A STUDY OF INSERVICE EDUCATION PROGRAMS FOR BOARDS OF TRUSTEES IN SELECTED COLLEGES AND UNIVERSITIES IN THE UNITED STATES THESIS FOR THE DEGREE OF mu MICHIGAN STATE UNIVERSITY ORLEY R .HERRON. JR. ' I965 "IIIIIIIIIIIIIIII'I' V __s__i ~ Michigan State University This is to certify that the thesis entitled A Study of‘Inservice Education Programs For Boards of Trustees in Selected Colleges and Universities In The United States presented by Orley R. Herron, Jr. has been accepted towards fulfillment of the requirements for Ph.D. degree in Counseling, Personnel Services and Educational Psychology , ,Ig - r‘ / 9:460” Wag/ma; _‘ Walter F. Johns Major professor Dam May 24, 1965 i 0-169 WNW Iii-:9: 5:37 __ '! 39419524: 5.37" L 3‘ ABSTRACT A STUDY OF INSEHVICE WTION PRCBRAMS FOR BOARDS CF TRUSTEES IN SELECTED COLLEGES AND UNIVERSITIES IN THE WED STATES by Orley R. ,Herron, Jr. The Problem The problem 'of this".investigetion is to study the inner-vice ed- ucation programs for boards of trustees in selected colleges and univers- aities in the United States. Basic purposes of the study are to: 1. Survey 3 mnnber of college presidents of the Council. for the Advancement of anall Colleges to deterndne the nature ed utent of the inservice education for board mentors of their respective schools. 2. Review pertinent literature pertaining to Wine education, the office of the trustee, and the office of the president as part of a procedure to establish a basis by which select inservice education pro- gram can be designated. 3. Study in detail the inservice education programs for-boards of trustees of a select number of institutions. 11. Recommend on the basis of the survey and intensive study a basic program upon which inservice education can be initiated. ' Lbs Methodolog The date for the first aspect of the investigation were collected Orley R. Barron, Jr. by utilization of a questionnaire. All colleges holding membership in the Council for the Advancement of Small Colleges constituted the study sample. Questionnaires were sent to the presidents of these schools. Descriptive statistics were used in presenting the survey data. Seven of the institutions included in the sample and participating in the sur- vey were specified for further intensive analysis. Personal interviews were facilitated to extract information for this phase of the research. A descriptive report of inservice activities in each of these seven col- leges was written. The Conclusions The major conclusions based upon the stuck are: l. Inservice education is infrequently utilized as a method for improvement of the ability of the boards of trustees in colleges and uni- versities. The programs in operation are relatively new and basically unfinalized. 2. Lack of time and availability of trustees hinder the formu- lation of a continuous inservice education program. 3. There are general procedures and basic principles involved in the inauguration of an inservice education program. h. The determination, supervision, and motivation of the inserv- ice education program are primrily the responsibility of the president and the chairman of the board. . 5. The facilitation of an inservice education program is usually shared by new individuals apart from the designated president and chair— man of the board. Orley R. Barron, Jr. 6. Inservice education programs can be implemented and continued without large eXpenditures of mm. 7. Very few trustees take the necessary time to analyse thoroughly the printed mterials included in the inservice education program. 8. Occupational responsibilities limit the extent of the avail- ability and the on-cempus participation of individual board members. 9. The sharing of the planning of the inservice education ac- tivities with members of the board, and in particular the chairman, as- sures a higher degree of cooperation and support in the inservice edu- cation program. 10. Inservice orientation activities inaugurate very clearly the projected aspects of the inservice education program. 11. Consultants in the area of development exhibit the most com- monly used outside resource personnel in the inservice education pro- gram. 12. There have been relatively few major attempts to evaluate the interworldms and effectiveness of inservice education programs by objective instruments or intensive research studies. 13. Presidents rely heavily on the individual board members to increase board adeptness by personally motivated mans am methods. 11;. Onlya sxnallportionofthe trustees' timehas beengeared to activities created for professional growth. 15. The qualifications for mnbership an! the methods of selection to the board limit decisively the quality of the inservioe education pro- gram. A STUDY OF INSERVICE EDUCATION PRCBRAMS FOR BOARDS OF TRUSTEE IN SEIECTED COLLEEES AND UNIVERSITIES IN THE UNITED STATES By Orley R. Barron, Jr. A THESIS Subnfitted to Michigan State University in partial Wat of the requirements for the degree of DOCTOR OF PHIIDSOPHI C ollege of Education 1965 AC IQIOI'JIEDGEIMTI'S The author wishes to express deep appreciation an! gratitude to Dr. Walter F. Johnson, his committee chairman. The strong interest, excellent criticism, continuous encouragement, am wise counsel demon- strated by him provided the major impetus in achieving the consummation of this study. The author also aclmowledges the fine assistance ex- hibited by the other members of the writer's doctoml connittee; Dr. Willa Norris, Dr. Eldon Homemaker, and Dr. John Useem. The investigation could not have been completed without the sup- port of the member schools of the Council for the Advancement of Snell Colleges, Incorporated. Dr. Roger Voelnvl, the president of the council, and Dr. Al Hill, the executive secretary, are to be commended for their cooperation. The writer is indebted to Dr. Ernest Bayer, mo contributed professional advice, and to Miss Bernice Spencer, who typed the original am final drafts of the dissertation. Finally, the love, patience, understanding, an! encouragement given by Dome, Jill, an! Morgen assisted greatly in the attainment of the goals of the investigation. ACI‘JJOEWE‘ENTS.......................... LISTWTABIES.0.0.0.0....0.000.000.0000. IAIST OF APPHEICJSO O O O O O O O O O O O O O O O O O O O O O O O O TABIE OF CONTENTS Chapter I. II. III. IV. DERODWTIONoooeeIeooeooeo Statement of the Problem . . Assumptions Of the Study a e o o o 0 Need for the )tlm o o o o e o o o Livdtations and Scope oi‘ the Study . Definition Of Terms. 0 o o o o o e 0 Reporting the Study. a o e o e c e o REV-fill? OF THE HTML Be 0 o o o o a o ImmuCtiOnooeeoooeoooo TheRole oftheTrustees...... The Role of the President. . . Basie Precepts of Inservice Edudation. Inservice Education in Amidstration and in BOflI‘dSOfTNStOBSoeoeoeoeooo Sm'rlmooooooooooooeoeooo HZOCLYDUIU". MID IETHGJGLQH o . . . . . . erdUCtioneeoooeooooco Develepment of the Questionnaire . . SanleJIgProcodm‘e........ o Admnistration of the Questionnaire. Imituuonal Vigil-lath”. o o o o o Summarizing and Presentim the Data. MIAIISIS OF THE QUESTIQBMEE mIDINGS. Intmducuoneeeeoeooooee 00.... B8313 IRStitUtiOml Data 0 e o c e c e o Boards of Trustees Assets and Limitations. Regularity of Board Ibetings and Techniques Involved Acknwledged Inservice Education Program 0.0000 0 O I I C O O O O O O ' ' O I O O C Q C O O O O O O O O O O O O O O C O O O O a O O O O O O O O O O O O anditSActifltios................ SWIMQooooeooeeooooeoecocoa. iii coco 0 one... 11 Chapter Page V. INSEHZVICE EDUCATION PRmPJdIS IN SLV. II II'ILETIIUTIONS. . . . . . 85 Introduction...................... InstitutionA............... Basic Institutional Data Board of Trustees Organisation Inservicc Education Program Strengths and I'Iealmesses 01‘ the Program Charm of Institution A InstitutionB.......................93 Bahia Institutional Data Board of Trustees Organization Inserdce Education Program Strengths and Weaknesses of the Program Sumary of Institution B InstitutionC.......................100 Basic Institutional Data Board of Tmsteos Organzation Inservice Education Program Strengths and Iieamesses of the Program Future Goals of the Inservice Education Pragram Smrrxary of Institution C InstitutionD.......................105 Basin Institutional Data Board of Trustees Organization Inservice Education Proyam Strengths and Weaknesses of the Program Future Goals of the Inservice l‘ducation Program Summary of Institution D Institutionlh......................lll Basic Institutional Data Board of Trustees Organization Imervice Education Program Strengths and Weaknesses of the Program Future Goals of the Inservice Education Program Summary of Institution E InstitutionF.......................l.18 Basic Institutional Data Board of Trustees Organization Inservice Edmation Pragram Strengths and Weaknesses or the Program Future Goals 01‘ the Inservice Education Program Simumry of Institution F InstitutionG.......................126 Basic Institutional Data Board of Trustees Organization Insorvice Education Program Future Plans of tin Inservioe Education Program Strengths and 1weaknesses of the Program Statuary of Institution ‘6 85 86 iv Chapter VI. SUIlmli’t, CONCLUSIONS, AND PJXX-l-MIDATIONS. SUITJT‘ill'y. a e o 0 Conclusions. . . Puocomrzndations............. O O O O O O O O O O O BIBLIOGRAIIme O O O O O O O O O O O O O I O O O mmmICii................... Page 1311 .151 .161 2. 3. he 9. 10. LIST OF TABLES Number and Percentage of Responses by Original and Follow-Up Letter. 0 o a o o e o o o c e o o e o o e a Council for the Advancement of Stall Colleges Accredited SOhOOlSe o c o e a e o o o o e o o o o a e o a Council for the Advancement of Small Colleges Nonpficeredited SChOOlSe o e o o e o o e a e o a e o o o o Cormaflson of Age of Institutions, favemge Number of Years Affiliated with CASC, and Average Years to deceive Accreditation e o e o e e o o o o e e e o o e o o o e a o Compaanon of Student Population in Accredited and EhDHAOOIGdIICd Institutions 0 o c o o e e e e o o c e o 9 Comparison of Size of I-Iembership of Boards in Accredited and NonaAccredited Institutions. 0 e o c o o a Number of Board IIembers in Accredited and Non-Accredited Institutions by Occupations Deemed SW to this StfldYe e e e e o o e o e o e o o e e e e o e c o e o Corparison of Number of Professional Educators on Boards of Trustees in Accredited and Non-Accredited IUStitUtionSe a o e o c o o a o a o e e o o o e e e o o a Number of Women and Alumni. on Boards of Trustees in Accredited and.N0nHA00r9ditOd InstitutionS. o o o o e e a Distance Board I-Eembers Live From College They Serve in Accredited ard Non-Accredited Institutions.. . . . . . Comparison of Age of Board Members in Accredited and NonnAeoredited Institutions 0 o e o e c o o e o a a 0 Comparison of Occupations Deemed Significant to this Study of New and Original Board Members While Respondent Held Office of President in Accredited and Non- Accredited Institutions 0 o e o o o e o o o a o o o o o o Page 38 1:6 1:7 h? L9 50 50 51 51 53 Table 13 . 16. 17. 18 . Comparison of Occupations Deemed Significant to this Study of New and Original Board Members I-flflle Respondent Held Office of President in All InstitUtiODScooococcoocooccocoooco Comparison of Number of Professional Liducators Selected for Board Membership While Respondent Held Office as President in Accredited and Non-Accredited Institutions Number of women and Alwmi Selected for Board I-‘embership while Respondent Held Office as President in I e- credited and Non-Accredited Institutions. . . . . . . . President's Rating as to How Yell Trustees Understand TheirRoleasBoardIbrzbers o co 0 o o o o o c o o o 0 President's Rating as to Ceruitment of Board Members toInstitutionTheySorve............... Institutions in Which Board Iienbers are Encouraged to Include Institutions in Their will 0 c o o o o c o 0 Comparison of Strengtm of Board Members in Accredited and Non-Accredited habitats-OHS. o o o c c o Comarison of Weaknesses of Board Itembers in Accredited and Nomnecreditcd Institutions. . . . . . . Comparison of Techniques Used to Elisdnate I‘Jealmesses of Boards in Accredited and Non-Accredited Institutions...................... Corlparison of the Most Important Qualifications Perceived by the President for New Board I-hnbers in Accredited and Non-Accredited Institutions . . . . . Comparison of the Single Host Imortant Qualification Perceived by the President for Board I‘Iembers in Aomdited and Non-aAooredited Institutions 0 c o o c Occupations of Board Members Ranked According to Frequency of Occupation of All Board Iviembers, Board Members Selected Since President Took Office, and Occupations Host Desired by President in ‘ Accredited and Nonchcredited Institutions. . . . . . . President's Rating of Boards Regarding Insight on Selected College Topics in Accredited and Non-Accreditedlnstittrtions..... 000000 c c o Page 57 57 59 60 61 62 63 6h 65 68 Table 26. 28. 29. 30. 31. 32. 33. 311. 35. 36. 37. 38. 39. 2:0. President's Rating of Board Regarding Insight in 50100th College Affairs. 0 o o o c o o c o o o o o 0 Information Rameed by Frequency that Causes the Greatest Amount of Satisfaction to Board Members in Accredited and Non-Accredited Institutions . . . . Information Ranked by Frequency that Causes the Greatest Amount of Dissatisfaction to Board Members in Accredited and Non-Accredited Institutions . . . . Frequency of Full Board Meetings in Accredited and Non-Accreditedlnstitutiom. o o c c o o o o e o e o Regularity of President mating with Committees oftheBoard..................... Regularity of President Meeting with the ChainnanoftheBoard................ Regularity of President Meeting with Individ'ml CWDHOfBOanCOWfittGBSO c o co 0 c c c c c o o Regularity of President Meeting with mifldMledl’Mbechccoccoocccoco. Regularity of Board Members Contacting Faculty Directly Regarding Conduct of Their Professional Duty. . . . . Regularity that Board Members on Their Own Contact Adrdldstrators Other Than the President Regarding TheirAreas 01.12031301131131ch o o c o o e o o o o c Number and Percentage of Respondents Indicating No Insorvicc Education Programs. . . . . . . . . . . . . Comparison of Number of Years Respondents Have Served as President in Accredited and Non-Accredited Institutions 0 o o o o c o o o c o o 0 Resource Materials Used by Institutions in InserviDB EducationPrograms. c c o o o o o o o o o 0 Type and Frequency of Activities in Inservice MueationProgram.................. Number and Percentage of Institutions Indicating No Orientation Inservice Education Program. . . . . . Page 69 7O 70 71 72 73 73 7h 75 75 76 77 78 79 81 Appendix tit] LIST OF APPENDICES List Of Participants in the Pilot Study 0 c c o c o A Questionnaire to Study Inservioe Education Programs for Boards of Trustees in Selected Colleges of the Council for the Advancement of Shall Colleges in the United States . . . . . List of Institutions Comprising the Study Sanple. . Sample Cover Letters Sent to College Presidents . . Sample Follow—Up letters Sent to College Presidents Page 1.61 163 168 171 17h CHAPTER I INTRODUCTION In.Decembor, 1955, the Ford Foundation granted 630 colleges $260,000,000 for the improvement of faculty salaries. The colleges which received the money'were schools accredited by one of the six re- gional accrediting associations of the country; Any nonsaccreditod school, though burdened with financial needs, was not included in the foundation grant. Seventybfive of the noasaecredited colleges, emitted by the foundation grant, not in.Chicago in 1956 to discuss mutual solu- tions to their problems. Fiftybone of these 75 schools united to estab- lish the Council for the.Advancoment of Small Colleges, Inc., as a means of collectively and c00perative1y'strengthening their endeavors. These charter members adopted five basic goals: 1. Attain regional accreditation. 2. Increase financial support. 3. Improve academic progress. h. Increase visibility to the public. 5. Conduct educational experiments appropriate to institutional needs.(6h:6). .An executive council was elected from.the presidents of the charter members with power to govern the council's activities and com- missioned to design programs to facilitate the council's objectiVes. 2 Dr. Roger Voskuyl, the president of Iv‘estmont College, was the elected president of the executive council when this study was inaugurated. The position of executive secretary was created so that hill- time supervision of the council's activities could be maintained. Co- ordination of the council's efforts are centralized in Washington, D. 0. Soon after this organizational inception, the council embarked upon studies to actualize their initial five goals. The degree of at- tainment of these primary goals thus far is commendable. Forty-three of the original charter members have been accepted into full mmbership in their regional accreditation associations. The council membership has averaged 65 schools since their organizational fouxxiing and presently numbers 71 members. (6181-9). Financial support has increased measurably to the imividual colleges and this aid has provided the mans to construct additional residence and academic facilities. Substantial sums of money have been granted to the council as a corporation to assist in the procurement of the collective aims. Conudssions have been constituted to undertake studies to im- prove the academic character of the member institutions and workshops have been held ammally, financed by the council, to re-exam‘ms fluids- mental purposes, curriculum emerimentation, and business management. Articles concerning the council have Appeared in numerous pro- fessional journals and commercial magazines. National radio and tele- vision stations have directed a number of their programs to help promote the council's ambitiom. The council has conceived its own mgazine that is published quarterly and produces a monthly newsletter that is distributed quite 3 extensively among institutions of higher 188mm. All of these attainments are indicative of the exceptional strides being undertaken by the council to eliminate inefficiencies. There yet remain mm problems, however, extremely detrimental to the future educational progress of the member institutions. One of the more perplexing issues confronting these schools is discovering how to improve the educational adeptness of their boards of tmstees. This pertinent issue is not isolated to the colleges that are members of the council but is encountered by the majority of col- leges in the nation. Fran Pray states: There are about eighty-three million adults in America over thirty years of age. Somewhere between twenty-two thousand at! twenty-eight thousand of these, or one person in each thirty-three hundred, is a trustee of a college or university. Trustees represent about 3/100ths of one percent of the adult poptflation. (96:1). Although Pray's statement indicates that trustee representation is small in numerical calculation, these individuals hold to a large ex- tent the control and destiw of higher education within their grasp. The future growth and success of most colleges, and in particu- hr the member schools of the Council for the Advamemerrt of Small Col- logos, focus greatly upon the caliber of the educational vision, per- coption, and comprehension exercised by the indifldual boards of trustees. The challenges of a highly sophisticated age exert pressure that is almost ovendxelming to the small college as represented in the coun— cil's membership. In a rapidly changing age the boards of trustees must not only address themselves to the immediate needs of the campus, but project programs that will be equal to the tasks of the future. The quality of these programs will be to a large degree commensurate with h the educational proficiency of the boards. Bread steps of improvement must be taken with the trustees if they are to be capable of handling the demands for excellence. This investigation attempts to assess and study one method of increasing the level of educational adroitness of the boards of trustees, namely inservice education. Statement of the Problem The prrpose of this investigation is to study the inservice ed- ucation programs utiJized by the Council for the Advancement of Small. Colleges in promoting the professional growth of their trustee boards. More specifically it is the intent of the investigation to: 1. Survey a nw'ber of college presidents of the Council for the Advancement of Shell Colleges to determine the nature and extent of insez'vice education activities for board members of their reopcctive schools. 2. Peview pertinent literature pertaining to inservicc education, the office of the trustee, and the office of t president as part of a procedure to establish a basis by which select in- service education programs can be designated. 3. Study in detail the inservicc education programs for the board of trustees of a select meter of institutions, including the selection, background, qualificatiom, strengths, weaknesses, and educational understanding of the boards. 1:. Recommend on the basis of the survey and intensive stucbr a basic program upon which inscrvico education can be linole- 1:101);de . gssmnptions of the Stunt This study is predicated upon the following assmrtptions: 1. Individuals engaged as true tees recognise the need for con- tinuing insenice education ii they are to :zajntain a high level. 03 umierstanding of "the role of their institutions in higher education. e. {as the colleges change to met the needs of their increasing constituencies, the role oi‘ the trustee will take on new dimensions. )0 College presidents have designed inserviee education programs to lulx‘ill the ongoing growth (.rXpCI‘iODCOS perceived to be a necessary requisite to continual coztzpctence and status of its board members. 2;. The primary direction for inscrvice education of board mem- bers of each Mtitu‘tion is promoted by the president am! board chairs“ . Need for the Sig There are significant reasons that affirm the necessity for undertaking a study such as this. The level of educational kmx-Jledge that the individual members bring to their boards urrlerscores the need for a program of continued educational growth. I'Iany of the boards are mprcsented by mothers who as formal educational trahxing terminated with the completion of a few years of college or the bachelor's degree. The execution of their board duties is by its inherent nature an integration and application of knowledge articulated from marry disciplines and research findings. Their work 6 requires an understanch'ng of diversified theoretfi cal and practical ed- ucational concepts, curriculum method010gy, student personality and demographic characteristics, financial mnagemnt, and a multitude of other salient areas which affect significantly the ongoing of institu- tions of higher loarning. Some of these subjects confound even the most astute and intellectual among the professorial ranks. The boards of trustees by virtue of their role must fortrmlate decisive and Lasting decisions to be implemented as policy in the daily activities of a col- legs. The policy decisions are based too often on combined ignorance due to the lack of educational astuteness of the board membership. These colleges that are struggling desperately to maintain satisfactory standards are regressed by inadequate calculatiom. A study of in- service education program would provide models and guidelines of ac- tivities that can be employed to improve the educational perception of the board. The essentiality of the trustee to understand the vitalness and the responsibilities of his position ratifies an inservice education study. Iiany authors advocate the need for this mulerstanding. I’artorana states, It is imperative to the 0011th sound growth and development of American higher education that boards of trustees, college staff members, and the public at large understand the role of trustees in governing colleges and tuxiversities. As stewards acting for larger interests in the society, the trustees themselves must maintain an OI‘Jal‘GnBSS and understanding of the changing character, not only of the institution or institutions they direct but also of higher edu- cation as a totality (78813). Robert H. I‘Ierry strengthens I~2artorana's remarks in preposing: "To insum a trustee effectivemss, load him to a proper understanding 7 of the institution and of his role and see to it that he has fun doing his job.“ (85:10). Rufus C. Harris, formr president of Tulane University, adds to these statements by advocating: The most important single factor in the direction of higher edu— cation is the board of trustees. Yet for: true tees take sufficient tire to inform themselves adequately to perform their role. I‘any trustees accept the )erquioitcs oi’ office without accepting the re- sponsibilities (96:1 . The Carnegie Foundation for the Advamcment of Teaching reports: The Board of Trustees as it exists in the colleges and univer- sities oi‘ the United States has for: counterparts elsewhere. But despite its deep historical roots in this country its role is still not widely umerstoml. A description of this role is complicated 233* the )i‘act that the function of the trustee is still evolving. 11933 0 ibmxond Hughes discussed the priracy of their role when he con- eludes: In View 01‘ the imortanee of these institutions to our civili- zation it is most desirable that they be directed ably. The ideals and character of the faculties of these institutions, the quality and inspiration of the teaching, their adoption to the current needs of society, their general efficiency and their adequate support de- pend very Largely on the trustee. (67:5). Ruml and Morrison summarize the importance of a trustee under- standing his role and his responsibilities by stating: The colleges are part of the shadow government of the Urfited States; they have status, duties and freedom . . . the trustees of the liberal colleges are participating in an historic period on a strategic front. Let them be inferred so that they can discl " 5e their reopensibilities with courage and with wisdom. (101014). The importance of the trustee role and the lack of clarity in reference to it attest to the need for an inservice education investi- gation. Inservice education of college boards of trustees has received little attention in the professional literature and this scarcity VI].- 8 idates the need to research this topic. that has been written has dealt rr‘.a:i.n‘.l;,r with organizatioml structure, adninistrative relationships, cor- poration reqmnsibility, fimneial magenent, fund raising techniques, and legal aspects of corporate control. The alrest total lack of reference in literature to inservlce education of trustees is one of the factors and may be the paramount factor contributing to badly conceived and poorly administered colleges. The absence of evaluative studios, theoretical trunking, prac- tical programs, and general research on the tepio of inservice education of college boards of trustees enforces the urgency for this study. Since the founding of the Council for the Advancement of Small. Colleges no study has been conducted to evaluate the status of inservice education of their boards of trustees. In Augusta, IIaim, in 1960, at the ammal resting of the council representatives, the main them was "The Interrelationship of the Trustee, the President, and the Professor in Advancing Quality Education." A review of the literature and speeches distributed at that conference reveals that not one of the lectures, scanners, or literature addressed itself to the topic of inservice edu- cation. Thc executive council, therefore, Winn approached with the pos- sibility of an inscrvice education investigation, unanimously supported and recommended its initiation. The lack of adequate research of this organisation in reference to inservicc education confm again the necessitation for the evaluationo The necessity of the presidents to be able to share techniques of trustee enrichment programs so that they can assist each other in the imrovencnt of their imlivichral boards verifies the recognition for this impair-y. Equal to this necessity is the fact that the development 9 of a strong and active board demands that the presidents administer and create activities for the board's professional growth. ' Fran Prw says, "The creation of a strong, flexible, interested, active board of trustees is perhaps the most important task a president can undertake for his institution. (96:10). Paul Davis concludes after a special study of hh leading in- stitutions, Without exception, exceptional colleges either have or have had exceptional trustees.” (3133). This investigation attempts to assess some of the reasons for successful, inferred boards as well as reasons for apparently unsuccess- ful boards. In light of the preceding, the writer is convinced that an extra- ordinary and distinctive need exists to gather evidence relative to the inservice education programs of boards of trustees of schools of the Council for the Advancement of Small Colleges. In addition, an exam- ination of inservice education activities on selected campuses appears to possess validity in that their basic components, attributes, and limitations could be shared by other members of the council. The council colleges are constantly faced with meeting the ex- panding demands for service. They must respond to more mistent and increasingly higher requirements for quality education. These demands focus attention on the responsibility of governing boards for the health and welfare of the institutions they control and for which they ines- capably stand as spomor. To achieve higher quality, attain more ade- quate standards, and to rake significant contributions to the lives of young people who enroll, the boards of trustees must be over improved. 10 The merit of the present study seems clearly evident am im- pcrative. Linitations and Scope of the Study There are two aspects to this study. The first, a survey, is confined to the presidents of the colleges holding membership in the Council for the Advancement of Small Colleges as of June, 1961;. The assumption is that the president, with his legally endowed position with the board, provides an adequate sampling for an investigatdpn of inserv- ice education programs. The second phase of the study comists of an intensive inquiry by visitation and case stusb' analysis of the inserv- ice education programs 01‘ seven selected institutions. This ptnse re- quires an intensive interview with the president on his respective campus. The presidents COOperating in the study are assumed to be knowl- edgeable in the field of adldnistration and interested in the improvement of their board of trustees. The data for the investigation were gathered by use of a ques- tionnaire and personal interview. The limitations of these methods of data collection are perceived as an inherent part of the stuck. No at- tempt is made to evaluate qualitatively the effectiveness of imarvice education programs or activities; hence, no statistical significance is implied in the fittings. Defirdtion_o£ Terms There are various terms used to define the upgrading of indi- viduals who are legally incorporated to manage the affairs of an organi- zation. An assessment of the literature relative to general principles of imervice education discloses varied interpretations of terndmloy ll and differing views of influences. Sometimes terms are used interchange- ably. "Enriclment,' ”inserviee training," “improvement programs," "in- service education“ are interchanged most often. ”Inservice educationn seems most applicable for this study. The non-trmhenated form ”inservice" will be used rather than the hyphenated ”in—service" except when quoting directly. To avoid serentic confusion the folloving terms are defined arid applied in the study. Edam of trustees. The local body that is incorporated to con- trol the affairs of an institution of higher learning. All powers in- vested in a college rust be delegated initiells,r from this grwp. President. The adsdristreter who is appointed by the board of trustees to bear immediate respew:ibili.t;;r to them for all the affairs of the college and also represent the board to the faculty, staff, admin- istration, alumni, and consti'tuemy. _ln__servi.g_e education; All activities of the board of trustees that are utilized to contribute to their continuing educational com- potenee in their role as college trustees. Insemiee education roman. All aetivides leaned in accord- i _ 1-4 P ance with specific objectives agreed upon by the president and his staff that are intended to contribute to the contirming educational growth of individuals cerprising the boards of trustees of selected colleges which hold membership in the Council for the Advancement of Small Colleges. fiofesdenal growth. All activities which increase the capacity of the board members to function in college trustee positions. $33. This is the abbreviated form used by all the member col- leges to refer to their corporate organization entitled, The Council for 12 the Advanement of Small Colleges, Incomorated. Since our study refers only to the member schools, the abbrevieted form may be utilized in re- maining chapters when it is necessary to designate the corporate organi-- zation. Re art the St The remainder of the study is organized and reported as follows: Chapter II presents a review of literature relative to the of- fice of the board of tnmtees, the office of the president, a general review of inservice education principles, and a review of inservice ed- ucation relative to administration and trustees. Chapter III outlines the methodology and procedures of the in- vestigation. Chapter IV reports an analysis of the findings of the question- mire phase of the study. Chapter V describes the inservice education programs at seven selected institutions. Chapter VI contains the summary, conclusion, and recommiation of the study. 