EXPRESSED CGRCEBNS AND EXPEC‘E‘ATEONS OF STUMNTS, SCEGOL PEESQRREL ARE} BHSILHESSMEN 15! AN EMERQER’G PARTNERSHIP CONCEPT M0366 BUSIR‘JESS‘ INBUSTRY MD EBUCATMN Rust: {'59 Hm Egg?“ cg pk. D. MECEIEGAN SHE—’2 EJMWEESETY Francis "E“ Waiiace, Jr. E973 w L ' “BRARY -‘1 11-16399 ‘ ( t This is to certify that the thesis entitled (if (cl/11.431344. (‘1‘) u 3:; "I 3,: i; 7L 11"». f," r" ‘/ :,':I't‘,l/(1J.4,PIL/‘:2_~/f{1'1“}! /‘/ J"'.r/_._’,A//{.’ I": l , 1., ‘ i 1 ’ \ . / I “ ’47 . H V V ‘,’ ’. 7 . .1" / I. r a. X ‘,I_ I _/‘ r'éir .1 11' 1‘ 174/ /.,; z._ .;,(- 22. ._1.: " n.- 77 £27 .1 '7 . /’ "4 « 5,7,1"); .I , . -I ”l - I‘ ' .‘ - - ' .— _ -; 1’20. of ‘rb: 1,3,.4; k/7 ((2 7.11%.]! / U '7 r1":- )" A"), c..-.,'~¢' MAI-V; ig'fl‘"! ‘1 Z/ a; ,l__,,/ factor.[Trig-in? presented by w Fix; 1‘. 1f ,lc‘) I L£~/(:L //u <‘, <1” Jr. 3 has been accepted towards fulfillment of the requirements for Ph.D. _degreein Distributive Educ. ‘ ' ‘ WM; " Major professor Date October 29, 1970 0-7639 ABSTRACT EXPRESSED CONCERNS AND EXPECTATIONS OF STUDENTS, SCHOOL PERSONNEL AND BUSINESSMEN IN AN EMERGING PARTNERSHIP CONCEPT AMONG BUSINESS, INDUSTRY AND EDUCATION By Francis T. Wallace, Jr. Purpose of the Study, The purpose of this study was to gather and synthe- size information concerning trends of thought and individual activities among selected partnerships and to identify and compare concerns and expectations of students, school per- sonnel and businessmen involved in partnership activities. More specifically, this investigation attempted to: (1) determine the current status and extent of existing partner- ship programs, (2) determine what anxieties and expectations the participants had when they became involved in partner- ship activities, and (3) determine if the initial anxieties and expectations of the participants changed and if they did, the reason and direction for the change. Procedures Two research instruments developed from current part- nership literature, as well as telephone and personal inter- views, were used to obtain the data for the study. The first research instrument was a questionnaire containing 32 statements intended to derive both general and Francis T. Wallace, Jr. specific information concerning the organization and extent of partnership activities. The questionnaires were sent to the businessmen responsible for the administration of part- nership activities in all (25) known partnerships. Sixty per cent, or 15, of the questionnaires mailed were completed and returned. The second research instrument consisted of three forms of one basic questionnaire. The questionnaire for each participating group (students, school personnel, bus- iness personnel) contained 10 statements describing 10 con- cerns and 10 expectations that had been expressed by the population being studied. These questionnaires were sent to the 15 partnerships who had completed the first research instrument. Forty-seven per cent, or 7 of the 15 partner- ships, returned usable questionnaires. Of the 593 question- naires mailed, 363 respondents, which consisted of 192 stu- dents, 69 school personnel and 116 businessmen, returned usable questionnaires. This represented a 61 per cent return of questionnaires distributed. Data obtained by the research instruments, where appropriate, were transferred to punch cards which were coded and subcoded for each group of participants. Tabulations were performed by the Control Data "3600" Computer at Mich- igan State University. Francis T. Wallace, Jr. Conclusions The following are the major conclusions: 1. Each partnership is the result of the combina- tion of unique resources of both the school and_business, and these resources vary greatly among the partnerships. 2. The majority of partnerships were engaged in both basic general educational programs and career develop- ment activities. Career development activities were far more prevalent than educational skills training programs in the majority of partnerships in terms of the number of students involved and the number of activities implemented. 3. Curriculum development activities in the areas of employment preparation and remedial assistance were an integral part of most partnership activities. The employ- ment preparation areas, however, enjoyed greater curriculum development than did other activities. 4. The most successful projects were those concen- trated in the areas of employment readiness and employment. training; the least successful were generally those in which the students and school personnel were required to partici- pate outside of theirtnormal school activities. 5. Business involvement did not appear to be an inhibiting factor for the participating school personnel. Honest dialogue and a sincere commitment by the businessmen to partnership activities appeared to eliminate apprehensions. Francis T. Wallace, Jr. 6. Although there were several specific concerns equessed by students, school personnel and businessmen in- volved in partnership activities, the majority of these con- cerns decreased as the school personnel and businessmen com— knned their efforts to enhance the students' educational experiences. 7. All the participants in the partnership programs Mere optimistic about the utilization of business expertise u>increase the educational level of the students. 8. The students were interested primarily in improv- ing their basic skills and obtaining employment information Emr se, although both the students and school personnel in- itially expected the business partner to provide employment and/or financial assistance for in—school youth. 9. It was evident that students and school personnel cud not view the partnerships as a mechanism to relieve their mw10bligations but viewed it as a vehicle through which all Fmrticipants could interact more meaningfully in reaching their goals , EXPRESSED CONCERNS AND EXPECTATIONS OF STUDENTS, SCHOOL PERSONNEL AND BUSINESSMEN IN AN EMERGING PARTNERSHIP CONCEPT AMONG BUSINESS, INDUSTRY AND EDUCATION By Francis T. Wallace, Jr. A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY COLLEGE OF EDUCATION 1970 Copyright by Francis T. Wallace, 1970 Jr. DEDICATION To My Father, the Late Frank T. Wallace ii ACKNOWLEDGMENTS This study is the result of the help and considera- tion of many individuals. The writer first wishes to convey his deep appreciation for the continuing guidance, encourage- ment and patience of Professor Peter G. Haines, chairman of the doctoral committee and director of this investigation. His high standards of scholarship and his dedication to stu- dents were, and will continue to be, a constant source of inspiration. I am also indebted to the other members of my dissertation committee, Professor Daniel P. Kruger, par- ticularly for his assistance in the early stages of the study, and Professors Samuel A. Moore and Vandel C. Johnson for their critical assessment of the study. I also wish to thank the following individuals for their significant contributions: Mr. Charles Sherrard, Proj- ect Manager for the American Telephone and Telegraph Company,' for his support and his solicitation of funds without which this study would not have been possible; Stephen A. Weller, Assistant Professor, Lansing Community College, for his valu- able assistance in the development of the data processing programs; James Person, Chairman, Management and Marketing Department, Lansing Community College, for his cooperation and assistance in the latter stages of the study; Clark A. Ackley, Architect, for his assistance in the printing of iii the study; and to the many other individuals whose sugges- tions and criticisms contributed to the success of this study. This study would not have been possible without the cooperation of the 15 businesses involved in partnership ac- tivities. I would like to express especially my appreciation for the valuable assistance provided by the businessmen re- sponsible for the administration of partnership activities. Without their cooperation in the data collection stage of the study, the dissertation could not have been completed. Appreciation also goes to the many typists, espec- ially to Miss Susie Garner for the many hours she spent in the preparation of the manuscript. A very special and deep expression of gratitude goes to Miss Sally Tellman for the many hours of personal devo- tion she contributed throughout my doctoral program. With- out her patience and encouragement the thesis would not have been possible. Finally, I wish to acknowledge continued encourage- ment and the inspiration provided by my family, especially to my mother, who in time of deepest need, insisted that I complete my Doctoral Program. iv TABLE OF CONTENTS DEDICATION O O O 0 O 0 O O 0 O 0 O 0 O O 0 ACKNOWLEDGMENTS O 0 O 0 O 0 O 0 0 ° C 0 O 0 LIST OF TABLES O O 0 0 O O O 0 0 O O O O 0 LIST OF FIGURES O O O O O O O O 0 O O O O 0 LIST OF Chapter I. II. III. APPENDICES O O 0 O O 0 O O O 0 O 9 THE PROBLEM OF THE STUDY . . . . . Introduction . . . . . . . Statement of the Problem . Objectives . . . . . . . . Need for the Study . . . . Assumptions. . . . . . . . Limitations of the Study Definition of Terms. . . 0 O O O O O O O 0 REVIEW OF LITERATURE . . . . . . . IntrOduCtion O O O O O O O O O O 0 Origin of the Partnership Concept. Goals and Objectives of Partnerships Partnership Activities . . . . . . Costs of the Partnership . . Criticism of the Partnership Rewards of the Partnership . Summary. . . . . . . . . . . 0 O O O O O O O O O O O PROCEDURES FOR THE STUDY . . . . . O O 0 0 Area I: Determination of Population sampl.e 0 O O O 0 O O O O O O O O O O O O O O O O O O and Area II: Development of Research Instruments Area III: Interviewing and Data Collection. rea IV: Analysis of Data. . . . Area V: Reporting the Findings. 0 0 O O 0 Page ii iii vii ix H mflQIbWNi-J ll ll ll l3 14 15 l7 19 21 22 23 26 29 31 32 Chapter Page IV. THE FINDINGS, PART I: DESCRIPTION OF PARTNERSHIP ACTIVITIES . . . . . . . . . . . . 34 Information about Partnerships . . . . . . . . 34 How Partnerships Are Organized . . . . . . . . 37 The Goals of Partnership Programs. . . . . . . 45 Curriculum Development Activities of Partner- ships . . . . . . . . . . . . . . . . . . . . 50 The Successes of Partnership Projects. . . . . 53 Employment of Graduates of Partnerships. . . . 55 V. THE FINDINGS, PART II: THE CONCERNS AND EXPECTATIONS OF PARTICIPANTS IN PARTNERSHIP ACTIVITIES O C O C O O O O O O O 0 O O O O O O 58 Profile of Respondents . . . . . . . . . . . . 58 Concerns Common to All Groups--Students, School Personnel, Business Personnel. . . . . 77 Relationship of Concerns Between Students and School Personnel. . . . . . . . . . . . . 93 Relationship of Concerns Between School Personnel and Businessmen . . . . . . . . . . 102 Concerns Not Held in Common by Students, School Personnel and Businessmen. . . . . . . 111 Unsolicited Concerns Expressed by Students, School Personnel and Businessmen. . . . . . . 117 Expectations Common to All Groups--Students, School Personnel and Businessmen. . . . . . . 119 Relationship of Expectations Between Students and School Personnel. . . . . . . . . . . . . 135 Expectations Not Held in Common by Students, School Personnel and Businessmen. . . . . . . 139 Unsolicited Expectations Expressed by Stu- dents, School Personnel and Businessmen . . . 150 VI. SUMMARY OF MAJOR FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND IMPLICATIONS FOR PARTNERSHIP DEVELOPMENT 0 O O I O 6 O O O O 9 O l 5 3 Purpose of the Study . . . . . . . . . . . . . 153 Procedures for the Study . . . . . . . . . . 156 Findings . . . . . . . . . . . . . . . . . . . 160 Conclusions. . . . . . . . . . . . . . . . . . 175 Recommendations and Implications . . . . . . . 179 Concluding Remarks . . . . . . . . . . . . . . 182 BIBLIOGRAPHY 0 O O O O O O O O O O 0 0 O 0 0 0 O 0 0 O 184 A.PPENDICES 0 0 0 O 0 O O O 0 0 O 0 O 0 0 O O O O O O O 186 Table 10. ll. 12. 13. LIST OF TABLES Number of Partnerships Participating in the Survey of the Overview of Partnership Activi- ties and Reasons for Nonparticipation. . . . . Number of Partnerships Participating in the Survey of the Concerns and Expectations and Reasons for Nonparticipation of Others . . . . Number of Participants Who Responded to the Questionnaire-Partnership Survey . . . . . . . Number of Participants Who Returned Usable Questionnaires--Partnership Survey . . . . . . Summary of the Responses to the Partnership Survey Questionnaires by Students, School Personnel and Businessmen. . . . . . . . . . . Composite Profile of Student Respondents . . . Composite Profile of School Personnel Respond- ents O O O O O 0 O O O O O O O O O O O O O 0 0 Composite Profile of Business Personnel Re- spondents O 0 O 0 O O O O O O O O 0 0 O O O O O Statements Taken from the Partnership Survey Questionnaires and Grouped by Individual and Common Concerns. . . . . . . . . . . . . . . . Composite Response of Common Concerns Held by Students, School Personnel and Businessmen by Percentage . . . . . . . . . . . . . . . . . . Composite Response of Common Concerns Held by Students and School Personnel by Percentage. . Composite Response of Common Concerns Held by School Personnel and Businessmen by Percentage Composite Response of Concerns Expressed Solely Page 24 24 30 31 59 74 76 78 82 95 103 by Students Involved in Partnership Activities . 111 vii Table Page 14. Composite Response of Concerns Expressed Solely by Businessmen Involved in Partnership Activ- itiGSo 0 O O o O 0 0 0 0 O 0 0 0 o O O O O 0 O 0 115 15. Statements Taken from the Partnership Survey Questionnaires and Grouped According to Indi- vidual and Common Expectations . . . . . . . . . 120 16. Composite Response of Common Expectations Held by Students, School Personnel and Businessmen by Percentage. . . . . . . . . . . . . . . . . . 122 17. Composite Response of Common Expectations Expressed by Students and School Personnel by Percentage O 0 O o O 0 O O O O O O O O 0 O O O O .135 18. Composite Response of Expectations Expressed Solely by Students by Percentage . . . . . . . . 140 19. Composite Response of Expectations Expressed Solely by School Personnel by Percentage . . . . 142 20. Composite Response of Expectations Expressed Solely by Business Personnel by Percentage . . . 145 viii Figure 1. LIST OF FIGURES Page Organizational Chart of a Partnership with One Company Acting as the Educational Resource. 43 Organizational Chart of a Partnership with Several Companies Acting as Educational Resources 0 O O O O O O O O O O O O O O O O O 0 44 Organizational Chart of a Partnership with One Company and a State College Acting as the Educational Resource. . . . . . . . . . . . . . 44 ix Appendix A. LIST OF APPENDICES Form Letter Sent to Firms Engaged in Partnership Activities Requesting their Cooperation in the Study. . . . . . . 