity to write any professional reports, articles, books, or studies since the completion of your grant?" Fifty-three Of the reSpondents answered "yes" to this question and thirty-nine answered "no" indicating that fifty- eight per cent of the reSpondents had written within their professional field after the grant had expired. This indi- cates a generous and quantitative amount of writing to a pro- fessional field by a number of selected individuals. Upon further analysis additional insights were received. Ten per cent of the respondents have each written a book. Twenty per cent of the respondents have written an excess of five articles each. Five per cent of the reSpondents have written in excess of ten articles. These data indicate that a sub- stahtial number of the reSpondents have written studies, ar- ticles, monographs and books which contributed to their pro- fessional field. It is through this type of demonstrated leadership that the goals, practices and outcomes of a lib- eral adult education program are publicized. A final measure of estimating the contribution of the Fund for Adult Education grants in relation to its stated purposes is through the personal comments of the reSpondents. Some of the reSpondents returned the questionnaire with a short note. Others wrote in the margin of the questionnaire - 98 - an expression of their gratitude. The following statements are quoted directly from the communication of the respond- ents. "My experience at The University of Chicago was a rich one. It would not have been possible except through such fi- nancial assistance as that provided by the Fund for Adult Ed- ucation." "When I started the one year's study I was making a salary of $6,200 in a community of 300 peOple. With the completion of the degree I am privileged to have a job di- recting a campus of 1500 students with a faculty of forty full-time instructors. This Opportunity was made available because of the Fund grant. I am forever grateful to the Ford Foundation." "At present I am directing an extension prOgram with a staff of twelve. I needed my doctorate in order to be considered for this job. This was made possible only through the grant provided by the Fund for Adult Education." One of the prolific writers of literature for the field of adult education and who currently holds the rank of an assistant professor sought his grant to gain "intensive train- ing in Adult Education on a Ph.D." He also states, "I could never have completed my graduate work without it." Another respondent wrote, "I am greatly indebted to the Fund for Adult Education for a grant to do graduate study at George Peabody for Teachers, 1959-1960. In the process I was able to receive an Education Specialist Degree and to complete requirements for a Doctor of Education degree with the ex- ception of examinations and dissertation. The real objective - 99 - for this study was to enrich my education background through this study program. Upon completion of this program, I re- turned to the same job. However, I hOpe that my contribution has been more effective in our teacher education program as well as our adult education program. I say this to point out how such programs have been very beneficial to me and I am sure they have been also to every other person who has been a recipient of a grant." Another reSpondent said, "Profes- sionally I could not advance without the Ph.D. The F.A.E. grant made it possible for me to 'get over the hump' at a rough time in my career . . . Without the F.A.E. support, however, it is most unlikely that I would have remained in the field." These few personal expressions seem to indicate how these reSpondents perceived the value and Significance of the grants to their personal progress; and indirectly to the leadership extended to the field of adult education. The data collected and interpreted in this survey sub- stantiates a comprehensive fulfillment of the purposes of the Fund for Adult Education. Table XIII gives a summary of these data. J TABLE XIII. SUMMARY OF SIGNIFICANT DATA REFLECTING TH ACHIEVEMENTS AND SELF-CONCEPT OF THE RESPONDENTS. [I l. Sixty-eight per cent of the reSpondents are currently fulfilling occupational roles at the university or col- lege levels in comparison to the fifty-four per cent at the time of the grant. - 100 - TABLE XIII. (Continuegl 2. Sixty-two per cent of the respondents considered the Fund for Adult Education grant an important factor in the contribution to their present placement. 3. Ninety-eight per cent of the respondents considered the Fund for Adult Education grants were helpful as they facilitated the attainment of their personal goals by (l) expanding one's understanding of liberal or general adult education, or (2) to complete re- quirements for an advanced degree. E. Ninety-seven per cent of the reSpondents considered the Fund for Adult Education grants as successful in the promotion and develOpment of the necessary lead- ership necessary to implement liberal adult education programs. 5. Eighty-one per cent of the reSpondents hold member— ship in three or more professional organizations. 6. Thirty per cent of all the reSpondents are officers in their reSpective professional organization. 7. Thirty-Six per cent of the reSpondents are on regional, state or national committees within their reSpective professional organization. 8. Sixty-two per cent of the reSpondents continued their academic study after the grant had expired. 9. Thirteen per cent of the reSpondents have enrolled in a university or college within the last year. 10. Fifty-nine per cent of the reSpondents are teaching at the present time at various educational levels. 11. Fifty-eight per cent of the respondents have been ac- tive in civic endeavors. l2. Thirty-three per cent of the reSpondents are members in such service organizations as Kiwanis, Rotary, Lion's, Optimist, or Junior Chamber of Commerce. 13. Nine per cent of the reSpondents earned distinctions or awards from other social, educational, or politi- cal organizations. - 101 - TABLE XIII. (Continued) 1E. Fifty-eight per cent of the respondents have written in their professional field after the expiration of their grant; ten per cent have written one or more books; twenty per cent of the reSpondents have writ- ten in excess of five articles; and five per cent have written in excess of ten articles. — A *1— l j 1f _:__ L L— _ It would be difficult to expect all of the reSpondents to reflect positive achievements, growths, and performances in relation to all the criteria defined and used as instru- ments in this evaluation. If this were the case, it would be attempting to define perfection. But at best it seems that the purposes were quite clear. Namely, to enhance in- dividual understanding, to promote individual develOpment of one's capabilities, to assist in the preparation of edu- cators of adult leaders, and to develop qualified adult leaders. The record of the participants Speaks for itself. If it seems plausible to appraise a measure of accomplish- ment through the various roles that the reSpondents are ful filling, if it seems possible to estimate the relationship and value of the grants to the reSpondents' present occupa- tional roles, if it seems conceivable to assess a pattern of achievement through the self-appraisal of the reSpondents' membership and participation in professional organizations, and attendance in centers of learning, if it seems compre- hensible to identify professional performance through the re- Spondents' contributions and distinctions, then it seems rational to conclude that an overall evaluation of these - 102 - selected reSpondents as measured against the stated purposes must be defined in positive terms. It is apparent that the reSpondents paint a rather vivid, clear, and constructive portrayal of adult leadership diSpersed in the multiplicity of available avenues of the liberal education movement. -103- Evaluation of the Academic Prpparation of the Grantees: The third phase of this chapter deals with an appraisal of the academic preparation of selected leaders in adult ed- ucation. The purpose was two-fold. It seemed essential to assess initially the preparation or training of the reSpond- ents through a process of self-appraisal. It was also nec- essary to identify the kinds of educational experiences which would enhance the preparation of adult educators. The latter approach could lead to an assessment based upon the limita- tions of the reSpondent himself, limitations of other adult leaders with whom the reSpondent interacts or inherent limi- tations in the general training programs of adult educators. The fulfillment of these purposes will reveal data by which a general estimate of the academic training of the reSpond— ents can be determined and a description of the preparatory experiences necessary for the improvement of the training of adult