A STUDY OF THE ADMINISTRATION OI-

MICHIGAN .IUNIOR COLLEGES

Thesis for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY
Donald E. Stanbury
1965

 

um: "h“ "' 4' "

ESIS I
T“ . LIBRARY

Michigan Sta-"J3
University

 

This is to certify that the

thesis entitled 7 I

A Study of the Administration of
Michigan Junior Colleges

presented by

Donald E. Stanbury ~ I

has been accepted towards fulfillment
of the requirements for I

Ph.D. degree in Education ’

,fi4,r-fi

\
s M f AW [51/

Majljr professor

 

Date November 11, 1965

 

0-169

ABSTRACT

A STUDY OF THE ADMINISTRATION OF
MICHIGAN JUNIOR COLLEGES

by Donald E. Stanbury

The purpose of this study was to analyze and compare
administrative organizations and Operational patterns of
Michigan junior colleges. This study was confined to the
public community or junior colleges as listed by the
Department of Public Instruction of Michigan and the Junior
College Directory of the American Association of Junior
Colleges. It included only those schools that were in
Operation during the 1964-1965 school year and who were
actually serving students. Eighteen schools were involved
in the study.

Letters were written to the President of the Michigan
Association of Junior Colleges and the President of the
Michigan Council of Community College Administrators requesting
their assistance and_support of the study. Both responded
and gave approval on behalf of their respective organization.

The related literature was reviewed to determine how
extensive this problem or related problems had been researched
or studied. The following aspects were pursued: (1) His-
torical deveIOpment of educational administration, (2)
Administration: concepts and theories, (3) Administrative
organizations: types, structures, and functions, and (4)
Changing concepts of organization and trends in administra-

tion.

Donald E. Stanbury

An information type questionnaire was develOped and
mailed to the top official of each institution. Data con-
cerning the existing organizational structures and existing
operational patterns were analyzed along with the relation-
ship between organizational structures and operational pat-
terns. The question was also asked as to what the Operative
factors were in establishing organizational structures and
Operational patterns. A letter asking for organizational
charts, a list of administrative duties, and a list of
committees and their functions accompanied the questionnaire.

As a result of this information, the investigator was
able to make pertinent recommendations for organizational
improvement and to supply data as a basis for further study
in aiding the community college movement in Michigan. Fore-
most, was the develOpment of an organizational chart that
could serve as a guide in the reorganization of junior col-
leges and the establishment of new junior colleges in
Michigan. In connection with this recommendation, the
investigator suggests that (l) the Michigan Council of Com-
munity College Administrators undertake a study to establish
guidelines for titles and duties of administrative officials,
(2) that job Specifications be analyzed to prevent overlapping
of duties and to prevent one administrator from functioning
in other areas of administration, (3) that there be an ex-
tensive application of administrative theory in organizing
and reorganizing administrative structures, and (4) that the

Michigan Association of Junior Colleges undertake a program

Donald E. Stanbury
that could result in involving more faculty in the decision

making process of the junior colleges in the state.

A STUDY OF THE ADMINISTRATION OF

MICHIGAN JUNIOR COLLEGES

,(
«3
Donald E. Stanbury

A THESIS

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

DOCTOR OF PHILOSOPHY
Department of Administration and Higher Education

1965

AC KN OWLE D GME N TS

The writer wishes to express his gratitude and appre-
ciation to Dr. Harold J. Dillon who served as his advisor
and friend throughout. His advice, wit, encouragement, and
guidance will never be forgotten.

In addition, the author is grateful for valuable as-
sistance received from Dr. Clyde M. Campbell, Dr. Jay W. Artis
and Dr. George R. Meyers.

The author wishes to recognize the contribution of his
parents, Mr. and Mrs. Edward G. Stanbury, who put a little
something in us, whether hereditary or environmental, to
achieve this goal. The contribution of my twin, Harry,
sharing common goals and aspirations and graduating together
is certainly a high point of our lives.

To my wife, Norma, a special thanks for your help and
encouragement and to my children, thanks again for letting
Daddy study when you really wanted to play. This was all

done for you.

ii

TABLE OF CONTENTS

ACKDIOPILEDGIENTS o o o o o o o o o o o o 0

CHAPTER

I.

II.

III.

IV.

IT‘ITRODUCTIOEI . o O . o Q Q 0 o 0

Significance of the Study .
Purpose of the Study .
Delimitations . . . .
Definition of Terms .
Methodology . . . . .

The Organization of the Re aining Ch pters .

REVIEW OF RELATED LITERATURE . 0

Historical DevelOpment of Educati
Administration . . . . . . .

onal

Administration: Concepts and Theories . . .
Administrative Organizations: Types,

Structures and Functions . .

Changing Concepts of Organization and

Trends in Administration . .
Summary . . . . . . . . . . . .

ORGANIZATIONAL STRUCTURES IN MICH
COMMUNITY JUNIOR COLLEGES . . 0

Background Information . . . . .

IGAN

Junior College Administrative Structures . .

The DevelOpment and Organization
Administrative Structures . .
Titles of the TOp Administrative
Michigan Junior Colleges . .
Summary . . . . . . . . . . . .

OPERATIONAL PATTERNS IN MICHIGAN
JUNIOR COLLEGES . . . . . . . .

Administrative-Faculty Committees

Lay Committees . . . . . . . . .
Sumary O O O O O O O O O O O 0

iii

of

Echelons of

Page

ii

I'-'

15
19

23
28
35
38

39
49

52
60
77
'80
81

9O
91

CHAPTER

V.

PATTERNS IN

Factors
Faculty
Factors
Factors
Summary

VI.

Recommendations

APPENDIX . . .

BIBLIOGRAPHY .

Concerned With Administration
Personnel Factors
Involving Communication
Dealing With Policy

iv

CONCLUSIONS AND RECOMMENDATIONS

OPERATIONAL FACTORS IN ESTABLISHING
ORGANIZATIONAL STRUCTURES AND OPERATIONAL
MICHIGAN JUNIOR COLLEGES

Page

93
93
96
101
102
105
107
111
114

135

CHAPTER I

INTRODUCTION
Significance of the Study

The past few years have shown tremendous growth in
terms of student enrollments for all of the Michigan
junior colleges. In 1956 there were 15 public community
junior colleges with a combined enrollment of 16,327
students.1 The 1965 Junior College Directory states that
in 1964 there were 18 public community junior colleges
with a combined enrollment of 48,605 students.2 Even
while this investigator is conducting research dealing
with the 18 Michigan junior colleges in Operation during
the 1964-1965 school year, six more community colleges
are being established bringing the total to 24. The
majority of these newly established community colleges
are planning to Open their doors to students in the fall
of 1965.

Governor Romney's Blue Ribbon Committee on Higher
Education, after an extensive study, prOposed Community

College Centers and Districts for the State of Michigan.

 

1Gerald W. Boicourt, Community College Primer,
prepared by the Community College ServICe, Wayne State
University, Detroit, Michigan, 1958, p. 3.

21965 Junior College Directory, American Asso-
ciation of JunIOr ColIeges, Washington, D. C., 1965.

-1-

-2-

This so called ”Blue Ribbon Report" is now in the hands

of the newly elected State Board of Education and its
sub-group, the Advisory Council for Community Colleges.
Whether or not the Advisory Council will follow in detail
the prOposals, which in a sense comprise a Master Plan

for Higher Education in Michigan, remains to be seen.
Material from the Blue Ribbon Report are included in
Appendix A by the investigator for two specific reasons:
(1) to show the magnitude and potentialities of the
community college growth in Michigan based on current re-
search, and (2) to have as documented evidence the seeds
of a state plan for higher education for community colleges
in Michigan in order that future readers of this disserta-
tion may make comparisons to see if these plans have been
formulated and carried out.

The potential enrollment by districts for 1970 (as
reported by the Blue Ribbon Committee) total 94,350 stu-
dents, which is a 94 percent increase over 1964. The 1975
figures project a total of 110,360 students, which is a
17 percent increase over 1970.

The increased student enrollments and the organiza-
tion and re-organization of new and current Operating
community colleges will have concomitant effects on all
aspects of the total complex of college Operations, in-
cluding administrative organizations of these colleges.

The officials of these new emerging colleges will be

-3-

looking for leadership and advice from the older members of

the college community for answers to administrative organiza-

tions.

They are not alone in their concern, however, admin-

istrators of the community colleges now in existence have

expressed concern regarding the problems related to their

present organizational structures. Blocker refers to this

when he says:

Internally, the two-year private and
public colleges have not demonstrated
outstanding leadership in the imple-
mentation of new concepts of adminis-
trative organizations and functioning.
College administrators have been slow
to recognize that, as the roles of
their colleges expand both in terms of
programs and in number of students
served, administrative organization and
relationships must be adapted to new
needs within their institutions. This
may be, in part, the result of the con-
servative nature of boards of control,
whose values and attitudes are not
necessarily consistent with rapidly
changing organizational and educational
needs. On the other hand, it may reflect
the basic conservatism of faculty and
administration-the desire to build col-
leges which conform to traditional col-
lege and university patterns.

Blocker and Campbell allude to the problem when they

mention that:

It may be true that junior colleges are
carrying out their functions under their
current administrative structure. The
question to be considered is whether

these same institutions could move forward

 

lClyde E. Blocker, Robert H. Plummer, Richard C.

Richardson, The Two-Year College: A Social Synthesis,
Englewood Cliffs, New Jersey: Prentice-HalI, Inc., I965,

p.

197.

 

-4-

faster and on a higher qualitative level
if another type of administrative struc-
ture were set up for them. Many of our
public and private organizations function
reasonably well, sometime because of the
adequacy of the organization and the
personnel which carries on the work, and
sometime in spite of a defective struc-
ture which, impelling the smooth func-
tioning of the group, does not cause a
complete breakdown of the organization.

Medsker further points out that:

The control pattern must be such as to
recognize an institution as an entity with
a character which it must achieve through
pursuit of goals. In other words, each
institution is a personality which like

a human being has - or should have -
hopes and ambitions to be fulfilled, and
if not fulfilled, will wither and leave
the institution sterile. This would

seem particularly applicable to an agency
such as the community college with its
many avowed purposes and objectives.
Whatever the control, the entity and
dignity of the institution must be pre-
served.2

Marvin Knudsen discusses the problem of administra-
tive study of community colleges in the sixties when he
stated:

The pattern of organizations for adminis-
tration Of junior colleges is as varied

and as confusing as can be found in any
social organization. Serious study must

 

1Clyde E. Blocker and Henry A. Campbell, Attitudes
of Administrators Toward the Administrative Organization of
PEBIic Juniorgglleges in Seven States, Austin,—Texas:
University Of’Texas, l , p. .

2Leland L. Medsker, Patterns for the Control of
Community Colleges, Establishing LegaI Basis for Community
Colleges, Waghington, D. C.: American Association of Junior
Colleges, 1961, p. 15.

 

-5-

be givin to this problem on a grand
scale.

Institutions, regardless of their purposes, are based
and grown out of the needs of the people they serve. They
are continually growing, contracting, or changing in reac-
tion to shifts in the forces of society and the evolving
attitudes and needs of individuals and groups. Such is the
nature of the junior college. This comparatively young
institution is a part of a significant change reflecting,
in part, the massive and rapid changes which are taking
place in the state of Michigan, in the United States, and
the world-at—large. Never before in the history of mankind
has any segment of education been called upon more to edu-
cate large numbers of students in the state of Michigan.
The students should be educated in a most economic and
efficient manner. Therefore, it is hOped that this study
will help in effecting a more efficient and well organized
system of administration for the Michigan Junior College

movement.
Purpose of the_Study

The purpose of this study, therefore, was to analyze
and compare administrative organizations and Operational

patterns of Michigan junior colleges in order to make

 

1Marvin Knudson, "The Junior College in the Decade
Ahead," Junior College Journal, XXX (February, 1960), p. 14.

-5-

pertinent recommendations for organizational improvement

and to supply data as a basis for further study in aiding

the community college movement in Michigan.

The following questions were asked:

1.

2.

Jhat were the implications of the
related literature to the study?

What are some of the existing organi-
zational structures in Michigan
junior colleges?

What are the existing Operational
patterns in Michigan junior colleges?

What was the relationship between
organizational structures to opera-
tional patterns?

What factors are operative in estab-

lishing organizational structures
and Operational patterns?

Delimitations

This study was confined to the public community or

junior colleges as listed by the Department of Public In-

struction of Michigan and the Junior College Directory of

the American Association of Junior Colleges. It included

only those schools that were in Operation during the 1964-

1965 school year and who were actually serving students.

The following is a list of those schools included in this

study:
Alpena Community College Delta College
666 Johnson Street University Center, Michigan

Alpena, Michigan

Flint Community Junior College

Bay de Noc Community College 1401 East Court Street
Escanaba, Michigan Flint, Michigan

-7-

Gogebic Community College Lansing Community College
Ironwood, Michigan 419 North Capitol Avenue
Lansing, Michigan
Grand Rapids Junior College
143 Bostwick Avenue, N. W. Macomb County Community College
Grand Rapids, Michigan 22240 Federal Avenue
Warren, Michigan
Henry Ford Community College

5101 Evergreen Road Muskegon County Community
Dearborn, Michigan College
756 Emerald Street
Highland Park College Muskegon, Michigan
Glendale at Third
Highland Park, Michigan North Central Michigan College

Petoskey, Michigan
Jackson County Community

College Northwestern Michigan College
514 Wildwood Avenue 1701 East Front Street
Jackson, Michigan Traverse City, Michigan
Kellogg Community College Port Huron Junior College
450 North Avenue 323 Erie Street
Battle Creek, Michigan Port Huron, Michigan
Lake Michigan College Schoolcraft College
711 Britain Avenue 18600 Haggerty Road
Benton Harbor, Michigan Livonia, Michigan

Although there are basically two forms of administra-
tive organization in the junior colleges, formal and infor-
mal, this study involved only the formal organization. In-
formal organizations could be the basis for another important
study.

Blau and Scott1 define the formal organization as, ”any
organization which has been set up to accomplish stated ob-
jectives requiring collective effort on the part of many

individuals.“

 

lPeter M. Blau and w. Richard Scott, Formal Or-
ganizations, San Francisco, California: Chandler PuBIisHing
Company, 1962.

-8-

Weinerl mentions, "The purpose of all organizations
is to deal with a set of externally imposed conditions
which the individual is incapable of handling by himself
and which require integration of his activities with the
activities of others. If the organization is to succeed,
the individual must replace his independence and autonomy
of functions with cooperative actions dealing with external w”

conditions.

Definition g£_Terms

 

For the purposes of this paper, the following terms
were used as defined below:
1. Junior college, two-year college, and community college:
These terms are to be used interchangeably to apply to an
institution which offers two years of post-high school
education encompassing the college-transfer, the terminal,
and the community services programs.
2. Administrative Organizations: Administrative organiza-
tion is the impersonal system which arranges administrative
personnel in such a way that their coordinated efforts
effect the accomplishment of determined goals through the
assignment of specific duties and responsibilities.

3. Operational Patterns: Operational patterns are those

 

1Milton G. Weiner, ”Observations on the Growth of
Information-Processing Centers,” Rand Paper P-529, Los Angeles,
California: The Rand Corporation, May, 1954.

-9...
inter-personal relationships, such as exhibited in commit-
tee structure, within the administrative organization which
exerts influence on the organization.
4. Line and Staff Organization: “Line organization is
basically simple in that it involves a direct flow of au-
thority upward and downward. A line Officer has power and
authority over subordinates. He is a generalist who exe-
cutes administrative actions.

Staff officers do not stand in the direct line of de-
scending or ascending authority. They can be divided into
three types in relation to the functions which they perform:
service, coordinative, and advisory."1
5. Vertical and Horizontal Organization: "(a) Vertical
organization is the embodiment of the scaler chain which
functions to channel authorities and reaponsibilities
within the administrative organization binding together
the various levels as parts and sub-parts of the entegrated
work unit: (b) Horizontal organization refers to levels in
the administrative organization which result from grouping
positions horizontally in terms of approximately equal

status."2

 

/..

/
1Daniel Griffiths, David Clark, D. Richard Wynn,
and Lawrence Iannaccone, Modern Practices and Concepts of

Staffin Schools, Albany, New York: COOperative DevelOpment
of PEBIic SchoI Administration, 1956, pp. 8-9.

2American Association of School Administrators,
Professional Administrators for America's Schools, Thirty-
eIghth Yearbook, 1960, p. 257.

 

-10-
6. Formal Organization: Formal organization refers to

the total line and staff chain of command. It puts an
empasis upon structure. The structure is intended to pro-
vide for the assignment of Specified duties and responsi-
bilities to personnel and to establish definite relation-
ships among persons in different positions. The formal
organization also consciously provides for regular channels
of communication, for coordination and control of the
activities of the members, and for means of evaluating the
effectiveness of the enterprise.1
7. Informal Organization: Informal organization refers to
the system of interpersonal relations in the organization

that affect decisions within it but either are omitted from

the formal scheme or are not consistent with that scheme.2
Methodology

The following presents the methodology used in this
study:
1. A letter was written to the President of the Michigan
Association of Junior Colleges (M.A.J.C.) and another letter
was written to the President of the Michigan Council of

Community College Administrators (M.C.C.C.A.) requesting

 

1Roald F. Campbell and Russell T. Gregg, editors,
Administrative Behavior in Education, New York: Harper &
Brothers,APublishers, 1957, p. 287.

2Herbert A. Simon, Administrative Behavior, New
York: MacMillan, 1950, p. 148.

