THE INTRODUCTiON 0F HON-ACADEMIC CURREC’ULA ON A
TRADWORAL COLLEGE CAMPUS: A STUDY OF THE
DWFERENTML ACCEPTANCE OF DIVERSE PROGRAMS

BY ADMWSSTRATDRS, FACULTY, AND STUDENTS

Thesis for the Degree of Ph. D.
MiCHiGAN STATE UNJVERSQTY
KENNETH FREEMAN LIGHT
1987

 

   
 

This is to certify that the

thesis entitled

THE INTRODUCTION OF NON-ACADEMIC CURRICULA ON
A TRADITIONAL COLLEGE CAMPUS: A STUDY OF THE
DIFFERENTIAL ACCEPTANCE OF DIVERSE PROGRAMS

BY ADMINISTRATORS, FACULTY, AND STUDENTS

presented b9

Kenneth Freeman Light

has been accepted towards fulfillment
of the requirements for

_Ph._D__degree in Higher Education

2/4! {M7}{

Major proIéssor

 

Date April 27, 1967

0169

WI arm-:31?

LIBRARY
ichigan State

 

 

t...

ABSTRACT

THE INTRODUCTION OF NON-ACADEMIC CURRICULA ON
A TRADITIONAL COLLEGE CAMPUS: A STUDY OF THE
DIFFERENTIAL ACCEPTANCE OF DIVERSE PROGRAMS

BY ADMINISTRATORS, FACULTY, AND STUDENTS

By

Kenneth Freeman Light

Statement of the Problem

This, study was concerned with the acceptance of non-academic
curricula of study on a traditional college campus. The non-academic
curricula studied were the Manpower Development and Training Act
programs being conduct<zd at Michigan Technological University at
Houghton, Michigan.

It was the purpose of this investigation to (1) determine if non-
academic MDT programs are accepted at the UniverSity, (2) to
determine if certain groups differ in their degree of acceptance, and
(3) to find if there are certain characteristics that can be identified
which relate to the degree of acceptance of these non-academic

Programs.

 

Kenneth Freeman Light

Procedure

The data for this study were obtained from the administrators,
faculty, and students of the Michigan Technological University. The
sample consisted of 114 administrators and faculty, and 414 students
in the regular baccalaureate and graduate programs. A complete
administrator-faculty survey was made while a stratified random
sample was selected from the student body. Both the administrator-
faculty and student sample were from the three major areas of
engineering, science, and business administration-liberal arts.

The following demographic data were obtained from the samples
selected: sex, age, rank (or class standing), political orientation,
father's occupation, length of service (faculty), teaching level (faculty),
tenure (faculty), degrees, education of father and mother, member ship
in organizations, and area of specialization.

The questionnaire developed for this study had two functions:

(1) to indicate whether the respondent accepted or rejected the non-
academic MDT programs at the University, and (2) if he accepted
or rejected values which were the subject of each hypothesis or
sub-hypothe sis.

The accept-reject variable was the major independent variable
in the hypotheses and sub-hypotheses. The data obtained from
these variables were analyzed using the chi square statistic, with

the five per cent (. 05) level of significance arbitrarily defining the level

Kenneth Freeman Light

of acceptance or rejection of the hypotheses under analysis.
The various operationally testable sub-hypotheses guided

empirical efforts of this study.

Findings

1. The non-academic MDT programs are accepted by the majority
of the administrators, faculty, and students of Michigan Technological
University.

2. Those who hold a traditional orientation regarding the purpose
of the University are more likely to reject the non-academic MDT pro-
grams than those with a land grant orientation. This finding was more
attributable to the administrators and faculty than to the students.

3. Those with a cosmopolitan latent identity are more likely to re-
ject the non-academic MDT programs than those with a local latent
identity. This finding was more attributable to the administrators and
faculty than to the students.

4. Those who have aspirations for the University to provide a
liberal education are more likely to reject the non-academic MDT
program than those who do not.

5. Social mobility of the respondent apparently had no effect on
the acceptance or rejection of the non-academic MDT programs.

6. Those who‘perceive the University as a source of prestige are
more likely to reject the non-academic MDT programs.

7. The degree of involvement of the administrators and faculty

f - ‘ La..._.... a...“

Kenneth Freeman Light
in the non-academic MDT programs is not likely to affect their
acceptance or rejection of these programs.

8. It appears to make no difference on the acceptance or rejection
of the non-academic MDT programs whether or not the respondent had
established interpersonal relations with those in the programs.

9. Those who feel that the non-academic MDT programs interfere
with the regular programs are more likely than others to reject the
programs.

10. Attitude toward federal subsidy to education does not affect the
acceptance or rejection of the non-academic MDT programs by the
administrators and faculty, but does affect the response of the students
toward these programs. Negative student attitudes toward subsidy
engender negative attitudes toward MDT programs.

11. How the respondent views the ability of the MDT student appears
to have no bearing on his acceptance or rejection of the non-academic
MDT programs.

12. How the respondent views the ambition of the MDT student
appears to have an effect on the acceptance or rejection of the non-
academic MDT programs. This is more frequently the case for

administrators and faculty than for students.

 

 

THE INTRODUCTION OF NON-ACADEMIC CURRICULA ON
A TRADITIONAL COLLEGE CAMPUS: A STUDY OF THE
DIFFERENTIAL ACCEPTANCE OF DIVERSE PROGRAMS

BY ADMINISTRATORS, FACULTY, AND STUDENTS

By

Kenneth Fr eeman Light

A THESIS

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

DOCTOR OF PHILOSOPHY

College of Education

1967

 

ACKN OW LEDGEMENT S

I should like to extend my sincere thanks to the following:

Dr. Sigmund Nosow, thesis adviser. who has patiently assisted
and encouraged me. His direction and comments have been instrumental
in the successful completion of this study.

Dr. Max Smith, _ major adviser, for his help during the major por-
tion of my academic program. His assistance has been valued.

Dr. Lawrence Borosage, and Dr. Lawrence Sommers. members of
the doctoral committee for their comments and suggestions.

To the many administrator s, faculty, and students of Michigan
Technological University for their participation in this study.

To my wife. Shirley, and my children Karen and Kevin, for their
understanding and patience during the past several years without which

this study would not have been completed.

ii

ACKNOWLEmEMENTS . O C -. C O O O O O O O O O C 0

LIST OF TABLES O O o o o o o o e e O o o o o o o s s s

' Chapter

I.

II.

III.

INTRODUCTION..................

 

 

TAB LE OF CONTENTS

Statement of the Problem
Significance of the Study
Statement of Purpose
Statement of Hypotheses
Assumptions

Definition of Terms
Limitations of the Study
Overview of the Study

RELATED IDEAS AND LITERATURE . . . . . . . 11

Historical Antecedents 12
Forces Influencing Higher Education 18
The Many Publics of the University Administrator 32
Conflicts and Problems Facing Higher Education 45

Goals 58
Summary 62

BACKGROUND OF THEORY AND RESEARCH. . . . 64

The Structure of a Social System 64
Change and its Implications 88
Previous Research 100

Summary 10 1

iii

 

 

Chapter Page

IV. DESIGN OF THE STUDY . . . . . . . . . . . . . . .. 103
Source of the Data 103
Collection of the Data 103
Sample 105
Description of the Instrument 110
Statement of the Hypotheses 114
Analysis 121
Procedure for Data Analysis 138
Summary 138

V. PRESENTATION AND ANALYSIS OF DATA . . . . .140

The A ccept-Reject Variable 140
The Demographic Variables 141
Statistical Analysis of Data 142

166

Summa ry

VI. SUMMARY, CONCLUSIONS, AND IMPLICATIONS
OFTHESTUDY.... .. ...167

Statement of the Problem 167
Summary 168
Conclusions 177
Implications for Further Research 184
BIBLIOGRAPHY 189
APPENDIX A 197
APPENDIXB 222
APPENDIX C 237
APPENDIX D 249

APPENDIX E 2.51.

iv

Table

4.2

4.3

4.4

4.5

4.6

5.1

5.2

5.3

 

 

LIST OF TABLES

Percentage and Numbers in the Administrator-
Faculty Population in Terms of Academic Special-
ization, Length of Service, and Degree of
Academic Specialization

Characteristics of the Administrator-Faculty
Population: Sex, Age, and Rank

Characteristics of the Administrator-Faculty
Population: Political Orientation, Father's
Occupation, and Tenure

Characteristics of the Administrator-Faculty
Population: Length of Service and Teaching Level

Percentages and Number of Students by Academic
Major and Class Standing

Characteristics of the Student Sample: Sex, Age,
Father's Occupation, and Political Orientation

An Analysis of Acceptance or Rejection of MDT
Programs at the University and TraditiOnal or
Land Grant Orientation

An Analysis of Acceptance or Rejection of MDT
Programs at the University and Cosmopolitan or
Local Latent Identity

An Analysis of Acceptance or Rejection of MDT
Programs at the University and Aspiration for
Liberal Education

Page

106

107

108

109

111

112

143

144

146

"ll

fibula

 

at:

s\

we

IN

 

 

 

Table Page

5. 4 An Analysis of Acceptance or Rejection of MDT
Programs at the University and Pattern of
Social Mobility 148

5. 5 An Analysis of Acceptance or Rejection of MDT
Programs at the University and the University as
a Perceived Source of Prestige 150

5. 6 An Analysis of Acceptance or Rejection of MDT
Programs at the University and Involvement in
the Programs 152

5. 7 An Analysis of Acceptance or Rejection of MDT
Programs at the University and Interpersonal
Relations with Those in the Programs ’ 154

5. 8 An Analysis of Acceptance or Rejection of MDT
Programs at the University Based Upon Their
Possible Interference with Regular Programs 156

5. 9 An Analysis of Acceptance or Rejection of MDT
Programs at the University and Attitude Toward
Federal Subsidy to Education 159

5.10 An Analysis of Acceptance or Rejection of MDT
Programs at the University and Appraisement of
MDT Student Ability 161

5.11 An Analysis of Acceptance or Rejection of MDT
Programs at the University and Appraisement of

MDT Student Ambition 163

5. 12 Summary of Acceptance or Rejection of Hypotheses
and Sub-Hypotheses with Related Statistics 165

vi

CHAPTER I
INTRODUCTION

In an era. of prosperity there are still those who are faced with
want and poverty. Unemployment is a constant specter for the hun-
dreds of thousands of Americans who work in our rapidly changing
industries. Unskilled, semi-skilled, and even skilled workers are
often displaced by changing technology. Recognizing that industry
generally is unable to provide the necessary retraining, the federal
government passed the Manpower Development and Training Act in
1962 to help the tens of thousands who were in need of new skills.
Various public institutions are conducting retraining programs today
under this Act. For the most part, these are high schools and voca-
tional Schools with an occasional community or junior college also
offering programs. In only rare instances are four-year institutions
operating programs under the MDTA.

Because of a paucity of adequate opportunities in its service area
for retraining, Michigan Technological University, a four-year
degree-granting institution, provides an extensive MDTA retraining
Program on campus where the MDTA students and faculty mingle.‘with
the regular students and faculty of the University. How these pro-

grams, students, and faculty are absorbed into a four-year university

1

2

setting is of vital concern to the University and is the purpose of this

study.

Statement of the Problem
This study is concerned with the acceptance of non-academic
curricula of study on a traditional college campus. It will examine
some anticipated problems confronting administrators in higher
education in facing the demands for curricular Offerings for diverse

programs.

Significance of the Study

This study will be significant to the extent that it contributes to
a better understanding of the problems involved in bringing non-
academic programs to a university campus. For this investigation,
the non-acadernic programs studied will be the MDTA programs
presently being conducted at Michigan Technological University.
These non-academic retraining programs represent an anomaly at
the University as they run contrary to the established programs of
the institution.

As in all engineering and science schools, the over-all trend of
the professional academic curricula has been one of upgrading with
increasing emphasis on basic science and mathematiCS. Coupled
With this has been a resurgence of research and a faculty faced with
demands for further professional preparation. Into this University
setting the non—academic MDTA programs have been introduced. Of

interest is the fact that these programs are using regular university

 

 

3

facilities and, in many cases, regular faculty. This study will attempt
to assess whether the regular administrators, faculty, and students
accept the MDTA. programs or if they feel that they are an intrusion

on a campus already pressed for facilities and staff. It will be of
interest, also, to see if certain philosophical differences are apparent
concerning the role of the University, and whether the administrators,
faculty, and students are aware of the social and economic pressures
that make adult retraining of vital concern to society.

It is considered valuable for the purpose of this study to survey the
evolution of higher education in this country to show how it has
developed in response to a desire to serve various clienteles. It
will be found that many social forces and pressures also have molded
the ultimate structure of higher education. Many of these forces and
pressures have historical precedence and are still pervasive. Others
are products of the present. Each has a role to play in shaping the
growth and change in higher education. For the purpose of this
Stady. it is important to provide this historical perspective so as to
Place the problem to be investigated in its proper context.

This study will not only view the broad field of higher education
b11t will examine the role of the institution in society. In turn, this
Study will examine the various clienteles that look to the institution
to serve their needs. These clienteles exert pressures which will be
examined to see what effect they have had on the ultimate structure of

the institution.

4

Turning from the institutions of higher education, it is also neces-
sary to understand something about the individuals involved in these in-
stitutions. Any programs, baccalaureate, graduate, or non-academic,
may be accepted or rejected by individuals who come from diverse back-
grounds, and who bring a variety of attitudes and feelings to bear on the
acceptance of these programs. Therefore, it is also important for this
study to understand something about the complex motivations of
individuals.

As in many social organizations in complex urban societies it is
anticipated that there will be great heterogeneity in the background of the
respondents regarding socio-economic status, political orientation,
education, ethnic heritage, religion, and other demographic variables.

It may be anticipated that where heterogeneity exists within a population
that attitudes also may be divergent. This study will be concerned with
this heterogeneity to see if attitudes toward MDT programs at the
University emerge out of diverse socio-economic backgrounds, current
academic status, and conceptions concerning the role of the University.

The definition of an attitude as used in this study is stated as fol-
lows: "The degree of positive or negative affect associated with some

psychological object. ”1 Or as a further amplification:

1
Thurston, L. and E. Chave, TheMea'surement of‘Attitude

(Chicago: The University of Chicago Press, 1929), p. 54.

An individual who has associated positive affect or
feeling with some psychological object is said to like
that object or have a favorable attitude toward that object.

An individual who has associated negative affect with the

same psychological object would be said to have an un-

favorable attitude toward the object.

How the non-academic programs were introduced at the University
may have some implications for this study. Actually, they were con-
tracted for by the Division of Continuing Education with the approval
of the chief administrative officer. The general line administrators
and faculty were not consulted when the decision was made to introduce
these programs. Thus, the non-professional programs were intro-
duced into a relatively ambiguous atmosphere in which no attempts
were made to clarify the objectives of the University as they relate to
these types of programs.

At a time when institutions of higher education are being pressed
to expand their facilities to accommodate ever increasing numbers of
students, and to expand their services to accommodate the varied
needs of these students, this investigation could have significance in

determining the role of colleges and universities in MDTA training and

possibly other non-academic programs.

Statement of Purpose
It is the purpose Of this investigation to (1) determine if non-
acadernic programs are accepted on a four-year university campus,

(2) to determine if certain groups differ in their degree of acceptance,

1Allen L. Edwards, The Techniques of Attitude Scale Construction
(New York: Appleton Century Crofts, Inc. , 1951), p. Z.

 

A.
y'-
.

‘C
1‘)

I

6

and (3) to find if there are certain characteristics that can be identified

which relate to the degree of acceptance of these non-academic programs.

Statement of Hypotheses

The statement of hypotheses at this point will necessarily be broad
and inclusive. These hypotheses are directed toward a number of variables
which theory and past research suggest may affect attitude toward the
introduction of new curricula and toward change generally. One such set
concerns reference groups. Another involves socio-economic background
and professional status. . A third concerns knowledge about the programs,
and a fourth relates to the various stereotypes of government, training,
and poverty. After the development of the background of theory and re-
search restatements of the hypotheses are made in a form which allows
operational tests of the general hypotheses, specifying the discrete

variable under analysis .

Hypothesis I
Acceptance of such programs as MDT is directly related to the
respondent's reference group orientation, his commitment to professional

_8_kui‘lls,' and his loyalty to the'University.

Hypothesis II
Acceptance of such programs as MDT is directly related toth'e
genomicand social background of ‘the‘respondenty his patterns of

ggcial'mob‘ility,‘ 'and “his‘aspirations for' social and professional status.

 

Hypothesis III
AcceptanCe of' such'program‘s as 'M-DT is directly~re1atedto the
- regponde'n't‘s‘ kn‘owle'dge of and involvement in the none-academic pro-

8 1'3 m's‘.

Hypothesis IV

Acceptance-of such'programs as MDT is directly‘related'to'

. stereotype 3 "held by'th'e' re spondent.’

As sumptions

I. The sample is adequate for the research problem.

2. It is possible to determine the degree of acceptance of these

non-academic programs by the questionnaire method.

3. It is assumed that the respondents will fully express their true

attitudes on the questionnaire. rather than conform to what they may

feel is expected of them.

Definitions of Terms

1. MDTA or MDT: Manpower Development and Training Act?

This federal act was passed in 1962 to train or retrain adults 18 years

of age and older. No formal educational level was stated for admit-

tance to the benefits of this act. When the training itself is being

referred to the abbreviation used will be MDT.

2. BS~MDTA Administrator: Those regular university adminis-

trators who are closely identified with MDT programs and who make

decisions concerning their operation.

3. BS Administrator: Those regular university administrators

who are not involved in MDT programs and who are concerned only

with regular degree programs.
4. MDTA Instructor: An instructor hired by the University for

instruction in the MDT program only. This person is not considered

a permanent employee and will not attain professorial rank nor accrue
tenure.

5. BS-MDT Instructor: A regular full-time instructor of the
University who has or is eligible for professorial rank and tenure.

6. BS Instructor: A regular full-time faculty member of the

University who has or is eligible for professorial rank and tenure.

7. MDTA Student: A student in one of the MDT programs with a

high school education or its equivalent.

8. BS-MDTA Student: A baccalaureate student who has a regular
faculty member instructing him who also teaches in the MDT programs.
9. BS Student: A baccalaureate student who has a regular faculty

member instructing him who does not teach in the MDT programs.

10. Non-Academic Programs: Various non-baccalaureate degree

Programs that are not taken for credit.

Limitations of the Study

1. Because of a limited response by colleges and universities to

the opportunities for service presented by the MDTA, only Michigan
Technological University has a substantial number of programs on

campus. Therefore, the lack of opportunity to extend this study to

other campuses is a definite limitation.

2. The literature on problems found in establishing non-academic
programs on a college or university campus, and faculty reaction to
this change, is very limited.

3. The nature of the baccalaureate programs at the Michigan
Technological University will probably have some bearing on how the
MDT programs are accepted. As Michigan Tech is primarily a
science and engineering school, and most of the faculty have many
years of industrial experience, they may perceive value in the MDT
programs that other faculties in other types of institutions may not
Thus, the findings of this study will be meaningful only at

see.

Michigan Tech, or perhaps, at schools of a similar nature.

4. As Michigan Tech has a large number of students from modest

socio-economic backgrounds, this could influence the attitudes of the

respondent toward non-academic programs.

Overview of the Study
In Chapter I the study is introduced, hypotheses stated, signifi-

cance of this study explained, and the definitions of terms and limita-

tions of the study listed.

10
In Chapter II, the evolution of higher education is traced to pro -
vide a perspective from which to view the problem under study.
Various social forces and problems will be reviewed to give some
appreciation of the situation facing the college administrators today.

Chapter III will be concerned with the institution as a social system and

its means of fulfilling its objectives. Also, psychological and social

psychological theory and research will be examined to give some over-
view of those complex variables which appear to be related to attitude

formation. Chapter IV will deal with the design of the study. , In this

chapter will be found the procedures used to derive the samples of the

populations used. The instrumentation is also specified and the

hypotheses restated. . In Chapter V, the findings from this investigation

are gathered and analyzed. Chapter VI will be concerned with the

interpretation of the data with conclusions and implications for further

research.

CHAPTER I I

RELATED IDEAS AND LITERATURE

In order to provide a perspective for the topic under investigation
and place it in the framework of higher education, it is perhaps best to
start with an overview of the historical development of higher education
in this country. Only by understanding the development of higher
education, and the forces which have uniquely shaped it, is it possible
to place non-academic programs in their proper context. It will be
found that many of the forces that earlier gave rise to the need for
higher education are the same forces, updated and changed to be sure,
that give rise to the need for various non-academic curricula today.

It also will be found that the college administrator is beset by special
interest groups who make demands upon the university's resources to
further their specific causes. One group could be those concerned
with non-academic programs.

The administrator is also concerned with the many conflicts and
Problems facing our society. He must lead the university to help amel-
iorate these problems and to supply leadership for our country's
growth. All of these matters must be weighed by the administrator

as he assigns the university’s resources in the most effective manner.

11

 

12

Consequently, they do have a bearing on the commitment the university
could have to non-academic programs.

This chapter, then, is concerned with historical antecedents,
forces influencing higher education, the many publics of the college ad-
ministrator, and the conflicts and problems facing higher education.
This overview will provide the background from which to approach the

problem under study.

Historical Antecedents

Since America was settled in its early years by the English and
other Europeans it is to these early immigrants that we owe many of
our concepts as to the dignity of man, his basic freedoms and rights,
and many aspects of our educational structure. The thinkers of our
Revolutionary period drew upon progressive eighteenth century Euro-
pean thought for many of their ideals and these, in effect, were incor-
porated into the educational structure of our country. It has often been
written that the ideas expressed by Thomas Jefferson in 1779 were the
ideological beginnings of American education. While Jefferson's plan
met with little success, his writings helped establish educational pro-
visions in many states at that time and later.

The demand for higher education was evident early in the new
world. Colonial colleges were founded in this country before the Rev-

olutionary War and were established mainly for the purpose of supplying

 

13

an adequately trained clergy. The curriculum in these colleges was
modeled after the British pattern of education and was tied to the classics.
Another purpose of education at that time, in addition to supplying

clergy for colonial pulpits, was to preserve the general culture.

The number of new colleges formed in America before the Civil
War was reported by Tewksbury to be over 500. However, only about
one in five have survived. These new institutions were mainly private
liberal arts colleges often controlled by religious foundations with ex-
tremely limited faculty. 1 These early colleges performed their tasks
well and provided many clergy for the various sects of the time. How-
ever, change in the guise of the European Enlightenment was beginning
to be felt during'the 18th century among the educated classes, and the

American concern for the useful and practical was growing.

, General vs.‘ Special Education

From the earliest times a conflict has existed over whether edu-
cation should be general in nature or aimed at a special competence.
The decade of the 1820's was critical in the struggle between the general-

ist versus the specialist approach to university education. Jefferson, in

 

D. C- Tewksbury, The Founding of ‘Ameri‘can‘ Colleges and
Eniversities 'Befor'e'the “Civil War . (New York: Bureau of Publications,
Teacher's College, Columbia University, 1932), p. 55.

 

2' Richard Hofstadter and C. DeWitt Hardy, The'Developm'ent and
_S£ope of Higher Education in the United States (New York: Columbia
University Press, 1958), p. 5.

 

 

14

an attempt to introduce a. special competence for the students at the Uni—
versity of Virginia, established separate colleges of :mathematics,
chemistry, medicine, and law. Each college had its own curriculum,
although a student could take courses in another college. This was a
departure from the liberal arts tradition of the past and supplied an

opportunity for specialization.

The Elective ' System

Another factor that helped shape higher education in this country
was the elective system. The growth of the elective system in American
colleges commenced from about 1825 at which time Harvard expanded
its curriculum to allow the student greater choice of subjects. The
elective system broke the rigid dominance of the classics but also
gave them a new lease on life. Morrison, a Harvard historian, felt
that the elective system was abused and that the student was deprived of
his classical heritage. However, classical education was based upon the
aristocratic education of Greece and Rome, which permeated the strat-
ified society of Europe, and was not attuned to the dynamic American
scene. The indigenous quality of the American university after 1862
was its declared faith in equalitarianism. This is what Jackson had
Propounded in the 1820's and the 1830's but it had not come to pass un-

til after the Civil War because of the prestige of the classics and the

 

15

built-in conservatism and inertia of the academicians. 1
Some idea of how inappropriate the curricula of some state univer-

sities were before the Civil War can be gained from the following:
Michigan was the leading western state university of the time in
1843-1844, and of the 50 term courses offered 26 were in Latin
and Greek and Mathematics, 9 in natural sciences, 5 in ”intellect-
ual science" (that is logic, philosophy, and psycholOgy), 3 in mor-
als and religion, 3 in political science, and 4: in English. Until
the applied science which the country most needed, i. e. , agri-
culture and engineering were taught, universities were far out of
touch with the frontier society. The liberal arts was the minority
study appropriate to an aristocracy, no matter what claims were
made about its value as a general training of the mind. 2

Demands for Practical Education
Over the years, however, a demand developed for education of a

scientific and practical nature. Public leaders, including Franklin and

Jefferson, had from the earliest times advocated a system of education

for practical use. This culminated in the passage of the Morrill Act

in 1862 which provided grants of lands to endow, support, and maintain

state colleges that would devote time to the agricultural and mechanic

arts to "promote the liberal and practical education of the industrial

classes in the several pursuits and professions of life. "3

 

1Stewart Campbell, “The Place of Higher Education in a Changing
Society, ” The American College! ed. Nevitt Sanford (New York:
John Wylie and Sons, Inc., 1962), p. 925.

ZIbid. . p. 924.

3Edgar W. Knight, Education in the United States (3rd ed. rev. ;
Boston: Ginn and Company, 1951), pp. 149-150.

16

The Morrill Act had many long range effects. It provided leadership,
training, and research in fields that were of great importance for the
nation's growth. It also had a profound influence on the pattern of
American education because it provided for a liberaliiig practical edu-
cation. The two‘were combined rather than being studied as separate
entities. While the classical studies and the vocational studies were
combined, both were taught without any sense of inferiority.

? As the universities were supported by tax monies and dedicated to
serve the people of the state, they opened the doors of higher education to
a far greater segment of the population than ever before, and removed
forever the idea that higher education was for a select few.

The act also gave importance to the practical aspects of daily
living--stressing the mechanic arts and agriculture. It gave prestige
to the programs of a vocational type and caused some of the college
level courses to be taught not just for their own sakes but as instru-
ments for a better society.

It has been said of land grant institutions that where there is a
valid educational need no program is beneath their dignity. However,
aslarge land grant universities have grown over the years, many of
them have slowly changed from a philosophy of service to a. philosophy

of selective excellence, and have since eliminated many of the programs

1* an.

~

17

that assisted them in obtaining the status they have in society.

In a sense, then, for a college or university to offer non-academic
curricula where they have been slowly eliminating such programs would
seem to represent a definite regression of educational effort. It would
mean establishing once again the types of programs they had started

with in their earlier history.

Education After the Civil War

 

The growth and development of American higher education from
1862 on was characterized by the emergence of the lat-d grant univer-
sity, the re-examination of the role of liberal arts, and the expansion
of graduate education. After the Civil War the great emphasis in Amer-
ican universities was on specialist education. The liberal arts were
placed in a defensive position and had to struggle to maintain an ade-
quate place in the university.

German education at the university level influenced American edu-
cation in the later years of the 19th century. Not only was research
included as an important university function, but an increased range
of subjects in the sciences and social sciences led to an expanding lib-
eral arts program.

John Hopkins University was established in .1876 as a graduate
school where investigation in arts, sciences, and medicine could be

carried on. Other graduate schools followed in swift order. The

 

18

impetus for research and graduate education was found in the fact that
it was estimated that over ten thousand Americans had taken a German
Ph. D. degree during the period up to 1914. 1
American education, then, stems from essentially two different

philosophical approaches. One is the tradition of the liberal arts
college with its emphasis on humanities and the enlightenment of man.
The other is represented by the land grant philosophy prevalent in our
large state universities where the overriding aim has been one of ser-

vice to the public.

Forces Influencing Higher Education

American education has been subjected to many social forces
throughout its development. As educational institutions, particularly
the land grant unix ersities, have responded to the demands of society,
many profound changes have occurred in their curricular offerings.
Some of the forces that have shaped American education. have been in-
dustrialization, urbanization, transportation, and immigration. It is
appropriate for this study to sketch some of these forces in their his-
torical development--as each of these has had an important implication

for the educational structure of this country.

1Campbell, op; cit. , p. 929.

 

l9

Industrialization

 

Perhaps the greatest force that has affected American education
on a sustained basis over the last century has been industrialization.
American industrialization had its beginning with the advent of the
cotton loom during Colonial times. Industrialization and the factory
system was in its infancy in 1825, and even as late as 1850 the bulk of
manufacturing in the United States was carried on in the individual
household by members of the family--or in a shop with a solitary pro-
prietor. However, after the Civil War industrialization expanded to
great heights. This changed the structure of employment in America.
Gone were the individual artisan and home industry. Native inventive-
ness and advances in science and technology improved the production
methods of American industry. Some idea of the scope of the industrial
revolution and its growth at an unprecedented rate can be gathered from
the number of patents issued in the United States. In 1870, 80, 000 were
issued, while by 1930 the number had reached 421, 000 per year.1 This
industrial revolution produced goods cheaper, more swiftly, and of
better quality than the previous methods, and made available to the
American citizen a better standard of living and greater leisure than
any previous society had ever enjoyed.

The rapid growth of technology had profound implications for the

1Edward Newton and Herman G. Richey, The School :11 the Amer-
ican Social Order (Boston: Houghton Miffiin Co. , 1963), p. 395.

«ha
’1'

en

 

a.

9"

20

curricula of the collegesand universities of America. Particularly in
the land grant universities were such areas as engineering and science
expanded to provide the work force for industry.

Mass production and interchangeability of parts have created a
workforce that is highly trained and highly specialized. This very
specialization has created great social problems. One of these in
particular is appropriate for the purpose of this study: obsolescence of
the-working force. Great social problems exist when the work force is
displaced because of changing technology.

Federal assistance in vocational education. -- The demands of society
to retrain and rehabilitate the unemployed have resulted in active fed-
eral legislation for this purpose. Federal aid to vocational education
had its inception with the Morrill Act in 1862 which was designed to pro-
vide for the needs of agriculture and industry at the college level. This
led to the establishment of many land grant colleges and universities in
many states. The Hatch Act of 1887 and the Smith-Lever Act of 1914
were also designed to expand the area of vocational education at the
college level. The Manpower Development and Training Act of 1962
and its predecessor, the Area Redevelopment Act, are milestones in
society's concern for those technologically displaced. It is appropriate
to note that many of the universities and colleges in the country today
who view MDT programs as not worthy of attention had their start in

the area of vocational education.

21

Perhaps the most meaningful legislation of this century
was the Smith-Hughes Act of 1917. This act provided for a permanent
appropriation of 7 million dollars annually for vocational education in
agriculture, trades, home economics, industry, and for teacher edu-
cation. This act has continued since that time and has been extended

by the Vocational Education Act of 1963. It provided the basic frame-

work for vocational education for almost 50 years. The legacy of this
act is found in the high schools and technical schools across the coun-

try. Without this act our high schools would still be primarily offering

only traditional college oriented programs. This act opened the door

for vocational education at the secondary level.
The George Reed Act of 1929, a temporary measure, allocated an

additional one million dollars annually to expand vocational education.

{3"

' 31111934. T e

2)
g...
'1
CI?
Q-

in agriculture and home economics. This act 6.

George-Deen Act was passed in 1936 and provided a continuing appro-

1
l

priation of fourteen million dollars for vocations- education in agri-

culture, home economics, trade and industry, and for the first time in

distributive occupational ar ea 5 .

During World War II the trair..ii:;.t_gr of defense workers was spurred

Apnropriations exc eeded

a.

with legislation for war production training.
one hundred million dollars by the end of the war. This program termi-

nated with the war's end in 194-5.

The George-Deen Act was superseded by the George-Barden Act

,‘d

22.

of 1946. This act provided for appropriations of fourteen to twenty-two
million dollars annually. Funds were provided for vocational education
in agriculture, home economics, trade and industry, and distributive

education. Funds were also available for guidance, teacher training,

and research in vocational education. This marked the first time that

guidance was recognized as an important aspect of vocational education.

After World War II the ”G. I. Bill of Rights" provided almost un-

limited funds for the education of veterans. Many vocational education

programs were established to accommodate these veterans and this act

gave impetus to vocational education in this country.

The federal government became interested in the field of public
health in 1956 and passed the Health Amendment Act which provided

for an appropriation of five million dollars annually for five years to

expand and improve practical nurse training. This law was extended

for three years, and was to terminate in 1965, but was included in the

new legislation.
Even the fishing industry was recognized as needing assistance and

an amendment to the George-Barden Act was passed in 1956. It author-

ized, on a continuing basis, $375, 000 annually to states for vocational
training in fishing trades, and various distributive industries associated
with it.

With the advent of Sputnik, American education underwent careful

scrutiny and re- evaluation. One result was the National Defense

 

23

Education Act of 1958. Title VIII of this act (made Title III of the
George-Barden Act) authorized $15, 000, 000 annually for the training
of highly skilled technicians. This act has been extended in the
Vocational Education Act of 1963.

While the act made it possible for the offering of highly demanding
college level curricula, it stated that such work must not be accorded
baccalaureate credit. This qualification affected the field of technical
education and resulted in most technical training programs having little
or no transfer credit to baccalaureate engineering programs. In the
true sense, then, technician training is not the first two years of
engineering education; it is a comprehensive program that parallels
much of the engineering education, but is taught at a different level,
with different objectives.

With the advent of the Area Redevelopment Act, the government
at last recognized its responsibility to provide vocational training and
retraining for unemployed adults living in depressed economic areas.
This was truly a milestone in federally sponsored vocational education.
For the first time funds were granted to establish training programs
for adults and at the same time provided them with funds to help de-
fray the cost of attending these programs. It was the first act de-
signed to help solve the problems of the unemployed with a con -
structive plan for retraining.