educators. The subsequent data is significant for many reasons. The training by the reSpondents was obtained at a variety at a variety of educational institutions. The respondents have completed graduate study in adult education. The assessments reflect an evaluation of the academic preparation of adult educators in light of the practical application in on-going adult education activities or programs as revealed by the re- Spondents' occupational roles. The appraisals of the respond- ents included both the opportunity to judge ones-self and to -1011- judge others. The respondents' appraisal is based on their entire academic adult education training and not merely dur- ing the Opportunities provided during the grants. A compos— ite analysis of the academic preparation of the respondents can then be made. Each reSpondent was asked a series of Objective ques- tions about the training and two Open-ended questions. The data which follows are an analysis of the reSponses. The respondents were asked, "How would you rate your training as it prepared you for a complete understanding Of the philOSOphy of liberal adult education?" The data sum- marizing the reSpondents' reSponses are included in Table XIV. TABLE XIV. DISTRIBUTION OF RESPONDENTS REPLIES IN TERMS OF TRAINING IN PHILOSOPHY OF LIBERAL ADULT EDUCATION. Number Per Cent Very Comprehensive 38 El% Moderately Comprehensive 39 E2 Doubtful, undecided 9 10 Incomplete 6 7 T0TALS: 92 100% The positive reSponses were "very comprehensive," forty- One per cent and "moderately comprehensive," forty-two per cent for a total of eighty-three per cent of the reSpondents who considered their training in the philOSOphy of liberal adult education to be comprehensive. The negative reSponses were "doubtful, undecided," ten per cent and "incomplete," - 105 - seven per cent for a total of seventeen per cent of the re- Spondents who considered their training in the philOSOphy of liberal adult education to be doubtful, undecided or incom- plete. The reSpondents were then asked, "How would you rate your training as it prepared you with marketable skills or techniques for the management, motivation, or direction of adults?" TABLE XV. RESPONDENTS' APPRAISAL OF TRAINING IN MARKET- ABLE SKILLS AND TECHNIQUES. Number Per Cent Very Comprehensive 36 39% Moderately Comprehensive El E5 Doubtful, undecided 8 9 Incomplete 7 7 Totals: 92 100% The positive reSponses were "very comprehensive," thirty- nine per cent and "moderately comprehensive," forty-five per cent for a total of eighty-four per cent of the reSpondents who considered their training to be comprehensive. The neg- ative reSponses were "doubtful, undecided," nine per cent and "incomplete," seven per cent for a total of Sixteen per cent of the respondents who considered their training in this area to be doubtful, undecided or incomplete. Another question asked of the respondents was, "How would you rate your training as it prepared you to understand the programming of a liberal adult education curriculum?" The - 106 - data are presented in Table XVI. TABLE XVI. RESPONDENTS' APPRAISAL OF THEIR TRAINING IN LIBERAL ADULT EDUCATION PROGRAMMING. Number Per Cent Very Comprehensive 37 h0% Moderately Comprehensive 3E 37 Doubtful, undecided l6 l8 Incomplete 5 5 Totals: 92 100% The positive reSponses were "very comprehensive," forty per cent and "moderately comprehensive," thirty-seven per cent for a total of seventy-seven per cent of the reSpondents who considered their training in the programming of a liberal adult education curriculum to be comprehensive. The negative reSponses were "doubtful, undecided," eighteen per cent and "incomplete," five per cent for a total of twenty-three per cent of the respondents who considered their training in this area to be doubtful, undecided, or incomplete. The question was asked, "How would you rate your train- ing as it prepared you to understand the techniques of pro- nnating a liberal adult education program?" The positive re- sponses were "very comprehensive," twenty-eight per cent and "moderately comprehensive," forty-five per cent for a total of seventy-three per cent of the reSpondents who considered 'their training in the promotion of a liberal adult education puxagram to be comprehensive. The negative reSponses were "dcnlbtful, undecided," twenty per cent and "incomplete," seven - 107 - per cent for a total of twenty-seven per cent of the reSpond- ents who considered their training in this area to be doubt- ful, undecided, or incomplete. The next inquiry was in the area of psychology of adult learning. Each respondent was asked, "How would you rate your training as it prepared you to understand the process of adult learning?" The positive reSponses were "very com- prehensive," forty-seven per cent and "moderately comprehen- sive," thirty—five per cent for a total of eighty-two per cent of the reSpondents who considered this training to be comprehensive. The negative responses were "doubtful, un- decided," thirteen per cent and "incomplete," five per cent for a total of eighteen per cent of the reSpondents who con- sidered their training in this area to be doubtful, undecided or incomplete. Finally, each reSpondent was asked, "How would you eval- uate your training as it prepared you to utilize the talents of lay and professional leadership within a community?" The positive responses were "very comprehensive," forty-one per cent and "moderately comprehensive," forty-one per cent for a total of eighty-two per cent of the respondents who consid- ered their training to be comprehensive. The negative re- Sponses were "doubtful, undecided," sixteen per cent and "in- complete," two per cent for a total of eighteen per cent who considered their training in this area to be doubtful, unde- cided, or incomplete. Table XVII gives a summary of the re- spondents' appraisal of this training or preparation in adult education. - 108 - TABLE XVII. RESPONDENTS' APPRAISAL OF TRAINING OR PREPA- RATION IN ADULT EDUCATION. —_ PBPCGHFEEEIfirPeEEEHtage Positive Negatlvd Adult Education Area ReSponses ReSponses Philosophy of Adult Education 83% 17% iarketable skills or techniques for the management, motiva- tion, or direction of adults 8E 16 Programming of a liberal adult education curriculum 77 23 Promoting a liberal adult edu- cation program 73 27 Process of adult learning 82 18 Utilization of lay and profes- sional leadership, 82 18 The results indicate a dichotomy. On the one hand the reSponses are, in general, indicative of a comprehensive preparation in the essential skills and understandings re- quired for leadership in adult education. The areas of phil- OSOphy, skills and methods for management of adults, process of adult learning and utilization of lay and professional leadership were rated comprehensive by eighty-two per cent of the reSpondents. By relative comparison there was a sharp break in the preparation of programming a liberal adult edu- cation curriculum and the promotion or merchandizing of the liberal adult education program. In these areas seventy- seven per cent and seventy-three per cent of the respondents rated their training as comprehensive. Yet an air of skep- ticism prevails. For a group of individuals who were to qualify -lO9- further as adult educators or leaders of adults the doubtful, undecided, or incomplete responses cannot be overlooked. The general range of negative reSponse was seventeen per cent. However, in the areas of programming and merchandizing of liberal adult education programs, the negative appraisal was as high as twenty-three per cent and twenty-seven per cent respectively. It would be expected that such a group of Spec- ialists would reflect a higher degree of preparation. It is possible to speculate as to the variables which account for this development based upon the data examined in the questionnaire. The reSpondents were asked two Open-ended questions in which they could describe experiences which were not offered during their grants or how the preparation of adult educators could be improved. These data will be sub- sequently evaluated. However, this aspect of the question- naire lends some insights as to the limiting factors in the preparation of adult educators. Some of the university adult education curriculums were extremely extensive and Specialized and the candidate could not find the means nor the time to be exposed to all of the areas listed in this questionnaire. Others indicated that the curricular offerings were somewhat limited which reduced the availability of Opportunity to garner these experiences. Some of the reSpondentS were not training themselves primarily in the field of adult education but only on an incidental or related basis. If these factors could account for several of the negative reSponses in the - 110 - areas considered, then a rationalization could be perceived as to the limitations indicated