01mm 11 lafiusiiaa The nature of this investigation requires a basic understanding of the general role of the trustees and the president before inserviee education activities can be initiated. In addition, it is essential to review general.preoepts of inservice education.programs before the in- auguration of any activity'intended for the improvement of the board. The lack of research in the area of inservice education of boards sug- gests that some studies pertinent to college administration.programs could be applied to trustees. Therefore, the chapter is divided into four parts. The first part deals with an overview of the role of trustees with emphasis upon the definition and history of the office, classifi- cations of boards, legal aspect of control, characteristics of boards, composition of membership, size of boards, and the influence of their position. The second part traces the role of the presidency, emphasiz- ing its history, selectivity, duties, relationships, and power. The third part focuses upon.basie precepts of inservice education. The fourth part presents an evaluation.of the nature of the literature of boards of trustees and a review of two studies of inservice education relative to administration. 11: The Role of the Trustees Iiartorana reveals that most colleges and universities in the United States are controlled by a board that has been given official legal authority to govern all aspects of the institution. These boards are usually made up of la};r citizens rather than professional educators and are dosigrated by a wide range of titles. The nest semen of these is 'Board of Trustees.” (7811). He states: By virtue of constitutional or statutory designation in the case of publicly sponsored institutions and through charter or articles of incorporation in the case of privately sponsored ones, the board of tmtees is cmtituted a body corporate. The board is respon- sible and empowered as a single body; no one or several members of the board can assume the obligation or right of the total group. Legally then the board is viewed as one individual: it can hold prepertrj, sue and be sued, enter into contractual agreements, and generally exercise on behalf of the institution the privilege ac- corded an individual citizen with respect to personal property rights and business Operations. (7381). Russell and Reeves 29 years age called attention to the fact that the term 'trustee" is a Monomer because the board of trustees of a college does not normally exercise the sax-1e responsibilities that are attached to a trusteeship in commrcial parlance. (10mm). Anthony in his study of 610 American institutions in 1933 found that 76.553 of them had controlling bodies designated as "boards of trustees.” (78:2). Iiore recently, however, in 1961, Dells found in an analysm of boards of over 1,000 colleges that 35 different names are used, but for almost two-thirds of all institutions and for more than 80,9: of the privately controlled institutions tho term "boards of trustees" is used. (168336). In a study by Ilartorana an! Hollis it we found that there are almost 2,000 boards remonsible for higher educa- tion in the United States. (78:31). 15 The l’zistorical begim‘ings of {governing boards can be traced to early L-‘urcpean practice. Brubaclcer and Rudy report: Although even Harvard was not immune to Scottish influence, it was at Window and I‘m-y that it was felt most directly. The charter Blair obtained for the Virginia school resembled that of a Scottish 'unicollege‘ institution. Like Aberdeen, Glasgow, king's and I'Iarischal, it is incorporated both a university and a degree- granting college by a single letter patent. At the same time a governing board was created made up of mmbers of the nonacaderdc conmnndtys this was in characteristic Scottish fashion, to have real administrative authority over the college. (12:5). Cowley believes that European universities have followed two historical patterns of gavel-went, the French and the Italian. He American colleges see sawed between the two until the beginning of the nineteenth century and then chose the Italian. I call it the historic Italian plan, but the Americans get it from the Scottish universities which had cepied it from the University of Leyden mulch in turn had adopted it from the Italian universities. (25:7). The Italian mdieval universities Irrere governed by the students. Cowley explains this government: Students hold all administrative posts and made both adminstrative and legislative decisions. When this control was lost, which oc- curred in an evolutiomry process encompassing nary decades, civil authorities took over by appointing what we would today call boards of trustees, that is lay bodies of non-acaderdc peogule. ‘t‘h became the governors of both the professors and the students. (25:3. Hartoram adds to this when he says: The principle of placing primary responsibility for the direction of colleges and universities in the hands of boards of lay citizens has never been challenged. Instead it has grown substantially in strength and acceptance. (73:5). This study will deal xdth this question relative to its effect on inservico education. The early American institutions, particularly those Sponsored by private agencies, were governed by boards cosposed mainly of clergy- men. Very soon, however, Ruml and Morrison state that the unity of the 16 early nineteenth century liberal college began to break down with the industrialization and urbardzation of American society. (101M). The character of the colleges and boards then changed and bromht with it a new composition and new respmsibilities for boards of trustees. The Land Grant Act of 1862 also had an effect on the changing composition of the governing boards. Indy describes this effect when he states: In almost all. states the institutions were separated from the existing government organization. A separate board of trustees was created, responsible to the State Admm'ation and Legislature. This was a significant action in the early days. Historically, by and large , it has prevented political control and influence and has kept state supported higher education sufficiently isolated from the machinetion of changing political regimes. (7838). These new boards brought with them a different composition of membership which consisted of farmers, businessmen, engineers, lawyers, as well as ministers. The pattern of adndnistrative organization continued to change and even today changing patterns are constantly evolving. Russell at- trihztes the nature and extent of these varying modifications largely to the constant diversification in higher education. (102:22-31). Cowley asserts that 'To comprehexxl the structuring of American higher education four concepts must be wax-stood: first diversity) second emmutarianism; third local control; and fourth our nested state and private enterprise." (25:5). ‘ menarche and Hollis in their excellent study identified and classified boards into four categories: LGove¥§boardx Aboardmichislegamcharged withthe direct co ro operation of only a single institutional unit. l7 2. Coordinat board: A board which is legally responsible for organl' sing“ , 1‘0 ing, or otherwise bringing together the over- all policies or functions (or both) as planning, budgeting am pro- graming, but which does not have authority to govern institutions. 3. Goverrnng-coordmating board: A board having legal responsi- bility for fmlctioning both as a coordinating board and a governing board for two or more institutional units which offer programs that have sermon elements. h. Other board: A board having responsibility at the State level for supervising, accrediting, advising, or performing similar function in relation to public higher education institutions, but which does not have Specific authority to govern these institutions or to coordinate their operation. (7836-). Our study is based mainly moon the first category, governing board, which is the classification of most boards of trustees of private colleges. The legal base for control of public and private college!” de- fined in studies by Chambers (20), Russell (102), Nartorana and Hollis (79), Belecher (6), and Tasch (33). The authors imiicate that a general unlerstanding is quite evident relative to the control of public insti- tutions because of the constitutional and state statutes. Although the same understanding concerning private institutions is not as apparent among the authors, the judgment of the United States Supreme Court on February 2, 1819, in reference to Dartmmth College, assured the future legal status of privately controlled colleges. The following statement from that judgment shows some of the issues that were involved: That education is an object of national concern, and a proper subject of legislation all admit. That there may be an institution founded by government, and placed entirely unier its immediate con- trol, the officers of which would be public officers, amenable ex- clusively to government, none will deny. But is Dartmouth College such an institution? ls education altogether in the heals of gov- ernment? Does ovary teacher of youth become a public officer and do donations for the purpose of education necessarily become pub- lic preperty, so far that the will of the legisbture, not the will of the donor, ‘oecemes the law of the donation? These questions are 18 C(Jfaserious moment to society, and deserve to be well considered. 7 :29 . The ruling provided that charters granted by the states to pri- vately controlled imtitutions of higher learning are the same character as charters of private corporations. These are contracts between the legislature and the corporations and therefore protected ulnar Article 1, Section 10 of the Constitution of the United States. (78:29). Church related colleges my have additioml legal holds placed upon them became of their church affiliation, as was illustrated by the survey of 50 Catholic colleges by Teach in 19146. He found the following type of organizational and administrative order: (1) The Religious Corporation is the parent corporation and owns the mercy and facilities used by the college. (2) There is but one Corporation, the Religious, which conincts the college as one of its activities. (3) The Religious Corporation or commmity in all cases, furnishes most of the personnel, Wmtion, all faculty for the college. (1:) Religious Superiors constitute the board of trustees, either entirely or in a majority ratio. (5) Religious Superiors exercise their canonical prerogative of dispo- sition of their subjects in the matter of appointments. (6) Re- ligious corporations and/or Religious Superiors exercise certain financial controls below the limits set by Canon Law for the Holy See. (7) The President may also be the Religious Superior, local or major. (33361-615). Very few stnlies have been undertaken concerning the character- istics of boards of trustees. 0m of the earliest attempts to relate objectively the characteristics of boards of trustees to excellence of institutions was that made by the Camdttee on Revisions of Standards of the Conmssion on Higher Institutions of the North Central Associa- tion of Colleges and Sunday Schools. Russell and Reeves report from this stucb' that 5 items were identified as having an influence in es- tablishing institutional excellence. They are: '(1) length of terms of board membership (2) provisions for overlappixg of terms of board 19 membership (3) occupational distxibution of board membership (1;) the avoidance of board members on the salaried staff of the institution (5) functions performed by the board and board comz:1‘!.ttees.'l (10h818-27). A more recent stucbr by Neal Gross concerning "good'I and *bad' motivation of board members and its related effectiveness found that factors such as soon, marital status, education, age (except after 65), income, and occupation are net significantly related to "good‘I board motivation. Hon-ever, he fouxxl that such motivation is significantly related to having children in school, residence, an! involvemem; in politics, the first two earning a positive relationship and the third a negative one. (78:36). Rank study reports 3 unique characteristics of boards of Amer- ican colleges. (1) They are corposed of laymen. (2) They are invested with complete power of manar’cment, most of which they delegate to pro- fessional educators. (3) They operate without the checks and bal- ances typical of our democratic society. (99:15). The author could not find any thoroughly analytical stucbr of the legally prescribed qualifications for membership on boards of trustees of both publicly and privately controlled institutions of higher learn- ing. Beck made an extensive revimr of the literature concorrdnc quali- , fications but it dates only to 191.27. He concludes, however, that the qualifications most often mentioned in the legal documents of higher institutions are occupation, age, sex, religion, am residence. He dis- covered that legal requirements 0:? such qualifications as persomlity and ideals, malth and income policies, education and family connections do'not exist. (2335). ,— 20 He also found that practically 9035 of the trustees have formerly been college students and the membership showed a very high proportion of leaders of large-scale business and finance. (into). The most common agreement among the writers in the field related to qualifications of board members is that the ezqaectation of persons selected for membership is based on the assmption that they will have and will take the time to devote to their duties. Importance of this is stressed in one of the documents of the Ifiddle States Association of Colleges and Secondary Schools, which states: Board trustees undertake their office with a sense of responsi- bility and readiness to take enough time to study and unieratami educational problems and practices and to become acquainted with their own institutions in more than a superficial way. Lack of time or failure to take time for the work is often the reason wlw a trus- tee proves inadequate. (78839). Regarding selection, I‘hrtorana declares that trustees are se- looted for mmbership by one of h methods: “(1) Election (2) appoint- ment (3) co-aptation (1;) ex officio selection.“ (78th0). Bells and Beck studies show that the prom method of se- lecting board members among privately controlled institutions is by co-Optation and that among publicly controlled colleges the model proc- tico is by the use of appointment by elected state ofi‘ioials. (hsxh). (hallo). The sizes of boards much can affect significantly inservioe education activities vary from a few members to the 102 umber board of the University of North Carolina. (78352). Bells reports that the rage of board size of privately con- trolled institutions is about the same as for public colleges. His findings show that for privately controlled baccalaureate institutions 21 media numbers of board members are: independent institutions, 23; Protestant denomnations, 303 Roman Catholic, 71 and for all privately controlled institutions, at. (150140). To sumarize this section, the boards of trustees have had a long and diversified history. As Ruml and Ilorrison ascribe: / The responsibilities of the trustees of our liberal colleges are both extensive and imortant. They are neither ambiguous nor self defined. They are created by college charters and each trustee assures his powers and responsibilities foruelJy by accepting his election. The colleges are part of the shadow government of the United States; they have status, duties and freedom. They have responsi- bilities for an issuance area of liberal education, and we depend on liberal education to guide free men to the formation of their own consciences. The trustees of the liberal college are participating in an historic period on a strategic front. Let them be informed so that they can dischar e their responsibilities with courage and with wisdom.“ (101393.91: . The Role of the President Praetor states that "The selection of a president for an in- stitution of higher education is one of the most if not the met im- portant duties of a board of trustees.“ (91:853). l’raetor attests that the Mexican college presidency began with the election of Ih‘. Remy Dunster as chief officer of Harvard College in who. He received the title of president in lots, which has contin- ued at Harvard and has become the usual title for the chief executive of American institutions of higher education. (914:1). Schrddt reports that the first American colleges were founded when the presidential of- fice was in the ascenderrt; because the Mean schools, with their strong adUdnistration, influenced the early American practices. (91:33). Hofstadter and l'ietzgcr established that in those early dqs: 'The only secure and sustained professional office in American 22 collegiate education was that of the college president himself.” (658131). Four terms have been used to identity the executive head: pres- ident; rector; chancellor; and provost. (Walt-6). The title of president has continued to be most common. In his study Schmidt emmined the background of a large number of early college presidents ltd concluded that aim-tenths of the col- lege heads who served before the Civil War were ordained mimeters. The few who were not took office after 1779. He confirms that there was not a single lay president in the entire Colonial Period. The only apparent exception to this my have been President John Leverett, who headed Harvard from 1708 to 172h. (9M3). Tm-dtsbm‘y reported that in 1780 there were only 9 institutions of higher education in the United States. Up to the year of the out- break of the Civil 1hr the country had a total of 132 colleges, all of which were destined to survive. During that period hOO institutions Opened and failed. Since most of the presidents were masters, when the college failed the presidents returned to the pulpit. (11821638). Praetor chaplains that the trend am from clerical presidents accelerated rapidly after the Civil War. (91;:15). The selection of a president is usually done in a private col- logo by the board of trustees. Authors generally ages that the selec- tion of a president for an institution of higher education is one of the rest if not the most important duties of a board of trustees. (In), (99), (78), (9h), Selden found in his study that a board of trustees may expect to seek a mu president every 8 years. He discovered that the years of 23 service of college presidents range from 5.8 for Catholic institutions to 9.7 years for presidents in both public and private colleges. (108‘5'15)o ' The Academe Senate Advisory Committee on the solution of a president in Berkeley in 1957 proposed that: In order to have an achwdnistratien with substantial achievement, particularly in View of the initial slomess in getting a grip on the job, a substantial length of tenure is desirable. Furthermore, the larger‘oontractual "reorient may preclude the early necessity of finding a successorf‘zllfl. Stephens set forth a typical pattern along newly elected presi- dents of large colleges and universities to illnetmte a composite pic-- ture. This mgimry person was born and reared in a small liberal arts college there he earned membership in Phi Beta Kappa. The chances are good that his academic mjor was in history, economics, or perhaps E‘Lnglish and that he has one or more advanced degrees iron Harmrd, Chicago or Isle. He is a Rotarian, or a Kinsman, a no» publican, a war veteran, a legiommire, and a Moon. Ho m married and his family includes two or three adolescent or grow children; he and they are Lpiscopalians, I-bthodists, or Unitarians. The new president likes fishing or golf and has been abroad one or more tines. He has written for publications occasionally and is the author of one or more books. (1.11335). Stephens cites further that ”Contrary to popular belief the pro- portion of presidents selected from occupations outside higher education does not seem to have increased materially since 1900.“ (110385). Stephens also detected that the presidents of the larger insti- tutions tend to have studied the social sciences, presidents of smaller colleges or wdwmities are most likely to have studied education or theology. (110:90). Procter reported that approadmtely 68:25 of uni- varsity presidents have earned doctorates, whereas the average of Stephens sample from collegiate institutions of all. sizes was 61%. (9h336)o 2!: Cowley believes that there are 11 mam- categories of presiden- tial duties categorized as 'suporintendoney, facilitating, developing and 10adim3.‘ (26x7). Stokes, a former college president, writes that the faculty look to the president to do three things: 'l‘e state the ends which the college and hence the faculty are trying to serve, and to set the tone of the enterprise 1 to provide the means which will. enable the faculty to do its work well; to maintain the necessary coalitions of academic freedom.“ (112312). The duties involve relationsIdps to the trustees, achninistmtion, faculty, m, students, and public cosposod of alwmi and the con- stituency, which may effect many sigm’ficant decisions. Flexmr found that the a:ecuticn.of the duties of president and the techniques of his inplemrrtation difi‘er immensely but he holds that the ideal president was President Gilman, who assembled the original staff at Jehn Hopkins. He explains this assumption by stating: Gumn traveled through America and Western Ehrepe in order to confer x-dth outstanding scholars ard scientists of the world before maldng an important appointment. Specialists in this or that branch may indeed possess the requisite skill and objectivity, but Gilmm wished to make certain, and he made certain by going far iron Bal- timore in order not to be swayed by local or personal considera- tions. Having chosen his key men, he let them absolutely cleave. (h83h7). The relatiomhip of the president to the board is extremely crucial. Praetor confirms this when he remarks: In worldhg with the board of trustees the president is ever con- seious of his respomibility to assist them to urxlerstaml and ap- preciate the educational program and the needs of the institution. He is responsible for the two may commmieation between the «mus cornmnmities and the board, and in the process he needs to emphasise the special responsibilities expected of the agencies whose activ- ities he correlates. . . . Therefore the president has to be a 25 skillful blender of Mfexfing points of View tmich will. result in decisions being respected by all agencies arfected. (9h:§8,b‘)). llrcsten ai‘i'iims that I'anagim to live with a board of trustees is like riding a spirited horse that is very skittish. Trustees till shy at a shadow rather more quiclfly than at real danger. nevertheless people like to ride spirited horses and after one has learned the art it is a twining experience and never boring. (3.27zllo). 'lhough the president's role is ralltituddlwus and his disciplines are Lmltilateral, his opportunities for influence in decision making are unlimited. Harold Taylor, fozmer president of Sarah Lawrence College, speaks about the decision seizing role of the president. In seizing decisions, he is not deciding for himself on the basis of his attrixfistmtive authority that everyone else must do: he is choosing particular courses of action from the may alternatives which in the view of his student, faculty and trustee associates shew most promise or contributing to the total. aim of the comma- ity'. His ability to get timings done in any desecratic institution depends upon the trust which m associates place in him, a trust which either develops or declines on the basis of the daily de- cisions he realms throughout each year. When he presents a point of view of his own, it must be one which he is prepared to argue on its xzerits, not as a presidential point of View from ‘1le there is no retreat. (112:70). In S‘Jm'fll‘izlflg this section it is surprismg that for such a vital office the literature pertaining to the college presidency is so waited. the nuin sources of information are the uritims of the presi- dents themsclves. Some of these sources have been noted (1.13), (127), (1,1). These sources have mm? limitations, however, because these auth- ors reflect their own personal experiences, Idlich reflect 0111;,r a small traction of higher education. One of the earliest studies of the college presidency was con- ducted by Thing in 1928. (117). I; very frank treatment of the presidency of the small. college was presented by Peter Games-“tho. (105). The most recent extensive 26 study of the presidency has been authored by Princeton's President Beer- itus Harold Dodds, which was undertaken with the aid of a substantial grant from the Carnegie Corporation. (bl) . A most interesting coupilation is the collection of inaugural addresses corpiled by Weaver of presidents who served over 20 years. (122). harry biographiea of presidents have been written. These writ- ings contain some candid observations but they seemingly were written to promote the 0611030 which the president originally Worried. Some of the earliest dealt with the careers of Eliot (70) and Lowell (77). The most comprehensive study of the college presidency has by Procter, which was very helpml to this study. (9h). Stokes provides a succinct conclusion to this section when he evaluates the college presidency by noting: . . . Those who enjoy it are not very successful and those who are successful]. are not very happy. The combustion is hidden sommhore in the philosophy of power. Those who enjoy exercising power shouldn't have it, and those who should exercise it are not likely to enjoy it. One thing is clear: colleges must have presidents and it makes a great difference who they are. (112320). 3883110; P13009138 wofflngrvic‘g “ducction_ In inauguratmg or adrdrdstorim; a program of inservioe educa- tion it is essential that attention be focused on the basic precepts on which an inservice program is struotm'ed. A review of the literature dealing with various approaches and programs proves that there are un- derlyjng principles that are necesm to aw menace education pro- gram. This section deals with 8 MW of literature concentratirg on some of these basic imonrioe education precepts and pristiples. 27 3310 most corprehcnsiv'e single Volume on the subject of inservice education is 3110‘ ngltihlemoelz oAi‘Mthe Stations]. Society for the {333g of Zkiugation. (62). This is a composite of the imitings of im- provement programs are some of these should be mentioned here. I’inniel: offers a wiser of basic inservice education precepts: l. In-service education means a program by which all persons engaged in education learn and grow together. 2. The emotional climate Li‘ieh prevails in the inservice pro- gram is as Mortant as the goals sought and largely determines the goals attained. 3. A primry purpose of ire-service programs should be the de- velOpnent in every participant of a sensitivity to the viewpoints of others. 1;. whenever possible in-service programs should utilize the film of infernal groups within the structm of formal orgadmtim. 5. Time is the most pressing resource problem in ire-service ed- ucation. (738151-152). Parker suggests that whatever is done in inservice education should be of significance to all the persons involved. He feels that the goal of inservice education is learning, change, and improvement. He proposes that if activities are to be effective, somom has to learn sometidng. This means that guidelims for planning, orgarfising, and corxlucting inservioe education programs are based of necessity upon sound principles of learning. Homver, he contends that an atmosphere conducive to building mutual respect, support, pendssiveness, and cre- ativeness must be effected before a high standard of inservice edxmtion can 138.120 place. (93). Corey supports the simificanee of individual and group partici- pation when he propounds that inservice education programs should give individuals and groups opportunity to: “(1) Identify the particular problems on which they meant to work, (2) act together to work on these problems in ways which seem most productive to the group, (3) have no- 28 cess to a variety of needed resources, (11) try out in reality situations these modifications in practice that give a prior promise, and (5) ap- praise and generalize hen the consequences.“ (23). Gilchrist feels that accepted mimiples of inservice education mean that the participants (1) be involved in identifying the problems on which they are to work; (2) have an opportunity to share in the plan- ning; and (3) take part? in deterndning the degree of success of their efforts. (52:86). The role of the program leader in the inservice education pro.- gram is a very vital one. Lewis describes this role in this manner! If the administrator is to serve as a facilitator and coordin- ator in inn-service education, there are certain specific tasks that he must perform. These include: (a) providing inspiration, (b) encouraging develOpment of good organization for inservice education, (c) facilitating the work of groups, and (d) creating a climate for growth. (7h8151~2). Ionic states further that the goal of an inservice education program must be concerned with helping professional personnel develop the attitudes, understandings, and skills that will enable them to pro- vide a better program of education. (7h8151-2). Wilson reportixg in the W1 of the National Association of Deans of Women gives 8 basic :frineiplos for all irprovement pregrzuns: l. Inservice training must be continuous. 2. Inservice training must be adapted to varying levels of pro- fessional readiness. 3. Inservice training must be multidisciplined. h. Inservice training should make bread use of the literature in the field. 5. Inservice training must recognize persomlity needs of the staff. - . 6. Inservice training should utilize community resources. 7. Inservice traixdng should be planned by the group. 8. Inservice training must be integrated and modified in terms 29 Garrett's (SO) and Gross's (56) doctoral dissertations provided excellent help to the author since both studies addressed themselves to inserflce education programs. Garrett's concentrated on the improvement of college faculty in 8 liberal arts colleges. Gross's centered on inn service education programs for student personnel workers in.selected colleges and universities of the United States holding membership in.the National Association of Student Personnel.Administrstors. Both authors give a fairly comprehensive review of the literature involving aspects of inservice education. Their employment of a questionnirs and per- sonal interview in the collection of their data was extramly beneficial to this inwcstigation. The author was a participant in the pilot study for Gross's dissertation, which.provided additional.understanding in this research. In 19h? the President's Commission on.Higher Education urged the developmnt of carefully planned, comprehensive programs of mere- ice enrichment to strengthen.teaching on every college and university campus. The commission stressed many basic principles of inservice ed- ucation of which 3 are identified in this section: (1) inservice edu- cation cannot be left to chance, it must be a planned.program¢ (2) no one pattern of insorvioe education is universally'applioeble to all in- stitutions; and (3) the use of a variety of techniques and activities characterizes sueceseful.improvemenm programs. (97)- One of the most important precepts is to determine whether the inservice program is ef- fective, and to do this evaluation is imperative. The survey'of litera- ture, however, indicates that very little is written on evaluation of in- scrvice education. 3O Garrett adapted a questionnaire checklist for evaluating instruc- tional improvement practices. (SO). Gross followed in a sinilar pattern. (56)- Norris developed 12 criteria for assessment and evaluation of instruction. (92 3327-329). Relative to boards of trustees an! their improvement, Paul Davis deve10ped a ten question test with categories and questions as follows: 1. Desire - Do the president, the staff and the faculty honestly want an active board of trustees? 2. Solaction - Are members of the board selected on the basis of competence, concern arid availability to be working trustees? 3. Composition - Is the corrzposition of the board diverse, so that no ene'profession or business or social or financial stratum predominates? h. Informtion - Are new trustees (and old) informed so that their Judgments are based on facts? 5. Servieing - Are trustees and other volunteers furnished ade- quate staff service? 6. Preparation - Is there adequate preparation for each meeting of the trustees and of the sub committee? 7. Responsibility - Does each trustee have one specific major responsibility, only one and one suited to his experience? 8. Other volunteers - Are a substantial number of other volun- teers enlisted and effectively involved in the work of the college? 9. Rotation - Are the chaiman of the board and chairmen of each committee rotated at a fixed period? 10. Recogrdtion - Are effective trustees and other volunteers given recognition for their generous donation of tin"? (31). Fran Pray states that h questions must be answered in evalua- tion of programs (163in to irrprave the efficiency of boards of trus- tees. He questions: 1. Have the trustees of the institution clearly defined its mis- sion in urxierstandable and cogent terms in writing and do they know where they wish to take it and why? 2. Is the board in its compositeof skills and abilities and resources and strengths matched to the needs of the institution? Has a prescription been written to insure better matching? 