CAREER PATTERNS OF 3mm PERSONNEL mamsmmag Thesis for the Degree of Ph‘ D. MECHEG‘AN STM‘E UNEVERSETY JAMES EDGAR FOY V 3.969 THES!S LIBRARY — .. Michigan State University This is to certify that the thesis entitled CAREER PATTERNS OF STUDENT PERSONNEL ADMINISTRATORS 0 presented by James Edgar Foy "V has been accepted towards fulfillment of the requirements for PhoD. degree in Administration and Higher Education ‘0/1/HL6 a!" " Date July 25, i I 0-169 r ’ mat-98 i '9 A." wave: M£$Q 3% K153 - , &‘ “V : ~A.-_ “ u,” fl) ~— .- _4 I L.‘ '~ a 5, ('1 Q" ABSTRACT CAREER PATTERNS OF STUDENT PERSONNEL ADMINISTRATORS by James Edgar Foy V The purpose of this study was to determine the associations existing among the career patterns, the educational backgrounds, the work experiences, the personal characteristics, and the opinions of student personnel administrators on their feelings of loyalty, their feelings of happiness in their work, and their feelings of adequacy in their jobs. \ An open-ended questionnaire was used to gather data from 1320 student personnel administrators in the sample of 499 institutions from a population of 742 institutions that were members of the National .Association of Student Personnel Administrators in January of 1969. .All 742 institutions were invited to participate in the study. The sample institutions were representative of the population by geograph- ical region, by enrollment, and by type of institution. The institu- tions in the sample constituted 67.3 percent of the population. The 1320 respondents constituted 72.9 percent of the filled positions of the sample institutions, and 48.3 percent of estimated positions in all institutions in the population. In the total of 1320 were included v ' ' a‘n." Q ‘_.-~‘ -' :. O u u . . v. C .. J. t a. .Fu 'W.” m~ v. n“ v~ _ t . o. J. . .. . .3 a. . .3 n u . . - . i . . . “I z. : . .J .1 Y ”a .: r .. T a p. . u .. . . u . ’ .. a... a e. ,... . — y C v ~_. H‘4 .. ‘C>,. James Edgar Foy V 429 chief student personnel administrators, 234 chief student personnel administrators for women, 221 chief administrators for student counsel- ing, 184 chief administrators for student housing, 234 chief adminis- trators for student activities, and 18 chief administrators of undeter- mined type. Data were structured into 52 variables, punched into IBM cards, and placed in 396 frequency distribution tables. The tables were then analyzed by computer. Fourteen hypotheses were tested by analyzing differences of means, differences of proportions, and differences of percentages. The study made no inferences concerning institutions not members of NASPA in January of 1969 or concerning types of student per- sonnel administrators not in the study. Findings of the study are summarized in the following paragraphs. Age,_Sex, and Marital Status. The mean age was 37.9 years. For men it was 36.9; for women it was 40.5. Seventy percent were married, 86.6 percent of the men and 27.0 percent of the women. Highest Degree Held. For the sample 53.5 percent earned the master's degree and 34.2 percent the doctorate as their highest degree. Field of Preparation. Forty-one percent earned their highest degree in counseling, guidance, and student personnel; 5.8 percent in higher education; 10.5 percent in education administration; and 14.3 percent in social sciences. Professional Experience in Present Position. The sample had a mean of 2.15 years in their present position. Only 4.2 percent had been in their present position more than seventeen years. Previous Experience. The mean number of years in previous posi- tion was 2.1 years. Nineteen percent had their first job in student personnel. ‘Iif'. '0 bi" m... b. “I fix_ a. h.- tofi b. P. w” u. I. ... K. .V. a L. L. c. at. be .- 1! F94. _ v..— : a At. by: a .. i \ .- I ya.” u. u illillll m ,D». s . V. "v a. b. .n._ L... “J. G.- flv In C. 5‘. 1.... ’5 or; Vs .. . o L . “V. «f» \a. rt 9.. James Edgar Foy V Total Student Personnel Work Experience. The mean number of years in student personnel was 5.65; for men 5.3 years, for women 6.55 years. Reseaggh and Publication. Seventy percent had done no relevant research; 81 percent had published no relevant materials. Feelings of Adequacy. The respondents had confident feelings about the adequacy of their academic experience and the adequacy of their work experience in preparing them for their present positions. Opinion on Formal Training. Over 80 percent felt that formal training of new student personnel administrators was of great importance. Happiness in Work. The sample reported a high level of happiness in their work three years ago, with a slight decrease for the present and a considerable increase anticipated for three years hence. Feelings of Loyalty. Twenty-five percent reported a higher feel- ing of loyalty to the institution, 35 percent to the profession, and 40 percent equal loyalty to both. Religious Orientation. Of the sample 33.3 percent reported that they had at one time seriously considered entering a religious vocation. Anticipated Next Professional Move. Twenty-seven percent expected promotion in student personnel, 4.8 percent lateral movement, 7.1 per- cent retirement, and 24 percent no change. Predecessor. Of the 1320 respondents, 14.7 percent reported their predecessor was promoted, 5.8 percent reported him retired. Twenty- eight percent reported that they were in newly created positions with no predecessor. CAREER PATTERNS OF STUDENT PERSONNEL ADMINISTRATORS BY James Edgar Foy V A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1969 7.Copyright by JAMES EDGAR FOY V 1970 “\L-Hgv -_. .-__. “\v'a -. u" u 'U '1) Q ' ¢ ACKNOWLEDGMENTS The writer expresses his deep and sincere appreciation to the members of his guidance committee, Dr. w. Harold Grant, chairman, Dr. Iwao Ishino, Dr. Walter Johnson, and Dr. Max Raines. He is espe- cially grateful to Dr. Grant for his insight, judgment, wisdom, and inspiration extending over a period of years. The writer is also grateful to Charles S. Bentley, Jr., Edward Taylor, Lowell Ledbetter, Clarence Cook, John Harper, and Ted Cook, loyal staff members who made it possible for study leave to be taken. He is sincerely appreciative to the Division of Research and Publication of the National Association of Student Personnel Adminis- trators for their support of the study, and to the one thousand three hundred twenty student personnel administrators who responded to the questionnaire. Their cooperation made the study possible. And to his wife he expresses gratitude for her vision and her support. ii Na" 1 . |r-y‘.-‘.. Ill ¢~»._‘. vvrw- A \ a... 'Vn- .. u--- V- ’V’ “§ . .., TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . . . . . ii LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . v LIST OF APPENDICES O O O O O O O O O O O O O O O O O O O O 0 ix iii CHAPTER I. INTRODUCTION . . . . . . . . 1 Statement of the Problem . . . 4 Definition of Terms . . . . . 4 Objectives of the Study . . . 6 Limitations of the Study . . 8 Organization of the Study . . 9 II. REVIEW OF THE LITERATURE . . 11 III. DESIGN AND METHODOLOGY . . . . 31 The Sample . . . . . . . . . 31 Collection of the Data . . . . 36 Instrumentation . . . . . . . 37 Procedure . . . . . . . . . . 39 The Hypotheses . . . . . . . 40 Sumnry......... .. 43 IV. ANALYSIS OF THE DATA . . .' . . 44 The Hypotheses: Hypothesis I . 44 Hypothesis II 45 Hypothesis III 46 Hypothesis IV 47 Hypothesis V . 52 Hypothesis VI 87 Hypothesis VII 96 Hypothesis VIII 99 Hypothesis IX 102 Hypothesis X . 109 Hypothesis XI 112 Hypothesis XII 113 Hypothesis XIII 120 Hypothesis XIV 122 F'H'l-m --l' I I van- o-M‘ gun. 'A" . I . Uni-I-‘ .. ‘nn—‘w‘w 4-. u tho-~.~- CHAPTER Page V. SUMMARY AND DISCUSSION . . . . . . . . . . . . . . . . . 133 SWIYOfFindi-Ugs 0.00.00.00.00‘00000 136 DiSCUSSion.......................145 BI BLIOGRAPIN O O O O O O O O O O O C O O O O O O O O O O O O O O l 5 5 APPENDICES O O O C O O O O O O O O O O O O O O O O O O O O C O O 160 iv LIST OF TABLES Table Page 1. Participation of Institutions and Student Personnel Administrators, by NASPA Regions . . . . . . . . . . . . 31 2. Titles of Participating Student Personnel Administrators, by NASPA Regions . . . . . . . . . . . . 33 3. Distribution of Institutions in the Sample and in the Population, by Regions . . . . . . . . . . . . . . . . . 33 4. Distribution of Institutions in the Sample and in the Population, by Type of Institution . . . . . . . . . . . 34 5. Distribution of Institutions in the Sample and in the Population, by Enrollment . . . . . . . . . . . . . . . . 35 6. Sibling Birth Order of Student Personnel Administrators, by Title . . . . . . . . . . . . . . . . 45 7. The Sex of Children of Student Personnel Administrators . . 47 8. Previous Consideration of Entering a Religious Vocation, by Title . . . . . . . . . . . . . . . . . . . 48 9. Consideration of Entering a Religious Vocation, by Religious Preference . . . . . . . . . . . . . . . . . 49 10. Sibling Order and Previous Consideration of Entering a Religious Vocation . . . . . . . . . . . . . . 50 11. Religious Preference of Student Personnel Administrators . 51 12. First Full-Time Employment of Student Personnel Administrators, by Title . . . . . . . . . . . . . . . . 52 13. Mean Ages of Student Personnel Administrators, by NASPA Regions . . . . . . . . . . . . . . . . . . . . 53 14. Relationship of Sex and Age of Student Personnel Administrators . . . . . . . . . . . . . . . . . . . . . 54 15. Relationship of Sex and Marital Status of Student Personnel Administrators . . . . . . . . . . . . . . . . 55 III | I I . All , ., \ . o 4 _.o e n ..A I. . x __~ .~‘ ..~ , A . e .u -.\~ ad.“ CU .hi — d ‘nr . a . \ .\ «at .u‘ I... \ a \. I I I 0 O I \ a A I l 0 14. Ix. pNJ {NV 7/ O O O 0 AM]. a .V . .L Pl.§ non)” flaw.“ Aid All» 941' o t I . rat. all f!» .rs .«u alJ «(a n o . . .3. n. . . .3.— .15 . a u . . . . a a a . . . I O .Ua . v y A. b I .IV A a. u g - Irv . I . a . I I a I. Table 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. Number of Years Spent in Student Personnel, by Title . Total Number of Years Spent in Student Personnel, by Type of Institution . . . . . . . . . . . . . . . Relationship Between Sex and Number of Years in Student Personnel . . . . . . . . . . . . . . . . Number of Positions Held in Student Personnel, by Title Relationship Between Age and Number of Positions in Student Personnel . . . . . . . . . . . . . . . . Number of Years Spent in Previous Position, by Title . Mean Number of Years Spent in Previous Position, in Present Position, and in Student Personnel, by MSPA Regions 0 O O C O O O O C O O O O O O O O O O 0 Number of Years Spent in Present Position, by Title . Number of Years Spent in Present Position, by Type of Institution . . . . . . . . . . . . . . . . . . First Full-Time Position in College Personnel, Public Schools, Business, and Government, by NASPA Regions . Relationship Between Sex and First Full-Time Position . Second Full-Time Position, by Title . . . . . . . . . Relationship of the First and Second Full-Time Positions Third Full-Time Position, by Title . . . . . . . . . . Relationship of the Second and Third Full-Time Positions Fourth Full-Time Position, by Title . . . . . . . . Relationship of the Third and Fourth Full-Time Positions Fifth Full-Time Position, by Title . . . . . . . . . . Relationship of the Fourth and Fifth Full-Time Positions Relationship of the Fifth and Sixth Full-Time Positions . Previous to Prior Position, by Title . . . . . . . . . Immediately Prior Position, by Title . . . . . . . . . vi Page 56 57 58 61 62 63 64 65 66 68 69 7O 71 72 73 74 75 76 77 78 79 80 49. 50. 51. 32. ‘ S3. _ 54. 55. 56. Table 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 49. 50. 51. 52. 53. 54. 55. 56. Relationship of Prior Position and Previous to Prior Position . . . . . . . . . . . . . . . . . . . . .Anticipated Next Professional Meme, by Title . . . . . . Teaching and Tenure of Student Personnel Administrators, by Reg ion 8 O O O I O O O O C C O O O O O O O O O O O 0 Teaching and Tenure of Student Personnel Administrators, by Title 0 O O C O O O C D O O O C O C O O O O O O O O Occurrence of Leveraging . . . . . . . . . . . . . . . . Major Field of the HighestlAcademic Degree of Student Personnel Administrators, by Title . . . . . . . . . . Highest.Academic Degree of Student Personnel Administrators, by NASPA Regions . . . . . . . . . . . Highest Academic Degree and Major Field of Highest Degree Age for Completion of Bachelor's, Master's, and Doctor's Degrees, by Title . . . . . . . . . . . . . . .Adequacy of.Academic Experience and Major Field of Highest Academic Degree: Mean and Standard Deviation Adequacy of the Academic Experience of Student Personnel Administrators, by Title . . . . . . . . . . Adequacy of.Academic Experience and of Work Experience . Adequacy of Work Experience, by Title . . . . . . . . Relationship of Means for Adequacy of Work Experience and for Adequacy of Academic Experience, by Age . . Loyalty to Institution or to Student Personnel, by Title Loyalty to Institution or to Student Personnel, in Relation to Mid-Interval, by Title . . . . . . . . . Age and the Feeling of Loyalty to the Institution or to Student Personnel . . . . . . . . . . . . . . . . . Loyalty to Institution or to Student Personnel, by NASPA Regions . . . . . . . . . . . . . . . . . . Loyalty to Institution or to Student Personnel, by Type of Institution . . . . . . . . . . . . . . . . vii Page 81 83 84 86 86 88 89 91 94 95 97 98 100 101 102 103 105 106 108 Table 57. Res 59. PI: 61. CW 62. Ba 63- He 65. x. 66. o 67. 0 68. p 69. } 71. . 72. Table . g Page 57. Research of Student Personnel Administrators, Relevant to the Field, by Title . . . . . . . . . . . . 109 58. Relation of Research in Student Personnel and Major Field of Highest Academic Degree . . . . . . . . . . . 111 59. Publications by Student Personnel Administrators of Material Relevant to the Field, by Title . . . . . . . 112 60. Mean.Averages of Happiness in Work: Three Years Ago, Now, and.Anticipated Three Years Hence . . . . . . . . 114 61. Comparison of the Happiness in Work: Three Years Ago, Now, and Anticipated Three Years Hence . . . . . . . . 115 62. Happiness Trend: NOW as Compared to Three Years Ago, and as Anticipated Three Years Hence, by NASPA Regions . . . . . . . . . . . . . . . . . . . . . 116 63. Happiness in Work Discounting Future and Discounting Past, by NASPA Regions . . . . . . . . . . . . . . . . 117 64. Relationship of Age and Happiness in Work: Three Years Ago, Now, and Anticipated Three Years Hence . . . . . . 118 65. Mean.Averages of Happiness in Work; by Sex . . . . . . . 119 66. Opinion on Importance of Formal Training for New Student Personnel.Administrators, by Title . . . . . . 121 67. Opinion on Importance of Formal Training for New Student Personnel Administrators, by NASPA Regions . . 122 68. Reason Predecessor Left His Position, by Title of Incumbent . . . . . . . . . . . . . . . . . . . . . . . 123 69. Number of Years Predecessor Held Position, by Title . . . 125 _70. Number of Years Predecessor Held Position, by Type of Institution . . . . . . . . . . . . . . . . . . . . . 126 71. Reason Predecessor Left Position, by Type of Institution. 127 72. Position to Which Predecessor Moved, by Title . . . . . . 129 73. Position Predecessor New Holds, by Title . . . . . . . . 131' viii 513%!!de R C LIST OF APPENDICES Appendix A Schedule of Variables . . . . . . . . . . . . . . . B Regions of NASPA . . . . . . . . . . . . . . . . . . C Cover Letter, First Mailing . . . . . . . . . . . . . D Data Sheet to Be Completed by the Chief Administrator E Questionnaire . . . . . . . . . . . . . . . . . . . . F Myers-Briggs Type Indicator (F) Test Booklet . . . , G Scoring Sheet, Myers-Briggs Type Indicator (F) . . . H First Follow-Up Letter . . . . . . . . . . . .'. . . I Second Follow-Up Letter . . . . . . . . . . . . . . J Letter of Appreciation . . . . . . . . . . . . . . . ix Page 160 175 176 177 178 182 194 195 196 197 'II' - “v- II-I ~ “ ' -|4q-. -;.‘ :»&LG;;V ' h 'ara-p . ‘9 4b a "CA—— - . f". ~“-"nu.L bl..\ “N inc 0‘ v. ‘ kllL L "v~" 6.4”,“ L. ‘ L.QS a a. ‘ a": LC. (11 O h f" CHAPTER I INTRODUCTION In the first two hundred and fifty years of American higher education, the college president, the dean, and the faculty member per- formed almost all of the functions now being performed by the student personnel worker and other members of the university student services departments. Colleges were small, enrollments low, relationships personal, travel and communication limited, and the demands on teachers for research and publication almost non-existent. In 1888 there were only twenty-six graduate departments in the thirty-seven state and private universities. After the passage of the Justin Morrill Act of 1862, society and the institutions that reflected society became increasingly dynamic, characterized by an increasing tempo of change and multiplied complexity. The combined impact of the industrial revolution, the technological revolution, and the agricultural revolution resulted in a dramatic increase in the population and a freeing of millions from the farms. Consequences Of these forces were the unprecedented increases in the number, types, enrollment figures, and curriculum complexity of colleges and universi- ties as they sought to meet the needs of the new industrial democracy and its great middle class. As in business, government, agriculture, and other professions, 30 it became necessary also for institutions of higher education to select c service z fields. of wow. pressure teaching Well 16: persons mic-twat Eipirice 05 stud. in 663:: istiCS, SElecte inquiry ”hers the fie selveE, Career genera: “Elbe: °Tin~ L I‘Estric select certain members of its faculty and to expect from them more service and greater expertise and specialization in more restricted fields. Thus the registrar, the business manager, the coach, the dean of women, the dean of men, and others could relieve the increasing pressures and demands on the president, the academic deans, and the teaching faculties. Although the specialization in student personnel work‘was fairly well identified by the first of this century, and although the number of persons actively engaged in the profession had dramatically increased by mid-twentieth century, there has been up until this time no serious empirical investigation in both breadth and depth of the career patterns of student personnel administrators. This study has sought to examine in depth and in breadth the career patterns, certain personal character- istics, the academic backgrounds, and the work backgrounds of certain selected student personnel administrators. The thrust of most studies of student personnel has been an inquiry into the functions performed, principles and techniques of the Workers, history of the profession, and training of the persons going into the field. There has been far less concern with the principals theme Selves, their personal characteristics, personalities, backgrounds, and Gareer patterns. Several writers have however shown interest in the general area, although their studies have been restrictive either in the number of institutions, the number of student personnel administrators, or in the depth of their investigations. In many studies more than one rEStriction applies. F u‘v.