TheManpower Development and Training Act of 1962 expanded and

l . __ _.__..._..,__ . M. ____..,..._.

24

strengthened benefits of the ARA. It was designed along the lines of
the ARA but was more adequately funded and granted greater benefits
in terms of length of training and training allowances. Trainees under
this act were given a training allowance equal to their unemployment
benefits. They were also given a subsistence allowance if they had to
attend an institution away from their home. The length of the programs
Was extended from sixteen weeks under the ABA to fifty-two weeks
under the MDTA--and this has subsequently been amended to allow up
to two years of training. The MDTA should, in time, when it can be
fairly evaluated, take its place with the Smith-Hughes Act as a truly
significant piece of legislation. It places no restriction on those who
enter into the training, save that they can benefit from it, and that there
be a reasonable chance of their placement upon completion of the pro-
gram.

The MDTA, allowing up to two years of training, makes it feasible
to establish programs where the attainment of skill is possible, and
many programs to train machine operators, welders, and other techni-
cal skills are now being offered. In addition, it is also possible to offer
fairly high level technical programs of the "engineer aide” variety. In-
deed, some persons feel that these programs almost attain the level of
the training designed under Title VIII of the National Defense Education
Act. It is these high level programs that made Michigan Technological

University realize that it had a role to play in. the ARA and MDTA.

"at

To complete the survey of federal legislation it is necessary to
include the Trade Extension Act of 1962 which provides for the training
of displaced workers, the Public Welfare Minimum Act of 1962 de—
signed to aid certain welfare cases, and finally the Vocational Edu-
cation Act of 1963.

The Vocational Education Act of 1963 is the latest piece of legis-
lation, and it is truly a capstone of all federal programs aimed at
vocational education. In an all-encompassing sweep it takes up the
Smith-Hughes, NDEA, ARA, MDTA, and other special acts into a compre-
hensive program of vocational education. During the forty-eight year
history of federal aid to vocational education, millions of persons have
been assisted in entering the labor force-«yet in terms of 1965 this
effort-is entirely too small. A greatly expanded working force, includ-
ing more women, greater job proliferation and sophistication, and
greater mobility has caused a need for greater federal assistance.

The Vocational Education Act of 1963 provides funds for all types
of training, construction, equipment, and other ancillary services such
as teacher training, evaluation, ~. special demonstration and experimental
programs, development of instructional materials, state administration
and leadership, program assessment, and research.

In all federal programs two intentions are apparent: (l) to meet

the needs of the individual as he attempts to adjust to a changing

 

technology in a variable economy, and (2) to meet the needs of business
and industry.

This federal legislation was passed with the idea that American
educational institutions would rise to the occasion to be of service to
society. However, the institutions of higher education have not respond-
ed to this entreaty to the extent that secondary schools have. Indeed,
as an example, only a few colleges or universities in Michigan conduct
these retraining programs, and only Michigan Tech has a sizeable num-
ber of these programs 22 its campus.

It is quite apparent that the demands of industry influence American
education. Despite the lack of interest in MDT programs, scientific
and engineering studies occupy an even greater place than previously
in colleges and university offerings. Technological programs of the
two-year type are assuming greater prominence, and even terminal
courses are being offered at some colleges and most community ccl-
leges. It can be seen that the demands of industry are a potent force,
frequently shaping“ the structure of American education, and one that
occupies the attention of the college administrator.

A problem associated with the response of colleges and universities
to the training needs of industry has been the difficulty of keeping cur-
rent what is being taught, and also not to teach for specific occupations,

but rather for a family of occupations--of teaching the broad underlying

principles rather than a narrow acquisition of facts. Also, the changes

 

 

27

in technology have created a need for continuing education on the
part of all personnel. This is particularly true of those in the lower
educational brackets. Thus, we have great layoffs and displacement

where those in the lower skill levels are unable to adjust.

Urbanization

 

Industrialization carried with it not only immigration but also
vast urbanization. By 1890 over three-fifths of the population of the
North Atlantic States were in the cities. This urbanization resulted
in increased demands for education in human relations, health, and
safety. Urbanization created chaos in many areas--illiteracy,
drunkenness, disease, and crime were present. However, urbanization
and industrialization also created centers of wealth, and made possible
the financing of a program of public education, a program that was not
possible in an earlier eighteenth century rural economy.

This urbanization gave rise to the need to study society in all its
aspects and created the demand for an expansion of the social sciences
at institutions of higher education. To this day the problems of urban-
ization challenge the colleges and universities of this country, and the
solution of such social ills as poverty, ignorance, disease, crime,

riots, social inequality, and others has yet to be attained. Urbanization,

 

28

then, is also a problem, or a force, shaping the education of our coun-
try, and one that the college administrator must strive to cope with in
addition to all others. But this is one of primordial importance, for it

deals with the essence of our civilization itself.

Immigration

As the expansion of American industry took place, it was necessary
to obtain manpower from the most ready source--Europe. Millions of
Europeans migrated to the United States to work on the railroads, in
the mines, and in factories. It was not uncommon for as much as one-
fourth to one-third or more of the residents of American cities to be
foreign born, and by 1900 more than one million immigrants were
reaching our shores each year. The enormous numbers of immigrants
from Europe had a tremendous impact on American education.

Before 1882 the bulk of immigrants to the United States came from
northwestern Europe and particularly from such countries as England,
Ireland, Germany, and Scandinavia. After the 1880's the character of
the American immigration changed significantly. At this time most of
the immigrants came from the southern and eastern parts of Europe.
Conditions have become somewhat better in north and northwestern
Europe, but in contra st, they had become difficult in southern and
eastern parts. The inhabitants found it to their political and economic

advantage to migrate. By the last decade of the nineteenth century some

M

29

8. 8 million persons reached American shores from these parts of
Europe. 1 These new immigrants, unlike the older ones who settled on
farms, flocked to the metropolitan areas and remained for the most
part in the new cities of the northeast. They settled in self-contained
communities and perpetuated the languages and customs brought over
from their homelands. The schools of this era were looked upon not
only to teach the language of this country, but also to assist in the
Americanization and assimilation of these foreign-born peoples.

Often the immigrants, but more frequently their offspring, looked
to higher education for economic and social mobility. The sons and
daughters of foreign born parents were quick to realize that in the
loosely structured milieu of America it was possible to rise quickly up
the economic and social ladder if one had the proper credentials, and
education was an important credential. Education, to these people,
was looked upon not only to provide training for a livelihood but also

to give the social graces that those of a higher social class expected if

one were to associate with them.

Transportation

Another force affecting American education was the expansion of

transportation. Railroads had crisscrossed the entire nation by 1900.

__m

1’R.. Freeman Butts and Laurence A. Cremin, A History of Edu-
cation in American Culture (New York: Henry Holt 8: Co. , 1953),

PP 306- 307.

Following this expansion of transportation were large groups of land-
hungry native Americans and foreign born immigrants who settled on
the rapidly diminishing frontier-"opening new territories and expand-
ing to the far reaches of our country the desire and demand for edu-
cation. The new lands were made available by the Homestead Act which
made it possible for a person twenty-one years of age or over to re-
ceive 160 acres of land by living on it for five years and making certain
improvements. Railroads, too, were given tremendous acreages by
the government. Altogether they received over 183 million acres, and
these vast areas were also used for the establishment of farms and
villages. 1

Into these vast areas the demand for education was carried and
reached fruition in the establishment of a system of education that
started at the elementary level and reached its culmination with the
state university. Often, too, private or parochial colleges were es-
tablished on the new frontier. Thus American education expanded to
include the continent.

The newly established colleges and universities were looked upon
to furnish teachers, agricultural experts, engineers, and training in

other trades and professions vital to a newly emerging region. On

1‘Richard N. Current, T. Harry Williams and Frank Freider,
_A_meri'can History, A Survey (New York: Alfred A. Knopf, Inc. , 1961),
PP. 471-472.

 

31

these newly founded campuses could be found many courses and pro-

grams of simple utility-~the university was attuned to its public. This

was the heyday of the land grant university.
Today many of the great universities have terminated these pro-

grams that were vital in an earlier era. In many cases this was nec-

essary as times and conditions have changed.

Unfortunately, these programs were sometimes terminated because
of faculty pressure to "upgrade" instruction on the campus. It seems
that a subtle but pervasive pressure in academic circles is the desire
to make more rigorous and more academically respectable all programs
of instruction. And woe be to the program of simple utility! Perhaps
this pressure has reached to the community colleges of America.

American community colleges usually support the following functions:
transfer programs, vocational-technical programs, general education
programs, community service, and guidance programs. A compre-
hensive community college is supposed to support all five functions.
Often in the past transfer programs gained most of the support and in-
terest. Recently, in most community colleges an increasing amount of

attention is being directed toward vocational-technical programs.

Philip Selznick expresses his concern over the comprehensive

community college by stating:

32

On theoretical grounds, it is hard to believe that, in the long
run, we can combine the true transfer student with the true vo-
cational student, and then lump together a serious effort to educate
these two classes of students with the entirely different function of
counseling. 1
Further in the same discussion he states: "I wonder whether we

will not have to reverse the trend toward the general community col-
lege.”2
This summary of some of the historical forces that have shaped
American education is somewhat brief and inconclusive, but for the
purpose of this study does point out those that have been recognized as
having significance. It is now appropriate to change our perspective

to the present time to examine additional forces with which the univer-

sity administrator is concerned.

The Many Publics of the College Administrator
The college administrator has a diversity of pressure groups to
contend with today. These groups represent a spectrum of power and
influence, and they are accorded attention roughly in proportion to
their importance. These groups are either unorganized or loosely or-
ganized, or are highly structured and professionally staffed. The

pressures brought to bear upon the college administrator by parents,

lPhilip Selznick, ”A Sociologist Views Junior College Administra-
tion, " Journal of Secondary Education, XXXVI (January, 1961), 38.

 

ZIbid.

33

alumni, students, and employers are most likely to be loosely organ-
ized and often present little threat, although on some campuses,
Berkeley for example, students can become quite militant and exert
great pressure.

Formal pressure groups tend to be professionally staffed and or-
ganized with the intent to control and influence the operation of the
college. These are unions, faculty associations, faculty senates,
chapters of national organizations dealing with specific causes, pro-
fessional associations such as AAUP, and others. In many cases
these formal pressure groups have a history of sanctions against any
college administration with which they become embroiled. In the case
of unions the ultimate weapon is the strike, but with the AAUP the pub-
lishment of censure is practiced. Each of these pressure groups in-
fluences the administrator’s actions and is considered when a course

of action is to be decided upon.

The Faculty

The faculty is also a source of pressure on the college administra-
tor. As a group they often wish a greater voice in the administration
of college affairs-wand this may go beyond usual academic matters--
since in most instances today faculties are given the opportunity to
contribute to academic planning. The North Central Association of

Colleges and Secondary Schools clearly states its position regarding

34

faculty relationship to the college administration in the following:

Like other types of organization, a college or university oper-
ates within a hierarchical structure in which the various positions,
each with a defined area of responsibility and authority, are re-
lated to each other through a chain of command. The hierarchical
structure is further characterized by a formally organized system

of rules and regulations which govern the making of decisions and
their implementation.

But the college or university differs from most other types of
organization in the place of its personnel in the structure of the
institution. The personnel of an institution of higher education--

the faculty--are not regarded as employees occupying designated

positions in a hierarchy. Rather, the faculty member operates to

a significant degree as an independent entrepreneur engaging in
decision-making outside of the hierarchical structure. Indeed,
his interests and commitments often identify him with his disci-
pline as much or more than with his institution. The individual
faculty member is an expert in his scholarly field of interest; his
competence as a specialist is judged by his peers rather than his
superordinates. He operates with little supervision, and the con-
cepts of academic freedom and tenure tend further to limit the ex-
tent to which he is subject to organizational discipline. He and
his colleagues, operating as a faculty, are responsible for many
decision-making activities which in other types of organization
would be carried on by the officers in the hierarchy.

It can be surmised that the North Central Association views the
college as operating in a hierarchical arrangement through the admin-

istrative levels until the faculty is reached-wand here the line of auth-

ity becomes selective and diffused. The administrators have certain

prerogatives regarding faculty actions, and in turn the faculty has pre-

rogatives regarding planning and policy-making that in another type of

—___

1North Central Association of Colleges and Secondary Schools,
guide for‘the Evaluation of Institutions of Higher Education (Chicago:

North Central Association of Colleges and Secondary Schools, 1963),
p. 13.

h

35

organization could be handled by the administrative officers.

In any organization where there is a poorly defined boundary be-
tween relative areas of responsibility and authority conflicts will exist

as each group attempts to assume a greater role in the conduct of or-

ganizational affairs. It is in this poorly defined area that conflict

exists in most colleges.

Local, National, and International Clientele

The college, at its inception, must identify with certain clientele

that it wishes to serve. It has been said that the newer American

colleges and universities resemble those of various religious denomi-

nations. They start with an appeal to special clientele, regional or

local, from narrow social layers that agree in certain fundamentals.
Later, as they move toward universality or wider influence, they shed
some of their former clientele and try to attract new ones; they try to
expand the boundaries of their zone of influence and as a result lose
their unanimity as to the essential truths and take on a multitude of

aims. 1

Such an expansion creates a multitude of tensions or conflicts aris-

ing around the institutional aims and direction Academic aims are

curtailed or expanded, staff procured, promoted, released, or moved.

1Frank Pinner, "The Crisis of the State Universities; Analysis and
Remedies, “ The‘American College, ed. Nevitt Sanford (New York:
John Wiley 2: Sons, Inc. , 1962), p. 940.

36

Relative emphasis is readjusted, and areas once blessed with funds and
attentions are allocated a position of lower importance. Research is
either stressed or given other relative priority. Usually, however, it
is stressed, as is evidence of scholarship by the writing of books and
articles.

Pinner points out that many colleges are seemingly ashamed of
their former provincialism and eagerly seek programs that expand the
faculty's interest to national or international affairs. Typical are such
programs as those aimed at developing nations.

Yet, while the universities reach out for wider horizons, they
dare not alienate the local or regional support base. The local groups
expect continued involvement with the college or university and apply
pressure to secure it.

Another conflict is created by the need of the university to satisfy
one of its important functions: service to its local publics. Often the
programs which are of service to its publics are in direct conflict with

the aims of the university to achieve excellence and be regarded as
”distinguished. ” In a public institution, the local legislator may very
well understand the university training technically proficient persons
for business and industry, but has little sympathy for a university that
wishes to become involved in programs of a "prestigious or internation-

al type. ”1

__.__m

1 Ibid.

37

Often, too, as the university attempts to expand its influence and
reputation it must, of necessity, attract and hold distinguished faculty.
This aim is expressed in their recruitment policies, which usually re—
sult in much weight being given. to academic titles and honors. This
"strengthening” of faculty usually results in a divergence of the older
faculty with respect to the new.

The new faculty tend to scorn the too-practical courses and
"applied research" of the older faculty. This influx of universalist
values is often the unintended by-product for greater recognition. To
the extent that the university must seek support from its local base
this influx of universalist values helps to alienate the university from
its public. Pinner puts it this way:

. . . the separation of the state university from its local pub-
lics has not occurred in spite of the improvement of its faculty but
because of it. Where once there was a community, there are now
two or more separate groups, where once there was explicit under-
standing of common purposes there are now many public 5.

Pinner further points out that the weaker the faculty, the less it is con-
cerned with ultimate truth and the more likely it wili make concessions
to do those things the community wishes done. However, he states

that if persons are brought to the university with letter training, more

deeply committed to their discipline and to the search for ultimate

__

llbid.

38

truth, it will be found that a breach is bound to arise between these two
groups.1

Again distinguishing between these groups, those with a local View
feel that a tax supported institution is bound morally and politically to
help the people of the state, while the universalists believe that an in-
tellectual life can only flourish when divorced from the daily affairs of
the community. 2

Often administrators are caught between loyalty to the older faculty
and esteem for the new. This,too,is presented as a source of conflict
when priorities must be established and decisions made regarding per-
sonnel actions.

These concepts--provincialism versus universality, or the older
faculty versus the newer ”more distinguished" faculty, will be exam-
ined in this study to see if any pattern exists regarding their viewpoints
toward the non-academic programs at the university. One could spec-
ulate that perhaps the older faculty would support the MDT programs
and have a more provincial view of the responsibilities of the univer-

sity.

Controversial Clientele

Another source of conflict that has had serious implications for

llbid. , p. 946.

2
M n P. 956.

39

the college administrator is the degree of freedom to be given to the
public airing of unpopular causes or unpopular speakers. Witness the
varying positions in the granting of speaking privileges to Communist,
Nazi, or other unpopular groups. Administrators do not seem to have
any ready solution for the controversial group or speaker. If they give
in and allow a controversial speaker on the campus, various pressure
groups supporting the opposite view will cry alarm-~as will many
parents. Yet if the controversial speaker is denied the privilege of
speaking,various students, faculty, and outside pressure groups will
similarly spring to the attack. Thus the harried college administrator

can do no right but only satisfy one of two possible pressure groups.

The Legislators

In addition to various pressure groups there are many other or-
ganizations that have a profound influence on the college or university.
Among these could be committees or sub-committees of the legislature
that hold hearings on budgets or capital outlay, or in some cases, state
departments of education that act as coordinating or controlling agencies

for higher education in the state.

figcrediting Agencies

Perhaps the most important organization regarding curricular

 

matters is the regional or national accrediting agency. In most col-

leges,today, it is possible, and most probable, to be accredited by a

40

regional and one or more national accrediting agencies. In the case of
the entire college, accreditation is usually granted by a regional agency
such as the North Central Association of Colleges and Secondary Schools.
Also, in some instances a particular curriculum is accredited, such as
Mechanical Engineering by the Engineer's Council for Professional De-q
velopment, or the Business Administration Department by the Collegiate
Schools of Business.

The accrediting agencies have played an important role in Ameri-
can education. These agencies were started in many cases to establish
standards for high schools, and they have then turned to the accredi-
tation of college and universities.

In 1885 the New England Association of Colleges and preparatory
schools was established; this was the forerunner of various agencies
seeking to standardize and improve educational programs throughout
the United States. As colleges and universities usually require specific
units of instruction for admittance, the practice of accrediting high
schools grew out of their efforts to standardize the quality of the stu-

dents preparation without requiring each student to take an entrance

examination.

Various accreditation agencies are found. The most common and
important is the regional association of colleges and secondary schools
that specifies standards for teacher training, laboratory and library

facilities, academic achievement, and building adequacy. In some

41

states, the state department of education acts as the accrediting agency.
In other cases, it is a state university. There is general acceptance on
the part of the colleges and universities of the standards established‘
by accrediting agencies and lists of accredited schools and colleges are
available.
The growth of accrediting agencies provided the necessary

regulatory bodies to assure a minimum standard of adequacy of high
school preparation and quality in college programs. In this sense,

they have performed a valuable service.

Those Concerned with Eatianal Survival

 

Even though the American college or university is subject to
accreditation and appears to be a fairly standardized institution
throughout the country this is far frombeing the case. Actually,
various groups subject the institution to much pressure for education to
satisfy particular needs. Not only does .one find proponents who claim
that modern education should prepare the student for citizenship, for
self-fulfillment, for vocational efficiency, for intellectual stimulation,
and liberal education, but that it should also prepare the student for
survival and the preservation of the American way of life. The questions
to be answered from this latter frame of reference are concerned with

how much national effort should be placed in education, the amount of

education that should be made available to all, and the kind of education

42

needed to counteract the advance of the Communistic world. It is from

those concerned with the question of national survival that the greatest

criticism of contemporaryAmerican education has emanated. The

best known is that of Admiral Rickover who would have modern American

education modeled after the educational program of Great Britain. John

Rosselli has this to say in reply to Admiral Rickover:

When a man wants his country to borrow some much admired
institution from another country, he often fails to realize that what
he wants borrowed is already dead or decaying in the country of
origin. And just as frequently he appears to have no explicable
reason for doing this, othelr than the fact that the grass looks

greener on the other side.
Thus, the testimony of Vice-Admiral Hyman G. Rickover before
the House Appropriations Committee surprised some British! readers

by giving strong and unqualified support to features of British education

which now are being modified or under fierce attack in Britain by many

teachers and parents.

James Conant takes exception with those who would institute a
crash program to emphasize education aimed at national needs and has

stated in a recent speech: "Those who seek to put national need in oppo-

sition to individual development are guilty of drawing a false antithesis. "

It can be surmised, then, that there are those who view the role of

education to be much different than it is now. Each has his own

1 John Rosseli, "Where the Grass is Greener, ” NEA Journal,
L1 (December, 1962), 40-41.

43

curriculum to satisfy the needs he feels are the important ones to stress.
In a country so full of educational prophets and proponents, so respon-
sive to public pressure and criticisms, so vulnerable to public whim
and fancy, it is a tribute to those in education that they have not vacil-
lated more than they have as the educational pendulum swings to and
fro in a world beset by tension and competition.

The American college or university as it now operates is designed
for our democracy, and it is based upon the values and beliefs of the
American people. That it has shortcomings is clear, that it lacks in
specific areas when compared to special purpose institutions is under-
standable. However, that it is widespread and has the support and
loyalty of the American people is a testimonial to the fact that it is an-
swering the needs of the people. How difficult it is in a democracy to
assist 3.1.1. in their development-~the dull, the average, the bright; the
poor, the middle-class, the rich; the black, the white, and the yellow
skinned; the bored, the passive, and the intellectually curious; the
rural, the small-town, and the city students with their divergent back-
grounds-«all these factors to be accepted and understood by the instruc-
tor in his tasks of helping each student progress to his own individual
limits of attainment!

James Conant states:

We need not retreat one step from our own goal of providing

education for all (and I mean all) American youth . . . Equality of
Opportunity for all . . . and the equality of respect among all

44

occupational groups are two doctrines that are significant for our
future as for our past. These are the fundamental premises of
American education. 1

Those Concerned with Secondary Education

 

The American high school is an integral part of the structure of
higher education and it is assuming many of the courses that were once
taught at the college level. The high schools themselves tend to re-
strict or enhance the offerings of the colleges of America by their
willingness to assume greater academic challenges for their student
body. Much criticism has been directed toward the American high
school for its rigidness.

It is interesting to note that Bestor decries the lack of changes
made in the curriculums of the high schools. He states:

In the twentieth century the sciences, and other branches of
scholarship, the various professions, and the whole world of tech-
nology have undergone changes that are undeniably profound. The
radical reconstruction of the curriculum in the American public
schools has not, however, been in adjustment to these changes in
intellectual life. 2
In Bestor's opinion, the curriculum of the school at the beginning

of the twentieth century was much more capable of satisfying today's

needs-win it was foreign language study, mathematics through

—__

1James B. Conant, The Citadel of Learning (New Haven: Yale
University Press, 1956), p.43.

 

2Arthur Bestor, TheRestoration of Learning: A Moiram for Rea
flgeming'th‘e' Unfulfilled Promise of American Education (New York:
Alfred A. Knopf, Inc., 1955), pp. 40-52.

 

45

trigonometry and in some cases even through. calculus, a thorough study
of English, a good grounding in the various separate sciences, and a
comprehensive treatment of history. He concludes:

Had the full resources supplied by the American people been
devoted to the orderly carrying out of the program that had been
responsibly developed by the beginning of this century, educational
progress in the United States during the past twenty-five or fifty
years would have been so unmistakable that the present widespread
discontent with the schools could hardly have arisen.

' Conflicts and Problems Facing Higher Education

Some criticism of American education appears to be fully justified.
for it mus t be realized that in no way has educational equality been
reached across our land. Many disparities exist among the states and
among districts within states. Finally, the urban dweller usually re-
ceives education superior to the rural dweller, and the northern, east-
ern, and western regions have a larger amount to spend on education
than do the southern states. In addition to these conditions,. minority

groups, particularly the Negro, are even less well off as a result of

public apathy and policy.

quality
As a result of the present struggle for educational equality of the

Negro, and the segregation issue, fundamental changes are being made

in southern education. Because of the southern white resistance to

1 Ibid'.

46

integration, public placement laws in at least eight states have been
passed to control if not restrain desegregation. Abolition of public
schools has been authorized in six states as a last resort. Thus, the
free public high school in some states is in a position where it may be
abolished. Financial aid to students who wish to attend segregated,
private, non-sectarian schools in the event public schools are either
closed or mixed has been provided in four states. Further, curtail-
ment of court attacks on segregation have been the aim of new laws in
four states, and miscellaneous statutes have been enacted affecting
compulsory attendance, teacher tenure, transportation, and the use of
funds for desegregated education. The Negro, while a free man, has
still to be accepted as an equal to the white man in the North as well as
the South. Records show he earns less, is less educated, has a lower
standard of living, commits more crimes, is ill more, and dies younger
than the white man. Indeed, one of the greatest challenges to education
is to inculcate in the white populace an awareness of the potential of a
fully accepted Negro population, and to bring the Negro up to his full

potential through education.

Elle Scientific Revolution
There are many other forces present that will have a profound
effect upon the curriculum of the college university now and in the future.

One of the most important is the scientific revolution with its effect on

47

social structure. The effect of machines that replace man’s mental and
manual effort will result in great changes of employment. The need
will be for greater education as fewer semi-skilled and unskilled work-
ers are required by industry. More scientists, engineers, technicians,
teachers, and others requiring post-high school education will be in-
creasingly in demand. By 1970 there will be seventy-five percent more
scientists than in 1959. 1

Mathematics and science will be among the fastest growing fields,
and so will chemistry and the biological sciences. This scientific revo-
lution has brought with it a new way of thinking--the scientific method
as compared to the scholastic and ecclesiastical thinking of earlier
times. Scientific methods stress objectivity and rational selection of
alternatives.

Education must help close up the serious gap between scientific
progress and social uses of this progress. It must teach the wise use
of scientific knowledge for the betterment of all mankind.

Rather than being awed or overwhelmed by the dizzy pace of
scientific revolution, we should systematically analyze appropriate
aspects of it to determine the educational implications. Then we

need to make the decisions about the tasks of the school, taking in-
to account our basic values and the reality cf our situation.

1Ralph W. Tyler and Richard 1. Miller, "Social Forces and Trends, ”
ALBA Journal, LI (September, 1962), 26-28.

 

2nn'd.

 

48

Leisure Time

Leisure time is also a force affecting modern educational practices.
Americans spend forty billion dollars every year, or eiOht per cent of
the gross national product, on leisure activities. This leisure could
be used to develop wholesome values and training for effective group

life. Schools must develop interests in intellectual, social, and esthetic

experienc e s for all.

Urbanization

Urbanization, as in the past, is a force that must be recognized. I
This force has created such problems as the movement to suburbia and
the development of vast slum areas. Suburbia has mainly a middle-
class social strata whose inhabitants value material success and mo-
bility. They leave the city-center to the poorer socio-economic classes.
This exodus draws leadership and money from the city-center, and it
results in the depreciation of neighborhoods and the spread of slums as

less money and interest become available to fight this blight.

ygemployment
The slum dweller today, unlike those in earlier times, is less able
to find his way out of the slum. In 1961 the unemployment rate among

the non-school youth under twenty years of age was approximately three

.—__.

lIbid.

49

times the national average. In some areas over one-half of the male

youth were out of school and unemployed.
The obligation of society toward its unemployed is also a force

that may have implications for the college administrator. To what ex-

tent are the college and univer31ty administrators aware of the problems
of the unemployed? Do they know the number of unemployed? Are the
psychological and sociological effects of joblessness apparent to them?
If they were aware of the true significance of the unemployment prob-
lem would it have an influence on their attitude toward non-professional
programs and their acceptance of these programs on the university
campus ?

Bonner summarizes the effects of being jobless:

We have seen that the need to maintain, if not enhance, one's
status is important for every self. In the United States status is
derived to an inordinate degree from economic success. Econom-
ic or occupational status is thus an extremely important value in
American life. When this status is threatened by unemployment,
the individual's position in the community and often in the family
is dangerously undermined. Without status he has no prestige;
and without prestige, his life begins to lose its former value.
Thus, men accustomed to feeling secure in the eye of others are

'overwhelmed in their own eyes by the realization that they cannot
maintain their former standard of living. This situation is exac-
erbated by the erroneous American belief that abilities are always
adequately rewarded. Adverse reflection on an unemployed man's
ability is further encouraged by the fact that, when his status. 18
lost, discouragement depletes his initiative, energy and he g1vesl
the impression of a man devoid of ambition and resourcefulness.

lHubert Bonner, Social-PSychology (New York: The American Book
C0mpany. 1953), p.313.

 

’(1

{1

o‘,

50

The effects of joblessness are apparent in America today. It has
been estimated that eighty to ninety per cent of the cases in juvenile
courts come from the ranks of the thousands of jobless youth who are
casting about with nothing to do. 1 Job discrimination also creates prob-
lems for the Negro, frustrated in his desire for an equitable distribution
of the fruits of labor. And there are those who because of a changing
technology find themselves without ready employment and with no
salable skill. There is the woman of middle age who, her children
grown, has time on her hands, and who desires to return to a more
productive life outside her home.

Perhaps the greatest problem facing America today is the vast
number of young men and women under twenty-two who have left schools
and are not at work. It has been estimated that at any one time thirty
per cent of the high school graduates will average fifteen per cent un-
employment. This clearly indicates that there is little room in the
labor market for the undereducated or uns “illed young worker.

In addition to unemployment, there is also youth underemployment,
and this is also of vital concern to society. It is important for those
who are working to find jobs that give them a feeling of accomplishment,
an opportunity to work toward promotion, and ultimate success. Instead,

there are many jobs at the entry level that require hardly any education

*

lGrant Venn, Man, Education and Work; (Washington: American
Council on Education, 1964), p. 11.

 

51

or skill. These jobs are dead end in the sense that there is little oppor-
tunity for promotion. This causes the jobuholder to become dissatisfied
and to seek other work. Job turn-over among those under twenty-two

is high for this reason.

It has been recognized that education has become the crucial issue
in determining who will be successful in societ . Secretary Wirtz has
this to say of the undereducated and untrained:

The reason for the increasing concentration of unemployment

among unskilled workers is that machines are taking over the un-

skilled jobs. These are the jobs which have, up to this time, ab-
sorbed the casualties of the educational system: those who for one
reason or another have left school without having added to the
strength which is in their arms and backs the skill it takes to do
something more than "common labor. " This wasn't too bad when
there were enough common labor jobs around. Now there aren't.

Today, unskilled workers make up five per cent of the work force,

but almost 15 per cent of the unemployed are in this group. Unem-

ployment is over twice as high among the young worker groups and
among non-white workers--the two groups in which there are the
largest percentage of unskilled workers . . . than it is in the work
force as a whole.

The relationship between education and work as it relates to occu-
pational entry and upgrading is definite and inexorable.

It is estimated that the number of wcrkers displaced each year by

. 7
automation exceeds one and one half milllcr. “ These people are added

to a labor market that is troubled with those. who are already unemployed.

This figure, too, is being compounded by the increased number of job

1Ibid.. pp. 16-17.

Zl'bid.

52

seeking youth who are graduated each year or who leave school.

At the same time that technological unemployment grows it has
been estimated that four million unfilled jobs exist in the country to-
day. 1 While technology destroys jobs it also creates new ones. The
newly created jobs are unlikely to be filled by the displaced worker--
unless he has the opportunity to be retrained for the new job. Whether
the displaced worker can be retrained depends upon his background of
basic education and skill. The problem, then, is to match the labor
force with the jobs, and where there is a problem of matching, the
workers must be retrained.

It was once believed that because the economy is growing at a rapid
rate enough jobs would be created to absorb the unemployed. However,
because of a change in the type of employment created this has not
happened, and consequently today there are a great number of jobs

waiting for properly trained people.

Changing Character of Employment

 

The manpower needs at all levels, with the exception of the un-
skilled and semi-skilled levels, are readily documented. The needs
at the professional level for scientists and engineers are well known.
Not only is there a need for more professional people, but there is also

a shortage of supporting personnel for these professionals. This is

1113m.

53

particularly true with the technician. It is estimated that industry will
need at least sixty-eight thousand more each year to meet the needs by
1970.1 There is also a shortage of persons in the skilled occupations
catagory. It is estimated that in the next decade 5. 2 million jobs will
open up at this level. 2 While apprenticeships are expected to provide
for approximately half of the need, there will still be an annual short-
age of one-half million skilled craftsmen in the next ten years.

Another variable is the changing character of the population. Be-
cause of the post World War II population explosion more young people
will be completing their education within the next few years than ever
before. For every three young persons entering the world of work dur-
ing 1963, there will be five in the years beyond 1965. The number of
those seeking jobs will increase rapidly while the number of traditional
jobs that were available for this age group is decreasing. Consequently,
large numbers of youth will probably be unemployed and this may create
various social and psychological problems.

The magnitude of the number of students entering the labor market
each year can be gathered from the fact that there are nearly a million

non—college bound high school graduates, and several hundred thousand

‘—

1Norman C. Harris, Technical Education in the Junior Colle e
(Washington: American Association of Junior Colleges. 1964), p. 28.

zVenn. op.- cit;, p.22.

54

college dropouts. 1 This represents somewhere between seventy-five
to eighty-five per cent of all of this country's youth. Only a small part

of the youth, however, have any occupational preparation.

Lack of Occupational Education

American education today has not recognized the fact that technol-
ogy dictates the role that education must play in preparing a man for
the world of work. Unfortunately, the educational system, in the main,
has its attention concentrated on the twenty per cent of our youth who
go on to college. The eighty per cent who will not graduate from col-
legs are left behind because they have been committed to the road lead-
ing to the baccalaureate degree since they were in junior high school.
The attrition in our educational system is tremendous. Thirty-five per
cent of our youth are lost during high school. Forty—five per cent of
the high school graduates never go on to college, and finally, forty per
cent of those who enter college fail to complete their education. Per-
haps the main reason for this attrition is a lack of interest. The stu-
dents are simply not willing to work toward a baccalaureate degree--
or else they do not fit into the present college track method of education.
These are the people that Labor Secretary Willard Wirtz called ”push-
outs. ”

What is the composition of this large number of young workers?