3. Are the trustees ax-zare of generally accepted criteria for good educational management and have they created a strong mnage- ment team of Wetrators to wrestle with the problems of their particular institution in this particular stage of its process to- 31 ward its 01m moeial mission? Have they agreed upon clear and un- equivocal statements of policy to guide administrators? 1:. Are members of the board indixidmlly eonritted to the de- velopment program of their institution as workers and givers? (9S). Truitt gives a list for assessment and evaluation of inservioe education of student personnel programs. He suggests: A. The effectiveness of an in-scrvice trainim program can be evaluated only in relationship to its goals-athe philosophy of the university. , B. Definite procedures nmst be established to interpret into the training program the results gained through evaluation. C. The design and evaluation of measuring instruments to de- termine the effectivomss of persons involved in the ill-service program is essential. D. The true test of an in-scrvicc traifing program is the re- sourcefulness of student assistants and staff embers at the level of contact with students. .3. Philosophy, programs and poliq are essentials of an effective in-servico training program. but the greatest asset by far is the individual staff worker. Evaluation of him as a professionally motivated person is the primary and most important consideration. 120 . From the review of the literature in this section it is obvious that certain basic precepts are fumlamental to all inservice education programs. l'any of those precepts are valid and consequential for the oontirzuance of improvement programs for members of the boards of trus- tees of colleges. Stfiliingly apparent is the need to develop instru- ments by which inservieo programs and activities can be evaluated. The tests of Paul Davis and the questions of Pray are not mfficimrt to evaluate inserviee education of boards of trustees. Inserviee Education in gmstrationwmg in Exams of Trustees The author did not find in the review of literature arer studies devoted to mortise education of college boards of trustees. Host of the studies of boards have been of an historical or descriptive nature. The studies by Dolls (15). Bushes (6?). Pray (95.96;), Davis (29.30.31.32), 32 Run]. and Morrison (101), Book (h). and Nartorana and Hollis (78.79) are the most significant. All the authors agree, however, on the need to stremthen and improve boards but lack the understanding in the method- ology of achieving improvomnt. Pray states: 'I would venture to say that almost every board could be improved with careful summation.” (96). The literature on inservice education deals priharfly with programs designed for the improvement of teachers in elementary, secondary schools, and of faculty in colleges. A limited few are geared to the improvement programs for administrators. in example of the role of the administra- tor in an improvement program is described by Lewis. He advocates: Ifuch of the training and experience of administrators has been based on the concept of the state leaders. The find of leadership 15 mt! adequate o I O The effective achinistrator in an in-serviee education program must be one who can work co-operativel‘v with the staff in all phases of the school opention and with real respect for the individual or human personality. To achieve this kind of leadership, there is a need for in-service education programs for ametrators. . . . Any program of iii-service education for adudflstrators should be designed to meet the needs for leadership in a particular situation and should be designed in terms of the individuals involved. (7h: 172-173 . He states further that an effective ministration needs to have: 1. An umierstaxxiing of the psychology of change. 2. Knowledge of possible types of organization for ill-service education. 3. Knmfledge of how to use available resources for in-serviee education. h. Understanding of the role of education in our society. 5. Ability to work comparatively with staff. 6. Faith that the group can find reasonably sound solutions to problems. 7. Patience in working with grows. (71:0172-173). Some of these basic principles can be applied to the W- tion of an inservice education program of the board of trustees. 33 Gross's dissertation (56) offers one of the most recent studios of inservice education relative to administration with its particular emphasis upon student personnel workers. Some of his conclusions merit consideration here. He suggests: 1. There are general principlee applicable to the organization and functioning of all imerxrlco education programs. 2. The development and success of an inservice education program is primaril;r doperxiorrt upon the leadership of the chief student per- sonnel admiflstrator. 3. An inservice education program usually reflects the diverse interests, needs, and professional desire of individual staff mmbers. la. .ach school's program must be plamnd, tinted and per- petuated in View of individual staff and institutional goals and needs. No one pattern of insorvice education is universally ap- plicable to all institutions. 5. dvery insorvice education program should begin with a set of agreed upon objectives uhich give direction to the overall program. 6. Insomice education programs must be contimzously planned and Wilma. 7. Inservice edue ation actirlties must be geared to the varying levels of professional readiness of individual program participants. 8. The obligation to initiate, implement and direct an inserviee education program should rest with one person. 9. Insolvice education programs should be contirmousl‘v evalu- ated and renewing instrwnnts by which this can be acconplished should be designed, developed and evaluated. (56). The studies oomcming boards of trustees and the nature of the investigations have been designated in the first section of this chapter under the title The R_ole ofzthe Trustee. There are no studies to review dei‘ming inservice education of boards of trustees. Swag}: In mum-y, the role of the board of trustees and the role of the president have historically been that of transition. The level of understanding exercised in the execution of their duties greatly affects the general direction of higher education. Basic precepts and principles Of improvemnt programs in the area of teaching an! acmdnistrctien can be applied in a limited w to the board of trustees. The total neglect 3b of studies to upgrade the board of trustees is a major deficiency in higher education and needs to have appropriate investigation. CHAPTER III PRWEDURE AND THEODORE? Introduction Chapter I indicated that this investigation is a normative study employing both my and case-analysis procedures. The primary ob- jective of this investigation is to ascertain the present status of inservice education of boards of trustees among the member schools of the Council for the Advancement of Small Colleges. The validity of such an assessment depends largely upon the data collection instrument, sampling procedures, and interpretation of the findings. The purpose of this chapter is to describe in detail the construction of the survey instnunent, selection of the study sample, and collection of the data. gaveloEment of the Questionnaire In August, 1963. the intent of the stuw was presented and ap- proved by the executive board of the Council for the Advancement of Small Colleges. After the approval had been muted, the author pro- ceeded to determine the nature of the information that was desired. This detemdnation was made after discussions with the president of the executive board and the executive secretary of the council; interviews with presidents of colleges who were members of the coumil; disousaions with consultants of the council, in particular, John Dale Russell, Eh'nest Boyer, Fran Pray, and Fred Hubbart3 an extensive review of lit- 35 36 erature; attendance at board serinars sponsored by the Fund for Advance- ment of qucation; and numerous interviews with various professors not affiliated with the council. It was determined that the nature of the information required the utilization of a survey instrument. The review of the literature signified the lack of survey in- struments for the assessment of inservice education of boards of trustees. Therefore, a survey instrument had to be developed by the investigator that would appropriate to the securing of the information necessary for this study. Previous researchers (SO) (56) had demnstrated success in the employment of a survey instrument to ascertain the status of in- service education programs of faculty and student personnel workers. These survey instruments provided a broad sampling of institutions and it was apparent that a similar instrument could be employed in this in- vestigation. ‘ Prior to the 1960 annual meeting of the council, a questionnaire instrument was sent to the member collegesto obtain general information about their individual boards. An analysis of this instrmnent with its author provided helpful suggestions in the construction of a survey in- strument for this study. ‘ The first draft of the questionnaire was develoPed and subndtted to the writer's adviser, several professors and administrators, council consultants, the executive board president, and the executive board aeo- retary of the council, to permit evaluation and criticism of the items. New of these items were revised numerous times so that a clearer and a more valid response could be obtained. A pilot stucw was conducted by submitting the questiormaire to seven presidents of colleges deemed comparable in nature and character 37 to the council colleges. Five of the 7 participants (Appendix A) re- sponded to the pilot study questionnaire and offered valuable sugges- tions for its improvement. The time necessary to complete the question- naire averaged approximately 30 urinates. Upon completion of the pilot study the questiomaire was refined, submitted for the advisor's approval, and distributed to the sample pepulation (Appendix B). Permission to distribute the instrument to 100 Bible colleges in thefallofl96hwasgrantedbytheauthor aftertheinstrtmenthadbeen copyrighted. ' w Procedure The Council for the Advancement of Small Colleges provides a representative sessile of small, private, independent, and church re- lated colleges seeking to maintain and acquire satisfactory standards in an age zealous for educational excellence . The mmber institutions of this association present a suitable population for a stuck of in- service education of boards of trustees because: 1. Their member-sup in the organization indicates their desire to facilitate programs for the improvemnt of their total educational pcrfomnce. 2. The membership represents diversified natures, controls, uni geographic locations . 3. Lack of research relative to inservice education of the boards of trustees of the member colleges advocates the need to be sampled. As of July 1, 1961;, there were 27 colleges that were members of the Council for the Advancement of Small Colleges. Lists of the lumber-- 38 ship were obtained hen the esoeontive board president and the executive secretary. The population sampled included all colleges holding member- ship in the council as of July 1, 1961; (Appendix C). A_dvn.nistration of the Questionnaire Membership in the Council for the Advancement of Smll. Colleges is on an institutional basis and the president of each college is nor- mally designated as the institution's representative. The representa- tion is enlarged at select meetings of the council. The cover letters (Appendix D), individually typed and person- ally mailed with the questionmire to the president of each collage, were mailed June 9, 1961;. A self-addressed, stamped, return envelope was also included. Twenty-nine responses were received from the initial mailing. Three follow-up letters were mailed July 20, August 12, and September 1;, 1961),, with another questionnaire ard self-addressed, stamped envelope to those not responding to the previous letters (Ap- penlix B). Table 1 illustrates more clearly the percentage of responses TABLE l.--Number and percentage of responses by origiml and follow-up ‘ letters :ZWL gm N00 - 110. % Date of or Questicmires of Question- Question- Reth Letter nairos naires to Total Sent Returned Participants June 9, Original. Letter 75 29 38.6 July 20, 1m Follow-Up h6 20 65.3 . August 12, 2nd Follow-Up 35 ll 1 80.0 September h, 3rd Follow-Up 15 2 82.6 Total 171 62 82 .6 39 to each letter. A total of 62 responses were received (83%) of which 57 were usable. Three colleges resigned membership and responded with- out the completed questiomaire. One college closed and respouled with- out the completed questiomlire. One college responied without the questionnaire and with the intent to complete it at the cal of its in- stitutional self-study this year. Institutional Visitations The second phase of the study consists of a detailed description of the inscrvice education programs in 1 selected colleges whose presi- dents responded to the questionnaire. A more comprehensive analysis was deemed necessary so that the various intermrldngs of the program could be understood more distinctly. Further depth assessment of selected improvement programs is warranted if such an assessment can procure in- service education principles all activities that can function as guide- lines for other institutions. The maestionnaire survey uith its fre- quency count and quantitative evaluations does not present all the ulnar- lying forces that motivate or hinder the continuing process or inservice education. A more complete understanding of these forces is required if a total portrayal of the program is to be elicited. To obtain a more thorough picture of the inserv'ice education programs in these colleges, a personal campus visit and a case study analysis were inperative. The purpose of the visit was to exasdm more fully the infonnation that was presented on the questionnaire items and also obtain knowledge which could not be obtaimd by the survey instrmnent. The 7 schools were chosen for institutional visitations for the following reasons: , 1:0 1. Questionnaire responses inlicated inservice education pro- grams. 2. Presidents expressed willingness to cooperate with the visit. 3. Few schools had developed inservice education programs; therefore, the selectivity was limited. ’4. Schools selected provided diversification oi’ geographic lo. cation, control, and mture of the institutional program. Arrangements for the personal interviews were made with the presidents by both letter and telephom. The letter stated tin purpose of the visitation and the telephone call verified the intention am the appointment. Previous researchers (50) (56) found that the nature of an in- terview could be hazardous unless the interview structure permitted the respondent to answer basically the same questions. An interview sheet was devised to allow a similarity in the pattern of the inquiry. The following items acre included in that guide sheet: 1. Basic institutional data. a. Enrollment. b. Composition of the student body. c. General nature and purpose of the college. 2. General administration and board data. a. Number, qualifications and manner or selection or the board members. b. Role of the board in policy formulation. c. Nature of the board control and delegation of responsi- bilities. d. Evaluation of strengths and weaknesses of the board. e. f. g. h. h]. Professional background including education of the board membership. maluation of the board relative to educational perception. Length of service of president. Method of selection. Education, background and qualifications of the president. 3. Inservice education program. a. b. C. d. e. h. i. The role of the president in the mervice education pro- gram. The role of the administration and faculty in the inserv- ice education program. The role of the chairman of the board, the role of the corruttee chairmn, the role of individual board members in the inservice education program. The role of outside resource people in the inserviee ed- ucation program. Inlet activities or materials are involved in the inservice education program? Briefly describe the activities and materials utilized. Is there a budget for inservioe education? If response is ~firmatit‘s, how is this budget determined? What significant changes, if any, have been evidenced in the board as a result of the inservice education program? What effect has the inserviee education program had won the strengths and weaknesses of the board? the is basically responsible for the overall supervision of the inservice education program? 142 J. W have the factors listed helped in the success of the inservice education program? Other factors? k. Why have the factors listed hindered the success of the inservice education program? Other factors? 1. Briefly describe the inservice orientation program for new members. m. that are the future plans for inservice education? n. Additional information on selected questiomniro items was requested. 0. Additional information pertaining to the general under- standing of the inservice education program was requested. The major emphasis of the interview centered upon item 3 on the interview sheet. This was in keeping with the chief purpOse of the via-- itation, which was the acquisition of a more comprehensive understanding of the. total inservice education program. The interviewer sought to maintain a parallel assimilation in the pattern of questioning. However, the uniqueness of each program arranged to some extent the style of the interview. The investigator took handwritten notes during the interview and requested aw materials that would explain more concretely the pro- gram being given to the researcher. Among the materials released were cmfidential papers that were acquired on a loan basis. Summizing and Presenting the Data The survey instnmnent was constructed so that the responses could be tabulated by hand. Thirtydthree colleges which responded were accredited schools (Table 2). L3 TABLE 2.-—Council for the Advancement of Small Colleges accredited schools 1 1 Year Schoo . Year Founded ’Joinsd Iear.Accrcdited CASC 1 1900 1956 1960 2 1861 1959 1961 3 1950 1959 1962 h 1906 1959 1963 5 1906 1958 1957 (State) 1953 (Jr. College) 6 1935 (2 yr.) 1914.6 (113m) 1956 1962 7 1917 1956 1959 8 1855 1956 1962 9 190h 1957 19u8, 1955 10 1889 1956 1961 11 19h8 1959 1955 12 19h9 1956 1953 13 1897 1956 1961 In 1862 1957 1961 15 1919 1956 1962 16 1922 1963 1933 17 1892 1957 196h 18 1937 1957 1961 19 1909 1957 1963 20 1881 1957 1960 21 1912 1960 1960 22 1895 1956 1962 23 1889 1956 1961 Zh 1866 1956 1963 25 1933 1957 -- 26 1889 1 1956 1963 27 ’1920 1960 1963 28 1873 1 1961 1960 29 1920 4 1956 1958 30 .1937 1961 1961 31 H.926 1962 --- 32 19h0 1 1956 1958 33 11856 -- 1962 Twentyqfour colleges which responded were non-accredited schools (Table 3). Since the primary'goal of the Council for the Advancement of Small Colleges is to assist schools to obtain.accreditation, a compar- hh ison of responses on selected questionnaire items will be made between the accredited and non-accredited colleges. Descriptive statistics will be rendered so that a basic understanding of the item responses can be achieved. Chapter IV presents these statistics with an analysis and interpretation of them. A descriptive report of the inservice education programs and their activities of the 7 colleges visited is presented in Chapter V. TABLE 3.-Council for the Advancement of Small Colleges nonseccredited schools School 'Year Founded ‘Year Joined CASC 1 19h? 1960 2 1930 1957 3 1955 1959 h 1891 1963 5 19h6 1962 6 1828 1957 7 1909 1961 8 1961 196k 9 1962 1963 10 19h6 1956 11 1815 1961 12 1950 1962 13 1909 1960 1b 189? 1956 15 1926 1956 16 1876 1956 17 1956 1963 18 19h? 1957 19 1908 1956 20 1897 —-- 21 1850 1962 22 1960 1960 23 1919 1956 Zh 1951 1961 CHAPTER IV ANALYSIS OF THE QUESTIONNAIRE FINDINGS Introduction The survey instrument was so designed that the information elicited would portray a comprehensive analysis of the general nature of the inservice education program. In addition, other information that affected indirectly'the inservice education.was Obtained so'that a clearer picture of the forces influencing the improvement programs of the board of trustees could be understood. To summarise more adequately the data secured by the questionnaire survey, the chapter is divided into h sections: basic institutional data, boards of trustees assets and limitations, regularity'of board meetings and techniques involved, and acknowledged inservice education.program.and its activities. Basic Institutional Data Chapter III repeated that the study was stratified into 2 cats-- gories: accredited and non-accredited institutions. Tablas 2 and 3 revealed that 33 accredited and 2h non-accredited institutions responded to the questionnaire survey. The range of institutional age spanmd from 3 years to 1119 years with an average institutional age of 58 years in accredited schools and M years in non-naccredited schools. In Chap- ter I it was reported that the major goal of the Council for the Advance- ment of Small Colleges is to assist each institution to receive accred- 145 intiono ation since affiliation as mmbers in the council. h6 Twenty-five colleges in this study have received accredit- This accreditation has been received after an average of 14.5 years of nembership in the organization. Table 14 illustrates these findims. TABIE h.-Comparison of age of institutions, average number of years affiliated with case and average years to receive accreditation Type of Average Average inc Receive of Years Age Years Accred~ Accred- Institution Since in CASC itation itation Founding Since Sims Member- Masher- ship ship in CASC in CASC Accredited 111-108 58.0 5.1; 25 t 11.5 Non-nuccredited 3-319 116.0 h.6 .- - Total 3-1119 53.7 5.0 25 its Approadmately 60% of the institutions sampled had an emflment of 500 or fewer students, 26% an enrollment of 500 to 1,000, and 8% an enrollment totaling over 1,000. ported colleges and universities. All were privately controlled and sup- Table 5 indicates the comparison of the student populations in the accredited and non-accredited institu- tions 0 The size of the membership of the boards, the selectivity of membership, the occupational representation, the personal age levels of 1:7 to be very important factors in the development of the inservice educa- tion program. TABLE 5.--Compamon of student population in accredited and non- accredited institutions Em‘cllmsnt 0—500 501-1000 1001 a above No Response Total Accredited Non-Accredited All Institutions Percentage NC a Pemmge 17 51.5 17 70.8 3h 59.6 12 30.3 3 12.5 15 26.3 2 fi 601. 3 12.5 J S 8.8 ‘ 2 6.1 1 h.2 3 5.3 ‘ 33 100.0 at 100.0 57 100.0 I The size of the membership of the boards ranged from 5 members to 37 members with an average of all institutions being 20 members. Table 6 shows the contrasting differences in sizes of the boards. TABLE 6.-Ccrrpari:son of size of mmbership of boards in accredited and non-accredited institutions Accredited Non-Accredited All Institutions Size No. Percentage Percentage No. Percentage 1'9 h 1205 h 16.6 8 1&03 10-20 7 21.9 7 29.2 lb 25.0 21.30 17 53.1 12 50.0 29 51.8 31- h 1205 1 hoe 5 809 Average 21.3 members 19.9 members 20.6 mentors ha The survey iniicated that board members are selected for mem- bership gemrally by 3 basic ways: (1) self perpetuating with ncmim- tions and election by the board itself; (2) nomination am! election by the church conferences and conventions in the church controlled insti- tutions; (3) nomination and clactien by the alumni. A school could sm- ploy one or more of these methods. A majority of the sample evidenced that they were self perpetuating boards. The occmational survey brought forth some very interesting oc- cupational variations. Dcecutives and clergy represent 61% of the oc- cupations on the boards, whereas professional educators represent only 10.9%. Table 7 illustrates the occupational diversification an! Table 8 compares the percent of professional educators on the board in accred- ited and non-accredited institutions. Alnmn. wresent 21% of the board and women 5%. Table 9 illustrates this point. One-half of the board nembers live within a radius of 100 miles of the colleges they serve, one-fourth live within a radius of 101 to 500 miles, one~fifth live within 501 to 1,000 miles, and only 6% live more than 1,000 miles away. The data indicates that may members of the board could be involved in a fairly continuous inserrice education pro- gram and a program that could engage them in cn-campus activities with- out marked difficulty of distance. Table 10 demonstrates this analysis. Thirtybnine percent of the board members are within the age bracket of to to 50 years of age and 311% are in the 60 to 70 years of age bracket. Twelve percent were 30 to to years of age, only .6% were between the ages of 20 and 30, and 3% were 70 or more years of age. Age level is apparently a very important criterion in the selection for membership; however, this was not determined in the question regarding b9 qualifications for membership. Table 11 illustrates the comparison of age brackets of board members of the sample pepulation. TABLE 7.-¥Number of board members in accredited and non-accredited inn stitutions classified by occupations deemed significant to this study Accredited NonnAeeredited 1 All Institutions Institutions Institutions Classification. .#A l 1 Per- Psr- Per- NO. I centag NO. contage NO. contage Executives 23h 37.3 165 38.8 399 37.9 Clergymen 175 28.0 102 2h.0 277 26.3 Educators 68 { 100 9 h? 11 e 1 115 100 9 Financiers M 700 313 8.0 78 70,4 Lawyers 3h f 5.1. 27 6.2. 61 5.8 Medical Physicians 29 h.6 28 6.6 57 5.2. Farmers, Ranchers 13 2.1 10 2.h 23 2.2 Wing Contractors 7 1.1 2 as . 9 a9 Politicians 5 ‘ .8 h .9 9 .9 Professional Musicians h .6 .., -e.- h .h Elba-13116133 Ll 06 u. ' w 11 ch I-iorticians 2 .3 - ---— 2 .2 Accountants 2 03 1 .2 3 | .3 WStB 1 .2 "I" m 1 ' 01 JUdgeS * fl 1 ; .2 1 ' 01 Postal Clerks -- -—- 2 .5 2 .2 Engineers 1 .2 l .2 2 .2 Union Officials l .2 --— -——— 1 .l Chemists i 1 02 m a... 1 cl Ptarmacists ; 1 7 .2 ’ .— -- J 1 .1 Geologists { -- -—- I 1 .2 E l .l Chapter II reported that historically”boards have been governed by lay members whose educational training has not achieved measurably beyond the bachelor's degree. This survey found that 363 of the board members have received their bachelor's degree, 167 have obtained the equivalent of the master's degree, 120 have received the equivalent of SO TAMIL? 8.--00mparison of number of professional educators on board of trustees in accredited and non-accredited institutions meessionsl Educators Total on Board Type of Institution “ggbgggggp N0. Per- t contage Accredited E 626 68 10. 9 Non-Accredited , {:25 h? 11.1 ' ' J Total 1 1051 115 10.9 TABLE 9.--Nmnber of women and alumni on board of trustees in accredited and non-accredited institutions mt Total Board * on Board Member- Type Of Ship Institution of Board Per- Per- No. centage NO. centage Accredited 626 39 6 136 21.7 Non-Accredited ‘ h25 1h 3 85 20.0 Total 1051 53 5 221 21.0 the doctorate, and 103 members have been granted the honorary doctor's degree. of two factors: The responses were not as accurate as had been desired because (1) mny presidents failed to respond to the question; (2) clergrmen were difficult to categorize within the degree levels given because many received the bachelor of divinity dame and this level was not listed. If this confusion had not existed a more exten- 51 sive analysis of the degrees could have been made. The occupational variation had indicated 277 clergmen, 1.15 educators, and 52 medical physicians. A more accurate sampling may have found that may of the professional educators on the board do not hold an earned doctorate. TABLE 10.--Distance board members Live from college they serve in ac- credited and non-accredited institutions -—- ”WE-m Accredited Non-Accredited All Institutions Institutions Institutions Number __ of miles 7 Per- Per- Per- NO' centage NO“ centege NO‘ contags 0—100 315 5h.8 2170 18.0 585 51.8 101-500 1 160 25.11 112 22.1; 272 211.1 501.1000 2 13.0 13.5 23.0 197 17.5 1001 a above h2 6.8 33 6.6 75 6.6 1 Total 629 100.0 r500 100.0 1129 100.0 TABIE ll.-Corparison of age of board members in accmdited and non- accredited institutions F? M h‘ ”I: w w Accredited { Non-Accredited All Institutions Institutions Institutions Age .L __ Per- . Per- Per- NO. CC I 0 NO. 03 l 6 NO. 09 H 6 20-30 3 .h 3 .8 * 6 .6 31-10 70 10.7 60 16.6 130 i 12.8 141-50 29h 111.9 107 29.7 1.01 39.5 51-60 60 9.2 1111 12.2 10h 10.2 61-70 211 32.2 13h 37.1 315 J 311.0 7]. 6: above 17 2.6 13 3.6 30 2.9 Total 655 100.0 361 100.0 1016 1 100.0 (J 2 I As was shown in preceding paragraphs, selectivity is vital to the quality of the board mmbership. fines the respondents have nine- tionsd as chief administration of the institutions sampled, 569 new mem- bers have been selected. The mjority 0f presidents specified that they had influenced to some degree the selection of the new members. Tab!” 12 and 13 compare the pattern of occupations of the new members selected in contrast to the original members. These tables signify that an iden- tical pattern of representation is evident in the diversification of co- cupation. of original and new members. Table l}; exhibits the same pat- tanning of sclsction in reference to a single occupation, that being the professional educator. 0111:,r 11.253 of the new members colosted were pro- fessional educators contrasted to 10.9% professional educators among the original membership. The lack of professional educators on the board verifies the need for improvement programs. A decrease was evident in the selectivity of women and ahmmi in the representation of the new members on the board. Table 15 illustrates this point. Boards of Trustees Assets and Limitations In the furtherance of any inscrvice education prograrz; for boards of trustees, basic steps must be taken to upgrade the effectiveness of the program. Ono rethod is to dctemins how well the board members un- derstand the goals of the institution they serve and realize it the board is basically equipped to achieve these goals. Two questions were included in the quostiemoire to procure this analysis to the question, "How well do your board members understand the goals of your institution”. Thirty reopondonts testified that their boards understood their {5an very won, 20 felt they Imdorstood those goals soy-tcvhat, 5 reported they understood them very little, and one respondent replied he was uncertain. 53 TABLE 12.-Corrq)arison of occupations deemed significant to this study of m and original board members while respondent held office of president in ac- credited and non-accredited institutions Original Members Accredited Non-Accredited All Classification Institutions Institutions Institutions ‘ Per- Pcr- Per- N°° centage N°' contage N°' centege Executives r 231: 37.3 165 38.8 399 3? .9 Clergymen 17S 28. 0 102 2h.0 277 26. 3 Educators 68 10. 9 117 11.1 115 10. 9 Financiers M; 7.0 31; 8.0 78 7.1; Lawyers 3h 3.1: 27 6.1; 61 S . 8 Medical thsicians 29 r .6 28 6.6 57 5.1: Fennel-s, Ranchers i 13 2.1 10 2.1; 23 2.2 W Contractors 2 1% i .g g .g 0 18118 e e 0 Professional Musicians , h .6 ~— --- h .h Publishers ' 11 e 6 u M h eh Accountants 2 e 3 l .2 3 e 3 Artists 1 .2 -- ~— 1 .l Judges r --- «~— 1 .2 l . 1 Postal Clerks --- --- 2 . 5 2 .2 61‘8 l O 2 1 Q 2 2 .2 Umon offiCials ' l e 2 ."" .""'"' l e 1 Chemists f 1 .2 .— I - 1 .1 Pharmacists l .2 --- «~— 1 .1 Geologists ' —- --- 1 .2 1 .1 D Total i 626 100.0 2.25 100.0 1051 100.0 1 5h W New Members Selected Accredited Nonnhccredited A11 Institutions Institutions Institutions Per— Per- 1 Per- No. contage ”0' contage 4‘ NO' contage ? 133 hm 1 m 16.2 1 2&6 h3.2 ' 77 214.2 59 23.6 136 23.9 , 38 11.9 1 26 10.h ‘ 6h 11.2 , 2 8.2 19 7.6 1 1:5 , 7.9 t 13 h.1 ’ 15 6.0 28 h.9 v! 13 h.1 10 h.o 23 11.0 , 6 1.9 1 h 1.6 10 1.8 k 3 09 b "- “‘- 3 e5 ‘[ 2 e6 1 1 eh 4 3 .5 l: cue- -~- ' c—Q -—. on. a... 1E 3 .9 .- c—au r 3 .5 ; 2 .6 no..- ee... 2 ‘ .h 1; l .3 E 1 oh 1 2 I ell ix : :. : z: 2' a : ' : 4‘ u—II III—- 1 2 .8 2 Oh i 1 ‘ .3 E .-"'- i —- 1 .2 ' l .3 I -..- m 1 .2 E .— c... E .- ——. o.- u..- g «I... .— b _ ecu-.— ~ ~ :5 one-— con-— 1‘ --e. nee-en co. nee-I- 1 319 100.0 E 250 100.0 569 1: 100.0 55 TABLE 13.—-Comarison of occupations deemed significant to this etuchr of new and original board members while respondent hold office of presi- dent in all institutions W 1 Original Members New Members Classification No. Percentage No. Percentage Ettecutives 399 37.9 2116 113.2 Clergymen 277 26.3 136 23.9 Educators 135 10c 9 L 6’4 11. 2 ' Financiers 78 7eh 145 7e 9 Lawyers 61 5.8 28 h.9 Medical PhySicians 57 5.14 23 Inc Partners, Ranchers 23 2.2 10 1.8 Building C omacwrs 9 e 9 3 e 5 Politicians 9 .9 3 .5 Professional I'MSioians i h .11 ~- -- P‘lbuShOra h E e h 3 e5 Horticians 2 .2 2 .h Accountants 3 e 3 2 e h WStS l t e 1 n _ Judge 3 1 f . 1 .— on... Postal Clerks 2 1 . 2 2 .14 Engineers 2 ’ .2 l .2 Union Officials l .l l .2 Chendst s l . 1 ~— --- Pharmacists l i .l ‘ ~— ---- Geologists l i .1 ’ -- -—-- Total 1051 1 100.0 569 100.0 To the question, 'How well equipped is your board to help the institution achieve these goals”, 20 respondents felt the board was equipped very well, 30 replied, however, that the board was equipped somewhat, 5 felt a little, and l was uncertain. These facts declare that inprovcrent could be made in the board. Fran Pm advocated that to improve the board the members (1) must unierstand their role (2) be committed to the institution (3) the degree of constituent can be Incas- 56 TABLE lbw-Comparison of number of professional educators selected for board membership mile respondent held office as president in accredited and non-«:ccreditod institutions W Original Board New I~Iezmbere Selected Type of Educators ; Educators Institution Total Total Iriembers Members Per— Per- “0' centege NO' centage I Accredited i 626 68 10. 