by the responses in the areas of training for adult leadership. Two secondary questions were asked of the reSpondents. One deals with the point of view that the preparation of adult educators include training in the field of sociology. As a result, each reSpondent was asked, "It is the Opinion of some educators that adult educators should be knowledge- able in the field of sociology. What is your opinion?" The positive reSponses were "agree completely," sixty- seven per cent and "agree with some exception or limitation," twenty-six per cent. A total of ninety-three per cent of the reSpondents agreed that adult educators be knowledgeable in the field of sociology. The negative responses were "doubt- ful, undecided," three per cent and "disagree," two per cent. A total of five per cent of the respondents were doubtful, undecided, or disagreed. The implication for the inclusion of adequate exposure and understanding in the field of soci- ology in preparing leadership for adult education is immed- iate. A second question was directed to the assistance pro- vided by the candidate's advisor during the academic prepa- ration. It was the assumption of the author that an advisor could play a decisive role in shaping the direction of the educational experiences of the candidate. Therefore each - 111 - reSpondent was asked, "In the light of your experiences, how would you appraise the guidance and leadership functions pro- vided by college or university advisors to their candidates?" The reSponses are summarized in Table XVIII. TABLE XVIII. RESPONDENTS' APPRAISAL OF THE GUIDANCE AND LEADERSHIP FUNCTIONS PROVIDED BY THEIR ACADEMIC ADVISORS. Number Per Cent Very Helpful 50 5E% Moderately Helpful 2E 26 Doubtful, undecided ll 12 Of little Help 7 8 Totals: 92 100% The positive responses were "very helpful," fifty-four per cent and "moderately helpful," twenty-six per cent. A total of eighty per cent of the reSpondents considered the assistance of their advisors helpful. The negative reSponses were "doubtful, undecided," twelve per cent and "of little help," eight per cent. A total Of twenty per cent of the re- Spondents considered the assistance of their advisors doubt- ful, undecided, or of little help. The implications of these data are two-fold. Since this question is based upon the in- teraction of a candidate to one advisor and since the reSpond- ents did their academic work at a variety of educational in- stitutions, the general image of the candidates toward their academic advisor is very creditable. A positive response of eighty per cent based on the interaction of two individuals, - 112 - the candidate and the advisor, seems remarkably high. On the other hand a word of caution is needed. Since twenty per cent of the reSpondents did appraise their relationship to their advisor as negative, further analysis is necessary to deduce the causal factors affecting this attitude. The reSpondents were then asked two open-ended questions. "What experiences were not offered during your training or study program which would have enhanced your understanding of the basic concepts or practices of a liberal adult edu- cation?" "In the light of your experiences what three prac- tical ways could the training of adult educators be improved to fulfill the objectives of a liberal adult education pro- gram?" It was the intent of the author to get an objective assessment of the reSpondentS' limitations, a limitation of other adult educators as perceived by the reSpondents, or the constructive means by which to improve the training of adult educators. Regardless of the respondents' motivation, these data should be of importance to all agencies, organ- izations, and institutions vitally concerned with the ade- quate training and preparation of adult leaders. Since the reSponses to these questions were inter-re- lated they were grouped into appropriate categories. If the respondent made the same statement to each question, then only a single entry was made. The data which follow are a result of this analysis. II. - 113 - Summary of Suggested Ways of Improving’fHe Traifiing of Adult Educators Experiences involving practical application of theoretical principles and concepts. 1. Include field practice during graduate work. . . . . . . . . . . . 2. Subsidize internships for pros- pective leaders of adult educa- tion. . . . . . . . . . . . . 3. Organize in-service training program for present administra- tor and supervisors of adult ed- ucation programs. . . . . . E. Sponsor visitations to adult ed- ucation programs of several dif- ferent institutions, agencies, or organizations. . . . . . . . . . 5. Plan seminars or conferences de- signed for the exchange of ex- periences with other adult edu- cators. . . . . . . . . . . . . . . 6. Create Speakers' program where men in the field return to dis- cuss Specific programs. . . . . . . 7. Provide for maximum exposure in teaching of adults. . . . . . . . . A liberal education for adult educators. 1. Increase the number of inter-dis— ciplinary experiences. . . . . . . 2. Select candidates to major in adult education who are well educated in the liberal arts. . . . 3. Extend study in all phases of the humanities. . . . . . . . . . . E. Stimulate greater encourage- ment and acceptance for more courses in the liberal arts. . . . . 5. Add further training in lib- eral arts in place of language requirements. . . . . . . . . . . . 6. "Distinguish betwee liberal adult education and education of adults to become liberal.". . . (29) (21) (13) (13) ( 7) ( 5) ( S) (11) (ll) ( 9) ( 6) ( 2) ( 2) III. The role of the universities and colleges.‘ (93) (37) IV. 9. -1111- Attempt to secure grants to provide funds for training individuals in adult educa- tion and related fields. . . . Promote closer cooperation between the department of adult education and the ac- tive university extension divisions. . . . . . . . . . . Select better professional educators as teachers at university level. . . . . . . Utilize the adult education approach at the university level. . . . . . . . . . . . . Combine degree program in adult education with liberal arts college. . . . . . . . . Endow chairs of learning in adult education. . . . . . . Improve coordination between sociology and education de- partment. . . . . . . . . . . Provide "balance on college or university staff between the theoretical and practical professors. What to do? How to do it?". . . . . . . Provide more library materials in field of adult education. . Classes in adult education. 1. 2. Provide course work in selling the adult education programs to the different publics. . . Add training courses in dis- cussion and conference metho- dology and organization. . . . Promote better understanding of liberal adult education programming. . . . . . . . . . Improve the Selection of ap- prOpriate subject matter needed to teach adults. . . . Include classes in history and philOSOphy of adult edu- cation. . . . . . . . . Improve both the preparation and utilization of audio- visual resources. . . . . . . (11+) (37) -115- 7. Increase courses emphasizing the administration and super- vision of adult education courses. . . . . . . . . ( 2) 8. Expand the research in field of adult education. . . . . . . . ( 2) 9. Structure courses using pub- lications of Center for the Study of Liberal Education for Adults. . . . . . . . . . . . ( l) 10. Provide greater use of en- tire communication media during training. . . . . . . ( 1) ll. Utilize guidance techniques in program develOpment to involve more adults who are concerned. . . . . . . . . . . . ( l) V. Training in Sociology 1. Focus more on theories, con- cepts, and practices of so- ciety. . . . . . . . . . . . . (1 2. Add more courses in sociology. . ( 3. Emphasize the awareness of man's problems caught in the maze of conflicting pressures and purposes in a democracy. . . ( 5) E. DevelOp the skills and under- standings needed to improve teaching of human relation— ships to adults. . . . . . . . . ( E) C‘l—J VV VI. Training in Psychology. 