0 0 0 List of Firms Participating in the Survey of the Overview of Partnership Activities . Survey Questionnaire Used to Obtain Data Concerning the Profile of Business-School Partnerships. . . . . . . . . . . . . O O 0 Survey Questionnaire Used to Determine the Concerns and Expectations of Participants in Partnership Activities . . . . . . Jury Panel for Profile of Partnership Questionnaire . . . . . . . . . . . . Letter Accompanying Profile of School Partnership Questionnaire . . . . . . Partnership Survey Questionnaire Data 0 0 0 Survey 187 190 192 200 217 219 221 ’ CHAPTER I THE PROBLEM OF THE STUDY ,4! v/Introduction lgflfzhe public secondary educational system of this country operates, according to published statements of be- lief, on the philosophy of meeting the individual needs of all students. In recent years, however, many school districts have found difficulty in meeting students' needs in the area of occupational career development programs. Many of these programs have not functioned effectively due, in part, to the lack of qualified instructors, inadequate facilities, and increasing operational costs. All students, as a result, do not receive the necessary training to obtain and maintain employment. This situation is especially critical within disadvantaged areas where many students leave school lack- ing the appropriate skills needed to enter and participate effectively in today's labor market. Several businesses have offered to form "partnerships" with selected disadvantaged schools in an attempt to increase the general educational level of these students and to provide them with adequate skills that will enable them to effectively enter the labor market. The "partnership" as seen by business is a joint effort between the school and business to enrich the education provided by the school. The participating _ _ . Fr. companies offer as resources their monies, personnel and physical facilities in working toward the goal of increas- ing the general educational level of the students and/or their occupational competence. The goal is that students will be able to enter industry at the job entry level and have suitable reading, writing and arithmetic skills which will enable the business to train them for vertical move- ment within an organization. . ...aziix 590;:f Z‘f“‘ Statement of the Problem There are approximately 25 known active partnerships throughout the United States. They are of recent origin, having been formed within the past three years, and are be- ing conducted by individual businesses who have stated goals appropriate to their type of business and geographical loca- tion. Very little formal literature is available concerning these partnerships, and the information that has been pub- lished has been congfined primarily to company publications and local media. This study attempts to review these ini- tial endeavors and to examine their possible impact on the future. The problem was to gather, analyze and synthesize information concerning trends of thought and individual ac- tivities among active partnerships and to determine the con— cerns and expectations of the participants in the partner- ship programs. 3 Objectives affix/WK éif A A comprehensive body of knowledge, from which the effectiveness of the partnerships‘can bf aisessed, is needed, and is the overall goal of this4g£zz;?flgT££2”g%gl.is supple- mented by two main objectives: (1) to summarize individual activities and trends of thought as they pertain to the emerg— ing partnership concept; and (2) to determine if the concerns and expectations of the partnerships differ among the groups of participants (business, school personnel, students). The objectives can be specified by the following questions: 1. Are there common, identifiable, organizational cri- teria that will lead to the effective establishment of a partnership? fi/ULJLZ’ “3’; /7)/ 7fl/ 2. Have partnership activities largely provided basic skills training, or have they been more effective M in providing career development activitiesZZ2*}“4/yqlygkfii 3. Have partnerships been engaged in curriculum develop— ment activities? If so, in what curriculum activif ties have they been involved? [Ills/(5%”? /7{:0 f9 4. Is there a common core of partnership projects that exists among all partnerships? If so, which have , been most and least successful? fl]! “4'5“ V /’;~ //"' ’z' 5. Has involvement in partnership activities enhanced the employability of students? If so, to what extent? 6. Are there common concerns held jointly by students, school personnel and businessmen? If so, what are tn-‘L they? :fi‘ 4. 7. Are there common concerns held jointly by students and school personnel that are not held by business- 5'7 4‘ [A “b men? If so, what are they7vf, 8. Are there common concerns held jointly by school personnel and businessmen that are not held by stu- dents? If so, what are they? 9. Are there specific concerns not held in common by students, school personnel and businessmen? If so, what are they? 10. Are there common expectations that are held jointly by students, school personnel and businessmen? If so, what are they? 11. Are there common expectations held jointly by stu~ dents and school personnel that are not common to businessmen? If so, what are they? 12. Are there common expectations held jointly by school personnel and businessmen that are not common to students? If so, what are they? 13. Are there specific expectations that are not held in common by students, school personnel and business- men? If so, what are they? Need for the Study Many groups can profit from a study of partnerships. This study will have practical implications for public high school students, their teachers, textbook writers and elected representatives involved in public education. A student's success in obtaining and remaining in a job is often influenced by his ability to understand and carry out instructions, to be dependable, and to maintain a productivity that will justify his employment. Present partnerships offer preschool and summer programs, vocational shared-time programs, Saturday training classes and on-the— job training. If these activities enhance the student's employability, they could provide the basis for a modifica- tion of existing school programs. Teachers often feel they are limited in their effec- tiveness due to unnecessary paper work and extra school ac- tivities. Many have found it difficult to remain abreast of current developments in their respective fields, and have been unable to modify existing curricula materials to more fully meet the needs of all students. Present partnerships offer teacher aides, mobile teaching forces and technical assistance, as well as seminars that enable the teacher to more fully comprehend the needs and aspirations of disadvan- taged students. Governmental educational agencies at the Federal and State level are also interested in the utilization of business in the training of high school students. These agencies have been allocating funds for this purpose but have had little data upon which to justify this expenditure. For example, in 1968, the amendments to the 1963 Vocational Education Act1 were passed with a significant amount of funds devoted to the reimbursement of business for extra costs in- volved in on-the-job training for vocational students enrolled in high school. Several states have also realized the impor- tant part industry can play in training high school students. For example, in the Michigan House of Representatives, there is currently (1970) a bill (House Bill No. 2722) to provide funds for business to train eleventh and twelfth grade stu- dents. If vested interests are to gain support in government for the provision of funds, information should be available to support the assumptions that business can make a signif- icant contribution to stated educational goals. Business is also interested in partnership activi- ties. The Ford Motor Company, Kaiser Industries, Indiana Bell Telephone Company, and others have been making inquiries about the successes and the limitations of the partnerships to determine if it would be feasible for them to enter into a partnership. Some educational authorities believe that our educa- tional system has not adequately provided curriculum mate- rials for career development programs. Part of the partner— ship concept is the development and application of materials especially designed to benefit the disadvantaged student. lU.S. Congress, Vocational Education Amendments of 1968, 90th Congress, H.R. 18366, Public Law 90-576, October 16, 1968, pp. 1-10. If these materials prove effective, textbooks could be de- veloped, thus enabling our educational system to better meet the needs of all students. purpose 1. Assumptions The following assumptions were established for the of this study: That the knowledge of partnership activities can lead to the development of more efficient, effective and relevant programs at the public high school level. That the career development activities that were implemented by the partnership are important to suc- cessful job performance. That the participants of partnership activities an- swer the questionnaires and interviews accurately, but with bias toward their image. That the knowledge of partnership activities can be the basis for deriving instructional objectives for career development activities. That the activities concerned with building basic skills in arithmetic, reading and writing are essen- tial to increasing general employment knowledge. Limitations of the Study The study was limited as follows: 1. Limitations as to Firms: This study investigated only those firms who elected to participate in the study. Several firms did not participate because: (1) they had agreements with local boards of education prohibiting pub- licity of their programs, (2) the firms felt they could not participate meaningfully, and (3) other firms were not inter- ested or did not want to expose their partnership activities. 2. Limitations as to Personnel: This study was limited solely to those students, school personnel, and businessmen active in partnership activities who volunteered to complete the survey questionnaires. 3. Limitations of the Findings of the Study: Sev- eral of the partnerships which did not participate in the study implied, through telephone interviews and written com- munications, that their firm had not made a total commitment to their partnership activities, or that they had encountered problems that had negated their participation. It is there- fore appropriate to state that, were it possible to gather detailed information concerning these firms' partnership activities, their findings could have differed from those expressed in this study. ,pi‘fl / _‘ )L‘é/ 3’ Definition of Terms/57*” Business Partnership Coordinator The business representative charged with coordinat- ing partnership activities with the businessmen within the firm who are involved in partnership activities. His chief function is acting as the business liaison officer. Business Personnel Those individuals in the business who have direct and indirect contact with partnership activities. Concerns Concerns are any anxiety, worry or apprehension the participant might have experienced at the time he became involved in partnership activities. Expectation Expectation is any anticipation the participant might have experienced at the time he became involved in partner- ship activities. Mid-Management A management group responsible for the execution and interpretation of policies throughout the organization and for the successful operation of assigned units, divisions or departments.2 Participant(s) Any student, school personnel or businessmen active in partnership activities. Partnershingoncept_ A co-operative effort between the school and business to enrich the education provided by the school. The companies offer as resources their personnel and physical facilities in working with the school toward the goal of increasing the general educational level of the students and their oc- cupational competency. 2Carl Heyel, ed., The Encyclopedia of Management (New York: Reinhold Publishing Corporation, 1963), p. 476. 10 Rank and File Employee ‘ A nonsupervisory employee performing routine and basic job activities such as selling, stockkeeping, delivery, etc. School Partnership Coordinator The school representative charged with coordinating partnership activities with those students, faculty and ad- ministration within the school who are directly involved in partnership activities. School Personnel Those school administrators and faculty who are directly involved in partnership activities. SupervisoryyManagement A person at the first level of supervision who is in charge of, and has as his primary duty, the management of a recognized unit within a firm. Students Those enrolled in a public high school in the 9th, 10th, 11th or 12th grades who are participating actively in the partnership activities. Top_Management A management group which consists of the executive officers of the firm who are responsible for the establish- ment of the major policies of the firm.K3)PA ‘ CHAPTER II REVIEW OF LITERATURE Introduction The purpose of this review is to synthesize the avail- able literature, both published and unpublished, to provide an historical overview of the partnership concept, and to expose the existing literature available concerning current partnership activities. Later sections of the study will present detailed information concerning trends of thought and individual activities among the partnerships, as well as survey the concerns and expectations of students, school personnel and businessmen who are currently involved in partnership aqfivities. éfifiOrigin of the PartnershipConcept}i%%uré/ The "partnership concept" is attributed to Edward N. Hodges, III, general employment supervisor for the Michigan Bell Telephone Company, who conceived and articulated the program as a direct result of the 1967 Detroit riots.3 The first partnership was implemented when Michigan Bell Telephone Company announced its agreement to assist 3"An Innovative Approach to Inner City Schools,“ Bell Telephone Magazine, January/February, 1968. 11 12 Northern High (Detroit), a ghetto high school, in October of 1967. The school was a known source of difficulty; a year before, the students had rebelled against the adminis- tration; and, as a result of the student walk-out, the white principal resigned, and a Negro, Dr. Leonard Sain, replaced him.4 Shortly thereafter, in January, 1968, the Chrysler Corporation also initiated a partnership with Northwestern High School in Detroit. The purpose of both these partnerships was to combine the resources of business and education to provide more mean— ingful educational experiences for the students. The spon— soring industry was to be the educational resource providing such assistance as staff, teaching aides, counseling, facili- ties, equipment and services to the school.5 The Detroit partnerships acted as the catalyst and provided workable models for the subsequent initiation of approximately 25 partnerships throughout the United States.697 These partnerships vary in scope and length of commitment 4Dric Ludbigsen, "Detroit Firms Hailed for School Job Push," Detroit News, November 26, 1968, Sec. A, p. 11. 