-|-.J Tripp, of stu to pro tion: (I 3m Ass sex, e: ratio: person ' I trim: of co? cover tral housi ten 1 stud 0f The first study of broad significance was conducted by Ayers, Tripp, and Russel‘ (1966). It included a representative random sampling of student personnel administrators but limited its coverage of variables to professional backgrounds, certain personal characteristics, and pre- vious experience. The study by Hoyt and Tripp (1966) was restricted to members of the.American College Personnel Association and was limited to the age, sex, experience in student personnel work, and field and level of prepa- ration. It was, however, the first to probe the relationship between personality types, as described by Holland (1966), and student personnel admdnistrators. Ingraham's study (1967) of the compensation and working conditions of college and university administrators, while comprehensive in the wide coverage of institutions, is limited to the dean of students. Its cen- tral thrust is the consideration of total compensation, including salary, housing, leaves of absence, vacations, and expense allowances of some ten university administrators, of whom.on1y the dean of students was in student personnel. Data about the dean of students included age, sex, highest degree, and field of study. Of more interest, however, are the data revealing the attitudes of the dean of students on the problems in the work and about his relations with students, faculty, and staff, and his satisfactions and dissatisfactions in his work. This study is en- riched greatly by direct quotes from.deans of students relative to their work. The present study has been an effort to contribute to the theory of the relationships existing among personal characteristics, experience, Ind Clre IS exis persona his st CIIQEI b .. 5:8.92k ‘I batter.“ urns: grout: career ‘§lu~ 36‘4“; \ relat“. ground iIlsful to the thgt a “tin: 4 and career choice; and to probe the relationships existing, suggested as existing, or warranted to exist among a number of variables of personal characteristics, academic backgrounds, and work.experience. This study has tried to answer some pressing questions concerning the career patterns of student personnel administrators. Statement of the Problem The general problem.of this study is the investigation of career patterns of student personnel administrators. Specifically, the central thrust of the study is the personal characteristics, the academic back- grounds, the work experience, and the relationships describing the career patterns of selected student-personnel administrators in institu- tions of higher education that hold membership in the National Associa- tion of Student Personnel Administrators. ,Qefinition of Terms Career pgtterns refers to the set of occupational and vocational relationships combining certain personal characteristics, academic back- grounds, work experience, and personal interests. It implies some mean- ingful and recurring or predictable relationship among variables. Student_personnel administrators in this study has reference only to the following specific student personnel administrators in institutions that are members of the National Association of Student Personnel Adminis- trators: the chief student personnel administrator; the chief student Personnel administrator for women's affairs; the chief student personnel administrator for counseling; the chief student personnel administrator ”mi \'. 'ooh'm' -..- n .7.7l“:‘ .' ‘ for 3:: h :11 .0‘.’ value tor's with i to bi: . a a. 0:: A: U V. A ...E for student housing; and the chief student student personnel adminis- trator for student activities. Religious vocation means full-time professional or semi-professional service in an established religious organization. Loyalty refers to the quality of ultimate faith, one's final and deepest allegiance. It implies some conflict between two or more values, institutions, qualities, or persons. Placement of personal loyalty, then, represents one's deepest personal commitment, values, and sense of obligation. Heppinessi 3 professional activities refers to the summation of value judgments and feeling states of the student personnel administra- tor's total professional relationships with students, with his staff, with the faculty, with other administrators both over, under, and tangent to him, as well as his professional relationships with other professionals at other institutions, with the larger community and the governing board of the institution. It is the totality of satisfaction deriving from his professional relationships. It is not concerned with value judgments whose sources are personal or family related. .E§§§é is the National Association of Student Personnel Administra- tors. NASPA is divided into seven regions, representing the six regional accrediting agencies; the area of the North Central Accrediting Associa- tion is divided by NASPA into two regions. Canadian institutions are in regions that are contiguous to their provinces. (Appendix B). Leveraging refers to a strategy for gaining promotion in an organization by leaving it for further study or work and then returning. Adequacy 2: previous academic experience and adequacy pf previous work q 51““ 1'. .-».. -_ 63:5, . .- s- _. h- 9 A. 7v ..Y O-‘ . ’Vo -N. experience refer to value judgments on the part of the respondent. It indicates his conclusion as to the degree to which his academic experi- ence or his work experience has been helpful in preparing him to meet the demands and requirements of his present responsibilities. The term research has no operational definition and simply relies on a judgment on the part of the respondent. Publication has no operational definition, but depends on a defini- tion determined by the respondent. Objectives of the Study II. III. IV. The objectives of the study were: To contribute to the theory of career choice by probing the relationships between certain personal characteristics and sibling relationships. To collect data on certain personal data, personal characteristics, attitudes, academic backgrounds, and work experiences of student personnel administrators. To determine by descriptive and analytic statistics the relation- ships existing between the variables, thus making possible an understanding of the career patterns of student personnel adminis- tra tors . To raise certain questions that will stimulate further research. To specifically test the following hypotheses: 1. The proportion of student personnel administrators who are only children is no greater than that of the population as whole. 10. 11. The proportion of student personnel administrators who are youngest children is no greater than that of the population as a whole. The proportion of children of the opposite sex of student per- sonnel administrators is no greater than that of the population as a whole. Over twenty-five percent of student personnel administrators have, at one time, seriously considered entering a religious vocation. More than fifty percent of the first full-time employment positions of student personnel administrators was in a field other than student personnel. The highest academic degree of more than fifty percent of student personnel administrators is in a field other than student personnel administration. More than fifty percent of student personnel administrators feel that their academic training has not adequately prepared them.for their present responsibilities. More than fifty percent of student personnel administrators feel that their previous work experience has not adequately prepared them for their present responsibilities. Student personnel administrators feel more loyalty to their institutions than to their professions. More than fifty percent of student personnel administrators have conducted research relevant to student personnel work. 'More than fifty percent of student personnel administrators have published in a field relevant to student personnel. :- ..... persc' ‘ I I U‘qa (n PEISC' then . SECUI' 50:3 1 tOpic. be 62' bee: 096 c- 12. The happiness that student personnel administrators derive from their professional activities is on a downward trend. 13. ‘More than fifty percent of student personnel administrators do not feel that new persons entering the field should have had formal training in student personnel work. 14. Not more than one percent of student personnel predecessors left their position through retirement. Limitations of the Study This study has the fundamental limiting factors common to the ques- tionnaire method of gathering data (Borg, 1967). The questionnaire used in this study was inspected by research experts, by practicing student personnel administrators, and by a panel of experts, the members of the Division of Research and Publication of the National Association of Student Personnel Administrators. There was no standard instrument available against which validity could be tested. It must be a matter of conjecture then to determine the extent to which the questionnaire was effective in securing the desired data. The questionnaire was a self-report instrument and its validity limited by the truthfulness, accuracy, and clarity of the respondents. It is pointed out that respondents put their names on the questionnaires. It is also pointed out that several questions in the questionnaire were per- sonal; others called for statement of attitudes and feelings on sensitive topics. Unless respondents were absolutely convinced that all data would be handled confidentially, it is possible that their responses would not be entirely candid. Questionnaires were returned directly, each in its own envelope, rather than through a superior. data is m .2112 5' possibi que tic . 09?. M ‘ ‘t L...— statist Emilie the sex that '3»: Person: five 51 dent pf hrum in - + ’ 5 Chief . are m trator ’\ . .rzag; \ tables .Another inherent limitation on the questionnaire method of securing data is the difficulty of getting respondents to complete and return them. The questionnaire used in this study is relatively unstructured. While such a form.has some outstanding advantages, one limitation is the possibility of error or inconsistency in the coding of data from.the questionnaire to the computer cards. This most important function was performed by only one person in order to increase validity. Other limitations are related to the possibility of error in statistical analysis and in the handling of data. This involves both computer and human errors. A basic limitation of the study is the limiting of population to the seven hundred forty-two junior colleges, colleges, and universities that held institutional membership in the National Association of Student Personnel Administrators in January of 1969. Within each institution only five student personnel types, or functions, were selected: the chief stu- dent personnel administrator; the chief student personnel administrator for women's affairs; the chief student personnel administrator for counsel- ing; the chief student personnel administrator for student housing; and the chief student personnel administrator for student activities. No inferences are made in the study concerning other types of student personnel adminis- trators. 938lnization of the Study The study is organized into five chapters with the addition of tables of data and forms used in the study. The first chapter consists 0f an introduction, a statement of the problem, the definition of terms, the objectives and hypotheses, and the limitations of the study. The second the des f preset- places O¥e 5‘. 10 second chapter presents a review of the literature. Chapter III describes the design and methodology used in the study. Chapter IV consists of the presentation of the data. Chapter V delineates the findings of the study, places them.in a conceptual framework, and discusses the implications of the study. of the reflex CODC‘I CHAPTER II REVIEW OF THE LITERATURE This chapter seeks to review the literature relevant to the study of the career patterns of student personnel administrators. The chapter reviews the literature relating to the personal characteristics, the aca- demic background, and the work experience of student personnel administra- ‘tors. A review of the literature on student personnel establishes the point that until recently the main concerns of writers and researchers have been directed toward the history and development of student person- nel work, its functions, its philosophies, its administrative structures, its operational techniques, its problems, and the academic and practical training of its personnel. The standard works in the field by Lloyd-Jones and Smith (1954), Mueller (1961), Williamson (1949, 1961), Wrenn (1951), Arbuckle (1953), Blaesser (1953), Bursch (1962), Klopf (1966), Leonard (1956), and Siegel (1968) have little space given to or attention directed to the career patterns, the personal characteristics, the academic backgrounds, the'Work experience backgrounds, or the personality types of the men and Women who are actively engaged in student personnel as their life's work. Darley (1955), Williamson (1961, p. 280), and Mueller (1961, PP° 515-548) discuss the status of student personnel as a profession and conclude that at the present time it can not be considered a profession 11 l _ It. ' "h" -- I II ll-IJ career for a career tors, I Dus‘4 a U.‘ 12 in the usual sense of the term. Nygreen, in discussing the problem of career development, expressed the feeling and concern of many in the field for a greater professionalization of student personnel work in terms of career pattern; Is it any wonder that we do not define clearly the positions in a student personnel career which represent achievement at peak recognition? Many of our ablest people leave the field for teaching and administrative assignments, rather than for marginal academic positions. This seems to me to be one of the greatest weaknesses for we lose most of our elder states- men to other career identifications, a situation which seems to belittle the field as a profession (1968, p. 289). In a preliminary report on a study of career patterns and job satisfactions of selected student personnel administrators in 1967, Bess and Lodahl called attention to the lack of empirical investigation into the career patterns, the academic backgrounds, the work experience back- grounds, the in-service training experience, the job satisfactions, and the career goals of those active in student personnel work. The Executive Committee of the National Association of Student Personnel Administrators at its 1968 convention meeting recognized the need for research on the career patterns of student personnel administra- tors. The committee approved a report by the Division of Research and Publications. The chairman of the committee, Thomas Dutton, stated the position of the National Association of Student Personnel Administrators under the heading of "Research of the First Order Priority," saying that "the highest priority should be given to inquiries that clarify and delineate the professional responsibilities and necessary competencies of the student personnel administrators" (1968, p. 341). The specific question of the Division was: What career patterns exist in student personnel administration and what factors influence attrition to or continuation in the field? 361 a 8621‘ E'VEp t0:- 13 Dutton included a section on the titles, length of service, educational background, faculty relationships and experiences, and type of institu- tion at which employed in his study on selected assumptions and beliefs of student personnel administrators. Existing studies and research that relate directly to the charac- teristics, educational background, work experience background and person- alities of college student personnel workers are all limited in at least one of three ways; most are limited in at least two of the three. The first limitation of many such studies is that of scope. The research is limited to a specific selected state, small number of selected institutions, or to a selected geographical area. Selections of partici— pating institutions or student personnel workers was not done by random sample techniques, thus limiting inferences that the studies may have had for a large population. Other studies are limited to a specific, selected student person- nel administrator. This has usually been the chief student personnel administrator, by whatever title he may be called, or the dean of women. Other researches are generally limited by the depth of the inquiry. ‘Even in the most complete and exhaustive studies interest has been limited to relationships of age, sex, highest academic degree, length of service, membership in professional organizations, and a limited number of other demographic factors. The most significant research on the background of student person- Iflal administrators at this writing was conducted by Ayers, Tripp, and Russel in 1966 for the Office of Education in the United States Department Of'liealth, Education, and.We1fare. The study had four major concerns: V85 l4 1. The general background of selected student services personnel 2. The staffing of the student services area of the general administration of the institution (i.E., allocation of functions) 3. The manner in which policies affecting student services are approved and implemented 4. The internal organization of this area, and its place in the total organizational structure of the institution The design of the study was good. A fifty percent sample of the universities, liberal arts colleges, teachers colleges and junior colleges of the nation were asked to participate in the study. The questionnaire was returned by ninety-five percent of the institutions. Persons with the following titles were selected to participate in the study: the Chief Student Services Officer, the Dean of Men, the Dean of Women, and the Director of Counseling Services. Questionnaires were received from 621 Deans of Students, 355 from Deans of Men, 466 from Deans of Women, and 287 from Directors of Counsel- ing, making a population of 1,729. Controlling on each of the selected four student personnel admin- istrators, the data were analyzed to show the following relationships: (1) age and sex; (2) type of institution and the highest academic degree held; (3) type of institution and membership in professional organizations; (4) type of institution and number of years of full-time experience in Present position; (5) the number of years of full-time experience in stu- dent services areas and enrollment; (6) the type of institution and the immediately previous position; and (7) the type of institution and the Position held prior to the immediately previous position. Some of the . I- (7" 15 significant findings of the Ayers, Tripp, and Russel study relevant to this study are noted below. Characteristics of the Chief Student Services Officer Age and Sex. There is a skew in the direction of younger administrators, especially men, and especially in private liberal arts colleges. The 50th percentile for all men was 44.2 years of age; for women 50.3. Women chief student personnel officers are employed mainly by private institutions. Only two universities had a woman as the senior student personnel officer. Highest Degree Held. The doctorate is held by 37.5 percent of the chief student services officers; the master's by 55.1 percent. For public institutions, the figure is slightly higher for the doctorate, slightly lower for the master's. Among types of institutions, the teachers col- leges had 65.4 percent doctorates; junior colleges 14.9 percent. Field of Preparation. Forty-nine percent of the chief student services officer received his preparation in the professional field of education (21.5 percent were in counseling and student personnel, and 18.6 percent in admin- istration). Social sciences had 19.2 percent, and the humanities had 16.3 percent. ‘Professional Experience in Present Position. The average length of experience of these officers in their present position is between two and four years. Fifty-seven 16 percent have been in their present assignments as chief student services officers for under five years, and 32 per- cent for under two years. Both public colleges and univer- sities appear to have somewhat longer periods of experience on the part of their officers than do private ones, with over 50 percent having over five years experience in the present position. Previous Experience. Forty-six percent of chief student services officers moved into their present position from their own institutions, 23.7 percent from another institu- tion, and 17.5 percent from public schools. For universi- ties, 67 percent were previously employed by their own institution and 20.8 percent by other higher education institutions. "The major fact that stands out, however, is that the great majority of those in the leadership roles of student services administration have their roots in the educational enterprise. 