1. EXplore in depth basic prin- ciples of psychology espec- ially as it applies to adult behavior. . . . . . . . . . (l2) 2. Seek better means of identi- fying the unfilled needs of adults. . . . . . . . . . . . . . ( 3) (26) (15) The area of greatest concern was focused upon those ex- periences which would involve the practical application of theoretical principles, methods and concepts. The total num- ber of suggestions in this category was ninety-three. A va- riety of approaches was suggested. They were to include field - 116 - practice during graduate work (29), subsidize internships for prOSpective leaders of adult education (21), organize in-ser- vice training programs for present administrators and super- visors of adult education programs (13), Sponsor visitations to adult education programs of several different institutions, agencies, or organizations (13), plan seminars or conferences designed for the exchange of experiences with other adult ed- ucators (7), create a Speakers' program where men in the field return to discuss specific prOgrams (5), and provide for maximum exposure or contact in teaching of adults (5). There appeared to be two strong undercurrents to these pragmatic suggestions. The training of adult leadership must include direct contact and experiences with reality. The prOSpective adult leader learns best "by doing." He should be involved in some experiences where he has to assist in program planning, merchandizing, teaching or some other phase of an on-going enterprise. He should be forced to draw upon his own resources in the executing of a Specific function un- der the wise guidance of an experienced adult educator. The second area of concern was directed toward the need for liberally educated individuals to play leadership roles in the promotion of the liberal adult education movement. The total number of suggestions in this category was forty. Several approaches were suggested as the means of achieving this goal. They were to increase the number of inter-disci- plinary experiences (11), select candidates to major in adult education who are well educated in the liberal arts (11), ’1 (1) (I) (D - 117 - extend academic study in all phases of the humanities (9), stimulate greater encouragement and acceptance for more courses in the liberal arts (6), substitute further train- ing in liberal arts in place of language requirements (2), and seek to distinguish the difference "between liberal adult education and education of adults to become liberal" (2). Although the development of liberally educated adult leaders cannot be conceived through merely structural or me- chanical prOgrams of study during a specified period of time the promotion toward this goal can be initiated during the period of academic preparation. The develOpment of a liber- ally educated individual begins in the early days of formal education and perpetuates itself as an on-going process throughout one's life. Rarely, however, is this process achieved in the same manner, in the same depth or at the same time for all individuals. Hence it seems fundamental that if this ideal, of promoting liberally educated adult leaders is to succeed, greater flexibility is needed in the planning OI graduate prOgrams of study. Since no two indi- viduals have exactly the same backgrounds of experience, even when they major in the same fields of undergraduate study or attend the same university, the appropriate planned course of study at the graduate level will vary. Perhaps it will be pragmatic to have some individuals who have done the bulk of their academic study on the under- graduate level in the sciences, mathematics, practical arts, -118- business or agriculture to have the major emphasis of their cognate work done directly in the schools of liberal arts. However, it does seem essential that all adult educators need diverse eXposure to those inter-disciplinary experiences on a planned and organized basis rather than incidentally conceived. This implies that a sequence of study in the liberal arts, on a minimal basis, Should form one part of the prospective adult educator's academic preparation. It seems flexible to expand this academic training in the liberal arts if the individual has previously been exposed to highly specialized or techni- cal experiences through the area of cognate study. It also seemed to be an excellent and practical suggestion that if further liberal arts experiences were needed that the lang- uage requirements could be waived in lieu of Specific course work in the school of liberal arts. It is apparent that we can't have better liberal adult education programs until we have a greater supply of liberally educated adult leaders. This was the general impression of a portion of the reSpond- ents. A third area of concern was directed to the role of the university or college. The total number of suggestions in this area was thirty-seven. The suggestions were largely concentrated in two areas and the inter-relationships of the suggestions were not as cohesive as in the two areas men- tioned earlier. The variety of suggestions included were to attempt to secure grants to provide funds for training indi- viduals in adult education and related fields (1E), promote - 119 - closer cooperation between the department of adult education and the active university extension divisions (9), select better professional educators as teachers at the university level, utilize the methods of adult education approach in the education of adult educators (3), combine degree programs in adult education with liberal arts colleges (3), endow chairs of learning in adult education (1), improve coordin- ation between the sociology and education departments (1), provide balance on college or university staff between the theoretical and the practical professors (1), and provide more library materials in the field of adult education (1). The need to acquire funds to provide for internships or fellowships in adult education is the primary concern in this category. It merits great consideration. The policy of re- cruiting individuals into Special fields of occupational study is an increasing trend in the decades of the fifties and six- ties. Until the university departments of adult and higher education gain in stature and status, until correSponding pressures can be exerted to match those in guidance and coun- seling, school administration, or any other sub-division of the school of education, can numbers of highly qualified can- didates be solicited and supported by university fellowships prOportionate to other fields. This approach could be expe- dited through the cooperation of the university extension diVisions. Selected individuals would have the opportunity to extend their training and preparation in the theoretical - 120 - framework provided by organized sequences of study coupled with the practical experiences of performing actual functions within an on-going program. This kind of experience would be essential if the preparation of adult educators is to keep abreast with other segments of our educational needs. The suggestions dealing with inter-departmental rela- tionships, staffing the departments of adult education and providing adequate library materials in adult education, im- portant as they are, reflect on particular rather than gen- eral conditions. Where they present themselves as delimiting factors, corrective measures should be initiated through the respective university divisions and their leadership. A fourth area of concern by the reSpondents centers di- rectly at the heart of the adult education curriculum. The total number of suggestions in this category was thirty-seven. The needs were defined in several areas. They were to provide course work in the selling of adult education prOgrams to the different publics (9), add training courses in discussion and conference methodOlOgy and organization (8), promote better understanding of liberal adult education programming (6), im- prove the selection of appropriate subject matter to teach (adults (3), include classes in history and philOSOphy of adult eaducation (2), improve both the preparation and utilization Of audio-visual resources (2), increase courses emphasizing the administration and supervision of adult education pro- EPamm (2), expand the research in field of adult education (2), - 121 - structure courses using publications of the Center for Study of Liberal Education for Adults (1), provide greater use of mass media of communication during the training program (1), and utilize guidance techniques in program development to in- volve more adults who are concerned (1). Since adult education curricula are diverse, heteroge- nous, and of particular character and vary in degree accord- ing to the university and the section of the country it rep- resents, these suggestions would be of greatest value if they were used as a checklist by which to appraise the individual offerings of any adult education curriculum. The limited frequency of many of the suggestions made it difficult to make general evaluations. However, one area did seem worthy of consideration. If programs of education are going to grow in scepe and intensity, they must be sold to the various pub- lics of our society. Adult education is no exception. There- fore, it Seems warranted that somewhere in the preparation of adult leadership, concentrated analysis of the techniques, methods and approaches of the selling of the adult education programs to the various publics of our society must be made. Too often this task is performed haphazardly or by the ele- rnents of chance. If the develOpment of adult education pro- Egrams is to flourish and meet the critical needs of our ever eXpanding pOpulation, then