5Urban Action Clearinghouse-~Case Study Number 9, Detroit Industries Become Partners of Core-CityHigh School, Chamber of Commerce of the United States, 1615 H. Street, N.w., Washington, D.C. 6Memo to Information Directors--Urban Affairs, Edu- cational Relations summarizing partnership activities through- out the Bell system, American Telephone and Telegraph Company, 195 Broadway, New York, New York, June 3, 1969. 7"Action Roundup," The Bell System and the City, American Telephone and Telegraph Company, Volume 2, Number 1, January, 1969. 13 as they are designed to utilize the particular resources of each business to meet the specific needs of their part— nership school. Some of the companies currently involved in partnership activities include: Quaker Oats Company, Procter and Gamble Company, Continental Motor Corporation, Chrysler Corporation, Parke Davis Company and approximately "‘1 I”. fifteen Bell Telephone Companies.€79i égyéfiqggals and Objectives of Partnerships fl¢,lC/ “(The goals and objectives of the various partnerships are quite diverse with each partnership having certain spe- cific characteristics related to the types and quality of activities undertaken. Some of the more common, general goals that can be identified areza'g’lo 1. Help upgrade the effectiveness of instruction and enrich the education available to the students. 2. Motivate and prepare students for business and in- dustrial opportunities. 3. Improve the relationships between the community and company. L11 f6: \0\ J 8“Action Roundup,“ The Bell System and the City, American Telephone and Telegraph Company, Volume 1, Number 3, April,"l968. 9From Poverty to Productivity, A Report on Chrysler Corporation's Minority Employment Practices, Chrysler Insti- tute, Detroit, Michigan, March, 1969, p. 6. lO"The School That Was Adopted," The Bell System and the City, American Telephone and Telegraph Company, Volume 1, Number 1, February, 1968, No. 7. 14 4. Make a contribution toward improving urban education. 5. Assist the school faculty and administration in every possible way. In order to obtain the basic goals of the partner— ships, several objectives have been stated. Some of the most common are: 1. Offer students the opportunity for part-time work during his school experience. 2. Assist in the production of the school activities. 3. Provide activities that will enable the students to gain new hope and renewed confidence. 4. Provide equipment, company personnel and financial aid to the school or student. 5. Offer each student who needs special help the serv- ices of tutor(s). fgzfizyg. ,z 97“)“ Partnership Activities 17 The types of activities initiated by each partner- ship are determined by several factors: the size of the company, the nature of the company's business, and most imm portantly, the needs of the partnership school. Although it would be difficult to summarize all the activities of the partnerships, a representative sample of those activi- ties would include:ll’12’l3’l4’15,16,17’18 11Institute for Educational Development, Industry and Education--Study No. 2/Partnerships, Report on "Partner— ship" High School: The Search for New Ways to Cooperate, 15 Job Placement and Career Guidance Basic Skills Training and Remedial Education Curriculum Development and Expansion Administrative and Supportive Services Community Relations Donation of Facilities and Materials CV?" \- Interaction between Business and School Personnelefifiyh) Costs of the Partnership The costs incurred by the businesses vary in rela- tion to the nature and objectives of each partnership, as well as the financial commitment of the business to their Institute~for Educational Development, 52 Vanderbilt Avenue, New York, New York, October, 1969, pp. 32-38. 12Southwestern Bell Telephone Company, A Partnership Stor , Southwestern Bell Telephone Company, 100 North Twelfth Boulevard, St. Louis, Missouri, 1969, p. 7. 13School Publication, The Northern Light, Special Community Edition of the School Newspaper, describing the partnership activities by the students, Northern High School, Detroit, Michigan, Spring, 1968. - 14Michigan Bell Telephone, Northern High/Michigan Bell-~An Educational Partnership, prepared by the Employee Information Section, W. T. Rice, 13th Floor, 1365 Cass Ave- nue, Detroit, Michigan, Michigan Bell Telephone, 1968, p. 3. 15"Southwestern Bell and McKinley High School-~A Partnership," Proud, Volume 1, Number 2, February, 1970, p. 11. 16The School That Was Adopted, o . cit., p. 3. 17Report on Chrysler Corporation's Minority Employ- ment Practices, 0 . cit., p. 7. 18Ibid., pp. 9-10. 16 partner school. For the most part, these data are known only to the school and the business. However, some idea of the costs has been made available which might serve as an indi- cation of the business's financial commitment to their part- ner school. In a study prepared by the Institute for Educational Development concerning a proposed partnership between the Economic Development Council of New York City and one or more public high schools, it was estimated that the cash outlay per year per school would be between $31,000 and $96,000. Furthermore, the Council felt the impact of the project was likely to be slow in evolving if the annual cash outlay per school were less than $75,000, and if the project personnel were fewer than eight per school.19 Two of the largest costs to the company are the wages of company personnel involved in the partnership and the expense of providing physical facilities and equipment. For example, one company has fifty employees who have vol- unteered to tutor Students on a released-time basis. The tutors spend two hours at the school and are given two hours of travel time per week. Assuming the average school year to be 34 weeks, this accumulated time amounts to 6,800 man- hours. At an average cost of $7.50 per man-hour, the cost 19Institute for Educational Development, A Feasibil- ity Report on a Program of Cooperapion Described as a "Part— nership" and Proposed Between the Economic Development Coun- cil of New York City and One or More Public High Schools, Institute for Educational Development, 52 Vanderbilt Avenue, New York, New York, 10017, April 25, 1969, pp. 42—43. 17 20 Another company amounts to more than $50,000 per year. installed a modern $150,000 garage in their partner school for the purpose of training auto repairmen.2l Recently, in a study concerning twenty partnerships, total costs in the first year were $75,000 or less for ten of the programs. In five or six years total costs will prob- ably exceed $150,000 each, and the rest will fall within the middle range. In the twenty partnerships reporting, eighteen expected that their costs will increase in the future due to expanding programs.22 QPKCriticism/Of the Partnership One of the prime risks in starting a partnership ap- pears to lie in premature or excessive publicity.23’24"25 This is evident in various publications criticizing partner- ship activities. For example, one company developed a part- nership program for a local high school which the community 20Institute for Educational Development, Industry and Education--Study No. 2/Partnerships, op. cit., pp. 20-21. 21Kenneth C. Field, "Michigan Bell Finds Headaches, Rewards in 'Adopting' School," Wall Street Journal, January 15, 1960, Front Page. 22Institute for Educational Development, Industry and Education-~Study No. 2/Partnerships, op. cit., p. 20. 23Institute for Educational Development, Industry and Education--Study No. 2/Partnerships, o . cit., p. 25. 24The School That Was Adopted, o . cit., p. 7. 25Ludvigsen, op. cit., A—ll. 18 rejected. The community felt the company was doing it for publicity. The vice-president of the company was called upon to convince the school his company was serious.26 Other comments have been that: "Big Business is fashioning the school's curriculum after its own employment needs";27 “Black militants have regarded the program as a public rela- tions gimmick“; and "Faculty have grumbled that a private corporation has no business 'meddling' in a public school." Still other comments have accused companies of "using" the school to keep itself stocked with low-level workers even though there is evidence that of over 100 partnership gradu- ates in one partnership, two out of three were placed within other area firms.28'29 That there have been some mistakes made in the part- nerships is understandable; in any innovative program, adjust- ments are made as the participants learn to cooperate and work together. In one project a keypunch training program was developed for fourteen senior girls. It was designed to give the girls 100 hours of instruction during the summer and to pay them for their time. The entire project, however, was neither organized properly nor properly explained to the 26Leonard Levitt, "Students Graduate into Jobs," The Detroit News, January 22, 1969, Sec. F, p. 2. 27Field, op. cit. 28Ibld. 29 Ludvigsen, op. cit., A-ll. 19 girls with the result that the project was unsuccessful.30 Another partnership that was severely criticized by newspapers was visited one year after its initiation, and three main problems were identified: (1) Many tenth graders were low achievers who could read only at the third grade level; (2) A large number of teachers despaired having to work with classes in which a large percentage of the enroll- ment was unable to meet academic standards; and (3) The phys- ical conditions of the school were most inadequate. The same school had both a new principal and assistant principal the second year of the program and a change of emphasis in the partnership activities was apparent, as the partnership was modified to comply with their philosophy. This adminis- trative change resulted in considerable criticism by some 32,33 of the local newspapers. \ "1 “’ J ,¢/ €§W‘Rewards of the Partnership/EQF/ jOne of the basic goals of the partnership is to in- crease the student's employability./ At the end of the first 30U.S. Department of Labor, "New Wrinkle in Old School Ties," Man ower, Manpower Administration, U.S. Department of Labor, Volume 1, Number 3, April, 1969. 31"Northern High School Revisited," The Bell System and the City, American Telephone and Telegraph Company, Vol- ume 1, Number 7, November, 1968. 32Leonard Levitt, "Bell's Northern High Plan Called a Failure," The Detroit News, January 19, 1969, Sec. A, p. 7. 33"Michigan Bell Still Helping, Northern Principal Says," The Detroit Free Press, January 25, 1969, Sec. A, p. 4. 20 year of one partnership, 125 graduates who had participated in partnership activities obtained employment as a direct result of the school partnership.34 Students in another partnership have their choice of 22 job-oriented courses offered by the business partner. Although the company's primary interest is to provide help that will enable grad- uates to qualify for entry level positions throughout the general business and industrial market, 77 students re- quested and received employment by the school's business partner.35’36 ” Other rewards have occurred to the partnership par- ticipants. One potential dropout who became involved in partnership activities stated: "I didn't like school much, but now I'm determined to get out and go to college."37 One partnership initiated a program to improve the reading and English skills of 30 boys and 30 girls. With few excep- tions, those boys and girls who initially tested below their 34Levitt, "Students Graduate into Jobs," op. cit. 35Northern High/Michigan Bell--An Educational Part- nership, op. cit. 36Northern High/Michigan Be11--An Educational Part- nership, op. cit., p. 3. 37Michigan Bell Telephone Company, Project 60, A Unique Summer Experience, sponsored by Michigan Bell for students of Northern High School, prepared by the Employee Information Section, Public Relations Department, Michigan Bell Telephone Company, p. 6. 21 girade level raised their scores considerably, some as much aSLtWO grades.38 In another school it is believed that stu- dent and teacher morale has increased, and “absenteeism" has dropped as much as 30 per cent as a result of the part- nership programs . 39 6’)“; Summary In essence, this survey of the literature regarding partnership activities revealed mostly ”opinion" literature-- some from published sources and some from reports of indi— vidual partnerships. This finding reveals the need for a comprehensive synthesis and analysis of trends of thought and individual activities among all partnerships. It also reveals a need for a survey of the concerns and expectations of the businessmen, school personnel and students of the partnership programs. 