'Moreover, there is some general consistency in the work histories of the chief student services officers, a fact that is noticeable through at least two levels of previous experience." In the universi- ties almost 20 percent of the chief student services officers came from.some other kind of administrative responsibility in higher education. This raises the relative value of previous professional preparation or experience and other characteristics and administrative experience. for t? ”heir *Aa l7 Ayers, Tripp, and Russel present analyses similar to the above for the Dean of Men, the Dean of‘Women, and the Director of Counseling. Their findings on the Dean of Men are summarized as follows: Characteristics of the Dean of Man Age. Seventy-eight percent are under 50 years of age, with the private institution being higher (84 percent) than the public (71 percent). Highest Degree Held. The master's degree is held by 70.1 per- cent; the doctorate by 15.2 percent. In universities, 59.6 percent hold the master's whereas 31.6 percent hold the doctorate. There is little difference between public and private institutions. Field of Academic Preparation. Some 46.8 percent received their training in professional education, 18.6 percent in social sciences, and 16.6 percent in the humanities. Professional Experience in Present Position. Slightly more than 16 percent have been in their present position less than a year, 16.9 percent for one year, 32.9 percent from two to four years, and 18.3 percent from five to nine years. Previous Experience. The previous position of 61.4 percent was in higher education (40.3 percent in their own institution and 21.3 percent in another); 21.3 percent came from public schools; 28.5 percent from the faculty; and 15.5 percent from.other student services. In the position prior to previous position, 33.4 percent were employed in higher education (12.1 percent their own institution and 18 22.3 percent another); 31.8 percent were employed in the public schools; and 18.3 percent had no position prior to previous one. Characteristics of the Dean of Women Agg. Twenty-one percent are in the 30-39 age group; 30.5 percent in the 40-49 age group; 30 percent in the 50-59 group, and 14.2 percent in the 60-69 group. The public institutions have 37.3 percent in the 50~59 group as compared to 23.8 percent in the private institutions. Highest Degree Held. The doctorate is held by 15.5 percent, with the public institutions having 20.4 percent and the private institutions 11.5 percent. Some 68.4 percent of the women in all institutions hold the master's degree, with little difference between public and private institutions. Fields of Study. Forty-four percent of the women were academ- ically prepared in formal education, with 31.7 percent in guidance and student personnel, 12.9 percent in social sciences, and-23.8 percent in humanities. Professional Experience. In professional experience the women closely fellow the pattern already summarized for the Deans of Men. Nearly half of them in all types of institutions have less than five years tenure. The great majority of the Deans of Women have moved into present responsibilities from previous positions in colleges and Cc: 19 universities, more often from other institutions than from.their own. Characteristics of the Director of Counseling Age and Sex. Women constitute about 20 percent of the total, but only about six percent in the universities. The largest number of men and women counseling directors fall in the 40-49 age group. Academic Background. The doctorate is held by 49.6 percent, the highest percentage of all the student services officers in this study. Some 52.6 percent of the academic training was in formal education, with 34.6 percent in guidance and student personnel, 36.1 percent in social sciences, and 7.3 percent in humanities. Professional Experience in Present Position. Some 37.6 percent had no more than one year's experience in present position, and 62.9 percent no more than four year's service. Previous Experience. Some 61.7 percent came to present position from other positions in higher education, and 20.7 percent came from.public schools. In position prior to previous position, 36.6 percent came from.institutions of higher education, and 27.8 percent from public schools, whereas 22.8 percent had no such employment. In 1967, Hoyt and Tripp conducted a study "to describe American College Personnel Association members in such a way that inferences miShti'be made about their professional needs and to determine members' attitudes about certain aspects of the American College Personnel k“ Assoc .S A .- f O. a. .M. ”L Z. a fit \ .. our, 1‘ v - i H .. . . .. u I .i . n . . y . .. .. I Mu. A. a a. mg C .— . We r as We 5. m.) vfiw .. . Dc. 5; via a! O . a Va . V. n . Mhlu «Nd 20 Association program." The study, "Characteristics of ACPA Members" (1967) parallels one by Coyle (1962). In November of 1965 a structured questionnaire was mailed to each of 4,059 members and associate members of ACPA. Sixty-six percent, or 2,706 usable returns, came back. Hoyt and Tripp collected demographic data relative to age, sex, and experi- ence; they collected work-setting data relative to the type of college or university; they catalogued professional duties relative to the percent of time spent in each of ten specified functions; and they ascertained the number and type of professional affiliations of.ACPA members. The study analyzed the relationship of the following variables: (1) sex and the type college; (2) sex and type of work; (3) sex and age; (4) sex and length of service in student personnel work; (5) years of experience in student personnel work and type of institution; (6) years of experience in student personnel work and the field of graduate train- ing; (7) years of experience in student personnel work and type of em- ployment; (8) membership in ACPA; and (9) region of residente. Hoyt and Tripp placed the number of full-time student personnel workers at 3,250. They concluded that their "study does not provide a dependable guide to the characteristics and activities of college student personnel workers." In 1964 Cheatham.conducted a student personnel study of certain selected demographic characteristics and perceptions of the field. The population was a 15 percent random sample of the members of the American College Personnel Association in four-year, degree-granting institutions. She received 216 (84 percent) usable returns. As a result of data analysis, Cheatham.reached the following conclusions: st: 50: for Si‘ V5 21 Age and Sex. "The field is composed largely of young people. Women tend to be older than men. There are slightly more men than women in the field." Experience in Present Position. "Short tenure characterizes both young and older practitioners." Level of Educational Preparation and Field of Study. "Most of the respondents hold advanced degrees, the majority of which are in student personnel work or related areas." Previous Experience. "The respondents derive from a diversity of backgrounds and undergraduate majors." Professional Experience. "Women tend to have longer tenure in the field than men." Personal Characteristics. "Persons in student personnel tend to have small families." (Ibid., p. 5042) Cameron in 1965 studied the relationship between the educational and the vocational backgrounds of selected members of the National Asso- ciation of Student Personnel Administrators. The population of the study was composed of 200 NASPA members who scored in both the top and bottom ten percent on the Strong Vocational Interest Blank. Cameron _ found that over 25 percent of the deans in the study reported that they initially entered student personnel because they were assigned to it. He found however that among the younger deans there had begun a trend toward formal preparation in the field. Bess and Lodahl (1967) investigated the career patterns and job satisfactions of middle management administrators in colleges and uni- versities. Their pilot study, based on Ivy League and Western 1* v‘ v i we. wu- (1 cu I d (D (b '1 11 I?» [3‘1 and 561: based 0. °5 Stud C 11 ‘ a ‘4W; 22 Conference institutions, included sixty-nine selected respondents. Their preliminary report indicates that the background characteristics and career patterns of the respondents were as follows: ége. "Thirty-five percent were under forty years of age, while forty-one percent were over fifty years of age." Experience in Present Position. "Forty-four percent reported three years or less in their present positions, twenty~ three percent reported over fifteen years experience. At most, only thirty percent could be considered 'amateurs' in that they came from faculty ranks or from other work." Highest Degree Held. "Seventy-one percent had received a master's degree, and twenty-eight percent had received a doctorate." Previous Experience. "About fifty percent of the respondents came to their present jobs from.within the same institution. Fifteen percent from other kinds of work. Movement between universities seems to be relatively restricted: only thirteen percent came to their present job from.a similar one in another institution. Twenty-two percent came to their present work from non-university jobs." Dutton (1968) is currently investigating selected "assumptions and-‘beliefs" of student personnel administrators. His preliminary report, baSQd on 522 respondents who were members of the National Association 0f EStudent Personnel Administrators in January of 1966 reveals the following findings: Professional Experience. "Twenty-nine percent reported a total of less than three years of professional experience," 23 while "twenty-two percent had over fifteen years experience. The median years of experience was 8.2." Experience in Present Position. "The median years of exper- ience in their present position was 3.4," with "thirty- eight percent having two years or less," and "five percent having over fifteen years experience in their present position." Field of Study. "Fifty-six percent hold degrees in education or student personnel work. Thirty percent hold their highest degree in student personnel work," while "twenty- six percent hold their highest degree in education or higher education." A number of researches in the field are concerned with only one specific type of student personnel administrator, usually the Dean of Women or the Dean of Students. Matthews (1915) early made one of the major contributions to the field by her study on the role, the function and the importance of the ‘Dean.of WOmen. Although most of her work was concerned with the role, Chlties, functions, and philoSOPhies of the Dean of WOmen, there was some Eurtention devoted to the personal characteristics and backgrounds of the deans. Kinnane studied the differences between the dean of women, whom she considered an authority figure, and the counselor, to whom clients cam-eB'voluntarily. She found "less preoccupation with the maintenance 0f lens and order by deans of students today and a greater concern for deprmr part of and the ground ; Tripp, ing was and to role. Cation; rankinf the in: who 5}“. may be 24 the promotion of satisfactory personal and social development on the part of individual students" (1964, p. 403). Koenig (1964) studied the dean of women as related to the ideal and the actual perceptions of role. Her findings on the academic back- ground of the dean of women accurately anticipated the findings of Ayers, Tripp, and Russel. Haller attempted to define the future role of the highest rank- ing woman student personnel administrator in a college or university and to suggest a training program which would prepare her for this future role. A part of the study attempted to identify the background and edu- cational characteristics which influence the future role of the highest ranking woman student personnel administrator. Her research method was the interview. Her population was sixteen selected women administrators who she felt were "acknowledged" leaders in the field. Haller's findings may be summarized as follows: "1. The role of the highest ranking student personnel worker is in transition. 2. Her basic role of custodian is being eliminated because of less special attention to women students as women. 3. There is still a need for a woman dean concerned with the total education of women, who would have some respon- sibility in student personnel and who would interpret the special educational needs of women to students, faculty, and administrators" (Haller, 1967, p. 65). Haller recommended a detailed study of the background and professional training of the women currently in the position of the highest ranking student personnel worker. ing cond: conductei surance a study we: dent, aC‘ ian, bus to: of d1 - | :18 were reasons being r only 3: been de omer; time p 25 Ingraham and King (1968) investigated the compensation and work- ing conditions of college and university administrators. The study was conducted for the Association of American Colleges and the Teachers In- surance and Annuity Association. In addition to the dean of students, the study was concerned with the following administrative officers: Presi- dent, academic vice president, liberal arts dean, graduate dean, librar- ian, business officer, director of admissions, registrar, and the direc- tor of deve10pment. Some 3,715 questionnaires were returned, of which 718 were from deans of students. Ingraham and King's study is most interesting for a number of reasons. Because of its scope it may make some legitimate claim of being representative of American colleges and universities. It is the only study in which financial compensation of the dean of students has been determined, and it further compares his salary with those of the other administrators in the study, and to the average salary of full- time professors. I Findings of the study in this regard are as follows: Ratio Ratio Professor to full Median Median Mean Professor President $20,000 1.54 21,729 1.59 Academic Vice President 18,000 1.26 18,616 1.29 Liberal Arts Dean 15,600 1.17 15,914 1.16 Graduate Dean 17,000 1.15 17,732 1.15 Librarian 10,800 .81 11,626 .84 Business Officer 13,756 1.05 14,738 1.08 Dean of Students 12,000 .93 12,649 .94 Director of Admissions 10,500 .79 10,819 .79 Registrar 9,000 .70 9,500 .70 Director of Development 13,200 1.01 13,984 1.03 k (Ibid., pp. 286-287) 26 The study revealed other interesting comparisons as follows: 1. The median age of the dean of students, 45, was lower than for any of the others except the director of admissions. Only two of the administrators, the librarian with 41 percent and the registrar with 41 percent, had a higher percentage of females than did the dean of students with 20 percent. The dean of students ranked fifth in percentage earning the doctorate; his 39 percent followed the graduate dean with 92 percent, the academic vice president with 87 percent, the liberal arts dean with 81 percent, and the president with 70 percent. As regards the holding of faculty rank, 37 percent of the deans of students held faculty rank with tenure; the percentage was 51 percent in public institutions and 30 in private. The percentage of deans of students holding faculty rank.with tenure compares favorably with the other administrators of interest in this study. Only the graduate dean with 84 per- cent, the academic vice president with 67 percent, the liberal arts dean with 64 percent and the librarian with 47 percent had a higher ranking. The dean of students had a median of four years in present position. Only the director of development, with three years, had a smaller median, though the academic vice presi- dent, the liberal arts dean and the graduate dean also had a median of four years. Only the president, with 54 percent, and the librarian, with 66 percent, had a higher percentage coming from another 10. 11. 12. 27 institution. The dean of students had 45 percent coming from.another institution. With regard to the length of service of an officer's imme- diate predecessor, the mean for the dean of students was five years. This was lowest of all except for the director of development. _The median age of immediate predecessor on leaving office for deans of students was found to be 44 years. Only the director of admissions had a lower median age. Though the number of vacation days for each officer in the study was generally the same within institutions, the dean of students reported the highest incidence of taking no vacation, 22 percent. The study reported 15 percent of deans of students occupying rent-free, institution-owned housing. Only the president with 71 percent and the liberal arts dean with 16 percent, were higher in this regard. Thirty percent of the deans of students were given entertain- ment allowance. Only the presidents, with 66 percent, the academic vice president with 34 percent, and the liberal arts dean with 32 percent, reported a higher percentage. Sixty percent of the deans of students had use of an institu- tionally owned automobile. Only officers reporting a higher percentage were the president with 84 percent, business offi- cer with 66 percent, and the academic vice president with 64 percent. (Ibid., pp. 285-331.) "~ “A!