11bit!” p. 123.

 

n. .
m:

55

Contrary to the popular image of the dropout, it has been found that
there is no substantial difference in intelligence between the dropout
and his age group as a whole. It has been found that two-thirds of them
have an intelligence quotient of 90 to 109.1

The same difficulties are experienced by the high school graduate.
In addition to the fact that fifteen per cent of them are unemployed, a
higher percentage are in jobs where they are underemployed. This
age group must find their work where it is available, and as has been
previously cited, the number of unskilled and semi- skilled jobs is very
small. Consequently, this group will be forced to find their work in
middle level positions of a technical, semi-professional, or skilled
occupations area. It may mean that in order for them to make this
transition additional education of one form or another is practically
mandatory.

From these figures it can be surmised that the scope of the unem-
ployment problem is vast and challenging, and that education plays the
vital role of providing the training necessary for successful job place-
ment. This vast number of job seekers are presently beyond the reach
of secondary institutions, and are considered members of the adult
Segment of our society. It would, therefore, seem appropriate for post-

high school institutions to answer the need for additional vocational and

1 Loc; Cit.

56

technical education for this age group.
Venn expresses a similar view:

Technological change has, rather suddenly, thrown up a
dramatic challenge to this nation's political, economic, social,
and educational institutions. Though the full scope of this challenge
may not becomprehended for years to come, its dimensions are
now clear enough to call for a massive response on the part of all
American education. All levels of education, and‘particularly post-
secOndair‘y education, must quickly move to assume greater re spon-

- sibilities for preparing men and women for entry into the changed

and changing world of technological work. Unless far more and
far better education on a semi-professional, technical, and skilled
level is soon made available to greater numbers of citizens, the

national iconomy and national structure will suffer irreparable
‘ damage.

 

These sentiments have an implication for this study. To what ex-
tent are the administration, faculty, and students aware of the large
numbers of persons in need of additional training ? To what extent do
they feel that theuniversity has a legitimate role to play in adult re-
training?

Many persons feel that the community colleges of this country are the
institutions that have unique capabilities to provide for the adult needs.
The philosophy of the community college is to assist all students, youths
or adults, with their open-door policy to become economically sufficient
by various occupationally oriented programs. Thus, a careful scrutiny of
the role of the four-year and two-year colleges should be made before

determining the site for various non-academic programs.

—‘

115M. . p. l.

. ’ _

57

Growth-in Population

Population growth is another force that has profound implication
for‘changes in American education. One birth every seven and a half
seconds in the United States is partially counteracted by a death every
nineteen seconds; one immigrant every one and one-half minutes is
counteracted by one emigrant every twenty-three minutes. This means
that the United States is increasing in population at a rate of three
million each year.

The population is likely to grow from 196 million in 1965 to 260
million by 1980, and 350 million by the turn of the century. This in-
crease in population will result in classroom shortages-~as there will
be 8.1 million additional youth in the 60's. In 1959 American schools
had a shortage of 135, 000 classrooms. In 1960 it was 142, 000. There
are almost two million children in overcrowded classrooms and 685, 000
are attending curtailed or half-day sessions in their present schools.1

There are serious ill effects of this overcrowding-Jess instruction-
al time, more discipline problems, and inadequate physical conditions
for learning. In addition, there is a chronic shortage of adequately pre-
pared teachers. While new teaching devices are of assistance, they do

not replace the qualified teacher in the classroom.

 

1 Tyler and Miller, op. cit.. pp. 26-28.

 

58

Interdep endenc e

 

A last force affecting contemporary American education is inter—
national interdependence and conflict. America is not isolated but is
more involved now than ever with the rest of the world. International
issues and understanding are as important as local issues used to be. 1

The college should stress objective analysis and evaluation of
issues-~not just uncritical acceptance. A student must be taught to
reason with himself.

The major task of the college, then, is to develop a citizen capable
and willing to accept the challenge of the future.

These various forces will have to be accounted for and will shape
the future education of our country, but the colleges also have an obli-
gation of leadership. Not only is public education responsive to the
societal setting in which it finds itself, but it must also be an instru-
ment for future progress of that society. The college must be aware
of these changes and not only reflect but also assist in these changes--

assuming they are for the betterment of man.

Goals

 

There are many goals for our society which have implications for
education. The first goal could be the realization- of a more perfect

democracy-none in which men not only have a full measure of material

k

1Ibid.

“

59

wealth, stable political affairs, a full esthetic and intellectual develop-
ment, but also one that retains a full regard for the individual man and
his personal rights.

Necessary for the realization of these conditions are the following:
(a) Citizens must be given the opportunity to practice democracy-"to
hear the facts, to argue, to compromise, to decide on a course of action,
and to be governed by the majority. (b) Society must grant intellectual
freedom for man to explore for the truth without fear or censure. (c)
Every man must be given equal opportunity for self-development in
accordance with his talents and abilities. Every man must be born
equal with certain inalienable rights. (d) Society must accept the be-
lief that man is logical and human and wishes for his fellow man that
which he wants for himself. (e) Man must submit to certain restraints
for the common good. He must, for his liberty and rights, show self-
restraint and responsibility. He must subordinate his own self-interests
for the common good. (f) The gains of society must be accorded to all,
regardless of social position. (g) Man has a right to be different and
show his individuality within the framework of approved social conduct.
He does not have to be a follower; he has the right to lead or to strike
off by himself. (h) There must be belief in the perfectibility of man and

his institutions, that there is hope for progress in this direction. 1

*-

1Edwards and Richey, op. cit., pp. 652-655.

60

The second goal which will have an implication for education is to

see that all peoples and nations have security and equality. This can

be attained by seeing to it that the have-not nations and societies attain

those things necessary for a happy and full life. Education will be a

vital part of this drive for equality. It will be necessary in any country
to surrender certain rights in return for certain benefits-~thus, to
surrender certain economic freedoms so that all share in the abundant

life. Complete freedom in economic life in a country usually means

immense wealth for the few and large masses of poor. Yet in surren—

dering some economic freedom, other freedoms must not be lost in

turn.
The third goal is the need for higher ethical and esthetic standards.

This is desirable if man is to improve his society and his world. Man

must live more than for bread alone; he must find ways of improving

himself and his society.

The fourth goal is to have a carefully considered plan for the future.

Society should anticipate problems and design social institutions to

handle these problems rather than use stop-gap, short term solutions.

We must make social progress keep pace with technological progress. 1

The aims of modern education have been subject to a re-examination,

particularly since World War II. This was brought on because of the

—____

1Ibid. ,p. 651.

 

61

dynamic changes in technology, in world leadership, in professional
manpower, not to mention an increasingly educated population and an

unprecedented birth rate. This re-examination is both necessary and

desirable.

Conclusion

 

A debate over the proper role of education has occupied man from
Aristotle on. In history, and at present, a controversy exists as to
whether education should be liberal or general, or specialized and vo-

cational. John Duncan Spaeth has perhaps the best answer to this de-

bate when he writes:

The conflict between so-called cultural and scientific types of
higher education cuts to the very core of human nature, because
man belongs to two worlds-~the world of things and the world of
experience, the world of fact and the world of faith, the world of
matter and the world of mind, the world of sense and the world of

spirit. The primary business of education is unification of the two
worlds in each individual. 1

There has also been a controversy as to whether education should
be dedicated to knowledge alone, or if it should be primarily concerned
with the development of character.

The President's commission on higher education in 1947 claimed
that education should include programs not only for those who have the

verbal and abstract reasoning abilities but also for those who have such

__a

1John Duncan Spaeth, ”Science and Humanism in University Edu-
cation, " Critical Is sues in Education, An Anthology, en‘s. Henry Ehlers

and Gordon C, Lee (New York: Holt Rinehart and Winston, Inc. , 1959); J
p. 260.

62

talents as artistic ability, mechanical aptitude, motor skills, social
versatility and other special talents. 1

Thus it can be seen that fundamental aims of education are still
being discussed and re-examined at the present time.

The one thing that we can be certain of is that education does
change, will change, and should change if it is to serve the individual
and society. This chapter has attempted to point out that for every
change, there was a reason, or as it is sometimes called, a force,
which made education respond to a certain need. Education has a

challenging task not only to respond to these forces, but to lead the way

whenever possible.

Summary

A review of the historical development of education was pre-
sented. In history, and at present, a controversy exists as to whether
education should be liberal, general, or specialized and vocational.

Many forces have influenced the evolution of education in this
country. The most pervasive have been industrialization, urbanization,
immigration, and transportation. Each has had affect on the structure
Of American education. Today the demand is for more education in its

widest meaning--from education for the intellectual to education for the

practical man.

lIhid. . p. 261.

l

63

While the changing structure of our society demands increasing
emphasis on education for all, there are various groups that believe

education should be for the select few. Other groups demand with

equal vigor that the institution should serve all society. These groups

could be classified into those with a traditional orientation, and those

with a land grant orientation.

Other pressure groups attempt to mold the structure and function

of the colleges and universities. In addition to these groups, the

administrator must take into account the problems and conflicts facing
our society. He must also have in mind the many goals of our society
and our democracy. The college administrator must allocate the
resources of the institution in line with its objectives. The institution

must help social progress keep pace with technological progress.

 

CHAPTER III

BACKGROUND OF THEORY AND RESEARCH
The theoretical background for this study must start with the con-

cept of society itself, for the university, the agency to be investigated

in this study, is itself a part of society. While the major purpose of

this study is to determine the acceptance or rejection of non-academic
programs at the university, this does relate to the purpose of a univer-
sity, and a university's relationship in turn to society. Conversely,
society looks to the university to perform certain functions-—such as
bridging the gap between the level and nature of the culture of the indi-
vidual and the approved culture of his society; to selecting and control-
ling the environment which in its best tradition mirrors the culture of
greater society; and finally as an agency of social control, directing

the assimilation of the individual into reasonable conformity with group

standards.

The Structure of a Social System

A university, then, is a social system that is part of a larger

social system-~society. There are several important features of a

social system that make up its structure. These are:

1 Clyde B. Moore and William E. Cole, Sociology in Educational
Practice (Boston: Houghton Mifflin C0“ 1952): Po 51-

64

65

1. The way the work is divided among its members-—the division

of labor. The division of labor is of great functional significance to a

social system. Without it, the aims of a system may fail because of

a lack of order and the presence of friction.

2. The authority structure-~the roles of a social system are

differentiated in terms of power and authority assigned to them. The

authority structure enforces the division of labor which helps to main-

tain order and to avoid friction within the system.

3. The prestige or status structure--which helps motivate

individuals to play their roles well and consequently contribute to the

stability of the system. The prestige structure reinforces the authority

system by giving great amounts of prestige to the authority positions.
4. The distribution of rewards-~financial or otherwise, is

undertaken to enhance the aims of the organization by supplying rewards

for satisfactory performance on the part of employees. . A definite

scheme is used to distribute the rewards.

It can be deduced that a university is a social system, as it has

within it all of these structural elements. One of the broad purposes

of this study will be to examine the relationship of a university to its

society. Already questions could be posed regarding the division of

labor in. a university in which both professional and non-professional

1Eugene V. Schneider, Industrial Sociology (New York: McGraw-
Hill Book Company, Inc., 1957), pp. 23-25.

66

programs are located. Will a proper division of labor be structured so
that order may be maintained? Will the authority structure enforce a
division of labor which will help maintain order ? Will the prestige or
status structure be maintained so as to help motivate individuals to
play their roles well and thereby contribute to the stability of the sys-

tem? And finally, will the distribution of rewards be such as to enhance

the satisfactory performance of those at the university?

Functional Prerequisites
A university is a social system within which the roles of its mem-

bers are distributed in a systematic definite pattern. This social sys-

tem in order to operate has several functional prerequisites:

1. The social system must accomplish its major purpose without

conflict which may disable it. The system must maintain internal order

as it does its business.

2. The system must also secure itself from threats or encroach-

ments from outside arising from the actions of its members in their

pursuit of roles.

3. The motivations of the persons comprising the organization or

social system must be such that a large proportion of them will con-

tribute to the system's undertaking.

4. There must be adequate communication between the members

of the social system in both upward and downward directions.

67

5. Finally, members of the system must share common beliefs, de-

finitions, values, and goals in order to unite the system and have it

achieve its purpose. 1

The introduction of the MDT programs will be viewed against these
five points. If the introduction of MDT programs has caused a breakdown

of one of these functional prerequisites, the value of these programs to the

university and to socie ty would have to be weighed against the harmful

effects of such breakdowns.

Stratification

Every society has some form of social stratification. This is true
in a simple society based largely upon kinship relations, and it is also
true in a sophisticated society, based upon highly complex social relation-

It appears that as societies become more complex the basis for
Social

ships.

stratification and class structuring also becomes more complex.

stratification, then, exists within every organized human society, due to

the conditions inherent within that society. These conditions undoubtedly

have many causes that are intimately connected with the phenomenon of

"living together". However, there is no general agreement on the causes.3

llbidu pp. 21-23.
zPetervMurdock, Social Structure (New York: MacMillan, 1949). p. 88.

3
Pitirim A. Sorokin, Social and Cultural Mobility (Glencoe, Illinois:
Free Press, 1957), p. 337; Kingsley Davis and Wilbert E. Moore, "Some
Principles of Stratification: A Critical Analysis, American Sociological

Review, (August, 1953), pp. 387-394.

68

While no clear-cut picture exists of the class structure of the
United States as a whole, several attempts have been made through

national samples to have people identify themselves with a social class

to which they feel they belong. Based upon upper, middle, and lower class

divisions, Gallup found in 1939 that eighty-eight per cent of a sample sur-

veyed indicated they belong to the middle class. Cantril also found a

similar result through the use of income data correlated with social

class identification. In his case over eighty-seven per cent of his

sample indicated that they belonged to the middle class. 2 .Cantril also

found a tendency of people to identify themselves with social classes

higher than their income levels. In 1945, Centers conducted a public

attitude study of a sample of the adult male population in the United

States to obtain a view of their class identification. He found that forty-

three per cent considered themselves middle class while fifty-one per

cent considered themselves working class. He indicated that " a class

is no more nor less than what people collectively think it is. It is a

Psychological structuring and must be observed just as any other psy-

chological datum before we can infer its basis and nature. "3

1George Gallup and S. F. Rae, The Pulse of Democracy (New York:
Simon and Shuster, 1940), p. 309.

ZHadley Cantril, ”Identification with Social and Economic Class, "
_J_'ourna‘l of Abnormal and Social Psychology, XXXVII (1943), 74-78.

3 .
Richard Centers, The Psycholcgy of Social Classes (Princeton,
N. J.: Princeton University Press, 1949). p. 75.

m1 :

69

Ogburn and Nimkoff have stated:

Practically, the significance of class system lies partly in the
fact that it determines the social rewards of the people. The mem-
bers of a particular class have more or less the same "life-
chances, " that is, the same probability of securing the good things
of life, such as freedom, a high standard of living, leisure, defer-

ence, or whatever things are highly valued in a given society.

For the purpose of analysis, then, social classes have been roughly

divided into upper, middle, and lower classes. The upper class in

America has high status and many privileges. Its members belong to

the "best clubs", are usually wealthy, with their wealth either inherited

or derived from large financial holdings. Employment is more charac-

teristic of the lower upper class. They are almost always in a pro-

fessional and proprietary position. Not all upper classes are wealthy--

some derive their place from aristocratic family backgrounds.

The values of the upper class, like any group, mold the attitude

and behavior of its members. Generally, a member of this class will

find that his marriage partner, and the church and the schools he at-

tends are prescribed by his social class. He is more apt to attend a

He is certain

college of a name variety, usually of the ivy league type.
2

of his status and keeps those below him at a proper social distance.

h

1

William F. Ogburn and Meyer Nimkoff, "Social Class and Welfare
Levels, " Social Foundations of Education, eds. William 0. Stanley
et al. (New York: The Dryden Press, Inc., 1956), p. 189.

2Hubert Bonner, op. cit., p. 301.

70

The middle class in the United States is less well defined than the

upper or lower class. This is because of the large body of persons who

identify with it and their great variety of occupations. Most of this

class are white-collar workers. Although heterogeneous, the pervasive

attitude of these people is their close identification with upper class

interests. This is because they aspire to social migration and because

their occupations thrust them in contact with members of the upper

class. 1

The lower class is usually comprised of the so-called laboring

group. These are wage earners in industry, low salaried workers,

farmers and farm laborers, servants, and the unemployed. To this

group belong most of the industrial workers of America. This is a

fairly large segment of society. The lower class person is conscious
This

of the fact that he is manual worker who receives a low income.
person is apt to resent his low status and underprivileged position.

Since class status determines opportunities, the worker may feel that

the upper class not only deprives him of an adequate income but also

of the satisfactions that income could supply. Statistics bear him out

as there is a wide difference in the United States in the health, comfort,

intelligence, educational opportunities, and the like between those in

the upper and lower class.

 

1 Ibid‘.

2 , Ibid'.

71

Centers found that Americans are aware of class differences

and their position within these classes. 1 Yet while they recognize

a class difference there appears to be very little desire on the

part of many American working men to attempt to change the class

or status system. The ambitions of most working men are modest-

they usually desire only to better themselves within their own

c1ass--not to " rise to the top” . It therefore appears that most

working men have reconciled themselves to their present job and
class position--recognizing that they do not have the special skills
and education to attain a position much higher on the ladder.

. Bonner sums up the differences in social classes with the

following statement:

Class alignments and occupational-centrism
play a significant role in determining attitudes
and influencing personality. His class member-
ship and his occupation impose certain modes
of thinking and behaving upon the individual from
which he cannot easily free himself. They .erect
social and psychological barriers between him
and the members of other groups, for they involve

 

1 Centers, op. cit., p. 77.

2 Ibid‘.. p. 78.

72.

differences in life organization, outlook, interest, and conduct .

. Occupational distance, however, cannot be sharply distinguished
from class distance, the social separation arising from the differ—
ences in class membership. Knowledge of either the occupation or
the class identification of an individual is generally sufficient for
an accurate prediction concerning his attitudes and beliefs, partic-
ularly conservatism and radicalism. The degree of conservatism
and radicalism is in turn a fairly reliable index of class alignment
and occupation.

Despite the lack of consensus on the use of the term "class" in
sociological theory and research, and on how it is measured, it is
recognized that it is a powerful variable and one that could explain
some of the variation in human behavior.

When this social class variable does not take the analysis in the
expected direction there are two professionally endorsed explanations:
(1) reference groups; and (2) anticipatory socialization. Z Gottlieb ex—
plains these concepts as follows:

If the lower class respondent deviates significantly from the
modal pattern of his own class group and behaves like members of
the middle or upper class, we introduce the reference group con-
cept; that is, he has taken on the values of the group to which he
aspires. If, on the other hand, our lower class respondent does
not differ significantly from his own class but does show a tendency
to be like those above him on the status ladder, we introduce the
notion of anticipatory socialization. In this case we propose that
this individual is in training for membership in a group to which he
aspires, that is, he is in the process of taking on the values of a
reference group.

 

_,_—_

1Bonner, op. cit., p. 311.

zDavid Gottlieb, ”Social Class, College Students and the Ideal Col-
lege Professor, " Paper read at the annual meeting of the Ohio Valley
Sociological Society, April 21, 1961.

3Ibid.

73

It is of interest to note that Herbert Hyman introduced the
reference group concept and that Merton and Ros si further developed
reference group and anticipatory socialization concepts in their work. 1

How does the theory of social stratification and class consciousness
affect the attitude of the groups to be examined in this study? Will
those who have arrived in positions of social superiority, the
administrators, professors, instructors, and regular University
students, view themselves as of a higher social order and greater social
importance than those in the MDT programs ?

In discussing prejudice in the dynamics of class and status,
Greenbaum and Pearlin indicate:

1. Vertical mobile groups, those markedly changing their

position or status in the stratification hierarchy, tend more

frequently than stationary groups to be prejudiced.

2. Higher classes, insecure about their prestige, tend to be
more prejudiced than prestige—insecure lower classes.

3. In general, groups attempting to secure an unstable status
or prestige tend more frequently to have prejudiced attitudes
than those relatively more secure in status and prestige. 2’

Will these attitudes be reflected on a university campus ? Will

1Robert K. Merton and Alice S. Rossi, "Contributions to the
Theory of Reference Group Behavior, " Contributions in Social Research:
itudies‘in Scopes‘and Methods ‘of'the American Soldier, eds. Robert K.
Merton and Paul F. Lazerfield (Glencoe: The Free Press, 1955).

zJoseph Greenbaum and Leonard L Pearlin, ”Vertical Mobility
and Prejudice: A Socio-Psychological Analysis. " eds. Reinhard Bendix
and Seymour M. Lipset. Class Status and Power (Glencoe: The Free Press,
1951). p. 481.

 

74

there be close articulation between the groups or will they be unable to
bridge the social distance?

It can be surmised that the attitude of the instructor toward the re-
training student will, in no small extent, govern the success of the re-
training programs on the University campus. Thus, the degree of
egalitarianism of the regular faculty will be of interest in this study.

It is believed, then, that social class background is likely to play
an important role in determining the attitudes and perceptions of the
regular university administrator, faculty, and student toward the non-
professional programs--insofar as those involved in the programs are
generally recognized as belonging to a lower social and economic class.

Another dimension of this study is social mobility. The aspirations
for upward social mobility on the part of administrators, faculty, and
students will influence their reaction to the non-professional programs.
Also those inthe programs, the MDT students and faculty are, or could
be, anticipating that social mobility will result from the training. A

brief examination of social mobility may he, therefore, appropriate

at this time.

Social‘ Mobility
First, one should examine whether or not social mobility exists in
this country-~and, if so, what factors facilitate mobility. It has been

claimed with pride that the United States is the land of opportunity in

75

which an individual is allowed to grow to his full innate capability. How-
ever, it has been suggested by some that there are fewer opportunities
for upward mobility today than when the land was being developed. It
was felt in the early days that any man who arrived in this country
could, with endeavor, make himself economically independent by open—
ing a small shop or farm. During the industrial development of our
country many men of humble origin worked their way up to become cor—
porate presidents in the industrial structure.

Students of the class system of the United States during the '30's
and '40's, however, asserted that social mobility was declining. This
assertion was made for the following reasons: (1) the frontier had dis-
appeared, (2) the upper classes were beginning to reproduce themselves
to a greater extent than formerly, (3) great corporations were falling
into the hands of relatively few families or other closed groups, and
(4) the new psychology of security was hardly capable of producing the
spirit of competition which encourages upward social striving.1

Recently, however, these assertions have been disputed. It has
been pointed out that a number of studies present evidence to show

that the extent of social mobility in early American history was over-

estimated or that mobility at present probably is equal to that of

 

a

1Joyce 0. Hertzler, Society in Action (New York: Dryden Press,
Inc., 1954), p. 34.

 

76

earlier decades. 1

Havighurst and Neugarten have found that the upper socio-economic
classes have not reproduced themselves in the United States-~in spite

of the previous assertion that the upper classes are tending to reproduce

themselves faster.

Havighurst and Neugarten also state that, to maintain the necessary

numbers in the upper class, one out of eight persons during his lifetime

must move up at least one step in the social scale. This ratio will un-

doubtedly change as the nature of work being accomplished becomes

more sophisticated. 2

The literature on working class mobility leads to the following con-

clusions: (l) The proportional size of the working class is not changing

significantly. Its total number is, of course, increasing, but no more

rapidly than the population as a whole. (2) The internal structure of

the working class has changed significantly. More workers are now in

semi-skilled jobs than before; fewer are in unskilled jobs. The pro-

portion of skilled workers has remained about the same. (3) A consid-

erable proportion of the working class is not mobile; it tends to remain

and work within the class of its origin. However. a sizeable proportion

does move out of the working class, particularly into the white-collar

lNatalie Rogoff, Recent Trends in Occupational Mobility (Glencoe:
Free Press, 1953), pp. 44-45.

2Robert J. Havighur st and Bernice L. Neugarten, Society and Edu-
M(Boston: Allyn and Bacon, 1957), pp. 291—293.

77

and the small proprietary class. (4) There is considerable intraclass
mobility-~on both the local and national levels.

It may be concluded that the American working class is stable in its
structural relations to the class system as a whole, but that internally
its structure is changing. Individuals move fully out of and into this
class or between the various levels within the class. 1 Ogburn and
Nimkoff summarized the results of recent studies of occupational mo-
bility in the United States and concluded also that while there is still
considerable mobility, most persons remain within the economic class
in which they were born. Since World War II it appears that there has
been less upward mobility than in the past, and that business leadership
is increasingly being recruited from the ranks of junior executives
hired from graduating classes of colleges rather than from those of
men who started at the bottom of the economic scale. 2

Education is an important means to class mobility through job
oriented success. It also serves to prepare the worker for his new
station in life by making him socially acceptable because of his general

education attainment and his ability to adopt the social habits of a higher

social class. 3 Lipset and Bendix state education ”has become the

 

1Schneider, op. cit., p. 393.

2William F. Ogburn and Meyer Nimkoff, Sociology (2d ed. ; Boston:
Houghton-Mifflin Company, 1950), pp. 147—148.

31bid., pp. 156-157.

78

principal means for upward mobility in most industrialized societies. "1

Education could be considered the primary determinate of occupational
and, therefore, social status. Havighurst has stated, "Higher education
has become the major source of upward social mobility, and upward
social mobility is a major social value in the United States. Anything
which would reduce the proportion of working—class and lower-middle-
class youth going to college would reduce the amount of this mobility. "2
In society, social status is either directly or indirectly determined

by occupation. Brookover and Nosow have said, ”The individual has

few other statuses which are capable of offering him a respected position

within the community. 3

Ely Chinoy also has a similar view:

The mass of available evidence demonstrates clearly the high
correlation between occupation and various criteria of class: pres-

5 tige, income, wealth, style of life, and power. Although there is
some disagreement in the relative importance of each of these
variables within the total system, there seems ample warrant for
concluding that in American society, at least, occupation is probably
the most significant, that is, it is more likely to influence other

 

1Seymour Lipset and Rinehart Bendix, Social Mobility in Industrial
Society (Los Angeles: University of California Press, 1959), p. 91.

2Robert J. Havighurst, American Higher Education in the 1960's
(Columbus: Ohio State University Press, 1960), p. 49.

3Wilbur B. Brookover and Sigmund Nosow, ”A Sociological Analysis
of Vocational Education in the United States, " Education for a Changing
Egrld of Work: Consultants on Vocational Education, Appendix III
(Washington: Government Printing Office, 1963), p. 26.

79

variables than to be influenced by them. 1

Schneider has this to say:

Perhaps the most important influence of industry on the status
system arises from the fact that occupational role is one of the
major bases of status in this nation: thus the occupations which in—
dividuals hold in industry tend to confer certain amounts of status
in the community . . . . In a rough way a role acquires prestige
according to the income it brings and the amount of specialized

training it requires.
As the occupational role is one of the major bases of status in this
nation, any education or training that will increase the income of the

individual, and consequently his status, is desirable from a societal

as well as from a personal point of view.

It has been found on both the national and community levels that
the ranking of jobs in industrial occupations and the status system are

interrelated. Industry, the prime source of occupations, is the prime

source of status in many communities. Of course, other factors may

enter into status-~for example ethnic origin, racial background, and

religion.
This correlation between status and occupation raises some impor-

tant questions: (1) The university is recognized as an agency of social

mobility by providing an avenue through education for vertical migration.

 

lEly Chinoy, Man, Work and Sociem a Reader in the Sociology of
Qgcupations, eds. Sigmund Nosow and William B. Form (New York:

Basic Books, Inc., 1962), p. 354.

 

2Schneider, op. cit., p. 379.

80
To what degree is the regular faculty aware of this? (2) “buld the
MDT programs provide an opportunity for improvement of occupational,
and, hence, social status? Would those in the retraining programs be
working at higher level jobs after the training than before? (3) In every
society there is some resistance, as stated by Sorokinl, to vertical
mobility. Would there be any feeling on the part of regular faculty that
theMDT instructors and students should not be given this opportunity to
improve their occupational status? (4) Would regular faculty feel any
loss of status for being involved in the instructional aspects of MDT pro-
grams? (5) Would members of the regular faculty be likely to feel BS
instructors teaching in the MDT programs are less professional for doing

so?

Manifegt and Latent Role 5

Sociologists have long used the concept of role theory to explain
human actions. Clvouldner2 has made an interesting attempt to develop
certain distinctions between what he terms ”manifest" and "latent"
identities and roles. He states that a social role is a set of expectations
oriented toward. certain people who occupy a particular position in a
social system. He felt, however, that what was meant by ”position"

is a social identity which has been assigned to a person by his group.

1Sorokin, op; cit., p. 41.

ZAlvinW. Gouldner, ”Cosmopolitans and Locals, "‘ Administrative
figience Quarterly, 11(1957-58), 281-306.

 

81

The group imputes certain characteristics to a person and these are
related to and interpreted in terms of a set of culturally prescribed
categories which have been learned during the course of socialization.
Onthe other hand, the culturally learned categories focus attention on
certain aspects of the individual. The individual is then categorized
or typed from this process. The process by which an individual is
assigned or classified can be called the assignment of a social identity.

Gouldner further stated that after the individual has been assigned
a social identity he is accorded a set of expectations, a series of rights
and obligations. A social role, then, is a shared set of expectations
directed toward persons who are assigned a certain social identity.

Persons may have more than one social identity, but one and only
one is paramountuthough other identities do "intrude" and offset the
group's behavior. It is, then, necessary to distinguish between those
social identities which the group members feel are relevant to them in
a given setting, and those they feel are irrelevant or inappropriate to
consider. The former are called manifest social identities, and the
latter 1322}: social identities.

Gouldner points out that ” social identities”, manifest or latent,
are not synonymous with the concept of social status. Social identities
have to do with the way inwhich the individual is perceived and classi-

fied in terms of culturally standardized categories. Social statuses,

 

82

on the other hand, refer to a complex of culturally standardized
categories to which individuals in a group are assigned. They are
defined as the position of one individual in relation to another or a
series of others--as well as the culturally prescribed expectations
associated with the position. Expectations associated with the manifest
social identities are termed manifest social roles, and expectations
oriented toward latent identities are called latent social roles.
It can be surmised that latent social identities or roles do affect
group behavior, and that the individuals in a group do have a variety
of social identities rather than one or a few. However, Gouldner. stated
that conceptual tools are needed to distinguish between different types
of social identities so as to facilitate the analysis of ways in which they
influence group behavior. The concept of latent identities and roles
directs. attention to the need to regard only those identities and roles
which are felt to be relevant or legitimately activated in that group.
According to Gouldner, when members of a group orient themselves
to latent identities of others they are involved in a relationship with
» them that is not culturally prescribed by the norms of the group
governing their manifest role. He further states that the concepts of
latent identities and roles directs attention to patterns of social inter-
actions and lines of interaction which are not prescribed by the group

Studied. Latent identities and roles are important because they exert

CC

‘ s
15.6

A...
Io.‘

of t!

83

influence upon the manifest roles, after upsetting their conformity
with their requirements and threatening the equilibrium of the manifest
role system. By way of contrast, the concept of manifest roles directs

attention to the manner in which the group norms yield prescribed

 

similarities in the beliefs and actions of those performing the same
role. This difference between manifest and latent roles makes it
necessary to seek out and specify the latent identities and expectations
corresponding to them which underlie those which are culturally pre-
scribed. The concept of latent roles states that persons playing differ—
ent manifest roles may be performing similar latent roles, or that
those performing the same manifest roles may be playing different
latent roles. This concept of latent roles may account for some of the
differences found among those in the same manifest role, or for some

of the similarities found among those having different manifest roles.

Cosmopolitan and Local Latent Identities
Gouldner states that in addition to their manifest identities mem-

bers of formal organizations may have two latent social identities

1

called ”cosmopolitan” and "local. " These concepts may help

1These terms Gouldner credits to Robert K. Merton, "Patterns of
Inference, Local and Cosmopolitan lnfluentials“ in Social Theories and
_S_<Lcial Structure. However, Merton credits Carle C. Zimmefman, who
used them as translations of Toennies' distinction between Gemeinschaft
(localistic) and Gesellschaft (cosmopolitan) found in Fundamental Con-
ggpts of Sociology. The same concepts, but with different terminology,
are found in the writings of Durkheim, Weber, and Cooley.

 

 

84

organizational analysis without relying solely on overt, culturally

differentiated manifest organizational identities and roles. A number

1
those of Reissman and Pelz .
Gouldner undertook a systematic study of the conflict between pro-

fessional and organizational commitment in a small liberal arts col-

organization, commitment to specialized skills, and reference group
orientation. He found the following: (1) Cosmopolitans were more
likely than locals to believe that their teaching load should be lightened
to allow them time for research, writing, and other professional work.
(2) Cosmopolitans were more likely to state that if they see no oppor-
tunity to do research at their college they would find their job less
satisfying. (3) Cosmopolitans were more likely to feel that there were
few people at the college with whom they could share professional in-
terest. (4) Cosmopolitans were more likely to be Ph. D. 's or Ph. D.
candidates while locals were likely to be. M. A. 's or working on the M. A.
(5) Cosmopolitans had published more than locals. (6) Cosmopolitans

had less organizational loyalty and would more readily leave

‘

lLeonard Reissman, ”A Study of Role Conceptions in Bureaucracy, "
_So_cia‘1 Forces, xxvn (March, 1949). 305-310.

2Donald C. Pelz, ”Some Social Factors Relating to Performance in
a Research Organization, " Administrative Science Quarterly. 1
(December, 1956), 310-336.