38Ibid. 9Ludvigsen, "Detroit Firms Hailed for School Job Push," op. cit. CHAPTER III PROCEDURES FOR THE STUDY A review of existing literature concerning partner- ship activities was made in conjunction with telephone and personal interviews with students, school personnel and businessmen currently involved in partnership programs. These led to the conclusion that a series of questionnaires would be needed to specify the problem, determine the popu- lation and sample, and obtain the data requisite to expec- tations. Therefore, four questionnaires [(1) Profile of School Partnership, (2) Partnership Survey - Students, (3) Partnership Survey - School Personnel and (4) Partnership Survey - Business Personnel] were designed to provide an overview of partnership activities and to explore the con- cerns and expectations of the participants of partnership programs. Due to the problem of the study being one not pre- viously researched, the procedures of the study involved pre-investigative inquiries and data gathering to specify the problem. All procedures, however, were in five major areas: Area I. Determination of population and sample Area II. Development of research instruments 22 23 Area III. Interviewing and data collection Area IV. Analysis of data Area V. Reporting the findings Area I. Determination of Population and Sample In January of 1970, there were throughout the United States 25 known partnerships varying in scope and intensity. Initial contact with these companies was made by letter and telephone interviews to broadly determine the nature of part- nership activities. [Determination of Original Partnership Participation in the Study The next contact with companies participating in part- nership activities was in the form of a questionnaire (Profile of School Partnership). Its purpose was to determine the sam- ple partnership population for Phase I of the study, which involved the gathering, analysis and synthesis of information concerning trends of thought and individual activities among active partnerships. Fifteen firms (Appendix B) representing the population of partnerships being investigated agreed to complete the questionnaire. The reasons for nonparticipation of the other partnerships are shown in Table l. Partnerships Participating in the Phase Concerned with Determining the Concerns and Expectations of Participants The third contact was in the form of three question- naires (Partnership Survey Questionnaire - Students, School Personnel, Business Personnel). The questionnaires were 24 TABLE 1. Number of Partnerships Participating in the Survey of the Overview of Partnership Activities and Reasons for Nonparticipation Firms Number Percentage l. Agreed to Participate 15 60 2. Decided not to Participate a. Partnership did not fit definition in cover letter 4 16 b. Did not have formal partnership 3 12 c. Fear of adverse publicity l d. Lack of interest ._g 8 TOTAL 25 100 TABLE 2. Number of Partnerships Participating in the Study of the Concerns and Expectations and Reasons for Nonparticipation of Others Firms Number Percentage t. Agreed to Participate 7 46.6 2. Decided not to Participate a. Refused by school personnel b. Refused by business 1 6.7 c. Instruction not followed in administering questionnaire 4 26.7 d. Insufficient response ._2 13.3 TOTAL 15 100.0 25 designed to determine and explore the concerns and expecta- tions of participants active in partnership activities. Seven of the 15 partnerships participating in Phase I of the study further agreed to participate in this part of the study; 53 per cent of the partnerships did not wish to con- tinue their participation. The reasons for nonparticipation by the other partnerships are shown in Table 2.40 Selection of Students Students from the sample partnership population of the 7 participating partnerships were selected by the number of students involved. Two groups were chosen: (1) In those partnerships involving less than 100 students, the entire population was included; (2) In those partnerships involving more than 100 students, 50 students were selected randomly from the total amount of students involved in partnership activities. Selection of Business Personnel and School Personnel All of the school and business personnel involved in partnership activities in the 7 participating partnerships were given Partnership Survey Questionnaires to complete. A random sample of these populations was not necessary as ~40This study consisted of two distinct surveys that were separated by a four month period. The first survey was designed to obtain information that would provide an overview of partnership activities. The second survey which utilized the information obtained in the first survey ques- tionnaire (see Appendix C) determined the concerns and ex- pectations of the participants. 26 most of the partnerships had less than 50 school and business personnel. AREA II. Development of Research Instruments Two research instruments were used in this study. One instrument, "Profile of School Partnership Questionnaire" (Appendix C), was a questionnaire completed by each firm's partnership coordinator; the second instrument, “Partnership Survey Questionnaire - Students, School Personnel, Business Personnel" (Appendix D), included three separate question- naires constructed especially for each group of participants in the participating partnerships to determine their concerns and expectations. Profile of School Partnership The first research instrument was a questionnaire containing 32 statements requesting both specific and gen- eral information describing partnership activities (Appendix C). These statements, mostly in the form of questions, were selected from available literature or were derived from ob- servation of partnership programs and interviews with students, school personnel and businessmen involved in partnership activities. The purpose of the Profile of School Partner- ship Questionnaire was to ascertain the present status of the partnership programs, and to provide data that could be used in the development of the second series of research instruments. The information requested included: extent of the present involvement of the business and school, types 27 of partnership activities, development of curriculum mate- rials, problems and successes and an unsolicited list of the concerns and expectations that had been felt by the par- ticipants in the partnership programs. The development of this instrument was accomplished in two stages: 1. The initial questionnaire was administered to a group of community college business students, who had no prior knowledge of partnership activities, in an attempt to rework, combine or delete, and refine the statements to insure that instructions could easily be followed. Revisions were made as nec- essary. 2. A jury of experts consisting of selected partner- ship participants and educators (Appendix E) re- viewed the questionnaire after the initial test. Revisions were made as necessary. Partnership Survey_gpestionnaire The second research instrument was prepared in the form of three separate but similar questionnaires that were used to explore the concerns and expectations of students, school personnel and businessmen involved in partnership programs (Appendix D). The questionnaire for each group of participants contained 10 statements describing concerns and 10 statements describing expectations which had been expressed by the population being studied. Space was also 28 provided to enable the respondent to list any additional concerns and expectations he may have had. The purpose of the Partnership Survey Questionnaire was to determine: (1) the concerns and expectations initially felt by each group of participants; (2) the degree to which the initial concerns and expectations changed as the partici- pant became familiar with the partnership activities; and (3) the direction of change and reasons for the change. The development of this instrument was accomplished in four stages: 1. A list of concerns and expectations was obtained from literature, personal and telephone interviews, and from the questionnaire-~Profile of School Part- nership. The concerns and expectations were compiled for each group of participants and inspected to de- termine those that were common for each group. Based on inspection, common and specific statements were identified and used in the development of the ques- tionnaire. 2. The initial questionnaires were reviewed by a jury of experts consisting of a selected partnership, a high school principal, and three educators in an attempt to further rework, combine or delete, and refine the statements. Revisions were made as nec- essary. 3. A pilot test of the Partnership Survey was conducted 29 with students, school personnel and businessmen of 41 Revis- a representative partnership in Michigan. ions were made as necessary. 4. The final instrument was pretested by a small sample of 10 community college students who were enrolled in an Introduction to Business course at Lansing Community College in Lansing, Michigan. The primary. purpose of the pretest was to ensure that the instruc- tions could easily be followed. AREA III. Interviewing and Data Collection The gathering of information was conducted in three separate states: Prior to the initiation of the study, a letter requesting information (Appendix A) was sent to the partnership coordinator of all known partnerships. The pur- pose of the letter and/or telephone call was to: (l) estab- lish contact with firms involved in partnership activities, (2) obtain written material concerning the partnerships and (3) locate additional partnerships. Approximately 7 months later, the first questionnaire, "Profile of School Partnership" was mailed. A letter (Appen- dix F) delineating the study was included with the question- naire to the partnership coordinator of the 25 companies participating in partnership activities. 41Michigan Bell Telephone and Northern High School Partnership. 30 Four months after the return of the first set of questionnaires, three sets of questionnaires titled "Part- nership Survey - Students, School Personnel, Business Per- sonnel" were developed and mailed to the 15 partnership coordinators who had completed the questionnaire "Profile of School Partnership." A Data Sheet was also mailed to each of the partnership coordinators (Appendix G). It con- sisted of three separate sections labeled: Students, School Personnel and Business Personnel. Within each section there was a definition of the participant. Following the definitions, a section labeled "Pro- cedures" explained in detail how the questionnaires were to be administered, distributed and returned to the researcher. TABLE 3. Number of Participants Who Responded to the Ques- tionnaire Partnership Survey 1 School Business Student Personnel Personnel Total Groups Sample Sample Sample Sample # % # % # % # % umber responding 292 83 87 84 122 78 487 82 .onreturns 58 17 ll 16 23 22 106 la Total sample 350 100 98 100 145 100 593 100 v Table 3 illustrates the distribution of partnership survey questionnaires to the students, school personnel and business personnel, and the number of respondents for each group. 31 As the questionnaires were received, they were checked for completeness by the researcher. Only those questionnaires with all the pertinent information were used in the study. Questionnaires which were returned either blank or partially completed were discarded. Since the respondents had been guaranteed true anonymity, there was no means of returning incomplete questionnaires for further information. TABLE 4. Number of Participants Who Returned Usable Ques- tionnaire - Partnership Survey School Business Student Personnel Personnel Total Groups Sample Sample Sample Sample # % # % # % # % Usable ques- tionnaires 192 66 69 78 116 95 363 75 ncompleted question- naires 100 34 l2_ 22 6 5 124 25 Total Response 292 100 82 100 122 100 487 100 Table 4 illustrates the distribution of questionnaires used in the study. Altogether there were 120 questionnaires (100 students, 18 school personnel, 6 business personnel) in which respondents either misread the directions or only partially completed the questionnaire. AREA IV. Analysis of Data Data on the first questionnaire used in the study (Profile of School Partnership) were hand-tabulated and are 32 presented in narrative form in Chapter IV. These data pro- vide the reader with information concerning the present status of participating partnerships as well as provide a founda- tion that would enable the data on the Partnership Survey Questionnaire to be more meaningful. The data of the second group of questionnaires (Part- nership Survey Questionnaires) used in this study were coded and transferred to punch cards, which were initially coded for each group of participants, and subcoded by classifica- tion including: age, sex, educational level, grade level and length of involvement in partnership activities. Tabu- lations were performed by the Control Data "3600“ Computer of the Computer Institute for Social Science Research at Michigan State University. Each group was further inspected to ascertain whether there were similar responses to common concerns and expecta- tions. If there were differences, they were identified and described in Chapter V. AREA V. Reporting the Findings The findings were divided into two major sections: Part I: Overview of Partnership Programs was a fac- tual presentation of data obtained through a review of litera- ture, personal and telephone interviews, and from the ques— tionnaire, Profile of School Partnership. Part II: An Analysis of the Concerns and Expectations of Participants in Partnership Programs is a summary of the 33 initial concerns and expectations students, school personnel and businessmen had when they became involved in partnership activities. Part II also provided an insight into how the initial concerns and expectations had changed. CHAPTER IV THE FINDINGS, PART I: DESCRIPTION OF PARTNERSHIP ACTIVITIES The findings, Part I, provides insight into the following partnership activities: General Partnership In— formation, Organization of Partnerships, Partnership Programs, Curriculum Development, Successful Partnership Projects, Employment of Partnership Graduates and Attitudes of the Participants. Information About Partnerships Sixty per cent, or 15 of the 25 partnerships con- ‘tacted, participated in this phase of the study. The re- sspondents were all business personnel who were charged with 't;he coordination or administration of partnership activities VVIIthin their firm. Sixty per cent of the respondents had 13€3en.associated with their partnerships since their incepe t51cm. The average length of involvement of all respondents ”“5145 approximately 19 months. Eifiéignqth of Partnerships Twenty-seven per cent of the partnerships investi- 9 rated had been established between 12 and 14 months; 27 per fN . ‘ieitsmh 1 year 6 months; and 46 per cent for 2 years. 34 35 Objectives of the Partnerships The major goal as stated by the greatest number of partnerships was to utilize the combined resources of edu- cation, business and industry to help students enhance their educational development. Common general objectives stated were to: (a) en- courage a greater number of students to remain in school, (b) help the student experience success within the classroom, (c) enhance the educational level of the school, (d) share corporate, office, human and physical resources, and (e) enrich the curriculum in those areas which the company had expertise. Some of the specific objectives expressed by several loartnerships were to: (a) make accessible to the faculty sand students technical equipment for improving the basic eeciucation program, (b) help the staff initiate pilot programs, (<2) acquaint students with job-seeking skills and techniques, Qicj) improve the reading abilities of students, (e) provide Eiéssistance for students in obtaining job related experience, Eirlci (f) provide school faculty with the assistance of com- F3€1Iny personnel in classroom duties. fiéégggticipants of the Partnerships The participants were comprised of 3 separate groups Wk1:.ich were directly involved in partnership activities. Student Participants: The largest percentage of the ES tlludents who were involved in partnership activities (38 per 36 cent) were in the 12th grade, 26 per cent were in the llth grade, 24 per cent in the 10th grade, and 10 per cent were classified as others. All of the businesses stated that the students were predominantly from minority groups. The ethnic mix included representative groups of Negroes, Puerto Ricans and Caucasians. School Participants: Seventy-three per cent of the school personnel who were active in partnership activities were teaching faculty, 11 per cent were counselors, 11 per cent were administrators, and 5 per cent were classified as others. The ”others" included department chairmen, office assistants and school coordinators. Generally, the administrators involved in partner- ship activities were the principals and their assistants. CPhese administrators were not directly involved with the sstudents or business personnel in specific partnership ac- ‘CLivities but served as liaison between the school and school IDCDard or superintendent of schools. Their functions included: approval of partnership, programs, courses, projects, request 1F<>Jc materials, etc. Business Participants: forty-point nine per cent C315” the business personnel active in partnership activities refitIpresented mid-management. Of these, 21 per cent were super- ‘fiieésory, 28 per cent rank and file, 10 per cent management, c3171(21 .1 per cent were classified as others. The "others" 71J71(:luded secretarial assistance provided by the business E3131srtners and tutorial help provided by employees' wives. 