-11-
their assistance and support of this study. Both Dr.
Charles Donnelly, President of M.A.J.C. and Dr. Robert
Turner of M.C.C.C.A. gave their approval and support on
behalf of their reSpective organizations.
2. The related literature was reviewed to determine how
extensive this problem or related problems had been re-
searched or studied. Government and public administration
literature was reviewed to relate the degrees of inter-
relatedness with the field of educational administration
and organization. Current concepts of administration and
administrative theory were also studied.
3. An information type questionnaire was developed and
mailed to the tOp official of each institution involved
in the study. Data as to the size of the college, number
and types of administrators, number and types of committees,
departmental organization, functions of each, and other
material related to the study were recorded.
4. The questionnaire was mailed to the school officials on
July 17, 1965 with a letter asking for the following in-
formation:

1. Current college catalog.

2. Organizational chart.

3. Duties of all administrators.

4. List of committees and their re-

Spective functions.

5. Materials such as class schedules, faculty handbooks,

and administrative policy manuals were requested.

6. The findings were collated and tables developed from

-12-

the information gained from all the material collected,
based on the purposes of the study and prOposed questions.
7. Organizational charts were developed.

8. Personalized letters were mailed to all administrators
who participated in the study thanking them for their

COOperation.
The Organization of the Remaining_Chapters

Chapter II of this study presents a review of the re-
lated literature on administrative organization in education
with emphasis on related interdisciplinary knowledge. The
following aspects were pursued: (1) Historical develOpmentS,
(2) Administrative: concepts and theories, (3) Administra-
tive organization, structure and functions, (4) Changing
concepts of organization trends in administration, and (S)

a summary. .

Chapter III is devoted to the organization structures
of Michigan community and junior colleges. The develOpment
of Michigan junior college line and staff organizations and
their duties have been noted and analyzed.

Chapter IV is concerned with the Operational patterns
which include the various lay committees and college com-
mittees.

Chapter V is devoted to the investigator bringing
forth the Operative factors in establishing organization

structures and patterns.

-13-
Chapter VI summarizes the data as brought out in the study.
Conclusions are forthcoming as well as recommendations for
improving the administration of Michigan junior colleges as

based on research.

CHAPTER II

REVIEW OF RELATED LITERATURE

Literature relating to the administrative Operational
patterns of Michigan junior colleges is practically non-
existent, although in the past four or five years a number
of articles have appeared which depict Specific problems of
the state's junior colleges and programs of individual
schools. In as much as these programs are a vital part of
the integral educational setting, they do have a bearing
on administration. Likewise, there is a dearth of litera-
ture dealing directly with the administrative and Opera-
tional patterns of the two-year college. There also are
indications that during the last four or five years there
has been an increased interest in this area as evidenced by
a few recent publications. Noteworthy among these is
Blocker, Plummer, and Richardson's contribution, a section
of which offers a fresh look at junior college administra-
tion.1

In view of the void of material related eXplicitly to
the content of subsequent chapters, it is necessary to turn
to the literature of educational administration in general.
In contrast to the lack of published material relating to

the tOpic delimited in this paper, there are abundant

 

lBlocker, 25‘31., Op. cit.

-14-

-15-
references expounding on the broad and controversial tOpic
of educational administration. COpious and diffuse view-
points about the subject of administrative organizations
are to be found in the literature. As subtle as it is
diffuse, the review of literature as presented in this
paper does have an alliance with the data revealed in this
study. The following aspects were perused: (1) Historical
development of educational administration, (2) Administra-
tion: concepts and theories, (3) Administrative organiza-
tions: types, structures, and functions, (4) Changing con-
cepts Of organization and trends in administration, and
(5) Summary.
Historical Development of
EducationaI’Administration

The literature on educational administration is con-
spicuously barren in historical accounts of the origin and
develOpment of leading officers in public school administra-
tion. One is forced, thus, to view the origins of educa-
tional administration from a survey of the development of
administration in general. AS Campbell, Corbally, and
Ranseyerl phrase it:

To understand educational administration,
one needs to get some sense of the de-

velOpment of administration generally.
This may be found in treatises on public

 

lRoald F. Campbell, John E. Corbally, Jr., and John
A. Ramseyer, Introduction to Educational Administration, Second
Edition, Boston: Allyn and Bacon, Inc., 1962, pp. 60-61.

-15-
administration, business management,
industrial psychology, military
leadership, and in other writings.
Analysis in all of these settings has
dealt with mobilizing the efforts of
a number of peOple toward the achieve-
ment of a common goal.

Activating members of a group toward
a common objective is as old as history
itself.

However, it is generally concluded that the first or-
ganized effort to develOp administrative procedures was a
movement during the late sixteenth century through the
eighteenth century by the Cameralists, German and Austrian
professors who donated their time and knowledge to the

administration Of public affairs.1 Parallel movements were

seen to develOp in other EurOpean countries and showed up

in America as lay committees began the supervision of the

colonial schools. For nearly two hundred years the organi-

zation and management of our schools was the function of

town selectmen. The activities of these lay groups was the

basis for the current pattern of educational administration.
The organization of school systems became more complex

as they increased in size so that the lay officers of boards

of education began to seek professional assistance in the

organization, administration, and supervision of local schools.

This practice of appointing representatives of boards of

 

1Albert Lepawski, Administration, New York:
Alfred A. KnOpf, Inc., 1949, pp. 77-106.

 

-17..
education began in the mid-nineteenth century, but the
school administrator was a rarity until after the Civil
War. In the latter part of the century there was a rapid
increase in the number of administrators.

These early administrators must have
frequently found themselves in the
situation of being charged with a
responsibility without the means or
authority to fulfill it. Even a
cursory study of this period would
reveal that this delegation of re-
sponsibility and authority by boards

of education under a policy of tem-
porary eXpediency resulted in an
almost chaotic condition, because the
functional Operation of school
administration was not built on the
foundation of any basic theory. It was
a Situation in which Operation preceded
theory, or, in other words, school
administration Operation outran what
meager theory did exist in the attempt
to meet the needs of the expanding
educational system.

A common theory of Operation develOped in the early
twentieth century as the business and industrial climate
and the scientific management movement demanded efficiency
and expediency. The schools, trying to meet the needs of
larger and larger school systems, fell under the influence
of private business corporations and COpied their theory of
organization - that of "line and staff." W. W. Charters, Jr.,
disagrees with this position:

We find in error the position of some

observers who decry the school's in-
clination to take over from business

 

lAlfred Skogsberg, Administrative Operational
Patterns, New York: Bureau of Publications, Teachers College,
CqufiEia University, 1950, p. 3.

-13-
and the military 'the line-and-staff'
pattern of administrative organiza-
tion. The authority structure was
not arbitrarily imported into the
school. If a similarity exists, it
is due to the similarity of organiza-

tion problems with which the enter-
prises must COpe.

This type of organization produced an administrative hier-
archy which was dogmatic in nature and had authoritarian
control over the schools.

There have been several attempts to broaden this con-
cept of administration so that it could incorporate the
findings of the social sciences, and also, to change it SO
that it would not be in conflict with the concept Of democ-
racy. The last twenty years Specifically have seen a great
deal of ferment in school administration. Moore states that
"perhaps the chief contribution of the period 1947-1963 was
its success in focusing the spotlight on educational adminis-

2

tration. During this period the Co-operative Program in

Educational Administration established that administration

is a scientific StUdY-3 Another of Moore's comments perti-

nent to this period is:

 

1W. W. Charters, Jr., ”An Approach to the Formal
Organization of the School,” Behavioral Science and Educational
Administration, p. 260. The Siity-third Yearbook of the
National Society for the Study Of Education, Part II, Chicago:
The University of Chicago Press, 1964.

 

2Hollis A. Moore, Jr., "The Ferment in School Admin-
istration,“ Behavioral Science and Educational AdministratigpL

OE. Cito' pp. 3I-320
31bid., p. 32.

-19-

It seems to say that there is indeed
a new breed of leader in school ad-
ministration. Typically, he is on
the faculty of a multi-purpose uni-
versity which prepares school ad-
ministrators, he is a student of the
behavoral (behavioral, sic.) sciences
and he is an interpreter of research
applied to educational processes and
institutions.1

Administration: Concepts and Theories

 

With all of the many social, scientific, cultural,
industrial, political and economic forces of the years since
World War II focusing attention on administration, educators
and social scientists have become intensely concerned with
the concepts and theories Of educational administration.
Although a variety of terms have been used to describe it,
there has not been a wide variance among authors on the
broad concept of educational administration. Fox, Bish,
and Ruffner wrote in 1947 that "educational administration
is a service activity through which the objectives of the
educational process may be effectively realized."2 Of note
here is that the above definition considers administration
as an activity, not as an entity whose purposes are self-
contained. A similar definition is taken from Knezevich:

School administration is defined as a

process concerned with creating,
maintaining, stimulating, and unifying

 

11bid., p. 23.

2James H. Fox, Charles E. Bish, and Ralph W. Ruffmer,
School Administration: Princi les and Procedures, New York:
Prentice-Hail, InC. [194 p p. 20

-20-

the energies within an educational
institution toward realization of the
predetermined objectives.1

Still another statement of the meaning of educational ad-
ministration comes from Campbell, Corbally, and Ramseyer:

...the central purpose of administration
in any organization is that of coordina-
ting the efforts of peOple toward the
achievement of its goals. In education,
these goals have to do with teaching and
learning. Thus, administration in an
educational organization has as its
central purpose the enhancement of
teaching and learning.2

Each of the above definitions places an emphasis on the
activity of groups to bring about desired goals of an organ-
ization. Other authors, however, have been more concerned
with the definition and nature of the goals. Considering
the develOpment of human qualities as a goal, Gregg wrote
the following:

Educational administration is the
process of integrating the efforts
of personnel and of utilizing
appropriate materials in such a

way as to promote effectively the
develOpment of human qualities.

This definition reflects the influences of the social sciences

and the rapid changes that have occurred in them in the last

 

1Stephen J. Knezevich, Administration of Public
Education, New York: Harper and Row, PuinShers, 1962, pp.12-l3.

 

2Campbell, Corbally, and Ranseyer, Op.cit., pp. 75-76.

3Russell Gregg, ”Administration," Encyclopedia of
Educational Research, Third Edition. New York: The MacMillan
Co., 1960, p. 19.

-21-
two decades. In the research and findings of the social
sciences can be seen the stimulus and the recent origin Of
the quest for theory in educational administration.

In 1950, Jesse B. Searsl published The Nature of the

 

Administrative Process in which he approached educational
administration from a theoretical point of view. However,
this was not an indication of the dominance of widespread
interest in the subject. On the contrary, the period was
marked by the prevalent attitude that theory was impractical,
ephemeral, and just plain nonsense.2 The main problem
seemed to lie in the confusion of what constitutes a theory.
The misunderstanding about the use of the term was found in
its synonymous use with “speculation,” ”supposition,” “ideal,"
or in the context of a dream, a philOSOphy, a taxonomy, or
common sense.3 In an effort to bring about a common accept-
ance of terminology and a mutual understanding, definitions
of theory began to appear in the writings of scholars of

administration. Griffiths4

suggested that the definition
of theory by Fiegl be accepted:

In order to provide for a terminology

 

1Jesse B. Sears, The Nature of the Administrative
Process, New York: McGraw-Hill Book Co., 1950.

2Campbell and Gregg, op. cit., p. 355.

3Daniel E. Griffiths, ”The Nature and Meaning of
Theory,” Behavioral Science and Educational Administration,

Op. cit., pp. 95:96.
41bid., p. 98.

-22-

which will not constantly involve us

in a tangle of confusions, I propose

to define a "theory” as a set of
assumptions from which can be derived

by purely logico-mathematical pro-
cedures a larger set of empirical laws.
The theory thereby furnishes an explana-
tion of these empirical laws and unifies
the originally relatively heterogeneous
areas of subject matter characterized

by those empirical laws. Even though

it must be admitted that there is no
Sharp line of demarcation (except a
purely arbitrary one) between theoretical
assumptions and empirical laws, the
distinction, at least in the sense of a
graduation, is illuminating from a
methodological point of view.

One more terminological suggestion may
help: Let us speak of scientific ex-
planation wherever more specific or more
descriptive statements are derived from

more general or more hypothetical
assumptions.

The authors of Introduction to Educational Administration
have chosen as their definition of theory that of Albert
Einstein's which presents theory as a process of thinking
whereby we describe reality more and more accurately.2

with the attempts to define theory have come attempts to
formulate theories of educational administration. Conse-
quently, quite a number of theories of administration can be
found in the writings of recent years. Griffiths has analyzed

eight such theories - four in educational administration and

 

1Herbert Fiegl, “Principles and Problems of Theory
Construction in Psychology," Current Trends in PS chological
Theory, Pittsburgh: The University of Pittsburgh Press, 195I,

p. 182.

2Campbell, Corbally, Ramseyer, op. cit., p. 86.

-23-
four in general administration.1 Other theoretical points
of view are presented in Administrative Theory in Education.2
Also, a categorization of several theories has been made by
March and Simon.3 With theories a well established fact in
the realm of educational administration the next logical step
is to consider how they are put into practical applications.
This is largely determined by the structure of the adminis-
trative organization.

Administrative Or anizations: Types,

Structures and Functions

In the discussion of administration,

organization is subsumed. It is a

vitally important suthpic of the

subject of administration, since

administration is concerned with the

control and direction of living in a

social organization. What is meant

by organization? First, we Should

recognize that we are concerned with

two types of organizations, the formal

and the informal.4

The many approaches to these two types of organizations

found in the writings on administration present a dichotomy

which is very diffuse in nature. In the literature are the

 

1Daniel E. Griffiths, Administrative Theory,
New York: Appleton-Century-Crofts, Inc., 1959?

2Andrew W. Halpin, editor, Administrative Theqry in
Education, Chicago: Midwest Administration Center, University
of Chicago, 1958.

 

3James G. March and Herbert Simon, Organization,
New York: John Wiley and Sons, 1958.

4Halpin, op. cit., p. 126.

--.j" . -—"

-24-
terms, ”democratic” and autocratic," "centralized” and
”decentralized,” "mature" and "immature,“ "flat" and
"pyramidal,” “vertical” and “horizontal,” and ”line" and
”staff." Actually, all of these terms are a means of de-
scribing the structure, which has been develOped to achieve
certain purposes, Of a formal organization.

In very formal organization there is an informal organ-
ization which grows from the interpersonal relationships of
the people who are a part of the formal organization, and
which develops as a structure of personalities rather than
of authority or function. It is a dynamic structure composed
of Special interest groups and as such it can affect deci-
sions made in the formal organization. Bidwell has described
the informal organization as a patterning of roles for the
purposes of fulfilling needs and attaining purposes specific

1

to a sub-group of staff members. The central theme in the

literature on informal organizations is that they are a
reflection of the spontaneous efforts of individuals and sub-
groups tO direct or control the conditions of their existence.

It is apparent that the informal
organization cannot be planned in

the same sense that the formal organ-
ization can, but the administrator

can be cognizant of the inter-personal
needs of members of the organization
and make provisions to satisfy these
needs as much as possible in the

 

1Charles E. Bidwell, "A New Dilemna in Administra-
tion," Harvard Educational Review, XXVI (Fall, 1956), 388-389.

-25-
formalized arrangement.l

How goals are accomplished, purposes achieved, and the
actual process of administering are brought to a focal point
in the formal structure of an organization. The structure of
a formal organization is determined by the way decisions are
to be implemented, the functions to be effected. The func-
tions of administration have been variously grouped. Henri

Fayol's functional analysis has been restated in 1937 by

GUIiCkz as POSDCORB (planning, organizing, staffing,directing,

coordinating, reporting, and budgeting). In 1950, Sears3

discussed the following "elements” of the administrative
process: (1) planning, (2) organizing, (3) directing, (4)
coordinating, and (5) controlling. In 1951, Ordway Tead4

in the Art of Administration presented still another

 

grouping, though similar to Gulick's, of the functions con-
stituting the administrative process. In the last few
years, the COOperative Program in Educational Administra-
tion has given much attention to the study and analysis of

the administrative functions. Seven components of the

 

1Campbell and Gregg, op. cit., p. 289.

2Luther Gulick and L. Urevick, editors, Papers on
the Science of Administration, New York: Institute of Public
Administration, 1937, p. 13.

3Sears, Op. cit.

4Ordway Tead, Art of Administration, New York:
McGraw-Hill Co., 1951, p. 105.

-25-
administrative process as discussed by Campbell and Gregg1
are (l) decision making, (2) planning, (3) organizing, (4)
communicating, (5) influencing, (6) coordinating, and (7)
evaluating. There are still other modifications of these
listings to be found in current literature, but it is
generally agreed that it is the method of implementation of
the functions which make up the administrative process and
give form to the organizational structure.2

In a "line staff“ structure decisions are made on a
highly centralized basis and is characterized by a hier-
archial form of control which is authoritarian in nature.
It is this vertical type of Operational pattern which exists
almost completely in American school systems. The "line

officers are those peOple to whom the board of education

has delegated power.”3 They are generally competent in
many areas, as Opposed to ”staff“ officers, who are specialists
or experts in a particular areas and whose duty it is to aid,

assist, and advise the line Officials. Another means Of

 

1Campbell and Gregg, Op. cit., pp. 273-317.

2Note: Parsons has this comment: "Perhaps the
appropriate type of organization will be determined by the
type of function the organization performs in the system of
which it is a part. But though true, this formula by itself
is wholly inadequate, for it fails to discriminate the various
levels of differentiation from subsystem to subsystem which
exist in a complex society." Talcott Parsons, "Some Ingredients
of a General Theory of Formal Organization,” Halpin, Op. cit.,
p. 70.

3Daniel E. Griffiths, Human Relations in School
Administration, New York: Appleton-Century-Crofts, Inc.,
1956, p. 306.

-27-
expressing this idea of hierarchy is to refer to the
structure as pyrimidal. It implies a pattern which rises
to a high apex with numerous levels of authority. The
terms "authoritarian“ and “centralization" are applicable
to the apex.

An Operational pattern which reflects democratic
control and has as its basis of decision decentralization
is referred to as ”horizontal," or “flat."