85

the college for another job. (7) Cosmopolitans knew "fewer" fellow
faculty members than the locals. (8) Cosmopolitans did not consider
the local AAUP chapter an ”outside organization. (9) Cosmopolitans
were more likely to get most of their intellectual stimulation from
sources outside the college than locals.1

Regarding the need for "experts” with their cosmopolitan leanings,
Gouldner states: "There seems to be some tension between an organi-
zation's bureaucratic need for expertise and its social system need for
loyalty. "2

In the work cited previously, Merton found that the chief difference
between the cosmopolitan and local was their orientation toward the
local community. 3 The cosmopolitan formed no great attachment to
the community and considered himself mobile, while the local was
firmly committed to living in the local area and wished to remain there.

The difference in the cosmopolitan and local orientation was appar-
ent in their interest in national affairs, their desire to form acquaint-
ances in the community, the composition of these acquaintances, and
their participation in local organizations. The local tendency to belong

to organizations for ”making contacts" and establishing personal ties

g

1
Gouldner, op; cit., pp. 295-296-

zmick, p. 466.

3Robert K. Merton, Social Theory and Social Structure (Glencoe:
The Free Press, 1957), pp. 368-370.

86

while cosmopolitans tended to belong to organizations in which they
exercised their skills and knowledge.

It was found that the locals' influence rests on an elaborate network
of personal relations, and not so much on what they know but who they
know. On the contrary, the cosmopolitan does not utilize personal ties
as his means to influence. He usually is equipped with prestige and
skills upon his arrival in the community and starts his climb of the
prestige-structure at a high level. His prestige rests on his previous
achievements and previously acquired skills. Personal relations are
usually the product rather than the instrument of his influence. Be-
cause the local has a slower route to influence he is usually older than
the cosmopolitan.

These concepts of ”local" and "cosmopolitan" orientations will be
examined in this study to see if differences in responses can be attrib-
uted to these orientations. It is expected that at Michigan Tech there
will be those who can be assigned to each category. It is also expected
that in certain academic areas these orientations will be more pro-
nounced. This is why for purposes of analysis the faculty and student
groups are broken into the three categories: engineering, science, and
Business Administration- Liberal Arts.

Now that manifest and latent roles have been examined, it is appro-

Priate to determine why individuals assume these roles.

87

Rewards are built into every role for those who play the role prop-
erly. Rewards satisfy a wide variety of human motives. These rewards
influence individuals and groups to prize certain goals. Schneider rec-
ognizes four types of generalized goals:

1. BIG instrumental oal. One of the generalized goals pro-
vided by roles is to attain other ends . . . . The real wants of the
individual are not being met within the role but outside it. In one
sense the instrumental goal acts as a form of coercion; the actor
must play a certain role if other wants are to be achieved.

2. Recognition. A second major generalized goal, provided
by some roles, is the opportunity for recognition. By recognition
is meant a feeling of being respected, "looked up to, " valued by
other significant human beings . . . . The desire for recognition
not only may motivate the individual to play a role, but may mo-
tivate him to attempt to acquire status of a higher order, that is,
one having more prestige, honor, or privilege. Such action is
usually designated status striving. It should be noted that such
striving is an important motive in our type of society . . . . Even
within our own society . . . status striving is limited to certain
sections of the population.

3. Securit . Another generalized goal which may be attained
through role playing is security. Roles may offer economic,
social, or psychological security . . . . There is another way in
Which security may operate as a general inducement to role play—
ing. Here the goal is essentially a negative one. The individual
may be constrained to play a role through fear, timidity, anxiety,
or the desire to avoid the strange and unexpected. This negative
goal will motivate individuals who are cautious, conservative, con-
cerned above all with the making secure or guaranteeing a stake
in the role.

4. Response. A fourth type of generalized goal is the oppor-
tunity which certain roles afford to form satisfying social relation-
ships in which the individual feels reasonably certain of the contin-
uing favorable response of the people important to him.

lSchneider, op. cit.. PP. 17-18.

88

Other goals could be listed, but these are some of the important
ones that motivate role performance. Roles differ in the extent to
which various goals may be made available. Some roles provide many
goals while others do not. The more goals a role can fulfill the more
attractive it is and the more it will be sought after. When a role can
provide these generalized goals and at the same time become a part of
the personality thereliis ample motivation for the role playing.

This concept of role playing forms an important part of this study.
The role of the university instructor carries with it certain connotations
in our society. How will the present academic faculty view a group whose
members are assuming the role of university instructors, but who have
not had the degree. of professional preparation that society usually
associates with this role? Will conflict exist between the regular faculty

and the MDT faculty? Will the regular university instructor accept the

MDT instructor ?

CHANGE AND ITS IMPLICATION
Perhaps one of the most fundamental variables involved in this
study is how people react to change. The introduction of the non-academic
programs may be the specific change in this case, but how various
persons react to change in general is also an aspect of this study.
The theoretical background for this part of the study will be de-

veloped by answering the following questions:

89

1. How do people react to change? How does one plan to change?

How can changes he made and accepted?

2. Can attitudes be changed? When they are in conflict, will actual
change occur without an attitude change?

In order for a university, or any social agency, to attain its goals,
it must have all its members working together toward their accomplish-
ment. To the extent that certain individuals work toward a substitute
set, or to the extent that they are uninformed or indifferent to the in-

stitution's goals, real progress is curtailed or halted.

Institutional Goals-vs. Individual Goals

It has been found that where an institution clearly states its mission
as being of‘service to ill people in whatever way, there are groups who
readily accept this goal. and conversely, there are also those who re-
ject it. Thus, even with a clearly stated position in regard to service
one can find that faculty tend to superimpose their own goals on those
of the institution. Montgomery found this to be true in his studies of
the Florida Community Junior College. Here a younger more demo-
cratic faculty accepted the community junior college' 3 goals and strived
to attain them. On the other hand, an older, less flexible group tended

to superimpose their own goals on those of the institution. 1 It would

Douglas M. Montgomery, " An Analysis of Faculty Acceptance of
and Commitment to the Stated Mission of the Florida Community Junior

College" (unpublished Doctoral Dissertation, Florida State University,
1963). p. 181.

90

be appropriate to determine if a similar pattern exists at the Michigan
Technological University.

How people react to change, then, is a vital part of this study--as
the introduction of non-academic programs and their integration within

the framework of the University is a significant and impelling change.

Attitude Toward Change

Change represents something to anticipate and accept, or some-
thing to resist, depending upon how an individual perceives the desira—
bility of change. Some persons look forward to change to offer variety
while others find the thought of change threatening. How new programs,
especially those that are non-academic, are likely to be viewed by a
complex group of faculty can best be anticipated by reviewing some of
the literature on change.

External changes that are imposed upon an individual, by others,
often cause him to reject or resist the change. This is particularly
true when this change is directed as part of a supervisory function and
those directed to change have not had the opportunity to learn why the
change is needed. This resistance to externally imposed change can
be found in all types of human activity--including business, industry,
and education. An example of this is found in a study by Coch and
French of changes introduced in a clothing factory. In this study three

groups were allowed to participate in planning the change in varying

91

degrees from a very passive to a very active role. The results indi-
cated that the first group actually decreased production; lost their co-
hesiveness, which is shown by the fact that 17 per cent quit; had more
hostility toward supervision; and in general displayed a lack of coop-
eration. The second group remained about neutral, while the total
participation group, after an initial drop, increased their production
over the previous rate. There were no signs of hostility and no one
quit. I

It therefore appeared that resistance to change can be overcome
by involving the persons affected by the change and showing them the
need for it.

Other studies have indicated that there is more to overcoming re-
sistance to change than merely having those involved in the change
participate in planning for it. They point out that resistance to change
is not so much a resistance to technical progress as to the change in
the social aspect of employment. The social aspect of employment
refers to how the individual views his relationship with the organi-
zation. Anything that appears to threaten the usual relationship of the
individual toward his supervisors or the organization will cause him
to reject or resist the change, while those changes that are introduced

in the normal non-threatening way, especially if the operator is allowed

 

1Lester Coch and John R. P. French, Jr. , "Overcoming Resistance
to Change, " Human Relations, I (April, 1949), 532..

 

92

to participate, are usually accepted without resistance. 1

In education, the resistance to change is pointed out by Fullager
who found that teachers tended to resist change that is directed by an
administrative edict. They were suspicious of the motives of the ad-
ministrative staff who they felt had not defined the framework in which
the teacher could work. 2

Eicholz developed a theory of rejection that was composed of five
states--awareness, disinterest, denial, trial, and rejection. In test-
ing his theory on teachers he arrived at five different forms of re-
jection--ignorance, suspended judgment, situational, personal, and
experimental. The first form, ignorance, was simply being uninformed
of the change; suspended judgment meant that the teacher was doubtful
and felt that the traditional methods were safer. Situational rejection
occurred when the teacher, while assured that the change was good,
found reasons equally compelling for not changing. In personal re-
jection the teacher rejected the change because he was anxious about
his own ability to carry out the change--or because of other personal
reasons. In the last form of rejection the teacher actually tried the

change and rejected it.

1Paul R. Lawrence, "How to Deal with Resistance to Change, "

Harvard Business Review, XXXII (May-June 1954), 49-57.

William A. Fullager,"Some Teacher—Sensed Problems in Curric-
ulum Irnprovement”(unpublished Doctoral Dissertation, Columbia Uni-
versity, 1951), p. 137.

H.

93

In this study Eicholz states that the progression through the five

stages of rejection was actually a continuum through which an individual

may progress--though not necessarily in order. 1

Willower also found that changes that threaten status, and changes
that benefit one part of the organization at the expense of another part,

are resisted. 2 And as previous studies have shown, change ordered

by someone higher in the hierarchy is likely to meet with resistance,

particularly if the subordinate has not had a chance to participate in

developing the change.
Willower also found, as did Eicholz, that change may be resisted

because of a lack of information or skill. When a teacher resists teach-

ing "modern mathematics" it may be because of a feeling of inadequacy

caused by a lack of information on the new method.
Finally, it was found that where change is being implemented, re-

sistance will develop if the initial stages of the change are exhausting

to the persons involved.

The actual resistance may take any form from verbal hostility to

organizational sabotage. Often sloppy work results in a kind of apa-

thetic indifference. Even slavish, rigid conformity can be hostility if

1G. C. Eicholz, "Why Do Teachers Reject Change ?" Theory into
Practice, 11(December, 1963), 264-268.

2Donald J. Willower, "Barriers to Change in Educational Organi-
zations, ” Theory into Practice, II (December, 1963), 257-263.

94

it creates purposely contrived emergencies.

Willower concludes that resistance to change can be rational and
based on honest disagreement. He also states that resistance some-
times serves to clarify motives, points of view, and loyalties.1

Lippitt states that change forces and resistance forces may be
"rational or irrational, recognized or unrecognized, general or spe-
”Z

cific. He further identifies four types of motivation toward change:

1. The client system may feel dissatisfaction or pain associ-
ated with the present situation. Then the change force is a desire

for relief.

2. The dissatisfaction may arise from a perceived discrep-
ancy between what is and what might be.

3. Sometimes external pressures will be brought to bear up-
on the client system to make it change its behavior.

4. Finally, there is the possibility that some internal re-
quiredness will set up pressures toward change.

Once the sequence of change has been started, there is a shift in
the change forces as first one then another become primary. Often
new change forces emerge to carry the change forward to completion.
For example, there is the need to complete a task which has been be-

gun. Often those who resisted a change, after a certain critical point

 

1 Ibid.

2Ronald Lippitt, Jeanne Watson and Bruce Westley, The Dynamics
gflmanned Changg (New York: Harcourt, Brace and Company, 1958),
P. 72. .

 

3 .
Locs Cit.

95

has been reached, become supporters of the change and direct their

energies toward its final completion. It has been found, however, that

in order for changes of this type to occur, two requirements must be
met. First, those involved must feel that they, rather than those who

demand the change, have taken the first steps. The second require-

ment is that the planned changes should not be made too rapidly for

fear of half way measures or partial solutions. If this happens then

those who are demanding the change may have to step in and take over,
thus, in effect doing away with the self-directed change.

Another kind of change force may emerge as those who want the

change and those affected work together. Those who are expected to

change will begin to know what is required of them and will change in
accordance with the esteem and respect they have for those who demand
the change.

A third emergent force may be the effect change in one part of a

system has on the other parts. Thus, one part of an organization may

have to make an adaptive change because of a change introduced in an-

other depa rtme nt. 1

This interdependence may have just the opposite effect on change

if one part of a system refuses to change and causes a breakdown in

the operation of the system.

1l]:>id., p. 75.

96

Resistance forces can occur at almost any time during the period
of change. Often there is a group who resist change of any kind at the
very beginning and who are satisfied with the status quo. This kind of
resistance usually grows out of ignorance and fear of the unknown.
Any change appears as a threat to this group. The teachers may re-
sist change because they may feel that they are incapable of teaching
what is expected of them.

Resistance that occurs after the process of change has been in
force for some time (1) may reflect genuine disappointment with the
new method, or (2) may be an unconscious attempt to avoid the respon-
sibilities for making the change. If the first form of resistance occurs,
the method should be examined to see if it should be continued; if the
second, the real reasons behind this attitude should be made clear to
those expected to change.

Resistance to change may occur during the change period if certain
factors that were minor in nature, or unnoticed at the beginning, sud-
denly become major obstacles. This often occurs where changes are
predicated upon a fixed sum of money and an unplanned obstacle drains
off needed funds.

Resistance may occur late in the period of change if those who are
expected to change suddenly realize that those upon whom they are de-
pendent for advice and assistance will suddenly not be available. Of

course, this could also be a spur to change if the group decides to

97

hurry the change through to completion while those who offer advice
and assistance are still available.

While resistance to change may be looked upon as detrimental to
progress, the fact that it can be recognized allows the opportunity to

gain information on the objectives of those affected and difficulties to

be expected.

Interference with change is different than resistance to change al-
though they may both produce the same result. Interference is found
when competing forces are present in a situation. Often this may be
competition between two groups for a limited source of funds when both
groups feel that change is desirable and necessary. A distinction
should be made between resistance forces and interference forces.

The resistance forces are found within the group expected to change
and are directed either at the group expecting the change, or the change
itself. They are likely to continue for a long period of time to affect
the nature of the change and may generate new change forces. Inter-
ference is. however. not directly aimed at the proposed change but is
part of a total situation. Interference can be overcome, but will not

generate new change forces as there is no chance for interaction to

take place as in the case of resistance.

 

1&0. p. 86.

98

Overcoming Resistanc e

 

Resistance to change may be overcome only when it is realized
that an individual's behavior is tempered by his past experiences, be-
liefs, perceptions, attitudes, all conditioned by fixed habit patterns.
These causal factors must be taken into account so that change can be
individualized and tailored to fit the circumstances. 1

Dempsey feels that the person in the leadership role can cope with
the problems of change and resistance to change if he has the following
understandings:

1. People Change When They See A Need To Change.
This happens when a person believes the change will bene-
fit him, will alleviate discontent, or if he perceives him-
self in a different image.

2. People Change When They Know How To Change.
In order to change one must modify his beliefs, attitudes,
and values. This requires that the individual must adjust
to a new role. This will happen with little resistance if
the individual has some degree of certainty about the out-
come, when he knows how to accomplish the change and

how this change will alter the opinion others have of him.

3. Pegale Change When They Are Actively Involved in the
Change Process.

 

People who participate in planning the change are more
likely to have their attitudes, beliefs, and behavior changed
than those who remain passive. In planning for the change

 

1Richard Allen Dempsey. "An Analysis of Teachers' Expressed
Judgments of Barriers to Curriculum Change in Relation to the Factor
of Individual Readiness to Change” (unpublished Doctoral Dissertation,
Michigan State University, 1963), p. 38.

99

an individual is able to identify compelling reasons for

change, and if he contributes to the planning, is emotion-
ally involved.

4. People Chagge When They Are Secure in Changing.

If change is introduced in a non-threatening way, the oppo-
sition to change can be greatly reduced. This means that
the individual must be reassured of his security and his
ability to adjust to the new situation.

5. People Do Not Necessarily Change on the Basis of New
Knowledge Alone.

Even though an individual may receive new knowledge, it
does not mean that he knows how to apply it, or that he even
wants to apply it. Actually, new knowledge may appear to
represent a threat to his long standing habits and beliefs.

6. People Change When They Are Encouraged and Supported
in Changing.

Persons are more likely to change when they feel that those
whom they respect are supporting them. It also lends en-

couragement to change when others are engaged in the same
endeavor.

7. People Change Some Attitudes Slowly.

People must change perceptions and habits before attitude
changes can occur. This often causes discomfort and diffi-
culty because attitudes are often the result of earlier expe-
riences, dubious assumptions, and unquestioned beliefs.l

In concluding, Dempsey states:

When people sincerely work toward these understandings, real
and lasting change in behaviors can be accomplished, for people
often fear, reject, or resist the unknown or untried.

They tend to reject the new and hold to the status quo that
served them so well. But once their fears are alleviated,

 

1mm, p. 43.

100

regardless of whether or not they are real or imagined, and once

they see that they will not lose, they usually accept change as a

challenge and cooperate with it.

As the non—academic MDT programs were introduced by an admin-
istrative decision without any attempt to prepare the regular line ad-
ministrators, faculty, or students for these programs, virtually none
of the basic understandings developed by Fisher were considered. It
will be a dimension of this study to determine if these programs are
less accepted because of this method of introduction. This could be a
vital lesson for future program introductions of the non-academic
variety.

Evidently, problems associated with the establishment of federal
retraining programs on a university campus are so new that literature
in this subject is yet to come. It was necessary to turn to the litera—

ture in the establishment of technical-terminal programs on a univer-

sity campus to see if problems could be helpful.

PREVIOUS RESEARCH

A search of previous dissertations has revealed only one that has

touched in part on the topic considered in this study. This dissertation,

HStatus of and Need for Terminal Vocational- Technical Curricula in

 

lIbid.

101

Senior Colleges and Universities? by Richard Earl Fisher1 is mainly
concerned with the need for these programs and how they relate to uni-
versity organization. The students in this study were quite homogeneous
and did not receive allowances from the government for their expenses.
Fisher indicated that the vocational-terminal programs received a mixed
reaction from the faculty but were readily accepted by all students. The
emphasis by Fisher was upon an overview of programs in this country,
and he did not attempt to find in depth the attitudes of administrators,
faculty, and students toward non-academic programs on a regular uni-
versity campus. He also did not show how those in the non-academic
programs were viewed by the regular administrators, faculty, and

students.

Summary
In this chapter a university's relationship to society is examined.
The university itself is a social system that responds to greater society
needs. In order for the university to function it must operate in an or-
derly fashion in which its members perform the roles expected of them.
There are certain characteristics of individuals that may influence

their attitudes toward non-academic programs. The perceived social

 

lRichard Earl Fisher,"Status of and Need for Terminal Vocational-
TeChnical Curricula in Senior Colleges and Universities (unpublished
Doctoral Dissertation, University of Missouri, 1956).

102.

status of the individual, and whether he has experienced social mobility
may be of importance. Status and role are also of concern and are ex-
amined in detail to show how they affect behavior.

Manifest and latent social identities were introduced and two
latent identities, labeled ”cosmopolitan" and "local " may have impli»
cations for this study. It was established that in all probability,
“locals" would be more likely to support the menu-academic programs
than would "cosmopolitans".

Goals which motivate individuals and groups were presented as a
dimension of the study. Finally, how individuals react to change and
its implications was included as the non-academic MDT programs
represented a substantial change from the University's traditional pro-
grams.

No body of literature could be found concerning the acceptance of

non-academic retraining programs on a university campus.

I“. .

CHAPTER IV

DESIGN OF THE STUDY

This chapter shall be concerned with the source of the data, pro-
cedures used in collecting the data, the specification of the sample,
the description of the instrument used, the statement of hypotheses and
their sub-hypotheses, and the procedures used for the analysis of the
data.

Source of the Data

The data for this study were obtained from the administrators,
faculty, and students of the Michigan Technological University at
Houghton, Michigan. The sample consisted of 114 administrators and

faculty, and 414 students.

Collection of the Data

The support of the president and chief administrators of the
University was secured before this study was attempted. With their
permission, the various department heads were contacted and the pur-
pose of this study explained to them. Meetings with the faculty were
arranged so that they could be briefed on the purpose of the study and
allowed to participate in it if they so desired.

At the prearranged date the questionnaire was distributed to the

103

104

entire faculty. It was emphasized that they were to answer the question-
naire as they actually felt, rather than to give answers they thought
others might expect of them. The fact. that their answers would be
treated confidentially was stressed, and that anyone was free not to
participate in the study was also emphasized.

The student sample was selected so that each class level, as well
as each of the three academic areas of Engineering, Science, and Busi-
ness Administration-Liberal Arts was proportionately represented.
After determining the number of students in each category, they were
selected on a random basis to participate in the study. As with the
administrator-faculty group, the purpose and need of the study was ex-
plained. The students were given the opportunity to ask questions and
were assured that their answers on the questionnaire would be treated
confidentially. It was explained to them that they did not have to coop-
erate in the study if they did not desire to do so.

A total of 102 administrators and faculty, and 308 students respond-
ed to the original questionnaire. A mail follow-up was made to the
original non-respondents and an additional 12 administrator-faculty and
10'9 student questionnaires were returned.

An analysis was made of the returns from the mailed response
against the original returns to check for bias. In none of the areas
checked did any discernible difference appear so that the mailed response

was then included in the total response for analysis.

105

Sample

The sample is composed of two groups: (1) administrators and
faculty, and (2) graduate and baccalaureate students. The entire facul-
ty and administrators were all asked to participate in the study. For
the purpose of this study they were classified into three major academic
areas: Engineering, Science, and Business Administration-Liberal
Arts. The administrator-faculty group was divided into those with
more than ten years of work experience at Michigan Technological
University, and those with less than ten. In addition, the group was
further divided into those with the doctorate and those without. These
data are presented in Table 4.1. Table 4. 2 presents data on the re-
spondent's sex, age, and rank. The respondent's political orientation,
father's occupation, and tenure are presented in Table 4. 3., Data on
length of service in years and teaching level are presented in Table 4. 4.

A total of 37. 7 per cent of the administrative-faculty group were
from Engineering, 31. 6 per cent from Science, 25. 4 per cent from
Business Administration-Liberal Arts, and 5. 3 per cent from admin-
istration. In actual numbers, forty-three were in Engineering, thirty-
six in science, twenty-nine in Business Administration-Liberal Arts,
and six did not teach.

As stated previously, the student group was also divided into the
same three academic areas as the administrator-faculty group with

proportionate representation for each class level. Table 4. 5 presents

106

 

 

 

 

 

 

 

 

 

 

 

 

 

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TABLE 4. 2

CHARACTERISTICS OF THE ADMINISTRATOR-FACULTY
SAMPLE: SEX, AGE, AND RANK

 

 

 

 

 

a _:=
Characteristic Frequency Percentage
Sex
Male 113 99. 2
Female 1 0. 8
Total 114 100. 0
Age
21-25 2 1. 8
26-30 10 8. 9
31-35 13 11. 6
36-40 17 15. 3
41-45 21 18. 7
46-50 l9 l7. 0
51-55 12 10. 7
56-60 13 11. 6
61 and over 5 4. 4
Total 112 100. 0
Rank
Instructor 11 10. 3
Assistant Professor 26 25. 3
Associate Professor 36 33. 6
Professor 34 31. 8

 

Total 107 1 00. 0

108

TABLE 4. 3

CHARACTERISTICS OF THE ADMIN ISTRA TOR-FACULTY
SAMPLE: POLITICAL ORIENTATION, FA THER'S

OCCUPA TION, AND TENURE

 

 

 

 

 

W m
Characteristic Frequency Percentage
Political Orientation
Liberal 33 30. 5
Conservative 27 25. 0
Independent 42 38. 9
Not Ascertainable 9 5. 6
Total 111 100. 0
Father's Occupation
White Collar 49 44. 2
Blue Collar 29 26. 1
Farmer 21 18. 9
Other 12 10. 8
Total 111 100. 0
Tenure
With Tenure 77 69. 7
Without Tenure 34 30. 3
Total 111 100. O

109

TABLE 4. 4

CHARACTERISTICS OF THE ADMINISTRATOR-FACULTY
SAMPLE: LENGTH OF SERVICE,
AND TEACHING LEVEL

m i W

Characteristic Frequency Percentage

 

Length of Service in Years

 

1-4 31 28. 4
5-9 30 27. 5
10-14 20 18.4
15-19 14 12. 9
20-24 6 5.5
25-29 7 6. 4
30 and over 1 0. 9
Total 109 100. 0

Teaching Level

Freshman-Sophomore 43 38. 4
Junior-Senior 34 30. 4
Graduate 29 25. 9
Do not teach 6 5. 6

 

C

Total 112 100.

110

data on the academic specialization and class standing of the student
sample. Table 4. 6 shows the composition of the student sample in
terms of sex, age, father's occupation, and political orientation.

The percentage of students in Engineering was 65. 9, in Science
19. 8, in Business Administration-Liberal Arts 10. 6, and 3. 7 in other
categories. In terms of numbers, 266 were in Engineering, eighty
were in Science, forty-three were in Business Administration-Liberal

Arts, and fifteen were in other categories.

Description of the Instrument
The questionnaire developed for this study had two functions:
(1) it had to indicate whether the respondent accepted or rejected the
non-academic MDT programs at the University, and (2) if he accepted
or rejected each hypothesis or sub-hypothesis.
In order to accomplish the two functions, and to assure validity,
a series of statements were prepared and submitted to five judges
selected for their knowledge of the factors involved. These judges were
asked to determine if the statements would, in fact, disclose whether-the
respondents actually accepted or rejected the non-academic MDT
programs and each hypothesis and sub-hypothe sis.
The judges indicated that several statements were ambiguous and
should be revised or discarded. In order to increase internal con-
sistency of the items used, and to assure greater reliability, the

questionnaire items were then subjected to the ”t" test as used in the

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TABLE 4. 6

CHARACTERISTICS OF THE STUDENT SAMPLE:

SEX, _AGE, FATHER'S OCCUPATION,
AND POLITICAL ORIENTATION

 

 

 

 

 

 

M _=:=:=.='=
Characteristic Frequency Percentage
Sex
Male 383 95. 1
Female 20 4. 9
Total 403 100. 0
Age
18-19 74 18. 4
20-21 117 29. 0
22-23 116 28. 7
24-25 54 13. 4
26-27 18 4. 5
28 and over 24 6. 0
Total 403 100. 0
Father's Occupation
White Collar 228 57. 0
Blue Collar 146 36. 5
Farmer 23 5. 8
Other 3 0. 7
Total 400 100. 0
Political Orientation
Liberal 129 33. 3
Conservative 135 34. 8
Independent 1 18 30. 4
Not Ascertainable 6 1.5
Total 388 100. 0

113
Likert Method of Summated Ratings. This analysis yielded the ultimate
questionnaire items forthe determination of respondent attitudes. The
final format of the items was changed from that found in the "t" test in
order to include certain demographic responses that were pertinent
for this study. Finally, adequate correlation was assured by checking
the consistency of the responses with related or similar items.

The final items selected were then used to construct two forms of
the questionnaire--one for the administrators and faculty, and another
for the students. These two forms of the questionnaire were then sub-
mitted to a group of eighteen judges who were not part of this study to
see if they agreed that the remainder of the statements would disclose
the respondent's attitude toward the non-academic MDT programs and
each hypothesis and sub-hypothesis. As a result of this last evaluation
a few statements were reworded. The final forms of the questionnaire
were established.

A listing of the various statements concerning each hypothesis and
sub-hypothesis follows in this chapter after the restatement of the
hypotheses. These are presented as a group and not in the order in which
they appear on the questionnaire. In some cases items which do not per-
tain to the student version of the questionnaire are listed but were not
considered when the student responses were analyzed. For the differences
in the two versions of the questionnaire see Appendix A.

Following is a restatement of the major hypotheses together with the

various operational null and alternative sub-hypotheses.

H'

114
Statement of Hypotheses
I. There'i's‘ noconsensus on the purpose and function of‘the University
as it relates tO‘th'e‘ non-academic MDT programs; hence; these programs
wili'be differential'ly'accepte'd' according toth’e respondent's reference
group orientation; 'hi's commitm‘ent'to professional skills, and his loyalty

to the University.

Sub-Hypothesis I-l

H1 Administrator's, faculty, and students interested in the community
service functionof the University will be more likely to accgpt the
non-academic'M’DTprograms' than those who are not.

Ho There 'wil‘l'be no difference in the degiee of acceptance of the non-
academic MDT'programs between administrators, faculty, and
students interested in the communiflr service function of ‘the
University and those “not inter'e sted-in this function.

The rationale for this sub-hypothesis was that administrators, faculty,
and students who perceive the University to be an agency of society,
created to be of service to all segments of society would accept any
program if it were of service to the community. Conversely, adminis-
trators, faculty, and students who perceive the University in a more
restricted role, where only the intellectually able attend, would not

accept the non-academic MDT programs. Stated another way, those

1
Ho '3 Statement of null hypothesis

Ll

115

who have a land grant orientation regarding the purpose of the
University would accept the non-academic MDT programs while those

who hold to a more restrictive orientation would reject the non-academic

programs:

Sub- Hypothesis I- 2

. H1 Administrator's, ' faculty, and students who aspire for the University
to provide a' lib-eral‘education'wil‘l be more likely to reject the non-
academic ‘M-DT'programs than those who do not.

H0 There‘will‘be no difference in the degpee of acceptance of the non-
academiC'MDT warns between administrators, faculty, and
students whoaspire for the University to provide a liberal education
and those'who do not.

The rationale behind this sub-hypothesis was that those who per-
ceive the University in a traditional role would not accept programs that
are not a part of the usual structure of higher education, and that do not
contribute to a broad liberal education. It is anticipated, therefore,
that administrators, faculty, and students mo st removed from the
technical areas, i. e. , liberal arts, humanities, etc. , would be less
likely to accept the non-academic MDT programs than those in technical

or engineering areas who would have a closer identification with the non-

academic programs that are largely technical in nature.

(“I

116

II. . Acceptance “of such programs as MDT is directly related tothe
economiC'and social background of the 'respondent,' his pattern 'of social

mobility; ‘and ‘his'aspirations for‘socia'l and professional status.

Sub-Hypothesis II-l

H1 Administrator‘s,faculty, and students who have experienced social
mobility'wil'l'be more likely to *reject‘th'e non-academic MDT pro-
grams than those who have not.

H0 There'will‘be no difference in‘ the degree of accgptance of the non-
academic 'M'DT‘program's' between administrators, faculty, and
students whohave experienced social mobility and those who have
391.

The. rationale for this sub-hypothesis was that persons who themselves
have experienced several different "social atmospheres"wou1d acquire
different "mental vistas" than persons locked in one occupational career.
Thus, the person who has experienced rapid vertical mobility would fear

competition of those aspiring to his social status. 2

Sub-Hypothesis 11-2
H1 Administrator s','faculty, and students who perceive'the Universityjs

a source of prestige will be more likely to reject the non-academic

1Pitirim A. Sorokin, Social and’Cultural'Mobility (Glencoe, Illinois,
The Free Press, 1959). P. 509.

2‘Greenbaum andPearlin, op; cit., p. 481.

117

MDT-program's than those who do not.

H0 There‘will‘be no difference in the degree of acceptance of the non-
academiC’MDT‘programs between'administrators; faculty; and
students‘whoperceive' the University as a'source of prestige-and

those who do ‘not‘.

 

The rationale for this sub-hypothesis was that those who are con-
scious of status would reject the non-academic MDT programs because
they would detract from the prestige of the institution and, ultimately,
the persons associated with it. It is anticipated that this group will
feel that persons involved in the non-academic MDT programs are less

professional than those who are not involved.

III. Acceptance 'of‘such programs as MDT is directbr related to the

respondent's‘knowledge 'of and involvement-in the non-academic programs.

Sub-Hypothesis HI-l
H1 Administratorsand-faculty who make decisions concerningthe non-

academic MDT programs will be more likely to accept the programs

 

than those who do not.

 

H0 There will be no difference in the degree of acceptance of the non-

 

academic MDT programs between administrators and faculty who

 

make“ decisions concerning the ‘prOJrams and‘those‘ who do not.

 

The rationale for this sub-hypothesis was that in order for persons

to make decisions concerning the non-academic MDT programs they

118

would become familiar with them and emotionally involved to the ex-

tent that they would be interested in their success.

Sub- Hypothe sis 111- 2.

H Administratorsy faculty; and students who have established inter-

1

personal relations'with' individuals in the non-academic MDT pro-

ggams' will“ be'more' li'kely'to accept the programs than those'who

have not.

H0, There will'be no difference in the degree of acceptance of the non-
academic-M-DT programs between administrators, faculty, and
studentswhohave established interpersonal relations within-
dividu'als in'th‘e' programs and those who have not.

The rationale for this sub-hypothesis was that it is more difficult
to hold negative attitudes toward programs that are assisting persons with
whom one is familiar. Those who are not familiar with persons in the
MDT programs would be more likely to reject them at the University.
This sub-hypothe sis may suggest to administrators that they should not
consult the faculty before introducing the non-academic MDT programs
as once the persons in the programs are on campus they will establish

relations with the regular students, faculty, and administrators and

will become accepted.

119

Sub-Hypothesis III-3

H1 Administrators, ‘ faculty; and students who feel that the non-academic
MDT-programs interfere with the regular programs will be'more
likely tO‘reje'ct'th‘em'than' those who feel they do not interfere.

Ho There'will'be no difference 'in the degree of acceptance'of' the non-
academiC'M'DT'prggrams between administrator 3; faculty, and
students 'who feel that the programs interfere with the baccalaureate
arggzaduatejroggims and‘those who feel that they do not.