9 319 38 4 ll. 9 No n-Accredited 1 MS 147 ll. 1 250 y 26 10. h Total i 1051 1.15 10. 9 569 61; 11.2 T 311;“. lS.--¢hu“ber of worsen and $.1er selected for board mxbership while respondent held office as president in accredited and non-accredited in- stitutions W I'Iomen . ’ Alumni Type of ‘I' otal ' Institution I’Ienbers I-Io Per- [ No Per- ' eentage ' centage Accredited 319 ll 3. 2 L 36 ll. 3 Hon-Accredited 250 ll 1;.1; 30 12.0 Total 136‘) 22 I 3- . 9 66 1.1.6 ured sometimes Siizply by if the board 12.0: here include the institution they are servfi. ' in their will. In response to questions concerning this, Table 15 discloses that onlv 2953 of the board members understand. their role as trustees very well, whereas Table l? Clemente that 7353 of the board centers are connitted very well to the institution they S7 serve. A comparison.of the data identifies that the boards of’accrod- ited institutions understand their role better than.boards in.non-ac- credited institutions. The reverse is found in the area of condiment. TABLE 16.-President's rating as to how well trustees understand their role as board members Accredited Nonqdccredited All. Institutions Institutions Institutions Rating Scale Per- Per- . Per- NO' contage NO' centege Ne. contage very Well 9 27.3 8 33.3 17 29.8 Somewhat 20 60.6 10 h1.7 30 52.7 A Little h 12.1 h 16.7' 8 1h.o Uncertain - "'""' 2 B o 3 2 3 o S I‘IOt At All - m 0- all-II. c. In... Total 33 100.0 at 100.0 57 100.0 TABLE 17.-President'e rating as to commitment of board members to ins stitution they'eerve W Accredited Nonndecredited All Institutions Institutions Institutions Rating Scale N Per- N Per- N Per- 0' centage °‘ sausage °‘ canteen Very'well 26 78.8 16 66.6 hZ 73.7 Somewhat 6 18.2 7 29.2 13 22.8 A Little 1 3.0 1 b.2 2 3.5 uncertain - -—- - -- - -- Not At All - -- - -- - -- Total 33 100.0 2h 100.0 57 100.0 S8 Thirty-eight schools encouraged board members to include the in- stitution they serve in their will. Tlfirteen institutions did not on- courage it, and 6 failed to respond. Table 18 explains that 20 schools have board members who have included the college they serve in their will, an} 16 of the 20 are to be found in accredited institutions. In- creased effort in the ismrovement programs would help the board under- stand their role more plainly. In the analysis of the age of the institutions it was discovered that some colleges are fairly young in institutional age. Twenty col- leges have members on the board who became Inenbers at the founiing of the institutions. All respondents agreed that these members havebeen a strength to their colleges. Maluation of the strengths and maknesses of the board is es- sential in formulation and structuring of an inservice education pro- gram. Three questions were asked to ascertain (l) the strengths of the boards; (2) the weaknesses of the boards; and (3) the steps taken to eliminate the wealmesses of the boards. Table 19 demomtrates that loyalty, dedication, and faithfulness were the most frequently mntioned strengths of the board. Knowledge of education was remarkably mentioned last as a strength. Table 20 detected that lack of personal finances, lack of knowledge and ability in fimd raising techniques, lack of time, lack of interest in and knowledge of higher education, and the limited understanding of one's role as trustee were the most frequently men- tioned weaknesses. Table 21 compares the techniques utilized in the accredited and non-accredited institutions to improve the weaknesses. The most fre- quently employed methods to improve the boards were to change their Item- 59 0 mm ON 0.84. M hm 5.3 a 0.00.? 4N mom: 0H 4 0.8..” A mm gm. III I. m.o.n I 0 II... I... m.~.n M II... I. ._ H.m m magnum oz I... I an i n ........ I «an a I... I «.3 m 02 9mm 8 now an no” a «as 3 m5: 3 sum. mu no» museums . omega-co . smegma . “ lung 02 . long 02 LOW 02 i endgame . .oz mundane .02 so .02 a: 5 .98 i Has 5 18a 33 3 Les no.3 83 c3... showcase is sBH _ -3.“th sates; museum A oasaH QESH aoafisapau Boaasfig 80333 H: emoaepuoofsoz confluence IIH' llllcql ill! l" in. has... 5 Soaasfifia cases.“ 3 sameness 2e unease: 283 sons 5 Boafipatfilé sea 6O bership; increase their fund raising ability; discuss more adequately their role as trustees; evaluate the problems in higler education; dis- cuss more openly the college objectives; and hold longer meetings for policy formflation. TABLE l9.--Cenparison of strengths of board membara in accredited and non-accredited institutions Accred- Accred- ' ited ited All Strengths Institu- Institu- Institu- tions tiona tions 11-33 u-eh u-57 Frequency Frequency Frequency loyalty, Dedication, Faithflflness 214 20 ’41; Religious Commitment 8 5 13 Financial Assistance 7 5 12 Vision and High Goals 6 3 9 Understand Objectives of Institution 6 2 8 Business Knowledge 5 6 ll Determine Policy 5 3 8 Support Administration h 3 7 Wide Range of Professional Interest h - 11 Know Their Responsibilities 14 -- It Geographical Closeness to College 2 l 3 Fund Raising Ability 2 2 )4 Balance of Age 1 -- 1 Knowledge of Education 1 3 14 Alumni - l l Truitt (120) emphasized that the qualifications of persons in- volved in the inservice education programs were basic to the imugural and continuance of am good inservice education program. Three questions were developed and included in the survey inatnlment to extract the un- derstanding of the president as to the qualifications for mnbership on the board a The first question in this category asloed, 'Asetmdng all board members resigned tomorrow, list the 6 most important qualifications 61 TABLE 20.-Couparison of weaknesses of board members in accredited and non-accredited institutiom W Non- Accred- Accred- ited ited All I-Iealcnesses Institu- Institu- Institu— tions tions tions 11-33 Niall u-S'I Frequency Frequency Frequency Lack of Personal Finances 12 8 20 Lack of Knowledge & Ability in Fund Raising ll - 3 1h Lack of Time 10 8 18 Lack of Interest 8: Knowledge of Higher ‘ Education 8 5 13 Limited Understanding of Role 8 LL 12 Lack of Public Re laticns Ability S l 6 Lack of Loyalty, Dedication, Faithfulness h 3 7 Lack of Diversity of Occupation 3 7 10 Lack of Kamiledge of Institution 3 h 7 lToo Conservative 3 - 3 Lack of leadership 3 2 5 lack of Availability 2 ’5 7 Too I-Iany Local Residents 2 - 2 Failure to Support President -- 1 1 Too Little Business Awareness -- 1 1 No Torrinal Procedure 1 1 2 Overlapping Coxmittees 1 .— 1 you would use to determine the selection of new members.” Table 22 ill-- lustrates that financial ability, interest in higher education, and de- votion to the school are the most important qualifications. To define this even more distinctly a second question asked the respondent to list the single most inportant qualification he would use in the selection of new members. feels is most vital in being qualified for the board. This provides a penetrating insight into what the president Table 23 specifies that devotion to the school was ranked twice as high as interest in higher education. Religious conmdtment, success in their field, leader- 62 ship ability, financial ability, public relations ability, vision, in- tegrity, health, and salsa ability were signified next in order of fre- quenc'y. TABIE 21.--Conparison of techniques used to eliminate weaknesses of boards in accredited and non-accredited instituflons Accred- Accred- ited ited All Tectmiques Institu- Institu- Institu- tions tions tions N~33 N-Zh 11-57 Frequency Frequency Frequemy Changed Board ‘I-Iembers ll; 6 20 Increased Fund Raising Ability 7 2 9 Discussiom of Role of Trustee 6 2 8 Discussions of Problems in Higher Education 5 3 8 Discussions of College Objectives 5 2 7 Added IIore Committees on Board 3 2 5 Held Longer Meetings for Policy Formulation 3 3 6 Appointed Comdttee to Study Trustee Problems 2 v- 2 Individual Pe reonel Encouragement to Board Ibmbers 2 2 I; Dcvised I'Iays to Save Time in I'Ieetings l -- 1 Reduced Local I‘Iembership l - 1 Methods to Permit Termination of Board I‘Iembership l -- l IIore Involvement of Board in Institution 1 l 2 Reorgam‘sed Board -- i l l A third question to probe even more deeply the president's eval- uation of board qualifications was asked of the respondent: "If you had your choice, what occupations would be represented on the board and how 17W". Accredited institutiom reSponded in order of the most desired occupations and number as follows: (1) elem) (2) executives; (3) edu- 63 caters; (1;) finamierss (5) medical physicians; (6) lawyers; (7) politi- cians and faculty; (8) building contractors; and (9) accomtants. Con- trastingly the non-accredited institutions ranked: (1) educators; (2) financiers; (3) executives; (h) lawyers; (5) clargymen; (6) iIflustHAl- ist33 (7) medical musicians; (8) politicians; and (9) building contractors. TABLE 22.-Comparison of the most important qualifications perceived by the president for new board members in accredited and non-accredited institutions WW3“ 1W Non- Accred- Accred- ited ited , All Qualifications Institu- Institu- Institu- { tions tions tions N-33 III-2h “-57 Frequency Frequency Frequemy Financial Ability 214 11; 38 Interest in Higher Education 21 17 38 Devotion to School 21 16 37 Religious Comment 12 7 19 Success in Field 11 7 18 Public Relations Ability r 11 10 21 L6adership Ability 8 2 10 Time and Availability 6 6 l2 Cooperative S 6 1.1 Integrity 3 1 14 Alumni 2 -- 2 Legal Kmledge 1 2 3 Vision 1 3 1: Open Hindedne es 1 l 2 Skill in Writing and Speaking -- l 1 Cultural Background -- l 1 Good Health * - l 1 All institutions ranked by order and numbers: (1) executives; (2) educators; (3) clergyman; (1;) financiers; (5) medical physicians; (6) lawyers; (7) politicians; (8) builditg contractors; and (9) account- ants. Table 214 records these finiings. 6b, TABLE 23.—Corparisen of the single most important qualification per- ceived by the president for board members in accredited and non-accred- ited institutions ====— 3; fl 4 Non- Accred- Accred- ited ited All Qualification Inatitu- Institu- Institu- tions tions tions 11-33 u-eh N-S'I 1 Frequency Frequency Frequency ~— Dcvotion to School Interest in Higher Education Religious Commitment Success in Field Leadership Ability Financial Ability Public Relations Ability Vision Integrity Health Sales Ability No Response [.1 PH‘HHHNNNUVS! ”we! I ml Ham-c rHHwHHrmwwww luv—i "V‘— V The role of trustees presupposes knowledge and insight into a variety of college academic Lffairs and student characteristics. This erowledge and insight effect the level of decision making and also can determine areas or aspects of the board's understamiing that can be im- proved. To determine this understanding the reapondents were asked to indicate the might the board had in the following areas: (1) national federal aid to education; (2) range of economic background of present student body; (3) range of personality characteristics; (1;) admission standards of graduate institutions which your students nomlJy attend; (5) national accreditation outlook; (6) academic scheduling year round (tfl-semcstor, four-quarter system); (7) honors programs; (8) research in the area of the loarning process relative to higher education; em 65 TABLE 2h.--Occupations of board members ranked according to frequency of oc— cupation of all board members, board members selected since president took office, and occupations most desired by president in accredited and non- accredited institutions All Institutions Accredited Bank All Selected Occupation All Board Since Most Board Z-‘Ismbers President Desired Members 1 Executives Executives Executives Executives 2 C lergyrze n. O lo rgycncn Educators Clergymen 3 Educators Educators Clergymen Educators h. Financiers Financiers Financiers Fimnciers 5 Lawyers lawyers Medical Lawyers Physicians 6 Medical Radical Lawyers Triedical Physicians Physicians Physicians 7 Farms rs , Farmer s , Politicians Fanners , Banche rs R anchors Ranchers 8 Building Building Building Building Contractor s C entractors C orrtractors C OmI‘ECtOI‘S ‘ 9 Politicians Politicians Accountants Politicians 66 Institutions Non-A ccrcdited Inst itut ions Selected Occupation All Selected Occupation Since Most Board Since Most Pre sident , Desired Members President De sired Imeeutive s C lcrggmen itcecutive s Ebcecutives Educators blergwen Ibcccutims C lo rgymen Clergymen financiers Educators Educators I ‘ducators Educators Ebcecutivc s gr inanciers Financiers Financicrs Financiers V Lawye rs Lawyers I-ie diesel ‘ Lawyers lawyers C lergzmen Physicians Medical Lawyers I-chical Medical Industria lists ‘ Physicians Physicians Physicians Farms rs , Politician: , Farmers , Farmers 9 Medical E‘Lanchers Faculty l‘ianchers Ranchers Physicians Building , Building; Bui Building Politicians C ontractors C ontractors Contractors C ontractors . Politicians Accountant :3 Politicians Polit icians Building 0 ontract ors 67 (9) academic freedom. Table 25 gives ovideme that the accredited in- stitutions have the most sophisticated insight in the areas of academic freedom and national federal aid to education. The least insight is found in the area of the honors program. The respondents of non-ac- credited schools state that the boards have the most sophisticated in- sight in the areas of economic backgrounds of the student body and the least insight regarding research relative to the learning processes in- volved in higher education. The second highest rating of "smwhat' as the level of insight was calculated as the average insight for all institutions. An additional question to learn the insight of the board in other areas of college affairs was also itemized in the survey instru- ment. The areas of college affairs that the president had to rate his board upon were as follows: (1) curriculum development; (2) W affairs; (3) student personnel affairs; (h) plant dowlopnnnt; (5) 1n- stitutional philosophy; (6) faculty reomitmeut; and (7) faculty reten- tion. The accredited institutions acknowledge that the most 1381611; was in plant development and the least insight in curriculum develop- ment. Similarly the non-accredited mtitutions affirm that the moat , insight was aclmm-Jledgcd in the areas of plant develOpmant am the loast knowledge equally in curriculum dovelOpment and famxlty recruit- ment. Table 26 validates this data and also substantiates the avenge rating in all 7 areas. Insorvice education efficiently dasigmd could increase the level of insight in all these areas. Egglflhrityfiof Board Ibetigggs and Techninms Involved Inherent in this study is the assumption that activities such 68 TABLE 25'.—President's noting of boards regarding insight on eelsoted college topics in accredited and non-accredited institutions-ll- ? Non- Accred- Accred- ited ited All Tepic Institu- Institu- Institu- tions tions tiona Insight Insight Insight National E‘ederal Aid to Education 2.2 I 2.3 2.25 Range of r‘bononic Backgrotmds of , Present Student BOdy 109 t 201 2.00 Range of Personality Characteristics Among Present Student BOW 2.5 2.7 2.60 Admlseion Standards of Graduate Schools which Your Students Hormlly Attend 2.5 2.6 2.55 National Accreditation Outlook 2.0 2.0 2.00 Academic Scheduling Year Round - (tri-eemester, four-quarter) 2.5 2.6 2.55 Honors Programs 2.8 I 2.9 2.85 Research in the Area of the Leaning { , Process Relative to Higher Edu- ’ ' cation 3.0 391 3°05 Academic Freedom 109 ‘ 202 2000 Total 2.1; 1 2.5 2.24 5e rating scale: (1) very mob; (2) somwhat; (3) very little; (h) none at all; and (5) do not know. as the planning of the board agema and the reaction of tin board to the information discussed at their meeting affect the level of educa- tional growth of the board. The reaction to the agenio can also in- dicate the degree of board perception relative to the name of higher education. Three que stione were designed to secure this infomtion. To the question, ”Who plans the agenda of the board meetings?"’ the re- spondents report that the president and board chaimzm together plan the agenda most often in the accredited institutions. In the non-ac- 69 TABLE 26.-President's rating of board regarding insight in selected college affairs-e 4‘ M W A»— “1".“ *— w ‘ Non- Accredited Accredited All C 0110 ge Affairs Institutions Institutions Institutions Insight Insight Insight Curriculum Devclapnent 2.7 3.1 2.9 Financial Affairs 2.0 2.3 2.1 Student Personnel Affairs 2 . 6 3 . a 2 . 9 Institutional Philosophyr 2 .0 , 2.3 2.1 Faculty Recruitment 2 .5 3 .l 2 . 8 Faculty Retention 2 . h 2 . 9 ‘ 2 .6 Total 2 o 3 2 07 2 OS *A rating scale: (1) very stro 3 (2) above averagfl (3) average; (1;) below average; (5) very weak; and (2% do not know. credited institutions the president {lens the agenda most often apart from the board chairman. The 2 other questions inquired as to what in- formation presented at the board causes the greatest amount of satis- faction and the create st amount of dissatisfaction to the board. The results even that sound finances give the board the greatest amount of satisfaction. Table 27 'sts in order of frequency mentioned the in- fomtion that causes the greatest amount of satisfaction. Deficit financing causes the greatest amount of dissatisfaction. which correlates with the high satisfaction of scum finances as reported in Table 27. Table 28 lists in order of frequency mentioned the in- formation that causes the greatest amount of dissatisfaction in accred- ited and non-accredited schools. 70 TABLE 2?.-Inf.‘orretion ranked by frequency that causes the greatest amount of satisfaction to board members in accredited am non-accred- ited institutions WW Rank Accredited Institutions Non-Accredited Institutions 1 Sound Finances Sound Finances 2 Academic Excellence Pivcical Expansion and Academic Advance 3 Physical Emansion and Develop- Spiritual Tone of Institution ment A Enrollment Growth Satisfaction of Faculty and Growth Statistics 5 Satisfaction of Faculty Reports on Policy Success and Almmi Achievement 6 Spiritual Tons of Institution Together with Activity and Cultural Program 7 Satisfaction of Staff, Success of Alumni, Public Policy 8 Reports on Success of Policy J -.___ TABLE 23.-Information ranked by frequency that causes the greatest amount of dissatisfaction to board members in accredited and non- accredited institutions Rank Accredited Institutions Non-Accredited Institutions 1 Deficit Financing Deficit Financim 2 Details That Take Too I-Iuch Time Peculiar Problems 3 Faculty Problems Admissions Difficulty, Sim-r I ww— ~‘— Unhappy Students Poor Business Procedures Staff Incompetence, Admissions Difficulty, Poor Relations Development, Poor Academic Standards, Poor Spiritual Standards Poor Business Procedures, Poor Student Conduct, lack of Accreditation The regularity of board commication cm persons involved with that communication affect significantly the programs designed for im- 71 provement of the board. Thirteen questions were developed, imluding the survey to evoke a basic understarxiing of the regularity and method- oloa' involved in board commmications. The survey found that the bus- iness manager and tmasurer met most often with the board, which means that business affairs must dominate the agenda that is prepared for the board. The academic dean or dean of the college met next in attest of regularity, then the director of development, and then the dean of stu- dents. Other administrators such as the registrar, admissions director, or the faculty seldom met with the board. The regularity of full board meetings is illustrated in Table 29. Only 1 board met regularly on a monthly basis. TABIE 29.—-Frequency of full board meetings in accredited and non-accred- ited institutions Non-uncredited Institutions Institutions Institutions Frequency _ of ' p w“ I-leetings Per- Par- Par- NO' centsge NO' centage ’ NO' centage l‘foem i a— cal—- . can- - oa— I‘hnthly -- ~— ; 1 14.2 1 1.? Quarterly ; L1 3303 S 2008 16 28.1 Bi-anmmlly 18 514.5 9 3? .5 27 - UM; Ammally : l ' 3.1 b, 16.7 S 8 . 8 Other 3 9.1 3 12 .5 6 10.5 No Response P -- ---- 2 } 8 .3 2 3. 5 Total 33 100. 0 2h 100.0 57 100.0 _ it; i A majority of the boards are organized into conflttees con- sisting of the following: (1) building oomatteo; (2) development com- mittee; (3) educational committee; (1:) financial committee; and (5) student personnel. Additional conmzittees on some boards include: (1.) 72 ixwes’merrt; (2) personnel; (3) plans and policies: (h) minimum; (5) arnmity; (6) budget) (7) grounds; (8) alumni; (9) executive; (10) health; (11) scholarship; (12) bar-laws; (13) public relations; and (in) honor- ary degree comttees. Tables 30, 31, 32, and 33 indicate the regularity of the presi- dent meeting with the full oonmittees of the board, the individual chair- man of the conmdttees, the individual board members apart from chaimen, and finally the chairman of the full board. TABLE 30.-fReguJ.arity of president meeting with conxmittees of the board W M Accredited } Non-Accredited All Institutions Institutions Institutions Regularity - Per- Per- Per- N°° contage N°' centage N°’ centage Regularly 10 30.3 7 29.2 17 F 29.8 Quite Frequently 9 27.3 3 12.5 12 21.0 Infrequently 3 9.1 2 8.3 S 8.8 No'b At All ~ --— C'- 1 III-— .- a... NO R6 Spouse )4 1201 8 3303 12 21.0 Total 33 100.0 21; j 100.0 57 AI 1.00.0 Commication with the chairman of the board was deemed to be integral in the establishing and guiding of improvemnt programs for the board. spondorrts met with the chairman of the board on a regular basis. The results show, however, that only one-fourth of the re- 01138 55% met regularly with the comittee chairmen, 30% met regularly with board committees, and 21% met regularly with individual members. Prior to the deveIOpment of the survey instrument the interviews with the CASC consultants revealed that part of the nature of tho board 73 TABLE 31.--Regulerity of president meeting with the chairmn of the board W Accredited Non-Accredited All Institutions Institutions Institutions Regularity Per- Per- Por- NO 0 (36113838 NO. came NO. 63W Quite Frequently ls h5.5 8 33.3 23 no.3 Infrequently 1”- 3.0 -— -—-- l 1.7 No Response 1 3.0 2 .3 3 5.3 Total 33 100.0 2h 100.0 57 100.0 TABLE 32.--Regulslrity of president meeting with individual chairmen of board committees W Non-Accredited All. Accredited Institutions Institutions Institutions Regularity _ II Per- 1 N Per- N Per- °‘ centuge 0' centage 0' contage RC 311131;] 1 3 o 0 L 2 8 o 3 3 S o 3 Quite Frequently 8 211.2 7 29.2 15 26.3 Sometimes I? 51.5 6 25.0 23 10. Not At All h 12.2 2 8.3 6 10.5 No Response 3 9.1 7 29.2 10 17-5 Total 33 100.0 2h 100.0 57 100.0 methodolog in comunication could be discovered if items tars included on the instrument that elicited types of board oonmmnioation with per- sons apart from the president. Three questions were designed to dis- close this information. In response to the question, "To what extent do 7b TABIE 33.-—Regularity of president meeting with individual board members ' 1 1 Accredited Non-Accredited All Institutions Institutions Institutions Regularity Per- Per- 3 Per- NO. contage NO' oentnge NO' oentage Regularly 9 27.3 3 12.5 1 12 21.0 Quite Frequently 13 39.14 10 lilo? 23 hook Sometimes 9 27.3 9 37.5 18 31.6 Infrequently ; 2 6.0 -- ---- 2 3.5 Total 33 100.0 at 100.0 ‘ 97 100.0 board members visit campus on their own to converse with students”, 3 institutions responded that their board members do this regularly. Fif- teen institutions reported that this commlnisation occurs quite fre- quently, 23 said that it happens inl‘roquontly, and 10 felt that it does not happen at all. Tables 3h and 35 illustrate the contact the board members have with the faculty and adxrdirlstration by their own Mtiative. Table 3b shows that faculty are contacted by the board in approximately two- thirds of the institutions and most likely without the president '8 knowl- edge beforehand. Over 9033 of the institutions have board members who Contact the adrdnistration on their own. Forty-three percent of the schoob state that this commotion is infrequent, however. Right col- lege presidents replied that they encouraged the board members to con- teot individuals within the institution without their muledge, 12 did not, and 7 did not respond. As to whether the institution had a written 75 TABLE 3h.—chularity of board members contacting faculty directly re- garding conduct of their professional duty Accredited Non-Jlocradited All. Institutions Institutions Institutions Re gularity N Por- N Per- ‘ ,1 Por- °‘ centaga 0' centage ‘ °’ oantaga RC mm — i 0—- II‘ a... 1 .- an... Quite Frequently ’ - . -- 2 8.3 2 3.5 Sometimes S 15.1 3 1205 8 1,400 Infrequentls 15 16.1; 8 33.3 23 how NOt At All 11 33011 10 13107 21 36.8 No Response 2 6.1 1 14.2 3 3 5.3 1 Total 33 100.0 214 100.0 1 57 100.0 TABLE: 35.—Regularity that board numbers on their own contact adndnis- trators other than the president regarding their areas of responsibility Accredited All Non-Accredited Institutions Institutions Institutions Regulariw } N Per- N Per- N Per- 0’ centage 0’ centage 0‘ contage Quite Frequently l 3.1 7 29.2 8 111.0 Infra quen‘tly 18 5h 0 6 7 2 9 o 2 25 ’13 o 8 No Response 1 3.1 -- ~— 1 1.8 Total 33 100.0 at 100.0 57 100.0 policy regarding communication between board members arr! other members within the institution, only 10 colleges reported that they did. 76 Aclmowledged Inservice Education Program and Its Activities Only 8 institutions of the 57 responding indicated that they had an fumervice education program. Forty-nine indicated they did not. Every institution, as reported earlier, designated that they were takin steps to improve upon the weaknesses of their boards. Table 21 reviewed some of the techniques used to change those weaknesses. Table 36 sum- marizes the percentage of institutions accredited and non-accredited who do not have an inservice education program. TABLE 36-.--Number and percentage of respondents indicating no inservice education programs W 1 No Program Type of Usable Institution Responses No Per- ° centagc Accredited 33 26 78.8 Hon-Jaccredited 21v, ‘ 23 95.8 Total 57 1:9 86.0 Oi‘ the 8 schools giving emphasis to improvement programs, all 8 were private, Protestant colleges of which h were church controlled and h were independent. Bach president who completed the survey was asked to specify the number of years he has held the office as president of the institution sampled. Fifty-tum individuals responded to that request an} the av- erage years served in all institutions is 8.8 years. The average length of service and the breakdown into categories is shown in Table 37. 77 TABLE 37. .omparison of number of years respondents have served as president in accredited and non-accredited institutions All Accredited Non-Accredited Institutions Institutions Institutions No. of f Years Per- Per— Per- No. centage NO' centage NO' centage 1-5 22 140.8 13 1.0.7 9 2.0.9 6-10 16 29.6 1 8 25.0 8 36.1. 11-20 13 2h.l 9 28.1 h 18.2 21.30 1 1.8 l 3.1 .- c... 31440 2 3.7 1 1 3.1 L 1 8.5 Average 8.8 100.0 9.3 * 100.0 8.1 100.0 Seven of the institutions reported that the inservice education program was conducted on a regular basis. Tires schools indicated that it was conducted once a year, 1 college held the prom 3 times a year, 1 institution answered that it was conducted as problems alias, and 1 school did not respond. To the question, “who is reaponsible for the overall supervision of the inservice education program”, 6 respondents iniicatod that the president is responsible. Tm stated that the cheimn of the board is solely responsible. An additional question was asked to define this responsibility even more succinctly and asked, "Does the same person(s) who is responsible for the inservice education program detentim and plan it? If not, who assists?" Five responded that the sane person who is responsible for the overall supervision determines it as well. Two replied that the same person does not function in both roles. The chair- man of the board, the president, the other adenistrators apart from the 78 president, particularly the dean, and a consultant are the ones who plan and determine the program most often. With reference to all college personnel apart fi‘om the trustees included in the total program, the non-accredited schools included only a consultant. On the other hand, the accredited schools included by number of time listed the following: invited guests, 23 faculty, 2; administration, 23 the president, 33 the vice president, 13 and the emcutive committee of the board, 1. Only 1 institution indicated that it has a budget for inservice education. The budget totaled $5,000 and was used for trustee travel expenses and consulting services. The amount was approximately 12% of the total operational budget of the college. An Wtion of the resource material included in the in- sorvice education program divulges that printed materials are the most often employed. Table 38 exemplifies these finfings. TABLE 38.-—Resource materials used by institutions in inserrice edu- cation programs w 3:: ._ m Percentage of Resource I Institu- I-Iatorial Frequency tions Using I Ivlateriale PaI'IPhlBtS 3 37 .5 Books b 3 37.5 Professional Articles ' 3 37.5 Speamrs-Consultants r 2 25.0 Outside Research Groups ' 2 25.0 Local Administration 2 25 .0 Local Faculty 3 37.5 Slides 1 1205 Research Reports 3 37 .5 79 An analysis of the activities utilised in the inservice educa- tion program and the frormeno'y that these activities are mntioncd is clarified in Table 39. The Table indicates that directed readings, con- sultants, administrative speakers are the most often owed. Heart in degree of frequency are pro-school workshops, president's orientation, committee meetings, and rotation of cormittee assignments. Least men- tionod were in-school workshops, faculty speakers, home and individml conferences, and biweekly reports. TABLE 39.—-’I‘ype and frequency of activities in insorvice education program .2: 4.1: tr - WW Percentage of Activities Frequency 11132:: 5 Us listeriifls Pre-scheol Workshop 2 t 25.0 In-school Workshop 1 12.5 Regional Conferences 1 12.5 Directed Readings 3 37 .5 Consultants-Speakers 3 37.5 Local Faculty Speakers 1 12.5 Individual Conferences 1 12.5 Local Adlrdnistration as Speakers 3 37.5 President's Orientation 2 25.0 Committee I-iee‘tings 2 25.0 Faculty-Trustee Retreats 1 12 .5 Bi-laleckl;r Reports 1 12.5 Rotating Membership on Board Committees 2 37.5 By mans of an epen ended response the respondents were asked in their judgment, "Uhat factors have contributed to the success of the in- service education program?" Listed below are the 11 factors which con- tributed to the success of the program and the frequency reported: 80 1. Small group meetings (2) 2. Intercomuxdcatien of diverse groups (1) 3. Continuous program to keep Open chamels of communication be- tween trustees and constituents (1) h. Closer friendliness and fellowship of the board members (1) 5. Speakers (1) 6. Secluded and less distracting locations (1) 7. Solacted mailings (l) 8. Officers conferences (1) 9. Better coordination of “as executive «Matteo (1) 10. Good orientation of trustees to the inservice education pro- gram (1) ll. Realization of the need of such a program (1) Better commrdcation is apparently the most significant factor in the success 01‘ the program. In sirr’ilar manor a question was raised to ascertain the factors that have hindered the success of the inservice education program. Knowl- edge of the factors of both success and weakness is basic to the design of the program. Listed below are the 6 factors that hindered the pro- gram and the frequency stated: 1. Lack of time (3) 2. Irregular attendance (1) 3. Too much dependence on printed materials (1) h. Inability to get the board to understand the need of the pro- gram and be motivated to it (2) S. No follow-up to the program (1) 6. Too great distance (1) 81 Lack of time contributed most to the lack of success in the pro- gram. Twenty-om percent of the institutions 1111de that they had insorvice education programs designed for the orientation of new mm- bers. Seventyunine poroont indicated that they did not. Table to shows the comparison of accredited and non-accredited institutions that have such a program. TABLE ban-Number and percentage of institutions indicating no orienta- ' tion insorvice education program A A m. ...nw ‘3. # —_.__“- M Institutions Indicating Type Total No Program of i Usable Institution Re Spence s ‘ Per- NO I conuge l Accredited 33 3 72 .7 Non-accredited 2h 21 87 .5 Total 57 £5 78.9 The respondents were asked to describe the contents of the in- service education program for orientation of the new members. Directed readings, and in particular a standard trustee ml, plus personal visits head the list as the most frequently used activities and Interi- als in the progrfil. Listed below in order of frequency are the contents of the pregrm described by the president: 1. Directed readings (7) 2. Stani‘zard trustee ranual (3) 3. Personal visits (3) 82 11. President and chairman of board orienting new members to- gether (l) 5. Campus Visitations (2) 6. Joint faculty-trustee meeting (1) 7. Particlio for new members (1) 8. One-day seminar (1) 9. Conferences with the president and vice president (1) 10. Informl dimers (1) Ll. Faculty, staff, trustee annual dirmr (l) 12. Teas (l) The trustee handbook most often employed was I-hrron t’iclce's ”Hand- book for Trustees." No objective instruments were employed to evaluate the total inserviee education program of the board. An analysis of the data of the questionnaire indicates that 33 institutions were found to be accredited, whereas 2b were non-accredited. Ninety-two percent of the institutions sampled have an enrollment under 1,000 students. The size of the membership of the board averaged 20 mmbers. The results show that board members are elected to board status by {Lorna combination of 3 I-xays: (1) self perpetuation, (2) church election, or (3) almrmi nomination and election. The majority are self perpetuating. The occupations represented on the board reveal that the profes- sioml educator represents only 11.2% of the board membership. Wanen represent 5% and alumni. 