those techniques which have with- :stood the test of time and proved successful must be utilized in. a planned and systematic approach. Careful study and - 122 - understanding should be developed so as to give some measure of predicted success in dealing with the complex forces which direct the various publics of our society. A fifth area of concern was directed to the academic ex- periences in sociology needed by adult educators. The total number of suggestions in this category was twenty-six. The approach generally referred to was to add more classes in sociology (6). However, several of the reSpondents were more specific. They wanted courses in sociolOgy which would focus more on theories, concepts, and practices of society (11) and would emphasize the awareness of man's problems caught in the maze of conflicting pressures and purposes in our democracy. The final area of concern was in the preparation received by adult educators in the field of psychology. The total num- ber of suggestions in this category was fifteen. Although adult psychology belongs, and rightfully so, in the adult ed- ucation curriculum, Special attention is necessary. Again the concentration of responses in one particular area seemed to signify a carefully defined need. The approaches again included extensive exposure to classes in psychology. In most cases a qualifying statement was included and these were grouped in two general classes which required a need to ex- plore in depth basic principles of psychology eSpecially as it applies to adult behavior (12), and to seek a better means of identifying the unfilled needs of adults (3). The impli- cation of these data is immediate. It does not seem that a - 123 - mere number of classes or units of study in psychology is at the heart of the matter. What is desired is an experience in adult psychology qualified by two factors. First, that the exposure be in depth and not treated superfioially and, second, that the course be taught by a professor of psychol- ogy, preferrably with a major interest in adult psychology. CHAPTER V SUMMARY AND CONCLUSIONS OF THE STUDY The purpose, scOpe, and Sphere of this study was re- stricted to the descriptive analysis and resolution of three basic questions. The final chapter will begin with a reca- pitulation Of the essential conclusions to these questions. The second phase of this chapter will be directed toward those implications derived from this study which will con- tribute to the immediate task of providing adequate numbers of highly trained adult education leaders. The conclusion relates the contribution of the Fellowship Program of the Fund for Adult Education to the promotion of adult education leadership. Resolution of the Basic Questions: The first question of this study was "What are the char- acteristics of the selected recipients of the Fund for Adult Education grants and what were their subsequent relationships to the problem of providing the leadership necessary for the adult education movement?" The direction of the reSponses to this question was arranged according to: (l) the general characteristics of the selected recipients and (2) the rela- tionships of these data in providing assistance in the much needed area of adult education leadership. The general image Of the respondents was formed through the identification of specific characteristics. The following - 12H - \15'- 126 - data refine and shape the description of this image: 1. Eighty-four per cent of all the reSpondents were between the ages of thirty-one and fifty years of age at the time of the grant; fifty-one per cent of the respondents were in the thirty—one to forty year age group. Eighty-four per cent of the reSpondents were be- tween the ages of thirty-six and fifty-five at the time the questionnaire was completed; the frequency distribution in the five-year intervals from thirty- six to fifty-five, however, was relatively even. Eighty-four per cent of the reSpondents were mar- ried; sixteen per cent were single. Eighty-seven per cent of the reSpondents were male; thirteen per cent were female. Forty per cent of the respondents had earned under- graduate majors in social science, fifteen per cent in language arts, siXteen per cent in agriculture or agricultural education, and the remaining twenty- nine per cent in science, practical arts, mathemat- ics, or education. Sixty-one per cent of the reSpondents did their most recent graduate work in adult education. Fifty-seven per cent of the respondents have earned doctoral degrees; all of the reSpondents have earned master's degrees. - 127 - The relationship of these data as it pertains to provid- ing Opportunities for increased adult education leadership is manifold. Perhaps it should be noted that at the heart of any grant program is the process of selecting the most worthy candidates. Having once defined the goals of any grant pro- gram, it is imperative that a selective process provide the means of identifying those candidates who can best profit from the experience so as to insure the ultimate realization of its goals. It is in this selective process that the Fund for Adult Education seemed to be so successful, at least as it applied to the selected recipients used in this study. The concentration of the selected recipients was in the early years of maturity, between the ages of thirty-one and fifty. The distributional spread according to age was bal- anced rather than being skewed at one end of a continuum. At the time the questionnaire was completed this same bal- anced distribution extended into the advancing years of adult maturity, between the ages of thirty-six and fifty-five. If the process were continued it seems plausible to assume that the same general pattern of frequency distribution would con- tinue. This rather even distribution of adult leadership according to chronological age, at least, seems to provide a broad base of potential leadership quite capable of assert- ing itself in a vital phase of the total adult educational scheme. -128- Another significant aSpect of the selective process is discerned by the general objectivity in identifying the po- tential of individuals regardless of inherent traditional biases and cultural prejudices. Generally, in assessing in- dividuals for leadership roles the male is given greater con- sideration over his counterpart. Similarly a married man or woman is usually preferred over the single one. The usual rationale for this decision is that a greater degree of ma- turity or stability is evidenced. The recipients selected for the grants used in this study seemed unaffected by this bias and therefore the overall potential of these individ- uals was not neglected. Although the numbers of adults be- tween the ages of thirty to fifty years seeking grants ear- marked to the promotion of adult leadership are seemingly married and male, the selected recipients used in this study included sixteen per cent as unmarried and thirteen per cent as female. This objectivity seems quite consistent with the general philOSOphy of the liberal adult education movement. The selective process also reflected academic objectiv— ity in determining the recipients. Although fifty-five per cent of the respondents received their undergraduate majors in the liberal arts, it is significant to note that forty- five per cent of them majored in fields or disciplines other than in the liberal arts. In addition there did not seem to be any significant relationship between undergraduate majors and the decision to pursue graduate training in adult education. - 129 - The import of this objectivity reflects the genuine under- standing of the liberal adult education movement and the need to select those individuals who are capable of playing essen- tial leadership roles regardless of academic background. Finally, it is significant to note the high level of academic preparation of the recipients and the major fields of academic study pursued. All of the respondents had com- pleted their master's degrees and fifty-seven per cent had earned doctoral degrees. Cf even greater importance is the fact that sixty-one per cent of the reSpondents did their most recent graduate work in adult education. Although the criteria used to select the recipients of this study pre- cludes the aforementioned conclusions, the academic back- grounds of the individuals who received grants and were iden- tified as potential supplements to the ever increasing need of adult education leaders. Perhaps this is an important factor or variable to be considered in the selection of fu- ture candidates for adult education leadership. It seems clear that the selected recipients used in this study afforded excellent potential in providing the leadership necessary to advance the goals or objectives of the liberal adult education movement. The second question of this study was, "What is the re- lationship