37 The 10 per cent of business personnel classified axe management assumed somewhat the same functions as the :sczhool administrators: The major difference is that they (jestermine the business budget for the program, as well as satiggest partnership activities in which the company is to 1363 involved. They also are not usually directly involved in partnership activities within the school but serve pri- nmarily as the liaison officer for the firm. Summary: The school faculty and the midmanagement sand supervisory personnel are the backbone of partnership aictivities and work directly with the students and with each c>ther to create effective activities. The majority of bus- :Lness personnel become involved in partnership activities tzhrough voluntary commitment. They receive no compensation 1chr their efforts and, in many cases, incur direct out-of- E>c>cket expenses. How Partnerships Are Organized The following question was asked in accomplishing t:r1€3 objectives of this study: Are there common, identifiable, Clc’gyanizational criteria that will lead to the effective es- tail:>1ishment of a partnership? If so, what are they? The respondents were asked to provide information QC>JFlcerning: initiation of the partnership, criteria for the £563 :lection of the partnership schools, criteria for the selec- tliie<3n of students, administration of partnership activities, eikfi€3Lrtnership obtained the support of various groups concerned SIZMecifically with minority group programs. Leadership rep- INEErsentatives of the following groups supported this partner- salfik;ip: NAACP, Urban League, CAAP, Neighborhood Improvement J\*ES sociation, Tenant Rights Organization, a local church and 63‘ political action group. One other partnership stated they ‘l‘lilcluded school teachers and school administrators, community 39 group representatives and students. Of the forty per cent of the partnerships stating they did not involve interest groups, two have had serious organization problems that have limited the effectiveness of their partnerships. Both these partnerships felt that a greater involvement of interest groups might have allevi- ated some of the problems they encountered. Another of the partnerships stated that, based on their experience, they felt other interest groups should have been involved. Selection of Partnership School; Three-fourths of the partnerships investigated stated their partnership schools were selected by the superintendent of schools with the concurrence of the business and high school principal. All of the businesses wanted to work with san inner city school with a high proportion of minority group sstudents. One-third of the businesses requested the school IDe readily accessible to its employees, who were providing ‘trutorial help and other services. Other school selection C1121teria given by the businesses included: receptivity of £3<::Ihool administrators, racially-mixed secondary school and a<::tive business department. SEasiiteria for Selection of Students The majority, or 75 per cent, of the partnerships j~1f1vestigated stated that the students were selected to par- 't::i.cipate in partnership activities by the school personnel. Q'anerally, the faculty referred students having academic 40 problems to the counselor who then explained various alter- natives to the student--one of which was participation in partnership activities. Student selection criteria common to one-third of the partnerships were: student interest, individual need, counseling, testing and identification as a potential dropout. Student interest was given as the most important criteria since student participation in a number of partnership activities was on a voluntary basis. The other 25 per cent of the partnerships used some- what different criteria for the selection of students. One partnership provided remedial reading assistance to all stu- dents (9th through 12th grade) in the school. In two other partnerships, the principal limited participation to students in their senior year. Students in another partnership were :selected by a Faculty-Student committee. Jkdministration of Partnership Activities As stated earlier,42 top management and the super- jLIItendent were responsible for the broad administration of title partnership programs and activities. However, the major— -ift;y of the day-to-day activities was supervised and coordinated t>)?' a business partnership coordinator and his school counter- paStart, the school partnership coordinator. These individuals EtcIt as liaison between the top management and the school Ei~<:‘lministration respectively. In many instances, they set \ 429g. , pp. 36-37. 41 the tone of the partnership. In all partnerships, the average amount of time the business coordinator devoted to partnership activities amounted to 60 per cent of his work week. The time ranged from 5 per cent in one partnership to another which had two coordinators-— one of which devoted full time and the other who spent one— half the time on partnership activities. This included not only time spent at the school working with school personnel and students, but also preparing partnership reports for the company and working with business personnel engaged in partnership activities. All but one of the partnership schools had assigned a member of their staff to help coordinate partnership activ- ities. 'Seventy-three per cent of the partnerships investi- gated stated that the average amount of time allocated to partnership activities was 42 per cent of the work week. The responses ranged from 2 to 40 hours a week spent in partnership activities. Two of the remaining four partner- ships stated that they had a designated individual to help coordinate, but did not know the percentage of involvement. Another stated that the time was spent as needed, and the fourth did not have a designated individual. The majority of school coordinators had other classroom and/or school commitments, and only two school partners had full-time individuals charged with the coordination responsibility. Generally, the school coordinators were responsible 42 for coordination of partnership activities within the school and preparation of partnership reports for the school. Organizational Chart of Partnerships The respondents were asked to sketch briefly an or- ganizational chart of their partnership and generally describe the duties at each organizational level. This was asked in order to determine the flow of authority and responsibility within the partnership. Forty per cent of the partnerships investigated pro- vided an organizational chart of their partnership. The other firms supplied written definitions that were incomplete, or stated that the organization was very informal and flex- ible. The firms which did not supply charts were contacted by the researcher in order to clarify their organizational structure. The majority stated that a formal organizational structure had not yet been developed; however, they did have, understandingly, adequate knowledge of the organizational structure of the partnership as it related to their firm. The purpose of obtaining the organizational charts of the partnerships was to determine if a common pattern would emerge that could be refined and used as a guideline for companies contemplating the initiation of a partnership. This was not the case, however, as virtually all partnerships are organized for maximum utilization of their resources and the resources vary greatly among the firms. Figures 1, 2 and 3 illustrate three distinct types of organization 43 charts. The three types shown can be classified as: (a) a partnership with one company acting as the educational resource, (b) a partnership with several companies acting as educational resources and (c) a partnership with one com- pany and a state college acting as the educational resource. Figure 1 illustrates a typical organization chart of the majority of partnerships. Business Partnership Company r .fi‘vm—fl Coordinator __L' _____;Z;:l ‘12 ‘ , r--—-—-- , 'fi’ fl'_,Machine _‘,Auto Principal Business Shop Shop , l -_ ‘ r— __ Improvement ___Urban __, Political NAACP Associations League Church Action Groups Figure 1. Organization chart of a partnership with one company acting as the educational resource Two of the partnerships participating in this phase of the study differed somewhat from other partnerships. In these partnerships several businesses acted as the educa- tional resource and the individual company input is channeled through a joint education-industrial committee. Figure 2 illustrates their organization. 44 Joint Business Education- ~——’ Business Partnership Industrial Comm. Partnership T . High School J . StudentvParticipationJ Figure 2. Organizational chart of a partnership with sev- eral companies acting as educational resources Another variation in the organizational structure of a partnership is one firm which contracts with a third party to provide the educational resources. The company contracts with the state college to develop, administer and train teachers with the school to implement the program. The primary function of the business is to hire consultants from the college and supervise the partnership activities which consists of provid- ing remedial reading courses to all students in the partnership school. Figure 3 denotes this organizational structure. I _ 1 State College Business Partnership* *School 1. Develop programs 1. Coordinate l. Furnish 2. Administer im- 2. Approve payment of teachers plementation bills 2. Administer 3. In-service 3. Organize work-study programs program 4. Guidance Department 3. Provide 4. Train teachers 5. Work on coordinat- space 5. Screen material ing curricula used 6. Member of Education Committees Figure 3. Organizational chart of a partnership with one company and a state college as the educational resource 45 The Goals of Partnership Programs The following question was asked in accomplishing the objectives of this study: Have partnership activities largely provided basic skills training or have they been more effective in providing career development activities? The respondents were asked the types of partnership programs and activities in which they were involved as they relate to: specific occupational programs, non-occupational programs, tutorial programs and experimental programs. This information was requested in order to determine if there was a common core of programs and activities that were oper— ative throughout the partnerships. The data indicate that the partnerships offer a variety of programs and activities as they attempt to utilize their resources to enrich the educational experiences of the students. Specific Occupational Programs This group of programs was specifically designed to provide occupational training to students with specific career goals. Their purpose was to provide basic employment skills that would facilitate the student's transition from high school to employment. Representatives of the specific occupational programs offered were: Cooperative work study Data Processing Automotive parts and body programs Internship Programs Business Education Industrial arts Machine shop Electronics 46 The majority of students enrolled in these programs received training at the school and also had the opportunity to visit the businesses to observe the application of the skills they were learning. Visiting the businesses had a profound effect on many of the students as several asked for the opportunity to gain practical experience. For ex- ample, in one partnership an arrangement was made with 12 interested students to come to the business offices on four consecutive Saturday mornings to gain practical experience. Saturdays were chosen for this project as there would be no interference with the students' normal school activities. Nonoccupational Programs These programs, which added new dimensions to many of the existing school curriculums, were designed especially for students who had not made an occupational career commit- ment. The purpose of these programs was to acquaint the students with the broad field of business and to reduce their anxieties concerning application for employment. Representa- tives of the nonoccupational programs were: Employment Readiness Programs Charm Courses Dropout Programs Career Day Programs Business Seminars Tours and Demonstrations Of these programs, one of the most successful has been the Employment Readiness Program which covered the broad areas of employment practices. In that program, students were given tests, interviewed by business personnel, and 47 evaluated on existing skills. If the student lacked skills in reading, mathematics or English, the information was given to the student's counselor who then advised the student of his strengths and weaknesses and suggested remedial work when necessary. In one partnership, a simulated employment office was constructed in one of the school gymnasiums that paral- leled the one used by the firm. In this manner, the student vicariously identified employment procedures with the phys- ical facilities. Another dimension of the Employment Readiness Pro- gram was arranging for a series of seminars--sometimes called business seminars. These were generally designed to acquaint the student with the necessary knowledge to enable him to "sell himself“ to a prospective employer. The following sequence is an example of these seminars, all of which pro- vided for group participation. Oct. 8--Get acquainted session with questions from students Oct. 15--Movie "The Job Interview for Girls“ Oct. 22--“How to Sell Yourself to the Employer" positive and negative approach Nov. 5--Application session--The How and Whys Nov. 12--Movie "The Job Interview for Boys" Nov. 19——Annual Career Day Program Nov. 26-—"How to Keep Your Job" Dec. 3--"How to Hustle a Job" Group—-Role Playing Dec. lO--Tax Deductions--Slide Presentation Dec. l7--Employment Testing and