The rationale for this sub-hypothesis was that the University is
operating under an austere budget with great demands for baccalaureate
and graduate education. It was felt that students, faculty, and admin-
istrators would. reject any program that would weaken the regular de-

gree programs by drawing off University resources.

IV. The non-academic MDT- programs will be rejected at the University

on-the basis of stereo_types ‘held by administrators, faculgy, and students.

Sub-Hypothesis IV-l

H1 Administrator‘s“, ' faculty; and students who believe thawernment
subsidy is necessaerill' be more likfi to accept the non-academic
MDT'pIEgrams than those who do not.

H0 lherewil‘l’be no difference in the degree of acceptance‘of the non--
academiC'M-DT'prgflams- between administrators, faculty, and
students'whobelieve’thatgggvernment subsidy to education is

necessary and those who do not.

120

The rationale for this sub-hypothesis was that administrators,
faculty, and students who have a conservative philosophy regarding the
function of the federal government in education would reject the non-

academic MDT programs.

Sub-Hypothesis IV-2

H1 . Administrators; facultyyand students who believe that MDT students
have less than average-ability will be'more- likely‘to reject the pro-

: game than those‘who 'do not.

There'will'be no difference'in' the 'degyee‘ of acceptance of the non-

academic *M‘DT programs betwee n' administrators, ' faculty, and

stu'dents'whobelieve'that'studentsin the prpgrams'have less than
avegge ability-and those'who 'do not;

The rationale advanced was that those who feel that everyone unem-
ployed, or in the retraining programs, is naturally low in ability would
see no reason for having the non-academic MDT programs at the Uni-
versity where traditionally only intellectually demanding programs are

offered.

Sub-Hypothesis IV- 3.
H1 Administrators, ' facultfi'and students who believe that 'MDT students
lack ambition will be more likely to reject the'prqgram's' than those

who ‘ do not.

 

H There-will‘be no difference in the degree of acceptance'of' the non-

academic 'M-DT programs betweenadministrators; faculty; and

121

students'who believe that persons in the programs lack-ambition

and those‘who ‘do not.

The rationale for this sub-hypothesis was that those who have a stereo-
type concerning unemployment and laziness would feel that the non-

academic MDT programs are not solving the basic problem.

Analysis

To determine if the various major and sub-hypotheses should be
accepted or rejected an analysis was made of the responses to various
items on the questionnaire. By grouping all the items together that re-
late to a given hypothesis or sub-hypothe sis it was felt that a "profile"
of the respondent‘s attitude would emerge.

Perhaps the fundamental profile which relates to the major variable
of this study is whether the respondent accepts, rejects, or is indifferent
to MDT programs at the University. The following items relate to the
respondent's position on these programs.

Questions relating'to acceptance or rejection of MDT programs at

Michigan Technological University. 1

 

1While the numbers of the administrator-faculty questionnaire
items and the student questionnaire items are not the same, the actual
questions are identical except that items not appropriate for the student
questionnaire have been deleted. Only the faculty item numbers are
listed. The questionnaires may be found in Appendix A.

122

4. 5 The respondent's position on the University's commitment to
.Manpower Development and Training Programs.

5. 5 The respondent's rating of the growth potential for MDT pro-

grams at the University.

8. 2 Respondent's attitude toward administration's decision to

undertake MDT programs.

9. 3 Whether respondent would teach MDT students (faculty only).
14. Whether MDT programs should be offered at the University.
14.1. Additional information on answer given in Question 14.

22. 4

Respondent's estimate of the amount of resources that should

be expended for graduate, undergraduate, associate degree,
continuing education, and MDT programs.

. If Question 4. 5 was answered "very much" or "moderately" it was

taken that he accepted this item. If he rated the growth potential the same

in Question 5. 5 it appeared to indicate that he was favorably disposed to

these programs- In Question 8. 2 if he indicated that the administration's

decision to undertake MDT programs was a proper one he was marked as
favoring them- If he indicated that he would teach both baccalaureate and

MDT, or MDT students only, in Question 9. 3 he was placed in the ac..-

ceptance group. Question 14 is the most fundamental indication of ac-

ceptance as it asks for a frank "yes" or "no" answer to whether MDT

programs should be at the University. Question 14. 1 was open ended

and added greater detail to the response given in Question 14. Question
22.4 gave some indication of the degree of commitment to MDT programs
by asking the respondent to give a quantitative amount of support to these

programs as well as to the other academic programs of the Univef sity.

123
Support in any amount was taken as an indication of acceptance of MDT
programs.

If the respondent checked the above items in the manner stated it
was felt that this clearly indicated a strong commitment to the non-
academic MDT programs at Michigan Technological University. If he
indicated a positive answer to most of the items it was still a strong
commitment if he answered affirmative to Question 14, which is the key
question to this profile. If the respondent answered about the same num-
ber of items negatively as positively, it was felt that this indicated no
definite commitment for or against the MDT programs, while a majority
of negative responses indicated a lack of acceptance.

After determining the respondent's position regarding acceptance or
rejection of the non-academic MDT programs at Michigan Technological
University, it was necessary to draw a profile from his responses to var-
ious items bearing on each hypothesis or sub-hypothesis. Each sub-
hypothesis had one or more questions that were related to it. The
respondent's answers to these questions were used to classify him into
one of two categories used for each sub-hypothesis. The category he was
placed into was determined by the majority of his responses to the
questions.

As each sub-hypothe sis concerned an attitudinal or demographic vari-
able, a comparison of this variable with the accept-reject variable was

used. Thus, the entire population of this study was classified first as to

124

acceptance or rejection of the MDT programs, then according to their
responses to the attitudinal or demographic variables. The chi square
statistic was used to determine if a significant relationship existed

between the variables.

A list of questions that seem to relate to each hypothesis and sub-
hypothesis is presented in order.

Hypothesis 1. --There*is'no~consensus on the purpose and function of
the University asit'related'to non-academic MDT programs; hence,
these progr_a_ms will be differentially acceptedaccording to the re-
spondent's'reference'lgroup'orientation,' his commitment to professional
skills," and his lgaltyto the “University;

Sub-Hypothesis I-l. "Administrators, faculty, and students inter-
ested in the‘comrnunity service function of the-University will be more
likely toaccept' the non-a'ca'demichMDT proggams than those who are not.

This sub-hypothesis had three facets: (I) it was believed that those
who held a land grant attitude regarding the function of the University
would accept the MDT programs as "Service to the public", (2) those
who held a traditional view of the University would not accept the MDT
programs and would be more interested in "Liberal education',’ and
(3) those who could be considered cosmopolitan would reject the. MDT
programs while those who could be considered local would accept thdm.

The meaning-attached to a cosmopolitan or local orientation follows:

Cosm‘opolita’n-- Those low on loyalty to the employing organization,
high on commitment to specialized skill roles, and likely to use an

 

h

1Only the alternative sub-hypothesis (H1) is restated in this section.

125

outer reference group orientation.

Local-u-Those high on loyalty to the employing organization, low
oncommitment to specialized skill roles, and likely to use an

inner reference group orientation.

It was anticipated that the cosmopolitan would rate"Liberal education"
and "Research" high, while the local would rate "Service to the public”
and "Preparation for a vocation" high.

In order to determine who was to be considered as having a land
grant or traditional, and cosmopolitan or local orientation, a series of
profiles were drawn from the questionnaire items.

To identify those with a land grant orientation answers to the
following items appear to relate:

l. 2 The University's commitment to public service.

1. 3 The University's commitment to vocational preparation.

2.1 Whether all universities should provide these functions.

3. 1 What proportion of the population should be allowed some
form of higher education.

15.1 Whether regular instructors should be expected to teach in
MDT programs.

17.11 If MDT students should be in separate housing and classes.
17. 12. If MDT students should be in separate classes.

20. If the University has changed as a result of having MDT
students on campus.

1
Gouldner, op. cit., pp. 281—306.

126
21. Attitude toward associate degree and MDT programs at
Michigan Technological University.
22. 3 Amount of resources that should be expended for graduate,
undergraduate, associate degree, continuing education, and
MDT programs.

It was believed that those who see Michigan Technological University
from a land grant point of view would list public service and preparation
for a vocation of importance. They would believe that all universities
should also stress these two aspects of education, and that a large
proportion of the public should be helped by some form of higher education.
They would also be willing to teach in these programsand would not wish
for MDT students to be separated in housing but could see the necessity of
separate classes.

Further, they would perceive no change in the University as a result
of these programs and would remain even if these programs were expanded.
They would agree that both associate degree and MDT programs should be
offered, and that University resources should be expended on graduate,
undergraduate, associate degree, continuing education, and MDT programs.

To categorize those who view the University in a traditional role

answers to the following questions comprise a profile:

3. 4 The amount of resources to be devoted to higher education.

4. l The University's commitment to graduate, undergraduate,
associate degree, continuing education, and MDT programs.

8. l , Attitude toward administration's decision to undertake MDT
programs.

9. 1 Whether respondent would teach MDT students (faculty only).

127

13. 1 Where MDT programs should be offered—~at high schools,
community colleges, colleges, or most convenient site.

15. 2 Whether regular instructors should be expected to teach in
MDT programs as part of their regular load.

21.4 Attitude toward associate degree and MDT programs at
Michigan Technological University.

22. Amount of resources that should be expended for graduate,

A undergraduate, associate degree, continuing education, and
MDT programs.

It was believed that those who view Michigan Technological
University in a traditional role would believe that only a small number
of high school graduates should attend college. They would believe that
the University's commitment should be to graduate and undergraduate
education, and that these two areas represent growth potential.

It was also believed that they would not want to teach MDT students,
and would not want .MDT programs offered at colleges. They would not
expect regular instructors to teach in MDT programs. They would

treat both associate degree and MDT programs alike and not view them
with sympathy. Finally, they would place all or most of the University's

resources in graduate or undergraduate programs.

Answers to the following questions appear to identify respondents
with a cosmopolitan leaning:

5.1 The rating of growth potential for graduate programs.

5. 2 The rating of growth potential for baccalaureate programs.

 

 

128

28. Number of "outer" organizations in which respondent has
membership.

29. Number of "inner" organizations in which respondent has
membership.

40. What degrees are held by the respondent.
41. Type of institution from which respondent was graduated.

42. Type of college or university for which respondent prefers
to work. (Code 3 or 6)

43.1 Reasons why respondent wants to work for above college or
university.

It was expected that the respondent with cosmopolitan leanings
would want Michigan Technological University to be involved in
graduate and undergraduate programs exclusively or in major part.
Also that he would rate the growth potential of these programs high
or moderate. He would likely reject associate degree and MDT programs
and would tolerate continuing education. He would belong to more

"outer" organizations than "inner" ones and would prefer to work for
more "prestigious" schools.

It was also expected that persons with advanced degrees would be
more cosmopolitan in their leanings than those who have the masters
degree or lower. Finally, that those who have worked for a short
period of time at the University, and are without tenure, would be more

cosmopolitan in their leanings.

To determine whether the respondent had a local orientation the

129

following questions were expected to differentiate:

3.

4.3

4.4;

5.1

13. 3

l3. 4

20. Z

28.

29.

40.

41.

42.

Whether higher education should be available to a large
proportion of the high school population. (Code 1 or 2)

‘ Extent that the University should be involved in associate

degree programs.

Extent that the University should be involved in continuing
education programs.

.Extent that the University should be involved in MDT programs.

The respondent's rating of the growth potential of the above

programs.

Whether MDT programs should be offered at colleges.

Whether MDT programs should be offered at most convenient
site.

Whether respondents will remain at Michigan Technological
University if MDT programs are expanded.

, Number of "outer" organizations in which respondent has

membership. (Code 3, 4, 5)

Number of "inner" organizations in which respondent has
membership. (Code 3,4, 5)

What degrees are held by the respondent. (Code 1, 2)

Institution from which respondent received his degree. (Code

1. 2)

Type of college or university for which respondent prefers
, to‘work. (Code 4 or 5)

It was felt that a respondent with a local orientation would feel that

some form of education should be available to a large proportion of

high school graduate, that Michigan Technological University should be

involved in graduate, undergraduate, associate degree, continuing

130

education, and MDT programs--though perhaps still with major
emphasis on undergraduate education. He would rate the growth
potential of all programs fairly high, and would accept MDT programs
at colleges.

It would not affect the respondent with a local orientation if the MDT
programs were expanded as he would be firmly committed to working
for Michigan Technological University. It is expected that while the
local belongs to some "outer" organizations, he is much more involved
in "inner" organizations and local activities.

The local is expected to hold a Master's .degree and prefer to work
for a school like Michigan Technological University.

This summarized the various facets of Sub-Hypothesis I-l.

Sub-Hypothe sis I-Z--Administrators, faculty, and students who

 

aspire. for the UniversitJ to provide a liberal education will bermore
likely to reject the non-academic MDT pigggams than those who do not.
To find those who aspire for the University to provide a liberal
education, the following questions seemed pertinent:

1.1 The respondent's estimate of the University's commitment
to liberal education.

2.. Whether a just Michigan Technological University, or all
Universities, should provide liberal education.

3. Amount of high school graduates that should be provided
higher education. (Code 4)

37.

42.

43.

131

The respondent's position on the University's commitment
to graduate programs. )

The respondent's position on the University's commitment
to baccalaureate programs.

Whether respondent is in Engineering, Science, or Business

: Administration-Liberal Arts.

Type of college or university for which respondent prefers
to work. (Code 1 or 2)

Reasons why respondent wants to work for above college
or university.

It was believed that the respondent who aspires for Michigan

Technological University to provide a broad liberal education would

rate the University's commitment to liberal education high and that he

would believe all universities should provide a liberal education before

other commitments. He would restrict the number of high school

graduates attending institutions of higher education and would want

Michigan Technological University to use all resources for graduate

and baccalaureate programs.

. It was also believed that the respondent who aspires for the University

to provide a broad liberal education would be in the non-science and

engineering faculty, and would prefer to be identified with a 865601 that

has a. strong liberal arts connotation.

This summarizes Hypothesis 1 and its several sub-hypotheses.

132

Hypothesis II--Acceptance of such programs as MDT is directly
related'to“ the economic and social background of the respondent; his
patterns‘of‘ social mobility, ' and’his aspirations for social and pro-
fessional 'status.

Sub-Hypothesis H-l. --Administrators, faculty, and students who
have experienced social'm'obilitywill‘be more likely torej'ect the non-
academi‘c MDT programs than-those who have not.

To determine if the respondent had experienced social mobility the
following questions were included in the questionnaire:

30. Main occupation of the respondent's fathers.

31. Educational attainment of the respondents' fathers.

32. Educational attainment of the respondent's mothers.

. 33. Educational attainment of the respondent.

40. Degrees held by the respondent.

41. Types of colleges or universities respondent attended.

In assigning the respondent to the group who had experienced social
mobility the following considerations were used: If the re spondent' s' father
had an occupation that was classified as manual worker, service worker,
or farm worker it signified that the respondent had experienced upward

social mobility. Also, if the father's occupation required less formal

education than that of the respondent and if the respondent has more

formal education than the father or mother it was felt that this also was

indicative of upward social mobility. If the respondent attended a

133

college or university for his advanced degrees that were of the more

"prestigious" variety compared to his undergraduate degree this also

was an indication of social mobility. Finally, those who held degrees

higher than their professional parent were held to have experienced

upper social mobility.

Sub-Hypothesis H-Z. --Administrators, faculty, and students who
perceive the University as a source of prestigiwill be more likely to
reject the non-academic MDT programs.

The questions concerned with this sub-hypothesis were:

6. 2 The respondent's attitude toward those teaching in the MDT

programs.

6. 3 How the respondent feels the MDT instructors are, or would
be accepted by the regular faculty.

9. 3 If the respondent would teach MDT students.

18. 3 If the respondent believes the MDT programs adversely
affect the University.

19. 3 If the respondent believes those concerned with status would
resist MDT programs.

20.1 Whether respondent believes the University has changed
because of the MDT programs.

Respondents assigned to the group who perceive the University as

a source of prestige would feel that those teaching in the MDT programs

are less professional and would not be accepted by the regular faculty.

134

They would not want to teach MDT students. They would believe that
MDT programs adversely affect the University and would believe that
persons concerned with status should reject the programs. They would
also. believe that the University has changed because of the MDT pro-
grams.

This completes the summary of Hypothesis II and its several
sub-hypotheses.

Hypothesis III. “Acceptance of such programs-as MDT is'direcg
related-to the respondent' 8 knowledge of and involvement 'in'th'e' non-
academic'programs.

Sub-Hypothe sis III-l—-Administrators and'fa'cultywho make’deci'sions
concerning the non-academic MDT programs-will'be morelikeljr to

. accept the programs than those who do not.

The following questions established who was involved in the non-

academic MDT programs:

7. If the respondent has been involved in any way in the non-
academic MDT programs.

7.1 When respondent was involved.

7. 2 What way respondent was involved.

The analysis of these questions is obvious and no explanation is

necessary.

Sub-Hypothe sis III-2. --Administrators‘, ’ faculty; "and "students who

135

have established interpersonalrelations with-individuals- in the'non-
academic-MDT‘programs' will be more likely-to accept the programs
than“ those who have net.

The following questions determined who had established inter-

personal relations with those in the non-academic programs.

6. If the. respondent knows anyone teaching in the MDT programs.

6. 3 If the'respondent feels they would or do "fit in"with the
regular faculty.

16.1 If the respondent has had direct experience with MDT students.
The answer to these questions are "ye s" or "no" and do not

require a detailed analysis to determine who has established inter-

personal relations with those in the MDT programs.

Sub-Hypothesis III-3. "Administrators, faculty, and students who
fee‘l'that the nonr-academic MDT programs interfere with the regular

programs will be'more likely to reject them than those who feel that

they dO‘not interfere.

The questions concerned with this sub-hypothesis were:

14. 2 .Whether the respondent feels that a separate faculty should
teach in the MDT programs.

15. Whether the respondent feels that the regular faculty should
be expected to teach in the MDT programs as part of their

regular teaching load.

136
17.1 Whether the MDT students should be in separate housing
and classes.

18. Whether the respondent sees any obstacles in the way if
the University decides to go into MDT type programs

permanently.

19. What type of individual is most likely to show resistance to
MDT programs.

Respondents assigned to this category were expected to indicate
that a separate faculty should be used for the MDT programs, and

that regular faculty should not be exp ected to teach in them. Also,

that MDT students should be in separate housing and classes. They

would also state that the individual most likely to show resistance to

MDT programs would be those who feel that these programs compete

for University re sources.

This summarizes Hypothesis HI and its sub-hypotheses. Hypothesis

IV and its sub-hypotheses will now be examined.

Hypothesis IV.-- The non—academic MDT prOjrams will be rejected

at the University on the basis of stereotypes held by the administrators,

faculty; and students.

Sub-Hypothesis IV-l. --Administrators, faculty, and students who
believe‘thatggvernmental subsidy‘to education is necessary will- be'more
likely toaccept the non-academic MDT programs than tho s'e who do not.

Answers to the following questions were used to categorize

137

respondents into this group:

1.0. Respondent's belief regarding federal subsidy to agriculture,
hospital care for the aged, education, retraining of workers,

. and recreation facilities.

Whether respondent believed federal support should increase,

11.
decrease, remain the same, or terminate.

34. Whether the respondent's parents had or have a conservative
political outlook.

35. Whether the respondent's political outlook is conservative,

. It was believed that those assigned to this classification would not
agree with government support to education, would feel that government
support should decrease or terminate, and would have parents who were
conservative as they‘themselves are.

Sub-Hypothesis IV-2. --Administrators, faculty, and students who
believe that'students in the MDT progg'ams have less than average
ability will be'more likely to refict the programs than those who do not.

Respondents were classified into this group by their response to

the following:

16.02 Respondent's assessment of the nonvacademic student in
terms of ability as compared to the regular student.

Sub-Hypothesis IV-3. "Administrators, faculty, and‘students who

believe-that'MDT students lack ambition will be more likely to Eject

the programs than those who donot.

The respondents assigned to this group were classified by their

re sponse» to the following:

138

16. Ol Respondent's assessment of the degree of ambition of
those in the non-academic programs.

This completes the summary of Hypothesis IV and its sub-

hypotheses. The next section will be devoted to an explanation of

the procedures used for data analysis.

Procedure for Data Analysis

The data were transferred from the questionnaire to the

mechanically sorted punched cards. A program was then written to

evaluate the responses of each respondent in order to sort for acceptance
or rejection of the non-academic MDT programs, and to assign

respondents into attitudinal or demographic categories used for each

hypothesis and sub-hypothesis. These data were then fed through the

Chi Square Program used on Michigan State University's CD 3600
computer. The program produced frequencies, means, standard
deviations, product moment correlations, and chi square statistics.
The chi square test was used for this study, with the . 05 per cent

level of probability as the cutting point for the acceptance or

rejection of the specific hypothesis being tested.

Summary

This chapter contains a description of the population used in this

139

study. All of the administrators and faculty of Michigan Technological
University were asked to participate, but a random stratified sample

of the student population was used. An explanation was made of the pro-
cedures used in the development of the questionnaire. Also, the
hypotheses were restated in a more testable form. A detailed analysis
of the various profiles concerning the acceptance or rejection of the
MDT pr ograms and with the attitudinal or demographic variables used
in the hypotheses and sub-hypotheses was included. Finally, the pro-

cedures used for the data analysis were explained.

CHA PT ER V

PRESENTATION AND ANALYSIS OF DATA
This chapter includes a restatement of the major and sub-hypothesis

together with the data collected to show if each has been accepted or

rejected.

Additional information of interest but not germane to this part of
the study has been included in Appendices B and C. The material in

these Appendices was used together with other data obtained from the

questionnaire to form the profiles used in this study.

The Accept - Reject Variable

The accept-reject variable relating to non-academic programs
at the University was the major dependent variable of this study.
Each hypothesis and sub-hypothesis was stated so that this variable
was matched against an attitudinal or demographic variable.

This study was concerned only with the acceptance or rejection
of non-academic programs at the University at the time of the initial
survey and did not attempt to introduce material that would alter or

change in any way the attitudes of the respondents.

140

141

The- Demographic Variables
Various demographic variables may have significance for this
study. They. were included in order to specify the samples and to
assist in classifying the respondents into various socio-economic
groups. In many instances the demographic variables have been re-
grouped into fewer, larger groupings than appeared on the question-
This was done to facilitate analysis and to make the data more

naire .

-meaningfu1. The following demographic data were collected: sex, age,
type of community lived in, father's occupation, father's and mother's
education, political orientation, teaching level (or in the case of the
student - class standing), major academic area, length of employment
(faculty only), tenure status (faculty only), degrees, types of schools
attended, rank (faculty only), ,. and whether the respondent (faculty only)
had an administrative assignment.

In order to determine if each major research hypothesis should be
, accepted or rejected it was necessary to determine first if the
various sub-hypotheses (operationally testable) were themselves

accepted or rejected. If the majority of the alternative sub-hypotheses

were "accepted the major hypothesis was itself accepted.

Hypothesis I
There is no consensus on the )urpose and function of the

University as it relates to non-academic proggams; hence, these pro-

142

grams will be differentially accepted accordingto the respondent's

referenceig‘gbup‘Orientation,~ his commitment to professional skills,

and his 'l'ofi‘lty to the University.

This major hypothesis is accepted. The following analysis provides
the basis for acceptance:

Sub-Hypothesis I—l

H1 AdminiStrators, ' facultL, and students interested in the'community
service" function of the University will be more likely to accept-the
nonaa‘cademicM'DT programs than thosewho-are not.

Ho There'will'be no- difference in the degree of acceptance 'of' the non-
academic-MDT progLams' between'administrators,‘ faculty,- and
stu'dents'interested in'th'e community service function 'of'the
UniversitLand those not interestedin this function;

It was hypothesized that administrators, faculty, and students who
perceive the University to be an agency of society, created essentially
as a service agency to society, would accept the non-academic programs
at the University. It was further hypothesized that this sub-hypothesis
had three facets: (1) those who held a traditional orientation regarding
the purpose of a university would not accept the non-academic programs,
(2) that those‘who held a "land grant" orientation would accept the pro-
grams, and (3) that those who could be considered as having a

”cosmopolitan" latent identity would reject the non-academic programs

143

while those who could be considered as having a "local" latent
identity would accept them.
The statistics in Table 5.1 indicate that these assumptions were

correct for those with a traditional or land grant orientation regarding

the purpose of theUniversity. (X2 = 17. 81, d. f. = l, p < . 05 for the

2
administrators and faculty, and X : 28. 67, d. f. = l, p < . 05 for the

students). Since the X2 values indicate a significant relationship
exists between orientation and acceptance of the MDT programs Ho
is rejected at the . 05 per cent level of significance. It is deduced,
therefore, that those with a land grant orientation are more likely to

accept the MDT program-s than those with a traditional orientation.

TABLE 5.1

AN ANALYSIS OF ACCEPTANCE OR REJECTION OF
MDT PROGRAMS AT THE UNIVERSITY AND
TRADITIONAL OR LAND GRANT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ORIENTATION
Attitude toward . Orientation Regardirg Function of_University
MDT Programs . Traditional Land G ant . Statistic
it University Number Percentage Number Percentaje
Administrator-Faculty
A 7. 6 74 1. 4
ccept l9 5 9 X2 :17. 81
Reject ‘ 14 42. 4 7 8. 6 d- L: 1
p < . 05
Total 33 100. 0 81 100. 0
Student
Accept 92 70. 2 257 , 90. 8 2
X = 28. 67
Reject 39 29. 8 ' 26 9. 2 d. f. = 1
p < . 05
Total 131 100. 0 283 100. O

 

 

 

 

 

 

144
It will be found that the statistics in Table 5. 2 indicate that those
- witha "cosmopolitan" latent social identity are more likely to reject
the non-academic MDT programs than those with a "local" latent social
identity (X2 = 23. 82, d. f. =1, pc.05 for the administrators and faculty,
and X2 = 21. 85, d. f. =1. p < . 05 for the students).

The statistics in Table 5. 1 and 5. 2 indicate that in both cases Ho
should be rejected at the . 05 per cent level of significance and, that the
alternative sub-hypothesis H1 should be accepted. Therefore, it is con-
cluded that those interested in the community service function of the

University will be more likely to accept the non-academic MDT pro-

grams than those who are not.
TABLE 5. 2

AN ANALYSIS OF ACCEPTANCE OR REJECTION OF
MDT PROGRAMS AT THE UNIVERSITY AND
COSMOPOLITAN OR LOCAL LATENT
SOCIAL IDENTITY

 

Attitude toward r Latent Social IdentitL

MDT Programs ' Cosmopolitan Local Statistic
at University iNumber Percentagg Number Percentage

Administrator-Faculty

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Accept 27 55. 1 61 93. 9 X2 = 23. 82
R 44 4 6 1 d‘f' = 1
, eject 22 .9 . .13..-- <, . 05
Total 49 100. 0 65 100. 0
Student
. 2 37 5. 8 2
Accept 212 78 1 9 X = 21.85
. d f = I.
R 5 21. 8 6 4. 2 ' '
eject. 9 p < . 05
Total 271 100. 0 143 100. 0

 

 

 

 

 

 

145

Sub- Hypothesis I-Z
, H1 Administrators,“ facult , “and students who aspire for the
Univer‘s‘itjrto prOvide a- liberal educatiOn will be more likely to
rej‘e’ct'the non-academic MDT progams than those who do not.

Ho There"wi11'be no difference in the degree of acceptance'of the
non-academic'M‘DT'programs between administrators,- faculty,
and students who aspire for the University to provide a’liberal
edu‘c‘atidn 'and those who ' do not.

It was hypothesized that administrators, faculty, and students who
perceive the University in a traditional role would be less likely to

accept the non-academic MDT prOgrams that are not contributing to

a broad liberal education. Table 5. 3 summarized the data obtained.

146

TABLE 5. 3

AN ANALYSIS OF ACCEPTANCE OR REJECTION OF
MDT PROGRAMS AT THE UNIVERSITY AND
ASPIRATION FOR LIBERAL EDUCATION

 

Attitude toward Aspiration for Liberal Education

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MDT Programs ' With 1 Without Statistic
at University Number Percentage Number Percentage
, Administrator-Faculty
Accept 26 56. 5 62 91. 2 2
X = 18. 71
Reject 20 43. 5 6 8. 3 d. f. = 1
P < . 05
Total 46 100. 0 68 100. 0
Student
Accept 78 59. l 271 96.1 2
‘ X = 93. 04
Reject 54 “10. 9 ll 3 . 9 d. f. = 1
4 p < - 05
Total 132 100. 0 282 100.0

 

 

 

 

 

 

‘ The statistics indicate that there is a relationship between aspirations
for a liberal education and acceptance or rejection of non-academic MDT
programs (X‘2 r: 18. 71, d. f. =. l, p< . 05 for administrators and faculty,
and X2 = 93. 04, d. f. = l, p<. 05 for the students). Therefore, H0 is
rejected at the . 05 per cent level of significance and H1 is accepted. It

appears that those who have aspirations for the University to provide a

147

broad liberal education will be more likely to reject the non-academic

MDT programs at the University than those who do not have such
aspirations.

This completes the analysis of the sub-hypotheses relating to
Hypothesis 1. . To summarize, the various alternative sub-hypotheses

(H1) were all accepted; therefore, Hypothesis 1 is accepted. It is

assumed that there is no consensus on the purpose and function of the
University‘as it relates to non-academic MDT programs; hence, these

programs are differentially accepted according to the respondent's

reference group orientation, his commitment to professional skills,

and his loyalty to the University.

Hypothesis II
Acceptance of such programs as MDT is directly related to the
economic and social background of the respondent, his pat terns of

social mobility, and his aspirations for social and professional status.

This major hypothesis is only partially accepted. The subse-

quent data will reveal that the social and economic background of the
, respondent and his pattern of social mobility have no relationship to
his acceptance or rejection of the non- rofessional MDT programs at

the University. However, the part of the hypothesis that is concerned

with his aspirations for social and professional status is accepted as a

definite relationship appears to be present.

148
Sub-Hypothesis Il-l
H1 Administrators; faculty; 'and students who have experienced social
mobility'w'il'l'be more'likely to rgject‘the' non-academic‘MDT'pro-
grams than those whohave not.
There-‘wiH-be‘ no difference in the degree of a‘cceptance'of‘the non-
academic 'M‘DT program 3‘ between‘administrator 5; faculty; and-
students'WhO'have experienced socia‘l mobility-and thosewho-have
22:.
It was hypothesized that those persons who have experienced social
and economic gains would be more reluctant to see the benefits of
mobility acquired by those in the non-academic MDT prOgrams.
TABLE 5. 4
AN ANALYSIS or ACCEPTANCE 0R REJECTION or

MDT PROGRAMS AT THE UNIVERSITY AND
PATTERN OF SOCIAL MOBILITY

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attitude toward Social MOblllty
MDT Programs With Without Statistic
at University Number Percentage Number Percentage
Administrator-Faculty
Accept 59 80. 8 29 70. 7 X2, 2 1 52
Reject 14 19.2 12 29. 3 d-‘- = 1
‘ p > . 05
__ Total 73 100. 0 41 100. 0
Student '
Accept 226 84. 3 123 84. 3 x2 _. 0. 0
Reject 42 15.7 23 15.7 ‘3'“ = 1
Total 268 100. 0 146 100. 0

 

 

 

 

 

 

149

The data in Table 5. 4 indicates no apparent relationship between
acceptance or rejection of non-academicMDT programs and patterns of
social mobility (XZ .-. 1. 52, d. f. = l, p > . 05 for the administrators and
faculty, and XZ= 0. 0, d. f. = 1, p >. 05 for the students). Therefore,

H0 is accepted at the . 05 per cent level of significance. There appears
to be no difference in the degree of acceptance of the non-academic
MDT programs between those who have experienced social mobility
and those who have not.
Sub - Hypothesis II - 2
AH; Administrator's; faculty; and students who perceive the University
as a' source‘ofjrestige' are 'm'ore‘ likely-to- reject the non-academic
MDT 'prgggams than those ‘who‘do not.
H0 There 'wil'l‘be no difference ‘in' the degree of accefiance'of the
non-academic ~MDT 'proiLams between‘administrators; faculty,
. and student s'whO‘perceive' the University as a source ofgpgresti e
and those ‘who ‘do not.

It was the purpose of this sub-hypothe sis to suggest that those who

are conscious of status would reject the non-academic MDT programs

because they would detract from the prestige of the institution and,

ultimately, the persons associated with it.

150

TABLE 5. 5

AN ANALYSIS OF ACCEPTANCE OR REJECTION OF
MDT PROGRAMS AT THE UNIVERSITY AND
THE UNIVERSITY AS A PERCEIVED
SOURCE OF PRESTIGE

 

Attitude toward L University as a Perceived Source of Prestige
MDT Programs ' W:.th

 

Without Statistic
at University JNumber Percentage Number Percentage

 

 

 

 

 

 

Administrator - Faculty

 

 

 

 

 

 

 

 

 

 

2
Accept 8 30. 8 80 90. 9 X = 41. 23
. d f = 1
R , .2 . o o
eject 18 69 8 9 l p < .05
Total 26 100. 0 88 100. 0
Student
Accept 16 26. 7 333 94.1 2
g X :,176.10
Reject * 44 73.7 21 5,9 d.f. = 1
' p < .05
Total 60 100. 0 354 100. 0

 

 

 

 

 

 

The-data presented in Table 5. 5 reveal a correlation between the
University as a source of prestige and acceptance or rejection of the
non-academic MDT programs (X2: 41. 23, d. f. = l, p< . 05 for the

administrators and faculty, and X2 = 176.10, d. f. = l, p< . 05 for the

students). Thus, H0 is rejected and H1 accepted at the . 05 per cent

level of significance. It is assumed that there is a relationship between

perception of the Universityas a source of prestige and rejection of the

151

non-profes sional MDT programs.