21% of the board membership. 83 One-half of the board members live Within the radius of 100 miles of the college that they serve and most trustees fill within the remge of hO to 70 years of age. Loyalty, dedication, and faithfulness were deemed to be the major strengths of the board in contrast to lack of personal finames as the major weakness. Changing the membership was the most often used method to slim- inate the weaknesses of the board. Devotion to the institution the trustee served we reported to be the single most important qualification for board membership. Ibsecutites, educators, and clergyman in that order were con- sidered to be the most desired occupations felt by the president to be represented on the board. The presidents rated their board as lacking somewhat in a gen- eral understanding of the academic affairs and student chancteristics pertaining to their particular institution. Sound finances provided the greatest satisfaction to the board and in contrast deficit finances caused the greatest amount of dissat- isfaction. Lack of preperly guided or directed regularity in communication exists between board members and other members ermloyed by the college. Very Little cominmieation on a consistent basis is evident between the president and the board chairman. Light institutions indicated that they had an inservice educa- tion program. The presidents of the colleges that participated in the study stated that they lmvo occupied their positions approximately 9 years. 81: Seven of the institutions acknowledged that the inservice edu- cation.program is conducted on a regular basis. The president is mainly responsible in determining and supervising the program. Books, pamphlets, professional articles, and the faculty are the most frequently utilized resources on the inservice education.program. Thirteen different activities were employed in the various pro- grams of the sampled institutions. Directed readings and speakers were paramount in.the activities listed. More effective and more efficient communication were mentioned as the major factors in the success of the service education.program. Lack of time contributed the most to the failure of it. Twolre schools declared that they'have an inservice program for new members. Directed readings and in particular the reading of Myron wicke's handbook accounted for the major contents of the program. No objective instruments were utilized in the evalnntion of the total inservice education program. CXMPTIR V IIISERVICE EDUCATION PRWRAI-IS III 53le II‘ISTITUTIOIIS introduction An integral part of the study involves an analysis of the in- service education programs in 7 selected colleges. The purpose of this part of the investigation is to define more thoroughly the inserviee education programs being employed, to some success, in the improvement of the educational adeptness of boards of trustees. An ova-campus depth analysis provides principles and techniques of improvement programs that can be shared by all the member institutions. The 7 mtitutions selected for this section of the study are members of the Council for the Advancement of Small Colleges, which con- stitute the survey sample. These institutions were selected for visi- tation and investigation because: (1) their inservice programs were functioning with some degree of success; (2) the president expressed a I-dmngness to seeperate with the visit and the depth analysis; and (3) schools selected provided diversification of geographical location, the type of institutional control, and the nature of the institution's pro- gram. A brief description of the general nature of the college is pre- sented with a detailed analysis of its board of trustees and its in- service education program. 85 86 Institution A Basic Institutional Data Institution A is a fully accredited, independent college located in a small suburban commnity of a swiftly growing western city. The enrollment is fewer than 1, 000 students, of whom 925*; reside in the col- leLre's own residence facilities. One-half of the students are enrolled from the state in which the college exists uni the remaining students come from 26 states and 6 foreign countries. The college offers 15 majors and one-third of the students are enrolled in an educational major. No graduate work bayou! the fifth year educational requirement is offered. Board of Trustees Organization The board of trustees consists of lb members with provision for membership of a total of 15 members. Ten executives, l clergyman, l lawyer, 1 medical physician, and l educator are the occupations rep- resented on the board. Included in these occupations are l ahmums and l woman. Five trustees live within 100 miles of the college, 8 live from 100 to 500 miles away, and 1 member resides over 1,000 miles from the college. Two members are between the ages of 30 and he, 6 members between the ages of he and 50, 1; between the ages of 50 and 60, and 2 over 60 years of age. Six members have earned a bachelor's degree, 2 have earned doctorates, 2 have been granted honorary degrees, an! 11 members have not completed undergraduate school. The board is organized into 5 comuttees: (1) the building comttee; (2) the deveIOpment com- mittee; (3) the education committee 3 (h) the financial committee; an} 87 (S) the membership committee. The chairman of each committee together with the chairman of the board compose the executive comittee of the trustees. The board is a self-perpetuating corporation. The president has served in his office 15 years and accepted the presidential re- sponsibilitios from a background as a teacher and academic dean. Ten new members have been elected to the board while the president has served as chief executive. The occupations represented in this new membership are 7 executives, l lawyer, 1 medical physician, and l‘educator. The president, the dean of the faculty, and the business manager were inter- viewed during a two-day visit. Inservice Education Program Pre-Sehool Workshop Prior to the beginning of the fall semester a 2-day faculty- trustee workshop is held apart from the campus so that the procedures affecting the workshop can be conducted uninterrupted. Formal and in- foml activities provide close interaction between the faculty and the trustees. Printed materials, lectures, panels, and slides are types of presentations used to assist in creating a clearer understanding of the nature of the activities of the college. One of the board members is the keynote speaker of the workshop and the president normally termi- nates the 2-day affair by a closing address. A professional educator from one of the neighboring large universities is invited to deliver at least 1 mjor speech relative to the role of faculty and the trustee in higher education. Excellent discussion usually follows each pro- sentation and activity. A faculty-administrative committee plans the workshop and makes appropriate arrangements so that most participants 88 can have overnight accommodations. A written evaluation is subudtted by all persons involved in the workahOp at the conclusion of its ac- tiVitie S 0 Annual Retreat Annually the board of trustees conducts a weekend retreat de- signed to (1) help them understand their role; (2) plan activities and goals for the future; (3) develop a closer fellowship and appreciation of each other; (14) upgrade their understanding of higher education in general. This retreat, which is conducted in the second semester, is an excellent follow up to the faculty-trustee pro-school worlmhcp. Pro- fessional educators not affiliated with the college are invited we be the main speakers. These speakers hare usually achieved mtioml recog- nition in the area they represent. One member of the adminstraticn, the president, is invited to participate in all of the affairs of the retreat. Other administrators are invited to attend various phases of the weekend activities as they affect their individual responsibilities. A written or verbal evaluation is requested at the conclusion of the retreat. Annual Board Meeting Once a year the board meets to review the year that has just been completed. Normally the meeting is convened in the second month of the fall semester. Each admixdstrator appointed to a board committee is invited to de liver a report on the activitiea affecting this commit- tee. These reports are part of the inserviee education program and are geared to achieve the following: (1) to present a broader scope of the variegated aspects affecting the institution they serve; (2) to ac- 89 climate the board to the recent research relative to the techniques and methodology employed in their particular areas; (3) to allow direct com- mmication between administration and the full board. An oral and writ- ten presentation is given and discussion is permitted following the in- dividual presentations. Tnlstee-Facpltginner The evening prior to the annual meeting, a tmstec-faculty din- ner is held on the college campus. The purpose of this dimer is to permit closer fellowship and interaction between the faculty members and their wives with the board members and their wives. Innuedintely following this dinner an informal program is presented by the student how. This type of student, faculty, and trustee interaction has in- creased the understanding and appreciation of one another's role. Bi-Ueeklfliailiryg The president prepares bi-weekly mailings to individual board members. Included in the mailings are these topics: (1) financial position of the college 3 (2) cultural and social activities of campus; (3) research conducted by the faculty: (14) professional meetings at- tended by the college staff; (5) plant development; (6) fund raising program; (7) academic, pbyfical, and spiritual concern of campus; (8) enrolllnent reports; (9) fimncial aid reports; (10) professional activ- ities; and (11) books concerning nature of higher education ani tructecs' role. The mailings are intended to keep the trustees fully ini'ormd of all of the activities of the college and upgrade their understanding of them. 90 gttgndance at Professional matings Approximately once a year seminars are conducted by regional or national associations, which are patterned to assist the trustee in be- coming more effective as a college board member. The president makes a strong effort to attract a sufficient number of trustees to attend these meetings. Reports and discussion of these meetings are given to the members who could not attend. Monthll Meetings of the Executive mtee ofthe Board V The executive committee is composed basically of members who live x-Jithin 100 miles of the college and are chairmen of board com- mittees. A central location within a short driving distance from the college is maintade so that meetings can be more centralized. The monthly meetings are conducted in such a manner that (l) tachniques of leadership are reviewed so that the chairman can motivate each indifldml conmittee member more properly; (2) topics discussed are fashiomd to upgrade the understanding of the chairmn relative to his committee re- sponsibility; and (3) the nature, scape, and details of the college activities are discussed in depth. Egrsonal Conferences Periodic conferences are held with individual members on a fairly regular basis. These conferences take the form of dinners; weekend visits in a trustee or the president's home; office calls; campus visitation to attend social, cultural, or athletic events; case studies and an- alysis; and travel guests of the president on trips concerning college 91 business. The president attempts to analyze weaknesses and strengths of the trustees and address the conferences to them. Special Consultants Designated areas that evidenced limitations of personnel and knowledge sometimes necessitate the services of consultants. The area which has employed the use of a consultant most often has been that of development. Development counsel has been secured on a semester basis to widen the horizon of knowledge in the techniques of programming for development and also determine successful methods of find raising for the college staff. ‘ Trustees as Speakers for the College Wtfitside (Troupe A very efficient means of improving the trustee's understanding of the college was to utilize the trustee to speak to selected grows concerning the nature of the college. Preparation for the speeches deemed it necessary on occasion to read printed materials of the col- lege, interview faculty and administration, review specified activities in professional education journals, analyze research oriented books, and be acquainted with other current literature pertinent to the tepic to be addressed. WM Board Meeting The agenda is planned for the quarterly meetings in consulta- tion with the executive council of the college, the executive committee of the board, and the chairman of the board. Although much of the agenda is dominated by legs]. or business affairs, each meeting focuses upon one aspect of the college that needs to have a greater breadth of 92 understanding by the board. Research personnel from the faculty, staff, administration, and outside are invited to assist the board achieve a more comprehensive analysis of the topic discussed. Strengths and Weaknesses of the Program The major weaknesses of the program were found to be lack of ade- quate follow up to the programs, too voluminous printed material given to the board, lack of time, and availability of some of tn members to attend specialized meetings. 8mm of Institution A The inservice education program for the board of trustees in Institution A is by its nature a combination of centralized and decen- tralized structure. The president assumes the main responsibility for the determination and swervisicn of the inservice education program. His immediate administrative staff assists in designing activities to improve the board understemiing relative to their specific areas of re- sponsibility. The chairman of the board and the chairmen of the com- mittees of the board also assist in planning activities and procedures for trustee growth. The combination of both groups facilitating pro— grams fashions the structure into a centralized and decentralized nature. The president provides the impetus and inspiration to all par- ticipants in the improvement program and also provides standards to attain higher levels of personal educational growth. The only budget for the program is expended for the special con- sultants and the speakers involved in the program. Very little ex- penditure is made for personal trustee expenses. The trustee is re- 93 quired to bear his own expenses for most of the inservice education activities. Eleven phases constitute the inservice education program. They are: (l) pre-echool workshOpg (2) ammal retreat; (3) ammal board meet- ing; (h) trustee-faculty dinner; (5) bi-weekly mailings; (6) attendance at professional meetings; (7) 1:10:11:thr matings of the executive com- mttee of the board; (8) personal conferences; (9) special consultants; (10) trustees as speakers for college to outside groups) and (11) quar- terly full board meetings. The pre-school faculty workshOp and the aml retreat were ack- nowledged to be the most effective activities employed in the program. The excellent speakers invited to these meetings and the secluded loca- tion in which they were held contributed to the success of these ac- tivities. The major weaknesses of the improvement program centered upon (1) lack of follow up to the program; (2) too much printed material dis- persed to the board; and (3) lack of time and availability of some of the board to attend meetings. Institution B Basic Institutional Data Institution B is a private, fully accredited, church related college located in a small rural midwestern town. The enrollment is fewer than 500 students, of when new reside in college-owned facilities. Seventy percent of the students are residents of the state‘il which the college exists and the remaining come from 20 states with no foreign students represented. Although the college is church controlled and 9h affiliated, only 6053 of the students are drawn from the church denomin- ation the college serves. Twenty-four diversified religious denomina- tions make up the religious composition of the student body. The college was until recently a junior college offering gemral requirements in preparation of the final 2 years at another institution. With the expansion into a 14-year program, additional courses have been added to allow for approximately 12 areas of specialization. Board of Trustees Organization The board of trustees consists of 2b, members who are elected by the church conference, altnmi, and the board itself. Nine fimnciers; 6 executives; S clerymen; 3 educators; and 1 medical plvsicien conpose the occupation diversification represented on the board. Twenty-two trustees live within 100 miles of the college arr! the remainim 2 live within 500 miles. Three board members are between the ages of 30 am ’40 years; 1.3 are between the ages of 1:0 and 50 years; 6 are between the ages of 60 and 70 years. No trustees are under the age of 30. Nine trustees have earned the bachelor's degree; 6 the master's degree; 1 the doctorate, who is the medical physician; and 6 had not completed college degree programs. lot one of the professional educators represented on the board has completed his doctorate studies. The board is organised into S committees consistim of the building committee; the financial committee; the development committee; the education committee; and the student personnel committee. The pres- ident has been chief executive 3 years, having formerly been academic dean of the college he now serves. Six members have been elasted to 95 the board since he assumed the presidential role and they represent 2 executives; 2 financiers; l clergyman; and l educator. The president was intervier during a l-day visit. Inscrvice Education Program New Member Orientation Every new member elected to the board received an orientation speech delivered personally by the president of the college. The speech addresses itself to the goals of the college to which the member has been elected to serve. A l-day seminar is held at the church annual conference to orient the board member elected from the church constit- uency. All administrators take part in the seminar with each adminis- trator presenting a 15-minute speech concerning his role am! his in- dividual responsibility at the college. Each new member is given an honorary seat in the executive comittee of the board and is permitted to remain a part of that committee for a set periOd of orientation. The length of time a new member will serve on an honorary basis is determined by the board. The new members are invited to campus for 1 day to visit classes while they are in session. The teacher is aware of these via- itations and the expectant frequency of them. Periodic Mailings The president sends mailings on a periodic basis (1) to keep trustees aware of their individual r0108; (2) research undertaken by college staff; (3) the develOpment and the plant programs; and (h) the agenda of the committee meetings. 96 The book, Memo to a College TrusteeJ by Morrison and Ruml, is given to every member and is cited numerous times in the mailings. While the college was engaged in a self study, prior to accreditation, constant communication and trustee involvement mroved the trustee ability immensely. The basis for some railings still have their or- igin in the self study research. gonth. v I'ectinis An advisory coztu‘litteo of the board meets monthly with the pres- ident. Previous presidents had encountered difficulty with the board regardim; commmication. The new president initiated the monthly meet- ings to assist the board in becoming more were and adopt in reference to college activities and procedures. These monthly meetings have proven to be highly successful. In addition, periodic meetings are convened with the emuctive board, which develOps guidelines for the furtherance of board growth. Trustee Research and Self Studz A substantial grant by a Large foundation provided the means by which the trustees could undertake an analysis of their own board. The self study of their corporate structure has brought about mam signifi- cant changes in policies and procedures affecting their academic decision musing processes, qualifications for membership, methods of election, occupational representation, understanding of the trustee role, and also has given greater mtivation for trustee participation in areas that need their strong support. 97 Trustees as Speakers to Church Conferences Prior to the inservice education program the ministers of the college church denomination were comissioned to interpret the college at the conference meetings of the church delegates. After the inau- guration of the improvement program, the trustees were selected to represent the college at all the major regional meetings of the con- ferences. Any discussion of the college at the conferences is now usually preceded by a lecture presented by one or the college trustees. The responsibility and preparation of the speeches has given the board members deeper insight into the forces that influence higher education and also their role at the college they serve. The penetratiu questions that follow the address demand that the speaker be thoroughly cognizant of the college activities and procedures. Trustee Chapels Daily chapel services are held during each semester of the col- lege. Trustees are invited to speak periodically in the chapel services. The Opportunitj to speak in these chapels affords the trustee more fre- quent on campus visitations. Efficient preparation is made to provide the trustee the maximum potential for utilization of his time while on campus. These chapels permit personal Manual conferences with members of the college academic oommnity'. The confrontation with various in- dividuals of the college has increased the trustee awareness of the cam- pus enviromnental climate. Activities of the Board Cmmittees The inception of the inservice education program motivated the 98 5 board comndttees to become more effectively enlisted into the affairs of their committees. Prior to the inservice program the committees functiomd more as honorary committees rather than active, working en- husiarxts. The excellent results of their work are clearly evident in the progress made in may facets of the college program. A few of the irrrpromments are listed as follow: (1) ezqransion of the academic cur- riculum; (2) more adequate faculty salaries and long range projection; (3) full accreditation; (h) increase in the physical and plant develop- ment; (3) attraction of more highly trained faculty and staff; (6) wider state and national attention; and (7) professional journals have directed articles cormmling work of the college. Tmtee-Faculty Dinner Normally once a year and usually prior to the annual meeting a faculty-trustee banquet is held. The banquet has a 3-fold purpose: (1) brmging controlling agents of college into. closer contact with college staff on a social basis; (2) commenting participants on efforts in be- half of college; and (3) becoming better acquainted with the new members of the college staff and the board of trustees. glass Visitatiom On infrequent occasions the board members are invited to ctteni classes while in session. Although this is one of the phases of the or- ientation program for new members, all mmbers are encouraged to attend class lectures or labs on periodic campus visits. The class visitations have been very mtisfactory to the faculty and trustees. The president states that some of the invisible barriers that typically occur between board and faculty are slowly being torn down by the class visits. Host 99 of the faculty do not consider they are on trial or being evaluated dur- ing the visits. Consultants Development consultants have been obtained to assist the board members in the campaign for additional funds for the college. Case study analysis is conducted to help them more adequately understand their roles in the fund raising program. Development counsel is em- ployed on a campaign basis. Strengths and Wealcnsses of the ngram The new member orientation program has become remarkably effec- tive and is deemed to be one of the major strengths of the imarvice ed- ucation program. The periodic mailings have proven to be the most memtic tool employed in strengthening the board in academic and general knowledge concerning college affairs. Lack of time and the travel involved in attending campus meetings have hindered most the suc- cess of the program. Summary of Institution B The nature of.“ the church relation of the college makes the in- service education program both centralized and decentralized. Some ao- tivities must be conducted on a regional basis without aw major aspects of centralization. The president plans ani supervises the improvement program in consultation with his administrative staff and executive committee of the board. Ten facets compose the phases of the inservine program (1) new member orientation; (2) periodic mailixgsg (3) monthly matings; (h) 100 trustee research and self study; (5) trustees as representatives to church conferences; (6) trustee chapels; (7) active board cosmittees; (8) facultydtrustee dinner) (9) class vifitationsj am (10) consultants. The major weaknesses of the program were lack of time of the board to participate and too great a distance to travel for many of the frequent matings. The strengths of the program are in the fact that changes have occurred in various programs of the college which have enhanced imneas- urably the college position. The new member orientation uni systematic mailings have increased the board's effectiveness. The president re- ported that because of the program the nominating cormittee changed en- tirety so that more qualified members are nDW'being elected. Trustees are reimbursed for some expenses involved in the program; however, there is not a budget for inservice education. Institution 9 Basic Imtitutional Data Institution C is a private, rum accredited, church affiliated college located in a small midwestern commmity. The enrollmnt is fewer than 500 students, who are drawn mainly from surrouniim states and the local state. A large percentage of the students cm'olled are members of the denomination the college represents. The bachelor's de- gree is offered in 9 fields of specialisation. Board of Trustees Organize tion The board of trustees of Institution C consists of 29 members. Fourteen of those members are executives; 7 are educators; 3 are lax-were; 101 5 are clergyman, and l is a financier. Interspersed among these occupa- tions are 16 alunmi and 14 women. Nineteen trustees live within a radius of 100 miles of the college, 9 live within 100 to 500 miles, and 1 re- sides over 1,000 miles away. Two members are over 70 years of age, 7 members are between the ages of 60 and 70, 11 members are between the ages of 140 and SO, and only 1 member falls within the age bracket of 30 to ho years of age. Nine trustees have received the bachelor's degree, 3 have at- tained the master's degree, b have earmd the doctorate, 1; have been granted honorary degrees, and 8 have not completed a college degree. The board is divided into 1; committees: the building committee; the education committee, the deve10pment connnitteeg and the finamial com- mittee. The chainen of each committee compose the executive conmdttec together with the chainnan of the board. Additional committees are de- signed as special needs arise. The president has served as chief ex- ecutive for 10 years. The trustees are elected for 6-year terms and cannot succeed themseIVss. The board members are elected by a combina- tion of three methods: (1) the church conference delegates; (2) the alumni; and (3) the board itself. The president was interviewed during a l-day visit. Inservice Education Program Orientation for New Members Each new member receives a copy of the minutes of the board for the previous year. The new seminars are individually welcomed by a per- sonal letter from the president. The new trustees are brought to campus for a 1-day sendmr in which the president reviews in detail the pol- 102 icies and procedures of the college. A formal installation service fol- lows. hont Mail 3 Every month printed literature is nailed to the trustees con- sisting of (l) the Council for the Advancement of Small Colleges News- letter; (2) selected higher education journals; and (3) Ir'ixmtes of the executive committee. The journals are selected to increase the board's understanding in aspects of the college program. Mom Meetings of Eccentime Committee The executive soundttee meets once a month on campus to min- tain a systematic awareness of (l) the programs of the college; (2) the attitudes of faculty and students; (3) the financial position of the school. In addition, the president chooses various topics to be dis- cussed with the hope that improvement in trusteeranship will result. Members of the administration are invited to attend these meetings to strengthen the awareness of the board in reference to their idividual areas of responsibility. This method has proven to be very satisfactow. gonsultants-a‘Spcakers Consultants are employed to assist the board in understanding a specialized area in which the college lacks resources. Development coun- sel has been the most widely utilized area for outside help. On occasion speakers from within the college or from neighboring schools are invited to address the board relative to problems that need further exploration. Trustee Speakers Bureau The president inaugurated a trustee speakers bureau to represent 103 the college at diversified church groups, alumni meetings, and civic organizations. The bureau is centralized and controlled at the college and keeps the trustees actively engaged in speaking assigmnents. The president stated that the regularity of speaking assignments has been fairly frequent. The engagements have distinctly broadened the trustee understanding of the college and focused their attention more adeptly en the problems facing higher education. Individual Conferences Certain trustees are invited to attend iniividml conferences with the president. The nature of the conferences is determined by the knowledge perceived by the president to be most lacking on the part or the understanding of individual board members. Merit Mtge Quarterly the full board meets to caiduct legal and financial matters that must be consmmated by the total corporate body. The pres- ident seeks to mks these meetings more than a performame of routim de- tails. The inservice education program helps dictate an agenda that can capture the maddmzm potential mm the time expended. New concepts and ideas concerning curriculum, student affairs, and plant develOpmnt are placed on the agenda to stitmflate and motivate the board to greater at- fectiveness. Part of the agenda is determined at the month]; executive committee meetings, when topics are balsam to provoke discussion and increase the academic growth of each member. Strengths and Weaknesses of the Program The major weaknesses of the program are: (1) lack of time; (2) 10h conflict of interest: (3) too much dependence on printed materials; and (h) lack of understanding of furl raising tecMcmes. The president struggles to overcome the image of being only a fund raiser. The factors that have contributed to the success of the program with the board have been (1) opening of new channels of comamzfication; (2) increased board awareness of the problems and the nature of higher education; (3) more complete understanding of trustee role; (h) stronger support and ap- preciation of the college staff by the corporate body; (5) creation of new areas of specialization; and (6) all legislation that needed to be approved by the board was passed. Future Goals of the Inservice Education Program The president declared that he sought to develop a board that was totally active in the affairs which they must administer. His goal was to create a strongly motivated board dcsigmd for service and af- fluence. He indicated that an establisluaemof a separate budget for insac'vice education was one of the immediate goals. He also felt that steps must be taken to pemit a proper balame of the methods 11th in the program ani the develqmerrt of greater flexibility on the part of each board member. Summary of Institution C The inservioe education program is designed to mnction largely in a centralized manmr. The nature of the geographical representation presents difficulty in maintaimlng consistent centralization. The president determines and stqaervises the total inserVice ed- ucation program. The progam consists of 7 phases: (1) orientation for 105 new members; (2) monthly mailings; (3) monthly meetings of executive committee; (1;) quarterly meetings of the board; (5) consultants-speakers; (6) trustee speakers bureau; and (7) individual conferences. The weaknesses of the board are contributed to the following factors; (1) Jack of time; (2) conflict of interest; (3) too much de- pendence on printed mterials; and (1;) lack of understanding of fund raising techniques. The success of the program can be measured by these results: (1) opening of new channels of conmnmication; (2) increased board aware- ness of the problems and the nature of higher education; (3) more com- plete understanding of trustee role; (1:) stronger support and appreci- ation of the college staff by the board; (5) creation of new areas of specialization; and (6) all legislation that needed to be approved by "the board was passed. The president indicated h fixture goals of the prom. They an: (1) development or a more strongly motivated and affluent board; (2) creation of a separate budget for insemice education of board members; (3) maintain a better balame in the methods utilised in the inservice program; and (h) sustain greater fleadhili‘lw in each member. Lastitution D Basic Institutional Data Institution D is a fully accredited, private college located in a rural community It miles from a large metropolitan midwestern city. The college is one of the state's oldest privately supported, church re- lated institutions. Fifty percent of the school's student body come from the local area. Numerous states and several foreign comxtries are 106 represented among the others. The college offers a liberal arts pro- gram with courses especially adapted to the students preparing for the ministry. 