Industry Testing Jan. 15--Mock Interviews with Class CCTV equipment and "Where to Now Session" Tutorial Programs Tutorial programs are those designed to provide 48 individual assistance, usually on a volunteer basis, to stu- dents requesting help individually, or on a group basis in the subject areas of mathematics, English, reading and lan- guages. Virtually all of the partnerships have provided some degree of tutorial assistance to students. The number of businessmen involved in these activities varied from 6 in one partnership to more than 50 in another. The business tutors usually met with the students twice a week at the school during school hours. Evidence seems to indicate that it is important for the students to volunteer for tutorial assistance. In two partnerships in which students were arbitrarily assigned to business personnel by the counselors or faculty, the programs were discontinued because of lack of student participation. Either the students did not keep their appointments or were not deemed to have made a sincere effort to participate. Generally, the results of the tutorial programs have been most favorable. Several partnerships have reported that students have increased their skills by three or four grade levels in the areas of reading, mathematics and English. Experimental Programs The experimental programs were those designed to introduce new curricular offerings into the school system. The purpose of these programs was to create a more meaningful school environment for the students through the utilization 49 (sf the resources of both the business and the school. Rep- J:esentatives of the experimental programs were: ‘Ieacher Training Exchange Repair-A-Block Programs School Newspaper Programmed Instruction Sports Recognition Program Special Assembly Programs Debate Programs High School Arts Festival Classroom Teacher Assistance Student Participation Development of Curriculum Summer Programs The majority of these programs are not part of the student’s regular curriculum but are offered to supplement the educational offering of the school. For example, special assembly programs were offered during the year to supplement existing curriculums. A special assembly may feature a group of businessmen speaking on a specialized topic (Aero Space) or possibly feature a film (Cultural Heritage of the Black Man) obtained by the business partner to enrich a course of sociology. Other Prggrams and Activities Many times various activities were undertaken by the business to develop a harmonious relationship among the stu- dents, school personnel and business community. The purpose of these activities, except in a few instances, was to pro- vide the opportunity for the participants to meet and inter- act outside the normal school environment. Representatives of these activities were: SO IProvisions of trophies for Provision for space in sports business office windows for students to display 4Assistance in the printing of art work, etc. the school newspaper Breakfast meetings for 'Business visitation for inter- students with business ested students not involved speakers in career development pro- grams Provision for recreational equipment when needed Big Brother Programs Student attendance at ball- Provision of social and cul- games and other sporting tural activities for students events accompanied by business Special education programs Those activities in which the business partner either donated items such as recreational equipment, trophies, etc., or donated his time such as taking students to ballgames, etc., enjoyed greater student participation than other ac- tivities such as the breakfast and club meetings. Curriculum Development Activities of Partnerships The following question was asked in accomplishing the objectives of this study: Have partnerships been engaged in curriculum development activities? If so, in what curricu- lum activities have they been involved? Development of Courses for Specific Publics The respondents were asked if specific programs were being developed for: collegebound students, career-oriented students, potential dropouts and others. This information was requested in order to determine the extent to which part- nerships were engaged in the development of curriculum courses. 51 Collegebound students: All of the partnerships .stated they had not developed courses specifically for c:c>llegebound students. This was not surprising as the main «c>13jective of the majority of the partnerships was to increase t:;r1e skills of low achievers so they could more readily achieve employment. Two partnerships did, however, offer some finan- C: :i_xal assistance and scholarships to collegebound students, 13"l_JLt: stated it was not part of their normal partnership ac- t ivities. Career-oriented students: Thirty-three per cent of 1:;51tfnee partnerships had developed courses to assist career de- ““" ‘EEalopment students. These programs listed earlier (page 45, :EE=“I;Decific Occupational Programs) were designed to primarily ‘kgzL-‘t:ilize the partner's unique resources to supplement the fl;::’J::esent school's curriculum. Potential Dropouts: Two-thirds of the partnerships :ITSEL iave been active in developing courses designed to encourage NE::'—‘.he students to remain in school until graduation. These ‘:::: uourses were frequently incorporated into other programs of ‘!::Lihe school, such as work experience, remedial courses and It::vutorial assistance. In a few cases, the students were sub- :Ssi.idized either directly or were provided with a part-time \:5 ob to assure high school graduation. Other Curriculum Activities: Twenty per cent of ”t:he partnerships were engaged in curriculum development not <:iirectly related to students' needs. Several projects, one CDf which was called the Teacher-Company Exchange Program, 52 Was designed to provide summer employment for teachers. The purpose of this project was to upgrade the teacher's skills and knowledge of subject matter. Extent of Curriculum Development Activities The respondents were asked if the partnerships were developing materials for existing courses, developing units of instruction, writing and establishing a specific course, or developing a curriculum consisting of several courses. This information was requested to determine the extent of curriculum development activities in which the business part- ners were engaged. Development of materials for existingicourses: Sixty- six per cent of the partnerships indicated they were develop- ing instructional materials to supplement existing courses. In many of the partnerships, visual and instructional aids were prepared for the teachers by the business partners in those areas in which existing materials were inadequate. The field of data processing was one of the most common areas of instructional material development. Development of instructional units: Thirty-three per Cent of the partnerships were involved in the develop- ment of units of instruction for classroom use. Self-study prOgr ams, for example, which the business had developed for its OWn internal use, have been revised and incorporated into the SChool curriculum as instructional units. The most com- mon areas of instructional unit development have been in the 53 areas; of data processing, reading development, electronics and izhe broad area of business. Writing and establishing a specific course: Thirty- threee per cent of the partnerships were engaged in writing and ee:stablishing a specific course. The courses developed by trite business partner included automotive mechanics, auto- motisvree body shop, data processing and other courses that Prinxeaazily reflected the resources of the business partner ratrieear than those of the school. Development of a curriculum consisting of several EQEELEEEE} Only one of the partnerships stated they were en- gag€3C1 in developing a curriculum consisting of several courses. Howse\rer, when an attempt was made to learn more about the curriculum, it was discovered that the partnership coordin- atcu: who had completed the Profile of School Partnership Quesrtionnaire had resigned his position with the company. The Jaew partnership coordinator did not know or have any details of a total curriculum being developed for the part- ner-‘Ship program . The Successes of Partnership Projects The following question was asked in accomplishing the (bkqjectives of this study: Is there a common core of partrhership projects that exist among the partnerships? If SO, ‘Vliich have been the most successful and which have been th e lleeast successful? The respondents were asked which three projects they 54 felt had been most and least successful in their partnership. This information was requested to determine if there was a Common cluster of projects that enjoyed greater success within the partnerships. All but one of the partnerships responded; the nonrespondents felt it was too early to attempt such an eval L1 ation . Most. Successful Partnership Projects Many of the partnerships were geographically separ- ated :from one another and were not aware of the specific aCti‘fities of other partnerships; however, of the partner- Ships who participated in this phase of the study, 33 per cent; felt their employment readiness and work-study programs were successful. Twenty per cent of the partnerships felt they had achieved success with their tutorial, business edu- cation and summer programs; and 13 per cent of the partner- ships felt their automotive programs were successful. Sixty per cent of the partnerships responded with SPeeial projects that appeared to be a combination of their unique resources. Projects that these individual partner- Ships believed successful were: lighting of an athletic field, closed circuit television, data processing, public relaetions internship, and lectures and demonstrations. LL35; Successful Partnership Prpj ec ts Very few responses were obtained when the respondents w... . ere asked what three prOJects were least successful. In f Oll(DWI-mp telephone interviews, the majority of the firms 55 felt. that few of their programs fell into this category. Surprisingly, the projects that were labeled as least succeessful were all programs that were not a part of the regtL1.ar school curriculum. 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.mH m4mrograms had not been implemented in this school. Business Personnel: Initially, eighty-seven per CZeent of the respondents stated they expected the partnership ‘A’CMJld provide specialized programs that would provide the éE‘iIJdent with salable skills. This expectation increased for ‘3= per cent of the respondents; it declined for 2 per cent. 132 The majority of respondents stated the students had shown interest and progress in the specialized programs. They further noted that the students' anxieties decreased considerably as their assimilation to business increased. Other respondents stated generally that the need for specialized programs in their partnership school was essential and that they felt these partnership programs could meet this need. Provide Direct Practigal Experience Related to Classroom Theory Several school and business personnel indicated to the researcher that they envisioned the partnership activi- ties providing direct practical experience to the students as it was related to theories being applied in the classroom. The findings indicate that initially 8l per cent of the stu- dents, 93 per cent of the school personnel and 95 per cent of the business personnel expressed this expectation. With the exception of the school personnel, whose expectations decreased by l per cent, both the student and business par- ticipants stated this expectation had increased. Student Response: Initially, 81 per cent of the TSEtudents stated they expected the partnerships would provide E3_ better way to learn subject material. This expectation Jiksncreased by 10 per cent to 91 per cent of the respondents Eaus they continued their involvement; not one student ex- :FDJCessed a decrease in expectation. Not many common expressions were given concerning 133 how the partnership helped the students to learn; however, many individual students remarked they had experienced suc- cess through the partnership and that it was a better way to learn subject material. School Personnel: Ninety-three per cent of the re— spondents initially stated they felt one of the purposes of the partnership was to provide experiences related to clas sroom theory. This expectation increased for 6 per cent of the respondents; however, it decreased for 7 per cent. One of the reasons for the decrease was that several respond- ent 8 did not see tangible evidence that the partnership was aCtU. ally bridging the gap of relating practical experiences aHd classroom theory for the students. "The companies' policies seemingly do not lend them— selves to the realization of this desirable goal." ‘"This did not materialize to the extent needed-— lousinessmen need some help in bridging the gap loetween theory and practicality....So do we." Other respondents stated either this had not occurred OE ‘tlney would like to achieve this as soon as possible. A few' Jrespondents stated this was not necessarily the function Of fzkde business firm or company or that when practical ex- peeréince was provided, the theory was not readily understood. Business Personnel: Ninety-five per cent of the respondents stated that initially they believed they could prOV-icje practical experience as it related to classroom t3§¥§Y£‘y. This expectation increased for 5 per cent of the pondents; it decreased for 3 per cent. é if "f definite, practical experiences to classroom theory; 134 Many of the respondents stated they had seen some successful changes among the students by relating however, approxi- matzeafly an equal number stated that they believed the students werrea: already “molded to the system" and were very difficult to m otivate . to ten1,, The most common criticism by businessmen appeared 1:)ee an apparent indictment of the present educational sys- rather than against the school personnel. ‘”Once again, curriculum needs up-dating to enable .students to realize the importance of school to jpmepare for entry into the industrial market.“ ‘”School experience doesn't relate to the real job- world." Several respondents who stated their expectations decrzreeased expressed problems that may have existed for other bus iness participants . "When I went into the program I thought we would ;relate on-the-job training to the educational level. lHowever, we did individual tutoring to Mexican— JAmerican students who were learning English, there— ;fore, my expectations fell short of what I expected ‘to achieve.