This completes the analysis of the sub-hypotheses relating to
Hypothesis II. As H0 is accepted in Sub-Hypothesis II-l and is re—
jected in Sub-Hypothesis II-Z there can be no complete acceptance of
Hypothesis II. Therefore, only that part of the hypothesis relating to

social and professional status is accepted.

Hypothesis III

Acceptance of such prgggams as MDT is-directly related to‘th'e
re spondent' 8 knowledge of and involvement in the non-academicgo-
grams.

This major hypothesis is only partially accepted. It will be found
in examining the following data that involvement in the programs and
interpersonal relations with those in the programs have no relation-
ship with acceptance or rejection of the non-academic MDT programs
at the University. On the other hand, acceptance or rejection of the
programs based upon their possible interference with the regular
baccalaureate or graduate programs is indicated. Those who believe
that the non-academic MDT programs will interfere with the regular

programs reject them. at the University.

51113- Hypothesis I I I -1
H1 Administrator's and‘fa'cu'lty'who make‘decisions concerning the non-

academioMzDT'progEams will be more" likely-to- accept the program‘s-

152

. than those who do not.

 

H0 There'Will be no difference in the degree of acceptance-of“ the non-

a'cademic 'M'DT ‘prqgram s between‘administrators and faculty who

make decisions" concerning the programs and-tho se' who donot.

It was hypothesized that persons involved in the non-academic MDT

programs, either directly or indirectly, would be emotionally involved

to the extent that they'would want the programs to succeed. . As only

the administrators and faculty were involved in the programs, the

following data are restricted to their response.

TABLE 5. 6

AN ANALYSIS OF ACCEPTANCE OR REJECTION OF
MDT PROGRAMS AT THE UNIVERSITY BASED

UPON INVOLVEMENT IN THE PROGRAMS

I

 

Attitude toward

Involvement in the Programs

 

 

 

 

 

 

 

 

 

 

MDT ngrams L With Without Statistic
at Universny Number Percentage Number Percentage
Administrator-Faculty
‘ Accept 32 84. 2 56 73. 7 X2 =, 1. 59
Reject 6 15. 8 20 26. 3 d. f. = 1
p > .05
Total 38 100. 0 76 100. 0

 

 

 

 

 

 

153

It is apparent that no relationship appears to be present regarding“
the acceptance or rejection of the non-academic MDT programs at the
University and involvement in the programs (X2 = l. 59, d. f. = l, p). 05

for the administrators and faculty. ) Therefore H is accepted at the

0
. 05 per cent level of significance. It appears that there is no difference

in the degree of acceptance of the non-academic MDT programs between

those who make decisions concerning the programs and those who do not.

Sub - Hypothe sis I I I- 2

H1 . Administrators','faculty, "and students who have established'inter-

 

personal relations ’with' individuals in'th-e‘ MDT programs are-

 

more like‘ly‘to accept the programs than those-whohave not.

H0 There'will‘be no difference'in the degree of acceptance 'of the non-
academic 'M'DT‘Eoggms' between'administrators, faculty, and
stud‘ents‘whohave established interpersonal-relations with in—

' dividuals in'th‘e programs and those who have not.

It was expected that those who have formed an acquaintanceship
with either the students or instructors involved in the non-academic
MDT programs would accept these programs at the University. This
was based upon the belief that it is more difficult to reject a program

in which the beneficiary is known.

154
TABLE 5. 7..
AN ANALYSIS OF ACCEPTANCE OR REJECTION OF
MDT PROGRAMS AT THE UNIVERSITY AND

INTERPERSONAL RELATIONS WITH
THOSE IN THE PROGRAMS

I

 

 

 

Attitude toward

Interpersonal Relations with MDT Personnel

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MDT Programs With Without Statistic
at University Number TPercentag Number E’ercentage
Administrator-Faculty
Accept 24 88.9 64 73. 6 X2 = 2 75
. d.f. = l
Reject 3 , 11.1 23 26.4 p > .05
Total 27 100. 0 87 100. 0
Student
Accept 87 90. 6 262 82. 4 2
X 3 3.78
Reject 9 9.4 56 17. 6 d’ {'7' 1
p = . 05
Total 96 100. 0 318 \ 100. 0 \

 

 

 

The data presented in Table 5.7 indicate that there is no relationship
between acceptance or rejection of the non-academic MDT programs and
interperonal relations with students or instructors in the programs for
the administrators and faculty. However, there appears to be a. relation-
ship between acceptance or rejection of the non-academic MDT programs

and interpersonal relationswith students or instructors in the programs

2
for the students (X =3.78, d. f.= 1. p=.05). The X2 value of 3.78 is

just slightly lower than the 3. 84 needed to indicate a significant relationship.

155

There appears to be no difference in the degree of acceptance of the
non-academic MDT programs between those who have established

interpersonal relations with individuals in the prOgram and those who

have not.

Sub-Hypothesis III-3
H1 . Administrator's, ‘ faculty; 'and students who feel that the'non-
adade'mic"MD T- programs interfere with the regular programs will
be mere "likely toreject them than those who feel that theLdo not
interfere.

H0 There 'wil'l‘be no difference in the degree of acceptance 'of' the non-
, academicMDT-program's between‘administrators,‘ faculty," and
students'who‘f'e'el‘that'the‘pgggrams interfere with the'bacca-

laureate'and graduate programs and those who feel that they do not.
It was hypothesized that the non-academic MDT programs would
be rejected if it was thought that they would interfere or weaken the

regular baccalaureate or graduate programs by competing for

University re source 8.

156

TABLE 5. 8

AN ANALYSIS OF ACCEPTANCE OR REJECTION OF
MDT PROGRAMS AT THE UNIVERSITY BASED
UPON THEIR POSSIBLE INTERFERENCE
WITH REGULAR PROGRAMS

 

Attitude toward Interference with Regular Programs
MDT Programs

at University

 

With Without Statistic

 

 

 

 

 

Number kercentage Number Percentage

 

Administrator - Fa culty

 

 

 

 

 

 

 

 

 

 

 

Accept 25 53. z 63 94. 0 x z 26. 17
. d f = 1
2 . 4 6.0 ' '
Reject 2 46 8 p .05
Total 47 100. 0 67 g 100. 0
Student
Accept 64 56. l 285 95. 0 W 2
X : 940 17
Reject 50 43.9 15 5.0 d.f. = 1
p 4 .05
Total 114 100.0 300 100.0 [

 

 

 

 

 

From the data presented in Table 5. 8 it can be assumed that a
relationship exists between acceptance or rejection of non-academic
MDT programs at the University and whether or not these programs
are perceived to interfere with the regular baccalaureate and graduate

programs (X2 =26. 17, d. f. = l. P< . 05 for the administrator, and
2
X = 94.25, (1. f. = 1. P < .05 for the students). Therefore, H0 is

rejected and H1 accepted at the .05 per cent level of significance.

157

It is assumed that those who perceive the non-academic MDT
programs as competing for University resources will reject them
at the University.

This completes the analysis of data relating to Hypothesis III.
H0 is accepted and H1 rejected in Sub-Hypothesis Illa-1 and Sub-
Hypothesis III-2 , but H0 is rejected and H1 accepted in Sub-Hypothesis
III-3. Therefore, involvement in the non-academic MDT programs
and interpersonal relations with those in the programs have no influence
on the acceptance or rejection of these programs at the University.
However, if the non-academic MDT programs are perceived to inter-
fere with the regular baccalaureate or graduate programs they are

rejected at the University by the administrators, faculty, and students.

Hypothesis IV
The non-academic MDT programs will be rejected at the

University on the basis of stereotypes held by administrators, faculty,

and students.

 

The major hypothesis is only partially accepted. The
subsequent data will reveal that there is no correlation between
acceptance or rejection of the non—academic MDT programs and
federal subsidy to education as it relates to the administrators and

faculty. However, there does appear to be a correlation betweenthese

variables as it relates to the student response.

158

There appears to be no correlation between acceptance or
rejection of the non-academic MDT programs and appraisement of
MDT student ability. However, there does appear to be a correlation
between acceptance and rejection of the non—academic MDT programs

and appraisement of MDT student ambition.

Sub-Hypothesis IV -1

H1 . Administrators, faculty; and students who believe that—govermnent
subsidy i s‘ necessary are 'more likely to- accept the non-academic
MDTpigg'r'am's than those'who do not.

Ho There'will'be no difference in the degree of acceptance'of the non“-
academiC'MDT programs between administrator 3; faculty,- and
stud'ents‘who believe 'maLgQrernm-ent subsidy to education is
necessary and those who do not.

It was expected that there would be a correlation between the
respondent's attitude toward federal subsidy to education and his

support of the non-academic MDT programs at the University.

159
TABLE 5. 9

AN ANALYSIS OF ACCEPTANCE OR REJECTION OF
MDT PROGRAMS AT THE UNIVERSITY AND
ATTITUDE TOWARD FEDERAL SUBSIDY
TOWARD EDUCATION

 

Attitude Toward Federal Subsidy to Education

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attitude toward
. MDT Programs Agree with Subsidy Disagree with Subsidy Statistic
at University Number Percentage Number Percentaje
Administrator-Fa culty
. 2
Accept 74 79. 6 14 66. 7 X :1. 62
d. f. .= l
Reject ‘ 19 20.4 7 33. 3 P > . 05
Total 93 100. 0 21 100. 0
Student
Accept 323 86.1 26 66. 7 2
X = 10.11
Reject 52 13.9 13 33. 3 d.f. =1
p < . 05
Total 375 100. 0 39 100. 0

 

 

 

 

 

 

The data in Table 5. 9 indicate little relationship between acceptance
or Rejection of non-academic MDT. programs at the University and the
administrator-faculty response regarding federal subsidy to education
(X2: 1.62, d. £.= 1, p) .05).

However, the relationship between the student acceptance or reject-
tion of the non-academic MDT programs and federal subsidy to education

does not appear to be a chance one (X2=.10.11. d. f.».=1, P< .05).

160

Thus, H0 is accepted at the . 05 per cent level of significance for
the administrators and faculty, and H0 is rejected for the student response.
Students who agree with federal subsidy to education are more likely to

accept the non-academic MDT programs at the University.

Sub - Hypothesis IV-2

H1 AdminiSt'ra'tors',‘ faculty, “and students who believe that MDT
stu‘d'ents'h‘aVe less-than average ability will be 'mor'e‘ like-ly'to re-
j‘e'ctp‘r’o'g'r‘ams than those whodo not.

Ho There'Wil'l'be no difference ‘in‘ the degree of acceptance'of the
non-:a‘cad’emic 'M‘DTprcfigms between “administrator 3; faculty,
and students who believe that students in-the‘ programs have less
than ave ragiability and ' those who do not.

It was hypothesized that the administrators, faculty, and students
who believe the MDT student to be lower in ability than the regular

student would reject the non-academic MDT programs at the University.

AN ANALYSIS OF ACCEPTANCE OR REJECTION OF

161

TABLE 5. 10

MDT PROGRAMS AT THE UNIVERSITY AND
APPRAISEMENT OF MDT STUDENT
ABILITY

 

=1—

. Attitude toward

Appraisement of MDT Student AbilitL

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MDT Programs Average or Above Below Average Statistic
at University Number Percentage Number lPergentage
Administrator-Faculty
Accept 51 78. 5 37 75. 5 2
X 2 O. 14
Reject 14 21. 5 12 24. 5 d. f. a 1
p > . 05
Total 65 100. 0 49 100. 0
Student
Accept 252 _ 85. 4 97 81. 5 2
X -' 0. 98
Reject 43 14. 6 22 18. 5 d. f. =
p > . 05
Total 295 100. 0 119 100. 0

 

 

 

 

 

 

There is noapparent relationship between acceptance or rejection

of the non-academic MDT programs and appraisement of MDT student

ability (X2 = . 14, d, f. : 1, p) . 05 for the administrators and. faculty,

and X2 = . 98, d. f. =1, p > . 05 for the students). Therefore, H0 is

accepted and H1 rejected at the . 05 per cent level of significance.

There appears to be no difference in the degree of acceptance of the

non-academic MDT programs between administrators, faculty, and

162

students who believe that students in the MDT programs have less

than average ability and those who do not.

Sub-Hypothesis IV-3

H Administrators, ' faculty, and students who believe that 'MD'I"
sm‘d'ents'la‘ck ambition are more likely to reject the programs
than‘th'os'e who ‘do not.

Ho There’Wi’l‘l'be no difference in the degree of accegance'of the
non-"'ac‘ademiC‘MDTprograms between administrators; faculty,
and students who believe that persons in thepiggprams lack
ambition“ and ' those who do not.

It was hypothesized that those who have a stereotype concerning
unemployment and laziness would believe the non-academic MDT

programs are not solving the basic problem.

AN ANALYSIS OF ACCEPTANCE OR REJECTION OF

163

TABLE 5. ll

MDT PROGRAMS AT THE UNIVERSITY AND
APPRAISEM.EN.T OF MDT STUDENT
AMBITION

 

E

Attitude toward

Appraisement of MDT Student Ambition

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MDT Programs Avera ebr Ajov: E Below Average Statistic
at University Number Pergentag 7 Number ]Percentage
Atlministrator-Faculty
Accept 75 82. 4 13 56. 5 2
X = 6. 99
Reject 16 17. 6 10 43. 5 d-f-= 1
p . 05
Total 91 100. 0 23 100. 0
Student
Accept 278 90. 6 71 66. 4 2
’ X = 35. ll
Reject 29 9.4 36 33.6 d. f, = 1
, p < . 05
Total 307 100. 0 107 100. 0

 

 

 

 

 

 

The data in Table 5.11 suggests that there is a correlation between

acceptance or rejection of the non-academic MDT programs at the

l

d. f. = l, p < . 05 for the administrators and faculty, and X

University and appraisement of MDT student ambition (X2: 6. 99.

2

d. f. = 1, p < . 05-for the students). Therefore, H0 is rejected and

H1 acceptedtat the . 05per cent level of significance. Administrators,

faculty, and students who believe that MDT students lack ambition are

164

more likely to reject the programs than those who do not.

This completes the analysis of the sub-hypotheses relating to
Hypothesis IV. To summarize, H0 is accepted and H1 rejected for
the administrators and faculty, but H0 is rejected and H1 accepted
for the students in Sub-Hypothesis IV-l. There appears to be a
definite correlation between a favorable student attitude toward
federal subsidy to education and acceptance of the non-academic MDT
programs at the University. H0 is accepted and H1 rejected in Sub-
Hypothesis IV-Z and there appears to be no correlation between
acceptance or rejection of the non-academic MDT programs at the
University and appraisement of MDT student ability. However, H0
is rejected and H1 accepted in Sub-Hypothe sis IV-3 and there
apparently is a correlation between acceptance of the non-academic
MDT programs and a favorable appraisement of MDT student ambition.
Hypothesis IV is, therefore, accepted only to the extent that the

various alternative Sub-Hypotheses are accepted.

165

 

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Summary
Chapter V contains an analysis of the data collected for this
A brief description of the variables and their relationship

study.

was included. Through the presentation of the data in the form of
tables the hypotheses and various null or alternative forms of the

sub-hypotheses were either accepted or rejected according to the

chi square analysis used. Table 5. 12 presents a summary of each

sub-hypothesis and its related statistics.

Chapter VI will be concerned with the final summary and the

conclusions derived from this study. It will also be concerned with

future implications for further research.

CHAPTER VI

SUMMARY, CONCLUSIONS, AND IMPLICATIONS OF THE STUDY
In Chapter VI will be found a restatement of the problem investi-
gated, a summary of the study, and the conclusions drawn from the data

obtained. Finally, implications for further research are listed.

Statement of the Problem

This study was concerned with the acceptance of non-academic
curricula of study on a traditional college campus. It examined some
anticipated problems confronting administrators in higher education
in facing the demands for curricular offerings for diverse programs.
Specifically, the non-academic curricula studied were the Manpower
Development and Training Act programs being conducted at Michigan
Technological University at Houghton, Michigan.

It was the purpose of this investigation to (1) determine if non-
academic programs are accepted at the University, (2) to determine
if certain groups differ in their degree of acceptance, and (3) to
find if there are certain characteristics that can be identified which

relate to the degree of acceptance of these non-academic programs.

167

168

Summary

In order to provide a perspective for the problem investigated a
review of the historical development of education in this country was
presented. The cultural heritage of our European forebearers shaped
the structure of the Colonial educational system. A debate over the
proper role of education has occupied man since the time of Aristotle.
Historically, a controversy existed, as it does at present, as to
whether education should be liberal, general, or specialized and
vocational.

Many forces have influenced the evolution of education in this
country. The most pervasive have been industrialization, urbanization,
immigration, and transportation. Industrialization completely changed
the employment structure of this country by eliminating individual
artisanship and home industry. New skills replaced the old, and
machinery replaced man's effort. Jobs became routinized and
demanded less training. However, during the present century, as
labor costs have sharply increased, industries have turned to automation
to cut production costs. This has resulted in greater job sophistication
and a surplus of manpower in the unskilled, semi-skilled, and even
some skilled worker classifications. Today the demand is for more

education in its widest meaning--from education for the intellectual

to education for the practical man. The Manpower Development and

169

Training Act is but one of the latest pieces of legislation to help
the practical wage-earner remain economically sufficient in a
changing economy.

While the changing structure of our society demands increasing
emphasis on education for all, thereiare various groups that believe
education should be for the select few. Some of these groups bring
pressure to bear on the colleges and universities to restrict the role
these instituti‘bns assume in society. Other groups demand, with
equal vigor, that the institution serve all society--not just the few.
These groups could be classified into those with a traditional
orientation, and those with a land grant orientation. It may be

natural to assume that those two groups will differ in their perceptions

of the role of the University in MDT training.

Various other groups have influence on the colleges and universities
of this country. These are national or regional accrediting agencies,
employers, unions, faculty associations, chapters of national
associations dealing with specific causes, professional associations

such as the AAUP, legislators, and others.

While the college administrator must contend with the various
pressure groups, and at the same time give direction to the
institution in educational matters, he is also confronted with a
variety of societal problems and conflicts that demand attention.

Among these are equality of educational opportunity, equality of

170
civil rights for our minorities, assimilation of the scientific
revolution, adequate use of leisure time, urban blight with its social
degradation, unemployment, the changing character of employment,
the lack of occupational education, growth in population, interdependence,
and national survival.

The college administrator must constantly have in mind the many
goals of our society which have implications for education. The first
goal could be the realization of a more perfect democracy; the second
is to see that all peoples and nations have security and equality; the
third is to provide for higher ethical and aesthetic standards; and
fourth, to have a carefully considered plan for the future. Society
miist anticipate problems and design social institutions to handle these
problems rather than use stop-gap, short term solutions. Social
progress must keep pace with technological progress.

The college administrator must be aware of the dynamics of
society--for the university itself is a part of society. Society looks to
the University to perform certain tasks--such as bridging the gap
between the level and nature of the culture of the individual and the
approved culture of his society; to selecting and controlling the
environment which in its best tradition mirrors the culture of the
greater society; and finally as an agency of social control, directing the
assimilation of the individual into reasonable conformity with group

standards.

171

The university, then is a social system that responds to greater
society needs. In order for the university to function it must operate
in an orderly fashion in which its members perform the roles expected
of them.

There are certain characteristics of individuals that may influence
their attitudes toward non-academic programs. The perceived social
status of the individual, and whether he has experienced social mobility
may be of importance. Status and role are also of concern and are
important as they affect behavior.

Sociologists have long used the concept of role theory to explain
human actions. Gouldner1 has made an attempt to develop distinctions
between what he terms "manifest" and "latent" identities and roles.

It is necessary to distinguish between those identities which are per-
ceived as relevant to a particular setting, and those which do not
obviously intrude. The relevant identities are labeled ”manifest"

and the latter ”latent" social identities. Two latent social identities,
namely, "cosmopolitan " and ”local" may have implications for this
study. It was hypothesized that the ”local” would be more likely to
support the non .-academic MDT programs at the University. This

was surmised from their greater identification with the local community,
their commitment to service, their loyalty to the University, their

lack of advanced degrees and lack of interest in professional associations.

1
Gouldner, op. cit., pp. 281-306.

172

It is necessary to examine how individuals react to change as
the non-academic MDT programs represent a definite change and
possibly one not completely desired by individuals or groups on campus.
Change is usually accepted if the individual knows of the need for change
and has a chance to participate in planning for the change. As the MDT
programs were introduced by an administrative decision, without
faculty planning, this could have an effect on the acceptance of the
program.

A search of previous dissertations revealed only one that has
touched in part on the topic considered in this study. This dissertation,
Status "of" and’Need'for' Terminal Vocational-Technical 'Curricula‘ in
, Senior Colleges and Universities, by Richard Earl Fisherlis mainly
concerned with the need for these programs and how they relate to
university organization. The emphasis by Fisher was upon an over-
view of programs in this country, and he did not attempt to find in
depth the attitudes of administrators, faculty, and students toward
non-academic programs on a regular university campus.

The data for this study were obtained from the administrators,
faculty, and students of the Michigan Technological University at
Houghton, Michigan. The sample consisted of 114 administrators and

1Fisher, op; 'cit.

173

faculty, and 414 students in the regular baccalaureate and graduate
degree programs. A complete administrator-~faculty survey was
made while a stratified random sample was selected from the student
body. . Both the administrator--faculty and student sample was pro-
portionally selected from the three major areas of engineering,
science, and business administration--liberal arts.

A total of 102 administrators and faculty, and 308 students res-
ponded to the original questionnaire. A mail follow-up was made to
the original non-respondents and an additional 12 administrator--
faculty and 106 student questionnaires were returned.

An analysis was made of the returns from the mailed response
against the original returns to check for bias. In none of the areas
checked did any discernable difference appear so that the mailed
response was then included in the total response for analysis.

The following demographic data were obtained from the samples
selected: sex, age, rank (or class standing), political orientation,
father's occupation, length of service (faculty), teaching level (faculty),
tenure (faculty), degrees, education of father and mother, membership
in organizations, and area of specialization.

The questionnaire developed for this study had two functions:

“Lit had to indicate whether the respondent accepted or rejected the
non-academic MDT programs at the University, and (2) to procure th.ose

attitudes and information needed to test the various hypotheses.

174
The questionnaire was validated by a panel of judges who re-
quested. that the original document be modified. After final acceptance
by the judges the questionnaire was given a trial to check for ambiguities
and reliability. After careful analysis the final questionnaire was prec
pared. (See Appendix A).
The following major hypotheses or sub-hypotheses were accepted

or rejected. Only the alternative form (H1) of the sub-hypotheses is

r e stated.

I. There‘is' no consensus on the pugmse and function of the Univ-
ersityasait relates tothe non-academic MDT programs; hence, these

programs will be differentially accepted according to the regpondent's

reference group‘orientation',‘ his commitment to professional skills, and

his“ loyalty‘to the University.

Sub-Hypothe sis I-l

. Administrators, faculty, and students interested inthe community

service function of the University will be more likely to accept the non-

academicM-DTprograms' than those who are not.

This sub-hypothesis is accepted.

Sub- Hypothe sis l— 2

. Administrators, facultfi and students who aspire for the University
Eprovide a‘ liberal'education 'willbe morelikely toreject'the’nOn-
fligade’mioM-DTprqgiams than those who do not.

This sub-hypothesis is accepted.

175

H. Acceptance of "such programs as MDT." is directly related to
the economic and‘socia'l‘background of the respondent; hispatternsof

social'mobility; ‘and his aspirations for social and professional status.

Sub- Hypothe sis II- 1

Administrators, faculty; .and students who have experienced social

mobility'will be more‘likelyto reject‘the non-academic MDT programs

than" those who have not.

This sub-hypothesis is not accepted.

Sub-Hypothe sis II-2

Administrators, faculty, and students who perceive the University
as a’ source ‘of prestige will be more likely to reject the non-academic
M'DT‘prpgram's than those who do not.

This sub-hypothesis is accepted.

III. Acceptance of such programs as MDT is directly related to

the respondent's knowledge of and involvement in the non-academic

MPT programs.

Sub-Hypothesis III-l
Administrators and'faculty'who make decisionsconcerning- the non-
}:cyademieM—DT programs will be more likely-tot accept the programs- than

fllpvse-‘who do not.

176

This sub-hypothesis is not accepted.

Sub- Hypothe sis 111- 2

Administrator's, ‘ faculty; and students who have established-inter-

 

personal relationswith- individuals inthe non-academic MDT programs

‘wil‘l-be more‘likely to-accept‘ the programs than those who have not.

 

This sub-hypothesis is not accepted.

Sub-Hypothesis III—3

Administrators,- faculty; and students who feel that the'non-academic
'M'DT‘pzpogram's interfere with the regular programs will her'mo're likey to
. rejgcti‘them' than those who feel‘that'they do not interfere.

This sub-hypothesis is accepted.

IV. The non-academic MDT programs will be rejected at the
Universigr on the basis of stereogrpes held by administrators, faculty,

and students.

 

Sub-Hypothe sis IV-l

Administrators, faculty, and students who believe thaigpvernment
subsidy to education is'necessary will be more likely to accept the non-
_a_c_ademioMDT programs than those who do not.

This sub-hypothesis is rejected for the administrator--faculty.

response and is accepted for the student response.

 

177
Sub-Hypothe sis IV-Z

. Administrators, faculty; and students who believe that MDT

 

stu‘d'ents'have less than average ability will be more likely to reject

the progyrams than those who do not.

 

This sub-hypothesis is rejected.

Sub-Hypothesis IV-3
Administrators,faculty, and students who believe that MDT students
lack ambition will be more likely to reject the programs than those who

do not.

 

This sub-hypothesis is accepted.

Of the major hypotheses only the first is completely accepted. The
remaining major hypotheses are accepted only to the extent that their

sub-hypotheseslare accepted.

Conclusions
It would appear that the following conclusions are warranted to
the extent that the data obtained from this study are valid and reliable.

After a statement of the conclusion a discussion follows.

1. The non-academic MDT programs are accepted by the

‘1

 

Ejority of theadm—inistrators, faculty, and; students of Michigan-

 

178

Technological ‘Uni‘v‘e'rsity.

 

It was found that 77. 2 per cent of the administrators and faculty,
and 84. 3 per cent of the students accepted the programs. Perhaps,
then, the single most revealing fact associated with this study is that
the administrators, faculty, and students appear to have an
egalitarian orientation. It is perhaps more likely that in a University
designed largely to produce scientists, engineers, and business
administrators concerned with material progress in a utilitarian
sense that one would find less commitment to the elite st orientation
regarding the purpose of higher education. Michigan Technological
University, perhaps better than many colleges or universities in
Michigan, offers an ideal climate for experimentation in programs of

a practical nature.

2; Those who hold a traditional orientation regardigihe
ppmose 'of'the University are *more likely to reject the non-academic
MDT prvogyams than those with a land grant orientation.

There appears to be a very strong correlation between the per-
ceived purpose of the University and acceptance or rejection of the
non-academic MDT programs. Actually, more than twice as many
administrators, faculty, and students have a land grant orientation
than did not. This may be a characteristic of state supported institutions
such as Michigan Technological University. Again, this commitment
to a land grant orientation could be the result of the primary mission

of the institution.

179

3. Those'with‘ a'cosm'op‘olitan latent-identity are more likgly

 

to‘ reject the non-academic 'MDT pro-grams than those with-a local

 

latent identi_y.

 

This conclusion agrees with the profile of the cosmopolitan
presented in Chapter III. He is less likely to accept programs based
upon service to the local area, is more concerned with his pro-
fessional commitment, and is more independent regarding his relation-
ship to the University. Those with a local latent identity were expected
":0, and did, accept the non-academic MDT programs. Therefore, the

results of this study tend to reinforce the concepts of cosmopolitan

and local latent identities developed by Gouldner and others.

4. Those who have aspirations for the University to provide a
liberal education are more likely to reject the non-academic MDT
pgggEms than those who do not.

Despite the University's strong orientation to specialized
education there are a large number of administrators, faculty, and
students who desire that the University offer a liberal education.
However, most of the administrators, faculty, and students do not
aspire for a liberal education and are snore concerned with their

specialized education.

180

5. Social mobility of the respondent has'no effect on'the
acceptance or‘reje'ction of the none-academic MDT programs.

Despite literature to the contrary, those who have experienced
social and economic gains were not reluctant to see the benefits of
mobility possibly acquired by those in the non-academic MDT programs.

It is evident from the demographic data obtained that most of the
administrators, faculty, and students at Michigan Technological
University came from modest socio-economic backgrounds. By their
. very presence at the University they have attained higher social
status than their parents.

It would appear that the administrators, faculty, and students of
Michigan Technological University generally have an equalitarian
orientation. While the reason for this orientation has not been brought
out in this study, it could be a reflection of the strong commitment to
service and the large number of persons with a local latent identity.

Perhaps further research could tie these together.

6. Those who perceive the University as a source of prestige
are more‘l'ikely to reject the non-academic MDT piggrams.

Only a small number of administrators, faculty, and students
perceive the University as a source of prestige; however, for those
who do a definite correlation exists between rejection of the MDT

programs and the feeling that the University is a source of prestige.

181

Chapter III analyzed the meaning of status in society, and indicated
how closely social status is related to occupational status. It is a
wonder, therefore, that not more of the administrators, faculty, and
students perceive the University as a source of prestige. This finding,
however, is consistent with the results found in Conclusion 6, in which

a definite egalitarian orientation is evident in all groups studied.

7. The'degree *of-involvement of the respondent in the'non-
academic-‘M'DT“programs is not likely to affect his acceptance or
rejection ‘of‘these proggams.

Despite the fact that a large number of administrators and faculty
were involved in the non-academic MDT programs, no firm commit-
ment to the programs seems to exist. It would appear that, in principle,
those not involved in the non-academic programs are just as likely to
accept them as are those who are involved. Actually, this is'in
agreement with data presented earlier in which the total number of
respondents who accept the programs is far larger than the total number
involved in the programs. It would seem to indicate that the
administrator s, faculty, and students agree that the non-academic
programs are necessary, should be done, but that they have little or

no identity with the programs.

8. It'appears to make no difference inthe acceptance or rejection

93" the non-academic MDT programs whether or not thel'respondent' has-

i

182.

established intterpersonal relations with ‘those‘in' the programs.

This conclusion is but a facet of the previous conclusion. Those
involved in the study evidently did not accept or reject the non-academic
MDT programs belcause of the persons in the programs. To the
administrator faced with the introduction of these programs, there
would be no logic in assuming that once they are on campus the pro-
grams would be accepted because of the relationship built up between
non-academic MDT students and faculty and the regular students and
faculty. It is evident that the programs were accepted for reasons
other than involvement in them or having established interpersonal

relations with those in the programs.

9,” Those whofee'l‘that‘the non-academic programs interfere with
the regular programs are more likebr than others to reject the

prggam's.

There is a firm commitment to the present programs of the
University and those who perceive the non-academic MDT programs
as interfering with the regular programs are more likely to reject
them at the University. By far the majority of respondents felt, how-

ever, that the MDT programs did not interfere with the regular pro-

grams.

10. Attitude toward federal subsidy to education does‘not affect

the acceptance ‘or' rejection'of‘ the non-academic ‘MD’I’ prggr‘ams'by the

183

administratorsand faculty, but does aff'e'ctthe re sponseof- the student
toward the se'prggram‘s;

It was found for the administrators and faculty that 81. 6 per cent
accepted federal subsidy in spite of the fact that this did not correlate
with the .acceptance or rejection of the federally subsidized MDT pro-
grams. It could be that those who did not agree with federal subsidy
to education nevertheless felt that such a subsidy is necessary for the
MDT programs to exist.

There was a definite correlation between acceptance of' federal
subsidy to education and acceptance of the non-academic MDT programs
for the students in this study. Also, in terms of numbers, more of
those who disagree with federal subsidy accepted the MDT programs
than rejected them.

It might be surmised that federal subsidies are accepted as a
routine order of business today from the response received from this

study.

11. How the respondent views the ability of the MDT “student appears

to have'no bearing on his acceptance or rejection of the none-academic

 

MDT'programs;

Regardless of how the respondent perceived the ability of the MDT
Student he nevertheless was likely to accept the non-academic MDT

programs at the University. Again, perhaps there is a lack of identity

184

with these programs. .It could be assumed that possibly these non-
academic programs and those associated with them are considered
temporary and of no long-range concern for the University.

Over fifty-seven per cent of the administrators :and faculty felt
that the MDT student was average or above average in abilitywhile

over seventy-one per cent of the students did.

12. How the 'regpond‘ent views the‘ambition of the 'M’DT'stu'dent

appears to-have an effect'on-acceptance‘or rejection of the‘nonaacademic

‘ MDT-program‘s.

Those who believe the MDT student has average or above average
ambition are more likely to accept'the programs. It was found that
the majority of those who responded to this study felt that the MDT
student has average or above average ambition. This would seem to
indicate that the respondent's might feel that the MDT student is a
victim of economic circumgtances o‘ver which’he has no control, and
that his lack'of employment is not because of laziness. One could
state that there is no evidence of a stereotype on the part of the re-.-

Spondents of this study toward the MDT student concerning unemployment

and lazine s 8.

Implications for Further Research

It is obvious that this study has dealt with-a problem that could be

185

found on other campuses other than at Michigan Technological

University. It would be of value to compare the findings related to the
present situation to studies at other types of institutions in other parts of
the country. The apparent acceptance of the non-academic MDT programs
could be unique toMichigan Technological University and institutions

of a similar type. Would similar findings result in a campus where the
primary mission is liberal arts education?

The very setting of the Michigan Technological University could have
significance in determining the results of this study. It is situated in an
area if chronic unemployment and an out-migration of the employable
population. There can be no doubt that the groups participating in this
study were aware of the economic plight of those in the MDT programs.
Would similar results be found in a more prosperous setting?

It seems quite apparent that the faculty at Michigan Technological
University accepts with little opposition the changes in University
objectives as indicated by the MDT programs. Indeed, having the chief
administrators decide unilaterally to introduce these programs appears
to be the most expeditious way. . Would a different method of introduc-
tion of these programs have resulted in the same degree of success?