Flat organizations are characterized

by fewer managerial levels, larger spans
of control with more peOple responsible
to a Single authority and less vertical
communication. In flat organizations,
considerable decision-making authority
is vested in administrative officials

at all levels.1

Clear verbal descriptions and diagrams of the above
organizational structure can be found in Organizing Schools
for Effective Education.2 In Spite of the neatness of
available diagrams and seemingly clear-cut definitions of
administrative structures, harmony of thought regarding
the nature of such structures is not the rule. The de-
scription of organizations as "mature" and "immature” is

another indication of the many new approaches to the

concept of organizational structure.

 

1E. C. Stimbert and Archie R. Dykes, "Decentraliza-
tion of Administration,“ Phi Delta Kappan, XLVI (December,
1964) p. 175.

2Daniel Griffiths, David Clark, D. Richard Wynn,
Or anizing Schools for Effective Educatipp, Danville, Illinois:
THe InterstateTPrinters and PuinShers, Inc., 1962, possim.

 

-23-

ChangingConcepts of Organization and
Trends in Administrafion

The concept of the mature and immature organization as

presented bY Bartkyl calls attention to the conflict between
the advocates of the conservative, traditional structures
embodying delegated authority and the present day advocates
of the structures emphasizing psychosocial interactions.

Mature organizations become the reflexes
and the established and acceptable habits
of a democratic society. Society employs
them to care for its necessary routines
and to provide for its basic needs.
Society does not suggest to these or-
ganizations that they devote any great
effort to an examination and reconsidera-
tion of their purposes. It insists that
they accept its delegated leadership.
Hence, mature democratic organizations
are not miniatures of democratic society
and might, because of this fact be
labeled autocratic by those who do not
consider their birthright.

With the context of this definition in mind Bartky
maintains that the two-year college is a mature organiza-
tion and that the accepted administrative pattern of faculty
and staff participation is not apprOpriate in the two-year
college.3 In the same article he further states that

”immature organizations become the laboratories for a

 

1John Bartky, ”The Nature of Junior College Adminis-
tration,“ Junior College Journal, XXVIII (September, 1957),
p. 3-70

21bid., p. 6.

 

3Blocker, pp 31., Op cit., p. 147.

..29-
democratic society."

Others accept the latter definition as applicable to
the two-year college. Two representatives of this current
change in viewpoint are Taylor and Dick.1 It is their con-
tention that in order to achieve quality of educational
services and to allow members of the faculty to achieve
self-realization of professional roles, the two-year college
must have internal organization similar to that of the
university which permits faculty participation.

These two variant points of View essentially parallel
those represented by Gouldner's2 classification of "the
rational model of organizational analysis" and ”the natural-
system model of organizational analysis.“ "The primary
difference between the two positions is the stress, or lack
of stress, upon rationality or individual and group inter-
action as the primary foundation of organizational life."3
The appearance of such terminology in contemporary litera-
ture is evidence of the intense interest developing in the
field and the changing of concepts to include the adminis-

trative organization in the larger framework of society with

 

1Morris F. Taylor and Herbert W. Dick, ”More About
'The Nature of Junior College Administration'," Junior College
Journal XXVIII (December, 1957), pp. 220-222.

2Alvin W. Gouldner, "Organizational Analysis,“ in
Robert K. Merton, Leonard Broom, and Leonard S. Cottrell, Jr.,
editors, Sociology Today: Problems and Prospects, New York:
Basic Books, Inc., 1959, pp. 400-428

3Blocker, pp 31., Op. cit., p. 170.

-30..

all its ramifications. Using Gouldner's rationale and
natural-system models as their rationale, Blocker, et al.1
analyze administrative organization and relate it Specifi-
cally to that of the two-year college which they regard as
an integrated socialization. They believe that in this
setting there are two types of roles functioning simulta-
neously - organizational and individual.

Both types of roles are defined as a

pattern of behavior or action consistent

with a defined position of the general

culture or social system. The various

roles assigned two-year colleges have

been reasonably set forth by society,

but the realization of those goals

depends, in large measure, upon the

leadership exerted - not only by

formally appointed administrators, but
by all members of the professional staff.2

Perhaps it is the recognization of these roles and the
importance of their interaction that has prompted a concerted
effort among educational administrators to take a fresh look
at the informal organization pattern in its perspective to
the formal organization. A new direction of thought regarding
informal and formal organization has been evolving during the
last three or four years. A reflection of this occurs in
Organizing Schools for Effective Education:

More recently, students in the field

have noted that classing conceptions
of behavior and group relationships

 

lIbid., pp. 168-200.

21bid., p. 172.

-31-
as either formal or informal is
proving inadequate. They view as
emerging a move towards conceptu-
alizing these relationships and
behavior patterns along a continuum.
Formally mandated relationships and
behavior are at one end. Pure friend-
ship groups are at the other.

The authors purport that between these ends, or poles,
lies a continuum of human relationships which are more or
less related to the jobs to be done in the formal organiza-
tion. Traditionally, there are basically three orientations
distinguishable in the writings on informal organization:
one, the informal organization is subversive to the formal
organization; two, the informal organization is a healthy
supplement to the formal organization: and three, the
informal organization provides for the psychological welfare
of the members of the formal organization. These orienta-

tions, under the common phrase, "informal organization"

refer to different phenomena, according to Iannaccone.2

Reiterating the new trends of thought, the major criticism
of these different orientations is that they emphasize the
dichotomy of the formal organization. Further evidence of
the trend to view administrative structure as single organi-

zation.rather than a dichotomy is found in the writing of

 

lGriffiths, Clark, Wynn, Iannaccone, o . cit.,
p. 227. The authors acknowledge their source as: RoEert Dubin,
The World of Work, Englewood Cliffs, New Jersey: Prentice Hall,
1958, pp. 61376.

2Laurence Iannaccone, ”An Approach to the Informal
Organization of the School,” Behavioral Science and Educational
Administration, op. cit., p. 225.

_32-
Carlsonl in which he stresses the relationship of the
organization to its environment.

Thus, concern with human elements and the interpersonal
relationships in the workings of the administrative organiza-
tion is the salient theme in current educational administra-
tion literature. Commensurate with this theme is the plea
for less authoritarian control and more democratic partici-
pation, less centralization of power and more decentraliza-
tion of authority.

In an effort to meet new needs and

new demands the administration of
public education has undergone and
continue to undergo evolutionary
changes. Among these is the movement
toward decentralization, as leaders

of foresight and ingenuity seek to
keep the administrative structure of
public education in tune with emergent
social and cultural forces.

This move for decentralization brings with it the hOpe
for a close alliance between the place of responsibility and
the point of actual Operation, the hope for a freer flow of
communication, both upward and downward, in the hierarchical
system, the hope for more COOperative group activity, and

the hope for the Opportunity for staff participation in

policy development and decision-making. In the past, the

 

1Richard O. Carlson, "Environmental Constraints and
Organizational Consequences: The Public School and Its
Clients," Behavioral Science and Educational Administration,

02. Cite, Pp. 262-276.
2Stimbert and Dykes, loc. cit., p. 174.

-33-
faculty has had little voice in major administrative de-
cisions, but now they are demanding that they be heard.
Professional negotiations and collective bargaining are
established facts on today's scene.

The question now facing educational

leadership is whether the present

organizational structure and decision-

making process can adjust to the change

being thrust upon them by a rapidly

maturing profession without a long

period of fractricidal strife and
controversy.

Inherent in all the literature is the belief that a
realistic approach to the problem is one which seeks to
reorganize the administrative structure in a manner which
is acceptable in a democratic society, yet does not destroy
power and authority. A concept on line and staff, repre-
senting delegated authority, is inevitable and necessary.
If it were to be abolished educational administration would
become "both chaotic and ineffectual."2 The limitations of
the line and staff organizations are being successfully
overcome as reported by Skogsberg.3 Containing some features
of the line and staff concept, the operational patterns now
being developed in the school system discussed by Skogsberg

are essentially those termed flat organizations. The

 

lArchie R. Dykes, ”Democracy, Teachers, and Educa-
tional Decision-Making," School and Society, XCII (April 4,
1964), p. 156.

2Campbell and Gregg, op. cit., p. 291.

3Skogsberg, op. cit.

-34-
essential elements are democracy and adaptability.

The trends indicate that as Operational patterns Shift
from a hierarchical structure to one in which there is
constant and effective interaction, the role of administra-
tive leadership will become that of a mediator and will be-
come increasingly coordinative and less directive in all of
its functions.

Another trend as seen by Blocker, Plummer and Richardson
is that "the organization will be faced with stronger and more
persistent pressures from external sources - parents, business
and industry, state and national agencies, and legislative

bodies - to adapt more rapidly to changing social and economic

DGEdS-"l These authors also note other trends which are re-
lated specifically to administration Of the two-year college.
One is a larger number of individuals training for adminis-
trative posts in two-year colleges, one of the stimuli being
the development of the W. K. Kellogg Junior College Leadership
Programs in ten major universities. Another trend is the
professional encouragement of studenhsto involve themselves

in scholarly study and research in the area pertaining to the
two-year college. And finally, in the various states there
has been a consistent trend toward the coordination of higher

education. A clearer perception Of the role of the two-year

 

lBlocker, pp 31., op. cit., p. 198.

-35-
college in the total state system has resulted, making it
plain that the two-year institutions will play an increas-
ingly important role in higher education in the years to

come 0 1

Summary

The literature dealing with the organizational and
Operational patterns of administration related Specifically
to the junior college is very sparse. The limited material
available in this field is mostly of a recent date, and a
large percentage of it is found in periodical publications.
There is considerable literature pertaining to general
areas of educational administration dealing with types,
functions, theories, and principles of organization. The
literature on government and public administration is quite
extensive.

It was from the writers on government and public ad-
ministration in the early twentieth century that educational
administration received a great impetus. The efficiency
eXperts and scientific management movement of the period had
a definite influence on the formation of the administrative
organizations in school systems along the line and staff
concept. This type of Openmional structure, with varying
degrees of alterations, has persisted almost without exception

in educational administration down to the present day.

 

lIbid., p. 197.

-36-

The efficiency studies in business and industry and a
growing interest in public administration again had an in-
fluence on educational administration in the period follow-
ing World War II. This time the emphasis was on the develOp-
ment of an administrative theory. Various concepts of
educational administration emerged which exhibited the impact
of the social sciences as each of them was characterized by
a concern for human relationships.

A natural outgrowth of the development ofaitheory of
educational administration was the evolution of amultitude
of approaches to the form or constructs of the organizational
structure. There is a wealth of literature regarding every
conceivable aspect of the formal and informal organization
including administrative tasks and functions.

Concepts of educational administration have been under
scrutiny during the last decade. The pressures for change
demanded by our technological age are being felt keenly by
those concerned with educational administration. The trend
is to view the Operational patterns and organizational
structures in the larger framework of society. Attention is
being given to both internal and external aspects of organi-
zational structure with Special emphasis on the significance
of interactions between the formal and informal, and more
particularly, between the organization and its social setting.
The dominant theme in current literature on educational

administration is the urgent need for reorganization of

-37-
Operational patterns to provide for democratic procedures,
less centralization of authority, more faculty participa-

tion in decision making, freer flow of communication.

CHAPTER III
ORGANIZATIONAL STRUCTURES IN MICHIGAN
COMMUNITY JUNIOR COLLEGES

The administrative structure as defined in Chapter I
is the impersonal system which arranges administrative
personnel in such a way that their coordinated efforts
effect the accomplishment of determined goals through the
assignment of specific duties and reSponSibilities. In
Chapter III, the investigator has reported upon the organi-
zational structures in Michigan Community Junior Cdfleges
as they existed during the school year 1964-1965.

In Chapter III the investigator was concerned with
line and staff structures, including the develOpment and
responsibility of each, the titles of all line officers
and their respective duties, the academic structures in-
volving departmental and divisional structures. Current
general trends have been recognized and any problem areas
that have been suggested by the administrators in the
study have been included.

The following questions were answered:

1. What are the existing line and staff
structures in Michigan Junior Colleges?
How are they related to the type of
district and to the changing concepts
of administration?

2. What are the titles of line and staff

Officers in Michigan Junior Colleges?
What is their relation with the type

-33-

-39-

and size of the college and the
function of the position?

3. What have been the duties of line
and staff officers and how have
these been related to areas of
administration?
4. What are the academic structures
in Michigan junior colleges and
what are the paramount factors in
their administration?
Background Information
There are currently three types of districts in
Michigan Operating junior colleges: (1) public school dis-
trict; (2) county community college district: and (3) com-
munity college district formed by two or more school dis-
tricts or one or more contingent counties. The oldest and
original district is the so-called K-12 school district.
The junior college in Michigan was established as an out-
growth of the secondary school and was considered an ex-
tension of the high school. Each one of the early junior
colleges was located in a high school building, used a
joint faculty and was considered as the 13th and 14th
grades.
The following colleges were typical of this pattern:
1. Grand Rapids Junior College was established in
1914 by the Board Of Education of Grand Rapids upon the
recommendation of the University of Michigan, and until

1925 was located at Central High School and the two insti-

tutions were under the same administration.

-40-

2. Highland Park Opened in 1918 as a part of the
public school system of Highland Park. It is one of the
few colleges still Operating within the high school
building - probably for lack of adequate space elsewhere.

3. Bay City Junior College was established in 1922
and until 1961 operated in the same building and on the
same campus with Bay City Central High School. In 1961,

Bay City Junior College was absorbed by Delta College with
a campus set apart from Bay City, Saginaw, and Midland.

4. Flint Community Junior College began its Opera-
tions in 1923 and the college shared the faculty and the new
buildings of Central High School. In 1931 the College moved
to the Oak Grove Sanatorium on the same campus and still
the faculty and buildings were shared with the high school.
In 1955, the College moved across Gilkey Creek to a new 32
acre campus with new buildings set apart from the high
school and faculty members were not shared.

5. Port Huron Junior College began in 1923 and col-
lege classes were first held in the high school building.

In 1928, the College moved to the Maccabee Building where it
remained until 1957. It was then moved into the old vacated
high school building. It is now entirely divorced from the
high school program.

6. Muskegon Community College was established in
1926 in the new Senior High School building. In 1934, the

College moved downtown to the Hackley School Building where

-41-
it was separate from the high school.

7. Jackson Junior College was organized in 1928.
The College occupied a building adjacent to Jackson High
School and still remains there. However, plans are being
develOped at the present time to move to a new campus
outside the city.

8. Henry Ford Community College was founded in 1938
as Fordson Junior College. In 1946, the name Dearborn Junior
College was adOpted for the school that had been annexed
in 1944 to Dearborn. In 1952, the name was again changed
to Henry Ford Community College. In 1956, the Ford Motor
Company gave to the Dearborn Board of Education seventy-five
acres of land on the former Henry Ford estate for use by
the Henry Ford Community College.

9. Lake Michigan Community College was organized in
1946 as Benton Harbor Junior College. The high school
building was its temporary home. In 1947, a new building
was erected on the high school grounds and it became the
home of the college until 1948 when the junior college
moved to the Central Building away from the high school
campus. This location was abandoned in 1959 for a new
20-acre campus in Ox Creek Valley. In 1963, the voters
of Berrien County approved the establishment of a county
community college which has absorbed the original Benton
Harbor Junior College and is now called Lake Michigan

College.

-42-

10. Northwestern Muskegon College was founded in
1951. Classes were temporarily held in the Airport
Administration Building, but in 1955 they were moved to
the new campus, a 75-acre wooded tract at the foot of Old
Mission Peninsula.

11. Alpena Community College began in 1952 and the
college was located in the new high school building. In
1958, the College was moved to a new 70-acre campus away
from the high school.

12. Macomb Community College was established in 1954
as South Macomb Community College and as a part of the
Van Dyke Public Schools. Classes were held at the new
Lincoln High School building and still meets there. The
College was incorporated into a County Community College
in 1962 and will move to its new campus the Fall of 1965.

13. Gogebic Community College was formerly Ironwood
College from 1931 to 1938 and it was part of the Ironwood
Public School system. It is still located in the Luther
L. Wright Building and it is still closely associated with
the high school program with a combined faculty. This will
change with the 1965-66 school year as this school will
become a county community college.

14. Kellogg Community College began classes in 1956
as Battle Creek Community College with many classrooms
being used jointly with Battle Creek High School. In 1959,

the name was changed to Kellogg Community College and in

-43-
1960, the College was moved to a completely new campus
separate from the high school.

It can be seen from the brief history of the junior
colleges in Michigan that most of them grew out of the high
school setup, but that most of them have now left the high
school setting. Simultaneously with the leaving of the
secondary setting, there was no longer a joint faculty
serving both the high school and the junior college. The
junior colleges have become separate units staffed by their
own administration and faculty and are being patterned
after higher education rather than after secondary education.

Legfiflation for the establishment of junior and com-

munity colleges in Michigan has been permissive. The
following acts are taken from the General School Laws of
the State of Michigan to point this out:
(1151) 390.901. Junior and community college programs.
Sec. 1. It is declared to be the policy of the state to
further the develOpment of approved junior and community
colleges to supplement existing state supported colleges
and universities in providing educational programs and

facilities for the first two years of college study.

(1152) 390.902. Junior and community college programs:
distribution to public school districts.

Sec. 2. The public school districts entitled to any
distribution her-under Shall include those public school
districts which now maintain an approved junior college,
community college, or university, and those public school
districts which may hereafter secure the approval of the
state superintendent of public instruction with the
advice and counsel of the state board of education for
the establishment of such a college.

-44-
(1155) 390.871. Community college: district establishment.
Sec. 1. One or more contiguous counties, after the county
boards of education of the counties have secured the approval
of the superintendent of public instruction with the advice
and counsel Of the state board of education, or two or more
school districts which Operate grades kindergarten through

12 within a county or contiguous counties, after the boards
Of education of the districts have secured the approval of
the superintendent of public instruction with the advice and
counsel of the state board of education, may, by a majority
vote of the electors thereof voting thereon, join to form a
community college district for the planning, promoting and/or
acquiring, constructing, owning, developing, maintaining

and operating within their limits a community college.