between the intended purposes of the Fellowship Program Sponsored by the Fund for Adult Education and the actual outcomes realized by the selected individuals who - 130 - received the grants?" The direction of the responses to this question is two—fold: (l) to review the primary objective of the grant program and (2) to review and relate the roles, at- titudes, and contributions of the recipients to the stated objective. The primary objective of the grant program focused upon programs of training and study designed Specifically toward the promotion and develOpment of leadership talent necessary for the implementation of the liberal adult education move- ment. A review of the professional roles, community roles, attitudes, appraisals, and distinctions of the selected re- cipients Seem to support the contention that the grant pro- ggram was extremely successful in promoting adult education lxeadership. An appraisal of this type is subjective and in- v<>lves many undetermined variables; yet, the attitudes and Iwacorded behavior of the selected recipients cannot be de- tried. The supportive data bearing upon this conclusion in- elude: l. Sixty-eight per cent of the respondents are cur- rently fulfilling occupational roles at the uni- versity or college level in comparison to the fifty- four per cent at the time of the grant. Eighty- four per cent of these individuals are active in the teaching process or directing adult education programs. 4:- - 131 - Sixty-two per cent of the reSpondentS considered the Fund for Adult Education grant an important factor in the contribution to their present place- ment. Ninety-eight per cent of the reSpondents consid- ered the Fund for Adult Education grants were help- ful as they facilitated the attainment of their personal goals by (l) eXpanding one's understand- ing of liberal or general adult education or (2) to complete requirements for an advanced degree. Ninety-seven per cent of the reSpondents consid- ered the Fund for Adult Education grants as suc- cessful in the promotion and development of the needed leadership necessary to implement liberal adult education programs. Eighty-one per cent of the respondents hold mem- bership in three or more professional organiza- tions. Thirty per cent of the reSpondentS are officers in their reSpective professional organization. Thirty-six per cent of the reSpondentS are on re- gional, state, or national committees within their reSpective professional organization. Sixty-two per cent of the respondents continued their academic study after the grant had expired. Thirteen per cent of the respondents have enrolled in a university or college within the last year. - 132 - lO. Fifty-nine per cent of the respondents are teach- ing at the present time at various educational levels. ll. Fifty-eight per cent of the reSpondents have been active in civic endeavors. 12. Thirty-three per cent of the reSpondentS are mem- bers in such service organizations as Kiwanis, Rotary, Lion's, Optimist, or Junior Chamber of Commerce. 1}. Nine per cent of the reSpondentS earned distinc- tions or awards from other social, educational, or political organizations. 1h. Fifty-eight per cent of the respondents have writ- ten in their professional field after the expira- tion of their grant; ten per cent have written one or more books; twenty per cent of the reSpondents have written in excess of five articles each; and five per cent have written in excess of ten arti- cles apiece. It seems apparent that the reSpondents' attitudes and behavior describe a very positive assessment in relation to the stated purpose of the Fellowship Program. The third question of this study was, "How well were the selected recipients academically prepared to fulfill the roles of leadership needed to promote the objectives 0f the liberal adult education movement?" Since an achieve- ment test was not administered to the selected recipients, -133- the basis of this assessment was derived through a process of self-appraisal by the reSpondents. The self-appraisal was conducted in two ways: '(1) direct reSponses to a Ser- ies of objective questions and (2) indirect reSponses sum- marizing the limitations perceived by the reSpondent of his own training or in his assessment of adult educators in gen- eral. The reSpondents, on the whole, reflected a very posi- tive self-estimate of their academic preparation in adult education. The following data Seem to support this conten- tion: 1. Eighty-three per cent of the reSpondents consid- ered their training in understanding the philos- Ophy of adult education to be comprehensive. 2. Eighty-four per cent of the respondents consid- ered their preparation in understanding the mar- ketable Skills or techniques for the management, motivation, or direction of adults to be compre- hensive. 3. Seventy-seven per cent of the respondents consid- ered their training in the area of programming a liberal adult education curriculum to be compre- hensive. h. Seventy-three per cent of the respondents consid- ered their training in the promotion of a liberal adult education program to be comprehensive. -13LL- S. Eighty-two per cent of the reSpondents considered their preparation in understanding the psychology of adult learning to be comprehensive. 6. Eighty-two per cent of the reSpondents considered their preparation in the utilization of lay and pro- fessional leadership within a community to be com- prehensive. In answering the open-end questions summarizing their perceptions of the limitations in the academic preparation in adult education, a total of 2h9 reSponses were recorded. Although Several areas of need and concern were expressed, the most noticeable need was in the area of providing eXper- iences which would actively involve the application or uti- lization of theoretical principles, concepts, or skills in real life-like situations. Thirty-eight per cent of the re- Sponses were grouped in this category. The suggestions in- cluded planning field practice during graduate work, subsi- dizing internships for prOSpective leaders of adult education, organizing in-Service training programs for present adminis- trators and supervisors of adult education programs, Sponsor- ing visitations to adult education programs of several dif- ferent institutions, agencies or organizations, planning seminars or conferences designed for the exchange of exper- iences with other adult educators, creating Speaker's pro- grams where men in the field return to discuss specific pro- grams, and providing for maximum exposure or contact in the teaching of adults. -135- The self-concept of the reSpondents about their own ac- ademic training was positive and their suggestions for imple- menting the means of improving the quality of academic prep- aration very current with present educational trends. Implications Derived From The Study: The first Significant implication of this study was to cite the noteworthiness of the selective process employed in the Fellowship PrOgram. Since the Sc0pe and dimension of the Fellowship Program were extensive and encompassed the geographic area of the entire United States, the patterns which were develOped would be of invaluable assistance to other agencies confronted by similar tasks. It would be re- alistic to assume that the factors of utilizing capable, qualified leaders, devising the organizational structure and machinery, and establishing the selective criteria could be emulated by other groups embarking on Similar projects. Therefore, it would be prudent to expect that future philan- thropic and governmental agencies could profit from scruti- nizing the essential nature of the selective process employed by the Fellowship Program in depth and by so doing devise a well-conceived, systematic selective pattern of their own. The Second implication of this study is to denote the valuable assistance and contributions provided by the Fel- lowship Program to the liberal adult education movement. It seems apparent to this writer that without the assistance prdvided by the Fellowship Program, the contributions and impact of the selected recipients upon the adult education - 136 - movement would have been deterred. The need for this lead- ership was clear in 1951. By the mid-1960's, this need has not been eliminated. Cur adult pOpulation is continually ex- panding. The nature and essence of our social order are un- dergoing enormous transformation in Size, character, and value orientations. Therefore, the need for adequate lead- ership in liberal adult education activities in increasing and becoming more complex. Although partial assistance was provided by the Fund's activities to this problem from 1951 to 1961, the task is not completed. It remains as an on- going necessity until qualified, trained leadership is mani- fested for all the expanding and changing adult education programs. The third implication