— )4 study. students giving 5 satisfac IEid 28 Ingraham.and King have included an intriguing dimension in their study. A section of the research is devoted to quotations of deans of students on a very broad range of problems, concerns and frustrations, giving some insight on factors and conditions that would limit the job satisfactions and happiness that might be expected from one's profession (Ibid., pp.221-232). A number of studies and researches related to the academic back- grounds, the work experience backgrounds, and the personal characteris- tics of student personnel administrators is limited to a specific geogra- phic area such as a state or a region. Bradley (1954) studied the office of the dean of students in selected institutions of the southwestern states. His primary concern 'was the student personnel functions and structure of the selected insti- tutions, although his study had some interest in educational and work eexperience backgrounds of student personnel administrators. Koby (1966) conducted a study of the student personnel adminis- trators in selected universities in Ohio. Sherburne (1968) conducted a pilot study on the rates and patterns of Inability of student personnel administrators in the Western Conference, the: "Big Ten" institutions. All of the student personnel workers at each instzitution, at all levels, were included in the study. Sherburne was Prianardly interested in the mobility of student personnel administrators. A secrtion of the study, however, was concerned with the career patterns, the Iflarsonal characteristics, the educational background and the work experience background of student personnel workers at all levels. Sherburne reached the following conclusions: one Spe tions 0 in the deans 1 support (3) C07 ‘ting “Cot-x:E 29 l. The majority of the student personnel administrators in the most senior positions in student personnel organizations in the Western Conference ("Big Ten") enter their positions from a previous position outside that organization. 2. The fastest route to top positions in student personnel is not through upward promotion from.within the organization. 3. Male student personnel administrators are more mobile than female counterparts. 4. There is no apparent relationship between rates and patterns of mobility and the type and level of professional preparation. 5. The older one is at the time of appointment, the higher he tends to advance. A number of relevant studies are limited both in scope and to one specific functional title of student personnel workers. Cabotaje (1963) compared the personal and professional qualifica- tions of the deans of women in higher education in the United States and in the Philippines. The population was limited to a selected group of deans in each country. Dunn (1966) was interested in the deans of women in Texas state- supported senior colleges and universities. Her study was concerned with seven area: (1) professional background; (2) duties and responsibilities; (3) community involvement; (4) human relations abilities; (5) contri- bUting activities; (6) recommended educational preparation; and (7) recommended experience preparation. 4,533.. student having populat mnmd. student SPCI ft recent the stu Of the college SChOOlS liEVed Positio Student 30 Upcraft (1967) conducted a study of the role expectations of chief student personnel administrators. His study was lflmited to institutions having an enrollment over 10,000. Of ninety-three institutions in the population, eighty-three usable questionnaires (89.3 percent) were re- turned. Only 15.7 percent of the chief student personnel administrators felt that new student personnel workers coming to their first position should have had formal training in student personnel. Seventy-one per- cent felt the question was unimportant, and 13.2 percent felt that new student personnel should pep have had formal student personnel training. Upcraft reported a higher rate of writing for publication for the more recent graduates with the Ph.D. in public institutions. Hargrove (1969) recently completed a doctoral dissertation on the study of the personal characteristics, the background and the role of the chief student personnel directors in universities and senior colleges which are members of the Southern Association of Colleges and Schools. Hargrove found that 51.5 percent of the deans reporting be- Ilieved that the best preparation an individual could procure for the [nosition of chief student personnel director was actual experience in student personnel work. p “1' mini :11“ I" NASPA 3 Per NASRA j Partic per Per Quest: Retur;, Peri Staff . Per PEr CHAPTER III DESIGN AND METHODOLOGY The Sample The sample in the study was composed of 1320 student personnel administrators. There were 429 chief student personnel administrators, 234 chief student personnel administrators for women's affairs, 221 chief student personnel administrators for counseling, 184 chief student personnel administrators for housing, 234 chief student personnel admin- istrators for activities, and 18 chief student personnel administrators whose titles were not explicit. TABLE 1. - Participation of Institutions and Student Personnel Adminis- trators, by NASPA Regions Total I II III IV V VI VII ,NASPA Members 742 57 162 148 90 206 35 44 Percent 100 7.7 21.8 19.9 12.1 27.8 4.7 5.9 NASPA Members ZParticipating 499 29 92 109 63 153 25 28 Percent Region 67.3 50.9 56.8 73.6 70.0 74.3 71.4 63.6 Percent Total 100 5.8 18.4 21.8 12.6 30.7 5.0 5.6 Questionnaires Re turned 1320 75 229 297 175 400 73 71 Percent 100 5.7 17.3 22.5 13.3 30.3 5.5 5.4 S ta ff Vacancies 684 45 116 169 87 200 25 42 Percent Region 27.4 15.8 25.8 30.7 26.8 26.5 20.0 30.0 Percent Total 100 6.6 17.9 24.7 12.7 29.2 3.7 6.1 31 FT 32 The population of the study was composed of five selected student personnel administrators in the 742 institutions that were members of NASPA, the National Association of Student Personnel Administrators, in January of 1969. If each of the 742 NASPA institutions had had a full staff of all five administrators selected for the study, the total popu- lation would have been 3,710. Because of estimated staff vacancies in the 243 institutions not responding and the 684 known staff vacancies in the 499 institutions which did participate, it is determined that the total population in the study could be set at 2,750. Of the 742 NASPA institutions, 499 or 67.3 percent are in the sample. Of the 1,811 possible participants in these 499 institutions, after deducting'the 684 staff vacancies, 1,320 or 72.9 percent partici- pated as respondents in the sample. Of the 2,750 total population of the study, 1,320 or 48.3 percent participated as respondents in the study. Table 1 makes possible a comparison of the participation of insti- tutions and student personnel administrators by the seven regions into which NASPA members are divided (Appendix B). The table also makes possible a comparison of staff vacancies by regions. Table 2 presents a comparison of the types of administrators in the sample as they relate to the NASPA regions. In Table 3 an analysis is made 3f the relationship between the sample and the population. A Chi2 of 1.4964 with 6 degrees of freedom indicates that the probability is .98 that the sample and the population are not different. It is advanced then that on a geographical basis the sample is a valid reflection of the population. 33 TABLE 2. - Titles of Participating Student Personnel Administrators, by NASPA Regions Total I II III IV V VI VII None No title 18. 1 1 O l 3 3 7 2 Percent 5.6 5.6 0 5.6 16.7 16.7 38.9 11.1 ChSPA 429 25 75 98 56 129 22 22 2 Percent 5.8 17.5 22.8 13.1 30.1 5.1 5.1 .5 CSPWomen 234 11 42 54 31 70 15 10 1 Percent 4.7 17.9 23.1 13.2 29.9 6.4 4.3 .4 CSPCouns. 221 16 36 49 28 70 11 10 1 Percent 7.2 16.3 22.2 12.7 31.7 5.0 4.5 .5 CSPHous. 184 10 35 33 29 57 8 10 2 Percent 5.4 19.9 18.0 15.8 31.0 4.3 5.4 1.1 CSPActiv. 234 12 40 55 30 71 14 12 0 Percent 5.1 17.1 23.5 12.8 30.3 6.0 5.1 0 Total 1320 75 229 297 175 400 73 71 8 Percent 5.7 17.3 22.5 13.3 30.3 5.5 5.4 .6 r. ‘L. Chi2 91.281 df 35 p<.01 TABLE 3. - Distribution of Institutions in the Sample and in the Popula- tion, by Regions Total I II III IV V VI VII NASPA Members 742 57 162 148 90 206 35 44 Percent 7.6 21.8 19.9 12.1 27.7 4.7 5.9 The Sample 499 29 92 109 63 153 25 28 Percent 5.8 18.4 21.4 12.6 30.6 5.0 5.6 c1112 1.4964 df 6 p>.98 preset TABLE H tUtlor repres the p" 0f 10. 34 The relationship between the sample and the population with regard to the type of institution is analyzed in Table 4. Chi2 of .6246 with 3 degrees of freedom indicates the probability of .88 that the sample and the population are the same. Although the probability here was not so high as by regions, it was considered acceptable for the present study. TABLE 4. - Distribution of Institutions in the Sample and in the Popula- tion, by Type of Institution Total Pub-2 Pub-4 Fri-2 Fri-4 NASPA Members 742 42 288 10 401 Percent 5.8 38.8 1.3 54.0 The Sample 499 25 210 4 260 Percent 5.0 42.1 .8 52.1 c1112 .6246 df 3 p) .88 In Table 5 an analysis is made of the distribution of institutions in the sample and those in the population on the basis of enrollment. The Chi2 of .1737 with 2 degrees of freedom indicates a probability of .93 that the sample was not different from the population on the basis of enrollment. Thus on the basis of geographical distribution, on type of insti- tution, and on enrollment, it is felt that the sample was an acceptable representation of the population and thus reflects the characteristics of the population. The 742 NASPA institutions had a combined enrollment in the fall of 1968 of 3,950,055 students. The United States Office of Education -11 _r I. -’ t- A U mu: 3 -———— #— 35 TABLE 5. - Distribution of Institutions in the Sample and in the Popu- lation, by Enrollment Under 1801 to 9000 Total 1800 9000 and over NASPA Members 742 285 306 151 Percent 38.4 '41.2 20.3 The Sample 499 189 200 110 Percent 37.9 40.1 22.0 Chiz .1737 df 2 p.93 reports a total enrollment of 7,571,636 for institutions of higher educa- tion. Subtracting the 588,543 students enrolled in undergraduate occupa- tional programs that are not acceptable for a degree, the total is 6,983,093. Thus the NASPA member institutions enrolled 56.5 percent of all degree students in the United States. Additionally, the Canadian members of NASPA enrolled 113,214 students. The results of this study are significant only for the student personnel workers at institutions that are members of the National Asso- ciation of Student Personnel Administrators. The study makes no infer- ences concerning other student personnel workers or other institutions. Since the total population of the National Association of Student Personnel Administrators institutions is included in the study, the statistical analyses will be essentially descriptive rather than analyt- ical. Any differences in means, percentages, proportions in the study will therefore reflect real differences, not inferred differences. ads}!- Collec and Pr istral NASRA. XASPA dent, instr tiona of Re tribu set 0 Cover Indie; dix c: the x; Class dent l (Appe: dents Thec csm CSPAc geanondenta 1298 428 234 220 183 #233 _— To Institution Under 44 331 140 43 47 53 48 P'- Percent 24.8 32.8 18.5 22.1 29.2 21.6 45-54 (Mid-Interval) 523 162 117 90 63 91 7 Percent 40.2 40.0 59.7 40.5 34.7 39.1 Over 55 444 126 74 83 67 94 Percent 35.0 27.2 21.8 37.4 36.1 39.3 To Student Personnel '— the loyalty student personnel administrators feel was skewed to the inst-i- :tutionz rather than to the :‘pro‘fession- Table 53 collapses the intervals on either side of the mid-interval and omits the respondents who cannot be identified by title. Of the 1298 respondents, 444 or 35 percent indicated that their loyalty was skewed toward the profession; 523 or 40.2 percent were in the mid-interval; and 333 or 24.8 percent were skued toward the institutions. Of the five types, only the chief administrator was more loyal to the institution, with 32.8 percent favoring the institution as against 27.2 percent for the profession. The lowest feeling of loyalty to the institution was the women's dean with 18.5 percent, followed by the director of activities with 21.6 percent. The hypothesis was rejected. The highest loyalty to the profession, using mean scores, was the I director of activities at 39.3 percent, followed by the counseling direc- tor at 37.4 percent. The women's dean was highest at mid-interval with 59 . 7 percent. 104 In Table 54 the relationship between age and feeling of loyalty to the institution or to the profession is presented. The mean for the total sample was 45.8. The mean of the loyalty scale became consistently lower, that is, more loyal to the institution, as age increased. For the age group 26 and under, the mean was 46.6; for the age group 27-32, the mean was 46.4; for the age group 33-38, it was 45.2; for the age group I 45-50, it was 44.8; for the age group 51-56, it was 44.3; for the age group 57-62, it was 42; and for the over 63 group, it was 40.5. Thus the increase in loyalty to the institution was associated with the in- ...NH and" tax-uln- -‘ crease in age. It is noteworthy that the same association exists in the mid-interval; as age increased the percentage of student personnel admin- ‘” istrators indicating equal loyalty to the institution and to the profession increased. For the age group 26 and under, only 20.6 percent were in the mid-interval loyalty scale; in the age group 45-50, there were 39.2 per- cent; in the age group 63 and over, there were 56.3 percent. The younger student personnel administrators were more loyal to the profession. For the total sample 341 or 25.9 percent were below the mid-interval; 530 or 40.2 percent were in the mid-interval; and 449 or 33.9 percent were above the mid-interval and more loyal to student personnel as a profession. In Table 55 the loyalty of the sample as it relates to the regions of NASPA is reviewed. Of the total 1320 respondents in the sample, 341‘ or 25.8 percent were more loyal to the institution; 449 or 34 percent ‘were more loyal to the profession; 530 or 40.2 percent were in the mid- interval of equal loyalty to the institution and to the profession. An analysis of the means indicated that the highest loyalty to the profession‘was found in Region I, the New England states, followed by 105 TABLE 54. - Age and the Feeling of Loyalty to the Institution or to Student Personnel. Total 26 and 27-32 33-38 39-44 45-50 51-56 57-62 63 and under over Respond: 1320 124 224 251 231 212 154 91 42 ngalgz to Institution No Answer 4 O O l l 1 O l 0 Percent .3 O O .4 .4 .5 O 1.1 0 O-14 37 3 6 10 8 2 2 5 1 Percent 2.8 2.5 2.7 4.0 3.5 .9 1.4 5.5 2.4 15-24 121 15 14 20 20 28 15 6 3 Percent 9.2 12.4 6.3 8.0 8.7 13.2 10.3 6.6 7.1 25-34 35 3 8 6 7 5 2 4 0 Percent 2.7 2.5 3.6 2.4 3.0 2.4 1.4 4.4 0 35-44 144 9 17 35 20 25 20 13 5 Percent 10.9 7.4 7.6 13.9 8.7 11.8 13.8 14.3 12.0 45-54 530 40 75 94 105 83 65 45 23 Percent 40.2 33.1 33.5 37.5 45.5 39.2 44.8 49.5 56.3 55-64 204 25 40 36 34 31 22 11 5 Percent 15.5 20.6 17.9 14.3 14.7 14.6 ' 15.2 12.1 12.0 65-74 75 6 22 11 9 10 10 4 3 Percent 5.7 5.0 9.8 4.4 3.9 4.7 6.9 4.4 7.1 75-84 116 15 27 27 22 17 5 l 2 Percent 8.8 12.4 12.1 10.8 9.5 8.0 3.4 1.1 4.8 85 and over 54 8 15 11 5 10 4 1 0 Percent 4.1 6.6 6.7 4.4 2.2 4.7 2.8 1.1 O Loyalsz to ent ersonnel Mean 45.8 46.6 46.4 4502 44.7 44.8 44.3 42.0 40.5 01112 105.023 df63 pa.05 106 TABLE 55. - Loyalty to Institution or to Student Personnel, by NASPA Regions Total N/A 1 II 111 IV V VI VII Respond: 1320 8 75 229 289 1:75 400 73 WE ngaltz to Institution Under 44 341 3 18 62 66 40 142 21 22 Percent 25.8 37.5 24.0 27.1 22.8 22.8 35.3 28.87 31.0 45-54 530 4 27 92 135 68 149 29 26 Percent 40.2 50.0 36.0 40.2 46.7 38.9 37.3 39.7 36.6 Over 55 449 l 30 75 88 67 109 23 23 Percent 34.0 12.5 40.0 32.7 30.5 38.3 27.2 31.5 32.4 Loyalty to Student Personnel mean 45.8 32.7 47.8 44.6 45.8 46.2 46.2 42.4 44.6 S.D. 18.3 21.6 16.7 18.6 18.0 18.1 18.5 18.6 20.1 Scale: 0 - Loyalty to Institution; 100 - Loyalty to Student Personnel Regions IV and V, states in the North Central Accrediting Association. The highest feeling of loyalty to the institution was found in Region V, followed by Region VI. Analyzing the table by the number and percent of responses more loyal to institution, the mid-interval responses, and the responses more loyal to the profession, the picture changes. The highest percentage of responses loyal to the institution was in Region V with 35.5 percent. The highest response in the mid-interval, 'where equal loyalty is given to the institution and to the profession, was found in Region III, the states in the Southern Association. The highest response in loyalty to profession, 40.0 percent, was found in Region I. 107 In Table 56 the student personnel administrator's loyalty to his institution and to his profession is analyzed according to the type of institution. The mean response most loyal to the institution, 44.7, was found in the private four-year colleges and private universities. The mean response most favorable to the profession, 49.5, was found in the private two-year colleges. Among the public institutions, the mean response most loyal to i the institution, 45.6, was found in the university, followed by the four- year college, 47.3. In both public and private institutions the greatest loyalty to the profession was found in the two-year institutions. The data in tables not shown indicated little association between the enrollment of the institution, or the previous consideration of enter- ing a religious profession, on the one hand, and loyalty to the institu- tion or profession on the other. With regard to marital status, however, the data indicated that married student personnel administrators, mean of 45.3, are more loyal to the institution than those unmarried, mean of 47.2, or of those divorced, mean of 48.2. ABLE 56. - Loyalty to Institution or to Student Personnel, by Type 108 of Institution cale Total N/A Pub-2 Pub-4 PubUni Pri-2 Fri-4 PriUni geomaénta: 1320 11 44 202 380 38 436 189 1.037an to Institution Does not apply 4 O 2 O 1 0 1 0 Percent .3 0 3. 1 O . 3 0 . 2 0 5-14 37 0 O 4 l4 1 10 8 Percent 2.8 0 O 2.0 3.7 2.6 2.3 4.2 15-24 121 O 2 19 38 3 43 16 Percent 9.2 0 3.1 9.4 10.0 7.9 9.9 8.5 25-34 35 O O 5 6 l 18 5 Percent 2.7 O 0 2.5 1.6 2.6 4.1 2.6 35-44 144 2 7 16 34 3 57 25 Percent 10.9 18.2 10.9 7.9 8.9 7.9 13.1 13.2 45-54 530 4 27 85 164 12 171 67 Percent 40.2 36.7 42.2 42.1 43.3 31.6 39.2 35.4 55-64 204 1 13 30 49 9 62 40 Percent 15.5 9.1 20.3 14.9 12.9 23.7 14.2 21.1 65-74 75 1 4 12 26 1 21 10 Percent 5.7 9.1 6.3 5.9 6.8 2.6 4.8 5.3 75-84 116 l 7 22 29 6 39 12 Percent 8.8 9.1 10.9 10.9 7.6 15.8 8.9 6.3 85 and over 54 2 2 9 l9 2 14 6 Percent 4.1 18.2 3.1 4.5 5.0 5.3 3.2 3.2 L%lg _tg St ent Personnel Mean 45.8 55.4 48.7 47.3 45.6 49.5 44.7 44.7 SJ). 18.3 18.6 17.2 18.3 18.9 19.4 18.0 17.8 109 mesh 11. More than fifty percent of student personnel admin- .strntox'a have conducted research relevant to student personnel work. Lejected. Table 57 shows that of the 1320 respondents in the sample, 922 or 69.8 percent had conducted no .resehrch in the field of student person- nel. For each type of student personnel administrator, the percent doing no research in the field was over 57 percent. The hypothesis was rejected. TABLE 57. - Research of Student Personnel Administrators, Relevant to ' the Field, by Title Total N/A CSPA cspw cspc CSPH CSPAc Respondents 1320 18 429—_5423 221 184 23"?" No answer 18 0 7 3 1 3 '4 Percent 1.4 0 1.6 1.3 .5 1.6 1.7 None 7 922 14 300 182 126 126 174 Percent 69.8 77.8 70.0 77.8 57.0 68.5 74.4 One 187 2 56 25 36 35 33 Percent 14.2 11.1 13.1 10.7 16.3 19.0 14.1 Two 107 2 33 16 27 13 16 Percent. 8.1 11.1 7.7 6.8 12.1 7.1 6.8 Three 34 O 12 4 10 4 4 Percent 2.6 0 2.8 1.7 4.5 2.2 1.7 Four 16 O 7 2 6 l 0 Percent 1.2 O 1.6 .9 2.7 .5 0 Five 14 0 7 l 3 0 3 Percent 1.1 O 1.6 .4 1.4 0 1.3 $11: 7 O 3 l 2 1 0 Percent .5 O .7 .4 .9 .5 0 Seven 7 O 2 O 4 1 0 Percent .5 O .5 0 1.8 .5 . 0 Eight and over 8 O 2 O 6 O 0 Parent .6 0 .5 O 2.7 0 0 0111773373 df 45 pa .01 -‘f' «It. aij . . 