Since World War II there has been a steady growth of
community colleges in Michigan. There has been a definite
movement from public school community colleges to the
community college district type of Operation. There has
been no new public school junior colleges established since
1952 when Alpena's Board of Education established a commu-
nity college in their school district. It seems very
unlikely that any new public school district Operated junior
colleges will be established in the future for the following
two reasons: (1) the Community College District Act passed
in 1955 which allows one or more contiguous counties or two
or more school districts to form a community college district
gives this establishment a broader tax base and a broader
geOgraphical area to serve than a local school district can,
and (2) it is the recommendation of the Blue Ribbon Committee
on Higher Education in Michigan that there shall be no new

public school district junior colleges established in Michigan

and that all community junior college districts in the future

-45-
be separate from a K-12 Operation.1

The number of junior colleges surveyed in this study
indicate that eight, or 45 percent, have been colleges
operated by public school districts: four, or 22 percent, of
the colleges were operated as county community college
districts; and six, or 33 percent, operated as regional commu-
nity college districts serving more than one county or in the
case of Schoolcraft, for example, serving more than one
school district. A number of the public school districts
were contemplating a change to larger district organization.
One college, Lansing Community College, reported as a public
school district although the school as of July 1, 1965, was
moving to a county community college organization as Ingham
Community College. Highland Park Community College, a
public school junior college has indicated an interest to
be a part of the Wayne County Community College if approved
by the electors. On the other hand, Henry Ford Community
College of Dearborn, a public school junior college, and
Schoolcraft, a regional college, have indicated they do not
want to be a part of the Wayne County Complex.

Table I indicates the colleges that were formerly
public school district colleges and have moved to county or
regional community colleges in recent years. Out of the

original thirteen public school junior colleges in Michigan

 

1"Report of Study_Committee I-C, Area Postsecondar
Institutions - Community ColIEges. Prepared by Michigan Citi-
zens Committee on Higher Education, March 1965, p. I-C 15.

-45-

TABLE I

Public School District Junior Colleges Now
County or Regional Community Colleges

 

Formerly

College District Now

 

Bay City Junior College
Jackson Junior College
Battle Creek Jr. College
Benton Harbor Jr. College

Lansing Comm. College
(effective 7/1/65)

Muskegon Junrr College

Gogebic Junior College
(effective 7/1/65)

Alpena Community College
Flint Comm. Jr. College
Grand Rapids Jr. College
Henry Ford Comm. College
Highland Park College

Port Huron Junior College

Delta College
Jackson County Comm. College
Kellogg Community College

Lake Michigan Comm. College

Ingham County Comm. College

Muskegon Community College

Gogebic Community College
No change
No change
No change
NO change
No change

No change

 

 

-47-
there remain only six that have retained their public

school district with seven colleges moving to a regional

or county community college district. With the exception

of Alpena Junior College, all other colleges newly organized
since 1950 in Michigan have been organized not on a public
school district but rather on a regional or county community
college district basis.

Enrollments in Michigan junior colleges have varied
from a low of approximately one hundred and twelve full-
time students to a high of two thousand two hundred and
sixty full-time students. The part-time enrollment ranks
from a low of one hundred and fifty-six to a high of seven
thousand and twenty-nine students.

Table II shows the mean and median enrollments for
full and part-time students according to districts. The
mean day enrollment for regional community college districts
for full-time students as indicated has shown twelve hundred
(1200) with a median of three hundred and eighty (380) for
part-time students. The median for full-time students for
regional districts was eight hundred and seventy-seven
students (877) and a median of four hundred and twenty (420)
for part-time students. The county community college
districts Show a mean of one thousand and ninety-three (1093)
full-time students and a mean of one thousand six hundred
and forty-seven (1647) for part-time students. The county

community college districts Show a median of one thousand

-43-

TABLE II

Mean and Median Enrollments of Full and Part-time
Students for the School Year 1964-1965

 

 

 

Type of No. of Mean Enrollment Median Enrollment
District Colleges
in Study Fu11- Part- Full- Part-
Time Time Time Time
Regional 6 1200 380 877 420
County 4 1093 1647 1012 1934

Public 8 1480 1727 1266 2084

 

 

-49-
and twelve (1012) full-time students and a median of one
thousand nine hundred and thirty-four (1934) part-time
students. The public school district community colleges

Show a mean of one thousand four hundred and eighty (1480)

for full-time students and one thousand seven hundred and
twenty-seven (1727) as a mean for part-time students. The
median for full-time public school community college students
is one thousand two hundred and sixty-Six (1266) with the
median being two thousand and eighty-four (2084) for part-time

students.

Junior College Administrative Structures

 

The traditional lines of administrative communication
in industry have been vertical passing through a more or
less pyramidal type of organization where complete authority
for the procedure originates at the tOp and Sifts downward
and very little, if any, group action or interaction has
been allowed. Simpson states that horizontal organization
has been a characteristic of organizations of all descrip-
tions where there has been a need and desire for joint
problem solving and coordinate work experience.1

Because junior colleges, as well as other segments of
education, develOped administrative concepts from business,

government, and the military, it would seem that Simpson's

 

1Richard L. Simpson, "Vertical and Horizontal Com-
munication in Formal Organizations,” Administrative Science
Quarterly, September, 1959.

-50-

description of communication has been followed somewhat by
the junior college movement. As one explores the literature
on line staff organizations in junior colleges, he soon

finds that there is little information in this regard.

In 1950: Jesse 309991 published an organizational chart
that seemed apprOpriate at that time for a junior college of
three thousand students. This chart is duplicated in
Appendix B.

John Visser developed an administrative structure as
a reorganization project at Grand Rapids Junior College,
Grand Rapids, Michigan. This organizational chart is typical
of a public school district junior college serving twenty-
one hundred students, allowing for the addition of an
assistant dean of student affairs and a director of placement,
publications, and public relations as the enrollment in-
creases.2 This chart is duplicated in Appendix F.

Jesse Bogue's chart represents a four or five echelon
structure depending on the administrative authority dele-
gated to the minor staff officials; whereas Visser's chart
represents a two or three echelon structure. This depends
on how much influence is felt by the superintendent of that

public school district.

 

1Jesse Bogue, The Community College, New York:
McGraw Hill Book Company, Inc., 1950, p. 286.

2John Visser, "An EXperiment in Administrative
Reorganization," The Junior Co lege Journal, September, 1961,

p. 50.

-51-

Blocker pp 31. comments on his two line staff charts
as listed in his book, The Two-Year College: A Social
Synthesis. A chart can Show: (a) the span of control at
various levels within the administrative hierarchy, (b)
responsibility of officers to other Officers, (c) responsi-
bility of certain personnel to other personnel, (d) various
coordinate (staff) assignments which are set up in relation-
ship to administrative positions, (e) routes of communica-
tion, and (f) suggestions of commensurate authority which
should accompany assigned responsibilities.l

Appendix G shows a conventional line staff organization
of a two-year college as Blocker envisions it. The reSpon-
sibilities of each of the individuals on the five levels
would typically be outlined in a faculty handbook and in the
policy manual of the board of control.

Blocker states, that in theory at least, the academic
dean, the dean of student personnel, and the business manager

are responsible for three discrete areas or functions.2 In

practice, however, the success of the organization depends

as much upon horizontal coordination and COOperation as it
does upon vertical implementation of authority and responsi-
bility. The primary functions Of the college are implemented

by its academic dean and the dean of student personnel. That

 

lBlocker, pp 31., op. cit., p. 177.

2Blocker, pp 31., op. cit., p. 178.

-52-
is, the services provided by these divisions of the college
have a direct educational impact upon students. All other
segments of the formal organization are subordinate to
these divisions in the organizational plan and should func-
tion to support the academic and personnel programs.

Appendix H is a recommended Line-Staff Organization for
Community and Junior Colleges by Blocker pp 31. This line-
staff chart has the advantage of placing the four major
educational administrators on the same level. In all too
many colleges the academic dean is placed above officers
responsible for equally important aspects of the college
program. This chart also points out that the director of
community relations and the business manager would occupy
a staff relationship with the administrative line officers
of the college rather than be classified as line officers
themselves. These two functions are not central to the
basic educational service of the college; rather, they are
supporting services necessary for the effective implemen-
tation of the educational program of the college.

The DevelOpment and Organization of
AdminiStrative Structures

Sears wrote that the problem of organization may be
approached by one of three methods: (1) by a preconceived
pattern or plan, frequently that used in a previous job, (2)
by treating the new organization as a practical problem to

be solved empirically in light of existing facts and

-53-
circumstances, or (3) by a theory of organization based on

psychological, biological, and sociological foundations.1

The question is raised as to what extent the Michigan
Junior Colleges develOped their organizational structures
by study or by chance. The questions were asked of chief
administrators of the eighteen junior colleges Operating in
Michigan in the school year 1964-1965. Seventeen responded
while one administrator felt his institution was too small
to participate in the study. The following questions were
asked:

1. How long has your present adminis-
trative organizational structure
been in effect?

2. For what reason(s) was a change made
from your previous organizational
structure?

3. Who was responsible for initiating
or recommending the change in the
institutional organizational
structure?

4. What were the determining factors
in deciding upon your organizational

structure?

5. Is your present administrative organi-
zation evaluated on a regular basis?

The administrative structure and organization of
Michigan junior colleges have been and are a constant con-
cern of the junior college administrators of Michigan as

evidenced by noting Table III and Table IV. Fifty-two

 

1Jesse B. Sears, Public School Administration,
New York: Ronald Press Co., 1947, p. 213.

-54-

TABLE II I

Changes In Organizational Structures of
Michigan Junior Colleges

 

 

 

 

Length Community Colleges
of Pub.School County Regional
Time N % N s N %
Under two years 2 25 4 100 3 60
Two to five years 4 50 - -- l 20
Over five years 2 25 - -- l 20

 

Total 8 4 5

 

 

-55-

TABLE IV

Reasons for Changes in Organizational Structure In
Michigan Junior Colleges

 

Community Colleges

 

 

 

Reason for Change Pub.School County Regional—
N % N % N %
Administrative change 1 12% 1 25 l 20
Growth and expansion 4 50 l 25 - --

Change of district
status - -- 2 50 2 40

North Central or
agency recommen-
dation 2 25 - -- - --

No change 1 12% - -- 2 4O

 

Total 8 4 5

 

 

-55-
percent of the colleges had organizational changes as recent
as two years ago. Twenty-nine percent eXperienced changes
from two to five years ago while twenty-one percent moved

at a slower pace with changes no more recent than five years
ago. The four county community colleges had complete re-
organization of administrative staffs in the last two years.
This is the result of the newness of these organizations
having either been established as brand new identities or
where public school districts such as Jackson and Lake
Michigan (formerly Benton Harbor) moved to a new college
district. The public school districts have also shown a
remarkable percentage of changes. Seventy-five percent of
the schools have eXperienced administrative reorganization
in the last five years or less. The regional colleges

have experienced an eighqrpercent change in administrative
assignments.

Fifty-one percent of the administrators mentioned that
the reason for organizational change was due to a combina-
tion of growth, expansion, and change of district status.

Two administrators reported change as a result of North
Central Accrediting Agency recommendations or by a private
survey firm such as Booz, Allen and Hamilton. Three colleges
reported changes as a result of a change in the administrative
head of the institution and that individual's own frame of
reference.

The tOp administrator of the college, whether he is

-57-

called President, Dean, or Director, in every case except
one, made the recommendation for changes in the administra-
tive structure. The one exception was a very small junior
college and the Director stated that the board of education
made the change necessary. In all cases, one can assume
the board of governors of the college districts have the
legal and final authority for the decisions based on the top
administrator's recommendation. Five of the colleges did
report that administrative cabinets did give guidance to
the chief administrator and four schools reported that it
was a combination of chief administrator, administrative
cabinets and some faculty participation.

Table V shows that forty-seven percent of the junior
college administrators reported that their administrative
cabinets and faculty were involved in extensive study as to
organizational develOpment while thirty-five percent re-
ported that their organizational structure was patterned
after other junior college organizations. Of the two col-
leges (10 percent) that reported other agencies, one was a
recommendation by North Central to make changes and the
other patterned their organization after a consulting firm
produced its recommendation. One college reported the
reason for change as unknown.

The question was asked of the chief administrators if
the present organization was evaluated on a regular basis?

Eighty-nine percent reported that their organizations were

-58-

TABLE V

Determining Factors in Developing Organizational
Structures in Michigan Junior Colleges

 

- - Communit Coll es
Determining Factors Y eg

 

 

 

DevelOped BY‘ Pub.School County Regional
N % N % N %
Administrative Study 3 37% 2 50 3 60
Other Junior College
Structures 2 25 2 50 2 40
Other Agencies 2 25 - -- - --
Unknown 1 12% - —— - --

 

Totals 8 4 5

 

 

-59-

subject to review by a combination of the chief administrator,
cabinet and the board. Eleven percent reported that they
were not subject to yearly evaluation.

When the chief administrators were asked whether they
felt the present organizational structure satisfied the needs
of the college, as he (the chief administrator) saw them,
twelve reported they were satisfied while five administrators
reported dissatisfaction. A chief complaint by the public
school administrators was the lack of autonomy and dependence
on the K-lZ central administration. The business affairs
office was criticized by three of the schools for their
influence on the programs. Two of the schools reported
dissatisfaction in that they felt that department chairmen
should carry more responsibility. The administrators were
asked whether department chairmen received extra remuneration
or extra pay for their duties. Nine colleges reported they
received both extra pay and released time to carry out
their responsibilities, three reported released time only,
one reported extra pay only, and three reported neither
extra pay or released time were given to department chairmen.

The administrators were asked if the present organiza-
tional structure was inadequate, what changes would they
suggest, and why. Twelve administrators (71 percent) reported
their structures were adequate while five administrators
(29 percent) reported the following: (1) would like rotation
of department heads, and (2) add new positions such as Direc-

tor or Dean of Instructional Services, and a Technical Dean

~60-
depending on the growth of the institions.

In a related question as to any specific concern re-
lated to the organizational structure, it was found that
the public school districts reported a financial problem
of having no control over their budget or finances as a
prime concern. The remaining ten colleges, made up of
regional and county college districts, were concerned with
problems of growth related to adding administrative posi-
tions but made no concrete recommendations as to when this
should be done based on the size of the institutions.

Titles of the TOp Administrative Echelons of

Michigan Junior Colleges
Chief Administrative Titles

In 1944, Koos reported on a survey conducted in one
hundred and sixty-seven junior colleges which, he claimed,
were three-fourths of the total junior colleges in the
United States at that time.1 The head of the college in
ninety-eight of the colleges was referred to as dean; in
thirty-five colleges as president; in ten colleges as
director; in five colleges as principal; as superintendent
in only five; and in one college as coordinator. By
comparison, the Michigan junior college top administrator
titles as reported in the 1965 Junior College Directory are

as follows: seven, thirty-nine percent, are presidents;

 

lLeonard V. Koos, "Junior College Administrators
and Their Sc0pe and Function," School ReView, 52:143-150,

March, 1944.

-61-
four, twenty-two percent, are directors; and seven, thirty-
nine percent, are listed as deans. A further breakdown as

to public school district junior college administrators

shows the titles listed in the Junior College Directory as

not being entirely correct for in all cases of the public
school district junior colleges, the Superintendent of Schools
is the top official with the titles listed in the Directory

as being second echelon positions. Under the SUperintendent
of Schools for the public school districts no person is
designated as president. Two of the schools list the tOp

aide under the Superintendent as the director of the institu-
tion and the remaining six schools list the nominal head of
the institution as dean. The regional junior colleges in
Michigan list two as directors, two as presidents, and one

as dean an in turn, the county junior college lists their

tOp aide as president.

Instructional Administrative Titles

The Assistant Dean of Instruction has been the most
popular title used by the junior colleges of Michigan. This
title is most pOpular with the public school district junior
colleges because, as previously reported, the nominal head
of the public school district college was more often called
dean and those under his supervision in most cases are called
assistant deans and such is the case in the instructional
area. Five colleges of this type reported that the instruc-

tional leader was called assistant dean, one was called

-62..
director. The four county districts report one academic
vice president for instruction with a dean of instruction
reporting to him and the remaining three listed their chief
instructional leader as dean. The six regional colleges
report four deans of instruction, one director, and one
reporting the president as carrying on this function because
of the small enrollment of the school at this time. The
title of instruction appears in each title whether it is

listed as vice president, director, dean, etc.

Student Personnel Titles

The title Dean of Student Personnel or Assistant Dean
for Student Personnel was used in twelve, seventy-five
percent, of the junior colleges. Two colleges, twelve and
one-half percent, used the title director of student
personnel, while two colleges, twelve and one-half percent,
reported their enrollment too small for the position at
this time. In all schools that reported the position of
Dean of Student Personnel, it was noted that this title was
superimposed over such titles dealing with guidance, activi-
ties, admissions, and registrar which today are considered,
by most authorities, as student personnel functions. This
evidence indicates that the dean of student personnel is
considered a higher status position by college administrators
in Michigan. Only one school reported the position of
Admissions and Registrar as being equal to the student per-

sonnel position.

-63-

A great variety of titles have been found to exist in
administrative capacities under the leadership of the Dean
for Student Personnel in Michigan junior colleges. For
example, the following are listed: registrar, admissions,
director of counseling, director of activities, coordinators,
counselors, dean of men and dean of women, assistant deans,

and other various combinations.

Technical-vocational Administrative Titles

In the area of technical-vocation-terminal educational
administration, practically every school had listed a
different title for its administrator in this area, though
here again, there were considerable variations in their
respective job functions. For example, some of the following
familiar titles were used: director of, coordinator of,

dean of, or supervisor of.

Business Supervisory Titles

The function of business services showed less diversity
of titles than any of the other administrative areas. The
eight public school district colleges were all associated
with a central administration and shared equally the title
of assistant superintendent for business or-director of
business, as the case may be. The remaining combination of
regional colleges and county colleges assigned the title
of business manager with one county college designating this

office as business affairs.