“ "School experience and learning do relate to on-the- ;iob experiences but not in the black community be- CZause the education is so poor that when most black Estudents graduate from high school they have 8th and 9th grade skills." Other respondents stated their expectations increased becéill:se of the interest of the students and teachers, and due t3c: their own involvement in helping and understanding \Q§3ents. Even though several had negative results to date, tr ‘4- ‘ yap A” were anxious to continue to work toward positive expe- $ience S o 135 Relationship of Expectations Between Students and School Personnel The following question was asked in accomplishing thee objectives of this study: Are there common expectations thaa—t: are held jointly by students and school personnel that are ;not shared by businessmen? If so, what are they? Table 17 1;xresents in summary form the composite response of those exz>‘Jiide employment and/or financial as S istance for ln~school youth es ponse: - §i3;14dents 3;: hool Personnel Prov ide information Concerning employ- men 1: opportunities Res ponse: S tu dents 5(231001 Personnel 74% 83 81 86 25% 13 19 12 18% 22 22 20 81% 75 78 77 +l% -9% l6 6 ll 13 \L‘lf-J £592££££fie Employment and/or Financial A . -£§EE£§;§ance for In-School Youth One of the basic premises underlying the partnership conCZEEJ:n is that the company will not provide direct financial t:j\stance to the students, but rather will provide human \ _Jw'" “ \\. gources to assist school personnel. The findings indicate & for 136 that initially 74 per cent of the students and 83 per cent of the school personnel expressed this expectation. This expectation, however, decreased for the students but it in- creased for the school personnel. Student Response: Seventy-four per cent of the re— spondents stated they initially experienced this expectation. Th1 s expectation increased for only 1 per cent of the respond- ent s , whereas it decreased for 9 per cent. Apparently, students' expectations were higher in other areas than that of obtaining part-time work or money. Many stated the partnership programs had increased their baSic skills and have given them hope they might be able to 9° to college or secure employment after graduation. “It gave me hope that I might be able to get a good _job when I graduate." "The programs have improved my skills in math, Eng- lish, etc." A few of the students stated they were not aware thebr could obtain part-time jobs through the partnership; others stated part-time work would help to alleviate their financial responsibilities at home, in marriage or in pur- ChaSing a car. School Personnel: Eighty-three per cent of the re- Spondents initially expressed the expectation that the part- nership would provide employment and/or financial assistance in-school youth. This expectation increased for 16 per YRS: of the respondents; it decreased for 6 per cent. Many of the respondents believed that offering 137 emgployment opportunities increased the percentage and par- tik:;ipation of students. in some cassees, providing the student with the opportunity to obtain They further stated that, emg>Lluoyment increased his motivation to improve his grades in s chool . "Students need work to increase buying power and thereby produce pride, and decrease frustration." "Students of mine who were working for the company seemed to become more interested in their work and <:lass participation." A few of the respondents stated that providing em- plcfifiriment opportunities was a good idea but they had not seen any' «evidence of it in their particular partnership. Another r955£313ndent provided a word of caution in providing employ- mer11:_ opportunities: "We gave them too much $5 and not enough re$E>vs3ct for the job or Supervisorll" ELOvide Information Concerning Eimployment Opportunities One of the objectives of the majority of the part- nerfslnips was to make available to students information con- cerrizing different types of jobs and information concerning jOb (Jpportunities. The findings indicate that 81 per cent of 1lee students and 86 per cent of the school personnel in- itiealily felt this expectation. This expectation increased for k><3th groups of participants. Student Response: Eighty-one per cent of the re- S§‘§§Rikents felt they would learn more about different jobs fl they became involved in partnership activities. 7 fl This aw 138 exgpectation increased for 11 per cent of the respondents and dec:i:eased for only 1 per cent. All of the comments provided by the respondents were of’ 151 positive nature. The majority stated the partnership hac1 increased their knowledge of different types of job op— poxr“t:Jinities, and also allowed them to learn more about job performance. Actually, many of the students had very posi- tixrese .responses in regard to their learning about different job opportunities . ”The only way people are going to learn which job they really like is by trying other different jobs out." “I like learning about new and different jobs and trades, it's new and exciting." Other reasons the students gave as to why they were infileeurested in this part of the partnership activities were (1) .it increased their ways of learning, (2) they did not lfiJcea their present job, and (3) they saw it as a means to improve their life style. School Personnel: Eighty—six per cent of the re— 5P011rdents initially stated they felt one of the objectives Of 1She partnerships was to provide information concerning emPJchyment opportunities. This expectation increased for 13 ED€EJ: cent of the respondents whereas it decreased for 7 per Cent. Those respondents who stated their expectation in- (\V . . o \afitiaSSed referred to the successful accomplishments in this flicular area. .., /’ 139 "It's a tremendous idea and has worked well for when students apply for jobs and go in for personal inter- views--many are not aware of the types of jobs avail- able with a particular firm or company." "I think that a more businesslike attitude needs to prevail in the schools and the executive exchange day or days is necessary." Other respondents who stated their expectations de- creased stated information was needed to be presented to students about employment opportunities, but that presently it was not part of the partnership activities. Expectations Not Held in Common by Students, School Personnel and Businessmen The following question was asked in accomplishing the objectives of this study: Are there specific expecta- tions not held in common by students, school personnel and businessmen? If so, what are they? §pecific Expectations Expressed by Students Two expectations expressed only by students are pre— sented in Table 18 which illustrates a composite response of those expectations. Business would find a job for me when I graduate: Seventy-two per cent of the student respondents stated that they expected the business partner to provide employment Opportunities for them upon their graduation. 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(.350 Dams (EH 1'53 Cum "momma mHMEmm mHmz uxwm Hoocum CmHm mo mEmz ZOHBmz hmE so» mCOHumu lumaxm mepo >Cm DmHH mmmmHm D U D D D D xuos Hoocum mo #50 Dmm on has ume0C4 .OH w a N H Ummmmwumo no cmmmmuumn ommmmMUCH 02— mm» musudm mcu CH m>Hmumu cmmmmMUCH DH 30C pH was .pmmCmnu mm: mommCmCU 02 mm» no m>mHCum on mxHH UHCoz CHMHme mmmmHm COHumuquxm mHCD MH COHumu so» mCHCDmEomIImCOHumuquxm lummxm chu mum 205 APPENDIX D-2 Michigan State University East Lansing, Michigan 48823 School of Labor and Industrial Relations South Kedzie Hall Dear School Personnel: For the past year your school has been involved in a partner- ship with a business firm in your school. This partnership has been a joint effort between you and the business firm to enrich the education provided by your school. Of approx- imately 25 such programs in the United States your school has been selected to participate in a study involving the concerns and expectations of the school personnel that have been associated with partnership activities. For the purposes of this questionnaire a "concern" is defined as any anxiety, worry, or apprehension you might have had when you became involved in partnership activities. For example, if you were apprehensive that the business firm might become involved in organization or administration of the school, this would be classified as a concern. An "expectation" is defined as an anticipation or prospect of something in the future. If you expected your work load would be reduced as a result of the partnership, this would be classified as an expectation. The purpose of this questionnaire is to discover if there are any benefits for teachers and students in this kind of relationship, and if there is a need for some kind of change in the existing partnership program. It will take only a few minutes to complete this question— naire. Please follow the directions in describing your impressions of the statements made. Thank you 206 [1 D I] [I [I D [1 [II] D [1 E] [1 [JD nuu v m N [I [1 [1 D l] I] DD [I l] [I [I DU DHCUHMMHU mumDDmE uwCDo CH COHDmquoou MDHdumw wme pHsos muwcummD umCDo mo COHDummu mmwm>o< sDHUHHnsa Com szm DH mCHoo mm: mmmCHmsm mmmuoua HMCOHDmUCpm man an mumaaoauuma saasw ImCHCmmE oHCou mmmCHmCC DMCB HOOCum mCD Do COHmeD ImHCHEUm ccm COHmeHCmmwo 0CD CH mquCcCH mo DCmEm>HO>CH Dasuauwuv ma UHCO3 mmMCHmCC UCm mCODmu Idem CmszmQ COHDMUHCCEEOU DCmECowH>Cm Hoocum 0CD CDHB maou 0D mHQMCC mg UHCOZ CmEmmeHmCm mwmxuo3 mCHCHMDCo CH omDmm lumDCH MHHHMEHHQ mmz mmmCHmCm ommmmwumo Ho ommmmuumn_pmmmmw0CH 02 mm» )I ommmmHUCH DH 30C DH mmmiflommCmnu sommCmsu CHMHme mmmmHm mun CumUCou mHCD DH Nunez .thHxCM .CumUCou mHCD mmm OZ mCOHnCowme< no mMwaoz .mmHDmeC< “mamUCou .Ummmmuuwp no ommmmuUCH m>mc mCOHDMDquxw no mamUCou uso» 30C wsow CECHOU CH mDMUHpCH .cmmmmwumo no pummmeCH m>mn mCOHDMDquxm uo mCumUCou ado» MH mmHCD CECHOU CH mDMUHcCH .UmmCmcu m>mC mCOHDMDumaxm no mamUCou Mao» MH 03D CECHou CH mDMUHoCH .COHDMDquxm uo CHmUCou HMHDHCH H30» mCo CESHOU CH mDMUHpCH Hmzzommmm HOOIUm I NM>MDm mHEmmmzemoum .N D D D D D U :85 .58 Imrmao 0D tmDmHmu mucmHummxm MmoHtumuQ DomuHU mpH>oum .H v m N D memmwump uo pmmmmwuwn_cmmmwuuCH 02— mm> chde mCD CH m>HmumC ommmmuucH DH 30: DH mmc .pwmcmcu mgr mommcmcu 02 mm» no mbmHCom oD mxHD ono3 CHmHwa mummHm COHDmDquxm mHCD MH COHDMD 30> orHCDmEowllmCOHDmuquxm lumnxm nHCD mum U D D U D D D D D D D D U D D U D D "on: m>mc mus 30% mam0 ICou umCDo MCm DmHH mmmmHm HHu nHu NHU nHu nHu nHu mmmuowm OCHCwmmH mCD wDMDHHHumm CMCD HmCDmu HHMQ IEH UHSOB muomCD HmCOHDMUSom m0 xumH m.CmEmmmCHm:Q mCH .OH _U U U U U D fact to mQMD mHCD 0D NDHCCEEOU mCD CH mmeDo Mo mCOHDummw mca .m D D D D U D D30 HHCQ CmCD UCm mEmwmoum Ho DoH m DMMDm UHCoz mmeHmCm .m v m N H Ummmmuomp no ommmmwumafiommmmeCH 02 _mm» mCOHmCmCmHmfld no cummmHUCH DH 30C DH mm: .ommCmcu mpmemcu 02 mm» mMHuwoz .mmHDmHXC< .mCumUCOU CHMHme mmmmHm mmC CquCou mHCD DH Nunez .mDmHXCm .CumUCou menu mm: 208 w EDD [10 BUD EH] UUUUU D DUUUD D An: [JD [IUD U U D [ID 1] DD [IUD DDDBDD U DDDUD 1] DUB [1|] DUB DD "UMC m>mn mm& :0» mCOHDMD lumexm meDo >Cm DmHH mmmem omoH Muo3 m.wmcummD museum mEHD DCmmmwQ mCD Dm Hoonum «CD CD wHCMHHm>m DOC mum CUHCS mfimumowd omNHHMHqum moH>oum mHou m.umnummD wCD DCmEMHQQCm 0D mason ICmE DummmmumC mCD moH>oum meHCowQ HOOCUm m>Hom mHmm mmHDHCCDHOQQo non mCH ICCMUCOU COHDMEHODCH NUH>owm wEmumoum Hoonum HOD Dwoaazm HMHUCMCHD mUH>oum xwo3 Do UHuo3 0CD 0D COHDmuspm mDMHmm CD30» HOOCUmICH HOD mUCmDmHmmm HMHUCCCHD H0\CCm DCdEhoHQEm mUH>oum .OH pummmuumo no pummmuumo CDmMDMUCH ommmmuUCH DH 30: CHMHme mmMMHm DH mMC .ommmdcu mun COHDMDquxm mHCD DH «pmmCMCu COHDMD lummxm mHCD mum QHDUUM ”SD. CH 0>HQUTH Ho m>mHCUm 0D mxHH UHsoz so» mCHCDmEomIImCOHDMDquxm 209 0% ON om OH "mmmCHmCC oCm HOOCUm mCD NC UmpH>ouC Cmmb m>mc DMCD CH U0>H0>CH Cmmb m>mc so» meDH>HDum DC meMD DCD DmHH mmmmHQ .COHDmmCU m>onm MCD 0D :mCMCDo: omumszm so» DH meDO mmmCHommu DCwENOHQEm mCHCHmCD Coo mmmmMHU EHMCU woCDm xuoz NCH mCHDmaHUHDHMQ Cmmn so» m>mc mmmwdou no mEmumowQ_mCH30HH0D mCD Do CUHC3 .COHmeCU m>onm MCD 0D :mmmz pmumsmCm :0» DH mmmmmHu Csz QHmC HMHDODCB mMmmMHu OCHpmwm oz mm» «QHmemCDumn HOOCUm mCD Do DHSmmu m mm Hoocum wCD Mb Dsonm Dcmsoun Cmmb w>mC DMCD mmmmmHu Ho msmumoua hCm CH om>Ho>CH Cmmn 30> m>mm "COHDHmoa m>onm mCD CH mmHDCU uso» mCkummo NHDwHuC mmmmHm «CHMHQXM umCDO m>HmeDmHCHEp< DDMDm mDHCumm «Hoonum mCD CDH3 COHDHmOQ Mao» MDMUHUCH mummHm mmummo mDMCcmuo mOMHHou ummhlv m Do mudmh N DmmmH D4 most mDmscmum meow mmmHHou Do mummh N CMCD mmmq mmummc m.w0HmCumm MDMCpmum Hoonum CmHm COHDCDHDmCH CmHCIDmOQ HmDMIN m Do mDmspmuo mDmsomum Hoocum COHC CMCD mmmq «omDmHQEou m>mn so» Hm>mH HMCOHDmuspm DmmCmHC mCD mmz Dun: mummh OH w>on< mummm OHIm munch mIH wow» H CMCD mmmq "DUCmHquxm OCHCumma Illmm m>on< MMHMv mvnwm. mmlmN mNION "mmC mHmEmm mHmz uxmm Hoocum CmHm Do mfimz ZOHB<2MOhZH Hm>u3m QHCmHMCDuma 0CD CMDDHQEOU H .COHDmHMQoou use» MOD :0» meCB .3onC HmspH>HUCH UMDMCmHmop mCD 0D DH Custu pCm mama 0CD Do EODDOC mCD Du EHOD mCD CUMDmU mmmmHQ .mmCommmw mHCD musmmm UCm QC 30HH0D OB .ompmmC mH mmCommmu ROOH m .mHQEMm monlCOHDMC cmDHEHH mCD Do mmsmumm 211 APPENDIX D-3 Michigan State University East Lansing, Michigan 48823 School of Labor and Industrial Relations South Kedzie Hall Dear Businessman: For the past year your firm has been involved in a partner- ship with a local high school. This partnership has been a joint effort between your firm and the school to enrich the educational experiences for the students. Of approxi- mately 25 such programs in the United States, your firm has been selected to participate in a study involving the con- cerns and expectations of the businessmen that have been associated with partnership activities. For the purposes of this questionnaire a "concern" is defined as any anxiety, worry, or apprehension you might have had when you became involved in partnership activities. For example, if you were apprehensive that the students would not accept your help, this would be classified as a concern. An "expectation" is defined as an anticipation or prospect of something in the future. If you felt the students would achieve salable skills as a result of your firm's efforts, this would be classified as an expectation. The purpose of this questionnaire is to discover if there are any benefits for the school in this kind of relationship, or if there is a need for some kind of change in the exist- ing partnership programs. It will take only a few minutes to complete this question— naire. Please follow the directions in describing your impressions of the statements made. Thank you 212 v Dnnnnnn DDDDDU-U unnnnnn Danunnn DDDUDDD _n: N [J I] [1 [1 DD [1' Hm>0H m.DCmost 0CD C0 DDMUHCCEEOU 0D »DHHHQm 0C9 HDHUHHnsa now DH mcHou mums 03 xCHCD 0H303 mDCmost oCm HmCComqu Hoocum 0C9 00u0D HOCMH HMHDCmDoa m mCHQ0H0>00 0M0: 03 MCHCD 0H303 HmCComumm H00C0m 0C9 Hoonum 02D D0 COHDmquH ICHECM oCm COHDMNHCmmwo 0CD CH »HDmCUCH D0 DC0€0>H0>CH HOOCUm 0CD Csu 0D mCH»wD mumz 03 xCHCD pHsoz HmCComuma H00C0m 0C9 DHCUHDDHU an 0H503 mmmCHan UCm mHODmU I500 Cmszmn COHDMUHCCEEOU mmmuoua HMCOHD Imuspm 0CD CH mDmmHUHDHMQ »HHCDmCHCm0& UHCOU 03 Dane ommmmuUMC