of this study is directed to the universities and colleges charged with the reSponsibility of providing the preparatory experiences for our adult edu- cation leadership. PrOper leadership begins with identify- ing the potential of an individual to complete a given task. It is nurtured by providing the experiential background needed to develOp these latent talents. And it is essential to place these same individuals into those occupational roles in our social order where their develOped potentialities can be realistically applied. The universities must, by neces- sity, increase the Scope and depth of their adult education programs. This means increasing the budget, increasing the staff, reorganizing the basic curricula, conducting follow-up -l37- studies of their adult education graduates, and systematic- ally adjusting the university training program so as to pro- vide the kind of adult education leadership to meet the real needs of a changing social structure. This prodigious task is the direct reSponsibility of our institutions of higher education. The fourth implication of this study is directed to the needed research to facilitate the adequate training of adult education leadership. The areas of needed research include: 1. A study and analysis correlating the contributions of both lay and professional leadership as pro- vided by the Fellowship Program of the Fund for Adult Education. 2. A study and analysis of the adult education curric- ula in selected American universities and colleges. 3. A follow-up study of adult education graduates from selected American universities and colleges. h. A study and analysis of the adult education leader- ship in terms of our current and projected needs. The resolution of these studies could assist in determ- ining the means of reducing the leadership lag in adult edu- cation. ggnglusions: The pressing need for adult education leadership was re- Viewed in the beginning of this study. The results seem to cornfirm the invaluable assistance and support provided by the - 138 - Fund for Adult Education Fellowship Program in meeting this need. Yet an essential and fundamental question remains. Are we developing adequate numbers of adult education lead- ers to fill the current vocational needs compounded by the many adult education programs and agencies throughout our land? Or are these leadership roles being assigned to in- dividuals lacking in a thorough, practical preparation in the field of adult education? Serious doubt exists which would deter an affirmative response to these questions. But genuine Skepticism or intuitive judgment is not enough. Re- search is needed in the enterprises of adult education to provide the data necessary for a Scientific and accurate es- timate of the status quo. If these studies indicate that adult education leader- ship roles are being assigned without consideration of pro- fessional preparation, if these studies reflect that a gross imbalance exists between the need for adult education lead- ership and the professional personnel available, and if these studies substantiate that many adult education programs suf- fer because of the limited leadership effected, then a posi-: tive course of action seems obvious. Foundation support could continue in its effort to pro- vide extended fellowship programs in liberal adult education. PhilanthrOpic organizations could subsidize intern programs for adult education leadership available to local communities. But this would not be enough. Any consideration of liberal -139- adult education must include the entire adult population of the United States. The enormity of this commitment demands a more cohesive relationship between local, state, and na- tional agencies. Financial support could be provided through the National Defense Educational Act. Fellowships, intern- ships, and scholarships could be extended to those individ- uals who demonstrate a strong commitment to liberal adult education. These opportunities would be available in every state. And as the NDEA programs in mathematics, English, science, guidance, and foreign languages have played vital roles in upgrading the availability of professionally.pre- pared personnel, the same net outcome could be realized for leadership in liberal adult education. This Opportunity de- serves serious consideration. The crises, conflicts, tensions, and dilemmas facing our society are prodigious in Scope and dimension. They vacillate between local remonstrations and international hostilities. The most intelligible resolutions to these concerns necessitates an alert, active and reSponsible cit- izenry. Responsible citizens are not born. They are not educated in any one Span of years. Responsible citizens are involved in a constant struggle to stay informed, they learn to understand the changing forces in our cultural orientations, and they learn the significance of parlaying information, knowledge, and understanding to resolve the basic issues of our day. A reSponsible citizen must, then, -140- develOp the full extent of his potentialities. He needs a liberal adult education program which will provide the ep- portunities for this continual develOpment. The best Oppor- tunities can only be initiated, organized, and promoted by adequate numbers of professionally trained adult education leaders. To provide this adequate leadership is a paramount reSponsibility of our greater society. It is one which can- not be neglected. BIBLIOGRAPHY AND APPENDICES BIBLIOGRAPHY Beals, Ralph and Brody, Leon. The Literature of Adult Edu- cation, New York: American AssoEiation for Adult Edu- cation, l9hl. Booth, Alan. "A Study of Field Work Programs," Adult Edu- cation, Autumn, 1960, 11: 14-18. Borg, Walter R. Educational Research An Introduction, New York: David McKay Co., Inc., I963. Bradford, Leland P. "Report of the Division of Adult Edu- cation Services of the National Education Association," Adult Education Bulletin, August l9h7, 11: 168-9. Brown, Leslie E. and Schmidt, Warren H. "Toward Better Pat- terns of Joint Action," Adult Education, May 1953, 3: l3S-lhl. Bryson, Lyman. Adult Education, New York: American Book Co., 1936. Brunner, Edmund des.; Wilder, David S.; Kirchner, Corrine and Newberry, John S. An Overview of Adult Education Research, Chicago: Adult Education Association, 1959. Continuing Liberal Education. Annual ReportLl955-l957, White Plains, New York: Fund for Adult Education, 1957. Continuing Liberal Education. Annual ReportLl957-l959, White Plains, New York: Fund—for Adult Education, 1959. Dickerman, Watson. "Leadership Training Moves Ahead," Adult Education, May 1953, 3: 153-8. Education for Later Maturity, compiled by Donahue, Wilma. New York: Whiteside Inc. and William Morrow and Co., Inc., 1955- Essert, Paul L. "A PrOposed New Program in Adult Education," Adult Education, Spring 1960, 8: l3l-h0. Essert, Paul L. Creative Leadership in Adult Education, New York: Prentice-Hall, Inc., I9SI. - 1&1 - -11‘2- Essert, Paul L. "Report to Teachers College on Adult Edu- cation in the United States and Its Implications to Education," New York: Teachers College, Columbia Uni- versity, l9h8. Essert, Paul L. "The Future of Adult Education," Teachers College Record, November 19h7, 49: 89-97. Good, Carter V. Introduction to Educational Research, New York: Appleton—Century-Crofts, 1963. Hendrickson, Andrew and Spence, John A. "Professional Train- ing Programs in Adult Education," Adult Education, Sep- tember 1953, 3: 191-2. Hornback, Florence M. Leadership Manual for Adult Study Groups, Patterson: St. Anthony Guild Press, 193M. Houle, Cyril 0. "Education for Adult Leadership," Adult Education, Autumn 1957, 8: 3-18. Houle, Cyril 0. "Professional Education for Educators of Adults," Adult Education, Spring 1956, 3: 131-150. Kendall, Ralph C. "Internships for Adult Educators," Adult Education, Spring 1956, 6: 2hh-S. Kennedy, John F. "The President's Message on Education," Higher Education, March 1962, 18: 3-5. Kidd, J. R. How Adults Learn, New York: Association Press, 1959. Knowles, Malcolm S. The Adult Education Movement in the United States, New York: Holt, Rinehart, and Winston, Inc., 1962. Liveright, A. A. Adult Education in Colleges and Universi- ties, Chicago: Center for the Study of Liberal Educa- tion for Adults, 1960. Mather, Louis K. The New American School for Adults, Wash- ington, D. 0.: Division of Adult Education Service, National Education Association, 1953. Mezirow, J. D. and Berry, Dorothea. The Literature of Lib- eral Adult Education, l9hS-1957, Nengork: Scarecrow Press, Inc., 1960. Overstreet, Harry A. and Overstreet, Bonard W. Leaders for Adult Education, New York: American Association for Adult Education, 19h1. - 11,3 .. Sheats, Paul; Jayne, Clarence and Spence, Ralph B. Adult Education, New York: Dryden Press, 1953. Shilen, Ronald. Able People Well Prepared, New York: The Fund for AdultPEduoation, 