~64-

Auxiliary Administrative Titles

 

For the most part, auxiliary titles have been considered
administrative, but more often than not, they serve as a
subordinate function with other administrative assignments.
Some of the auxiliary titles reported in this study were
placement, financial aids, public or alumni relations,
residence, health services, research, administrative assistant,
library services, and campus development and community ser-
vices. In the two areas of community service and institu-
tional research, it is of significance to note that not one
junior college listed both functions as a part of their ad-
ministrative structures. The colleges either had one or the
other and in the case of smaller schools neither. Six
colleges listed a title of community services and only
three listed a title corresponding to research.

The basic problem concerning administrative titles in
Michigan is well eXpressed by Hall.1

Those in the community college field must work to
clear up titles, cause administrative responsibilities to
be more clearly defined, and initiate action for their
communities to re-examine the form of control and organiza-
tion presently in effect in terms of the task. With

attention to these matters the image of the community college

 

1George L. Hall, "Confusion in the Control of the
Junior College,” The Junior College Journal, Volume 32
Number 8, April, 1962.

 

-65-
will evolve.

In Michigan junior colleges, the titles of president
and superintendent are the only ones that have precise
connotation. The title of dean, for example, could apply to
the following situations: Dean of: the college, of students,
instruction, men and women, vocational and terminal coordina-
tion, etc. Likewise, the title of director could refer to
Director of: the college, student affairs, admissions,
counseling, liberal arts, etc.

The status of these titles could have many meanings.

As an illustration, the dean of instructional services in
one college has comparable titles in other colleges such
as associate dean, assistant dean, coordinator of instruc-
tion, administrative assistant in charge of instruction,
assistant superintendent for instruction, and director of

instruction.

Duties of the Chief Administrator
As a part of this study, a letter was sent to all ad-

ministrators of the Michigan junior colleges asking them

for information on the duties of their chief administrative
positions. It is apprOpriate to mention that the forwarding
of information related to the duties for auxiliary titles
was left to the discretion of the chief administrator. All
of the administrators forwarded only the duties of the top
two or three administrative positions and chose not to list

the auxiliary positions as they were, in almost every case,

-66-

subordinate to a higher division status. Seventeen adminis-
trators returned the information while one commented that
the college was too small to be involved in such an extensive
study.

Because of the great complexity and variation in
titles and duties, the investigator took on the task of
developing a composite of the duties of these positions:
chief administrator, dean of instruction, dean of vocational-
technical education, dean of community services and business
services, and dean of student personnel. They are as

follows:

Chief Administrator

 

General Responsibilities:

The Chief Administrator of the College is responsible
to the Board of Trustees for the total Operation of the
College, including the recommendation of administrative
policies, and for the administration of the college according
to established purposes, regulations and policies.
Specific Duties:

1. Act as Executive Officer of the Board of
Trustees and assume general responsibility
for the organization and operation of the
college.

2. Prepare and recommend for adOption by the

Board of Trustees statements of the purposes

'3 Eng, 'u‘ _

5.

lo.

-57-
and objectives of the college and
policies relating to its organization
and operation.

Prepare and submit an annual budget and
recommend necessary budget changes.
Recruit and recommend the appointment,
reclassification or dismissal of staff
members.

Make recommendations regarding main-
tenance and improvements in buildings
and grounds, including new buildings
and facilities as needed.

Approve purchase orders for materials
or services not specified in the annual
budget.

Stimulate and direct the introduction
of new programs and the planning of
college develOpment.

Accept reSponsibility for development
and recommendations of policies per-
taining to personnel, including salary
schedules.

Serve as final referral point for
individual student, student group, and
staff problems.

Report and recommend student-and

ll.

12.

l3.

14.

15.

l6.

17.

18.

-68..
staff-formulated policies relating to
matters of prOper concern to them.
Assume responsibility for public in-
formation concerning the college.
Promote the cultural and diplomatic
activities of the college, serving as
host on apprOpriate occasions to in-
dividuals or groups, both within and
outside the college.
Represent the college in dealings with
other educational institutions, educa-
tional organizations, state agencies
and legislative bodies.
Participate in local, state, regional,
and national organizations devoted to
improvement of education, and especially
the community college.
Formulate and transmit reports required
by governmental and educational authori-
ties.
Development of institutional research
and the evaluation of the success of
the college.
Prepare and submit annual and special
reports on the state of the college.

Exercise broad discretionary authority

-69-
within policies and procedures approved

by the Board of Trustees.

Dean of Instruction

General ReSponsibilities:

To assist the President and to act as administrative

head of the College in his absence; to have direct responsi-

bility for the instructional program, including the curricu-

lum and the teaching staff.

Specific Duties:

1.

Serve as a member of the Administrative
Committee of the college and participate
in the formulation of administrative
policy. To act as chairman of the
committee as the President may request.
Assist the President as needed in the
general administration of the college.
Serve as the head of the college in the
absence of the President.

COOperate in the public relations program
of the college.

Coordinate and administer the total in-
structional program of the college.
Serve as Dean of Arts, Science, and
General Studies, and be directly re-

sponsible for all curricula in these areas.

10.

11..

12.

13.

-70-
In cooperation with the Dean of
Vocational and Technical Education,
promote and administer new programs,
including programs for special and
part-time students.
Facilitate the offering of academic
extension courses by state universities
to supplement the curriculum of the
college.
Evaluate the instructional program of
the college and promote activities
directed toward its continuing im-
provement.
Evaluate the services of instructors
and make recommendations concerning
their retention, advancement, and
in-service training.
Plan and supervise programs to orient
new instructors and to develOp and
maintain faculty morale.
COOperate with the Registrar, Dean of
Vocational and Technical Education,
and division or department chairmen in
develOping the academic schedule.
Assign or approve the assignment of in-

structors to classes, committees and

14.

15.

16.

17.

18.

19.

20.

-71-
other duties.

Examine credentials and interview
candidates for teaching positions

and make recommendations to the
President.

With others, promote alumni and com-
munity interest in the college.

Handle applications for approval of the
college for veterans training.

Chair the committee responsible for
assembling and publishing college catalog
and other bulletins related to the
instructional program.

Authorize expenditures from our annual
budget and from internal funds.

Check on eligibility for graduation or
certificates and make apprOpriate
recommendations.

Report annually to the president on

matters relating to instruction.

Dean of Vocational-Technical Education

General Responsibilities:

Supervise and administer all programs of an occupa-

tional nature, including area vocational-technical secon-

dary and special training, retaining and upgrading curricula.

..72-

Specific Duties:

 

1.

As a member of the Administrative
Committee, participate in policy
formulation for the college.

Have general reSponsibility for all
technical, vocational and other
occupational curricula of the college.
Have general responsibility for
occupational programs administered by
the area vocational secondary division.
In COOperation with the Dean of Instruc-
tion and Director of Continuing Educa-
tion, plan and promote new programs of
an occupational type.

Participate in community affairs,
represent the college in apprOpriate
civic organizations and otherwise
participate in the public relations
program of the college.

Negotiate with state and federal offices
concerning reimbursable programs, see
that reimbursement standards are met
and that proper reports are submitted.
Examine credentials and interview can-
didates for teaching positions and

make recommendations to the chief

-73-
administrator.

8. Evaluate the performance of instruc-
tors in the division and make recom-
mendations regarding their retention,
advancement, and in-service training.

9. Cooperate with the Dean of Instruction,
Registrar, and department heads in
developing the academic schedule.

10. With the Dean of Student Personnel,
develop and supervise a guidance and
placement service for students and
prospective students in occupational
fields.

11. Have primary responsibility for
negotiations with secondary schools
regarding the services of the area
vocational school.

12. Coordinate departmental budget
requests and work with the business
manager in preparing the annual
Operating and the capital outlay

budgets.

Dean of Student Personnel

General Responsibilities:

The Dean of Student Personnel is a line official and is

-74-

directly reSponsible to the Chief Administrator of the

college. The duties and reSponsibilities are the super-

vision of all prOgrams related to the student personnel

program.

Specific Duties:

1.

Be responsible to the Chief Adminis-
trator of the college for the planning,
develOpment, coordination, supervision,
and evaluation of student services.

The services shall include admissions,
guidance, testing, placement, health,
student activities, registrar's
functions, veterans, loans and
scholarships.

Supervise the work of the admissions
officer, registrar, and office of
student personnel services.

Be reSponsible for the establishment
and maintenance of relations with
secondary schools, colleges, and
universities on matters of admission,
articulation, and course approval.

Work closely with the chief adminis-
trator and the curriculum council in
curriculum evaluation and in recom-

mendations for new curriculums.

-75-

5. Supervise follow-up programs for
students in business, industry, the
professions, and in other colleges.
Conduct continuing studies of
drOpouts.

6. In COOperation with members of his
staff, and with the director of
continuing and vocational education
and his staff, shall initiate and be
responsible for all college publica-
tions including the official catalog,
official bulletins, newspaper,
student handbook, directory, and
literary magazines.

7. Organize the pattern of program
planning and registration for students.

8. Accept such other responsibilities as
may be delegated by the chief adminis-

trator of the college.

Director or Dean of Community Services

General Responsibilities:
The director or dean of community services is di-
rectly responsible to the chief administrator of the college

and is responsible for interpreting the college to the

-76—

public and for recommending programs that will be of

benefit to the public.

Specific Duties:

1.

5.

Relate the value and importance of
education in general to the public.
Develop and maintain a clear and com-
plete public understanding of the
objectives, activities and benefits

of the educational program of the
college.

Advise college authorities of community
needs and opinions in order that the
college might better serve the community.
Help fit the community college into the
total educational program of the area
through continuous effort by personnel
and staff contact.

Investigate the manpower needs of our
area and attempt to relate them to the
programs presently offered by the
college.

Update and evaluate a speakers' bureau
to maintain its effectiveness as
speakers for community groups.

Provide the availability of concert

series, lectures, drama and other

-77-
types of cultural entertainment in
an effort to make the college the
cultural center of the community.

8. Maintain an accurate alumni file with
pertinent information concerning each
graduate.

9. Maintain a college calendar of all
college and college-related events.

10. Inform the public about the college
Operation through mass media

communication.

Summary

The junior college in Michigan was an outgrowth of
the secondary school and was considered an extension of
the high school. The legislation for the formation of
junior colleges in Michigan has been permissive and as a
result, we now have three types of college districts: (1)
public school districts, (2) regional districts, and (3)
county districts. The trend is currently moving toward the
larger college district having a wider geographical area
to serve with a substantially higher tax base to support it.
Seven out of thirteen original public school district junior
colleges have since organized into the larger type district
with the remaining colleges contemplating the advantages

also. Governor Romney's Blue Ribbon report recommended that

-78-
no new K-l2 college districts be formed.

There has been a marked increase in junior college en-
rollments and in the number of new institutions in Michigan.
Current research indicates that this will continue at a
record breaking pace. Junior college officials have been
concerned how to handle this problem administratively. As
one eXplores the literature he soon finds little written
on the subject and accepts the fact that we in junior college
education have develOped administrative concepts from
business, government, and the military. Jesse Bogue (1950),
John Visser (1961), and Blocker (1965) have given us some
develOpmental guidelines as to line staff relationships in
junior colleges. Junior college officials in Michigan are
concerned with the problem as more than one-half report that
they made administrative changes within the last two years
and almost all of them within the last five years were due
to growth andeXpansion which could involve a distinct change
of organization.

Administrative changes in Michigan junior colleges
have been made principally by the chief administrator or
administrative cabinet. Faculty have had little voice in
the recommendation of changes made.

Writers in administration have been concerned with
the titles and duties of administrators and it seems that
Michigan is to be no exception to the rule. The same titles

have appeared at various levels and in all areas of the

-79
college program in Michigan. A title of dean has many
cavbtations in the junior colleges of Michigan, for example.
One writer feels that if we can clear up confusion of titles
and duties of junior college administrators we would have a
better image.

To help give a better or clearer picture of the duties
and titles of the tOp administrators in Michigan junior col-
leges, a composite was made of these titles and duties based
on information given to the writer by the chief administrator

of the junior colleges.

CHAPTER IV
OPEPATIONAL PATTERNS IN MICHIGAN PUBLIC
JUNIOR COLLEGES

Operational patterns have been defined in Chapter I
as the interpersonal relationships within the administra-
tive organization which exerts influence on the organiza-
tion such as those which are seen in committee structure.
The Operational patterns presented in this chapter refer
to the committees which are functioning in the current
organizational setup of colleges for the purpose of making
recommendations or decisions concerning various college
problems. Examples of various committees are: faculty
senate, curriculum, student personnel, counseling and
guidance, library, and scholarship.

An analysis has been made of the various committees
listed as reSponses on the questionnaires. The following
questions were asked: (1) what Operational committees are
functioning under your present setup, (2) who is reSponsible
for the appointment of staff on these committees, (3) are
specific duties and functions outlined in writing for these
committees, and (4) are there any lay community committees
which assist the college in any matters?

The responses to the questionnaires, plus the printed
material returned with them, have supplied the following
data which indicate that committees are an integral part of

-80-

-81..

Michigan public junior colleges.

Administrative-FacultyfiCommittees

Of the seventeen colleges which reSponded to the survey,
all have committees functioning. However, one college, whose
enrollment is quite small, has a committee of the whole which
acts on all matters concerning the college. Therefore, the
data on the different types of committees which follow con-
cerns the remaining sixteen colleges in this study. There
is a total of one hundred forty administrative-faculty commit-
tees in the sixteen colleges or an average of nine committees
per college. There appears to be no relationship between the
size of the college and the number of committees which it
has. For example, one college, whose full-time enrollment is
considerably under one thousand, has 12 committees function-
ing while another, whose full-time enrollment is well over
one thousand, has only three committees functioning.

The titles of committees vary in terminology, but areas
of service and functions performed do not show a great diver-
gence. All of the committees group themselves into four
basic categories: (1) administration, (2) instruction, (3)
student personnel services, and (4) community services.

Table VI indicates the way in which the 140 committees are
divided among the four areas. Typical of the committees
grouped in administration were: faculty senate, personnel

policies, budget and finance, professional standards,

-82-

 

 

 

 

ova vm on on mamuoe

m.v w m.N H h.w N m.m m meH>Hmm MpflGSEEOU

m.mv Hm N.mm ma m.mm OH om mm mmUH>Hmm Hmccomumw #Cmflflum

m.NN Nm momm m h.mN m H.HN wH GOfiUUSHumGH

m.mN Hv m.mm NH m.mm OH mN ma COHuMHumHCHEUQ
w 2 w Z w Z w Z

Hmuoa amcoflmmm mussou OHHQsm mmfiuommumo mmuuflEEou

 

mmmmaaou HOHGSh OHHQSA smmwhuflz
cm uoauumfla mo mama tam cumosou mo mmmnd an mwmuuwfifiou

H> Hang-NB

-33-
facilities, policy and procedure, commencement, and social-
courtesy. It can be seen that 29.3 percent of the total
committees deal with matters concerning administration.

Since there is often a broad sc0pe in the nature of
problems which committees attempt to solve, no line of de-
marcation can be drawn placing committees unalterably in one
category. Curriculum committees, though undoubtedly related
to administration, have been considered as having instruction
as their primary function. Some other committees classified
in the area of instruction are library, television, audio-
visual, and vocational. The area of instruction constitutes
22.8 percent of the total of the committees.

Student personnel services seems to have the widest
range of functions and to include more of a variety of titles
than the three other areas. This 43.6 percent includes such
committees as counseling and guidance, student affairs,
admissions, activities, scholarship, health and welfare,
safety, and financial aids.

Community services constitute only six percent of all of
the committees and are summed up under publicity, alumni
relations, and public relations.

In analyzing the data, it was noted that certain commit-
tees are common to quite a few of the colleges while others
appeared only once, twice, or three times. The committees
which occur with the most frequency are presented in

Table VIII. It can be seen that there is no single committee

-84..

TABLE VII

Some Administrative-Faculty Committees of Michigan
Public Junior Colleges and the Frequency With Which
They Occur in the Different Types of Districts*

 

 

 

ggfiigggmfiig)°f public (8) County (4) Regional (4)
Committee N % N % N %
Curriculum (l4) 8 100 3 75 3 75
Student

personnel (l4) 8 100 2 50 4 100
Faculty senate (13) 7 87.5 3 75 3 75
Scholarship (12) 7 87.5 3 75 2 50
Library (11) 6 75 4 100 l 25
Counseling and

guidance (8) 6 75 O -- 2 50
Student

activities (7) 6 75 l 25 O --
Commencement (7) 4 50 l 25 2 50
Admissions (5) 4 50 O -- l 25

 

 

*This table does not include two colleges as one has a
committee of the whole for all matters and one college
did not respond to the questionnaire

-85-
which is common to all of the colleges included in this
study. As these committees are viewed from the standpoint
of the type of college of which they are a part, it seems
that the public junior colleges are more alike in their
Operational patterns than are the county or the regional.
For example, one hundred percent of the public junior col-
leges have committes on curriculum and student personnel
while only seventy-five percent of the county and regional
schools have the same. A similar comparison shows that
87.5 percent of the public junior colleges have faculty
senate and scholarship committees, while the faculty senate
appears seventy-five percent of the time in the county and
regional colleges and the scholarship committees occur
seventy—five percent and fifty percent in the county and
regional colleges respectively.

In determining who is reSponsible for the appointment
of staff on the committees it was found that in four of the
colleges, the president or dean alone was responsible. In
two of the colleges this reSponsibility was held solely by
the college administrative cabinet. In two others, the
appointment of staff on the administrative-faculty committees
is made by the college administrative cabinet and the faculty.
In one college, the president/dean and the faculty are re-
sponsible, and in another, it is the president/dean and the
college administrative cabinet who share the responsibility.

In one college there is no certainty for this reSponsibility.

-86
In the five remaining colleges, the responsibility for com-
mittee appointments is shared by the president/dean, the
college administrative cabinet, and the faculty.