110 graduate courses are included in the college curriculum. Mary of the local students comets from their resident homes. Board of Trustees Organization The board of trustees consists of 21; members. Eight members aroele0tedbythegeneralsynodo£the churchwtheremaimglbby self perpetuation of the board. Nine executives, h fimnciers, 3 clergy- men, 2 lawyers, 1 medical pin-simian, l dentist, and 2 housewives are represented in the occupations on the board. Two vacancies existed, which had not been filled at the time of the interview. Four alums. are included in the diversification of representation. Fourteen trus- tees live within a radius of 100 miles of the college, h live from 100 to 500 miles distant, and h live over 500 sales away. The president did not know the degree attained or ages of the 21; individual members. The board is organized into LL committees: (l) the balding cornfittee; (2) the development comrrdttee; (3) the education ccnmittee; and (b) the financial committee. The chairmn of times comrdttees and the chairman of the board constitute the executive committee. The pres- ident has served 2 years as chief executive and has influemed the selection of 3 new members who represent the executive field. The pres- ident was formerly director of development in the institution he now serves. The chief executive was interviewed during a l-day visit. merrice Education Program Orientation Program for New Members Newly elected board members are brought to campus for a l-dav 107 scanner and conference with the president of the collage. The inservice education program for the new members is designed to give the trustees an overview of the college. The president speaks on topics such as ad- missions standards, student behavior emectations, curriculmn offerings, and graduate requirements. In addition, he discusses the facultyb student-trustee interrelationships. The education committee of the board selects pertinent literature and the board minutes to be sent to each new member to assist the trustee in understanding the academic nature of the college. Three-Dal Retreat One of the major activities of the inservice education program is a 3-day retreat conducted during the emitter on the local campus for the full board. An intensive analysis of the various programs is under- taken with the help of the college staff as resource people. Tepics sud: as the role of the liberal arts college, the mission of Institution D, cun'iculmn plans, profile of the students, hopes and plans for In- stitution D, and the board of trustees in action are discussed at length. Each administrative officer that is responsible for the area addressed is present to act as a resource person during the discussion of the topic. The 2 retreats that have been held during the president's term in office have proven to be extremal;r successful; however, no written objective evaluations were available concerning these sessions. Research The director of research of the college plays an active role in providing the necessary information to the board relative to research being conducted at Institution D. He functions mainly as a resource 108 person in the inservice education program; however, on occasion he is invited to address the board. The president stated that he is l oi the key forces in the improvement program. {111 Board Meetings At least seri-armualjy the full board meets on the college canqms. The interview was conducted claim 1 of the full board meetings. The president is striving to incorporate these meetings into an important phase of the inservice education program. Pravious agenda have been saturated with legal and business cfiairs and not geared at all to the inservioe education pregam. The present agenia, however, coataimd aspects that were included basically to upgrade the board's vision and mflerstsnding of higher education. The response we favorable by the board to the change and the president plans to contimle with the newly added approach. @nthgg Meetings of the Moutive Committee Once a month the executive comittee mete at a place dcsigmted by the chairman of the board. The president is responsible for the agenda; therefore, he uses these meetings as a tool for systemtic in- service education. Faculty are invited to many of these meetings to be utilized as part of the improvement program The affairs are usually conducted in one-half of a day period. The president reports signifi:- cant growth in the board members in reference to their role and umlsr- standing of the mind aspects of higher education. Whflmgs of Printed Materials Since the board meets only twice a year, printed materials are nailed monthly to them. Rush of the present inservice education pro- 109 gram must be operated through this vehicle of commnication. Selected literature concerning the role of the trustee is included in these mail- ings. Books, pamphlets, complete Journals, and specified articles make 143 the composition of the printed literature. Consultants Counsel is obtained apart from the college to assist the presiv dent in designing improvement programs that can advance the trustees' knowledge in an area that evidences apparent weaknesses. Both education- al and financial counsel has been secured. The innovations fashioned and motivated by the consultants have em'iched the inservice education program. Famfl'tI-Adndnistmtifn As has been stated earlier, the faculty and administration play vital roles in being resource personnel for the inservioe education pro- gram. This role provides excellent direct communication with the board and has elevated their relationships with them. The president remarked that he placed great dependence upon his staff in helping the board un- derstand areas of difficulty. Budget for the Program Although there is no item in the budget intended for inservice education for the board, trustees are reimbursed for the expenses in- curred in all of their regular meetings. Evaluation of the Total Prggram The evaluation of the inservice education program is done by verbal analysis of the participants to the president. The evaluation 110 is determimd either by individual conferences or collective meetings of the board members. Strengths and Weaknesses of the Program Lack of time was deemed by the president to be the under weak- ness in the improvement program. The president also stated that if the selection procedures and qualifications for board membership could be raised, then the program would be enhanced. The factors which contributed the most to the success of the program were: (1) the realization of the need of the program and the willingness of the board to participate to some extent in it; (2) more individual involvement has been witnessed on the part of the total mem- bership since the program's imeption; and (3) equal to this involvement has been the attraction of new members because of the positive reaction to an active program for board participation. Future Goals of the Inservice Education Progrmn The future plans of the program include a development of ways to allow more interaction between the board, the faculty, and the stu- dents. The second goal of the president is the creation of methods to give more information that presents a total picture of the college am its activities to individual board members. Summry oi‘ Institution D The inservice education program is. both centralized and decen- tralized. The distance and lack of time for participation of the members do not permit as adequate centralization as is desired. 111 The inservice education program consists of 8 phases: (1) orientation program for new members 1 (2) a 3-day retreat; (3) research; (11) 2 mu board meetings; (5) monthly meetings of the executive com- mittee; (6) monthly mailings of printed mterials; (7) consultants; and (8) facultyhachrdnistrative speakers. Trustees are reimbursed for expenses expended for officially called meetings. Lack of time, imdequate selection procedures and qualification requirements for membership were felt to be the major wealmesses of the improvement program. The realization for the need of the program, greater trustee in- volvement, and attraction of more qualified members were ascertained to be the factors contributing to the success of the inservice education program. The program is evaluated on a subjective basis by verbal implor- ation. No objective instruments are employed in the evaluation. The future goals of the inservice education program are to de- velop ways to allow greater interaction between the faculty and the students with the trustee arxi also create new methods of giving more complete information of the college to the board member. The supervision and determination of the program is finalised by the president, the vice president, and the academic dean. Institution E Basic Institutional Data Institution E is a iully accredited, private college located in a large midwestern city of 250, 000 people. The school is one of the 1.12 state '8 newest liberal arts colleges and is affiliated with a denomina- tion that consists of 7,000 members. The student population of Institu- tion E is approadmately 1,000. Fifty percent of the students enroll from the local convexity and the remaining are drawn from 11: states and 3 foreign countries. The student bochr includes a large percentage of commuters who attend both day and evening classes. Although the insti- tution is church related, hh denominations and faiths are represented. The college offers a liberal arts curriculum with a nursing program affiliated in one of the local hospitals. Board of Trustees Orgamzation The membership of the board consists of 23 mesbcrs. At the time of the interview 1 vacancy was present in the board membership. Seven executives, S clomen, 2 medical physicians, 5 educators, and 2 financiers compose the occupational categorization. Twelve new members are elected each year to serve 1 year on the board. Three members maintain an ox—oflicio status. Fourteen members live within a radius of 100 miles of the college, on! 8 numbers live within 100 to 500 miles. Eight board members are between the ages of 30 and he, 9 members are between the ages of 50 and 60, and 1; members are over 60 years of age. Four members have earned the bachelor's degree, 1 the master's degree, ’4 the doctorate, 2 honorary degrees, and the others could not be de- temimd. The board is organized into 3 committees: (1) the builxtmg committee; (2) the development cmttee; and (3) the financial com-- mittee. An executive comflttee is formed from the chairmen of these committees plus the chaim'm of the board. The president has served as chief admirdstrator for a term of 1: years. The president and the busi- ness manager were interviewed on a l-day visit. 1.13 Inservice Education Program SubuCommittees The inservice education program is designed so that the members of the board are divided into S sub-committees. They are as follows: (1) committee on curriculum; (2) admissions commutes} (3) student af- fairs coxmrittoe; (h) mintenanoe committee; am (5) public relations oom- rnttee. One member of the adndnistration and 3 faculty members are assigned to each committee. The comnittees are so structured that a depth analysis of each area can be undertaken. The adminstrators chosen for the committee are selected by the president. The dean of the faculty appoints the faculty to each committee. The meetings are held on a 2-day basis, normally starting with Fridw evening. The agenda for the committee meetings are planned by the faculty and administrative representatives. The methodoloar employed on each comattee varies, but usually the administrator initiates the opening discussions. During the process of accreditation, the president addressed the committees collectively then dismissed them into the sub-cormittees to discuss individual ramifications of his address. Two pivotal men in the inserflce education program relative to the sub-cmmittees are the chairman and vice chm-m: of the board. They are permanent numbers of the board and are major professors in 2 large universities of the local state. The president states that their bril- ldmlt knowledge has pioneered ideas that have brought significant ad- vances in the trustees' perception. Their sophisticated educational 'know how“ has widened the program's concepts immensely. The president 11h accredits the rapid progress of “the board to the educational stature and performance of those 2 men. The eemittces were rotated on a regular basis so that every member could be exposed to the various facets of college activity. The president attested that the structuring of the comdttees and using that structure as the main mthcd of inservice education was the most efficient and profitable way. Appropriate printed materials or resource people were invited as needed. Committee on Curriculum The college had been granted accreditation 14 months prior to the on campus interview. The inservice education program for the mirriculmn committee demanded that tremendous strides be undertaken in the commit- tee efforts no that the quality of the curriculum could be worm of accreditation. Although normally the college achdnistration initiated the discussion in the cmdttees, the chairman and vice chair-nan of the board guided the discussions in curriculum. The granting of accredita- tion was a paramount result of their collective efforts. Printed ma- terials, discussion of the president's lecture, and case study analysis were part of the procedures follmed. Committee on AdI.:1.ssions Institution 8 evidenced a rapid ezquzmsion in enrollment since its foundation. The admissiom problems connected with m-xift e:<:pansion provided the main areas for discussion in this committee desigmd for board improvement. The cormurdeation in this corrittee resulted in a 115 broader understanding by the board on the vast ramifications of ad- rdssions stewards in a church college serving a local commuty. The president reported that the requests processed by the admissions officer became more easily understood and were adopted Wously at the full board annual meeting. Comittce on Stulent Affairs The dean of students usually chaired the meeting am fashioned thought-provoking discussions on the topic, 'Zbcpectations of Student Behavior Among Resident and Non—Resident Students." The college faced an interesting challenge of achieving a proper balance in the stewards required of all students. The church affiliation and religious per- spective which had originally established unique student behavioral requirements are now being shattered by the cosmOpolitan backgrounds and experiences of the diversified student body. The inserrice education program seeks to probe this problem more deeply and fini satisfactory solutiom to it. Committee on Public Relations The president chairs this constittee and because of the lack of development personnel, he also includes development under public rela- tions. The improvement program patterns the agenda to assist the board in communicating to the church groups a more thorough understanding of the delicate balance between church ownership and conmmnity responsi- bility. The institution is located in a comflty that seeks to struc- ture the college to one that mainly serves the commmity. large gifts from the industrial corporations in the commmity have sometimes altered 116 the original objectives of the college. The president stated that the lively discussion of this topic has helped in arriving at wise and valid decisions . Committee on I-Iaintenanee Time did not permit an extensive analysis of the interwerldngs of this committee. Plant facilities and the operation of them were the major areas of discussion. Full. Board matings Three times a year the full board mete. The motivation that was evident in the sub-cemdttees is carried through to the full board meetings. The inservice education program that was ilfltiated in the sub-corvmdttees is also desigmd to facilitate the board to utilize part of the full board matings for imervice education. The president af- firmed that 'Every board meeting new has an educational. function." Advise}! Committee Assisting in the inservice education program is an advisory com- mittee composed of people representing diverse occupational. backgounds. The entire group meets once a year but individuals or groups of indi- viduals are used as resource people to strengthen the improvement pro- gram. The wealth of experience of theses Wividuals has added measurably to the program Subjective evaluations are made of the improvement program and the president reports that an average program exists. No budget is as yet allocated for imervice education. 117 Strengths and {real-messes of the Pro-gram The development of greater intercoumufication among the sub groups has been.eva1uated as the major factor in the success of the progremu Irregular attendance has hindered the success of the improve~ ment activities. Future Goals of the Inservice Education Program The future goals of the program are to attract more qualified members to be elected to the board so that broader ramifications of the program can be attained. Summary of Institution E The inservice education program of Institution E is mainly cen- tralized with its functioning focused on campus activities. The ad- ministration, with the leadership of the chairman and vice chairman of the board, determine and supervise the program. The improvement program encompasses 3 phases: (1) sub-commit- tees; (2) full board meetings; and (3) advisory committee as resource people. The sub-committees are organized into the cozrmdttee on can‘- riculum; the admissions committee; the student affairs camittee; the maintenance committee; and the public relations comittee. The president appoints 1 adIrdnistrator and the dean appoints 3 faculty members to each eomdttee. No budget or objective evaluative instruments are engaged in the improvement program. The major strength of the program has been the dev010pment of greater intercommrdcation among the groups, 118 Irregular attendance has been the major factor hindering the success of the program. The future goal of the program is to attract more qualified mem- bers to serve on the board who in turn will enhance the total aSpect and activities of the improvement efforts. Institution F Basic Institutional Data Institution F is a fully accredited, private, independently con- trolled college located in an injustrial center in l of the eastern seaboard states. The student enrollmnt is less than 1,000, who are drawnfrmnmanystates inthe unambutmainlyreaide inlofthe east- ern coastal states. The college is a liberal arts school, yet the in- stitution is known mainly for the extensive research constantly being undertaken for several national pharmaceutical mamfacturera. Board of Trustee Organization The board of trustees of Institution F has 25 members. Seven financiers, 13 executives, l lawyer, 1 medical physician, and 3 educators represent the occupational background of the members. Six women and 3 alumni are among the membership. Twenty-two trustees live within 100 miles of the college and 3 live from 100 to 500 miles away. Four mem- bers are between the ages of 30 and 1:0, ‘3 members are between the ages of he and 50, 7 trustees are mm the age bracket of 50 to 60, and 10 members are over 60 years of age. Ten of the board meters have re- ceived their bachelor's degree, 1 the master's degree, 3 the earned doctorate, 6 have been granted honorary degrees, at! 5 had not achieved 119 am college degrees. The board is organized into 3 committees: (l) the building committee; (2) the development committee 3 and (3) the fi- nancial aid committee. The chairmen of these committees plus the chair- man of the board constitute the board executive comdttee. The president has served Institution F as chief admixnstrator 114 years. Twenty new members have been added since he became president. 31:: financiers, 9 executives, 1 lawyer, 1 medical physician, and 3 educators represent the backgrounds of the new members who were selected. Three alumni are in- cluded in the representation. The board is self perpetuating and the president affirmed that he had exerted strong influence in the selection of the new numbers. The interview was conducted with the president during a 3-day conference which was held 500 miles from Institution F. Inservice Education Progam Orientation Programj'or New Members Each new member of the board is presented a copy of Myron Wicke's ”Handbook for a Trustee ,' and is given opportunity to diScuss the book at an imiividual conference with the president. Mary of the conferences take the form of a weekend as the guest in the home of the president. The objectives of the college and the by-laws of the institution are thoroughly reviewed with the new member. On occasion faculty and ad- ministration are invited to participate in the individual orientation. A brief overview of the inservice education program of the year is pre- sented and opportunity for interaction is always given. The rapport established between the board and the president has been excellent. The president attributes this largely to the informal orientation which initiates the board to the college and the inservice education program. 120 §pecia1 Committee on Long Eagle Plamzipg A special constittee is appointed as a sub-comrdttee of the board. This committee is assigned the task of being the group who assists the president and the chairman of the board in designing programs for the improvement of the college. The president also utilizes the group to provide ideas and activities for inservice education. The committee specified 3 areas to be the major focus of discussion throughout the year and these areas were chosen with a basic goal for upgrading the knowledge of each individual board member relative to them. The areas chosen are as follows: (1) fund raising; (2) fiscal problems; (3) cur- riculum development. The president reports that when he took office the bocu‘d ad- mitted that they had been a failure and hunted a program that could im- prove their effectiveness. The work of the sub-cmmittee has proven to be the most respected and capable inetnhnent in enhancing their effec- tiveness. Wee Conferences with n n o- e card The president ascertained that the leadership of the inschice education program must be initially motivated by the president and the chairman of the board. He felt that the motivation maintained and ex- ercised by these 2 offices would be the primary factor in the success or failure of the improvement program. To assure an increasing motive- tion, the president established a weekly meeting with the chainnan of the board. Although the location and the type of meeting constantly changes, the regularity of the meeting only ceases during a vacation of 121 one of the members. The activities of the propam, the response to these activities, changes in procedures and methodolog employed in the pro- gram are discussed during the conferences. When areas need iurther clarification or exploration selected faculty or adndnistrators attend the meeting. The president believes these matings have accomplished 7 results: (1) strengthened the support of the chairman of the board to the college programs; (2) established basic principles and guide- lines for more trustee involvement in the inservice education program; (3) increased and maintained a better motivation for the improvement pro- gram; (h) broadened the knowledge of the chaiman of the board in ref- erence to higher education and the college he serves (the board chair- man changes after serving 2 terms) 3 (S) systematic commflcation has kept channels open to the college which has prohibited aw major crises on the board; (6) strengthened immensely the leadership ability of the president; and (7) l of the major factors in achieving high morale in the paramount leadership of the board. _S_mllll Grow Discussions The president stated that l of the ways of increasing the board adeptness is to conduct small group meetings with them regularly through- out the year. Since most of the trustees live within 100 miles of the couege it has been desired that all members could attend most confer- ences. The regularity of attendance has not been as good as had been anticipated; however, the meetings progressed quite satisfactorily. A COIL‘Lege social, cultural, or athletic event is the prim motivation flcilitated to attract the members to campus. These conferences are corflucted on an informal basis with the president and chairman having 122 planned the tepics of discussion in their weekly meetings. The presi- dent always attends but the chairman of the board is not required to attend every conference. Periodically one of the committee is invited to campus for this interchange; however, the main emphasis is to obtain a wider representation. Resource materials or personnel are included when the president or chairman deem it necessary. Some of the meetings are parties in the president's home. attendance at Professional Meetixgs Normally every year trustees are invited to attend professional meetings with the president. Although time, availability, and expense warrant only a small representation, the president seeks to involve as nervof the members as circumstances permit. These meetings are part of the inservice education program and the participation in them has sig- nificantly given an outside dimension to the program. Printed Materials Books, pamphlets, professional journals, and individual articles are dispersed to the membership of the board on a fairly regular basis. The type of material is selected by a variety of peeple but always chan- nelled through the pre sident's office. No comnnfication takes place with the , board without the pre sident‘s approval or lmowledge beforeham. Much of the printed material functions as a resource in the board in- dividual or small group conferences. Research Consultants for the Board In areas of specialization which deemed a larger degree of pro- ficiency than is represented on the college staff, research personnel 123 are obtained from the outside to investigate these assigned areas of study. Financial problems with an emphasis on fund raising techniques have required the most consistent necessity for counsel. During periods of self stucv educational comultants are obtained to inform and ac- climate the board to the processes involved. Enlividual Conferences The president advocates a continuous strain of communication with the board as the underlying method of inservice education. Quite frequently this takes the form of individual conferences with members of the board. Dinners, office calls, weekend visits, campus lectures, social or athletic events, business trips, and vacation guests are part of the activities which are utilized in the individual conferences. The main purposes of these conferences are to: (l) strengthen areas of teak— nesses identified in the board member in a basic area of specialization; (2) achi0ve a better understanding of the board member; (3) encourage greater individual participation ame‘imolvement by the board member; and (h) assist the board member to understand more completely his role. Executive Comdttee Meetings The meetings of the executive committee are employed as an im- portant phase of the total improvement program. The executive committee meets on a regular basis with the president. The president and the chair- man of the board create methods that can serve as tools for board im- provement. Resource personnel, slides, lectures, case studies, profes- sional articles, and books are implemented into the inservice education aspects with the executive committee. Subjective evaluations are made of each meeting. 12h 17"qu Board I‘Ieetings Quarterly the full board meets to complete corporate affairs of the college. These metings deal mainly with Miness matters; there- fore, thc president Unites the business manager to take part. One of the most outstanding weaknesses of the board when the president assumed his role was relative to their business umlerstanding. An improvement program geared to the talents of the business manager was conceived ani has distinctly enlarged the board's business understanding since its inception. The president declared that the most articulate an! sophis- ticated individual in the entire inservice education program is the business manager. The business manager came from a lengthy experience as a teacher and devises wrique methods to present information to the board which gains lasting results. The president stated that his great- est personal satisfaction with the inservice education program originates with the performance of the business manager. The business nanager's ability has advanced the business phase of the prey-am far beyond the president's hopes. Strengths and Weaknesses of the Program The major factors in the success of the program lure been: (1) excellent types of continuous communication maintained in the program; (2) the qualified resource personnel participating in the specialised phases of the program; (3) the desire of the board to mailitate pro- grams for their own improvement; and (h) high morale of participation. The major factors that have hindered the program are listed as follows: (1) lack of time; (2) lack of a budget for inserIice education; and (3) lack of objective instruments to evaluate the program. 125 Future Goals of the Inservice Education Program The goals of the program to be consummated in the future are as follows: (1) obtain breeder geographical distribution among the seminar- ship; (2) educate them more effectively in areas of weaknesses; and (3) devise more unique methods to present infomation and materials. Smary of Institution F Institution F maintains an inservice education program central- ized in the authority of the president and chairman of the board. These 2' men provide the impetus and motivation for a systematic, inngimtive inservice program. Weekly conferences between these 2 men are held to increase the effectiveness of the improvement program. These meetings have accomplished 7 results: (1) strengthened the support of the chair- man of the board to the total college program; (2) established basic principles and guidelines for more trustee involvement in the inset-vice education program! (3) increased and maintaimd a better motivation for hlservice education; (b) broadened the knowledge of the chairman of the board relative to higher education and the college he serves! (5) the wstematic communication has provided a means of avoiding major crisis on the board; (6) strengthened immensely the leadership ability of the president; and (7) meetings contributed highly to the morale evidenced in the leaders of the board. The renaming aspects of the program are organized into 9 phases. The activities and resources exployed are basically (1) orientation pro- gram for new members 3 (2) a special committee on long range planning; (3) small group discussions) (h) attendame at professional meetings; 126 (S) printed materials; (6) research consultants; (7) individual confer- ences; (as) executive committee meetings; and (9) full board meetings quarterly. The major factors contributing to the success of the program have been: (1) excellent types of continuous communication maintained in the program; (2) the qualified resource personnel participating in the specialized phases of the program (3) the desire of the board to facilitate programs for their mm improvement; ami (L) the high morale evidenced on the part of the participants. The major factors hindering the program are simply: (1) lack of tire; (2) lack of a budget for inservice education; and (3) lack of ob- jective finstrxments to evaluate the program. The president stated 3 future goals of the inservice education program. They are listed in order of importance as follows: (1) obtain broader geographical distribution among the mmbership; (2) educate heard more effectively in areas or weakness; and (3) devise ‘more We methods to present the monies education mterials an! information. Institution G Basic Institutional Data Institution G is a private, church mlated college located in 1 of the largest ndduestorn cities. The college has not been accredited but significant stops are under my to hasten the granting of accred- itation. Institution G has 3 separate schools: an academy, an under- graduate school, and a seminary. The equivalent of a president adrin- isters each academic school. The undergraduate school on which the stuchr is based has an enrollment of fewer than 500 students. Thirty percent 127 of the efficients are drawn from the local area and the remaining represent 20 states and 5 foreign countries. Eighty percent of the students are members of the church denomination the college serves. The remaining 20% are diversified into 12 religous denondnations and faiths. Four years ago a complete liberal arts program was added to the curriculum. Board of Trustees Organization Institution G is governed by the board of education of the church affiliation. The board is composed of 21 members, each of whom serves for 3 years. Seven members are elected at each ammal church conference to which the board of education is directly responsible. m-officio mem- bers include the president of the church dtmomination, the presidents of the sardnary and college, the church conference chairman and vice chair- man. Among the members are represented by occupation 9 executives, 10 clergyman, 1 lawyer, 1 medical physician, and 1 politician. Light alumni are included in the representation. Ten trustees live within a radius of 100 miles of the college, 9 live from 100 to 500 miles (may, 1: live from 500 to 1,000 miles away, and 2 live over 1,000 miles distance. Twelve members are between the ages of 60 to 70, 9 are between the ages of he and 50, and h are between the ages of 30 and to. Four members have received the bachelor's degree, 3 have attained the master's degree, 2 have earned the doctorate, 1 has been granted an honorary degree, and the remaining have not achieved aw college degrees. The board is organized into b, comdttees: (1) the building com- mittee; (2) the development comdttee; (3) the education committee; and (h) the financial comdttee. An executive comdttee composed of each mttee chaiman and the chairman of the board constitute the board 128 executive committee. The president has served as chief adndnistrator of the college for 7 years. Eleven new members have been elected during his term of office. He was able to influence to some extent the selec- tion of the new members. The new members' occupational backgrounds represent: )4 executives; l: clergmen; l lawyer; 1 medical physician; and 1 politician. Four alumni are among the new members. The inter- views were conducted with the president and the dean of faculty during a L—day campus visit. Inservice Education Program Consultant Upon the inception of the inservice education program a consulte- ant was retained to assist the president and dean of the faculty in determining and supervising the program. The major aphasia of the improvement program has centered in the vision and activities designed by the consultant. The service education activities focus upon 1; main areas: (1) organizational tasks; (2) development tasks; (3) edu- cational tasks; and (h) Spiritual tasks. The approach to these areas has nethods of orientation: (1) problem orientation; (2) preventative orientation; and (3) corrective orientation. The program is designed to function on a regular 3~¢year basis with the consultant giving 2 days a month for on-cenpus board exploration. The main goals of the program are: (l) achieve greater participation and involvement of board members in service to the college; (2) increase their understarding of their role; (3) gain broader knowledge of higher education; and (h) assist the college to achieve accreditation. 