110 According to Table 57, the directors of counseling had the Lghest research performance, with 16.3 percent doing one research, 2.2 percent doing two, 4.5 percent three, and 2.7 percent four. For 11 types of student personnel administrators, only 28.8 percent had lone relevant research in student personnel Table 58 indicates the association between research and the major field of the highest degree. The field having the highest percentage of research in student personnel was higher education with 51.9 percent, fol; lowed by student personnel with 36.9 percent, social science with 31.9 percent and education administration with 31.3 percent. The least re- search was done by respondents with degrees in elementary education, religion and law, business, the humanities, and secondary education. Data not in tables indicated no significant difference in the re- search production of those who had Ed.D. degrees, 56.7 percent, and Ph.D. degrees, 56.4 percent. The data indicated an association between sex and research in student personnel, as 32.3 percent of the men had done re- search against 24.4 percent of the women. The data indicated that the older the administrator was when he earned the doctorate, the more likely he was to have done research in student personnel. Also, as enrollment increased, the percentage conducting research increased. Data not in tables also showed that 33 percent of married respon- dents conducted research as contrasted to 19.9 percent of the unmarried, 10.8 percent of those widowed, and 20.2 percent of those divorced. 111 TABLE 58. - Relation of Research in Student Personnel and Major Field of Highest Academic Degree Research in Student Personnel Total N/A None one“, 1‘10 plus Respondents 1320 922 187 193 18 No degree 24 21 3 0 0 Percent 1.8 87 . 5 12 . 5 O 0 Education: General 139 109 14 15 1 Percent 10.4 78.4 10.1 11.2 .7 Education: Administration 67 46 10 10 1 Percent 5.1 68.7 14.9 14.9 1.5 Education: Elementary 7 7 0 0 0 Percent . 5 100.0 0 0 0 Education: Secondary 22 18 2 2 0 Percent 1.7 81.8 9.1 9.1 0 Education: Counse 14.833 540 341 91 102 6 Percent 41.0 63.1 16.9 18.9 1.1 Higher Education 77 38 24 17 1 Percent 5.8 48.1 31.2 19.4 1.3 Social Sciences 188 128 21 36 3 Percent 14.3 68.1 11.2 19.1 1.6 Hunnnities 97 85 8 3 1 Percent 7.4 87.6 8.2 3.2 1.1 Science 69 56 5 3 Percent 5.2 79.7 8.7 7.3 4.3 Business , Hone Economics 41 34 4 3 0 Percent 3.1 82.9 9.8 7.3 0 Re ligion , Law 47 39 4 2 2 Percent 3.6 83.0 8.5 4.3 4.3 Total Percent 69.9 14.2 15.9 If c1312 64.023 df 33 p<.001 112 Hypothesis'I-EI. More than fifty percent of student personnel admin- istrators have published material in a field relevant to student person- nel. Rejected. The data in Table 59 reveal that of 1320 respondents in the sample 1068 or 80.9 percent had published no mterial in a field relevant to stu- Only 236 or 17.9 percent had published relevant material. dent personnel. The hypothesis was rejected. .2 TABLE 59. - Publications by Student Personnel Administrators of Material . Relevant to the Field, by Title 1 Number Of ; relevant Total N/A CSPA csrw cspc CSPH CSPAc 1...- publications Resppndents 17520 18 429 234 221 184 234 No answer 16 O 5 3 0 2 6 Percent 1.2 O 1.2 1.3 O 1.1 2.6 None 1068 16. 331 198 162 160 201 Percent 80.9 88.9 77.2 84.6 73.3 87.0 85.9 One - 93 l 31 22 16 9 14 Percent 7.0 5.6 7.2 9.4 7.2 4.9 6.0 Two 53 O 18 5 15 7 8 Percent 4.0 O 4.2 2.1 6.8 3.8 3.4 Three 27 O 12 2 8 4 1 Percent 2.0 0 2.8 .9 3.6 2.2 .4 Four 17 ° 1 ll 2 2 O 1 Percent 1.3 _5.6 2.6 .9 .9 O .4 Five 13 0 6 O 4 l 2 Percent 1.0 O 1.4 0 1.8 .5 .9 Six 4 O 1 1 1 l 0 Percent . 3 0 . 2 . 4 . 5 . 4 0 Seven 14 O 5 1 7 0 1 Percent 1.1 O 1.2 .4 3.2 O .4 Eight and over 15 0 9 0 6 0 0 Percent 1.1 O 2.1 O 2.7 0 O c1112 76.598 df 45 p<.01 113 Other data show that the least publishing was by the director of housing at 11.9 percent, followed by the director of activities at 12.0 percent. The greatest amount of publishing was by the director of coun- seling at 26.7 percent, followed by the chief administrator at 21.6 per- cent and the women's dean at 14.1 percent. Men did more publishing than women; their figure was 21.1 percent An association appeared as compared with the 13.8 percent of the women. to exist between enrollment and publication: the larger the enrollment of the institution, the greater the percentage of publication by student There also appeared to be an association with personnel administrators. marital status; only 5.4 percent of the widowed had published, while .'.. .‘. 11.1 percent of the unmarried, 20.3 percent of the married, and 30.0 per- cent of the divorced reported publications in the field of student personnel. Hypothesis XII. The happiness that student personnel administra- tors derive from their professional activities is on a downward trend. Rejected. Table 60 is a synthesis of three unprinted tables all of which were The table ignificant at the .05 level of confidence, using Chi-square. lows the overall mean for the happiness scale of student personnel admin- trators three years ago as 67.1; the happiness scale for now as 66.4; Those who the happiness scale anticipated three years hence as 69.0. more unhappy now than three years ago included the chief administra- whose man was down 2.9; the women's dean, whose mean was down 1.0; The overall mean was down 0.7. the director of housing, down 0.6. 114 TABLE 60. - Mean Averages of Happiness in Work-r. Three Years Ago, Now, andenticipated Three Years Hence Three Three number Years Now Years Ago Hence Overall‘uean 1320 67.1 66.4 69.0 S.D. 18.1 18.8 18.2 No Iii-“lea: 18 74.5 67.8 65.6 F:- S.D. 10.8 20.8 21.6 Chief.Administrator 429 68.3 65.4 67.4 S.D. 17.9 19.3 18.7 'Women's Dean 234 66.3 65.3 65.9 _ S.D. 18.6 19.0 19.4 - Counseling Director 221 68.5 72.2 74.3 L? S.D. 17.4 15.5 14.4 Housing Director 184 63.9 63.3 68.1 S.D. 19.7 20.7 20.7 .Activities Director 234 66.4 66.5 71.1 S.D. 17.7 17.8 15.7 (The higher the average, the higher the happiness.) The happiness expected three years hence, however, indicated that all student personnel administrators expected to be happier than they are now. {All except the chief administrators and the women's deans expected to be happier three years hence than they were three years ago. Although there was a slight decrease in happiness now as compared to three years ago, student personnel administrators expected happiness to increase. The trend cannot be said to be downward, since the slight downward trend reversed to an upward trend. The hypothesis was rejected. 115 TABLE 61. - Comparison of the Happiness in Work: Three Years Ago, Now, a and Anticipated Three Years Hence Three Three Total Years Row Years Ago Hence gespondents . 1320 1320 1320 Unhappy 0-44 357 111 135 111 Percent 9.0 8.4 10.2 8.4 45- 54 (Hid-Interval) 299 115 104 80 Percent F F 7.6 8.7 7.9 6.1 55- 100 3304 1094 1081 l 129 Percent 83. 4 82 . 9 81 . 9 85 . 5 12222 c1112 10.7768 df 4 p<.05 The data in Table 61 indicate that of 1320 respondents 135 or 10.2 percent were unhappier now than three years ago. Only 111 or 8.4 percent, however, expected to be unhappy three years hence. 0f the 1320 in the sample the data show that 1081 or 81.9 percent were happier in their work now compared to 1094 and 82.9 percent three years ago. In three years hence, however, 1129 or 85.5 percent antici- pated continued or greater happiness. Thus the trend of student person- nel administrators' happiness in their work decreased slightly for the present but is expected to rise in the near future. A total of 1129 or {5.5 percent expect to be happy three years from now as opposed to 111 r 8.4 percent who expect to be less happy. In Table 62 the happiness trend of student personnel administrators 8 related to the RASPA regions. The table begins with the more pessimis- ic categories and ends _with the more optimistic. e ‘~\..v.' fl I . .‘A ”3.1 t - . 116 TABLE 62. - Happiness Trend: Now as Compared to Three Years Ago, and as Anticipated Three Years Hence, by NASPA Regions 4 Total I II III IV V VI VII Leas, expect less 58' 4 6 16 10 19 1 2 Percent 4.47: 5.3 2.6 5.3 5.7 4.8 1.4 2.8 Less, expect same 107 9 23 21 8 35 5 6 Percent 8.1 12.0 12.7 6.9 4.6 8.8 6.8 8.5 Less, expect more 154 ll 27 26 15 56 ll 8 Percent 11.7 14.7 11.8 8.6 8.6 14.0 15.1 11.3 Same, expect less 75 6 9 19 7 24 3 7 Percent 5.7 8.0 3.9 6.3 4.0 6.0 4.1 9.9 Same, Expect same 548 25 93 141 76 159 28 26 Percent 41.5 33.3 40.6 46.5 43.4 39.8 38.4 36.6 Same, expect more 131 6 29 37 18 32 6 3 Percent 9.9 8.0 12.7 12.0 10.3 8.0 8.2 4.2 More, expect less 33 l 7 3 3 12 3 4 Percent 2.5 1.3 3.1 1.0 1.7 3.0 4.1 5.6 More, expect same 180 13 35 29 37 46 10 10 Percent 13.6 17.3 15.3 ’9.6 21.1 11.5 13.7 14.1 More, expect more 28 0 0 3 l 16 5 3 Percent 2.1 0 0 1.0 .6 4.0 6.8 4.2 Does not apply 6 0 0 2 0 1 l 2 ’ c1112 104.133 df 63 p<.01 Of the 1320 in the sample only 58 or 4.4 percent were less happy now than they were three years ago and expect to be still less happy three years hence. The mean of this group on the happiness scale was 35.4. Region VI had only 1.4 percent and Region IV had 5.7 percent. No change was expressed by 548 or 41.5 percent and they expected no change. The mean for this group was 73.2. This group, 41.5 percent of the total sample, was exceptionally stable on a high level of happiness, 73.2. 117 TABLE 63. - Happiness inflflork.Discounting Future and Discounting Past. by NASPA Regions Total I II III IV V VI VII Less happy now than 3 yrs. ago 319 24 56 63 33 110 l7 16 Percent 24.2 32.0 23.8 20.8 19.3 27.5 23.3 22.5 More happy now than 3 yrs. ago 192 14 42 35 41 74 18 17 ‘ Percent ' 14.5 18.7 18.3 11.6 43.9 18.5 24.6 23.9 Expect to be less happy in 3 yrs. 166 0 22 39 20 55 7 - 13 Percent 12.6 0 9.6 12.9 11.4 13.8 9.6 18.3 Expect to be more ‘””” happy in 3 yrs. 465 17 56 66 34 104 22 14 Percent 35.2 22.7 24.5 21.7 19.4 26.0 30.1 19.7 Thble 63 seeks to refine the happiness trend by limiting considera- tion to a comparison of only two time periods. The data relates these to the NASRA regions. Region I, New England, had the highest percentage, 24.2 percent, of being less happy now than three years ago. Region IV, the Plains states, had the highest percentage, 43.5 per- cent, of being happier now than three years ago. Region VII, California, had the highest percentage, 18.3 percent, expecting to be less happy in three years. Region VI, the Nbrthwest, had the highest percentage, 30.1 percent, expecting to be more happy in three years. 118 TABLE 64. - Relationship of Age and Happiness in Work: Three Years Ago .Now, and‘Anticipated Three Years Hence firee Three Total Percent Years Now Years Ago Hence Under 21': Mean 3 .22.. 74.5 74.5 67.8 S.D. 14.3 15.4 11.5 21-26: Mean 121 9.2 64.4 66.6 69.9 S.D. 18.7 19.6 18.7 27-32: Mean 224 16.96 64.4 65.9 70.8 S.D. 19.1 18.1 16.9 33-38: Mean 251 19.01 66.3 66.7 70.5 S.D. 18.1 18.9 17.4 39-44: Mean 231 17.50 69.0 66.9 70.9 S.D. 16.8 18.9 16.5 45-50: Mean 212 16.06 66.2 65.1 66.4 S.D. 20.5 20.0 19.4 51-56: Mean 145 10.98 68.4 65.1 65.3 S.D. 15.6 18.3 19.5 57-62: Mean 91 6.89 70.9 67.5 65.7 S.D. 16.9 18.9 21.6 63-68: Mean 36 2.72 73.1 71.7 68.6 S.D. 14.1 14.4 15.1 69 and over: Mean 6 .45 82.5 82.8 82.8 S.D. 4.0 .4 4.0 Overall: Mean 1320 67.1 66.4 69.0 S.D. 18.1 18.8 18.2 The higher the number, the greater the happiness. Table 64 presents the happiness mean averages and standard devia- ions for three years ago, now, and three years hence, categorized by ge. The age groups showing a decline are: 39-44, 45-50, 51-56, 57-62, ;d 63-68. Those failing to show an increase in three years hence are: der 2]., 57-62, and 63-68. 119 TABLE 65. - Mean Averages of Happiness in Work; by Sex Total N/A Men Women Three years ago 67 . l 68 . 9 67 . 3 66 . 7 NOV 66.4 64.5 66.5 66.4 69.0 66.7 69.8 67.1 F“ Three years hence In Table 65 the relationship of the happiness trend and sex is The mean averages for women was slightly 'tnu nu u-Jl‘n'. . presented, using mean averages. less than that for the men for three years ago, for now, and anticipated for three years hence. Data not presented in tables indicated that no meaningful relation- ship existed between happiness or happiness trend and the enrollment of the institutions of the student personnel administrators in the study. Data not in table's did suggest, however, several interesting rela- tionships on the happiness of student personnel administrators and other variables. Of the men in the sample, 78.2 percent reported no source of unhappiness; women reported 72.8 percent no source of unhappiness. Men named "administration" as the source of unhappiness in 6.9 of the response and "students" in 6.8 percent. Women named "administration" in 7.3 per- cent of their response an "students" in 7.0 percent. In evaluating the factors causing unhappiness men indicated student activism in 6.6 percent of their response; women in 6.7 percent. There appeared to be an association between the happiness of stu- dent personnel administrators and the extent to which they did research 120 and publication. Those who researched and published reported greater happiness in their work than those who did no research and publication. Data not in tables indicated an association betwen age and source of unhappiness. Respondents of younger age name "administration" over "students" in a higher percentage of responses. Older age groups named the students over the administration in a higher percentage of responses. j! g. The total sample named the administration as source of unhappiness in 6.96 percent of responses. For the age group 27-32 it was 8.9 percent; for the age group 33-38 it was 7.96 percent. The total sample named stu- For dents as the source of unhappiness in 6.89 percent of the responses. the age group 39-44 it was 7.4 percent; for age 51-56 it was 13.1 percent; for age group 63-68 it was 11.1 percent; for those over 69 it was 16.7 percent. Data not in tables indicated no meaningful relationship between the happiness trend of student personnel administrators and the size of the institution. There seemed to be no association between the source of unhappiness or the factor causing unhappiness and the size of the institution. Hypothesis XIII. More than fifty percent of student personnel administrators do not feel that new persons entering the field should have had formal training in student personnel work. Rejected. By referring to Table 66 it will be seen that the opinion of all student personnel administrators as to the importance of formal training for new people entering the field was 63.3.a figure which places it above the 50 percent level on the scale. It is further obvious that only 157' 121 TABLE 66. - Opinion on Importance of Formal Training for New Student Personnel Administrators, by Title Total N/A csra csm csrc csm CSPAc Respondents 1319 18 429 234 220 184 ~ 234 Unimportant Should not have 1 0 1 0 0 0 0 Percent 0 .2 0 0 0 0 under 15 13 0 4 3 2 2 2 Percent 1.0 0 .9 1.3 .9 l. .9 15-24 42 1 12 6 6 7 10 Percent 3.2 5.6 2.8 2.6 2.7 3. 4.3 25-34 13 0 4 2 3 1 3 Percent 1.0 O .9 ,9 1.4 . 1.3 35-44 90 1 30 ll 13 13 22 Percent 6.8 5.6 7.0 4.7 5.9 7. 9.4 45854 118 2 37 19 14 19 27 Percent 8.9 11.1 8.6 8.1 6.4 10. 11.5 55-64 259 4 85 44 25 50 51 Percent 19.6 22.2 19.8 18.8 11.4 27. 21.8 65-74 85 0 29 22 12 12 10 Percent 6.4 0 6.8 9.4 5.5 6. 4.3 75-84 439 8 152 81 80 54 64 Percent 33.3 44.4 35.4 34.6 36.4 29. 27.4 85 and over 259. 2 75 46 65 26 45 Percent 19.6 11.1 17.5 19.7 29.5 14. 19.2 ‘Very Important Mean: 63.3 S.D.: 19.0 cmz 55.032 at 45 p(.05 or 12.1 percent indicated opinions below the mid-interval, while 1045 or 29 percent were above the mid-interval. The hypothesis was rejected. :65 122 TABLE 67. - Opinion on Importance of Formal Training for New Student . , Personnel Administrators, by NASPA Regions Total I II III IV V VI VII Respondents l l 75 2 9 2 175 399 7 71 Mean Averages 60.6 60.9 61.4 63.7 64.7 65.0 65.0 S.D. 19.9 19.8 18.8 18.5 19.1 17.7 17.7 Scale: 100. Low figure indicates low importance Table 67 presents evidence that the respondents of Region VI and Region VII thought it more important that new personnel entering the field have had formal training. The other regions in rank order of the value placed on formal training were: Region V, Region IV, Region III, Region II, and Region I. Data not placed in tables indicated that the women student person- nel administrators placed greater value, mean of 65.5, on formal training for new personnel than did the men, mean of 62.5. Hypothesis DIV. Not more than one percent of student personnel administrators left their positions through retirement. Rejected. In Table 68 the data suggest that of the 1320 respondents in the study, 449 or 34 percent were in positions in which there had been no predecessor. 0f the 871 positions having predecessors, 76 or 8.7 percent left their positions through retirement. The hypothesis was rejected. The highest percentage of retirement was with the women's dean. Of 234 women's deans, 79 were new positions, leaving 155 who had prede- cessors. Of: the 155, thirty-one or 20 percent retired. The lowest Ir“- 123 TABLE 68.- Reason Predecessor Left His Position, by Title of Incumbent Total N/A csra cssw csrc csrn csmc Respondents 131—"‘20 18 429 237; 221 181 234 Not Known 51 l 19 ll 6 7 7 Percent 3.9 5.6 4.4 4.7 2.7 3.8 3.0 Promotion 194 2 77 ll 28 35 41 Percent 14.7 11.1 18.0 4.7 12.7 19.0 17.5 Other Position Preferred 270 7 99 55 44 25 40 Percent 20.5 38.9 23.1 23.5 19.9 13.6 17.1 Unsuccessful 90 1 38 12 14 15 10 Percent 6.8 5.6 8.9 5.1 6.3, 8.2 4.3 Released 73 1 27 14 9 l4 8 Percent 5.5 5.6 6.3 6.0 4.1 7.6 3.4 Illness 31 1 10 11 3 1 5 Percent 2.3 5.6 2.3 4.7 1.4 .5 2 1 Retirement 76 0 23 31 8 6 8 Percent 5.8 0 5.4 13.2 3.6 3 3 3.4 Death ‘ 14 l 6 3 O 4 0 Percent 1.1 5.6 1.4 1.3 0 2.2 0 Further Schooling 72 0 19 7 13 15 18 Percent 5.5 0 4.4 3.0 5.9 8.2 7.7 New Position 449 4 111 _79 96 62 97 Percent 34.0 22.2 25.9 33.8 43.4 33.7 41.5 2 cm 126.2 df 45 p¢.01 retirement figures were for the director of counseling and the director of activities. The highest percent of positions with no predecessor was for the director of counseling, with 43.4 percent. Of 1320 in the sample, 194 or 14.7 percent were promoted; 270 or 20.5 percent preferred another position, often because of pressures; $77: u. 5'H{ ‘IIJ‘F 124 90 or 6.8 percent were felt to be unsuccessful; 73 or 5.5 percent were released, or left to prevent being released; 31 or 2.3 percent were ill; 76 or 5.8 percent retired; 14 or 1.1 percent died; 72 or 5.5 percent re- turned to school; and 449 or 34 percent left for other reasons or there was no predecessor. Table 69 compares the number of years predecessor held his posi- tion with the title of the incumbent. 0f the 429 chief administrators, 103 or 24 percent had no predecessor; of 234 women's deans, 44 or 18.8 ‘ percent had no predecessor; of the counseling directors, 89 or 40.3 per- cent had no predecessors; and of the activities director, 76 or 32.5 per- cent had no predecessor. Of the entire sample 37 or 2.8 percent of the predecessors held their positions less than one year. Of the 951 respon- dents who did have predecessors, however, the figures become sharper. 