As the operational patterns of the junior colleges are
in reality the result of committee action it seems important
to learn if the duties and functions of these committees are
outlined in writing. Eight schools responded that they do
have the Specific duties and functions of committees in
writing. Six replied that they do not, and two colleges
indicated that they have some written functions for commit-
tees but not for all.

A composite of the duties of the various committees has
been made for those in which printed material was available.
The following are representative of the functions performed
by some of the more common committees:

Counseling and guidance
1. Recommending policy.
2. DevelOping a philOSOphy of guidance.
3. Staff planning.
4. Keeping informed on current practices.
5. Resolving problems between counselor

and teacher.

6. Considering welfare of students.

Curriculum

 

1. Reviewing all curricular changes pro-

posed by departments and divisions

Library

Scholarship

 

1.

2.

-87..
of the college.
Making recommendations for curricular
changes.
Evaluating existing curricular
offerings.
Approving texts and materials.
Working on articulation problems.
Suggesting standards on grading.

Reviewing general education programs.

Stimulate and draw attention to

library problems.

Defining the philOSOphy of the junior
college library.

Conducting studies and make recommendations.
Planning building needs.

Evaluating library collections.

Announcing available scholarships.
Evaluating applicants, records, tests,
etC.

Awarding scholarships and notifying
applicants.

Recommending academic probation
standards.

Recommending policies concerning

Admissions

 

l.

-88-
academic standards, attendance,

and marking.

Reviewing and recommending admissions
standards and policies.
Reviewing and recommending procedures

and forms.

Student activities

 

l.

2.

 

5.

Promoting student activities.
Recommending policies and means of
control.

DevelOping a philosophy.
Corrdinating all activities.
Sponsoring events.

Planning student convocations.
Formulating master schedules.

Evaluating activities program.

Recommending graduation policies.
Arranging commencement program.
Procuring commencement speaker.
Preparing list of candidates for
graduation.

Verifying graduation activities.

Studentgpersonnel

 

l.

Recommending policies.

4.

5.

Facultyysenate

l.

2.

-89-
Organizing non-instructional services
such as employment and tutoring.
Serving as a review committee for
loans and housing.

Overseeing student publications.

Evaluating student activity program.

Recommending policies and practices.
Clarifying and eXpressing faculty
aSpirations for the college.
Representing the faculty to the chief
administrator and college governing
board.

Providing a method of study and evalua-

tion of existing policies.

Examination of committee functions reveals that all

aspects of college life are touched upon by committee action.

Still, there is little evidence that the colleges involved

in this study have develOped any integrated patterns of

committee structure. One college is an exception to this

statement.

It reported a specific, well-defined pattern of

committee structure based on stated principles.

The membership of all the committees discussed above

has been that of administrators and faculty - thus, the term

"administrative-faculty committees." However, they do not

comprise the total picture of the college committee structure.

-90-
Lay Committees

Lay community committees must be considered in order
to view the complete committee structure in the junior col-
lege situation. All of the seventeen colleges in this study
reported the use of lay committees. In nearly all instances
these lay committees serve in an advisory capacity for the
technical and vocational areas of the curriculum. These
cover a wide range of subjects including nursing, truck
driving, dental assistants, apprentices, etc. In seven
colleges these committees are ad hoc while in the remaining
ten colleges they are standing committees.

There are other lay committees in addition to those
for the various vocational and technical areas. For example,
three colleges have citizens' advisory councils. Their
SCOpe is general and might cover any matter pertaining to
the college. One college reported an alumni board and two
reported that lay committees were active in organizing the
colleges on a county basis. The number of lay committees
per college ranged from one to twenty with an average of
eight per college.

The general functions of the lay committees have been
variously stated. The following list includes the primary
ones that have been identified:

1. Recommending policies.
2. Acting as an advisory group on curricula

and course outlines.

-91-
3. Aiding administrators and faculty
in identifying changing needs in
business and industry.
4. Assisting in placing students.
5. Assisting in procuring equipment.
It is clear that lay advisory committees serve a
definite purpose and meet and important need in the public

junior colleges of Michigan.

Summary

The committee structures and their concomitant inter-
personal relationships which exist in the administrative
organization constitute the Operational patterns of Michigan
public junior colleges. The various committees can generally
be classified into four areas according to the services and
functions performed: administration, instruction, student
personnel services, and community services. It can be noted
that the area of student personnel services utilizes a
greater number of committees for its area of Operation than
any of the other three.

All of these areas are represented in all of the col-
leges in this study, but not all committees are common to
all colleges. The five committees occurring with the most
frequency are curriculum, student personnel, faculty senate,
scholarship, and library. From a comparison of these
committees as they exist in the different type districts,

it seems that there is more uniformity of Operational

-92-
patterns among the public colleges than in the county and
regional districts.

The reSponsibility for the appointment of committee
members is rather nebulous and prohibits precise classifi-
cation. The obvious point is that in the majority of the
colleges, the president/dean has the responsibility, some-
times singly and sometimes shared.

All of the colleges have lay community committees which

serve in advisory capacities.

CHAPTER V
OPERATIONAL FACTORS IN ESTABLISHING ORGANIZATIONAL
STRUCTURES AND OPERATIONAL PATTERNS IN
MICHIGAN JUNIOR COLLEGES

Questions were asked of chief administrators to deter-
mine what factors, if any, have had a profound influence
on the formulation of organizational structures and the
methods of administrative procedure in Michigan junior col-
leges. To bring forth this information, the investigator
explored the educational qualifications of administrators,
their method of appointments, the administrative philOSOphy,

and their policy formulation procedures.

Factors ConCerned With Administration

The degree attainment by the chief administrators of
the Michigan junior colleges were equally divided with eight
chief administrators holding doctorates (five Ph.D., three
D.Ed.) and eight holding a masters degree while one adminis-
trator holds a 3.8. degree in business administration.

Table VIII indicates the teaching, administration, and
non-educational experience of the chief administrators in
Michigan junior colleges.

There seems to be a direct correlation with the develOp-
ment of the junior college movement stemming from the high
school environment with the experience of the chief adminis-

trators of the junior colleges. Eighty-eight percent of the

-93

-94—

TABLE VI I I

Teaching, Administrative, and Non-Educational
Experience of Chief Administrators in Michigan
Junior Colleges

 

 

N=l7

Experience Aaii‘i‘fliiiriiors %
Junior college administration 15 88
Junior college teaching 12 70
High school administration 7 41
High school teaching 15 88
Elementary school administration 4 23
Elementary school teaching 3 l7
Non-educational field 9 52
Four-year college teaching 4 23

 

 

-95..
administrators had high school teaching experience and
forty-one percent had high school administration eXperience.
Twenty-three percent also had elementary administration
backgrounds and seventeen percent indicated elementary
teaching experience. These data indicateé7that the adminis-
trators have a heavy background of eXperience in the K-12
division of education with thirteen reporting experience in
this division and only three administrators indicating a
lack of background in K-12 eXperience. It is also signifi-
cant to point out that fifty-two percent had experience in
non-education fields and that only four, or twenty-three
percent,had experience at a four-year college.

A majority of the Michigan junior college administrators
majored in History, English, or the Sciences. The minor
areas of specialization were similar to the major areas
(as reported in Table IX). It is noteworthy to report there
were no administrators who had backgrounds in foreign lan-
guages or physical education. One administrator had an
extensive background in civil engineering and another a
background in business administration.

Eighty-two percent of the colleges have made adminis-
trative appointments in the last five years. One college
reported ten administrative appointments (a new college);
another reported eight; one reported five; three reported
four; two reported two; and five reported just one appoint-

ment. These appointments indicated either a new college

-95-
organization or increased enrollments. (See Table X.)
Screening techniques were used by ninety-five percent of the
college districts in the aiding of the selection of adminis-
trators. Forty-one percent of the chief administrators
indicated they received their appointment from within the
district while fifty-nine percent indicated they were out-
side the district when they received their appointment.

When asked as to what were the prime resources for
choosing new administrators, the administrators reported
the following: one said they would select outside candi-
dates only, three reported the Opposite by saying they
would select only those now in the district, and the re-
maining thirteen colleges said they would select candi-
dates both from within and outside the district - wherever
the best qualified were located. Sixteen of the schools
reported that the college administrative cabinets were in-
volved in the screening process and only five schools re-
ported involvement by a faculty committee in the appointments
of administrators. The final reSponsibility of recommending
an€>administrative appointment to the board of trustees
rested with the superintendent of the public school districts
and with the president, dean, or director of the regional

and county college districts.

Faculty Personnel Factors

 

The investigator was curious as to the involvement of

faculty participation in administrative matters and the

-97-

TABLE IX

Major and Minor Areas of Subject Concentration in
Undergraduate Course Work of Michigan Junior
College Administrators

 

 

N=l7
Major Minor
Rank Concentration No. Rank Concentration
1 History 8 1 History
2 English 4 2 English
3 Sociology 3 3 Math
4 Biology 2 4 Psychology
5 Chemistry 1 5 Biology 1
5 Accounting 1 5 Chemistry 1
5 Fine Arts 1 5 Economics 1
5 Engineering 1 5 Philosophy 1
5 Physics 1 5 Ind. Arts 1
5 Math 1 5 Sociology l

 

 

-98-

TABLE X

Appointment of Chief Administrators
of Michigan Junior Colleges

 

 

 

N=l7
Question Yes No
N % N %

Were appointments made

during the past five

years? 14 82 3 18
Did your institution have

screening techniques? 16 95 l 5
Was the chief administra-

tor appointed from

within? 7 41 10 59

 

 

-99—

degree to which the administration provided channels for
the faculty to participate. The following questions were
asked to indicate their involvement: (1) do faculty members
or committees participate in the hiring of new faculty,
developing salary schedules, or in the formulation of curric-
ular offerings; (2) are there written procedures of policy
for lodging grievance; (3) who is responsible for the
formulation of the college policies; and (4) is there a pro-
cedure for requesting a change in policy?

Administrators from fourteen junior colleges stated
that the teaching faculty members are involved in hiring
the teaching staff. Three colleges reported that faculty
are not involved in hiring practices. It is significant to
note that the one public school that reported no faculty
participation is rather small and that the one regional and
one county college reporting are newly organized. All of
the colleges reported that faculty are involved in developing
salary recommendations and also recommending course offerings.
Some administrators mentioned that not all faculty sharein
the screening policies but that department chairmen have
this responsibility as faculty. During periods when the
college is not in session, faculty again are not involved.
For the most part, the administration usually screens out
candidates for the faculty to interview. (See Table XI.)

When asked if there were written policies and pro-

cedures for the faculty to follow in order to lodge a

-100-

TABLE XI

Faculty Involvement in Personnel Policies
in Michigan Junior Colleges

 

 

 

. . . Public Regional County
Type of Partic1pation
Yes No Yes No Yes No
Hiring of faculty 7 1 5 l 3 1
Developing salary
schedules 8 0 6 0 4 O

Formulation of new
course offerings 8 0 8 0 8 0

 

 

-lOl-
grievance pertaining to any policy, eleven reported that
there were written policies and five reported that they
had no printed policies, while one reported they had not
adopted any as yet. Faculty senates or councils had been
delegated the responsibility with grievances. Study
committees of the faculty were reported in twenty-three
percent of the cases. Administrators were involved in the
grievance procedure eighteen percent of the time and of
this percentage, there was only one administrator, repre-
senting six percent of the total, who felt the faculty

member should deal directly with him.

Factors Involving Communication

 

The general school laws in Michigan state that the
minutes of the board meetings must be made public. When
the administrators were asked if the board minutes were
made available they reported in all cases that they were
made available both to the faculty and to the public. Five
of the administrators,or twenty-nine percent, said that the
board minutes were made available to all faculty members
(all five were fairly small schools). Fourteen, or eighty-
two percent, stated that COpies of the minutes were avail-
able to department chairmen so that any interested faculty
member could avail themselves of the information. All in-
stitutions reported that the board minutes were available

in administrative Offices upon request and that the public

-102-
could also receive or pick up COpies of same at their
request. (See Table XII.)

The question was asked as to what means of communica-
tion were followed by the administration with the faculty.
All seventeen schools reported that three main sources were
used exclusively by all of the colleges and they were: (1)
faculty meetings, (2) faculty bulletins, and (3) meeting
faculty individually.

Extensive use was made by the administration of mass
communication media such as radio, television, local news-
papers, and brochures. All of the colleges stated they use
all of these media in some form in communicating with the

public at large.

Factors Dealing With Policy

The governing boards of the Michigan junior colleges
are officially responsible over final approval of all
policies. As board members, or as a collective group, they
could initiate policy and give it official sanction. It is
assumed that this does happen and it is in turn assumed that
not all policy is initiated by board members. The question
was therefore asked as to who is responsible for the formula-
tion of college policies. The sources of policy origin have
been tabulated in Table XIII.

According to the chief administrators, eighteen percent

of all recommendations concerned with policies originate with

-103-

TABLE

Availability of Junior College Board Minutes

XII

 

 

Yes No

Board minutes made available

to all faculty 5 12
Board minutes made available

at department chairmen

level 14 3
Board minutes made available

to administrative offices 17 0
Board minutes duplicated for

public to pick up, if

requested l7 0

 

 

 

 

n

-104-
TABLE XIII

Origin of College Policies in
Michigan Junior Colleges

 

 

 

 

N=8 N=5 =4 N=l7
Source Public Regional County Total
N % N % N % N %

College administra-
tive cabinet 4 l6 3 22 2 20 9 18

Administrative

committee 2 8 l 7 l 10 4 8
College committee - - l 7 - - l 2
Administrators 5 20 2 l4 2 20 9 18
Faculty committee 7 28 3 22 3 30 13 27
Board members 7 28 4 28 2 20 13 27

 

Totals 25 14 10 49

 

 

-105—
administrative committees, twenty-seven percent with faculty,
twenty—seven percent by board members, eight percent by ad-
ministrative committee, and two percent by a college committee.
The college committee and the faculty committee add up to a
total of twenty percent where faculty play a part in policy
making. The administrative category made up of the college
cabinet, administrative committee, and administrators total
forty-four percent of the policy making process and the
board members represent twenty-seven percent. The origin of
college policies in Michigan junior colleges originate just
under fifty percent by the administration, less than twenty-
five percent by the faculty, with the board members them-
selves playing a part in policy making slightly over twenty-

five percent of the time.

Summary

The educational experience background of chief junior
college administrators is public school oriented, primarily
high school experience and even on down to the elementary
level. A small percentage did have some four-year college
experience. Their academic backgrounds were predominantly
History, English, Social Sciences and the science discipline.
A goodly number had eXperiences outside of the educational
field.

A majority of the administrators have been hired from
outside the college district and almost all of the colleges
used a screening process to select administrative candidates

and a large majority of these appointments were made within

-lO6-
the last five years.

Administrators also indicated that faculty members for
the most part were very much involved in the selection of
the teaching staff, in develOping salary schedules, and in
develOping the new course offerings for the institutions. To
some extent, the faculty played a role in selecting adminis-
trators and in initiating policy. A majority of grievances
were first handled by faculty groups with only one chief
administrator asking that grievances come directly to him
first.

Administrators felt that faculty were informed of
board proceedings through the media of faculty meetings,

bulletins, and by contacting individuals.

CHAPTER VI

CONCLUSIONS AND RECOMMENDATIONS

The purpose of this study was to analyze and compare

administrative organizations and Operational patterns of

Michigan junior colleges in order to make recommendations

for organizational improvement and to supply data as a basis

for further study in aiding the community college movement

in Michigan.

The following questions were answered:

1. What were the implications of the

related literature to the study?

2. What are the existing organizational

structures in Michigan junior colleges?

3. What are the existing Operational

patterns in Michigan junior colleges?

4. Is there a relationship between organiza-

tional structures to Operational patterns?

5. What were the Operative factors in es-

tablishing the organizational structures

and Operational patterns?

The history of the Michigan junior
finds its origin as an extension of the
there has been a movement away from the
district to a regional (covering two or
or two or more counties) or county type

-107-

college movement

high school. Recently
public school college
more school districts

district.

-108-
Recommendations of citizen advisory groups such as Governor
Romney's Blue Ribbon Committee are that no public school
district junior colleges be established and that the now
existing public school districts have their own board and be
separate from the public districts. They also recommend
that all of the junior colleges be a part of a so-called
master plan covering and serving the various areas of
Michigan.

Legislation for the establishment of junior college
districts in Michigan has been permissive. As a result,
there are now existing three types of college districts:

(1) public school college districts, (2) regional college
districts, and (3) county type college districts.

A majority of the community colleges have had adminis-
trative changes within the last five years and these have
been the result of growth and development and a change of
district status. Administrators reported that in a majority
of the cases of changing organizational structure, it was
the result of an administrative study or that the structure
was patterned after other existing organizations in other
junior colleges. In all cases, the chief administrator
made recommendations to the board in reference to appoint-
ments or to an organization change.

A majority of the administrators were satisfied with
their organizational structures with most of the public

school chief administrators reporting dissatisfaction with

-109-
interference on the part of the central administration in
budget and finance.

A junior college of a mean enrollment of two thousand
full-time students has a full compliment of tOp echelon
administrators who serve a comprehensive program in the
following areas: (1) instruction, (2) student personnel,

(3) community service, and (4) terminal and vocational
education.

The titles of the administrators are in a confused
state. The same titles have appeared in all levels of
administration; the title "director" could imply the tOp
position of the college or third echelon position of director
of the evening program. The duties have not been commensu-
rate with the titles and as a result, there has been much
overlapping of reSponsibilities.

The search in related literature points out the need
for administrative theory in establishing new or changing
older structures. There has been some theory applied in
establishing structures as indicated by the evidence. This
would depend on how profound administrative committees
delved into research and other data in recommending organiza-
tional changes.

The chief administrator in the public school junior
college district is the superintendent and in no case did he
allow the top official of the college, who is concerned with

the everyday operation of the college, to have the title of

—llO-
president. It can be assumed that the school superinten-
dents see themselves in this role.