1.29 Organizational Tasks The appraoch to the inservice education program relative to or- ganizational responsibility has utilized printed materials and group dis- cussion procedures. The consultant perceived that the board lacked un- derstanding of their organizational role and is attempting to eliminate these misunierstandings by persoml confrontation and selected reading analysis. The results have been very satisfactory and similar plans will be implemented in the future. ’ Develgnent Tasicg Prior to the inception of the inservice program the board de- termined that trustees would require tint all develOpment activities be conducted by the president. The inservice education program has re- versed that concept and now the board is beginning to assume the major portion of the responsibility for fund raising. Case study analysis and first hand experiences are the 2 basic methods adapted to increase the board's effectiveness in this area. Edgtional Tasks A self study of the entire acadezrric program has been undertaken so that a satisfactory quality can be achieved that meets the accredita- tion requirements. Host of the inserflce education program centers upon this area. The board has been divided among faculty committees which are armlyzing in depth aspects of the academic cmiculum. Lectures, panels, slides, outside speakers, and printed materials are all employed in this indepth investigation. Representatives of the board meet monthly with faculty and administrative members to cooperatively pursue assigned 130 tepics of responsibility. The discussions that have been effected and the changes that have been made in the curriculum attest to the positive aspects of the improvement program. Some personality conflicts have de- veloped between the board and faculty members but they have been of short duration. Spiritual Tasks Institution G, being a church related college, is developing means for more effective procurement of a Spiritually saturated envi- ronment. One of the easier aspects of the inservice education program is designing tasks for increased spiritual and religious unierstanddhg. The backgrounds of the trustees permit excellent interaction in this area. The homogeneous rengio’ns makeup of the faculty, staff, and true-- tees provides sufficient motivation for studying extensively the vast ramifications of a tightly controlled, church related institution. @wtiw Committee Meetings The inse nice education program utilized the executive committee meetings as a facet of the improvement prop-am. The executive comndttee meets regularly and has become very active in the inservice education activities. Most of the Winstrative officers participate in the dis- 0118810113 when their area of responsibility is represented on the agenda. watten reports, lectures, and discussions are the min types of resource functioning in the insorvice program for the executive committee. F_u_ll Board Iieetings Four times a year the full board meets as a corporate body. The consultant has not designed as yet an extensive program for the board 131 when it convenes. The president states that 21 regular members are too many to plan an inservice education for the entire group. Future pro- cedures are being evaluated that might prove effective with a large STOUP 0 meetings pith the Chaizggan of the Board Regular meetings are conducted with the chairman of the board to fully inform and involve him with the insorvice education activities. To maintain regularity, tehphone conversations are sometimes employed. On-Cagpus Visitations Apart from the faculty-trustee committee meetings are personal staff conferences selected by the president. The purpose of the in- dividual conferences is to provide a board member with direct analysis of an area of specialization. The follow up to the meetings is held many times without the president's lmowlndge and has created a person- ality conflict. Budget for Mervice Education The Largest budget for inset-vice education is found in Institu- tion G, vanish as stated earlier, is the only non-accredited college hav- ing an inservlce education program. For the total unprovemsnt program $5,000 is eacponded. I-bst of ties amount, however, is budgeted for the consultant's fees and services. In the future it is anticipated that this budget will be increased substantially. Future Plans of the Inservice Education Program The future plans of the insorvice education program are 3-fold: (1) more involvement of the board in the planning of the program; (2) 132 less ergoimais on trivial details; and (3) increase in the insorvice edu- cation budget 0 Strengths and Weaknesses of the Program Although the program is relatively new the major weakness of it is trying to achieve broader and more effective methods in developing the board members' understanding in areas of most difficulty. Adequate methods have not clearly been finalized. The factor that has contributed most to the success of the in- service education program has been the ability of the consultant and his wealth of experience that he brings to the program. Sierras? of Institution G The determination and supervision of the inservice education pro- gram rests mainly with the president, the dean, and a consultant. The consultant actually plans the major phases of the program all directs the resource persomel to be employed in it. The program is divided into 11 tasks of exploration: (1) orgaxdzational tasks; (2) development tasks; (3) educational tasks; and (h) spiritual tasks. The approaches ‘to these areas involve three methods of orientation: (1) problem ori- entation; (2) preventative orientation; and (3) corrective orientation. Other aspects of the prom include effective committee meetims, quarterly board meetings, regular conferences with the chaimn of the board, and on-campus visitations. . A budget of $5, 000 m maintained for inservice education and is expended for the most part to cover the consultant's fees and expenses. 1.33 The factors that have contributed to the success of the rela- tively new inservice education program have been the ability of the consultant and the wealth of experience that he brings to the college. The major factors hindering the success of the program have been the lack of finalization for efficient and effective methods for correction of board weaknesses. CHAPTER VI SUMHAJR, CONCLUSIONS, AND RIIJOIMEMJATIONS M The Problem The problem of this investigation is to study the inservice ed- ucation programs for boards of trustees in selected colleges and univer- sities in the United States. Basic purposes of the stucw are to: 1. Survey a number of college presidemss of the Council for the Advancement of Small Colleges to determine the nature and extent of the inservice education for board memers of their respective schools. 2. Review pertinent literature pertaining to inservice education, the office of the trustee, and the office of the president as part of a procedure to establish a basis by which select inservice education pro- grams can be designated. 3. Study in detail the inservice education programs for bonds of trustees of a select number of institutions. h. Recommend on the basis of the survey and intensive study a basic program upon which inservice education can be initiated. Methodolog The data for the first aspect of the investigation were collected by utilization of a questionnaire. All colleges holding membership in 13h 135 the Council for the Advancement of Small Colleges constituted the study sanple. Questionnaires were sent to the presidents of these schools. Sixty-two presidents participated in the study. Fiftybseven responses were deemed usable for the investigation. Seven of the institutions in- cluded in the sample and participating in the survey were specified for further intensive analysis. Personal interviews were facilitated to ex- tract information for this phase of the research. Findings Chapter IV presents a complete report of the data obtained by the questionnaire survey. A review of the questionnaire data designates the following general fixxiings: 1. The 57 usable responses were divided into 2 categories; ae- credited and non-accredited institutions. Twenty-four institutions were non-accredited, memes 33 were accredited. 2. Ninety-two percent of the institutions sampled have an enroll- ’ ment under 1,000 students. 3. The size of the boards of trustees vary from 5 members to 39. The average is 20.6 members. 11. The board members are elected to serve by one or a combim- tion of 3 ways: (a) self perpetuation; (b) church election; (c) alumni nonnatinn and election. A majority of the boards are self perpetuating. S. thcutives and clermen represent 6h.25e’ of the occupations on the board. The professional educator represents only 10.9%. 6. A total of 51.8% of the board members live within a radius of 100 miles of the college they serve, whereas 6.6% live over 1,000 miles away. 136 7. Eighty-four percent of the trustees fall I-ri'thin the age bracket of LO to 70 years of age. 8. Loyalty, dedication, and faithfulness were identified as the major strengths of the boards. Lack of personal finances was specified as the major readiness. 9. Changing the membership was the method used most often to eliminate the weaknesses of the boards. 10. Devotion to the institution was urderscored as the single most important qualification for board membership. Ill. The presidents considered (a) executives, (b) educators, and (c) clergmen to be the most desired occupations to be represented on the board. _ 12. On a rating scale of (a) very well, (b) somewhat, (a) a little, (d) uncertain, and (e) not at all, the presidents rated their boards “somewhat. in areas pertaining to the knowledge of academic affairs and the knowledge basis to an understaxxiing of the student body's character- istics. . 3.3. Sound finances provide the board with the greatest satisfac- tion; whereas deficit finances cause the gzeatest amount of dissatis- faction. lh. Lack of properly guided, or directed regularity in commnica- tion exists between the board members and staff members employed by the college. Very little commnication on a consistent basis is evident be- tween the presidents and the board chairmen. 15. Only 8 institutions specified that they conducted an inserv- ice education program. Every institution stated, however, that plans were being implemented to eliminate the weaknesses of their boards. 1.37 16. The presidents of the colleges who reSponded to the question- naire have served as chief administrator of the institution responding 8.8 years. 17. Seven of the institutions acknowledged that their inservice education program is coniucted on a regular basis. 18. The presidents are mainly responsible to determine and super- vise the inservice education prey-am. Other administrators, faculty, members of the boards, and consultants assist in the planning and super- vision. 19. Books, pamphlets, professional articles are the most frequent- ly used materials in the inservice education program of the boards. 20. The faculty and the adudflstration were the most frequent re- source people invited to participate in the inserflce education program. 21. Thirteen separate activities, with directed readings uni speakers paramount, encompassed the inservice education program. 22. The major factors in the success of the inservice education program was the development of better methods of connnunication between the boards and the college staffs. 23. T1» mjor factor hinierim the inserVieo education progrlm was lack of time of board members. 214. TVBIVB schools responded that they conducted an inservice education propam for new members. 25. Directed readings were the most frequently used material in the inservice education orientation program. 26. One college had a budget for inservice education. Very few colleges reimbursed the trustees for some of the inservice education 138 activities. He college covers all trustee expenses incurred in the program. 27. Objective instruments were not employed in the evaluation of the inservice education program. Verbal or Open-ended written responses were utilized most often in evaluation. The case study analysis of 7 institutions indicated the following findings: 1. The nature of the activities functioning in the inservice edu- cation programs of the 7 schools present a varied diversification. 2. The presidents assume the primary responsibility for the in- service education program using members of the college staffs or the boards in the planning and supervision of it as the need arises. 3. The inservice education program for boards of trustees of the institutions interviewed reveals that most programs have been a relative- ly new addition as a means of upgrading board adeptness. h. The insertice education program can hmction smoothly within the committee structure of the boards. Ehch institution evaluated or- gaflted its board on a committee basis. 5. The faculties and the administrations are enpleyed quite fre- quently as resource personnel in special phases of the inservice edu- cation program. 6. Only2institutions ofthe 7havechairmenoftheboardm are actively engaged or provide leadership in the inserrlce education program as the president desired. 7. One institution utilized extensively the professional educators represented on the board as planters, motivators, and resource person- ml in the inservice education activities. 139 8. The needs of the college that pertain to the wealmesses and strengths of the board members determine for the most part the activities and materials selected for the inservico education program. 9. No president indicated that he had established an ideal or model inservice education program for a board of trustees. 10. The lack of time for board members to participate in the in- service education programs sometimes leads to a stagnating dependence on printed materials. 11. A strong motivation to improve each board characterized the philosOpkv of every president of the institutions interviewed. 12. Three presidents stated a budget was necessary to maintain a good inservice education program; however, they did not predict the im- mediacy of such an allocation for their particular institutions. 13. Most board members have a desire to be involved in activities to improve their individual maisrstanding and ability in the execution of their trustee responsibilities. 11;. More adequate projection and plannlrg is necessary if con- tinuity is to be maintained in the inservice education program. 35. Evaluative instruments are needed to extract an objective evaluation of the inservice education activities and resource materials. 16. All presidents agree that the inservice education program exerts a positive influence on the board and has elicited new favorable results. Conclusions Upon the basis of the review of literature and acknowledging the lirdtations of the study, the following conclusions can be made: Mo 1. Inservice education is infrequently utilized as a method for improvement of the ability of the boards of trustees in colleges and uni- versities. The programs in Operation are relatively new an! basically unfinalized. 2. There are general procedures and basic principles involved in the inauguration of an inservice education program. 3. The determination, mzpervision, and motivation of the inserv- ice education propam is primarily the responsibility of the president and the chflnuan of the board. h. The facilitation of an inservice education program is usually shared by many :erividuals apart from the designated president and skir- man of the board. 5. An inservice education program, to operate successfully, must be designed to function within the objectives of the college. 6. Occupational responsibilities lindt the extent of the avail- ability and the on-campus participation of individual board members. Many board members involved in lay professions must give the greater portion of their time to their vocations to maintain successful enter- prises. The lcvel of personal financial accomplishment is a major factor in being selected as a member of a college board of trustees and continu- ued maintenance of that level presents new conflicts to annual schedul- ing of inservioe education activities. 7. Flexibility is essential in structuring a program for inserv- ice education activities; however, rigid formulation does not necessarily preclude success in inservice education activities. The extra-curricular aspect of board status normally warrants restraint in rigid demands for board involvement. 11:1 8. With the exception of college staff, no board member receives membership on.a full-time basis. Therefore, inservice education.activ~ ities must be conducted on.a'volunteer basis. 9. The sharing of the planning of the inservice education.activ- ities with.members of the board, and in.particular the chairman, assures a higher degree of cosperation and support in the inservice education program. 10. The role of the board and college staff as one of employer to employee can close channels of communication if class distinctiveness is emphasised greatly in the inservice education.progrem. 11. Inservice orientation activities inaugurate very’olearly the projected aspects of the inservice education.program. 12. The historic lay representation on.the boards since the Civil war affirms the need for an adequate inservice education.program. 13. There have been relatively few major attempts to evaluate the interworkings and effectiveness of inservice education.programs by db- jective instruments or intensive research studies. It. Presidents rely’heavily on the individual board members to increase board adeptness by'personally motivated means and methods. These nethods are uneasily pursued without college guidance or supervision. 15. A variety’of inservice education activities are applicable to most institutions.' The uniqueness of the Catholic college boards can dictate a difference in the type of activities from non-Catholic boards. 16. Board members need a more thorough understanding of their role relative to their responsibilities and the expectations in the execution of these responsibilities. um 17. Common problems face most presidents in designing programs to improve the perfont‘ance and educational understanding of their beanie of trustees. 18. A sisilar pattern of occupation diversification is represented on most boards of trustees of small, private, independent and church related institutions. 19. Only a small portion of the trustees' time has been geared to activities created for professional growth. 20. Lack of adequate analysis of the educational aspects of the college at the board of trustee level affects the nature of truateeman- ship. The colleges that neglect proper attention to the academic puro‘ suits tend to consider the institution more as a mmxfacturing enter- prise rather than an organization founded to train young men an women in higher education. 21. The qualifications for membership and the methods of selection to the board lindt decisively the quality of the inservice education program. 22. The president's opinion is considered in the selection of new board members in private colleges and universities. 23. The size of the board can affect the regularity of full board inservice education activities. 2h. College boards of trustees have not availed themselves folly of the opportunities, resource personnel, activities, or printed materi- als that can be utilized for improvement maturation. Upon the basis of the data collected and aclmowledging the Jim- itations of the study, the following conclusions can be nude: 11:3 1. Lack of time and availability of trustees hinder the formula- tion of a continuous inservice education program. 2. Presidents of colleges gain more support and better rapport from the board by conducting inservice education programs. 3. Inservice education programs can be implemean and contixmed without large espenditures of momy. h. Trustees are willing to spend comics to cover sandman personal expenses involved in the inservice education program. The enlargement of the activities a the increase in participation by the board demand that personal expenses be underwritten by the college so that future in- volvement is not hindered. 5. Very few trustees take the necessary time to analyze thorough- ly the printed materials included in the inservice education program. The level of professional readiness detemines quite frequently the response of each board member to the printed materials. 6. Consultants in the area of development exhibit the most com- monly used outside resource personnel in the inservice education pro- gram. 7. The executive cmmdttee functions more effectively in the in- service education program when the members serving on it live within 100 miles of the collars. Too great a distance lessem the frequency in the continuity of meetings 8. The presence of members who were involved in the founding of the institution exerts a positive influence in the programs of the col- legs. 9. Communication between board members and the college staff has not been adequately structured or programmed. 1th The present investigation was facilitated by means of a question- naire survey and selected case studies. Both methods are extremely use- ful in determining an analysis of the board of trustees' nature, re- sponsibilities, and participation in inservice education programs. The questionnaire survey permitted a basic understanding of the structure of the board and pertinent individual characteristics that could measurably affect inservice education activities. A depth analysis of the inter- vorkings and underlying forces influencing the inservioe education pro- gram could only be secured by a comprehensive interview with the presi- dents of selected colleges. Interviews with board members would have given a more complete analysis; however, it was deemed that time, avail- ability, distance, cost, and protocol did not warrant the additional interviews. Recommendations One of the major values of this type of investigation is to as- certain recommendations that can be helpful to the participants in the study, as well as to others among institutions of higher learning. Based upon the results of this study, the following recommendations are made: 1. All presidents in colleges and universities should inaugm'ate and implement an inservice education program for their boards of trustees. 2. The president and the chaiman of the board should bear full responsibility for the success or failure of the inservice education program. 3. The planning and the determination of inserv'ice education programs must be made by representatives from the board at! the presi- dent's staff. The executive counttee of the college am the executive 11:5 committee of the board can serve as a cooperative committee organizing and effe cting a program for inserviee education. If the organizational structure of the college and board does not include executive committees, then the president of the college and the chairman of the board can select a special committee composed of college staff and board members. (to-chairmen should administer the committee. The chairmanship should be shared by a board member and a college staff person. b. The inservice education program should be founded upon the following principles: a. b. 0. (1. Co 1‘. Each institution's needs are unique; therefore, a program must be designed with these individual needs in view. Ideas and comepts from programs of other schools may be applied to insure greater success an! variety in the in- service education pregram. Objectives and goals of the inservice education program should be detenidned and they should complement the objec- tives of the college. The activities of the inservice program must be mintaimd with a high degree of continuity and regularity. The role of the trustee is a part-time role; therefore, participation in the inservice education program must be on a volunteer basis. Qualifying as a college board member must include willing- ness and easement to participate extensively in the in- service education program. Strong motivation and momentum should be effected and con- tinned by the leadership of the inservice education pro- g. h. i. j. k. 1. me 11s gram if maidmnn results are to be achieved. Resource personnel from within the college or the board should be utilized in the inservice education program. Consultants can be employed as areas of exploration need further professional assistance. The inservice education program should be geared to equip the board with the necessary information and knowledge to enable them to pursue within their maximum potential the objectives of the college. Aclmowledged imagimry barriers of cormnmication must be eliminated so that an open channel of communication can exist. Froquent regularity in commmication should be maintained among the inservioe education leadership. Detailed orientation to the inserv'ice education program must augment every new member's inauguration as a trustee. Contents of the inservice education program should expose the members of the board to some common problems of higher education so that they can increase their individual per- ception of higher education. At least part, with the goal of underwriting all, of the personal expenses incurred by the trustees in the inserv- ice education program should be included in the total budget of the college. Ideally, a separate budget for inservice education of the board of trustees should be formulated and itemized in the annual budget of the in- stitution. n. 00 11,7 The insemiee education program must be evaluated individ- ually by each board member. Projected and immediate mods must underlie the design of the inservice education program. 5. The activities utilised in the inservice education program should include 3 a. b. C. d. e. On-cmrpus visitations with needmm facilitation of trustee's time determined prior to visitation. A variety of ex- periences should dominate regularly planned visitations. Personnel confrontations by the board members with selected representatives of the faculty, the administration, and the students. A pre-school workshop engaging members of the college to interact with the board. Tepics should be assigned that can increase the board member's effectiveness and under- standing of his role as a college trustee. Frequent communication by the president with every mmber of the board. This comnmication can take the form of com- mittee meetings, group seminars, individual conferences, telephone conversations, or periodic railings. Once a year the president should meet personally with each member of the board to discuss activities affecting his trustee rc- sponsibilities. ITaintenance of a high degree of frequency in the regularity of commmication with the chairman of the board. The pres- ident and the chairman of the board are deemed the 2 most important people in the inservice education program. 1‘. ma Informal dinners with families of college staff and board Of trustees. g. Annual intra-school workshop which if possible should be h. i. k. held apart from the campus to insure privacy and uninter- rupted scheduling for the participants. Resource personnel should be invited to assist the trustees in analysis of areas that require Special investigation. Every meeting of the board to utilize to some extent in- service education. The agenda of the board deterMS the major discussions of the meetings; therefore, the persons responsible for the agenda must plan them with the inserv- ice education program being considered a cohesive element of each meeting. Broad opportunities of each board member to interact with the students. Participation in class lectures, chapel services, convocations, social gatherings, student govern- ment meetings, residence hall seminars are some methods that could increase the interaction. Encouraged attendance at professional meetings. Periodical- 1y, though not necessarily yearly, board members should accomparw college staff to selected professional meetings. The expense incurred by these meetings should be under- written by the college. Speaking assignments and fund raising solicitation in- cluded in the inservice education activities to encourage greater participation and understanding of the college among the board. Deeperative participation by a college 11:? staff member and the trustee can enhance each activity assigned. 6. rl‘he resource materials employed in the inserviee education program should include a variety of printed materials and visual aids. Printed materials should be mailed on a regular basis with defined ob- Jec‘tives to be consumated by each nailing. Modern techniques of vis- ual aids can be utilized very satisfactorily in group or m1 board meet- ings. A delicate balance must be enacted that can provide a proper amoum'. of dependence and reliability upon the printed materials. 7. Professional readiness for the inservice education program should be determined prior to election to the board. 8. Presidents should rely lees on the board to increase their educational understanding and role perception without adndnistered and planned programs. Board members by virtue of their role and occupational background need more depth and increased knowledge in many areas of campus specialization. 9. Measuring instnnents that can provide a more objective means for evaluation of inservice education programs umst be designed. 10. Studies relative to inservice education programs for trustees should be undertaken to permit more reliable and valid formulation of adequate inservice education programming. 11. Presidents should utilize more extensively on-campus personnel in the inservice education program. A tendency to occlude the board from college personnel is clearly evident in some institutions. 12. A comprehensive evaluation should be undertaken relative to qualifications, election procedures, and occupational representation of :60 board members. Institutional changes in policy and representation are vitally needed. 13. Collective efforts by organizations to share and stuck as- pects of inservice education for boards of Wtoos would benefit significantly institutions of higher education. BIBLIOGRAPHY l. 3. h. BIBIIOGRAPIH Adams, A. S. , "Relations Between Governing Boards and Adndnistrative Officers,“ Proceed%s of the Association of Governing Boards of State Univers esJ , pp. . Ashnoro, Frank L. , “Trustees are Groxm, Not Born,“ Pride, December, 1960, pp. 20-21;. Beach, Fred F., am Robert F. Will, The State and Education U. . Office of Education, Miscario. 23,%Wom 5. 