0f the 951 predecessors, 37 or 3.9 percent held their position for less than one year; 550 or 57.9 percent held their position from one to four years. Thus 61.8 percent of the predecessors held their position under four years; 79.6 percent held their position less than eight years; 88.5 percent less than twelve years; and 92.4 percent less than sixteen years. Table 70 presents the number of years predecessor held position as it relates to the type of institution. The percentage of predecessors serving less than four years was highest in the private four-year institu- tions, 48.2 percent, and in the private universities, 47.7 percent. The type of institution with the largest percentage of new posi- tions was the public twa-year college, 35.9 percent, followed by the private two-year college with 31.6 percent, and the public university with 29.2 percent. 125 TABLE 69. - Number of Years Predecessor Held Position, byTitle Total WA 03211 csm 0390 .0311! csmc Respondents 1320 18 429 234 221 184 234 Less than one year 37 0 10 8 5 7 7 'Percent 2.8 0 2.3 3.4 2.3 3.8 3.0 1-4 years 550 10 171 88 91 96 94 Percent 41.7 55.6 39.9 37.6 41.2 52.2 40.2 5-7 years 170 l 71 36 20 10 32 Percent 12.9 5.6 16.6 15.4 9.0 5.4 13.7 9-12 years 84 - 1 28 22 10 ll 12 Percent 6.4 5.6 6.5 9.4 4.5 6.0 5.1 13-16 years 37 0 l9 9 4 1 4 Percent 2.8 0 4.4 3.8 1.8 .5 1.7 17-20 years 34 2 l4 9 2 3 4 Percent 2.6 ‘11.1 3.3 3.8 .9 1.6 1.7 21-24 years 7 0 l 4 0 0 2 Percent .5 O .2 1.7 0 0 9 25-28 years 15 l 6 8 0 0 0 Percent 1.1 5.6 1.4 3.4 O O 0 29 and over 17 0 6 6 0 2 3 Percent 1.3 0 1.4 2.6 O 1.1 1.3 New Position 369 3 103 44 89 54 76 Percent 28.0 16.7 24.0 18.8 40.3 29.3 32.5 01112 114.061 df 45 p<.01 [Hts not in tables indicated that of the 76 predecessors reported as retiring 4 or 5.2 percent had held their position less than four years; 12 or 15.8 percent from five to eight years; 14 or 18.4 percent from nine to twalve years; 26 or 34.1 percent from thirteen to menty-four years; and 20 or 26.5 percent for over menty-five years. 126 TABLE 70. - Number of Years Predecessor 11er Position, by Type of Institution Total N/A Pub-2 Pub-4 PubUni Pri-2 Pri-4 PriUni Respondents 1320 ll 64 202 380 38 436 189 Under one year 37 1 3 3 8 0 20 2 Percent 2.8 9.1 4.7 1.5 2.1 0 4.6 1.1 1-4 years 550 2 25 90 139 16 190 88 FL Percent 41.7 18.2 39.1 44.6 36.6 42.1 43.6 46.6 5-8 years 170 2 7 26 49 4 57 25 Percent 12.9 18.2 10.9 12.9 12.9 10.5 13.1 13.2 9-12 years 84 0 4 13 27 2 27 11 Percent 6.4 0 6.3 6.4 7.1 5.3 6.2 5.8 13- 16 years 37 0 2 3 12 2 14 4 3‘— Percent 2.8 0 3.1 1.5 3.2 5.3 3.2 2.1 17-20 years 34 0 0 6 l3 0 9 6 Percent 2.6 0 0 3.0 3.4 0 2.1 3.2 21-24 years 7 0 0 0 3 0 2 2 Percent .5 0 0 0 .8 0 .5 1.1 25-28 years 15 O 0 l 9 2 l 2 Percent 1.1 0 O '.5 2.4 5.3 .2 1.1 29 and over 17 O O 4 9 0 2 2 Percent 1.3 0 0 2.0 2.4 0 5 1.1 New Position 369 6 23 56 111 12 114 47 Percent 28.0 54.5 35.9 27.7 29.2 31.6 26.1 24.9 (nu? 60.474 df 54 not significant Data not in tables indicated that of 76 predecessors, two or 2.6 percent, retired in institutions with enrollment under 1000; 21 or 27.6 percent with 1001 to 5000; 18 or 23.7 percent with 5001 to 10,000; 13 or 17.1 percent with 10,001 to 15,000; 6 or 7.8 percent with 15,001? to 20,000; and 4 or 5.3 percent with over 20,000. 127 TABLE 71. - Reason Predecessor Left Position, by Type of Institution Total N/A Pub-2 Pub-4 PubUni Pri-2 Pri-4 PriUni Respondents 1320 ll 64 202 380 38 436 189 Reason'Unknown 51 l l 6 20 1 l6 6 Percent 3.9 9.1 1.6 3.0 5.3 2.6 3.7 3.2 Promotion 194 0 15 33 58 10 47 31 Percent 14.7 0 23.4 16.3 15.3 26.3 10.8 16.4 Preferred Other Position 270 l 9 40 73 6 98 43 Percent 20.5 9.1 14.1 19.8 19.2 15.8 22.5 22.8 Unsuccessful 90 l 2 12 19 7 36 13 Percent 6.8 9.1 3.1 5.9 5.0 18.4 8.3 6.9 Released 73 0 4 14 19 0 21 15 Percent 5.5 0 6.3 6.9 5.0 0 4.8 7.9 Illness 31 O 0 5 ll 0 10 5 Percent 2.3 O O 2.5 2.9 O 2.3 2.6 Retirement 76 0 3 15 32 0 19 7 Percent 5.8 0 4.7 7.4 8.4 O 4.4 3.7 Death 14 O l 2 6 0 4 1 Percent 1.1 0 1.6 1.0 1.6 0 .9 .5 Graduate School 72 l 3 11 14 0 36 7 Percent 5.5 9.1 4.7 5.4 3.7 0 8.3 3.7 Other (marriage, new position) 499 7 26 64 128 14 149 61 Percent 63.6 40.6 31.7 33.7 36.8 34.2 32.3 34.0 01112 73.743 df 54 p<.05 In Table 71 the data present the incumbent student personnel admin- istrator's opinion of the reason the predecessor left his position. In the category Vpreferred other position" the respondents implied that the predecessor was leaving under some pressure. In the category "illness," respondents included mental fatigue, emotional and psychological stress 128 as well as physical illness. In the category "unsuccessful" respondents :hnplied that.the predecessor was not adequate, or capable, or fitted to do the job; that he realized this and left of his own volition, probably before he would be released. 0f the 38 predecessors 10 or 26.3 percent left because of promo- tion. There were no predecessors in private two-year institutions who left because of illness, release, retirement, death, or for graduate school. The private two-year institutions did have the highest percentage of new positions, 36.8 percent. a In Table 72 the data presents the incumbent's opinion as to the position to which the predecessor moved. Of the 234 women's deans in the sample, 34 or 14.5 percent retired. With the removal of the 25 new posi- tions among the women's deans, however, the percentage of the 34 retirees increases to 16.3 percent. With similar refinement of the figures for the chief administrators, 22 of 421, or 5.2 percent, retired. The greatest percentage of promotion was by the director of activi- ties, 13.7 percent; the greatest percentage of return to graduate school was also by the director of activities, 9.5 percent. The chief adminis- trator had the greatest percentage of lateral movement, 12.7 percent, the greatest percentage of return to college teaching, 16.1 percent, and thegreatest percentage of death in office, 1.4 percent. Table 73 presents the report of the incumbent about the position his predecessor held at the time the questionnaire was completed. 129 TABLE 72. - Position to Which Predecessor Moved, by Title Total N/A csra csrw cspc csm csmc Respondents 1325 18 429 234 221 18? 234 No answer 4 l l l O l 0 Percent .3 5.5 - .2 .4 O .5 0 Do not know 51 0 ll 13 11 9 7 Percent 3.9 0 2.6 5.6 5.0 4.9 3.0 Promotion in SPA .97 2 22 7 13 21 32 Percent 7.3 11.1 5.2 3.0 5.9 11.4 13.7 lateral Move in SPA 142 5 55 18 18 21 25 Percent 10.8 27.8 12.7 7.7 7.1 11.4 9.7 Demotion in SPA 26 0 l3 6 2 2 3 Percent 2.0 0 3.0 2.6 .9 1.1 1.3 Promotion in Education 100 0 57 4 l4 14 11 Percent 7.6 0 13.3 1.7 3.3 7.6 4.7 College Teaching 143 l 69 30 27 8 8 Percent 10.8 5.6 16.1 12.8 12.2 4.3 3.4 Public Schools 31 2 10 5 l 7 6 Percent 2.3 11.1 2.3 2.1 .5 3.8 2.5 Graduate School ' 89 0 24 12 15 16 22 Percent 6.7 0 5.6 5.1 6 8 8 7 9 5 Business, Industry 40 0 8 5 8 l3 6 Percent 3.0 0 3.0 2.1 3.6 7 l 2 5 Gov't, Mil., Pub. Serv. 25 2 5 l 5 3 9 Percent 1.9 11.1 1 l .4 2.3 l 6 3.9 On leave 8 0 4 l 2 0 1 Percent .6 0 .9 4 .9 O 4 Illness 26 l 10 10 l l 3 Percent 2.0 5.6 2.3 4.3 .5 .5 1.3 Retirement 76 0 22 34 8 6 8 Percent 5.8 0 5.2 14.6 3 6 3 3 3.4 Death 14 l 6 3 0 4 0 Percent 1.1 5.5 1.4 1.3 O 2.2 0 .‘t I I. stun 351m .a zlllcllall 130 TABLE 72. - Continued Total N/A csra csrw csrc cars CSPAc New Position 369 3 102 44 15 54 78 Percent 28.0 16.5 23.9 18.8 6.8 29.3 23.5 marriage 23 0 2 15 l 0 5 Percent 1.7 0 .5 6.5 .5 0 2.1 Religious Service 52 0 8 25 5 4 10 Percent 3.9 0 1.9 10.7 2.3 1.2 4.2 2 cm 283.760 df 85 154.001 131 TABLE 73. - Position Predecessor Now Holds, by Title Total N/A CSPA CSPW CSPC - CSPH CSRAc Reppondents 1320 18 429 234~ 22: l§4_ 234 Do not know 52 0 12 17 8 9 6 Percent 3.9 0 2.8 7.3 3.6 5.0 2.6 College President 21 0 l3 1 4 1 2 Percent 1.6 0 3.0 .4 1.8 .5 .9 College Vice President 738 0 27 l 5 2 3 Percent 2.9 0 6.3 .4 2.3 1.1 1.3 Dean of Students 88 3 39 9 8 12 17 Percent 6.7 16:7. 9.1 3.8 3.6 6.5 7.3 Assoc. Dean of Students 17 0 6 l 3 2 5 Percent 1.3 0 1.4 .4 1.4 1.1 2.1 Ass't Dean of Students 12 l 2 4 l 0 4 Percent .9 5.6 5 1.7 .5 0 1.7 Dean of Women 20 l l 14 2 0 2 Percent 1.5 5.6 .2 6.0 9 0 .9 Dir. Stu. Housing 13 O l O O 8 4 Percent 1.0 0 .2 0 0 4.3 1.7 Dir. Stu. Counseling 23 2 6 2 8 3 2 Percent 1.7 11.1 1.4 .9 3.6 1.6 .9 Dir. Stu..Activities 4 0 O O l l 2 Percent .3 0 0 0 .5 5 .9 Director Union 11 0 0 2 O l 8 Percent ..8 O 0 9 0 5 3.4 Dir. Stu. Finan. Aids 9 0 4 0 0 3 2 Percent .7 0 .9 0 0 1.6 .9 Dir. Placement 1 0 l 0 0 O 0 Percent ..1 O 2 0 O 0 0 Foreign Stu..Adviser 3 0 l 1 0 0 1 Percent .2 0 .2 .4 0 0 .4 Other Position SPA 77 0 23 13 10 l4 17 Percent 5.8 0 5.4 5.6 4.5 7.6 7.3 TABLE 73. - Continued 132 - Total. . .N/Ae CSPA .- 08W CSPC . .CSPH CSPAc College Teaching 166 2 76 35 ‘ 33 10 10 Percent 12.6 11.1 17.7 15.0 15.0 5.4 4.3 Promotion outside SPA 62 0 26 3 11 ll 11 Percent 4.7 0 6.1 1.3 5.0 6.0 4.7 Public Schools 31 1 ll ‘ 6 . l 7 5 Percent 2.3 5.6 2.6 2.6 .5 3.8 2.1 Graduate School 59 .0 l4 5 10 15 15 Percent 4.5 0 3.3 2.1 4.5 8.3 6.4 Business, Industry 44 O 6 p 6 12 13 7 Percent ' 3.3 0 1.4 2.6 5.4 57.1 3.0 Gov't, Public Service 21 l 4 2 3 3 8 Percent 1.6 5.6 .9 .9 1.4 1.6 3.4 Military 1 O 0 0 0 0 1 Percent .1 0 0 O O 0 .4 Religious Service 28 0 15 4 l 2 6 Percent 2.1 0 3.5 1.7 .5 1.1 2.6 On Leave 8 0 4 2 l l 0 Percent .6 0 .9 .9 .5 .5 O Illness 8 0 3 4 l 0 0 Percent . .16 0 .7 1.7 .5 ~ 0 0 Retirement 72 2 20 33 5 4 1 Percent 5.5 11.1 4.7 14.1 2.3 2.2 .4 Death 29 1 12 9 2 4 1 Percent 2.2 5.6 2.8 3.8 .9 2.2 .4 Married 33 l 0 l7 2 4 9 Percent 2.5 5.6 0 7.3 v .9 2.2 3.8 New Position 369 3 102 44 89 54 77 Percent 28.0 16.7 23.8 18.8 40.3 29.3 32.9 C1112 423.814 df 140 p<.001 CHAPTER V SUMMARY.AND DISCUSSION The purpose of this study was to determine the associations '5‘? existing among the career patterns, the educational backgrounds, the work experiences, the personal characteristics, and opinions of student personnel administrators on their feelings of loyalty, their feelings C‘ux‘l". 4’ - 4". of happiness in their work, and their feelings of adequacy in their jobs. The sample consisted of 1320 chief student personnel administra- tors, chief student personnel administrators for women's affairs, chief administrators for student counseling, chief administrators for student housing, and chief administrators for student activities. The sample of 499 institutions came from.a population of 742 institutions that were members of the National Association of Student Personnel.Adminis- trators in January of 1969. The sample institutions constituted 67.3 percent of the total population of institutions. The sample of 429 chief administrators, 234 women's deans, 221 counseling directors, 184 housing directors, 234 activities directors, and 18 administrators of undetermined type constituted 72.9 percent of the filled positions in the sample institutions. The 1320 respondents in the sample can- stituted a 48.3 percent response of the total estimated filled posi- tions in the population. The sample institutions were representative of the population by geographical distribution, enrollment, and type of institution (see Tables 1, 3, and 4). 133 134 The findings of the study make no inferences about institutions not in NASPA in January of 1969, nor about types of student personnel administrators not included in the study. Data from the returned questionnaires were coded into a schedule of 53 variables (Appendix.A) and punched by a mark-sense machine into IBM cards for the IBM 3600 computer. The computer provided 396 frequency distribution tables showing the association of certain variables. The computer program provided sums, percentages, cross products, sums of squares, means, standard deviations, and chi-squares. The fourteen hypotheses were tested by analyzing the difference of percentages, means, and proportions, as appropriate to the data. The hypotheses and the results of their test- ing are: I. The proportion of student personnel administrators who are only children is no greater than that of the population as a whole. Rejected. II. The proportion of student personnel administrators who are youngest children is no greater than that of the population as a whole. Rejected. III. The proportion of children of the opposite sex of student personnel administrators is no greater than that of the population as a whole. Failed to reject. ‘rv. Over twenty-five percent of student personnel administrators have, at one time, seriously considered entering a religious vocation. Failed to reject. VII. VIII. IX. XI. XII. XIII. 135 More than fifty percent of the first full-time employment of student personnel administrators was in a field other than student personnel. Failed to reject. The highest academic degree of more than fifty percent of student personnel administrators was in a field other than student personnel administration. Failed to reject. More than fifty percent of student personnel administrators feel that their academic training has not adequately prepared them for their present responsibilities. Rejected. i Mbre than fifty percent of student personnel administrators feel that their previous work experience has not adequately prepared them.for their present responsibilities. Rejected. Student personnel administrators feel more loyalty to their institutions than to their profession. Rejected; More than fifty percent of student personnel administrators have conducted research relevant to student personnel work. Rejected. More than fifty percent of student personnel administrators have published material in a field relevant to student per- sonnel work. Rejected. The happiness that student personnel administrators derive from their professional activities is on a downward trend. Rejected. 'More than fifty percent of student personnel administrators do not feel that new persons entering the field should have had formal training in student personnel work. Rejected. 136 XIV. Not more than one percent of student personnel administra- tors left their positions through retirement. Rejected. Summary of Findings The study has revealed a number of findings of interest. Sum- maries of selected data from Chapter IV follow. Age, Sex, and Marital Status. The mean age of the sample was 37.9 years. For men, it was 36.9; for women, itwas 40.5. For chief administrators the mean age was 40.9; for women's deans it was 41.7; for counseling directors 38.7; for housing directors 36.1; and for acti- vities directors 33.3. ' Seventy percent of the sample were married, 86.6 percent of the men and 27 percent of the women. Of the men, 1.2 percent were widowed or divorced; of the women, 15.7 percent. New England had the lowest mean age, 36 years; California had the highest mean age, 39.8 years. Highest Degree Held. For the sample 53.5 percent had earned the master's degree as their highest degree, 16.0 percent had earned the Ed.D. degree, ard 18.2 percent had earned the Ph.D. degree (or its equi- valent). Thus 34.2 percent had earned the doctorate; and 88.5 percent had earned a master's degree, a specialist's degree, or a doctor's degree. The mean age for earning the bachelor's degree was 23.5, for the master's degree 31.5, and for the doctorate 37.5. The women's deans were the youngest to get the bachelor's, 23.1 years, and the oldest, at 41.7, to get the doctorate. 137 The mean age of the men for receiving the doctorate was 34.1; for the women it was 39.8. Field of Preparation. For the sample, 41.0 percent earned their highest degree in guidance, counseling, and student personnel; 5.8 per- cent earned their highest degree in higher education; 10.5 percent in education administration; 0.5 percent in elementary education; and 1.7 percent in secondary education. Outside of education, 14.3 percent earned their highest degree in the social sciences; 7.4 percent in the humanities; and 5.2 percent in science. Of the Ed.D. degrees, 60.7 percent were in counseling and student personnel, and 13.7 percent were in higher education. Of the Ph.D. degrees, 37.1 percent were in counseling and student personnel, 10 percent were in higher education, and 21.3 percent were in the social sciences. I Thirty-eight percent of those married had earned doctor's degrees against 23.6 percent of the unmarried. Professional Experience in Present Position. Student personnel administrators had a mean average of 2.15 years in their present student personnel position. The women's dean had a mean average of 3.35 years, the chief administrator 2.95, the counseling director 2.35, the housing director 0.5, and the activities director 0.75. Student personnel admin- istrators at public institutions had more mean years of service in present positions than did those at private institutions. Of the entire sample only 55 or 4.2 percent had been in their present position more than 17 years. - 13L} fl_|1 138 Two hundred and forty or 18.2 percent both taught and had tenure, while 50.9 percent neither taught nor had tenure. The counseling direc- tor had the highest percentage of teaching and having tenure‘with 33.5 percent. The highest percentage of not teaching nor having tenure was the activities director with 64.1 percent. Previous Experience of Student Personnel Adminigtrators. The mean number of years in their previous position for the sample was 2.1 years. For the chief administrator it was 2.98 years; for the women's dean 2.74; for the counseling director 1.62; for the housing director 1.86; and for the activities director 1.70. For the sample 254 or 19.2 percent had their first full-time work position in student personnel; 423 or 32 percent had theirs in the public schools; 236 or 17.9 percent in business; and 212 or 16.1 percent in government, military, or public service. Region I, New England, was the NASPA region with the highest percentage of those whose first full- time positions had been in student personnel; Region IV, the MidsWest plains, had the lowest percentage. Men had 20.7 percent with their first position in student person- nel; women had 15.4 percent. Men had 28.3 percent with their first posi- tion in public schools; women 41.3 percent. Chief administrators had 33.6 percent with their first position in student personnel; women's dean827.8 percent; counseling directors 23.5 percent; housing directors 39.7; and activities directors 36.3 percent Of the 1320 in the sample 55.9 percent.were in student personnel in their immediately prior position; 44.1 percent were not. ' 'a' it?” {L'hii'l'fc 9'1 s_l Ohio 1 1 " ' . sf’ 139 Of the 1320 in the sample 35.4 percent were in student personnel in their previous to prior position; 64.6 percent were not. Of 1312 respondents 692 or 52.7 percent did engage in leveraging; 46.4 percent did not. The Total Student Personnel‘Work.Experience. The mean number of years spent in student personnel for the sample was 5.65. For the chief administrators it was 7.35 years; for the women's dean 7.75; for the counseling director 4.74 years; for the housing director 3.70 years; and for the activities director 2.75 years. In public universities the mean number of total years in student personnel was 7.60; for private universities 6.0 years; for public four- year colleges 5.85 years; for private two-year colleges 4.15 years; for private four-year colleges 4.10 years; and for public two-year colleges it was 3.7 years. The mean number of total years in student personnel administration was 6.55 years for women and 5.3 years for men. The mean number of positions in student personnel was 2.22 for the sample, 2.41 for the chief administrator, 2.32 for the women's dean, 1.94 for the counseling director, 2.29 for the housing director, and 2.00 for the activities director. The mean number of positions for student personnel administrators was 2.27 for ages 27 to 32; it was 2.31 for ages 33 to 38; it was 2.29 for ages 45 to 50; it was 2.01 for ages 51 to 56; and it was 2.23 for ages 57 to 62. 