From material presented in Chapter II it is obvious that the un-

employment problem in this country is vast and challenging, and that

186

education plays the vital role of providing the training necessary for

successful job placement. The vast number of job seekers are

presently beyond reach of secondary institutions, and are considered

members of the adult segment of our society. It would, therefore,

seem appropriate for post-high school institutions to answer the need

for additional vocational and technical education for this age group.
Venn expresses a similar view:

Technological change, has rather suddenly, thrown up
a dramatic challenge to this nation's. . . educational
institutions. Though the full scope of this challenge
may not be comprehended for years to come, its
dimensions are now clear enough to call for a massive
response on the part of all American Education. All
levels of education, and particularly post-secondary
education, must quickly move to assume greater
responsibility for preparing men and women for entry
into the changed and changing world of technological
work. Unless far more and far better education on a
semi-professional, technical, and skilled level is soon
made available to greater numbers of citizens, the
national economy and national structure will suffer
irreparable damage.

These sentiments have implications for further study. ,To what
extent are the colleges and universities of America aware of their
responsibilities regarding vocational and technical education? To

what extent are the administrators and faculty aware of the changing

-— - - . -

 

l
Venn, op; cit., p. 22.

187

world of work? To what extent do they feel that the colleges and
universities have a legitimate role to play in adult retraining? Do

the administrators, faculty, and students know of the characteristics

of those who need retraining, or do they feel that they are unemployed
because of some fault of their own? These questions, applied on a
large scale would give some answers of value if this country is to meet
its needs for an expanded program of vocational-technical education.

It can be surmised that the role Michigan Technological University
has assumed in undertaking MDT pregrams is different from that usually
associated with a traditional college or university. In this respect it is
assuming some of the functions usually identified as being within the
purview of the community college.

Perhaps a study should be made to determine the need for community
college services in the local service area of Michigan Technological
University. Such a study could address itself to the needs of the youth
in the area as well as to the opportunities for post-high school education.
It may be that because of its high admissions requirements and general
lack of less-than baccalaureate degree occupational. education Michigan
Technological University may actually be of disservice to those students
unable to gain admittance but who desire additional education.

However, within the same community a private junior college offers
an additional spectrum of educational programs that compliment the

services of Michigan Technological University. Between these two in-

188

stitutions perhaps the needs of the area for degree programs, transfer
programs, and occupational programs of vocational and technical level
are being met.

In the long run, however, Michigan Technological University may have
to reassess its role in higher education to determine its future course of
action not only in its local service area, but in the state and nation as well.
Whether Michigan Technological University should continue to expand its
less-than degree programs, or whether it should assist in the develop-
ment of an institution to answer these needs is a vital question to be

answered.

BIBLIOGRAPHY

BIBLIOGRAPHY

BOOKS

Bendix, Reinhart, and Lipset, Seymour M. Class, Status and Power.
Glencoe: The Free Press, 1957.

 

Bennett, John A. , and Tumin, Melvin M. Social Life, Structure and
Function. New York: Alfred A. Knopf, Inc., 1948.

 

Bestor, Arthur. The Restoration‘of Learning: A Program for Redeeming
the Unfilled'Promi'se' of American Education. New York:
Alfred A. Knopf, Inc., 1955.

 

 

Bonner, Hubert. Social Psychology. New York: The American Book
Co. , 1953.

 

Brookover, Wilbur B. , and Nosow, Sigmund. ”A Sociological Analysis
of Vocational Education in the United States, ” Education for a
Changing World of Work: Consultants on Vocational Education.
Appendix 111. Washington: Government Printing Office, 1963.

 

 

Brubacher, John S. A History of the Problems of Education. New York:
McGraw Hill Book Company, Inc. , 1947.

 

Butts, R. Freeman, and Cremin, Laurence A. A History of Education
in American Culture. New York: Henry Holt and Co. , 1953.

 

Campbell, Stewart. "The Place of Higher Education in a Changing
Society." The American College. ed. Nevitt Sanford. New
York: John Wylie and Sons, Inc. , 1962.

 

Centers, Richard. The Psychology of Social Classes. Princeton, N. J.:
Princeton University Press, 1949.

 

Chinoy, Ely. Man, Work and Society, A Reader in the Sociology of
Occupations. eds. Sigmund Nosow and William B. Form. New
York: Basic Books, Inc., 1962.

 

 

Conant, James B. Slums and Suburbs: A Commentary on Slums in
Metrgaolitan Areas. New York: McGraw Hill Book Company,
Inc. , 1961.

 

 

190

191

Conant, James B. The Citadel of Learning. New Haven: Yale
University Press, 1956.

 

Cramer, John F. , and Browne, George S. Contemporary Education.
New York: Harcourt, Brace and World, Inc. , 1956.

 

Cubberly, Elwood P. Public Education inthe United States. Boston:
Houghton Mifflin Co. , 1934.

 

Current, Richard N., Williams, T. Henry, and Freidel, Frank.
American History, A 'Su'rvgy. New York: Alfred A. Knopf, Inc. ,
1961.

 

Davis, Kingsley. Human Society. New York: Macmillan Co., 1949.

 

Dewey, John. Experience and Education. New York: Macmillan Co. ,
1938.

 

Drake, William E. The American School in Transition. Englewood
Cliffs, N. J.: Prentice-Hall, Inc., 1958.

Edwards, 'Allen L. The Techniques of Attitude Scale Construction.
New York: Appleton-Century-Crofts, Inc. , 1952.

 

Edwards, Newton, and Richey, Herman G. The School in the American
Social Order. 2d ed. Boston: Houghton Mifflin Co. , 1963.

 

 

Ehlers, Henry, and Lee, Gordon C. Crucial Issues in Education: An
Anthology. New York: Holt, Rinehart and Winston, Inc., 1959.

 

Gallup, George, and Rae, S. F. The Pulse of Democracy. New York:
Simon and Shuster, 1940.

 

Good, H. G. A History of Western Education. New York: Macmillan
Co. , 1960.

Greenbaum, Joseph, and Pearlin, Leonard 1. "Vertical Mobility and
Prejudice: A Socio-Psychological Analysis," Class, Status
and Power. eds. Reinhard Bendix and Seymour M. Lipset.
Glencoe: The Free Press, 1951.

 

 

Harris, Norman C. Technical Education in the Junior College.
Washington: American Association of Junior Colleges, 1964.

192

Havighurst, Robert J. Am'erican'Higher Education in the 1960‘s.
Columbus: Ohio State University Press, 1960.

 

Havighurst, Robert J. and Neugarten, Bernice L. Society andEducation.
Boston: Allyn and Bacon, 1957.

 

Hertzler, Joyce 0. Society'in' Action. New York: The Dryden Press,
Inc. , 1954.

 

Hofstadter, Richard, and Hardy, DeWitt C. The Development and Scope
of Higher‘Educati'on’ in the-United States. New York: Columbia
1958. '

 

 

Kandel, I. L. American 'EducatiOn-in‘ the Twentieth Century. Cambridge
Harvard University Press, 1957.

 

Knight, Edgar W. Education in the‘Unite'd States. New York: Ginn and
Co. , 1951. T

 

Knight, Edgar W. , and Hall, Clifton L. Readings/in American Educational
Histog. New York: Appleton-Century- Crofts, Inc.,, 1951.

Linton, Ralph. The CulturalBackground of Personali_ty. New York:
D. Appleton--Century Co. , 1945.

 

Linton, Ralph. The Study of Man. New York: D. Appleton-~Century
Co. , 1945.

 

Lippitt, Ronald, Watson, Jeanne, and Westley, Bruce. The Dynamics of
Planned Chang_. New York: Harcourt, Brace and Co., 1958.

 

 

Lipset, Seymour, and Bendix, Reinhard. Social Mobility in Industrial
Society. Los Angeles: University of California Press, 1959.

Mayer, Frederick. A History of Educational Thought. Columbus: C. E.
Merrill Books, 1960.

 

McGrath, Earl J. Education the Wel lflring of Democracy. Birmingham:
University of Alabama Press, 1951.

Merton, Robert K. Social-Theory'and Social Structure. Glencoe: The
Free Press, 1957.

 

193

Merton, Robert K. , and Rossi, Alice S. ”Contributions to the Theory
of Reference Group Behavior. " Contributions in Social Science
Research: Studies in Scopes and Methods of the American Soldier.
eds. Robert K. Merton and Paul F. Lazerfield. Glencoe:
The Free Press, 1958.

 

 

Meyer, Adolphe E. An EducationalHistory of the American People.
McGraw Hill Book Company, Inc. , 1957.

 

Moehlman, Conrad Henry. School and Church: The American Way.
New York: Harper and Brothers, 1944.

Moore, Clyde B. , and Cole, William E. Sociology in Educational
Practice. Boston: Houghton Mifflin Co. , 1952. f

Murdock, Peter. Social Structure. New York: Macmillan Co., 1949.

 

Newcomb, Theodore M. Social Psychology. New York: The Dryden
Press, 1951.

 

Newton, Edward, and Richey, Herman G. The School in the American
Social Order. Boston: Houghton Mifflin Co. , 1963.

 

 

Nosow, Sigmund, and Form, William H. (eds. ). Man, Work and
Society, A Reader in Sociologyof Occupations. New York: Basic
Books, Inc., 1962.

 

 

Ogburn, William F. , and Nimkoff, Meyer. ”Social Class and Welfare
Levels," Social Foundations of Education. eds. William 0. Stanley
et al. New York: The Dryden Press, Inc. , 1956.

 

Ogburn, William F., and Nimkoff, Meyer. Sociology. 2d ed. Boston:
Houghton Mifflin Co. , 1950.

Pinner, Frank. "The Crises of the State Universities; An Analysis and
Remedies," The American Collefi, ed. Nevitt Sanford. New
York: John Wiley & Sons, Inc., 1962.

 

President‘s Commission on National Goals. Goals for Americans.
A Report Administered by the American Assembly, Columbia
University. Washington: Prentice -Hall, 1960.

 

194

Riesman, David. Constraint and Variety in American Education.
Garden City: Doubleday 8: Company, Inc., 1958.

 

Rogoff, Natalie. Recent Trends in Occupational Mobility. Glencoe:
The Free Press, 1953.

 

Sanford, Nevitt. (ed.) The American College. New York: John Wiley
and Sons, Inc. , 1962.

 

Sargent, Stansfeld. "Concepts or Role and Ego in Contemporary
Psychology, ” Social ngchology atthe Cross Roads. eds.
John H. Rohrer and Muzafer Sherif. New York: Harper 8:
Brothers, 1951.

 

Schneider, Eugene V. Industrial Sociology. New York: McGraw Hill
Book Company, Inc. , 1957.

 

Sorokin, Pitirim A. Social and Cultural Mobility. Glencoe: The Free
Press, 1959.

 

Spaeth, John Duncan. "Science and Humanism in University Education, "
Critical Issues in Education, An Anthology. eds. H. Ehlers and
G. Lee. New York: Holt, Rinehart 8: Winston, Inc., 1962.

 

Tewksbury, Donald G. The Founding of American Colleges and Universities
before the Civil War. New York: Columbia University Press, 1932.

 

Thurston, L. L. and Chave, E. J. The Measurement of Attitude.
Chicago: The University of Chicago Press, 1929.

 

Venn, Grant. Man, Education and Work. Washington: American
Council on Education, 1964.

 

ARTICLES

Cantril, Hadley. ”Identification with Social and Economic Class, "
Journal of Abnormal and Social Psychology, XXXVII (l943),74-80.

 

Coch, Lester, and French, John R. P., Jr. "Overcoming Resistance
to Change, " Human‘Relations, I(April, 1949). 532.

 

Eicholz, G. C. "Why Do Teachers Reject Change ?” Theory into
Practice, II(December, 1963), 257-263

Gouldner, Allen W. ”Cosmopolitans and Locals, ” Administrative
Science Quarterly, 11(1957-58), 286-306.

 

195

Lawrence, Paul R. ”How to Deal with Resistance to Change, ”
Harvard Business Review, XXXII (May-June, 1954), 49--57.

Parsons, Talcott, "Age and Sex in a Social Structure in the U. S. , "
American Sociological Review, VII(1942), 604-616.

Pelz, Donald C. ”Some Social Factors Relating to Performance in a
Research Organization, ” Administrative Science Quarterl ,
I(December, 1956), 310-336.

Reissman, Leonard. "A Study of Role Conceptions in Bureaucracy, "
Social‘Forces, XXVII(March, 1949), 305-310.

 

Rosselli, John. "Where the Grass is Greener, " NEA Journal, LI
(December, 1962), 40-41.

Selznick, Philip. "A Sociologist Views Junior College Administration, ”
Journal of Secondary Education, XXXVI(January, 1961), 38.

Tyler. Ralph W. , and Miller, Richard L "Social Forces and Trends, "
NEA Journal, LI(September, 1962), 26-28.

 

UNPUB LISHED MA T ER IAL

Dempsey, Richard A. ”An Analysis of Teacher's Expressed Judgements
of Barriers to Curriculum Change in Relation to the Factor of
Individual Readiness to Change. ” Unpublished Doctoral
Dissertation, Michigan State University, 1963.

Fisher, Richard E. "Status of and Need for Terminal Vocational
Technical Curricula in Senior Colleges and Universities. "
Unpublished Doctoral Dissertation, University of Missouri, 1956.

Fullager, William F. 'Some Teacher-Sensed Problems in Curriculum
Improvement. " Unpublished Doctoral Dissertation, Columbia
University, 1951.

Gottlieb, David. ”Social Class, College Students and the Ideal College
Professor, ” Paper Read at the Annual Meeting of the Ohio Valley
Sociological Society. April 21, 1961.

196

Montgomery, Douglas M. ”An Analysis of Faculty Acceptance of and
Commitment to the Stated Mission of the Florida Community
Junior College. ” Unpublished Doctoral Dissertation, Florida
State University, 1963.

North Central Association of Colleges and Secondary Schools. Guide
for the Evaluation ofInstitutions of Higher Education. A Report
Prepared by the Commission on Colleges and Universities.
Chicago: North Central Association of Colleges and Secondary
School, 1965.

 

APPENDIX A

FACULTY QUESTIONNAIRE

199
CONFIDENTIAL

MICHIGAN ST ATE UNIVERSIT Y

A STUDY OF MANPOWER
DEVELOPMENT PROGRAMS

Dear Respondent:

Michigan Te ch is one of the few colleges or universities that have
extensive Manpower Retraining programs on campus. We are inter-
ested in the reaction of persons to these programs and request your

cooperation in our study.

This questionnaire gives you an opportunity to state your position on
many topics. Please feel free to frankly state your position: Your
answers will be compl etel Lconfidential. No one but the researcher
will have access to the completed document and no individual's answers

will be identified.

The success of this study depends upon your cooperation. Please

answer the questions as carefully and completely as possible.

Thank you very much for your help.

INSTRUCTIONS

Many questions will require a brief statement, others may be answer-

ed by checking ( V) the proper box. If you do not find an answer that
completely satisfies you, mark the one that is closest to your position.

Since following the sequence of questions is very imgortant,g:1ease do
not skip items or read aheadl- follow the page sequence carefully!

After completing the questionnaire, place it in the enclosed envelope
and place it in the campus mail.

Could you please answer this questionnaire promptly? It- is important
to this study that this information be gained as soon as possible.

Again, our sincere thanks for your efforts!

200 Faculty Form

CONFIDENTIAL Information given will be

used for statistical purposes
only. The confidence of the
informant will be respected.

The following are functions performed by a state university.
Please rate these in order of importance.

1.1 ( ) Liberal education

1. 2 ( ) Service to the public

1. 3 ( ) Preparation for a vocation
1. 4 ( ) Research

Do you believe all universities should provide these functions in
the same order?

1 ( ) All universities

2 ( ) Most universities

. 3 ( ) Some universities
4 ( ) Just Michigan Tech

In view of the fact that there are still limited resources for higher
education in the state, do you believe that some type of higher
education should be available for all high school graduates, the top

75%, 50%, or 25%?

3. l ( ) All

3. Z ( ) Top 75%
3. 3 ( ) Top 50%
3. 4 ( ) Top 25%

To what extent should Michigan Tech be involved in the following

programs ?

Very Much Moderately Not at all

 

Graduate

 

Baccalaureate

 

As sociate Degree

 

Continuing Education

 

 

 

Manpower Devel- *
opment and Training /

 

 

201

How would you rate the growth potential of these programs at
Michigan Tech?

Very Much LModerately Not at All

 

Graduate

 

Baccalaureate

 

Associate Degree

 

Continuig Education

 

Manpower Development;
and Trailini

 

 

 

 

Do you know of anyone teaching in the Manpower Development Training

Programs (worker retraining programs)?

( ) Yes ((30 to question 6. l)
( ) NO (Go to question 7 )

6. 1 Would you say that they have high technical competence ?

( ) Yes
( ) No
( ) Don't know

6. 2 Do you feel that they are competent enough to teach in
baccalaureate prOgrams ?

( ) Yes
( ) No
( ) Don't know

do ) "fit in" well with the baccalaureate

6. 3 Do you think they (would

faculty ?
( ) Yes
( ) No

( ) Don't know

Please go on to"next page

Mm”-

10.

11.

202

Have you been involved in MDT programs in any way?

( ) Yes

( ) No

7. 1 If so, when?

7. 2 If so, in what way ?

How do you feel about the administration's decision to undertake
Manpower Development Training programs ?

( ) I think it is a mistake
( ) I believe the decision a proper one for them to make
( ) I have no opinion

What would you do if asked to teach in the Manpower Development
Training (MDT) programs ?

( ) Ask to teach only regular baccalaureate students
( ) Ask to teach both regular baccalaureate students and MDT

students
( ) Ask to teach only MDT students

Do you believe in Federal Government subsidy of -

Yes No
Agriculture

Hospital care for the aged
Education

Retraining of workers
Recreation facilities

AAAAA
vvvvv
AAAAA

The Federal Government support to education should;

Increase
Decrease
Remain same
Terminate

AAAA
vvv‘.’

Please go on to next page

203

Manpower Development Training Programs Defined

At this point some additional information on MDT programs is in
order - these programs are to train unemployed and underemployed
heads of households and youths for semi-skilled and skilled employ-
ment in industrial, business, and service positions. The training
programs vary in length from 10 to 48 weeks at Michigan Tech.

The government pays the cost of these programs, which includes the
facility costs, faculty salaries, and the purchase of equipment and
supplies. In addition, the unemployed head of household receives a
training allowance if he must reside on campus, his unemployment
benefits for his family in his home community, and one round trip
to and from the university. If he is within commuting distance of
the university he receives his unemployment benefits only.

12. If you were an unemployed worker, would you try to enter one
of the Manpower Development Training programs ?

( ) Yes
( ) No
( ) Undecided

12. 1 If not, why not ?

13. Where do you think the MDT programs should be Offered?

Local high schools
Community colleges
College campuses
Most convenient site

“AAA

14. Should MDT programs be taught at Michigan Tech?

( ) Yes
( ) No
( ) Don't know

Please go on to next page

15.

l6.

17.

204

14. 1 Why do you say this ?

14. 2 Should MDT programs have a separate faculty?

( ) Yes
( 1 No
( ) Undecided

If' MDT prOgrams are offered on campus, should the regular
instructors be expected to teach in them as part of their regular

load ?

( ) Yes '
( ) No
( ) Undecided

On the basis of direct experience, or what you have heard, how
would you compare the following characteristics of the MDT
student with the regular university student ?

Higher Agout Same Lower Don't Know

 

Ambition

 

fir

Native abil ity y '

 

Educational attainm ent

 

 

 

 

 

Socio -econom ic status

 

'—v f

16. 1 ( ) I have had direct experience with MDT students.
( ) I have not had direct experience with MDT students.

Many MDT students are not high school graduates. How do you think
they will get along with the regular baccalaureate students ?

( ) Will be accepted
( ) Will cause minor friction
( ) Will be source of major problems

Please go on to next page

18.

19.

20.

17.1

205

Do you think MDT students should be separated from the
regular students in housing and classes ?

Housirg Classes

 

 

No

 

Undecided

fi— —rv—v

 

 

 

If Michigan Tech decides to go into MDT programs permanently, what,
if any, obstacles do you see in the way? Please indicate!

What type of individuals or groups are most likely to show resistance
to these programs on a permanent basis ?

Do you think that Michigan Tech has changed significantly as a result
of having MDT programs on campus ?

Ye s
No

Undecided

Are you interested in knowing about the introduction of new
programs even though they are not in your department?

( )
( )
( )

Yes
No
Undecided '

Please go on to next page

206

20. 2 . If MDT'V programs are expanded will this affect your decision
. to remain at Michigan Tech?

( ) Yes
( ) No
( ) Undecided

21. How do you feel about the 2 year associate degree programs as
compared to the MDT programs ?

( ) gThey are both logical programs for Tech to offer

( ) The 2 year associate degree programs should be
offered but not the MDT

( ) The. MDT programs should be offered but not the
associate degree programs

( ) Neither should be offered

22. If you had a chance to determine the emphasis that should be
placed on the various programs, and the amount of resources
that should be devoted. to them, what percent would you assign
to each area? (Must add up to 100%)

( 70) Graduate

( %) Baccalaureate

( %) Associate degree

( %) MDT and other
100%

23. Do you know of any new programs that the University has
developed in the last year in the following categories ?

Yes No

( ) ( ) Baccalaureate or graduate
( ) ( 1 As sociate. degree

( ) ( ) MDT

**********

We need to know more about you as a person; therefore, will you
please give us the following information? Remember, your con-
fidence will be respected completely and the data obtained will be
used for statistical purposes only!

24. Male ( ) Female ( )

Please go on to next page

25.

26.

27. I

28.

29.

30.

207

In what year were you born?

 

Where did you grow up?

( ) On a farm

( ) In a small town or city - 10,000 people or less

( ) In a large town or city - 10,000 to 100, 000 people
( ) In a city over 100,000 people

( ) In a suburb of a large metrOpolitan area

Please describe the community that you would prefer to live in

27. 1 Is this area (Houghton-Hancock) a close approximation of this?

Which professional associations do you now hold membership in?

1 National association in field of specialization

) Re ional association in field of specialization

) Michigan Academy of Arts, Sciences, and Letters
) Arnefican Society for Engineering Education

) American Association of University Professors

)

(

(

(

(

(

( Others (please specify)

 

Do you belpng to any of the following community associations ?

( ) Service clubs (How many? )
( ) Church
( ) PTA
( ) Fraternal clubs

( ) Others (please specify)

 

Please describe the main occupation your father had during his lifetime.

Please go on to next page

31.

32.

33.

34.

35.

36.

37.

208

How far did your father go in school? (circle highest grade completed)
Below 8, 8, 9,6 10, ll, 12, 13, 14, 15, 16, 17, 18, over 18
How far did your mother go in school? (circle highest grade completed)
Below 8, 8, 9, 10, ll, 12, 13, 14, 15, 16, 17, 18, over 18
How many grades of school have you completed? (please circle)

12, 13, 14, 15, 16, 17, 18, 19, Over 19

If the following were running for President, how would your parents
most likely rate them ? (First choice I; second 2; etc.)

Nixon

Stevenson
Eisenhower
Robert Kennedy
Dirksen

vvvvv

How would you rate them ?

Nixon

Stevenson
Eisenhower
Robert Kennedy
Dirks en

What is your usual teaching level?

Fr e shm an
Sophomore
Junior
Senior
Graduate

"AAAA
vvvvv

In which of the four major areas have you specialized?

Engineering
Science
Business Administration
Liberal Arts

Other ( please specify)

AAAAA
VVVVV

 

Please go on to next page

209

38. How long have you worked for Michigan Tech?

( ) Up to 4 years ( )
( ) 5-9 years ( )
( ) 10-14 years ( )
( ) 15-19 years

39. a Do you have tenure?

( ) With tenure
.( ) Without tenure

40. What degrees do you have?

B.A. or B. S.
M. A. or M. 8.
Working on Ph. D. or equivalent
Ph. D., Ed. D. or equivalent

Other (please specify)

Vvvv"

20-24 years
25-30 years
30 years and over

 

41. What type of colleges or universities did you attend for your

 

degree?
B. A. B. S. M. A. M. 5. Ed. D. Ph. D. (or equivalent)
Pr ivate- Church
related

 

Private- Non- Church
related

 

Ivy League

 

Publicly supported
Technical College

 

Publicly supported
Teacher' 8 College

 

 

 

 

 

 

 

 

Publicly supported
University such as
Michigan, Michigan
State or Wayne State

 

Please go on to next page

42.

43.

44.

45.

 

 

210

What type of college or university would you prefer to work for ?

AAAAAA
vvvvvv

( )

Private-Church related
Private-Non-Church related

Ivy League

Publicly supported Technical College

Publicly supported Teacher's College

Publicly supported University, such as Michigan, Wayne State,
or Michigan State

Other (please specify)

Why do you prefer the one marked? Please rank reasons in order of
importance (1 for most important; 2 for next; etc.)

)
)
)..
)
l
)

Greater intellectual stimulation
Better research facilities

Better income

Cultural attractions

More selective student body

Other (please specify)

What is your present rank?

Instructor
Assistant Professor

Associate Professor
Profe s sor

DO you have any administrative assignments ?

Ye s
NO

STUDENT QUESTIONNAIRE

212
CONFIDENTIAL

MICHIGAN STATE UNIVERSITY

A STUDY OF MANPOWER
DEVELOPMENT PROGRAMS

Dear Respondent:

Michigan Tech is one of the few colleges or universities that have
extensive Manpower Retraining programs on campus. We are inter-
ested in thesreaction of persons to these programs and request your

cooperation in our study.

This questionnaire gives you an opportunity to state your position on
many topics. Please feel free to frankly state your position: Your
answers will be completely confidential. No one but the researcher
will have access to the completed document and no individual's answers

will be identified.

The success of this study depends upon your cooperation. Please

answer the questions as carefully and completely as possible.

Thank you very much for your help.

INSTRUCTIONS

Many questions will require-a brief statement, others may be answered

by checking (V) the proper box. If you do not find an answer that
completely satisfies you, . mark the one that is closest to your position.

Since following the sequence of questions is very important, please do
not skip items or: read ahead - follow the page sequence carefully!

After completing the questionnaire, place it in the enclosed envelope and
return it to the instructor from which it was received, or place it in the

campus mail by dropping it off at any departmental office.

Couldyou please answer this questionnaire promptly? It is important to
this study that the information be gained as soon as possible.

. Again, our sincere thanks for your efforts.

 

213
Student Form

CONFIDENTIAL Information given will be used

for statistical purposes only.
The confidence of the informant
will be respected.

1. The following are functions performed by a state university.

2.

3.

4.

Please rate these in order of importance.

Liberal education

Service to the public
Preparation for a vocation
Research

tap—shah:

0 s
ttht-I
“AAA
‘9va

Do you believe all universities should provide these functions in
the same order?

2. l ( ) All universities

2. 2 ( ) Most universities
2. 3 ( ) Some universities
2.4 ( ) Just Michigan Tech

In view of the fact that there are still limited resources for
higher education in the state, do you believe that some type
of higher education should be available for all high school
graduates, the top 75%, 50%, or 25%?

All

Top 75%
Top 50%
Top 25%

“P?“
#0.) N 0-!
“AAA
VVVV

To what extent should Michigan Tech be involved in the
following programs ?
Very Much Moderately Not at all

 

Graduate

 

Baccalaureate

 

Associate Degree

 

Continuing Education

 

Manpower Devel-
opment and Trainin

 

 

 

 

Please go on to next page

214

5. How would you rate the growth potential of these programs

at Michigan Tech ?

Very Much Moderately Not at all

 

Graduate

 

Baccalaureate

 

Associate Degree

 

Continuing Education

 

Manpower Devel-
opment and Training

 

 

 

 

6. Do you know of anyone teaching in the Manpower Development
Training Programs (worker retraining programs)?

( ) Yes (Go to question 6.1)
( ) No (Go to question? )

6. 1 Would you say that they have high technical competence ?

( ) Yes
( ) No
( ) Don't know

6. 2 Do you feel that they are competent enough to teach in
baccalaureate programs ?

( ) Yes
( ) No
( ) Don't know

6. 3 Do you think they ( WE:

1d ) "fit in" well with the baccalaureate
faculty?

( ) Yes
( ) No
( ) Don't know

Please go on to next page

215

7. How do you feel about the administration's decision to undertake
Manpower Development Training programs ?

( ) I think it is a mistake
( ) I believe the decision a proper one for them to make
( ) I have no opinion

8. Do you believe in the Federal Government subsidy of:

No

Agriculture

Hospital care for the aged
Education

Retraining of workers
Recreation facilities

vVVVVO
AAAAA
vvv.-

9. The Federal Government support to education should:

Increase
Decrease
Remain same
Terminate

AAAA
vvvv

Please go on to next page

216

Manpower Development Training Programs Defined

At this point some additional information on MDT programs is in
order-~these programs are to train unemployed and underemployed
heads of households and youths for semi- skilled and skilled employ-
ment in industrial, business, and service positions. The training
programs vary in length from 10 to 48 weeks at Michigan Tech.

The Government pays the cost of these programs, which includes the
facility costs, faculty salaries, and the purchase of equipment and
supplies. In addition, . the unemployed head of household receives a
training allowance if he -must reside on campus, his unemployment
benefits for his family in his home community, and one round trip to
and from the university. If he is within commuting distance of the
university he receives his unemployment benefits only.

a: *4: *4: a: an: *val:

10. If you were an unemployed worker, would you try to enter one
of the Manpower Development Training programs ?

( ) Yes
( ) No
( ) Undecided

11. Where do you think the MDT programs should be offered?

( ) Local high schools

( ) Community colleges
( ) College campuses

( ) Most convenient site

12. Should MDT programs be taught at Michigan Tech?
( ) Yes
( ) No
( ) Don't know
12. 1 Why do you say this?

Please go on to next page

217

13. If MDT programs are offered on campus, should the regular instructors
be expected to teach in them as part of their regular load?

( ) Ye s
( ) No
( ) Undecided

14. On the basis of direct experience, or what you have heard, how would
you compare the following characteristics of the MDT student with the

regular university student?

Higher About Same Lower Don‘t Know

 

Ambition

 

 

Native abilgy

 

Educational attainment

 

 

 

 

 

Socio-economic status

 

l4. 1 ( ) I have had direct experience with MDT students.
14. Z ( ) I have not had direct experience with MDT students.

15.Many MDT students are nothigh school graduates. How do you
think they will get along with the regular baccalaureate students ?

i ) Will be accepted
( ) Will cause minor friction
( ) Will be source of major problems

15. 1, Do you think MDT students should be separated from the
regular students in housing and classes ?

 

 

 

Ho using Classes
Yes
No
Undecided g ~ T _

 

 

 

Please go on to next page

218

' 16, If Michigan Tech decides to go into MDT programs permanently,
what, if any, obstacles do you see in the way? Please indicate!

17. What type of individuals or groups are most likely to show resistance
to these programs on a permanent basis ”

18, Before Michigan Tech undertakes permanent participation in MDT
programs, do you think the faculty should be consulted?

( ) Yes
i ) No
( ) Don't know

19. How do you feel about the 2 year associate degree programs as
compared to’ the MDT programs ?

( ) They are both logical programs for Tech to offer

( ) The 2 year assoCiate degree programs should be offered but
not the MDT

( l The MDT programs should be offered but not the associate
degree programs

( ) Neither should be offered

30. If you had a phance to determine the emphasis that should be placed
on the various programs, and the amount of resour ces that should be

devoted to them, what percent would you assign to each area?
(Must add up to 100%)

( %) Graduate

( %) Baccalaureate

( %) Associate degree
( ‘70) MDT and other

100 %
Please go on to next page

219

21. Do you know of any new programs that the University has
developed in the last year in the following categories ?

Yes No

i 1 ( ) Baccalaureate or graduate
( ) ( ) Associate degree

( l ( ) MDT

***********

We need to know more about you as a person; therefore, will you please
give us the following information? Remember, your confidence will be
respected completely and the data obtained will be used for statistical

purposes only!
22. Male ( ) Female ( )

23. In what year were you born?

 

24. Where did you grow up?

On a farm

In a small town or city - 10, 000 people or less
In a large town or city ~10, 000 to 100, 000 people
In a city over 100, 000 people

In a suburb of a large metropolitan area

25. Please describe the community that you would prefer to live in.

25. 1 Is this area (Houghton-Hancock) a close approximation of

this ?
( ) Yes
( ) No

Please go on to next page

26.

27.

28.

29.

3O.

31.

32.

220

 

Do you belong to any of the following community associations '?
Service clubs (How many? )
Church
PTA

Fraternal Clubs
Others (please. specify)

 

Please describe the main occupation your father had during his lifetime.

How far did your father go in school? (circle highest grade completed)
Below 8, 8, 9, 10, ll, 12, l3, 14, 15, 16, 17, 18, over 18
How far did your mother go in school? (circle highest grade completed)
Below 8, 8, 9, 10, ll, 12, l3, 14, 15, 16, 17, 18, over 18
How many grades of school have you completed? (please circle)

12, l3, 14, 15, 16, l7, l8, 19, over 19

If the following were running for President, how would your parents
most likely rate them ? (First choice 1; second 2, etc.)

Nixon

Stevenson
Eisenhower
Robert Kennedy
Dirks en

AAAAA

How would you rate them ?

Nixon

Stevenson
Eisenhower
Robert Kennedy
Dirks en

AAAAA
Vvvvv

Please go on to next page

 

221

33. What is your. present class standing?

vvvvv

Freshman
Sophomore
Junior
Senior
Graduate

34. In which of the four major areas have you Specialized?

Engineering
Science
Business Administration
Liberal Arts

Other (please specify)

 

35.What type of college or university would you prefer to attend ?