Academic organization was develOped around department
chairmen or division heads. The trend is toward division
heads with department chairmen reSponsible to a single
discipline reporting to a larger division of related
knowledge.

The chief administrators of the colleges are well pre—
pared, with a majority holding doctorates and some presently
working on the degree. They have a strong background in the
social sciences and have most of their experience at the high
school level. A majority of these administrators received
their appointment when they were serving outside the district.

A majority of the college districts had extensive
screening procedures involving some faculty participation
and selecting the best man available whether he was currently
employed in the district or not.

The administrators felt that the faculty was well in-
formed by using meetings and bulletins and the public was
likewise informed through the mass media of radio, television,
local newspapers, and brochures.

The administrators also stated that a majority of the
colleges had written policies for grievances and that these
grievances were channeled first through some faculty organi-
zation.

The source of initiating policy more often stems from

gut-W‘I

-111-

the administration, then the faculty, and finally the board

members, in that order.

Recommendations

 

After much deliberation and a careful analysis of the

data presented in this research study, the following recom-

mendations are suggested:

1.

That no new junior colleges be es-
tablished as public school district
K-l2 junior colleges.

That the Blue Ribbon report concerning
the number and types of junior colleges
to serve Michigan be given tOp consid-
eration.

That all public school district junior
colleges report to their own board, and
have their own budget and finances
separate from the K-12 division board.
That there be an extensive application
of administrative theory in organizing
and re-organizing administrative
structures.

That the Michigan Council of Community
College Administrators undertake a
study to establish guidelines for
titles and duties of administrative

officials.

10.

11.

-112-
That in comprehensive junior colleges
the area of technical and vocational
education be given equal status to
the college transfer function, com-
munity services, and student personnel.
That job specifications be analyzed
to prevent overlapping of duties and
to prevent one administrator from
functioning in other areas of
administration.
That the Michigan Association of
Junior Colleges undertake a program
that could result in involving more
faculty in the decision making
process of the states junior colleges.
That faculty members be more involved with
the lay committees of the colleges.
That a well coordinated system of
committees have policy recommending
authority.
That a recommended organizational
structure be suggested for colleges
of three thousand students. (The
investigator has submitted such an
organizational structure on the

next page.)

 

 

 

musmpsum chansons means no usmsaaoncm wEfiBIHHsm
m Spas mmmmaaoo moansm snowmoaz no“ musuosuum HMGOADMNfismmHO pmnsmfifioomm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mxumao
usmEeOMHm a mmad
Hmwosmuwm mo .HHQ
mxumao
sowumospm .uom usopsuw
m>fiu9nfluumflo mo .Hwo .ummd .mmz mow>umm poomal
paw mmmswmsm
nommmm mmmuw>HWo< smammsonmumz
oumum usmnsum «0 .Hmo -I
can Hmumpmm mosmfiom Hmwoom msammnousm mo .Hwa
I umsomsmz meow>umm sudden
nowadaanumz mxumau muoumuwmo
amoaosnows a mocwwom mumum mafiammssou msmwmoumsu
HmwuumsOsH Hmcsomnmm
soflumospm mosmmflso mo .uflo mosmsmusflmz
- mswmusz Hmowmmnm T. _L
n" Hmowuomum paw mufimmmd mxncau mmmsouw
1.1 72.5 magmas-,- Hmusugorn 332 a .33 £3
mo .Hfio Hmuumflmmm
sOHumospm muu< mmmsmsmq mxumao
mOIOU can mxuuao paw mHOmmOmm¢
moausmummd mmmaaou and msowmmw864 .Hmz ououmxoom
mewsm>m m1; m0 .Hfin .ummm .umz mowmmo
.33 334 do .asunw J
amsoaww>flo mo .HHQ Hmnowmfl>wa msowmmwsp< mo.uwo Hmaaouusou
sowumospm m00fi>umm sowumosvm . _
Hmswsuwa a Hmowsnoma muwssssoo oafimnmum HmGsOmumm usmpsum Hmmmsmz
no ammo we same «0 some mo ammo _ mmoswmsm
w r - a y n
undemon>mo can nonmemom , mwmuuflssoo
now .ummd m>fiumuumasaSO< usmpwmmum wuasomm

 

 

mesuouum

 

 

 

 

 

 

 

 

 

 

pumom mewsum>ow

 

 

 

mmmuuwseoo Hmwommw

 

 

APPENDIX

-114-

from within Proposed Community College Districts

APPENDIX A

Blue Ribbon Report

Table 1

Measures of Potential Enrollment

 

 

 

 

 

 

 

 

 

 

 

 

 

1963 Potential Enrollments Number
Enroll- Students
District ment H.S.Grad. Age 18-24 Method Support-
at Local Method , able
ConnmCol. - 1963 1963 ‘ 1965 1970 1975 - 1963
1 ...... 230 '334 254 334 425 429 427
2 ...... 288 570 464 581 777 856 708
3 ...... 261 519 538 640 785 839 1,043
4 ...... 467 493 477 542 670 769 964
5 ...... 601 537 ' 462 541 667 714 837
6 s s s s 0.. "" (676 (‘30 - 522 649 660 737
7 s s. s s s s * "' 416 390. 468 577' -607 589
8 ...... *341 939 1,161 1,202 1,396 1,613 2,124
9 ...... * 886 1,143 1,110 1,278 1,610 1, 844 2,232
10 ...... 1,263 2,319 2,170 2,486 3,204 3,730 4,242
11 ...... -- 912 654 798 994 1,083 1,396
12 ...... 1,333 985 919 1,091 1,380 1,519 2,223
13 ...... 4,454 3,858 3,874 4,370 5,815 7,074 8,177
14 ...... 1,965 .2,644 3,206 3,161 3,509 4,150 4,652
15 ...... 2,541 3,588 3,569 3,937 5,051 6,000 6,486
16 ...... -- 1,402 1,358 1,601 2,074 2,396 2,479‘
17 ssssss "' 4 1,194 1,105 1,234 1,560 1,811 1,938
18 .....o -- 1,621] 2,126 2,204 2,620 3,001 3,643
19 ...... 1,266 1,386 2,485 1,642 2,059 2,311 2,567
20 ‘...... -- 6,429 5,531 6,685 9,422 11,364 11,710
21 ...... 2,365 3,206 2,867 3,383 5,057 6,855 7,189
22 ...... -- 21,091 20,145 23,017 30,325 35,485 44,979
23 ' ssssss "" - 1.277 2,255 1,867 1,712 2,066 3,39].
24 ...... 1,352 1,034 .1,055 1,208 1,548 1,786 1,932
25 ...... ' 1,181 . '1,726 1,755 2,028 2,605 2,850 3,189
26 ...... ‘ -- 466 429 499 630 681 864
27 s s s s s s '"" 580 618 ‘ 695 805 83!. 827
28 so ssss "" 850 808 915 1.109 1,174 1,275
29 ...... -e' 789. 845_ 1,001 1,358 1,552 1,718
S-l ..... -- 2,275 1,947 2,114 2,479 2,705 2,435
S-Z ....._ 7- 433 313 413 475 532 770
3'3 ..... -- 874 887 938 1,003 1,070 1,181
N
Changes under Alternative Plan
80 ..... 2,432 3,182 3,025 2,504 4,633 5,468 6,775
110 ..... -- 1,302 857 1,163 1,435 1,561 1,925
S-2D .... -- 606 543 1 616 714 795 1,209
S-3D .... -- 1,528 1,823 1,837 1,905 2,056 1,821

 

 

 

 

 

 

 

Enrollment at Delta College apportioned to three proposed districts.

These districts cover the same
8-2, and 5-3 above.

geographic area as Districts 8, 9, 10, 11,
All other districts would remain the. same.

 

 

u

 

 

-116-

 

 

ntsrs and Possi‘b

Preps-ed Co

finity Collage
Service Districts

 

    

 

 

 

 

 

 

- . \

 

 

 

 

CD

Q

 

 

 

 

.. 3&7“ #

a \ 'a
j: I‘. 1.
Jim iguana“

a... /

 

 

 

 

 

 

 

I

 

Is
HHHHMHHHH HHHHHHHO

0.9

 

 

 

00‘ 0‘
us hu-
0
0.

 

 

 

OOOOOOOO

A
cases...
0

 

‘I'fl
; 114
o W o
19 '
_ “—~J\. 29‘

 

0600‘ _J

 

I
I
I
l
1040
I
I
I
I

 

 

WWW...

 

 

 

 

 

 

 

I
, I ‘t' d 3 .
Z2119. £99 .26‘ 127 328“
‘ p7 ' -!'. '

1:
0 Existing oomunityf oollsgs

sd commit college
lorries

 

x
x
I
i X Propo
g Q Spsci

 

¥

 

community

“II“:
x .3.
“ w a l
: gn .3
I ...- I.
i i
91'“
“til I
2
29 x 3
. X 0
‘0‘0
0
ms
4"“«5 0 :
mu

 

tor

 

 

“" managing "”IF-yaar" ”can. ' .4

b

 

-117--

Proposed Community College Centers and Districts
for the State of Michigan
(See Figure 1)

(cont'd)°.
‘ District Counties Included Communit Cells 2 s at -
26 St. Joseph, 83 of Cass Three River;
27 Branch, W3/4 of Hillsdale Coldwater
28. Lenawee, Eh of Hillsdale . Adrian
29 Monroe . Monroe
8-1 ' Alger, Baraga, Chippewa, ' Special centers at‘Hichigan
' Dickinson, Houghton, Iron, Tech (Houghton and Sault Ste.
Keeweenaw, Luce, Mackinac, Marie) and Northern Michigan
Marquette, Schoolcraft (Marquette)
8-2 Crawford, Iosco, Ogemaw, -
Oscoda, Roscommon West Branch
3-3 Mecosta, Newaygo, Montcalm Special center at Ferris

(Bingapids)

Proposed Community College Centers and Districts -
_ for the State of Michigan

Alternative Plan: Retain Delta as Community College
' - (See Figure 2)

District Counties Included Communit Colle e at -
A ‘ . *
8D Arenac, Bay, Midland, Saginaw University Center

11D ‘ Huron, Sanilac, Tuscola -’ Cass City area

S-ZD Crawford, Gladwin, Iosco,
Ogemaw, Oscoda, Roscommon,
Bk of Clare West Branch

S-3D Cratiot, Isabella, Mecosta,

Montcalm, Newaygo Alma, special center at
. . Ferris (Big Rapids)

Community college presently in existence.

Parts of Allegan County are in Districts 15, 17, and 18. The
part in District 15 is included within the boundaries of Dorr, Leighton,
Hopkins, and Wayland Townships; the part in District 17 - Laketown, Fill-
more, Overisel, Salem, Saugatuck, Manlius, Heath, Monterey, Ganges,
Clyde, Casco, and Lee Townships; and the part in District 18 - Valley,

Allegan, Watson, Martin, Cheshire, Trowbridge, Otsego, and Gunplain
Townships. .

These districts cover the same geographic area as Districts 8, 9..
10,11,S-2, and 8-3. All other districts would remain the same '

FLINT BOARD OF EDUCATION e

 

July 1, 1965

Dr. Robert E. Turner

President

Michigan Council of Community
College Administrators

Macomb County Community College

22240 Federal Avenue

Warren, Michigan '

I-Dear Dr. Turner:

‘ I am starting my doctoral dissertation entitled, “NA Study
of the Administration of Michigan Junior Colleges," and will be
contacting the eighteen community colleges in Michigan that were
in Operation during the 1964-1965 school year.

This will be a profitable learning experience for me and I
would appreciate any assistance you may give me in gaining the
COOperation of these institutions. I will be asking their chief
administrator to fill out a short questionnaire and also, to
send me pertinent materials necessary for the completion of my
dissertation. For the sake of validity it will be necessary that
I receive an answer from all the invited institutions.

Thank you.

Sincerely,'

Donald E. Stanbury

Assistant Dean for Student Personnel

 

FLINT BOARD OF EDUCATION 0

 

PEN .

July 1, 1965

Dr. Charles Donnelly

President

Michigan Association of Junior and
Community Colleges

Flint Community Junior College

Flint, Michigan

Dear Dr. Donnelly:

I am requesting your assistance in what I feel is an im-
portant project; not only because it will be my dissertation’
entitled, ”A Study of the Administration of Michigan Junior
Colleges," but also because of the valuable information it will
give me in seeing and understanding the overall community college
picture.

There were eighteen Michigan community colleges in Operation
during the 1964-1965 school year and I will be contacting each of
them asking for the completion of a short questionnaire and to send
me materials that I feel will be relevant to the study.

Any assistance you can give me in order that I may have their
fullest COOperatiOn will be greatly appreciated.

.Cordially,

212nm.44.2511442124uu¢_
Donald E. Stanbury

Assistant Dean for Student Personnel
pb

 

"FLINT scams or soucA'rION .

.40! CAD? COURT ITIII? O 'LIN'I'. NICNOOIN 80...

July 16, 1965 '_KL

Dean Paul H. Jones
Highland Park College
Glendale at Third

‘Highland Park, Michigan
Dear Paul:'

This is to introduce Donald Stanbury who is the Assistant
Dean for Student Personnel at Flint Community Junior College. He
is currently embarking on a study involving his dissertation called
”A Study of the Administration of Michigan Junior Colleges.”

There were 18 Operating community colleges during the 1964-
1965-school year and your community college is one that will be
included in this study. I am sure that Mr. Stanbury will soon be
forwarding materials to you asking that you participate. Because
there are only 18 colleges in this study, it is important for the
sake of validity, that all 18 return the questionnaire and materials.

On behalf of Mr. Stanbury and the importance of the study,
I hOpe that you will give your fullest COOperation. If you are
unable to complete the short questionnaire, please have one of
your assistants do it; he needs these materials by the end of July.

The results of the study will be forwarded to you upon

request. '

-Sincerely, ' F

Cflb~ufia

Charles R. Donnelly

_ Dean
pb

-121

APPENDIX C

July 17, 1965

Director Richard Whitmore
Kellogg Community College
450 North Avenue

Battle Creek, Michigan

Dear Sir:

As a part of my doctoral dissertation I am conducting a
study entitled, "A Study of the Administration of Michigan
Junior Colleges." Dr. Donnelly offered to write to you about
my study and I hOpe I may impose on you to complete my short
questionnaire by putting a check mark in the appropriate place
or by writing in any comments you feel are necessary.

In order that I may have the appropriate data for the
study, I would appreciate your sending me the following:

1. Current college catalog

2. Organization chart (or penciled
diagram)

3. Duties of all administrators

4. List of committees and their
reSpective functions

I have enclosed a stamped self-addressed envelOpe for
your convenience. It was difficult to approximate the postage
needed; therefore, I will be happy to reimburse you for any
additional postage you have to spend.

Sincerely,

Donald E. Stanbury

Assistant Dean for Student Personnel
pb
Enclosures

 

-122-

"A Study of the Administration of Michigan Junior Colleges"

Donald E. Stanbury
Assistant Dean for Student Personnel
Flint Community Junior College

 

-123-

NAME OF SCHOOL:

 

NAME (Person filling out questionnaire):

TITLE:

 

 

Number of years in present position:

 

1964-1965 Fall Enrollment: Full-time

 

Part-time

 

DS:pb
7/15/65

students
students

I.-

 

-124-

I. Michigan Administrative Organizational Structure

A.

Administrative

1.

How long has your present administrative
organizational structure been in effect?

sless than 1 year 2 years to 5 years
1 year to 2 years more than 5 years

For what reason(s) was a change made from your
previous organizational structure?

 

 

 

Who was responsible for initiating or recom-
xmnding the change in the institutional
organizational structure?

 

President/Dean

College administrative cabinet
College administrative cabinet and faculty
Faculty

Other (please explain)

 

 

What were the determining factors in deciding '
upon your present organizational structure?

Based on studies made by:

___college administrative cabinet

___college administrative cabinet and faculty
l___faculty ‘
___other (please explain)

 

 

___Following other junior college organizational
patterns

___Following upper division school patterns (i.e.
four-year institutions)

___Other (please eXplain)

 

 

Is your’present administrative organization
evaluated on a regular basis?

Yes No If yes, how often?

If yes, by whom?

 

 

-125

Academic

l.

2. On what basis are department chairmen appointed?
Number of faculty within a given subject area f“‘
Subject areas
Other (please eXplain)
3. Do department chairmen receive remuneration for
the added responsibilities? If so, how?
Extra pay Released teaching time 1
Other (please explain) t
General
1. Do you feel the present organizational structure
satisfies the needs of the college as your ,
interpret them?
Yes No If not, why not?
2. If you feel the present organizational structure
is inadequate, what changes would you suggest
and why?
3. With the present organizational structure, do

If not self-eXplanatory in the line staff chart
requested, what is the pattern of your present
academic organization?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

you feel there are specific areas of concern?

Yes No If yes, where?

 

 

 

 

-126-

4. With the present Operating structure are there
areas where the responsibility for these func-
tions overlap for two or more peOple?

Yes No If yes, where?

 

 

 

II. Michigan Operational Pattern Structure

A. What operational committees are functioning under
your present setup?

Curriculum
Student Personnel

Counseling and Guidance

Faculty Senate
Other (please explain)

 

 

 

 

B. Who is responsible for the appointment of staff on
these committees?
President/Dean
College administrative cabinet

College administrative cabinet and faculty
Faculty

Combination of any of the above. If so, which?

 

Other (please explain)

 

 

C. Are specific duties and functions outlined in writing
for these committees?

Yes No

D. Are there any lay community committees which assist
the college in any matters?

Yes No

If yes, what are they?

 

 

 

-127-

III. Organizational Structure and Operational Patterns

A.

Who is responsible for the formulation of your
college policies?

College administrative cabinet
Administrative committee
College committee
Administrators

Faculty committee

Board members

Other (please eXplain)

 

 

What procedure would the college faculty follow in
order to initiate or request a change in policy?