140 hesearch and Publicationgby Student Personnel Administrators. Of 1320 in the sample 63.2 percent had done no research, 69.8 percent had done no research relevant to student personnel. Of the 1320 in the sample 75.5 percent had not published any material, and 80.9 percent had not published any material relevant to student personnel. Of the 187 student personnel administrators who did one research rain in student personnel, those who had earned their highest degree in higher leducation accounted for 31.2 percent. Of the 193 in the sample doing f two research projects in student personnel, those who had earned their highest degrees in higher education accounted for 19.4 percent, those in counseling and student personnel accounted for 18.9 percent, and those in social sciences accounted for 19.1 percent. Feelings oandqupcy'About Educatiggal and‘Work ggperience. On a scale where 0 was total inadequacy and 100 was total adequacy, student personnel administrators had a mean of 59.7 for adequacy feelings about their academic experience and a mean of 66.5 for adequacy feelings about their work experience. In adequacy of academic experience, the counsel- ing director had the highest mean, followed by the chief administrator and the housing director. - Those who had earned their degrees in higher education had the greatest feelings of adequacy about their academic experience, a mean of 65.1, followed by those who had earned their highest degree in coun- seling and student personnel, with a mean of 62.2. The lowest mean 7 ‘was for those whose degree was in elementary education, and the next lowest was science with a mean of 51.8. 141 The feelings of adequacy of academic experience and of work ex- perience were highly correlated. The chi-squarerwas significant at the .001 level of confidence. The age group 45 to 50 had the highest combined feeling of ade- quacy of academic experience and work experience, with a cunulative rank of 19, followed by the age group 69 and over with the rank of 18 , and the 39 to 44 age group with 15. The lowest was the age group under 21 and the age group 63 to 68, both of whom had the rank of 3, followed by the age group 21 to 26 with 7. - .l 5* :7 Opinion of Student Personnel Administrators Concerning the Impor- tance of Formal Training for New Personnel Enteringfithe Field. Of':l3l9 in the sample, 118 or 8.9 percent had no strong feeling on this matter and responded in the mid-interval; 159 or 12.1 percent responded below the mid-interval indicating their low estimate of the importance of for- mal training of new personnel. Thus 1042 or 79.0 percent felt such training was important. There were 698 or 52.9 percent who felt very strongly, above 75 on a scale of 100, that such training was important. The regions placing the highest value on the importance of formal training of new personnel were Regions VI and VII with a mean of 65.0, followed by Region V with a mean of 64.7, Region IV with a mean of 63.7, Region III with a mean of 61.4, Region II with-a mean of 60.9, and Region I with a mean of 60.6. The Feeling of Happiness in Work of Student Personnel Administra- tors. On a scale where 0 is despondence and 100 is as happy as one could possibly be, the overall mean for happiness in work of student 142 personnel administrators was 67.1 three years ago, 66.4 now, and 69.0 anticipated three years hence. The counseling director had the highest mean for all three time periods. Of 1320 in the sample only 8.4 percent were below the mid-interval (unhappy) three years ago as against 82.9 percent above the mid-interval and only 8.7 percent in the mid-interval. In the "now" time period, there were 10.2 percent below the mid-interval, 7.9 percent in the mid-interval, and 81.9 percent above the mad-interval. For happiness anticipated three years hence, 8.4 percent were below the mid-interval, 6.1 percent in the mid-interval, and 85.5 percent above the mid-interval. Discounting the past, Region VII expected to be most unhappy in three years, Region VI expected to be most happy. The data showed that happiness in work'was lower for the middle age groupings than for either the younger or the older age groupings. The mean for happiness now, and anticipated three years hence, was greater for men than for women. Women had the highest, by 0.4, three years ago. The most frequently reported factor in unhappiness was the admin- istration and lack of administrative support, in 7.0 percent of the responses, and student activism and confrontation tactics in 6.6 percent of the responses. Only 0.2 percent of the respondents named students' Inisuse of drugs as the greatest factor in.unhappiness. Feelings of Loyalty to the Institution or to the Profession. Of 1298 in the sample 24.8 percent were below the mid-interval and more? loyal to the institution; 40.2 percent were in the mid-interval; and 35 percent were above thermid-interval and felt more loyalty to the 143 profession of student personnel. Of the chief administrators, 32.8 percent reported more loyalty to the institution; of the women's deans 18.5 percent reported more loyalty to the institution; of the counsel- ing directors, 22.1 percent; of the housing directors, 29.2 percent; and of the activities directors, 21.6 percent. Of the chief adminis- trators, 27.2 percent reported more loyalty to the profession; of the 'women's deans, 21.8 percent reported more loyalty to the profession; of the counseling directors, 37.4 percent; of the housing directors, 36.1 percent; and of the activities directors, 39.3 percent. Loyalty to the institution increased as age increased. The highest feeling of loyalty to the institution was found in NASPA Region V, followed by Region VI, The highest feeling of loyalty to the profession, mean of 49.5, was found in the private two-year colleges, followed by the public two- year colleges. The highest loyalty to the institution was found in the private university, followed by the public university. The Religious Orientation of Student Personnel Administrators. Of 1320 respondents 438 or 33.3 percent had, at one time, seriously con- sidered entering a religious vocation. Of 427 chief administrators 40.3 percent had such consideration; of 234 women's deans 24.4 percent; of 221 counseling directors 35.7 percent; of 184 housing directors 28.3 percent; and of 234 activities directors 32.2 percent. For each 100,000 church members of its denomination in the United States, the smmple included the following number of student personnel administrators; 33 Presbyterians, 25 Episcopalians, 15 Methodists, 10 Christian Church members, 8 Lutherans, 6 United Church of Christ 144 members, 4 Roman Catholics, 4 Churches of Christ members, 3 Baptists, and 3 Jews. Anticipated Nextpgrofessional‘Move of the Student Personnel Administrator. Of the 1320 in the sample 4.3 percent expected to be president or vice president of an institution of higher education; 2.2 percent expected promotion in education but outside of student personnel; 27.1 percent expected promotion in student personnel; 4.8 percent lateral movement in student personnel; 7.2 percent college teaching positions; 7.1 percent retirement; and 24.0 percent expected no change. Only 1.1 percent anticipated their next move to be graduate school; and only 0.7 percent expected to go to a position in the public schools. Thus 55.4 percent expected to remain in student personnel, 7.1 percent expected to retire, leaving 37.5 percent who planned to change fields. The Predecessor of the Present Student Personnel Administrator. Of the 1320, predecessors of 14.7 percent were promoted. Predecessors of 18.0 percent of the chief administrators were promoted, 4.7 percent of the women's deans, 12.7 percent of the counseling directors, 19.0 percent of the housing directors, and 17.5 percent of the activities directors. 4 0f the 1320, predecessors of 76 or 5.8 percent retired, includ- ing predecessors of 5.4 percent of the chief administrators, of 13.2 percent of the women's deans, of 3.6 percent of counseling directors, of 3.3 percent of housing directors, and of 3.4 percent of activities directors. 145 Death claimed only 1.1 percent of the total sample, the percent- ages being l.4 percent of the chief administrators, 1.3 percent of the women's deans, 2.2 percent of the housing directors, with no deaths occurring among the counseling directors or the activities directors. Of the 1320 in the sample 369. or 28.0 percent reported that they were in new positions for which there were no predecessors. Wenty-four percent of the chief administrators held such new positions, 18.8 per- cent of the women's deans, 40.3 percent of the counseling directors, 29.3 percent of the housing directors, and 32.5 percent of the activi- ties directors. The type institution having the highest percentage of new positions was the public twa-year college with 35.9 percent; the private two-year college had 31.6 percent. The private university had the lowest number of.new positions, 24.9 percent, followed by the pri- vate four-year college with 26.1 percent. The public university had the highest number of retired prede- cessors, with 8.4 percent, and the private university was next with 7.4 percent. Discussion In the writer's judgment the study has presented many data that are of value in assessing the present status of student personnel as a profession. One of the principal criteria of a fully developed pro- fession is the control of entry into the profession by a professional group that has legal or quasi-legal authority. There are no formal academic requirements for employment in student personnel, nor are there requirements for practical experience 146 or a period of internship. There is no authority that controls licens- ing of student personnel administrators or entry into the profession. Student personnel meets another criterion of a profession, that of providing a socially needed function. The work is, without question, a service-type vocation, necessary to the proper functioning of the colleges and the universities. It has great appeal to persons who have evidenced a high motivation for service, shown by the fact that over thirty-three percent of those in the sample had at one time seriously considered entering a religious vocation. The great body of student personnel administrators, as evidenced in this study, are not stable in their employment in student personnel. - About forty percent of present student personnel workers were in a dif- ferent type of work in their previous position and about sixty-seven percent were in a different type of work in their "prior to previous". position. The mean length of service of present student personnel adminis- trators is not typical of a true profession. When the average length of service is only 5.65 years, and when only 5.8 percent of its person—- nel retired in service, it can hardly be claimed that student personnel administration is a true profession. Only 55.4 percent of those now in student personnel expect their next professional move to be in the area of student personnel. Surely the figure is lowu than would be expected in a stable profession. At the present time student personnel has no established code of ethics, .to which a person mat subscribe to become a member. It has no donstituted authority or sanctions to appeal to in cases of malpractice. 1457 There are some very positive indications, however, supported by the data in this study, that definite, measurable progress is being made toward the professionalisation of student personnel administration. The data indicate a dramtic increase in the value which prac- ticing student personnel administrators place on the formal training of new student personnel workers. The Upcraft study (1967), cited ear- lier, showed that only 12.1 percent of his respondents felt that such i training was important. The present study indicates that the opinionc 11‘. of student personnel administrators at this time is overwhelmingly in _ J. 5' favor of formal training for new student personnel workers. This is a remarkable change of attitude by practicing student personnel adminis- W tra tors a The present study indicates an increase in the level of pro- fessional training of [student personnel workers. A higher percentage of terminal degrees in fields related to student personnel is a posi- tive indication of the current higher level of professional preparation. Unquestionably this trend of greater professionalizstion will continue. The respondents in the study who had the highest appropriate professional degrees placed the highest importance on formal training of new personnel. Another encouraging sign for the development of student person— nel as a profession is the increase, however halting, of a body of theoretical and practical literature and a body of theoretical and prac- tical knowledge pertinent to the field. The existence of professional journals will add greatly to this growing body of theory and knowledge, although more vigorous activity is needed in this area of student per- sonnel. 148 It will be many years before entrance into student personnel will be formalized and controlled. It will be many years also before insti- tutions will be asked and encouraged, or actually required, to meet certain professionally determined criteria for a student personnel pro- gram before being accredited by a "Professional Council of Student Personnel Administrators," or some similarly named accrediting agency. However, the trend is definitely toward such professional maturation. The study, then reveals an increasing trend of professionalizs- tion in student personnel and a firmer base for such progress. The study consequently has implications for institutions that have formal preparation of student personnel administrators in their cur- riculum. The great increase in the value placed on formal academic train- ing by currently practicing student personnel administrators will neces- sarily result in an increased enrollment in student personnel training departments. The study revealed a great increase in new student person- nel positions, often filled with personnel not professionally trained. This situation will necessitate leaves for graduate study by many of the new inexperienced administrators. Enrollments in departments that train student personnel administrators will increase. Training institutions must be prepared to teach a younger group of graduate students. The study revealed a significant decrease in the mean ages of student personnel administrators over past studies, as much as four years younger for men and nine years younger for women. The mean age of the sample in this study was 37.9 years. The effect of the younger student on the teaching techniques, the personalities, the life styles, and the ages of the professors in training departments is a matter of concern for those responsible for the training departments. ‘11.“. L'J m.liMI1' 149 At present the mean number of years spent in student personnel work is 5.65 years. Training departments should be greatly concerned with such short careers and should make every reasonable effort to select their students and prepare their graduates for a full lifetime career in student personnel. If this proves impossible and the short professional student personnel career trend continues, then it will be incumbent on training departments to broaden their curriculum to prepare their graduates for broader professional objectives. Already some depart- ments of counseling, guidance and student personnel have wisely become associated with departments of higher education, thus strengthening the preparation of their graduates for broader areas of service. If present trends continue and student personnel is not to be a permanent lifetime work, then the institution must work to develop the skills, knowledge, and competencies that will be required in related fields. The lack of experience and formal training of present student personnel administrators should challenge the training institutions and departments to develop or continue a dynamic program of institutes and short courses. They must develop expanded opportunities for full-time graduate work for those in the profession as well as for those entering the profession. The low level of research and publication of student personnel administrators should also challenge the training departments. The need is urgent for the development of a body of research designs suited for use by the practicing student personnel administrator. Research must become a part of the life style of student personnel administrators; but the demands of research mat be consistent-with the time available to the practitioner. 