AAAAAAA

(

)

Private-Church related

Private Non-Church related

Private Technical

Ivy League

Publicly supported Technical College

Publicly supported Teacher's College

Publicly supported University, such as Michigan, Wayne State,
or Michigan State
Other (please specify)

 

36.Why do you prefer the one marked? Please rank reasons in order of
importance (1 for most important; 2 for next; etc.)

AAAAAAA

vvvvvvv

Greater intellectual stimulation
Better research facilities
Better student aid programs
Cultural attractions

More selective student body
Geographic Area
Other (please specify)

 

APPENDIX B

223

TABLE B-l
ITEM 1

COMPARISON OF ACCEPT-REJECT VARIABLE
AND ADMINISTRATOR-FACULTY RATING
OF THE FUNCTIONS OF A STATE
UNIVERSITY

 

. 1 2 3 4 o 0
Ch . St 1; t
01ce N (70 N (70 N 07° N 070 a 18 1C

 

 

 

 

 

 

 

 

 

 

 

Liberal Education

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Accept 45 4o. 9 27 24. 5 6 5. 5 7 6.4 2
7 X = 0.15
Reject 14 12.7 7 6.4 2 1.8 2 1.8 d.f. = 3
p > . 05
Total 59 53. 6 34 30. 9 8 7. 3 9 8. 2
Service to the Public
Accept 12 10. 9 15 13. 6 23 20. 9 36 32. 7 2
X I 5 38
Reject o 0.0 3 2.7 6 5. 5 15 13.7 d. f.= 3
P < . 05
Total 12 10. 9 18 16. 3 29 26.4 51 46.4
Preparation for a Vocation
A 27.4 32 29.4 7 6.4 15 13. 7
ccept 30 x2 = 6.02
Reject 12 11.1 4 3.7 5 4.6 4 3.7 d. f.= 3
p < . 05
Total 42 38. 5 36 33.1 12 11.0 19 17.4
Research
10.1 48 44. O 25 23. 0
Accept O 0. 0 11 X2 = 12.10
' 2.7 d. f.= 3
Reject 0 0.0 11 10.1 11 10.1 3 p < .05
Total 0 0. 0 22 20. 2 59 54.1 28 25. 7

 

 

 

 

 

 

 

 

 

 

224

TABLE B-2
ITEM 3

COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR-FACULTY RATING OF THE
PERCENTAGE OF STUDENTS WHO SHOULD BE
ALLOWED SOME FORM OF HIGHER EDUCATION

 

1 All Top 75% l Top 50% Top 25%

N ‘70 N ‘70 N '70 N ‘70

d.f.:3

Reject 6 5.4 7 6.3 8 7.1 3 2.7 p < .05

 

‘ Choice ' Statistic

L

 

 

 

final 43 42.8 26 23.3 30 26.7 s 7.2

 

 

 

 

 

 

 

 

 

 

225

TABLE B-3

ITEM 4

COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR-FACULTY RATING OF THE EXTENT
OF UNIVERSITY INVOLVEMENT IN VARIOUS

EDUCATIONAL PROGRAMS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C \ Very‘much Moderately Not at all .5
. _ ta . .
hoice N % N % N % t18t1C
Graduate Education
Accept 37.. 32. 5 51 44. 7 0 0. 0 2
_ X = 3. 07
Reject l6 l4. 0 10 8. 8 0 0. 0 d. f. = 1
p > . 05
Total 53 46. 5 61 53. 5 0 0. 0
Undergraduate Education
Accept N 86 75. 4 2 1. 8 0 0. O 2
X = O. 60
Reject 26 22. 8 0 0 . 0 0 0. 0 d. f. = 1
p > . 05
Total 112 98.2 2 1.8 0 0.0
Associate Degree Education
Accept 21 18. 8 57 50. 9 9 8. 0 2
X :13. 10
Reject 2 1.8 13 11.6 10 9.0 d.f.: 2
p < . 05
Total 23 20. 5 70 62. 5 19 17. 0
Continuing Education
' Accept 26 2.2. 8 59 51. 8 3 2. 6 2
X = 15. 30
(Reject 3 2. 6 16 14. 0 7 6. 2 d. f.= z
. ‘ P < . 05
Total 29 25. 4 75 65. 8 10 8. 8
Manpower Development and Training
Accept 22 19. 6 64 57.1 2 1. 8 2
X = 68. 08
Reject 1 0. 9 5 4. 5 18 16.1 d. f. = Z
7*— p Q 05
Total 23 20. 5 69 61. 6 20 17. 9

226
TABLE B-4
ITEM 5

COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR-FACULTY RATING OF GROWTH
POTENTIAL FOR VARIOUS PROGRAMS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. L Veryjmuch Moderately Not at all . .
Chaice J N % N % N % Statistic
Graduate
Accept 38 34. 6 47 42. 7 0 0. 0 2
x = o. 09
Reject 12 10.9 13 11.8 0 0.0 d.f. = 1
p > . 05
Total 50 45. 5 60 54. 5 0 0. 0
Undergraduate
Accept 67 60.4 19 17.1 0 0. 0 2
X = 4. 71
Reject 14 12.6 11 9.9 0 0.0 d. f. = 1
p < . 05
Total 81 73. 0 30 27. 0 0 0. 0
Associate Degree
Accept 37 35. 9 42 40. 8 2 1. 9
X = 11. 37
Reject 7 6. 8 10 9. 7 5 4. 9 d. f. = 2
p < . 05
Total 44 42. 7 52 50. 5 7 6. 8
Continuing Education
Accept 24 22. 2 58 53. 7 3 2. 8 2
X = 7. 94
Reject l 0. 9 l9 l7. 6 3 2. 8 d. f. = 2
p < . 05
Total 25 23.1 A 77 71. 3 6 5. 6
Manpower Development and Training
Accept 25 23. 6 58 54. 7 l 0. 9 2
X =19. 37
Reject 4 3.8 12 11.3 6 5.7 d.f.=2
, p < . 05
Total 29 27. 4 70 66. 0 7 6. 6

 

 

 

 

 

 

 

 

 

TABLE B-5

227

ITEM 6

COMPARISON OF ACCEPT-REJECT VARIABLE AND

ADMINISTRATOR-FACULTY KNOWLEDGE OF
PERSONS TEACHING IN THE MDT PROGRAMS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. Fr With knowledge Without knowledge
Ch ' T S t' '
01ce N % N % ta 1st1c
Accept 62 55. 4 24 21. 4 2
X = 1.93
Reject 15 13. 4 ll 9. 8 d. f- = 1
. p > . 05
T°tal 77 68.8 35 31.2
TABLE B-6
ITEM 6.1
COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR- FACULTY APPRAISAL OF MDT
INSTRUCTOR COMPETENCE
Choice Competent Not competent Don't know Statistic
L N % N l % N %
Accept 48 60. 8 Z 2. 5 13 16. 5
. X =10.56
Reject 7 8. 8 4 5. 1 5 6. 3 d. f. = 2
p < . 05
Total 55 69. 6 6 7. 6 l 8 22. 8

 

228
TABLE B-7
ITEM 6. 3
COMPARISON OF ACCEPT-REJE CT VARIABLE AND
ADMINISTRATOR-FACULTY ASSESSMENT OF THE

COMPATIBILITY OF MDT FACULTY WITH
REGULAR FACULTY

 

 

 

 

 

 

 

 

 

 

 

 

Ch Compatible Not compatibli Don't know S
. t t' t'
01cc ' N % N ”/0 N % a 18 1C
Accept 43 56. 6 4 5. 3 14 18. 5 2

X '-' 24. 37
Reject 4 5. 3 9 11. 8 2 2. 6 d. f. = 2

P < . 05

Total 47 61.8 13 17.1 16 21.1
TABLE B-8
ITEM 7

COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR-FACULTY INVOLVEMENT IN THE
MDT PROGRAMS

 

 

 

 

Involved Not involved
ChOIce N % N % Statistic
Accept 22 20. 4 62 57. 4 2
X = 3.44
Reject 2 l. 8 22 20. 4 d. f. = 1
. p ) . 05
Total 24 22. 2 84 77. 8

 

 

 

 

 

 

229

TABLE B-9
ITEM 8

COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR—FACULTY REACTION TO THE
DECISION TO INTRODUCE MDT PROGRAMS

AT THE UNIVERSITY

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. A mistake Good decision No opinion , ,
Chome Statistic
J N % N ‘70 N "/0
Accept 1 0. 9 77 70. 0 9 8. 2 2
X = 68. 76
Reject 14 12. 7 2 1. 8 7 6. 4 d. f.= 2
p < . 05
Total 15 13.6 79 71.8 16 14.6
TABLE B-lO
ITEM 9
COMPARISON OF ACCEPT-REJECT VARIABLE AND
TYPE OF STUDENT ADMINISTRATORS AND
FACULTY WOULD TEACH
B. A. tudents B. A. and MDT MDT students _ .
Choice Statistics
N ”/o N "/0 N ‘70
3. 2
Accept 26 25.5 52 51. 0 4 9 X = 26.13
. d. f. = 2
Reject 19 18.6 1 1.0 0 0.0 p < .05
T0911 45 44. 1 53 52. o 4 3. 9

 

 

 

 

 

 

 

 

230

TABLE B-ll
ITEM 10
COMPARISON OF ACCEPT-REJECT VARIABLE AND

ADMINISTRATOR-FACULTY ATTITUDE TOWARD
GOVERNMENT SUBSIDY OF EDUCATION AND

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TRAINING
For subsidy Against subsidy
Choice Statistic
N % N %
Education
Accept 68 62, 4 17 15. 6 2
X =3. 16
Reject 15 13. 8 9 8. 2 d. f. = 1
p > . 05
Total 83 76. 2 26 23. 8
Retraining of Workers
Accept 75 68. 8 10 9. 2 2
X = 4. 31
Reject 17 15. 6 7 6. 4 d. f. = l
p < . 0,5
Total 82 84. 4 17 15. 6
TABLE B-12
ITEM 11
COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR-FACULTY REACTION TO
CONTINUED GOVERNMENT SUPPORT
TO EDUCATION
\1‘ Should Should Should re- Should
Choice . gnu-ease dec ease...ma_in_$_ame termi . Statistic
N % N ’ % N % N %
A . ' . 22 20. 2 8 7. 3 2
ccept 42 38 5 13 11 9 X :4. 29
. y d. f.=3
Reject 7 6. 3 2. 8 10 9. 2 4 3. 7
p < . 05

 

Total

 

 

 

 

 

 

 

49 44.9 16 14.7 32 29.4 12 11.0

 

 

 

231

TABLE B-13
ITEM 12
COMPARISON OF ACCEPT—REJECT VARIABLE AND

WHETHER ADMINISTRATORS AND FACULTY THINK
THEY WOULD ENTER MDT TRAINING IF UNEMPLOYED

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Yes PE) Undecided
C ' Sta ' '
hOIce N % N % N % tistIc
Accept 75 68. 2 2 1. 8 9 8.1 2
X = 0. 99
Reject 19 17. 3 1 0. 9 4 3. 7 d. f.= 2
p . 05
Total 94 85.5 3 2.7' 13 11.8
TABLE B-14
ITEM 13
COMPARISON OF ACCEPT-REJECT VARIABLE AND
WHERE ADMINISTRATORS AND FACULTY BELIEVE
MDT PROGRAMS SHOULD BE OFFERED
F: __
Local H. S. Comm. Col. Colleges Most conv. Sifle
Ch ' Stat' '
01ce N % N % N % N % 18t1C
Accept 3 2. 7 4 3. 6 ll 9. 8 70 62. 5
X =28. 50
Reject 6 5. 3 7 6. 3 0 0. 0 ll 9. 8 d. f, .—. 3
‘ p < . 05
Total 9 8. 0 11 9. 9 ll 9. 8 81 72. 3

 

 

 

 

 

 

 

 

 

 

232

TABLE B-15
ITEM 14. 2
COMPARISON OF ACCEPT-REJECT VARIABLE AND

ADMINISTRATOR-FACULTY RESPONSE TO WHETHER
MDT PROGRAMS SHOULD HAVE A SEPARATE FACULTY

 

 

 

 

 

 

 

 

 

 

 

 

Yes No Undecided S
. ta . .
_ Ch01ce N % N % N % t18t1C
Accept 30 27.1 20 18. 0 35 31. 5 2

1' X = 26. 12

Reject 24 21. 6 0 0. 0 2 l. 8 d. f. = 2
p <, . 05’

Total 54 48. 7 20 18. 0 37 33. 3
TABLE B—l6
ITEM 15

COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR-FACULTY RESPONSE TO WHETHER
THEY BELIEVE REGULAR INSTRUCTORS SHOULD BE

EXPECTED TO TEACH IN THE MDT PROGRAMS

 

 

 

 

 

 

 

Yes No Undecided
Ch . . .
01ce N % N % . N % Statistic
Accept 13 11. 7 53 47. 8 19 17.1 2
X =7.13
Reject o o. o 23 20. 7 3 2.7 (”F 2
p < .05
Total 13 ‘ 11.7 76 68.5 22 ' 1.9.8

 

 

 

 

 

 

TABLE B-17

233

ITEM 16

STUDENT AND REGULAR STUDENT

COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR-FACULTY PERCEPTION OF MDT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ch Higher About same Lower Don't know S
. tat“ .
one + N % N % N % N % 18t1C
Ambition
Accept 7 6. 4 29 26. 6 13 ll. 9 35 32.1 2
X = 11. 08
Reject 0 0.0 3 2.8 10 9.2 12 11.0 d.f.: 3
p < . 05
Total 7 6. 4 32 29.4 23 21. 1 47 43. 1
Native Ability
Accept 0 o. 0 11 10.1 37 34. 0 ‘ 36 33.0 2
X : 1. 63
Reject 0 0.0 1 0.9 12 11.0 12 11.0 d.f. = 2
p > o 05
Total 0 0.0 12 11.0 ‘ 49 45. 0 48 44.0
Educational Attainment
Accept l 0. 9 3 2. 8 55 50. 5 25 22. 9 2
X = 1. 24
Reject 0 0.0 0 0.0 17 15. 6 8 7.3 d-f- = 3
p > 05
Total 1 0. 9 3 2. 8 72 ~- 66.1 33 30. 2
Socio-economic Status
‘Accept 0 0. 0 7 6. 4 50 45. 9 27 24. 8 2
X = 0. 88
Reject 0 0. 0 l 0. 9 14 12.8 10 9. 2. d. f. = 2
1 p > . 05
Total 0 0. 0 8 7. 3 64 58. 7 37 34. 0

 

fit

 

234

TABLE B- 18
ITEM 17
COMPARISON OF ACCEPT-REJECT VARIABLE AND

ADMINISTRATOR- FACULTY CONTACT WITH MDT
STUDENTS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

With contact Without contact
Chaice N % N % Statistic
Accept 24 21 . 8 60 54. 5 2
'. X = 0. 33
Reject 6 5. 5 20 18. 2 d' L = l
p > . 05
. Total 30 27. 3 80 72. 7
TABLE B-l9
ITEM 17. 1
COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR- FACULTY ASSESSMENT OF THE
RELATIONSHIP BETWEEN MDT STUDENTS AND
REGULAR STUDENTS
Will be W111 cause W11; :jzurse Dom know
Choice accepted friction 3:70 1e Statistic
N % N % , N "/0 N %
Accept 44 42. 8 30 29. l 4 3. 9 1 0. 9 2
X = 12. 7
Reject 8 7. 8 7 7. 8 7 6. 8 l O. 9 d. f. = 3
p < . 05
' ,Total 52 50. 6 38 36. 9 ll 10. 7 2 1. 8

 

235

TABLE B-ZO

ITEM 17.1

COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR-FACULTY RESPONSE TO WHETHER
MDT STUDENTS SHOULD BE SEPARATED IN HOUSING

AND CLASSES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PIE-lousin T ' Classes 7
Dofirt Donrt
Choice Ye 8 N0 know Ye 5 N0 know Statistic
N "/0 N % N % N % N ‘70 N %
r ' A (Housing)
R' 6:5 86L5£ 2821 218218d’f’:2
GJCCt l ) 14. o + 3 o 1 9.1 o o p < . 05
1 (Classes)
; Z _
1 1 X - 0.75
Total 47143. 41 38.0 20 .18.= 86 78.1;1412.'10 9.1 d f :2
p > . 05
TABLE B-21
ITEM 20
COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR- FACULTY RESPONSE TO WHETHER
MICHIGAN TECH HAS CHANGED AS A RESULT OF THE
MDT .PRwRAMS
Changed Not changed Undecided
Ch 0 o 0
cm: N % N % N % Statistic
Accept l O. 9 71 65. 2 14 12. 8
l X = 22. 50
I
Reject 3 2.8 8 7.3 12 11.0 d.f. = 2
' p < . 05
Total 4 3. 7 79 72. 5 26 23. 8

 

 

 

 

 

 

 

 

236

TABLE B-22

ITEM 20. 2

COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR-FACULTY RESPONSE TO WHETHER
THEY WOULD REMAIN IF THE MDT PROGRAMS

‘ ARE EXPANDED

 

 

 

 

Will move Will stay Undecided
Choice Statistic
L N % N % N %
2
Accept 3 2. 7 80 70. 8 5 4. 4 X = 23. 83
d. f. = 2
Reject 4 3.5 12 10.6 9 8.0 P < .05
Total 7 6.2 92 81.4 14 12.4

 

 

 

 

 

 

 

 

TABLE Bo23

ITEM 21

COMPARISON OF ACCEPT-REJECT VARIABLE AND
ADMINISTRATOR-FACULTY RESPONSE TO WHETHER
2 YEAR ASSOCIATE DEGREE AND/OR MDT PROGRAMS
SHOULD BE OFFERED AT MICHIGAN TECH

 

 

 

 

Choice Offer both 2 Yea; only MDT only Neither Statistic
N % N % N ”/0 N . %
Accept 74 67. 3 1 0. 9 10 9.1 l 0. 9 X2 :71. 94
d. f. = 3
Reject 5 4. 5 10 9.1 0 0. 0 9 3. 2 p < . 05
Total 79 71.811 10.0 10 9.1 10 9.1

 

 

 

 

 

 

 

 

 

 

APPENDIX C

 

APPENDIX C

238
TABLE 01
ITEM 1
COMPARISON OF ACCEPT-REJECT VARIABLE AND

STUDENT RATING OF THE FUNCTIONS OF A
STATE UNIVERSITY

 

 

 

 

 

 

 

 

 

 

 

 

1 2 3 4
Choice 1 Statistic
N % I N % N % k N %
Liberal Education
Accept 88 22.1 136 34. 1 48 12. 0 57 14. 3
2 = 7 62

X
Reject 24 6. 0 21 5. 3 17 4. 2 8 2. 0 d . f. = 3
P

 

Total 112 28.1 157 39.4 65 16.2 65 16.3

 

 

 

 

 

 

 

 

 

 

Service to the Public

 

Accept 21 5.3 41 10.4102 25.7 164 41.3

Reject 2 0.5 10 2.5 18 4.5 39 9.8 d.f.

 

Total 23 5.8 51 12.9120 30.2 203 51.1

 

 

 

 

 

 

 

 

 

>4
II
N
0
OJ
L»

 

Preparation for a Vocation

 

Accept 212 51.7 81 19.8 22 5.4 26 6.3 2

Reject 43 10.5 16 3.9 6 1.4 4 1.0 d.f. = 3

 

 

 

 

 

 

 

 

 

 

N
u
o
.
0‘
\O

 

 

P >
Total 255 62.2 97 23.7 28 6.8 30 7.3
Research
Accept 14 3.5 71 17.6 158 39.2. 91 22.6
x — 3086

Reject 2 0. 5 22 5. 5 28 6. 9 l7 4. 2 d. f.

H
00

 

Total 16 4:0 93 23.1 186 46.1108 26.8

 

 

 

 

 

 

 

 

 

 

TABLE C-2

239

ITEM 3

COMPARISON OF ACCEPT-REJECT VARIABLE
AND STUDENT RATING OF THE PERCENTAGE

OF STUDENTS WHO SHOULD BE ALLOWED

SOME FORM OF HIGHER EDUCATION

 

 

 

 

 

All Top 75% Top 50% Top 25% 5
Choice tatistic
N % N % N % N %
A . . 2 04 2 . 16 3.
ccept 155 38 1 62 15 l 5 5 9 X2 = 7. 95
Reject 23 5.7 17 4, 2 22 5.4 8 2.0 d. f. =3
P < . 05
Total 178 43. 8 79 19.4 126 30.9 24 5.9

 

 

 

 

 

 

 

 

 

 

240

TABLE C-3

ITEM 4

COMPARISON OF ACCEPT-REJECT VARIABLE AND STUDENT
RATING OF THE EXTENT OF UNIVERSITY INVOLVEMENT
IN VARIOUS EDUCATIONAL PROGRAMS

 

 

VerX much

ModeratelL

Not at all

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. Statistic
Chmce N % N % N %
Graduate Education
Accept 238 57. 9 103 25.1 1 0. 2 2
X = 1. 56
Reject 47 11. 5 21 5.1 l 0. 2 d. f.= 2
p . 05
Total 285 69.4 124 30. 2 2 0.4
Undergraduate Education
Accept 298 73. 2 38 9. 3 2 0. 5
x2 =0. 82
Reject 63 15. 5 6 1. 5 0 0. 0 d. f.=2
P > . 05
Total 361 88. 7 44 10. 8 2 0. 5
Associate Degree Education
Accept 105 26. 0 187 46. 4 42 10. 5
. x2 z 2. 98
Reject 16 4. 0 40 9. 9 l3 3. 2 d. f. - 2
p . 05
Total 121 30.0 227 56. 3 55 13.7
Continuing Education
Accept 143 35. 1 189 46. 5 6 1. 5 x2 = 24. 9o
. d . f. = 2
Reject 9 2. 2 55 13. 5 5 1. 2 p < . 05
Total 152 37. 3 244 60. 0 11 2. 7
Manpower Development and Training
Accept 121 29. 5 221 53. 9 0 0. 0 X2 =255. 53
. d. f. = 2
_‘ Reject 4 1. 0 24 5. 8 40 9. 8 p < .05
“Total 125 30. 5 245 59. 7 40 9. 8

 

 

241
TABLE C-4

ITEM 5

COMPARISON OF ACCEPT-REJECT VARIABLE AND STUDENT
RATING OF GROWTH POTENTIAL FOR VARIOUS PROGRAMS
AT MICHIGAN TECHNOLOGICAL UNIVERSITY

 

1 5 Very much

Moderately I Not at all

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Choice Statistic
[ N 7. N 70 I N 7.
Graduate
Accept 235 57. 5 104 25. 4 2 0. 5
x7- :0. 67
Reject 46 11. 2 22 5.4 0 0.0 d.f.: 3
p . 05
Total 281 68. 7 126 30. 8 2 - 0. 5
' Undergraduate
Accept 241 59. 2 96 23. 6 1 0. 2 2
X = 3. 33
Reject 54 13. 3 14 3. 5 1 0. 2 d. f.=
' ‘ p. ) . 05
Total 295 72. 5 110 27.1 2 0. 4
Associate Degree
Accept 111 27.7 177 44. 2 45 11 .2
x2 = 1. 87
Reject 22 5. 5 33 8. 2 13 3. 2 d. f.= 3
P ) . 05
Total 133 33.2 210 52.4 58 14-4
Continuing Education
Accept 124 30. 8 198 49.1 14 3. 5 2
J x =8. 16
Reject '13 . 3. 2 49 12. 2 5 1. 2 d. f.=3
p < . 05
Total 137 34. 0 247 61. 3 19 4. 7
Manpower Development and Training
Accept 160 39. 7 165 40. 9 9 2. 2 2
‘ X =70. 64
Reject 10 2. 5 39 9. 7 20 5. 0 d.f. = 3
p < . 05
Total 170 42. 2 204 50. 6 29 7. 2

 

 

 

 

 

 

 

 

 

242

TABLE C-S
ITEM 6
COMPARISON OF ACCEPT-REJECT VARIABLE AND

STUDENT KNOWLEDGE OF PERSONS
ATEACHING IN MDT PROGRAMS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

, With knowledge Without knowledge I
Chelce . .
N % 1 N % Statistic
Accept 98 23. 9 242 59. 0 x2 = 3. 09
d. f. = l
Reject 13 3. 2 57 13. 9 p > . 05
Total 111 27.1 299 7 2.9
TABLE C-6
ITEM 6. l
COMPARISON OF ACCEPT-REJECT VARIABL'E
AND STUDENT APPRAISAL OF MDT
INSTRUCTOR COMPET ENCE
I ’ I
. Choice Competent Not corrygetent Don t know Statistic
N ”/0 N ‘70 N ‘70
Accept 85 69. 7 10 8. 2 11 9. 0
' x7- = 5. 33
Reject 10 8. 2 1 0. 8 5 4.1 d. f. = 2
p < . 05
Total 95 77.9 11 9.0 16 13.1

 

 

 

 

 

 

 

 

 

243

TABLE C-7

ITEM 6—3

COMPARISON OF ACCEPT-REJECT VARIABLE AND
STUDENT ASSESSMENT OF THE COMPATIBILITY
OF MDT FACULTY WITH REGULAR FACULTY

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ch Compatible ot co patible Don't know
. Sta . .
cice N % N lo N % tistic
Accept 73 58. 4 11 8. 8 26 20. 8 2
X - 6. 73
Reject 5 4. 0 2 l. 6 8 6. 4 d. f. =
p < . 05
Total 78 62.4 13 10.4 34 2.7. 2
TABLE C-8
ITEM 7

COMPARISON OF ACCEPT-REJECT VARIABLE AND
STUDENT REACTION TO THE DECISION TO INTRODUCE
MDT PROGRAMS AT THE UNIVERSITY

 

 

 

 

A mistake Good decision No opinion .
, Choice Statistic
Accept 4 1. 0 268 66. 5 62 15. 4 2
X =l71. 31
Reject 25 6.2 6 1. 5 38 9.4 d.£ = 2
P < . 05
Total 29 7. 2 274 68. 0 100 24. 8

 

 

 

 

 

 

 

 

244

TABLE (3-9

ITEM 8

 

COMPARISON OF ACCEPT-REJECT VARIABLE AND STUDENT
ATTITUDE TOWARD GOVERNMENT SUBSIDY OF
EDUCATION AND RETRAINING

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Agree with Disagree with
, . ' ‘ subsidy
Chalce 1 St t' t'
N % N % I a 13 1c
Education
Accept 315 78. 3 20 5. 0
. x2 = 6.48
Relect 57 14. 2 10 2. 5 d. f. = 1
p < . 05
Total 372 92. 5 3O 7. 5
Retraining of Workers
Accept 237 72, 5 45 11. 4
x2 =42.10
Reject 33 8. 3 31 7. 8 d. f. = 1
P < . 05
Total 320 80. 8 76 19. 2

 

 

 

 

 

 

 

TABLE C-10

ITEM 9

COMPARISON OF ACCEPT-REJECT VARIABLE AND STUDENT

SUPPORT TO EDUCATION

RATING CONCERNING CONTINUED GOVERNMENT

 

 

 

 

m,—
Remaln _
. Increase Decrease same Terminate Statistic
Chelce N % N % N % N %
Accept 239 59. 3 8 2. 0 76 18. 9 11 2. 7 x2 :11. 61
d. f. :3
Reject 46 11.4 .5 1.2 11 2.7 7 1.8 p < .05
Total 285 70.7 13 3.2 87 21.6 18 4.5

 

 

 

 

 

 

 

 

 

 

 

245

TABLE C-ll
ITEM 10
COMPARISON OF ACCEPT-REJECT VARIABLE AND

WHETHER STUDENTS WOULD ENTER MDT
PROGRAMS IF UNEMPLOYED

 

 

 

 

 

 

 

 

 

 

 

 

. Yes 1 N b Undecided
Chalce ‘ ’ ‘
N % N % . N % Statistic

Accept 283 70.1 9 2. 2 43 10. 7
. x‘2 =24.41

Reject 45 11.1 11 2. 7 13 3. 2 d. f.= 2

i p < . 05
Total 328 81. 2 20 4. 9 56 13. 9
TABLE C-12
ITEiM 13

COMPARISON OF ACCEPT-REJECT VARIABLE AND
STUDENT RESPONSE TO WHETHER THEY
BELIEVE REGULAR INSTRUCTORS SHOULD BE
EXPECTED TO TEACH IN THE MDT PROGRAMS

 

 

Should teach hould not teac
MDT program MDT Drogram Don't know

 

 

 

Chalce N % N % N % 1 Statistic
Accept 41 10.1. 224 55. 4 7o 17. 3 2
X = 7. 07
Reject 5 1.2 58 14.3 7 1.7 d.f. = 2
p < . 05
Total 46 . 11. 3 282‘ 69.7 77 19. 0

 

 

 

 

 

 

 

 

 

246

TABLE C-13

ITEM 14

COMPARISON OF ACCEPT-REJECT VARIABLE AND
STUDENT PERCEPTION OF MDT STUDENT

AND REGULAR ST UDENT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I Hi her About samL Low er Don't know
ChoiceJ J Statistic
fl _ % N E_ N 70 N ‘70
Ambition
Accept 47 11. 9 120 30. 3 67 17. 0 92 23. 3
x2 = 38. 08
Reject 3 0. 8 9 2. 3 37 9. 3 2 0 5. 1 d. f. = 3
‘ p < . 05
Total 50 12. 7 129 32. 6 104 26. 3 112 28. 4
Native Ability
Accept 13 3. 3 108 27. 3 94 23. 8 111 28.1 2
. X = 3.18
Reject 0 0. 0 22 5. 6 23 5. 8 24 6.1 d. f. = 3
p > . 05
Total 13 3. 3 l 30 32. 9 117 29. 6 135 34. 2
Educational Attainment
Accept 6 1. 5 21 5. 3 219 55. 5 80 20. 2 2
X = 0. 93
Reject 2 0.5 6 1.5 46 11.7 ‘15 3.8 d.f. = 3
p > . 05
Total 8 2. 0 27 6. 8 265 67. 2 95 24. 0
Socio-Economic Status
Accept 6 1. 5 52 13. 2 184 46. 7 83 21.1 2
X = 2.24
Reject 2 0.5 7 1.8 44 11.2 16 4.0 d.f.= 3
p > . 05
Total 8 2. 0 59 15. 0 228 57. 9 99 25.1

 

 

 

 

 

 

 

 

 

 

 

247

TABLE C- 14

ITEM 14.1

COMPARISON OF ACCEPT-REJECT VARIABLE AND
STUDENT CONTACT WITH MDT STUDENTS

 

 

 

 

 

 

 

 

 

 

With contact Without contact
Ch01ce N % N ,- % Statistic
Accept 124 30. 6 211 52.1 2
X = 1. 30
Reject 31 7. 7 39 9. 6 d. f. = 1
p > . 05
Total 155 38. 3 250 61. 7
TABLE C-15
ITEM 15

COMPARISON OF ACCEPT-REJECT VARIABLE AND STUDENT
ASSESSMENT OF THE RELATIONSHIP BETWEEN MDT
STUDENTS AND REGULAR STUDENTS

 

Will cause will cause

 

 

 

 

 

 

 

 

 

 

 

 

Will be . . .
accepted fruction p153?) gins Don't knowj Statist1c
Choice ,
N % N ”/0 N "/0 N ‘70
‘ Accept 194 48.5 128 32.q 9 2.2 o 0.0 x?- _ 27.31
(1. f. = 2
Reject 22 5.5 37 9. 10 2.5 0 0.0 p < .05
Total 216 54. 0 165 41. 3 19 4. 7 0 0. 0

 

 

248

TABLE C-16

ITEM 15.1

COMPARISON OF ACCEPT-REJECT VARIABLE AND STUDENT
RESPONSE TO WHETHER MDT STUDENTS SHOULD BE
SEPARATED IN HOUSING AND CLASSES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Separated in housing Separated in classes; Statistic
- Un- .
Choice Yes No dfigpde¢ Yes No decided (109311.15)
N % N % N % N % N % N % i 1:}; 0 7
Accept 85 21.0213.:-52...7 36 8.9 238 57.9 75 18.432 28 6.8 fClaése:)5
x‘2 =7. 80
Reject 3o 7. 26 65 14 3.5 60 14.6 6 1.5 4 1.0 d ~f~_ 2'
p < . 05
Total 115 28. 239 52.9 so 124 298 72.5 81 19.7 32 7.8
TABLE C-17
ITEM 18
COMPARISON OF ACCEPT-REJECT VARIABLE AND
STUDENT RESPONSE TO WHETHER FACULTY
SHOULD BE CONSULTED PRIOR TO MDT
PROGRAM COMMITMENT
_-——'-——_———.—_7—_—————
Y N D -' k-
Choice es 0 on t ”0‘” Statistic
N % N % N %
Accept 321 77. 9 1o 2. 5 11 2. 7 2
X = 1.0
Reject 66 16. o 3 0.7 1 o. 2 d f- = 2
,. P > . 05
Total 387 93. 9 13 3. 2 12 Z. 9

 

 

APPENDIX D

 

 

250

TABLE D - 1

TYPES OF MDT PROGRAMS AT MICHIGAN
TECHNOLOGICAL UNIVERSITY

 

Name of program Sections Duration in Weeks
Civil Engineer Aide-Surveyor 4 48
Forester Aide 4 48
Industrial Electronics 3 48
Draftsman 3 48
Diesel Mechanics 3 48
Tax Assessor 2 32
Lumber Grader 4 12
Head Sawyer 4 36

Saw Filer 3 36

APPENDIX E

 

252

TABLE E-l

MAP SHOWING LOCATION OF MICHIGAN
TECHNOLOGICAL UNIVERSITY

fl

0 v Michigan Technological University
Houghton

Branch Campus
Sault Ste. Marie

 

 

    

TY L,IF\RAP\ES

MALA‘GAN 51 AVE UNWERSI
1“ 11

1141112131“ 11311111

3

03145