5.: fiSGPO, 1955. VIII, 175 pp- Beck, Huburt P. , Men Who Control Our Universities, New York: Kings Crown Press, EFT, 229 pp. Beery, John 3., and Mark Hurfin, ”Meeting Barriers to Isl-Service EH- ueation,‘ mueatioml leadershipJ 178351-355, March, 1960. Belcher, Donald R., The Board of Trustees of the Universi of Pem- szlvania, Huladefifiia: Uaversi'ty of Penny!“ Stone, I9“, pp- - 7- Bell, Laird, "From the Trustees Corner,” Association of American (30116808 Bulletin, 1952. pp. 51.570 Benjamin, Harold, ed. Demoe in the Administration of r Ed- ucation, New York: figer andficfl’fiers, , pp. Blackwell, T. E., Cells 0 Law: A Guide for Administrators Hashim- ton, D. 0.: American Council on Education, , pp. Bryant, Y. S. , "Respomibilities of Trustees of a State University,“ College and Universitz, 111111, pp. 13-21, Fall, 1957. Brown, J. D., “Mr. Ruml's Heme: A Wong Approach to the Riflt Prob- lem," lam-m1 of Higher Education. November 1959, pp. h12-h16. Brubaoher, John 8., and Willis Rug, r Education in Transition: An American Bisto : 1636-19 6, §ew @655: fir a How BEBE-15'5”, I953. ' S Bnmbaugh, Aaron J . , Pmblems of Cells 0 Adndnistration Nashville Methodist Chmh National m o? FHucatIon, I955. 152 17. 18. 19. 20. 21. 23. 2h. 25. 26. 2?. 28. 153 Burgess, Kenneth P., 'The Trustees' Function in Today's Universities and Colleges} Association of American Colleges Bulletin, ILIV, pp. 396-hm, 0cm Burns, 0., Administrators in H1 or Educatio Chapter 5: 'Boardl of Trustees 5E fiEgeEe,‘ NEW YorE: mixer and Brothers, 1962, pp. 79‘980 Capen, Samuel P., The Mann ement of Universities Buffalo, N. 1.: Foster and Ste shins Company, 1 , XII, 288 pp. Carmen, Harry J., “Trustees Responsibility in College Administra- tion," an address delivered to members of boards of trustees of the colleges and mflrersities of Indiana, The Associated College of Indiana, November 211, 1956. Carmichael, J. P. , 'Publio Trusteeship: Pegasus or Dead Horse,‘ Association of Governgfloard Proceedimg, 1956, pp. 38-148. Gary, W. 14., "Qualifications and Duties of Trustees,“ Unpublished paper, Asbury College, 11 pp. (mince). Chambers, M. 14., The C «M and the Penls: 0 Wanizatio wort andControlo WE er 'ouca on . 75.; i. :0 ': 68 . 3b.; Nineteen Sixties, 0‘37?“ ., I .3 .; m =r‘ : "I: -re and mflshersrfi—I, 1960, IV, 77 pp. Cello e Trustees P a Potent Role, Council for Financial Aid to Egucation, 1110., new IorE: E7. 12 PP- Coolidge, Charles A. , "Training for Trustees,” Association of Ameri- can Colleges Bulleth XIII, December, l95 , pp. . Corey, Stephen, “Introduction,“ in National Society for the Stat of Education, Ira-Service Educatio Chicago: University 01’ Chicago Press, 1957, chapter , pp. - 01. Carson, John J ., Goverance of Cells es and Universities New York: I-bGraw-Hill B661: Comm, Inc" [935, 259 pp. Cowley, William H. , "The AdrrdMstration of American Colleges In! Universitiee," 0. Nelson, Universit Administration in Practice, Palo Alto: Stanford University Bress, I553, pp. 3:15. Cowley, mm 11., ”What Does a President D07," an address presented at the inauguration of Roy B. Lieuallsn as president of Oregon College of Education, February 5, 1956, 21 pp. Cmmdngs, E. C. , “Some Observations on the Trustees,‘ School 81!; Society LXIVII, January 3, 1953, pp. 1-3. Dana, E. 3., “W College Trustees?," Journal of Wr Mucgtion, XVIII, Map, 19117. pp. 259-262. 15b 29. Davis, Paul 11., “If You Were a Trustee XXV," Memo to the Board, Series 8’ 19590 ' 30. Davis, Paul 11., “More to be Valued are They Than Gold," Association of American Colleges Bulletin, XIIV, pp. 391-398, Octofier, 1953. 31. Davis, Paul 11., ”Test for Trustees," College and UniversitLJournal, Witter, Vol. 1, No. l, 1962, pp. 22-26. “— 32. Davis, Paul H., "The World Stands Aside," Association of American Colleges Bulletin, Vol. LLB, No. 2, 1957. PP- 259273. 33. Defferrari, Roy J., ed., Cells 6 Or animation and Administration, The Proceedings of the 11%sz on 50111339 Urgarflzation MM- ndnistration Comiucted at the Catholic University of America June 17-27, 191.6, Washington, D. 0.: The Catholic University Press, 1911?. h03 pp. 3h. Deffarrari, Roy J., ed., "The Problems of Adxrdnuatration in the American College,“ The Proceedings of the Workshop on Problems of Administration in the American College Conducted at the Catholic University of America, June 10-12, 1955, Washington, D. C.: The Catholic University of America Press, 1956, VII, 191 PP. 35. Delaxv, William, “The Development and Decline of Patrdmonial am Bureaucratic Administration,' Administrative Science Quarterly, March, 1963, pp. 158-501. 36. Deutch, Homes 13., The Cone e From Within, Berkeley, Calif.: Uni- varsity of 08W pp. 3?. Dibden, A. J., “Role of Administrators and Trustees: A Facult View," Association of American Colleges Bullsti_n, JCLIV, pp. 536-11, Weather, 1953. 38. Dickhofi‘, John 5., Tomorrow's Professors New York: Fund for the Advancement of Ration, , pp. 39. Dimoch, Marshall 3., The meantive in Action, New York: Harper ami Brothers, 19145, 273” pp. 140. Donovan, Heman L. , “The Changing Conception of the College Presi- de " Association of American Colleges Bulletin, larch, 1957, pp- ~15- hl. Dodds, Harold W., The Acadendc President - Mucator or Caretaker}, New York: l‘IcGrawm Eek Compamr, I962, H, 2% pp. 152. Duncan, Robert P., I'Coflngo Trustees and the Raisin of Money," A speech given March 2h, 1960 at New York City College Seminar on Finance, Kusting, Brown and Company, Inc., New York. 1:3. M4. 145. 146. 1!]. 118. 1:9. 50. 52. 53. 5h. 55. 56. 355 Durkee, Frank 1%., “Organism for Growth in Service,“ Educational LeadOrShji)’ 173336.339, I'Mh l, 1963. Ppc 1158-5010 Shin, Paul N., “College Presidem; on a Tightrope,“ Cells e and Uni- versity Business, XXVII, No. 14, October, 1958, p. 51. Bella, Walter C., “Boards of Control of Universities and Colleges,“ The Educational Record, XLII, October, 1961, pp. 336-12. Mot, Charles 11., Universig Administration, Boston, Mass. : Houghton I'tlfflin Comparv, *, , p. 1;. Elliot, Edward L., N. 11. Chambers, and William A. Ashbrook, The Gov- ernment of Higher Education, New York: American Book Conrpaxw, 9 a 1 PP. Plasma Abraham, I Remember, New York: Simon and Schuster, 19,40, PP: Gardner, John W., Encellence, Can We Be Esmel am kcellent Too], New York: Harper and Brothers, 1961. Garrett, Cyril D., “A Stucb' of the In-Sorvics Improvement Pr0grcms of Eight Liberal Arts Colleges,“ Doctoral Dissertation, Un- published, Michigan State University, East Lansing, 195?, 269 pp. Goier, Woodrow A., ed., Effective Trustees A P ort Natioml Con- ference of Trustees for 5m CoflSges at $5: Junalisk, North Carolina, June 26-28, 1959, Nashville, Tenn.: Division of Di- ueationsl Institutions, Board of Education, The Iiethodist Church, Gilchrist, Robert 8., et. al., “Organization of Pr0grcms of In- Service Education," in National Society for the Stucv of Educa- tion, In-Service Education, Chicago: University of Chicago Preemmamter 12, pp. 285-310. Gleam, Iyman A., Autono of Public Cells 3 The Challe e of Co- ordination, New York: 1:535:13]: 53$ Compaxv, 1959, m, 325 PP. Censor, Thorns A., “How To Be a Successful College Trustee,“ 991.3353 and University Business, July, 196b, pp. 37—38. Gordon, I. J ., “The Creation of an Effective Faculty Adviser Train- ing Program through Group Procedures,“ Educational and 32292?" Logical Measurement, 10505-512, Sprig, 1950. Gross, Richard D., “A Stucb' of Inservice Illucction Programs for Student Personnel Workers in Selected Colleges and Universities in the United States,“ Doctoral Dissertation, U ubldshed, Iiichigcn State University, East lensing, 1963, 0 pp. 156 57. Guzzeta, Domenico, “Growth Through Inc-Service Training,“ Phi Delta m 36:311-321., r-iay, 19S . " " 58. Bass, C. Glenn, “In-Service qucation Today,“ in National sedety for the Study of Education, In-Service Bdunatioxy Chicago: Urdversity of Chicago Press, I957, Chapter 2, pp. 13-31;. 59. Havimhurst, Robert J. , “The Governing of the University,“ School gild 808.10W’ ImCh 20, 1.9511, pp.» 81-860 60. Heald, Henry T., “A Trustee's Responsibilities,“ in Proceedings, Association of Boards of State Universities and Allied Insti- tutions, 19%, pp. 62-67. 61. Herderson, Algo D., Policies and Practices in Higher qucatigl New York: Harper and Brct‘hcrs, T960: 338 pp. 62. Henry, Nelson, III-Service Education, The Fifty-sixth Yearbook of the National Society for the Study of Situation, Chicago: Chicago Press, 1957. 63. Hetzel, D., “What Are the Central Responsibilities of the Trustees Which Apply Both to Publicly and to Privately Supported Insti- tutions?,“ in Current Issues in or Education, Washington, D. 0.: Association for THEE-5r 5% ucatIon, 1965, pp. 153-156. 6h. Hill, Alfred, The Small Cells 0 Meets tm Challe s New York: I-IcGraw-Hfll BooE Compary, lac" I959, 215 pp. 65'. Hofstadter, Richard and Walter I—ietzger, The Development of Academic Modem in the United States, New Yer : Coluflfla University 85, )’ DP. 0 66. Hefstadter, Richard and Wilson Smith, eds., American Higher_'3ducation, New York: I~IcGraw-Hill Book Compary, 1962711? 198 pp. 6?. Hughes, Raymond 14., A I'Iamal for Trustees of Cells 63 and Universities Ames, Iowa: The Tom State College Pmss, 19h , , pp. 68. 1mm, Robert 1h, “The Adndnistrator: leader or Officeholder,“ .1313er of Higher Education, M, No. 8, November, 191:6. 69. Hutcrw, Robert 11., “The Adxrzirrlstrator Roconsidered: Urdversitw and Foundation,“ 1955, Freedom Education am the Fund Ba and AddressL 19h6-195_6, New IorE: IEHdEn B055, 1956, 25% pp. 70. James, Henry, Charles W. Elioté President of Harvard Universitfl 1862- 1909, Best ,- . n' onpaw, , ve . 71. Kelley, mum F. , “Twenty Studies of In-Service Education of Col- lege Faculty and the Pmceduros Host Recormzexried,“ Educational Administration and Slammiqn, 36051-358, October, 1955. 72- 73. 7h. 75. 76. 77. 78. 79. 80. 81. 82. 83. 8b. 85. 86. 157 Keezer, Dexter 11., ed., Enema Niger Education: 1960-“(0, I-chraw- Hill Book Compam', ., ew or , . .: 9, 301: pp. Kinnich, J. B., et al., “The Teachers and the In-Service Education Program,“ in National Society for the Study of Education, In- Service Education, Chicago: University of Chicago Press, 1957, Chapter 6, pp. 331-152. Lem, Arthur Jo, 6t. 31., 'The R019 Of the Amamtor Of In- Service Education,“ in National Society for the Study of Educa- tion, Sin-Service Bducatio Chicago: University of Chicago Press, , , pp. 153-173. Lewis, Wh, “The Trustees and the University,“ Harvard Alumni Bullety, July 2, 1952. Lloyd, Glen A., “A Trustee Looks at his Job,“ Liberal Education, XLV, 19, p. 500, December, 1959. Lowell, Immense A. , What A UdversitIPresidertt Has learned, New Iork: The IiacndJEn Cempw, 1938, 15Upp. I-Tarterana, S. V., Cello e Boards of Trustees, I‘Iasqutoni D. 0.: The Center foerpfiOd Res—earshln Wation, Inc., 963, 107 pp. . Marterana, S. V., and Ernest V. Hollis, State Boards Responsible for fiex‘ Education, U. S. Office of Educan W No. 519, ‘N J On, o .3 U.S.G.P.O., 1.960, X, 25 pp. Mather, J. P. , “Public Trusteeship: Pegasus or Dead Horse,“ Associ- ation of GoverninLBoards Proceedings, 1956, pp. 38448. McBride, R., “The Role of Trustees,“ WMucation, November, 1959, pp. 182-1131;. McConnell, T. R., A General Pattern for Awican Public Hi%er Diu- catien, New Yer ': . raw onpary, , , pp. McGrath, Earl J., “The Control of Higher Educat _n in America,“ The Educational Record, April, 1936, pp. 35 372. IvIcVey, Frank L. , and Raymond M. Hughes, Problems of Cells 6 and Um.- versit AWmtion, Ames, Iowa: 131a Rate CollEge 5533, a PP. Harry, R. 171., “How to Orient and Train Trustees,“ Liberal Educgtion, KIN, 373-81, October, 1959. I-flJJnt, John D., @e Academic Gamma, New York: IbGraw-Hill Book Comparv, Inc., 1962, 265 pp. Hisner, Paul J., “In-Service Edmation Comes of Age,“ lourga} of Teacher Education, 1:32-36, March, 1950. 88. 89. 90. 93. 9h 0 95. 96. 98. 99. 100. 101. 102 . 158 Hoes, I~Ialcolm and Francis E. Rourke, The C us and the State, Baltimore, 121.: The John Napkins FITS-SS, E959, m, EDI pp. Iforrill, James L., The University of Ilinnese ess, , pp. maneapolis , 13.1mm: National Society for the Study of Education, In-Service mucation, Chicago: University of Chicago Press, 1959, 303 PP. Nielsen, Oswald, ed., Universig Adnim.stration in Practice, Stan- ford, Califd S varsity Graduate School- of madness, l959, VIII. 168 pp. Norris, Robert B., “Administering In-Service Education in the Col- lege,“ School and Society, 77027-329, May, 1953. Parker, Cecil J., “Guidelines for In-Service Mucation,“ in Natioml Society for the Study of Education, In-Service muoati Chicago: University of Chicago Press, 1957, Cfipte'ar 5, pp. 15510;]8. Praetor, Ralph, The Colle e President The Center for Applied Re- search in Education, fin “semen, D. 0.: 1963, 118 pp. Pray, Fran, “The New Trusteomanship,“ Cells an‘l University Journal, Spring, 1963, Vol. 2, No. 2, pp. 943. " Pray, Fran, “The Trustees Mobilize for Development,“ paper presented at The Council for Finamial Aid to Extinction, Inc., Trustees“ Seminar, Beverly Hills, California: November 22, 1963, 13 pp. mimeo c Resident's Coxnrission on Higher Education, %er Education for American Democra , Washington, D. 0.: De , Eucatien ea Hegel‘s, 191:7. Pmsthus, R. V., “Authority in Organization,“ in S. Marlin]: and E. Van Ness, Cone ts and Issues in Adndmstrative Behavior Eagle- wood Cliffs, cw ersey: , , pp. - . Rank, Horton, Colleg am Universi¥ Trusteeship, Yellow Springs, Ohio: The as, , pp. Robb, Felix C. , “An Open Letter to a New College President,“ 931- lege and University Business, February, 1962, pp. 35-38. Rmnl, Beardsley and Donald H. I~brrison, Memo to a Cells e Trustee A Re art on Financial and Structural Problems _ ColIEge, New YorE: I'mram Book Company, 1959, 91: pp. miscell, John Dale, “Chafing Pattern of Administration in Higher Education,“ Annals of The American Acadeny of Political and Social Science, 0001, September, 1955. pp. 22-31. 103 . 108. 109. 110. 116. 117. 159 Russell, John Dale, fiber Education in Idfian, the final report of the survey of er e ca . prepared for Higher Education, September, 1958, lensing, Ilich.: Legislative Study Cormittee on Higher I‘ducation, 1958, 285 pp. Russell, John Dale and Floyd w. Reeves, The LValuation of Tiger Institutions, Vol. 6: Adrdnistratien, Chicago: e vers ty BTCHicage Press, $936, 285 pp. Sanunartino, Peter, The President of a Small Cells e, Rutherford, n. a. summit pp. 12-132. Schmidt, George P. , The Old Time College President, New York: Colmubia University Preseffise. Seldon, William K., “How Lem is a College President?,“ Liberal Education, The Bulletin of the Associaflon of American CollEges, Ear, NO. 1, MarCh, 3.960. pp. 5'15. Selznick, Philip, leadership in Administratio Manatee, 111.: Row, Peterson anf Company, , pp. Siam, Herbert w., Achninistrative Behavior, New York: McIflilan Contain. 1957. 2‘39 pp- Stani'ord, E. V., “hmctienal Board of Trustees for the Catholic College,“ Catholic Education Review, LIX, February, 1961, pp. 102““1070 Stephens, Richard W., “The Academic Administrator, The Role of the University President,“ Doctoral Dissertation, Unversity of North Carolina, Chapel Hill, N. 0.: 1956. Stoke, Harold w., The American College President, New York: Harper and Brothers, 1959. Taylor, Harold, On Education axxl Freedom, New York: Abelard- Schuman, 1951:, 320 pp. Tead, Ordway, Adndnistration: Its 059 and Pox-tome, New York: Harper and Brothers, , pp. Tead, Ordway, “College Trustees, Their Opportunities and Duties,“ Journal of,Higher,Educatigg, XXII, pp. 171-180, April, 1951. Tead, 0rdwuy, The Art of Loadersllip, New York: I'chraw-Hill Book Consents. Inc" . pp- “Tentative Thoughts Comerning Desirable Qualifications for a University President,“ unpublished draft approved by the Academic Senate Advisory Cmmdttee on the Seloction of a President, Berkeley: April 9, 1957. 118. 1.19. 120. 121. 122. 123. 160 Tom-iceberg, Donald B., The Peeing; of American Colle es and Uni- C versities Before the -.ar with Partic Re erence the Refious :rfi'luenees B we the (Tolfe efiMovemrrt Teachers 0 age, 0 umb Bavarség gonmution to TB notation, No. 5143, New York: Bureau of Publications, Teachers College, Columbia University, 1932, 25h pp. “The Role of the College and University Trustee,fl Smmnary of a dis- cussion by the trustees of the Carnegie Foundation for the Ad- vancement of Teaching, Reprinted from the 1961-62 Annual Report. Truitt, John U., ”In-Service Training Programs for Student Personnel Workers,I paper presented at the Amrican College Personnel As- :(Jociatgnn :3li meeting, Denver, Colorado, April, 1961, lb, pp. 13311100 0 Twing, Charles P., The American and Goman Umversigx: One Hundred Years of Histog, ow o : 0 ac oo emparnr, , 238 pp. Ibaver, David A., Builders of American Universities, Alton, 11.1.: Shurtlei‘f College Brass, ESQTVOTS. fi Nicke, Thrron F. , Handbook for Trustees, Division of Educational Institutions, ear 0.. -1 use ion, me l-bthodist Church, Nashvn ville, Tennessee: Revised ed., 1962. 121:. Wilson, Francis R., What I‘Zakes An Effective tin-Service Training 127. Pro ‘2' .1on the National_Associatign of Deans of Women, 16. 1.56, E)30 f h'ilson, Logan, The Academic l a St in the Socio%_o% of a 9 PP. Professor, New or : o vers ty Press, I-Iirt, Robert J ., What Are the New Developments in the Prepantion of College Adninistrators?' Current Issues in or mutation, 1259, edited by C. Kerry Smith, :‘.'asmon, 5. i: Association or gher Education, 1959, p. 223. Wreston, Henry 11., Academic Processions Reflections of a Colle President, New YorE: Com]; Ufifirsit'f 5353, I959, 222 pp. APPENDIX A PARTICIPANTS IN TIE PILOT STUDY 1. 3. 7. Al‘PllIDIC f1. Biola College Les Angoles, California. Dr. Sermel Sutherland, President Bob Jones University Greenfillc, South Carolina Dr. Robert Jones, Jr., President California Lutheran College Thousand Oaks, California Office of the President Lewis and Clark College Portland, Oregon Dr. John IImJard, President Pepperdine College Los Angolos, California Dr. Norevll Young, President Wheaten College The aton, Illinois Dr. Raymond filer-en, President Taylor University Upland, Immina Dr. Joseph I-hrtin, President 162 APPLE") III: B A QIES‘T’IOIHIAlRE TO STUDY IIISTI‘FTICE EDUCATION FREEBIES FOP. BONED-'3 OT TRUSTTES III SZLTCTJD COIL'IGZIS OF THE COUNCIL FOR THE ADVMJCfl-UZIH‘ 01'1 SIIALL C SGES IN 1T") UNITED STAT 4‘3 A QUESTIONNAIRE TO STUDY INSERVICE EDUCATION PROGRAMS FOR BOARDS OF TRUSTEES IN SELECTED COLLEGES OF THE COUNCIL FOR THE ADVANCEMENT OF SMALL COLLEGES IN THE UNITED STATES The purpose of this questionnaire is to enable you to answer questions relative to the inservice education activities for the Board of Trustee members of your institution. In responding to the questions use the following definition as a frame of reference. INSERVICE EDUCATION PROGRAMS INCLUDE ALL ACTIVITIES PLANNED IN ACCORDANCE WITH SPECIFIC OR ASSUMED OBJECTIVES THAT ARE INTENDED TO CONTRIBUTE TO THE CONTINUING PROFESSIONAL GROWTH IN RELATION ' TO HIGHER EDUCATION OF INDIVIDUALS COMPRISING YOUR BOARDS OF TRUSTEES. 1. Title of person answering inquiry? (President or his representative, please.) 2. Name of your institution? 3. Size of your institution? 0-500 500-1000 1000 and above 4. Your institution was founded? 5. Is your institution accredited? yes no If the answer is yes, please state by what Accreditation Association How long has your institution been accredited? 6. How many years have you been a member of CASC ? 7. What was the total budget of your institution in 1963-64? 8. How many members are there on your Board of Trustees ? 9. How are your board members selected? 10. How many board members are there represented in the following occupations ? F inanc ie 1' 8 Executive 8 C 1e r gymen Lawye rs Medic a1 physician Educators Alumni Women Politic s Vac anc ies Othe r, pleas e state 11. How many board members live within a radius of 0- 100 miles 100-500 500-1000 1000 and above 12. Please estimate how many board members fall in these age brackets. 20-30 30-40 40-50 60-70 13. Please indicate how many of your board members hold their highest academic degree as follows: Bachelors Masters Doctors Honorary degree Others 14. How well do your Board members understand the goals of your institution? very well somewhat a little uncertain not at all. 15. How well equipped is your board to help the institution achieve these goals ? very well somewhat a little uncertain not at all. 16. How well do you think your Trustee‘s understand their role as board members ? very well somewhat a little uncertain not at all. 17. How committed do you feel the board. members are to the institution? very much somewhat very little not at all do not know 18. Are members of the board encouraged to include the institution in their will? yes no How many have ? 19. Do you have members on your board who were involved in the founding of the institution ? ye s no Please specify if such members in your opinion are a strength detrement other 20. List in order of strength the three major strengths of your board members as a gove rning body. 1. 21. 22. 23. 24. 25. Please list in order of weakness the three major weaknesses of your board members as a governing body. 1. What steps have you taken in the past three years to reduce or eliminate each of the three areas of weakness identified above? Weakness number 1 Weaknes s numbe r 2 Weakne ss numbe r 3 Do you have an inservice education program for your board members ? yes no If the answer is no, go to question number 33 and complete the remainder of this questionnaire. Is it a regular program? yes no If so, what is the schedule of the program ? Annually ‘ Bi-annually Monthly We e kly C ontinuous Othe r Who is included in the inservice education program? Who is responsible for the overall supervision of the inservice education program for your board members ? 26. 27. 28. 29. 30. 31. 32. Does the same person(s) who is responsible for the inservice education program determine and plan it? If not, who assists ? What are the contents of the inservice education program? (If you have an outline of the activities, please include it) Does it change yearly? What type of resources do you use in the inservice education program of the board? (Consultants, films, printed materials, speakers, etc.) What factors have contributed to the success of the inservice education program? What factors have hindered the success of the inservice education program? How is your inservice education program evaluated? Do you have a budget for the inservice education program of your board? yes no If the answer is yes, what area of the budget is it included? 33. 34. 35. 36. 37. 38. 39. 40. How much is budgeted for the inservice education of your board? Who plans the agenda for your board meetings ? Please state as simply as you can what kinds of information presented at the board meetings regarding the college and its program cause the greatest amount of satisfaction by the board? Please state as simply as you can what kinds of information presented at the board meetings regarding the college and its program cause the greatest amount of dissatisfaction by the board ? How often does the full Board of Trustees meet? weekly monthly qua rte rly bi - annually annually Othe r What members of the Administration other than the President meet regularly with the board at these meetings ? Please indicate to what extent you meet individually with Trustees between regular board meetings ? regularly quite frequently sometimes infrequently not at all Please indicate to what extent you meet individually with the chairman of the board? regularly quite frequently . sometimes in- frequently not at all Is your board organized on the committee basis ? yes no 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. Please indicate which committees have been formed? Building Development Education Student Personnel Financial Others Please indicate to what extent you meet with these committees ? regularly quite frequently sometimes infrequently not at all Please indicate to what extent you meet individually with the committee chairman? regularly quite frequently sometimes infrequently not at all Please indicate to what extent board members visit campus on their own to con- verse with students ? regularly quite frequently sometimes infrequently not at all Please indicate to what extent board members on their own contact faculty directly regarding conduct of their professional duty? regularly quite frequently sometimes infrequently not at all Please indicate to what extent do board members on their own contact Admin- istrators other that the President regarding their areas of responsibility. regularly quite frequently sometimes infrequently not at all Do you as President encourage board members to contact individuals in the institution without your knowledge ? yes no Do you have a written policy regarding communication between board members and individuals within the institution? yes no (If yes, please indicate it. ) How many years have you been President? Please indicate how many new members have been added since you became President? Did you influence their selection? yes no What occupations do the new members represent? (State number) Financ ie rs Executives Clergymen Lawye rs Medical physician Educators Alumni Faculty Women Politics Other 51. If you had your choice what occupations would be represented on the board and how many members would be included in each occupation? 52. Do you have an inservice education program for orientation of new board members ? yes no If so, please describe the program briefly. 53. Assuming all board members resigned tomorrow, list the six most important qualifications you would use to determine the selection of the new members ? 54. What would be the single most important qualification you would use ? 55. Please indicate the insight your board members have in the following areas by the use of this rating scale. (1) very much, (2) somewhat, (3) very little, (4) none at all, (5) do not know National Federal Aid to Education Range of economic background of present student body Range of Personality Characteristics among the present student body Admissions standards of graduate schools to which your students normally attend National accreditation outlook Academic scheduling year around (Tri-semester, Four quarter) Honors programs Research in the area of the learning process relative to higher education Academic freedom 56. Please indicate how you rate your board in the following areas ? Please use this rating scale. (1) very strong, (2) above average, (3) average, (4) below average, (5) very weak, (6) do not know. Curriculum development Financial affairs Student Personnel affairs Plant development Institutional Philosophy Faculty recruitment Faculty retention APPENDIX C IIISTITUI‘IOIIS cor-mums THE STUDY sax-m.- THE COUNCIL FOR THE Anvmcnmr OF SHAH. 001.me mamas? LIST, JUII 1, 1961: APPIIHDH C Institution Barflng‘ton College Bethel College Bryan College California Baptist College Cambollsvllee College Cedarville College Central Wesleyan College College of St. Joseph on the Rio Grande Covenant College szberlaml College Detroit Institute of Technology Dominican College 1521sz Hammnite College Eureka College mange]. College Fort Wayne Bible College Goddard College Gordon College Grace College Gram Carmen College Huntington College John Bret-m University The King's College Lakshmi College La Sierra College LeTourneau College Los Angeles Pacific College I-bKendree College Malone College Marlboro College I-iary'mount College Messiah College I-fllligan College Hilton College l-flltonvale Wesleyan College Mobile College Morris College Mount Semrin College Nansen College Nathaniel Hawthcn-ne College National College New England College 169 location Barrington, Rhode Island Ivflshawaka, Indians Dayton, Tennessee Riverside, California Camellsvll'le, Kentuclq Cedarville, Ohio Central, South Carolina Albuquerque, New Home Chattanooga, Termessee MJJJamsburg, Kentuclqr Detroit, I-flchdgan Racine, Wisconsin Harrisonburg, V'irglxfia Eureka, Illinois Springfield, Missouri Fort Naym, Indiam Plainfield, Vermont Wonham, Iisssachusetts Phoerzbt, Arizona metington, Indians Siloam Springs, Arkansas Brlarclifi.’ Manor, New York Sheboygan, Wisconsin La Sierra, Calliorma Longview, Tens Les Angelss, California Lebanon, Dlinois Canton, Ohio Marlboro, Vermont Palos Verdes Estates, Calif. Grantham, Pemsylvarda lfllligan College, Tennessee Ifllton, Wisconsin l-flltonvale, Kansas I‘IObiI-e, Ahbana Smnter, South Carolina Wish, l-Jisoonsin Spring'nls, Maine Antfim, New Hanpslflre Kansas City, lflssonri Hemlker, New Hmpshlre 17o gamma: Nichols College of Business Adxdnistration Northwest Christian College Oakland City College Oklahoma Christian College Olivet College Owosse College Pacific College Paul Quinn College Piedmont College Pikeville College Kicker College Rio Grande College Roberts Wesleyan College Sacred Heart College Saint Leo College Saint Mary of the Plains College Saint lieinrad Se Saint Michael's College Salem College Southern California Collage Spring Arbor Colnge Tabor College Texas College W College Upland College Urbana College Walsh College l-Iarner Pacific College Western New Phglaxxi College Westminster Choir College I-Jesiment College Wilberforce University Windham College Location Dudley, I-Iassaehusetts mgem, Oregon Oakland City, Indiana Oklahoma City, Oklahoma Olivet, Iflchigan Owosse, Michigan Fresno, California Waco, Texas Demorest, Georgia Pikeville, Kentucky Heulton, l’saim Rio Grande, Ohio North Chili, New York Wichita, Karissa Saint Leo, Florida Dodge City, Kansas Saint l-ieim'ad, Indiana Santa Fe, New Mexico Salem, West Virginia Costa Mesa, California Spring Arbor, Iflnhigan Hillsboro, Kansas Tyler, Tens Chicago, Illinois _ Upland, California Urbana, Ohio Canton, Ohio Portland, Oregon Springfield, Massachusetts Princeton, New Jersey Santa Barbara, California Wilberforce, Ohio Putney, Vermont APPENDIX D SM TIE COVER IECL‘T ERG SLNI‘ TO COIlL'GE PRESIDENTS APPHIDIX D June 9, 1961; Dear Friend ani Colleague: It gives me great pleasure to recommend for your/persua stuck, arr! cooperation the enclosed questiomaire as prepared ean Herron of our faculty relative to inservice training of trustees. I have completed the questionnaire and found it very profitable and exiting innvmmthinldxg. Ianassuredthataxvtimeyeu spenionthis either in returning the questiomnire or in following through will be beneficial to yourself as an administrator and to your college. Cordially yours, Roger J. Voslcuyl President Westment College W300 01100 172 173 June 9, 1961; Dr. Loyed R. SWOIIS President California Baptist College 8&32 Ms gnelia Avenue Riverside, California Dear President: Last August at the annual CASC workshop I met with the Board of Directors of CASC and proposed a study to amalyne the inservice education programs 01 the Boards of Trustees of each CAST) college. Tiny agreed that this was a needed study and pledged their full support. The enclosed questiormnire will be the major instrwwnt in evaluating the inservice education programs. in intensive interview will also be conducted in a few selected colleges. The questionnaire is self-omlan- story and can be eoz‘qlleted in a relatively short time. The results will be made available to you an! I know they will be a means of strengthening your individual boards. This study is beirg used as my dissertation project at Iflchigan State and I trust you will complete it no later than July 17, 196h. Titan}; you for your fine cooperation. Sincerely, Orley R. Herron, Jr. Dean of Studerrts We stmont Cells go ORllxjce (3an APPI’JIDH E SIMPLE FOLLCM-UP IET'I‘ERS 3'33? TO COILBGB Hills IRES APPENDIX 13 July 20, 19(3):. Dr. Roger J. Veslorrl President L'estrtont College Santa Bzuibara, Califc'wrnia Dear President Vesiavl: A fear weeks ago I sent to you a qsttionnaire cementing the inservice education programs for boards of trustees of CASC colleges, which is the tepic of my dissertation stuck at Iflchigan State. It is extremely finportant that all colleges respond to this, since it is designed only for the Council for the Advancement of Small Colleges. I realise this is a very busy time of the year, but I would appreciate your help. I am enclosing another questiermait‘o in the event that you have “813111006. the original. The results of the stucbr will be made available and I an sure you will find them beneficial. lenk you for your interest and your responm. Sincerely yours, Orley R. Herron, Jr. Dean of Students Westmorrt College Oldhjce one. 175 176 August 12 , 1961; Dr. Jeres Forrester President Gordon College 2'53 Grapevine Dead Werflum, I-hssaehusetts Dear President Forrester: The response to the questionxmire which has railed to you earlier has been very fine. There are, however, muerous questiommires still to be returned. August is a difficult month since all of us are engaged in preparation for the fell term. Your response to the questionnz'ire is needed and is of vital imortance to the study. I can enclosim an additional questiormire with a self-addressed and strayed enveloPe to assist you in ezqvediting its return. imam: .you again for your kind assistance. The results will be mailed to you when the dissertation is completed. Sincerely, Orley T1. Hcrron, Jr. Dean of Stmlerrts 01:11: lu 177 September 1:, 1961; James H. Boswell President Cumberlsrd College Williamsburg, Kentucky Dear President Bowen: I have received approximately 75 per cent of the questionnaires that I mailed to the CASC presidents concerning Boards of Trustees. This is an extremely encouraging response, yet we had hoped to secure 1.00 per cent. Would it be possible for you to complete the cmlosed question- naire, in case you misplaced the originals, and send it to me by return mail? I appreciate so very much your attention to this matter since this will be of great help to the entire CASC association. Sincerely, Orley R. Hemn, Jr. Dean of Students Westmont College ORH:lu 0110 o J, . a? if MICHIGAN STATE UNIV. LIBRQRIES 1111“" 1111WWI"1111111U1 11111111111 31293101152472