1961. Svenson, Elwin V. "A Review of Professional Preparation Pro- grams," Adult Education, Spring 1956, 3: 162-166. The Fund for Adult Education. Annual Report, 1953-19Sh, Pasadena: Fund for Adult Educatidn, 195H. The Fund for Adult Education. Annual Report, 1954-1955, Pasadena: Fund for Adult EducatiBn, 1955. The Fund for Adult Education. A Ten Year Rgport, New York: Fund for Adult Education, 1962. Travers, Robert M. An Introduction to Educational Research, New York: The Macmillan Co., I96E. United States, President's Committee on Education Beyond the High School, "Second Report to the President," Washing- ton, D. C.: Government Printing Office, July 1957, 66—69 0 Whipple, James E. "University Training for Adult Educators," Adult Education, Winter 1958, 8: 93-7. White, Thurman, "Editor's Notes," Adult Education, Spring, 1960, 10: 130 and 190-2. White, Thurman. "Some Common Interests of Adult Education Leaders," Adult Education, Spring 1956, 6: 155-162. APPENDIX A THE COVER LETTEi Dear : We in the College Of Education of Michigan State University are continually interested in the improvement Of adult edu- cation programs and eSpecially in the Opportunities provided for graduate study in Adult Education. The Fund for Adult Education, through their grants for advanced study in this area, have done much to enhance and enrich the Opportunity for such advanced study. You, as a recipient Of one Of these grants, can provide us with information that will enable us to appraise our pres- ent programs of graduate study and strengthen those areas as a result Of your reactions to the enclosed questionnaire. I am fortunate in having, as a doctoral candidate in Adult Education, John Kouzoujian Of the Oak Park, Michigan, Pube lic Schools. He has agreed, and his doctoral committee has approved, tO assemble, evaluate and interpret information received in the questionnaire in the form of his doctoral dissertation. You may be sure that I appreciate your help in this under- taking. Sincerely yours, Harold J. Dillon Professor Of Adult Education Enclosure -114“- APPENDIX B THE QUESTIONNAIRE Age: Sex: Male Female Marital Status: Single Married Divorced Widowed Separated Number Of children in family: What was your undergraduate major? List the educational institutions attended in order Of recent completion and other data as indicated. Name Of Institution Dates Attended Major Degree (in years) How were you first made aware of the Fund for Adult Ed- ucation Grants to individuals? Please check one. Newspaper Pamphlet or brochure Magazine Friend College Professor College Adviser Other Name -115- 8. 10. 10.A 11. 12. -1h6- Who motivated you to apply for the grant? Please check. Self College Professor College advisor Employer Organization Name Other Name What were the years of your grant? 19 to 19 Please complete Question 10 or 10.A as it applies to you. State the Specific title or job classification you held at the time you received the grant. Title Nature Of the position If you were a full-time student or unemployed, please check. Full-time student Unemployed Please indicate the last full-time position held prior to the application for the grant. Title of Position Nature Of Position Did you supervise or direct other adults in the position indicated above? Yes NO How many? Explain: Explain briefly your reasons for applying for the grant. 13. 1h. 15. 16. 17. 18. 19. - 1g? - Who was most influential in stimulating you toward the achievement Of your goals as stated above? College advisor College professor Fellow student Cther Identify: What was the amount of your grant per year? $ Upon receiving your grant, at what institution did you matriculate? At what institution did you receive your degree? What type Of grant did you receive? Study award I Fellowship Scholarship Cther Who was meat helpful in broadening your background and knowledge of liberal adult education during the time Of the grant? College advisor College professor Member Of professional organization Fellow student Representative of the Fund for Adult Education Cther Name: Indicate by checking and naming any of the following ex- periences encountered during your grant which have been most helpful in your present position. 20. 21. 22. 22.A 23. 2h. _ 1&8 - Title Of Seminar Title of Course Nature of Discussion Group Nature of Conference Other Have you had the Opportunity to author any professional reports, articles, books, or studies Since the comple- tion of your grant? Yes NO If yes, give the title. Please state the Specific title or job classification of your present full-time position. Title Of Position Nature of Position If you are unable to answer Question 22 because you are unemployed or a full-time student, please check. Unemployed Full-time student. In the position indicated in Question 22, do you super- vise Or direct other adults? Yes NO How many? Explain: List the professional organizations to which you currently belong.. 25. 26. 27. 28. 29. 30. -1149- d. 8. Are you an officer in any of the professional organiza- tions mentioned above? Yes No EXplain: Have you received any Special distinction or awards fol- lowing the completion Of your grant? Yes NO Explain: Are you a member Of any national, state, or regional committees of the professional organizations to which you belong? Yes NO Explain: Are you active in any civic projects, studies, or com- mittees? Yes No Explain: DO you belong to any service organizations such as the Kiwanis, Rotary, etc.? Yes NO Name or Organization: How would you appraise the Fund for Adult Education grant as it facilitated the attainment Of your personal goalS? Very helpful Moderately helpful Undecided or doubtful Not helpful at all 31. 32. 33. 3h- 35. 36. -150- One of the purposes as outlined by the Fund for Adult Education was to promote and/or develop leadership in implementing liberal adult education programs. In the light Of your own experiences, how do you appraise the fulfillment of these purposes? Very successful Moderately successful Undecided or doubtful Unsuccessful Did you return to school for seminars, study groups, or classes after your grant expired? Yes NO Explain the nature Of the activity: Have you enrolled in a university or college with the last year? Yes No Are you teaching in any capacity? Yes No If "yes" is the response to Question 3h, please check. Full-time college or university Part-time college or university Adult Education High school Industry Other What experiences were not Offered during your training or study program whichIfiOuld have enhanced your under- standing Of the basic concepts or practices Of a liberal adult education? 37. 38. 39. Al. - 151 - How would you rate your training as it prepared you for a complete understanding Of the philOSOphy Of liberal adult education? Very comprehensive Moderately comprehensive Doubtful, undecided Incomplete How would you rate your training as it prepared you with marketable Skills or techniques for the management, mo- tivation, or direction of adults? Very comprehensive Moderately comprehensive Doubtful, undecided Incomplete How would you rate your training as it prepared you to understand the prOgramming Of a liberal adult education curriculum? Very comprehensive Moderately comprehensive Doubtful, undecided Incomplete How would you rate your training as it prepared you to understand the techniques Of promoting a liberal adult education prOgram? Very comprehensive Moderately comprehensive Doubtful, undecided Incomplete How would you rate your training as it prepared you to understand the process Of adult learning? h2. 14.3 . W4- -152- Very comprehensive Moderately comprehensive Doubtful, undecided Incomplete How would you rate your training as it prepared you to understand the learning process as it pertains to adults? Very comprehensive Moderately comprehensive Doubtful, undecided Incomplete How would you evaluate your training as it prepared you to utilize the talents Of lay and professional leader- ship within a community? Very comprehensive Moderately comprehensive Doubtful, undecided Incomplete It is the Opinion of some educators that adult educators Should be knowledgeable in the field Of Sociology. What is your Opinion? Agree completely Agree with some exception or limitation Doubtful, undecided Disagree To what degree did your Fund for Adult Education grant contribute to your placement in your present position? Very important factor Moderately important factor Doubtful, undecided Unimportant A6 . 14-7 . -153- In the light Of your experiences, how would you appraise the value Of the guidance and leadership functions pro- vided by college or university advisors to their candi- dates? . Very helpful Moderately helpful Doubtful, undecided Cf little help In the light of your experiences, what three practical ways could the training of adult educators be improved to fulfill the Objectives of a liberal adult education program? 1.