 

 

 

 

What means of communication are followed by the
administration with the

1. Faculty: faculty meetings
faculty bulletin
other (please eXplain)

 

 

2. Public: radio and/or television
newspaper

brochures

other (please eXplain)

 

 

Are Board minutes available to:

1. Faculty: Yes No

2. Public: Yes No

Are there written policies and procedures for the
faculty to follow in order to lodge a grievance
pertaining to any policy, rule, etc.

Yes NO

” —

Do faculty members or committees participate in:

l. Hiring new faculty Yes No
2. Salary schedules Yes No

3. Formulation of new course offerings Yes No

-128-

IV. Factors Involved in Organizational Structure and
Operational Patterns

A.

Personal Informaion

1.

Have you held previous positions in the
following: No. of
Yes 0 Years

2

a. Junior college admin.

b. Junior college teaching

c. High school administration
d. High school teaching

e. Elementary administration
f. Elementary teaching

9. Non-educational field

What was your immediate previous position?

 

 

For how many years? l~

 

What degrees do you have?

 

 

What was your college

a. Major
b. Minor

 

 

Administration

1.

Have there been any new administrative positions
established within the last five years?

Yes No If yes, what were they?

 

Have administrative vacancies occurred within
the last five years?

Yes No If yes, how many?

 

Where are the prime resources for choosing these
replacements?

Administrators within present organization

Qualified personnel within school system
:::Oualified personnel outside school system
___Other (please explain)

 

-129-

Who is involved in selecting qualified applicants
for these positions?

College administrative cabinet
College faculty committee

School Board administrative offices
School Board

Outside agency

Other (please explain)

 

 

Whose responsibility is it to make the recommenda- !F
tion for hiring an administrator?

Superintendent of school system
College President/Dean
College administrative cabinet
Other (please explain)

 

 

m ’.".‘i‘.. m -H- R..-

 

C. General

1.

If a conflict occurs between an administrator and
a faculty member, how is it resolved?

Personal decision on the part of the
-_—President/Dean

Administrative group decision
-——Faculty committee recommendation
:::Other (please eXplain)

 

 

When a new curriculum is presented for adOption,
how is the decision reached to accept or not
accept it?

Personel decision on the part of the
-_—President/Dean

Administrative group decision
-—_Faculty committee recommendation
:::Other (please eXplain)

 

 

Is a procedure established for policy recommenda-
tions?

Yes No

If yes, please explain

 

 

-130-

APPENDIX D

August 5, 1965

Dean Philip J. Gannon
Lansing Community College
419 North Capitol Avenue
Lansing, Michigan

Dear Dean Gannon:

I want to thank you for completing your questionnaire
and sending the materials I need from your institution.
Your COOperation and promptness will assist me in completing
my study this summer.

Sincerely,

Donald E. Stanbury
Assistant Dean for Student Personnel
SW

-‘ .‘l-I'D “at " 1

 

II“ $2.”.

-131-

 

 

emcaaoo mansEEou ens :H msmom smash
an ssomm no ommH am emsaaoo Hoecsb Academy «0 ensuosnum

mooe>nem _smfiumuneq_u
fines-l- I
wo Houomwwo
soauoospm Heueszoma m
_HccOHuooo> wo Houseman
mewanflcnu s0emfi>flo_

El _ cases no ammo
mane scam was
El Hen-when mo Houseman as: no some

 

 

 

 

 

  

.caamme mo
Houoeuflo

  

.Hmz maneuemmo

 

  
    
  

.Hmz enoumxoom

 

     

 

  
  

mocsouo one
umcaeaasm .ausm

 

 

  

 

 

  

 

 

 

 

 

 

 

 

 

     

 

 

E: monetize on poocmuxm cofluusuumcH mucepsum‘
mo coma mo come no ammo MO sown
mmwmd msflmmnousmf. meowuoasm owansm
_ 1.1 I no Houomuflo -I..I
_uwmocmz mmmgflmsm _ suspended moa>
H

 

 

 

 

_Hflocsoo w>Husosqufi

  

fmewDUHEEoo huasoom¥

 

one: o>flusoexm

  

 

_ pumom msflqwm>ouxg

 

m NHazmmmfl

-132-

 

 

 

ummmH> anon an mmmaummma an
smoHHOU Howssb moflmcm oscuw Oonwdmmuomm mo onsuoshuw

 

 

 

 

 

 

 

 

 

 

 

 

 

Amv
figmenflmnu commfl>wo;

 

meH>Hmm
huownflq mo HOpoeHeo

_

 

 

 

mcoHuoHem
Deanne Hewssoo meowamflfipd

mCOAucoansm mua>flu04 one no muficmm<
useEmoch pesosum mudmpfisw uouosuwo mmocfimsm

no m0 NO one mo

Houosnflo Houosuflo Houseman monumemom HODMdHOHOOU
VII _ _ _ _

muflmmmm useosum umoaaoo mcflcm>m

ammo psoumwmmm wo Houoouan

 

 

1

VIII

mufimmmm HMGOHuUOHDmGH
mo ammo unnumflmmm

 

 

 

_smoHHOU HOHcsb one we sown _

_

_mHoosum mo unmonwucflquSm _

_

coflumosom mo pumom _

h xHQmemd

-133-

memoaaoo Hcmwlosa

mo sofluouwccmwo muoumlmswq Hocowuco>sou

 

mucum

oow>umm ooom
one tcowuowmmo
.moscseuswcz

 

 

 

 

 

 

Homage: mneaflmsm

 

avasoom

 

 

 

 

 

sefiuwmno
uscfiuuommo

 

 

 

 

 

 

 

 

 

meowucaem
muwssseou
mo Houoeufio

 

 

 

ammo ceaspmom

 

 

muoum
Hmssomuom ucoosum

 

 

 

 

 

 

 

 

 

unoowmmnm

_

 

 

 

 

amusemumm unmosum
mo coma

 

 

 

Houusou mo oucom

 

 

0 XHQZmEmd

 

 

~134-

memeaaoo madcap one

muessaaoo How compenasemuo mueumuesflq pepseEEoeem

 

 

“HeGGOmHem eoeeoflsm memosaocwv

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Amuaspe

Home mewsweuuem no
sowueesom mewsswusou ea
eveowmwuueu Hem soapeespm
mewsawusou mo seen

 

 

huHseem
aescomuem cesnflesu sowma>fio
eeseoflso Ho usesuuemeo
Amemmesxeez Ancowmmemoum

OflEepeoe mo nflemeu
mepsaoswv eueowm
Ifiuweu sowuenoadxm
no Hesowueuo> Hem
mueeosum mo seen

 

 

IwEee meosaesev
hmoaosnoea Ge
eeumen euefieommd
How eoseflom anew
Imoaosnees we seen

 

 

 

 

eoaewom Ho

muse ca eeumeo
eueHeOmmd MOM
eosefiem one muud
Heuean mo seen

 

meowueaem Deanne
MO Houoeufia

 

 

. -

usepflmeum

 

 

 

 

 

Howusoo mo oweom

 

 

 

m xHflzmmm4

    

  

Hemesez
mmecamsm

 

 

'\
A 2

10.

BIBLIOGRAPHY
Books

Bertky, John A. Administration As Educational
Leadership. California: Stanford University
«;Press, 1956.

 

Blocker, Clyde E., Plummer, Robert H. and Richardson, Jr.,
Richard C. The Two-Year College: A Social
Synthesis. New Jersey: Prentice-Hall, Inc., 1965.

Bogue, Jesse Parker. The Community Collegg. New York:
McGraw-Hill Book Company, Inc., 1950.

Campbell, Roald F., Corbally, Jr., John E., and Ramseyer,
John A. Introducpion to Educational Administration.
Second edition. Boston: Allyn and Bacon, Inc.,
1958.

 

Campbell, Roald F. and Gregg, Russell T., edited by.
Administrative Behavigr in Education. New York:
Harper and Brothers, Pfiinshers, 1957.

Culbertson, Jack A., Jaclobson, Paul E., and Reller,
Theodore. Administrative Relationships 1 A
Casebook. New Jersey: Prentice-Hall, Inc., 1960.

 

Downey, Lawrence W., and Enns, Frederick, editors. The
Social Sciences and Educational Administration.-—_
Published by the Division of Educational Administra-
tion, the University of Alberta, Edmonton, Canada,
1963.

Fiegl, Herbert, "Principles and Problems of Theory Con-
struction in Psychology.” Current Trends in
Psychological Theory. Pittsburgh: University of
Pittsburgh Press,’l951.

 

Fields, Ralph R. The Community College Movement. New York:
McGraw-Hill BOOK Company, Inc., 196

 

Fox, James H., Bish, Charles E., and Ruffner, Ralph W.
School Administration: Principles and Procedures.
New York: Prentice-Hall, Inc., 1947.

-135-

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

-136-

Fretwell, Jr., Elbert K. Founding Public JunioEColleges.
Bureau of Publications, Teachers College: Columbia
University, 1954.

 

Gregg, Russell, "Administration,” EncyclOpedia of
Educational Research. Third Edition. New York:
The MacMiIlan Co., 1960.

 

 

Griffiths, Daniel E., Administrative Theory. New York:
Appleton-Century-Crofts, Inc.,91959.

Griffiths, Daniel E. Human Relatipps in School Adminis-
tration. New York: AppIeton-Century-Crofts, Inc.,

 

Griffiths, Daniel, Clark, David, Wynn, D., Richard,
and Iannaccone, Lawrence, Or anizing Schools for
Effective Education. DanviIIe, Illinois: e
Interstate Printers and Publishers, Inc., 1962.

 

Gulick, Luther, and Urwick, L., editors. Papers on the
Science of Administration. New York:-Institute
Of—Pfiblic Administration, 1937.

 

Hack, Walter G., Ramseyer, John A., Gephart, William J.,
and Heck, James B., editors. Educational Adminis-
tration: Selected Readings. Boston: AIlyn and
Bacon, Inc., 1965.

Halpin, Andrew W., editor. Administrative Theory in
Education. Published by the Midwest Administra-
tion Center, University of Chicago, 1958.

 

Hemphill, John K., Griffiths, Daniel E., and Frederiksen,
Norman. Administrative Performance and Personalit .
New York: Bureau of Publications;9Teachers CoIIege,
Columbia University, 1962.

Hillway, Tyrus. The American Two-Year College. New York:
Harper and Brothers, 1958.

Knezevich, Stephen J. Administration of Public Education.
New York: Harper and Row, Publighers, 1962.

 

Koos, Leonard V. The Junior College Movement. Boston:
Ginn and Company, 1925.

Lepawski, Albert. Administration. New York: Alfred A.
Knopf, Inc. 1949.

 

 

March, James G. and Simon, Herbert. Or anization.
New York: John Wiley and Sons, 1958

25.

26.

27.

28.

29.

30.

31.

32.

33.

35.

36.

37.

-137-

Medsker, Leland L., The Junior Collegsi Progress and
Prospect. New York: McGraw-Hill Book Company, Inc.,

Merton, Robert K., Broom, Leonard, and Cottrell, Jr.,
Leonard S. editors. Sociology Today: Problems and
Prospects. New York: Basic Books, Inc., 1959.

 

 

Miller, Van. The Public Administration'of American School
Systems. New York: The MacMillan Company, 1965.

 

Mort, Paul R., and Ross, Donald H., Principlgs of School
Administration. New York: McGraw-Hill Book
Company, Inc., 1957.

 

 

Ross, Donald H., ed., Administration for Adaptability.
Metr0politan School Study Council, an95ffiliate of
the Institute of Administrative Research Teachers
College, Columbia University, New York, 1958.

Sargent, Cyril G. and Belisle, Eugene L., Educational
Administration: Cases and Concepts. Boston:
Houghton Mifflin Company, 1955.

 

Sears, Jesse B. The Nature of the Administrative Process.
New York: McGraw-HilI Book Company, 1959.

Stoops, Emery, and Rafferty, Jr., M. L. Practices and
Trends in School Administration. Boston: Ginn
and Company, 1961.

Tead, Ordway. Art of Administration. New York: McGraw-
Hill Book Company, 1951.

Tope, Donald E., Campbell, Robert, Dean, Howard,
Foskett, John M., Fosmire, Fred, and Littman,
Richard A. The Social Sciences View School
Administration. Englewood Cliffs, New Jersey:
Prentice-Hail, In., 1965.

Wahlaquist, John, Arnold, William E., Campbell, Roald,
Reller, Theodore, and Sands, Lester. The Adminis-

Eration of Public Education. New York: The Ronald
Press Company, 1952.

Wynn, D. Richard. Organization of Public Schools.
Washington, D. C.: T e Center fOr Applied Research

in Education, Inc., 1964.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

-138-

Periodicals

Bartky, John. "The Nature of Junior College Administra-
tion.” Junior College Journal. XXVIII, September,
1957. pp. 3-7.

Bidwell, Charles E. "A New Dilemma in Administration."
Harvard Educational Review. 26:388-404: Fall, 1956.
pp. 388-389.

Blocker, Clyde E. "Community College Must Meet Demands."
Michigan Education Journal. 38:474-7, March, 1961.

 

Boicourt, Gerald W., Community College Primer. Prepared
by the Community College Services, Wayne State
University, Detroit, Michigan, 1958, p. 3.

 

Browning, J. C. "Research Studies and Surveys: Port Huron
Junior College.” Junior College Journal. 32:44-6.
September, 1961.

Cates, R. E. "Training for Space-age Living." (Benton
Harbor Community College and Technical Institute).
Industrial Arts and Vocational Education. 53:57-9.
March, 1964.

Dykes, Archie R. "Democracy, Teachers, and Educational
Decision-Making." School and Society. 92:155-6.
April 4, 1964.

 

Gannon, Philip J. "Community Colleges Analyze Needs."
Michigan Education Journal. 39:413-14. February,
1962.

Gannon, Philip J. "Fifty Years of Community Involvement:
Local Studies, Committees, and Commissions Set
Course for Michigan Community Colleges."

Junior College Journal. 35:28-31. September, 1964.

Grass, S. "Community College: Michigan's Fastest Growing
Whatchamacallit." American School and University.
36:36-8. September, 1963. REpbey Gannon, P. J.
and others. 36:48+ March, 1964.

 

Knudson, Marvin, "The Junior College in the Decade Ahead."
Junior College Journal, XXX (February, 1960), p. 14.

Medsker, Leland., Patterns for the Control of Community
Colle es, Estabiishing Legal Basis for Community
CoIIeges. Washington, D. C.: American Association
of Junior Colleges, 1961, p. 15.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

-139-

Sandell, R. M. "Besser Technical School." (Alpena
Community College). American School Board Journal.
148:25-7. March, 1964.

 

Stimbert, E. C. and Dykes, Archie R. "Decentralization of
Administration.“ Phi Delta Ka an. Vol. XLVI, NO. 4.
December, 1964, pp. I74-I77.

Taylor, Morris F., and Dick, Herbert W. "More About 'The
Nature of Junior College Administration," Junior
College Journal. XXVIII, December, 1957, pp. 226-22.

 

Vaccaro, L. C. "Faculty Recruitment by Community Colleges."
Michigan Education Journal. 41:11-12. February,
1964.

Visser, J. E. "EXperiment in Administrative Reorganiza-
tion." (Grand Rapids Junior College). Junior
College Journal. 32:47-52. September, I962.

"What's Happening on the Community College Front in
Michigan." Michigan Education Journal. 40:414-15.
February, 1963f

 

, "Community Colleges Strive to Keep
Pace." Michigan Education Journal. 41:9-10.
February,—I964.

, "M.C.C.C.A. Suggests Actions for
Future of Community Colleges." Michigan Education
Journal. 39:372-4, January, 1962.

 

, "Michigan Reaches the Crisis in
Higher Education," Michigan Education Journal.
4135-7+' February, 1934s

 

 

Bulletins, Monographs, Reports

Behavioral Science and Educational Administration. The
Sixty-third Yearbook of the National Society for
the Study of Education. Part II. Chicago: The
University of Chicago Press, 1964.

Blocker, Clyde E., and Campbell, Henry A., Attitudes of
Administrators Toward the Administrative Organiza-
tion ofpgublic:3unior Colleges in Seven States,
Austin, Texas: University of Texas, 1962, p. 5.

 

 

61.

62.

63.

64.

65.

66.

67.

68.

69.

-l40

Coladarci, Arthur, and Getzels, Jacob W. The Use of
Theory in Educational Administration. Educational
Administration, Monograph No. 5, School of Educa-
tion, Stanford University, California. Stanford
University Press, 1955.

 

Community College Primer. Prepared by the Community
Coliege Services. Wayne State University,
Detroit, Michigan, 1958.

Eells, Walter Crosby. Present Status of Junior College
Terminal Education. Terminal Education Monograph
No. 2. American Association of Junior Colleges,
Washington, D. C., 1941. Geroge Banta Publishing
Company, Menasha, Wisconsin.

 

Martorana, S. V. The Community College in Michigan.
Staff Study No. I, The Survey of Higher Education
in Michigan. Prepared for the Michigan Legislative
Study Committee on Higher Education. Lansing,
Michigan. Revised edition, June, 1957.

 

Morrison, D. G. Morrison, and Martorana, S. V. Criteria
for the Establishment of 2-Year Colleges. BuIIetin
1961, No. 2, U. S:Department of Health, Education,
and Welfare. U. S. Government Printing Office:
Washington, D. C., 1960.

Report of Study Committee, I-C, Area Postsecondary
Institutions - Community Colieges. Preparedby
Michigan Citiiens Committee on Higher Education,
March, 1965, p. I-C 15.

 

Skogsberg, Alfred H. Administrative Operational Paterns.
New York: Bureau of Publications, Teachers Coliege,
Columbia University, 1950.

 

The Public Junior Colle e. The Fifty-fifth Yearbook of
the NatiOnal SOClety for the Study of Education.
Part I. Edited by Nelson B. Henry. Chicago:
The University of Chicago Press, 1956.

 

1965 Junior College Directory, American Association of
Junior Colieges, Washington, D. C., 1965.

   

”'IIIIIIILIIIII[IIIIITLIIIIIIIIIIIIs