no 00mm0u0CH DH 30C CHmHme mmmmHm 00mmmuuma 00mmmu0CH oz rum» DH mac ommCMCU mm: CH00C00 mHCD DH Npmmdmau »ww03 .»D0HXCm .CDDUCOU mHCD mum oz mCOHmCmsmwmQ¢ no. mmHuwoz .mmHDmeC< .mCHdUCou .Ummmmwumo no 00mm0HUCH 0>MC mCOHDMDumaxm H0 mCumUCou H30» 30C HCOD CECHOU CH 0Dm0H0CH .cmmmmwump H0 00mm0uUCH 0>mC mCOHDMDuqum Ho mamuCou Mao» DH mmuCD CECHOU CH 0Dm0HUCH .OmmCMCU 0>mn mCOHDmDumaxm Ho mCHdUCou uso» DH 03D CECHOU CH 0Dm0H0CH .C0HDmD00Qx0 no CHDUCOU HMHDHCH Mao» 0C0 CECHOU CH mDmUHoCH Hmzzommmm mmHZHmDm I NM>MDW mHmmmmzam0HHmm .N mqumeaxm COHImCDICo 0D 0DMH0H on mCH ICwmmH CCm moCmemaxm Hoonum DMCD EHC 30Cm oCm DCmpst 0CD 0D C0HDm>HD08 00H>0Hm .H 00mmmuump Ho 00mm0HUCH DH 30C CHMHme mmmmHm ommmmuumn 00mm0CUCH IrHl DH mm: .Um CMCU mm: COHDmDumaxw MHCD DH 02 _mm» mp0 CMCU COHDMD lumaxw was» was oz mm» muCDCD 05D CH 0>Hmumu Ho m>mHC0m 0D mxHH pHsoz so» mCHCDmaomIIwCOHDmDquxm v DUI] DUB [II] I] m nnu nnu nnu nnu nuu nnu nnu nnu Hnu nnu DUI] [IUD DD nnu nnu “on: 0>MC »me so» mCumu IC00 umCDo »Cm DmHH 0mmmHm mCHmC IHHmz oCm »D0Dmm HMComuwm .m mm>HDMDC0mmwQ0u mmmCHmCD 0CD DCmmmu DCOHE mDCmcCDm 0C8 .m 00mmmuumo no 00mm0H0CH DH 30C CHMHme 0m00Hm owmmmuumn-00mm0w0CH DH mun p0 CMCU mm: CHMUCOU mHCD DH 02 _m0» ~00 CdCU. »uu03 .»D0HXCm .CHDUCOU mHCD mum oz m0» mCOHmC0C0HWW< no mmHuuoz .mmHDmeC< .mamoCou DUI] [IUD DUI] [IUD DUI] [IUD ume m>mc »mE :0» mCOHDMD lummxw u0CD0 »Cm DmHH mummHm [1 DUI] [JD DUI] [I COHmaD mDCmHH HH>H0 0DmH>mHH< .OH »CmQEOU 0CD MOD m00»0HQEw Q0H0>0Q .m DUE] [IUD QHCmumCDuma HCDmCHCmmE m pwmsoD xuoz oCm 00Cm IDmHmmm D0 umDDo Mao Damuum »Hummm0 0H303 »DHCUMD 0C0 C0HDmCDmHCHE0m Hoocum DMCH .m [ll] 214 mDCmcst MOD DHQdem Cm Dmm .5 [II] D D [II] mDCmcdDm UmmMDCm>UMmH0 CDHS mCquoz »Q mEmeouQ CMCCC 0CD Do 080m Dsonm muoe CummH 0D DQEMDDm 08 .0 Bl] DD D D Hoocum mCD D0 H0>0H HMCOHDMUCom 0CD m>ouCEH .m nnu nnu nnu nnu nnu nnu nnu nnu DD [ID xuoz D0 0Hu03 mCD 0D COHDmusom mDmHmm .v ¢ m w. H 00mm0w000 wo 00mm0uummhpmmmmu0CH ozw_mm» muCDCD 0CD CH 0>H000u 00mm0u0CH DH 30: DH mmclfiommCmcu mm: «pmmCmcu 02 m0» no 0>0chm 0D mxHH oHsoz- CHmHme 0m00Hm COHDMDUDme mHCD DH COHDmD Co» mCHCDmEOmIImCOHDMDquxm lumaxm wasp mam 215 mu00» N CmCD 0u0E de0» N 0D wm0» H H00» H 0D mCDcoe @ 0CDCOE o CmCD 0004 "m0HDH>HD00 QHme0CDu0Q CH DC0E0>H0>CH D0 CDOC0A .4 .N .m .H "000CHmCC oCm Hoocum 0CD »b c00H>ouQ C00C 0>0C DmCD CH 00>H0>CH C00Q 0>0C Co» m0HDH>HD00 D0 m0Q»D 0CD DmHH 0000HQ .C0HD00CU D00H 0CD CH :mu0CD0: 00H030Cm :0» DH mCHCHme non 00000H0 EHMCU mu0CDO 000CH000D DC0E»0HQEm 00mm0H0 CD02 CH0: HMHCODCH 00m00Hu mCHpm0m »CCD0 xwoz NCH mCHDmaHUHDumm C009 :0» 0>0C m0mw500 no mEmumouQ mCHBOHHOD 0CD D0 C0HC3 .C0HD00Cq 0>onm 0CD 0D :00»: 00H030C0 30» DH 02 m0» «QHCmu0CDu0Q H00Cum 0CD D0 DHCm0w m 00 mm0CHmCD 0CD »C Dsonm DszouC C009 0>0C DmCD m0mmmHu Ho memumoun »C0 CH 00>H0>CH C00n Co» 0>0m u»CmQEOU uso» CDH3 m0HDCU Mao» 0CHM0000 »HD0HMm COHDCDHDmCH CmHCIDmOQ um0»IN 0 D0 0D03pmuw m»C0QEOU wso» CDH3 »Q3000 :0» COHDHmOQ 0CD mH Dds: 00uo00 0Dmsomuo 000HH00 u00»lv 0 D0 de0» N Dmm0H D4 »03Dm 0D0500um 080m 0m0HH00 D0 de0» N CMCD 0004 00um00 m.u0H0C00m 0Dmscmum Hoozum cmHm 0Dmscmum HOOCUm COHC CMCD 0004 ~00D0HQEOU so» H0>0H H0C0HD00500 Dm0C0HC 0CD 003 Dmcz mm 0>0Q4 mmlwfl mwlm mmlmN mNION «004 0H080m 0H0: «x0m mm0CHme D0 0602 ZOHBusm QHCmH0CDH0Q 0CD U0D0HQE00 H .C0HD0C0Q000 udo» MOD :0» DCMCB .30H0C H050H>H0CH 00D0C0Hm00 03D 0D DH CDCD0C 0C0 0mma 0CD D0 EODDOC 0CD D0 EMOD 0CD C00D00 0mm0HQ .00C0Qm0u mHCD 0qumm 0C0 a: 30HH0D 09 .00000C 0H 00C0Qm0u HOOH m .0HQ500 00H3IC0HD0C 00DHEHH 0CD D0 0msmu0m APPENDIX E JURY PANEL FOR REFINEMENT OF THE PROFILE OF PARTNERSHIP SURVEY QUESTIONNAIRE 218 APPENDIX E Jury Panel for Refinement of the Profile of Partnership Survey Questionnaire Miss Jean Alfsen, Partnership Coordinator Michigan Bell Telephone Company, Detroit, Michigan Mr. Emmit Grier, Partnership Coordinator Chrysler Corporation, Detroit, Michigan Dr. Peter G. Haines, Chairman, Business Education Michigan State University, East Lansing, Michigan Dr. Daniel Kruger, Professor, Labor and Industrial Relations Michigan State University, East Lansing, Michigan APPENDIX F LETTER ACCOMPANYING PROFILE OF SCHOOL PARTNERSHIP QUESTIONNAIRE 220 APPENDIX F Date Name of Firm Address Dear Sir: For the past year I have been following with interest vari- ous partnerships such as yours with Second Ward High School. I have become so interested in the various partnership activ- ities that I have chosen to conduct a dissertation study in this area. The study is divided into two distinct phases: Phase One is the analysis and synthesis of individual activities and trends of thought as they pertain to the emerging partnership con- cept in all known partnerships; Phase Two is a comprehensive study of the concerns and expectations of the students, school personnel, and the business, in order to obtain data that can be classified and analyzed to provide information that will be valuable in the refinement of partnership activities. I have developed and pilot tested a questionnaire that will provide the information for Phase One which is enclosed. I would appreciate your taking the time to supply the requested information. As this is the first time a survey has been undertaken that would involve all partnerships, I believe we can obtain information that will be of value to all of us in our partnership activities. I would like to suggest a "partnership" between your firm and myself. By completing this questionnaire you will pro— vide me with needed data that I can classify, analyze, and, if you desire, see that you obtain a copy of the findings. I am also in the process of obtaining funds (approximately $5,000) for this project that will enable me to visit all partnerships and to have the opportunity to share my expe— riences with you. Together I feel we can make a significant contribution toward a better understanding of the partner- ship concept. As the information in this questionnaire is needed to pro- vide the basis for Phase Two of the study and, because time is of the essence, I-am enclosing two telephone numbers where I can be reached should you have additional questions. From December 18th to January lst, I can be reached at 813-345-5126. After that date I can be reached at 517—489-3751, ext. 261. Thank you. Sincerely, Francis T. Wallace 2900 Northwind Drive, Apt. 512 East Lansing, Michigan 48823 APPENDIX G PARTNERSHIP SURVEY QUESTIONNAIRE DATA SHEET 222 APPENDIX G DATA SHEET (To be returned with Questionnaires) For each group of participants (students, school personnel, businessmen) I have suggested a format to follow in order to increase responses and to provide uniformity to the study. If the findings of this study are to be of value, the sug- gested procedures should be followed. Business Personnel Definition: Business personnel refers to all_people in your company who have participated or contributed to the partner- ship, i.e. teachers, teacher aides, tutorial help, adminis- trators, etc. Procedures: A blank space below indicates that the number was not provided in January or that all groups (top manage- ment, middle management, rank and file) were not included. Please fill in the appropriate number when you return the data sheet. Number you supplied in January Please fill in number who complete present questionnaire Please give a questionnaire labeled "businessman" to all individuals in your company who have participated directly or indirectly in your company's partnership activities. 50 that you may keep a record of your people who respond, I have asked each of them to fill in and detach a short form to be sent to you either with the questionnaire or separately to indicate that they have completed the survey questionnaire. Please keep a master list of the business participants as it may be necessary to remind some that the survey question- naire you sent them has not yet been completed. I have in- cluded a memo (Memo A) that you may wish to use in introduc- ing this questionnaire to your personnel. Please feel free to duplicate it or adapt it to your needs. If you do not use Memo A, it will be necessary for you to indicate to whom the materials should be returned. School Personnel Definition: School personnel refers to all school adminis- trators, faculty, counselors, or other school personnel who have participated either directly or indirectly in partner- ship activities. 223 Procedures: If the spaces below are blank, please fill in the appropriate numbers when you return this data sheet. (Blank spaces indicate the information was not supplied in January.) Number of school personnel involved in partnership activities: Administrators____Faculty___,Counselors___'Others____ Please fill in number who complete present questionnaire: Administrators___ Faculty____Counselors___ Others___ Please give a questionnaire labeled "school personnel" to all individuals in your school who have contributed directly or indirectly to the partnership activities. It may be helpful to enlist the cooperation of the principal or other adminis- trators who are responsible for the partnership activities within the school. Please keep a master list of the school personnel as it may be necessary to remind some that the survey questionnaire you sent them has not yet been completed. I have included a memo (Memo B) that you may wish to use in introducing this questionnaire to the school personnel. Please feel free to duplicate or adapt it to fit your needs. If you do not use Memo B, it will be necessary for you to indicate to whom the materials should be returned. Students Definition: Students refer to all boys and girls in the 9th, 10th, llth, or 12th grade who are actively participat- ing in partnership activities. Procedures: If the spaces below are blank, the numbers were not supplied in January. Please fill in the appropriate numbers when you return this data sheet. You stated in the January questionnaire that there were students involved in your partnership activities and of these, were male and were female. The specific number of students involved in partnership activities by grade were: 12th grade llth 10th Other Please fill in number who complete present questionnaire: 12th grade llth 10th Other The selection of students is perhaps the most difficult part of this study as it is necessary to obtain a representative sample of the students involved in partnership activities. It may be advisable to enlist the cooperation of the school 224 faculty in this portion of the study. Note: If the number of students involved in partnership activities is less than 100i please give a questionnaire to each of the students for completion. If the number of students involved in partner- ship activities is greater than 100, it will be necessary to compile a list of these students and to divide by 50, thus determining the interval at which these individuals are to be included in the study. For example, if 1,000 students were involved in partnership activities in your school, you would divide by 50 to deter— mine the interval: 20=(1,000%50). You would then select the name of the individual who was number 20 on the list, number 40, number 60, etc., until you have obtained the sample of 50 students. The questionnaires will then be given to those 50 selected individuals for completion. If a selected student is absent, include the next student on the list. Should you have any questions about the distribution of these questionnaires or about the procedures, please call me at 517-489-3751, ext. 261, or 337-0887 in East Lansing, Michigan. Thank you very much for your contribution in this study. Would you please return the completed questionnaires by May 30, 1970 to: Francis T. Wallace Management & Marketing Department Lansing Community College Lansing, Michigan 48914 225 MEMO A To: (Name of Businessmen) From: (Name of Company Executive) Subject: Partnership Survey - Businessmen This is to advise you that we are endorsing a study and evaluation of the partnership between business and educa- tion by Mr. Francis Wallace, a doctoral candidate in the School of Education at Michigan State University. For the past year, Mr. Wallace has been gathering data through questionnaires, publications, and personal inter- views that will examine the concerns and expectations of the participants (businessmen, school personnel, students) of partnership activities. He has developed and tested a set of questionnaires that, we hope, will provide valuable data in the area of concerns and expectations. The results of this study will be made available to you. Because these questionnaires will be given to a limited nation-wide sample, a 100 percent response is needed from us so that the study will accurately reflect concerns and expectations we may have had when we entered into our part- nership and if and how they may have changed. Please re- spond freely on the questionnaire as there will not be any attempt to identify the respondents or their responses. To insure complete participation, detach and return to me the form at the bottom of the questionnaire. Please check to see that the questionnaire is completed before it is returned. Mr. Wallace has indicated that he would like the information returned by May 30, 1970, so the results can be made availm able to us this summer. Your prompt response to his request will be greatly appreciated. 226 MEMO B To: (Name of School Personnel) From: (Name of School Administrator) Subject: Partnership Survey - School Personnel This is to advise you that we are endorsing a study and evaluation of the partnership between business and educa- tion by Mr. Francis Wallace, a doctoral candidate in the School of Education at Michigan State University. For the past year, Mr. Wallace has been gathering data through questionnaires, publications, and personal inter- views that will examine the concerns and expectations of the participants (businessmen, school personnel, students) of partnership activities. He has developed and tested a set of questionnaires that, we hope, will provide valuable data in the area of concerns and expectations. The results of this study will be made available to You. Because these questionnaires will be given to a limited nation—wide sample, a 100 percent response is needed from us so that the study will accurately reflect concerns and expectations we may have had when we entered into our part- nership and if and how they may have changed. Please re- spond freely on the questionnaires as there will not be any attempt to identify the respondents or their responses. To insure complete participation, detach and return to me the form at the bottom of the questionnaire. Please check to see that the questionnaire is completed before it is returned. Mr. Wallace has indicated that he would like the information returned by May 30, 1970, so the results can be made avail- able to us prior to the fall term of next year. Your prompt response to his request will be greatly appreciated.