150 Publication of relevant material by student personnel administra- tors is currently at a very low level, and it will increase only when and if efforts to stimulate more publication are made by student person- nel professional associations and training departments. The recent shift in the feelings of loyalty of student personnel administrators from their institutions to their profession must be thought- fully assessed by training departments. Is the trend desirable? What factors are involved? What influence does training itself have in form- ing these attitudes? Why did those student personnel administrators who have professional terminal degrees in student personnel report more feelings of loyalty to their profession than to their institutions? Is this in any way related to an apparent trend in many large institutions for non-student personnel persons to be brought in by the president to fill the top-ranking student personnel position, leaving the profession- ally trained administrators unpromoted and low in morale? The study has presented a number of matters that should be the thoughtful concern of the training institutions and their departments of counseling, guidance, student personnel and higher education. Never in the history of American education has student dissent and violence been so general, so deep, or so prolonged. The situation is considered so critical that it is the public concern of the President of the United States, the Congress, and the Attorney-General, as well as almost every administrative officer of the colleges and universities of the United States and of most of the countries of the world. The results of the study, however, indicate that the feelings of happiness in their work was significantly in contrast to what would 151 reasonably have been expected. One needs only to read each daily issue of the newspaper, the weekly magazines, the learned journals, the Con- gressional Record, the state legislative journals, and the books currently being printed to learn the great unhappiness and concern of responsible citizens and educators about student activism and the revolt of the col- lege generation. The student personnel administrator, next to the presi- dent, is the person in the position that bears the friction in student confrontation techniques. The student personnel administrator is almost always the middle man, trying to reach a viable compromise between diver- gent individuals or groups. Although dissent is a part of the system, goals can be met and objectives accomplished only with a system that works. Systems that work are built on cooperation and the effective division of labor. The student personnel administrator rust be a specialist in the .e i. field of human relations. So, of all people on the campus, the student personnel administra- tor is caught by student unrest in a most strategic, vital, and active position. In view of the accepted state of campus unrest, one would expect the student personnel administrator to be considerably more unhappy in his work than three years ago, for campus unrest and violence was much more widespread and serious in 1968-1969 than in any previous school year, certainly more than three years ago. Looking into the future of three years from now, most observers have voiced the opinion that things are going to get worse before they get better. In conversation among student personnel colleagues one hears many statements indicating recent deep dissatisfaction with the new 152 elements of confrontation and estrangement which seem to have entered campus relationships. The expectation» then would be that student person- nel administrators would expect to be less happy three years hence. The results of the study are contrary to each expectation. The mean for happiness in work now was 66.4, as compared to 67.1 three years ago. This was a decrease of 0.7. For happiness expected three years hence, the mean increased from the present 66.4 to 69.0, an anticipated rise of 2.6. The feeling states of happiness in work of student personnel administrators are more dramatically demonstrated by the number and percentages of responses below and above the mid- interval. Three years ago, 1094 of 1320 respondents, or 82.9 percent, reported that they were above the mid-interval in happiness; only 8.4 percent reported themselves below the mid-interval. At present 1081 or 81.9 percent reported themselves above the mid-interval of happiness in work against 10.2 percent reporting themselves below the mid-interval. In the happiness expected three years from now, 1129 or 85.5 percent responded above the mid-interval against 8.4 percent below the mid-interval. The administration and lack of support from the administration was given as the min source of unhappiness by 7.0 percent of the respon- dents. Student activism was given as the second largest source of un- happiness, with 6.9 percent of the respondents citing it. The younger administrators named the administration more frequently; the older admin- istrators named student activism more frequently. The percentages serve to emphasize the position of the student personnel administrators as the intermediary between students and top administration. The high level of happiness in their work of student personnel administrators indicates, in my judgment, a basically optimistic and 153 and dynamic personality set that is typical of student personnel admin- istrators. They are optimistag, and‘when they can no longer remain optimists under existing conditions and relations, they leave student personnel for other positions that are not dissonant‘with their life style. The study points up the need which student personnel administra- tors have for support from.the president's office, including understand- ing, moral support, and policy support. In recent campus emergencies '- I mic—l .. the president's office and civil authorities have assumed many preroga- tives formally exercised by the student personnel administrator. Frustrations caused by administrative procedures included the increased complexity, bureaucracy, and paper work required by the business office and the personnel departments. All too often the student person- nel administrator must spend too much time on paper work, trying to follow meticulous forms and intricacies of business office procedures. His effort would more profitably be expended on his prime responsibility of working with students. It is of interest to note that in spite of the uproar about col- lege students misuse of drugs, that only 0.2 percent of respondents in this study named it as the greatest source of their unhappiness. The study indicates that student personnel administrators are confident people, confident in the adequacy of their academic experi- ence and in the adequacy of their work experience. A large number had a sense of security that allowed them.to be happy under trying circume stances. Mb y were fulfilling a desire to serve their fellowmsn, as evidenced by the large number who had seriously considered a religious vocation. 154 It is hoped that this study has acculmlated useful data and has provided the basis for some insight and understanding of the career pattern, the educational backgrounds, the work experiences, the personal characteristics, and the feelings of loyalty and happiness of student personnel administrators . BIBLIOGRAPHY BIBLIOGRAPHY Abernathy, E. M. "Further Data on Personality and Family Position." Journal of Pchhologz, April, 1940, 303-307. Adler, Alfred. What Life Should Mean to You. Boston: Little, Brown, and Company, 1931. Allport, Floyd Henry. Social Psychology. Boston: Houghton Mifflin Company, 1924. Allport, Gordon W. Personality: A Psychological Interpretation. New York: Henry Holt, 1937. Arbuckle, Dugald Sinclair. Student Personnel Services in Higher Education. NewYork: McGraw-Hill, 1953. Arensburg, Conrad M. and Solon T. Kimball. 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APPENDIX A SCHEDULE OF VARIABLES APPENDIX.A SCHEDULE OF VARIABLES Responses IBM Card Variable Number Percent Column No. 1. NASPA Region 2 Region I 75 5.7 Region II 229 17.3 Region III 297 22.4 Region IV 175 13.3 Region V 400 30.3 Region VI 73 5.5 Region VII 71 5.4 2. Number within Region (001-999) 3, 4, 5 3. Functional Title 6 None 18 1.4 Chief Student Personnel Administrator 429 32 . 5 Chief Student Personnel Administrator for ‘Women's Affairs 234 17.7 Chief Student Personnel Administrator for Counseling 221 16.7 Chief Student Personnel Administrator for Housing _ 184 13.9 Chief Student Personnel Administrator for .Activities 234 17.7 4. Type of Institution 7 Public Two-Year College 75 5,7 Public Four-Year College 202 15.3 Public University 380 28.8 Private Two-Year College 38 2.9 Private Four-Year College 436 33.0 Private university 189 14.3 160 161 Responses , IBM Card Variable Number Percent Column No. 5. Enrollment - Fall, 1968 8 0 - 500 23 1.7 501—1000 138 10.5 1001 - 2500 389 29.5 2501 - 5000 238 18.0 5001 - 10,000 254 19.2 10,000 - 15,000 148 11.2 15,001 - 20,000 164 4.8 _J_ 20,001 and over 66 5.0 f 6. Sex of Respondent 9 : Male 961 72.8 Female 359 27.2 7. Age 10 _ Under 21 3 .2 21-26 121 9.2 27-32 224 17.0 33-38 251 19.0 39-44 231 17.5 45-50 212 16.0 51-56 145 11.0 57-62 91 6.9 63-68 36 2.7 69 and over 6 .5 8. Marital Status 11 No answer 5 .4 Married 924 70.1 Unmarried 317 24.0 Widowed 37 2.8 Divorced 33 2.5 Separated 3 .2 9. Sibling Birth Order 12 No answer . 5 .4 Only Child 205 15.5 YOungest Child 336 25.5 Middle Child 347 26.3 Oldest Child 427 32.4 10. Number and Sex of Children 13, 14 No Children 495 37.5 1 Male, 0 Femle 75 5.7 . air ..E 162 Responses Column No. Variable Number Percent IBM Card 2 Male, 0 Female 100 7.6 3 Male, 0 Female 34 2.6 4 Male, 0 Female 3 .2 5 Mile, 9 Female 1 .1 6+ Male, 0 Femle 00 0.0 0 Kale, l lee 85 6.4 0 Male, 2 Femle 56 4.2 0 Male, 3 Femle 24 1.8 0 Male, 4 Female 11 .8 0 Male, 5 Fennle l .l 0 Male, 6+ Female 2 .2 1 Male, 1 Female 168 12.7 2 Male, 1 Fennle 79 6.0 3 Male, 1 Female 21 1.6 4 Male, 1 Femle 5 .4 5+ Male, 1 Female 2 .2 1 Male, 2 Female 67 5.1 1 Male, 3 Female 20 1.5 1 Male, 4 Female 6 .5 1 the, 5+ Female 2 .2 2 Male, 2 Female 30 2.3 3 Male, 2 Female 13 1.0 4 Male, 2 Female 5 .4 5+ Male, 2 Female 0 0.0 2 Male, 3 Female 7 .5 2 Mile, 4 Female 7 l .1 2 Male, 5+ Female T1 .1 3 Male, 3 Female 4 .3 4 Male, 3 Female 1 .1 5+ Male, 3 Female 0 0.0 3 Male, 4 Female 1 .l 11. Religious Preference 15, 16 None 106 8.0 Baptist 82 6.2 Roman Catholic 216 16.4 Methodist 205 15.6 Lutheran 77 5.8 Jewish 20 1.5 Presbyterian 149 11.3 Eastern Orthodox 0 0.0 Protestant Episcopal 86 6.5 Churches of Christ 11 .8 United Churches of Christ 14 1.1 latter Day Saints 0 0.0 Christian Churches 20 1.5 Residual (Other) 105 8.0 227 17.2 Protestant 163 Responses IBM Card ‘Variable Number Percent Column No. 12. Previous Consideration Entering‘Religious‘Vocation 17 Yes 438 33.3 No 871 66.1 13. First Full-Time Position.After Bachelor's Degree 14. 15. 16. None College Personnel College Administration College Teaching Public Schools Business, Industry Gov't, Mil., Pub.Service Religious Service Graduate School Other Second Full-Time Position None College Personnel College Administration College Teaching Public Schools Business, Industry Gov't, Mil., Pub. Service Religious Service Graduate School Other Third Full-Time Position NOne College Personnel College Administration College Teaching Public schools Business, Industry Gov't, Mil., Pub. Service Religious Service Graduate School Other Fourth Full-Time Position NOne College Personnel College Administration College Teaching Public Schools 3 254 30 77 423 236 212 61 23 1 44 423 42 121 319 159 134 49 29 137 563 45 102 229 97 94 27 26 346 563 90 131 H O HNO‘HQOQUNN h‘h‘h’ h‘¢~0\\JhJLnr0\O w birdho c>hauac>h>a~u>oan>ua O O O . C>h3\Jh>C>hDh>hflc>u: 5" o O 0.. OOOwawpup I-l ONNNNNNU O O 18 19 20 21 .1 h .- 164 Responses IBM Card Variable Number Percent Column No. Business, Industry 52 3.9 Gov't, Mil., Pub. Service 49 3.7 Religious Service 20 1.5 Graduate School 25 1.9 Other 0 0.0 17. Fifth Full-Time Position 22 None 607 46.0 College Personnel 476 36.1 hrs College Administration 30 2.3 - College Teaching 56 4.2 Public Schools 67 5.1 Business, Industry 24 1.8 Gov't, Mil., Pub. Service 32 2.4 Religious Service 17 1.3 Graduate School 11 .8 F Other “0 0.0 f 18. Sixth Full-Time Position- 23 None 844 63.9 College Personnel 361 27.3 College Administration 15 121. College Teaching 40 3.0 Public Schools 29 2.2 Business, Industry 8 .6 Gov't, Mil, Pub. Service 12 .9 Religious Service 6 .5 Graduate School 5 ,4 Other 0 0.0 19. Seventh Full-Time Position 24 None 1046 79.2 College Personnel 247 18.7 College Administration 4 .3 College Teaching 10 .8 Public Schools 9 .7 Business, Industry 3 .2 Gov't, Mil., Pub. Service 0 0.0 Religious Service 1 .1 Graduate School 0 0.0 Other 0 0.0 20. Previous to Prior Position 25 NOne 130 9.8 College Personnel 467 35.4 College Administration 64 4.8 College Teaching 122 9.2 165 Responses IBM Card Variable Number Percent Column No. Public Schools 244 18.5 Business, Industry 94 7.1 Gov't, Mil. , Pub. Service 108 8.2 Religious Service 53 4.0 Graduate School 38 2.9 Other 0 0.0 21. Immediately Prior Position 26 None 45 3.4 __ A, College Personnel 738 55.9‘ T College Administration 65 4.9 7’ College Teaching 138 10.5 ‘. Public Schools 155 11.7 #- Business, Industry 58 4.4 a Gov't, Mil., Pub. Service 60 4.5 ‘ Religious Service 37 2.8 Graduate School 23 1.7 E Other 1 .1 L...— 22. Occurrence of Leveraging 27 Yes 609 46.4 No 692 52.7 Unknown 11 .8 23. Number of Years in Previous Position 28 None 41 3.1 1-4 887 67.2 5-8 246 18.6 9- 12 84 6.4 13-16 32 2.4 17-20 19 1.4 21-24 6 .5 25-28 5 .4‘ 29 and over 0 0.0 24. Number of Years in Present Position 29 Under one year 310 . 23.5 1-4 609 46.2 5-8 223 16.9 9- 12 82 6.2 13- 16 39 3.0 17-20 35 2.7 21-24 14 1.1 25-28 3 .2 3 .2 29 and over 166 r... . . . Responses IBM Card Variable Number Percent Column No. 25. Number of Years in Student Personnel 30 Under one year 102 7.7 1-5 506 38.3 6-10 328 24.8 11—15 163 12.3 16820 130 9.8 21-25 58 4.4 26-30 15 1.1 31—35 13 1.0 36-40 5 .4 41 and over 0 0.0 26. Number of Positions in Student Personnel, Including Present Position 31 One (Present) 499 37.8 3 Two 367 27.8 “ Three 242 18.3 Four 119 9.0 Five 61 4.6 Six 21 1.6 Seven 10 .8 Eight and over 1 .1 27. Major Field of Highest Degree 32, 33 Education: General 139 10.5 Education: .Administration 67 5.1 Education: Elementary 7 .5 Education: Secondary 22 1.7 Education: Counsel-SPA 540 41.0 Higher Education 77 5.8 Social Sciences* 188 14.3 Humanities* 97 7.4 Science* 69 5.2 Business, Home Economics 41 3.1 Religion, Law 47 3.6 (*Social Sciences: History, Law,.Anthropology, Psychology, Sociology, Political Science. Humanities: English, Journalism, Religion, Fine .Arts, Applied.Arts, Philosophy, Foreign Languages. Sciences: Physical, Biological, Engineering, Mathematics, Agricultural, Pharmacy, Health, Veterinary‘Medicine.) 28. Type of Institution - First Degree 34 None 11 .8 None 16 1.2 Public TWO-Year 5 .4 Private TWO-Year 1 .1 167 Responses IBM Card Variables Number Percent Column No. Public Four-Year 198 15.0 Private Four-Year 406 30.8 Public University 468 35.5 Private University 215 16.3 29. Highest Academic Degree 35 None '22 1.7 High School Diploma 3 .2 Associate 1 .1 Bachelor's 126 9.5 Master's 706 53.5 Educ. Specialist 11 .8 Ed.D. 208 15.8 Ph.D., M.D., B.D., J.D. St.B. 236 17.9 Post Doctoral Ed.D. 3 .2 Post Doctoral Ph.D2,etc. 4 .3 30. Age at Completion of Bachelor's 36 None 24 1.8 22 or under 673 51.0 237 187 14.2 24 118 8.9 25 92 7.0 26 74 5.6 27 48 3.6 28 735 2.7 29 22 1.7 30 and over 47 3.6 31. Age at Completion of Master's Degree 37 Does not apply 180 13.6 19-23 123 9.3 24-28 538 4028 29-33 280 21.2 34-38 118 8.9 39-43 47 3.6 44-48 21 1.6 49-53 8 .6 54-59 and over 5 .4 32. Age at Completion of Doctor's Degree 38 Does not apply 865 65.6 24-28 59 4.5 29-33 149 11.3 34438 135 10.2 39-43 76 5.8 168 Responses . RIBM Card Variable Number Percent Column No. 44-48 27 2.0 49-53 4 .3 54-58 3 .2 59 and over 1 .1 33. Adequacy of Academic Experience 39 Inadequate 5-14 7 .5 15-24 40 3.0 25-34 9 .7 35-44 103 7.8 45-54 141 10.7 55-64 386 29.2 65-74 124 9.4 75-84 383 29.0 85-94 127 9.6 s More than adequate E 34. Adequacy of Work Experience 40 Inadequate 5-14 4 .3 15524 11 .8 25634 3 .2 35-44 53 4.0 45-54 94 7.1? 55-64 259 19.6 65-74 175 13.3 75-84 475 36.0 85-94 246 18.6 Mere than Adequate 35. Loyalty to Institution vs. Loyalty to Student Personnel 41 * Loyalty to Institution Does not apply 4 .3 5-14 37 2.8 15-24 121 9.2 25-34 35 2.7 35-44 144 10.9 45-54 530 40.2 55-64 204 15.5 65-74 75 5.7 75-84 116 ,8.8 85-94 and over 54 4.1 Loyalty to Student Personnel 36. Number of Research Projects 42 NOne 852 64.5 One 226 17.1 169 Responses IBM Card Variables Number Percent Column No. Two 116 8.7 Three 52 3.9 Four 24 1.8 Five 20 1.5 Six 10 .8 Seven 10 .8 Eight and over 10 .8 37. Number Research Projects in Student Personnel 43 None 940 71.2 One 187 14.2 Two 107 8.1 Three 34 2.6 i Four 16 1.2 : Five 14 1.1 Six 7 .5 Seven 7 .5 . Eight and over 8 .6 ,L; 38. Number of Publications 44 None 1008 76.4 One 113 8.6 Two 63 4.8 Three 42 3.2 Four 23 1.7 Five T25 1.9 Six 6 .5 Seven 24 1.8 Eight and over 16 1.2 39. Publications in Student Personnel 45 None 1084 82.1 One 93 7.0 Two 53 4.0 Three 27 2.0 Four 17 1.3 Five 13 1.0 Six 4 .3 Seven 14 1.1 Eight and over 15 1.1 40. Happiness in Work.- Three Years Ago 46 Does not apply 5 .4 5-14 9 .7 15-24 19 1.4 25-34 ' 10 .8 35‘44 68 5.2 #1 I ll ..y‘lbl'. Jrhml 170 Responses IBM Card ‘Variable Number Percent Column No. 45-54 115 8.7 55-64 204 15.5 65-74 59 4.5 75-84 447 33.9 85 and over 384 29.1 41. Happiness in.Work - Now 47 Does not apply 0 0.0 5-14 14 1.1 15-24 32 2.4 25-34 9 .7 35-44 80 6.1 45-54 104 7.9 55-64 201 15.2 65—74 51 3.9 75-84 464 35.2 85 and over 365 27.7 42. Happiness in Work - Anticipated Three Years Hence 48 5-14 110 .8 15-24 35 2.7 25634 15 1.1 35-44 51 3.9 45-54 80 6.1 55-64 150 11.4 65-74 56 4.2 75-84 482 36.5 85 and over 441 33.4 43. Happiness in Work - Trend 7 49 Does not apply 6 .5 Less now, expect less 58 4.4 Less now, expect more 154 11.7 More now, expect less 33 2.5 Same now, expect more 131 9.9 Less now, expect same 107 8.1 More now, expect more 28 2.1 More now, expect same 180 13.6 Same now, expect less 75 5.7 No trend at all 548 41.4 Discounting future, less happy than 3 yrs ago 319 24.2 Discounting future, more happy now than 3 yrs ago 192 14.5 171 Responses IBM Card Variables Number Percent Column No. Discounting past, expect to be less happy in three years from now 166 12.6 Discounting past, expect to be more happy in three years from.now 465 35.2 44. Source of Conditions Causing Unhappiness 50, 51 None 1013 76.7 Students 91 6.9 Students and faculty 11 .8 Students and administration 19 1.4 Students and community 1 .l Stu., Faculty, Admin. 32 2.4 Stu., Faculty, Com. 4 .3 Stu., Admin., Com. 2 .2 Stu., Fac., Adm., Com. 31 2.3 Faculty 1 .1 Faculty and Adminis. .11 .8 Faculty and Community 4 .3 Faculty, Admin., Com. 1 .1 Administration 92 7.0 Administration 6 .5 Community 1 .1 45. Factors Causing Unhappiness 52, 53 None 947 71.8 Drugs Usage 2 .2 Discipline Area 6 .5 Dormitory, Hours, Parental Rules 4 .3 New Morality 7 .5 Student Activism, Unrest, Confrontation politics 87 6.6 Deterioration of relations between students, staff and faculty 31 2.4 Lack of support from superiors 38 2.9 FacultyaAdmin. Structure 26 2.0 Red tape, Business, Personnel 7 .5 Inadequate, deficient staff 23 1.7 Increased complexity of work 28 2.1 Low salary scale 8 .6 Internal staff problems 27 2.0 172 - Responses IBM Card Variables Number Percent Column No. Two of above 20 1.5 Three or more of above 58 4.4 46. Teaching and Tenure 54 Teaches, tenure 240 18.2 Teaches, no tenure 209 15.8 Tenure, no teaching 196 14.8 No teaching, no tenure 672 50.9 Does not apply . 3 .2 47. Opinion on Importance of Formal Training for New Persons in the Field 55 Unimportant 5-14 13 1.0 15-24 142 3.2 25-34 13 1.0 35-44 90 6.8 45-54 118 8.9 55-64 259 19.6 65-74 85 6.4 75-84 439 33.3 85 and over 259 19.6 Important 48. Number of Years Predecessor Held Position 56 Less than one year 37 2.8 1-4 550 41.7 5-8 170 12.9 9-12 . 84 6.4 13-16 37 2.8 17-20 34 2.6 21-24 7 .5 25-28 15 1.1 29 and over 17 1.3 New position, does not apply _ 369 28.0 49. Where did predecessor go? 57,58 Do not know 55 4.4 Promotion in SPA ‘97 7.6 Lateral Move, SPA 142 10.4 Demotion in SPA 26 2.1 Promotion in Education 100 7.5 College Teaching 143 10.5 Public Schools 31 2.5 Graduate School - 89 7.0 173 Responses IBM Card Variable Number Percent Column No. Business, Industry 40 3.2 Gov't, Mil., Pub. Service 25 2.0 On leave 8 .6 Ill 26 2.1 Retired 78 6.1 Deceased 14 1.1 New Position and Residual 371 28.0 ‘Marriage 50 4.0 Religious Work 25 220“ 50. What Predecessor Is Doing Now 59, 60 Do not know 52 3.9 College President 21 1.6 College Vice President 38 2.9 Dean of Students 88 6.7 Assoc. Dean of Students 17 1.3 Ass't Dean of Students 12 .9 Dean of Women 20 1.5 .n Director of Housing 13 1.0 Director of Counseling ‘23 1.8 Director of Activities 4 .3 Director of Union 11 .8 Dir. Stu. Finan. Aid 9 .7 Director of Placement l .1 Foreign Student Adviser 3 .2 Other Position in SPA 77 5.8 College Teaching 166 12.6 Promotion in Education 62 4.7 Public Schools 31 2.3 Graduate School 59 4.5 Business, Industry 44 3.3 Gov't, Public Service 21 1.6 Military 1 .1 Religious Service 28 2.1 On leave 8 .6 111 8 .6 Retired 72 5.5 Deceased 29 2.2 Married 33 2.5 New Position 369 28.0 51. Reason Predecessor Left 61 Do not know 51 3.9 Promotion 194 14.7 Preferred Other Position 270 20.5 Unsuccessful 90 6.8 Released 73 5.5 Illness 31 2.3 174 Responses IBM Card Variable Number Percent Column No. Retirement 76 5.8 Death 14 1.1 Further Schooling 72 5.5 Other (New Position, Marriage, etc.) 449 ' 34.0 52. Anticipated Next Professional Move 62, 63 No Answer 16 1.2 Do Not Know 227 17.2 College President 21 1.6 College Vice President 36 2.7 Promotion outside SPA 29 2.2 Promotion in SPA 357 27.1 Lateral Move in SPA 63 4.8 Demotion in SPA 6 .5 College Teaching 95 7.2 Gov't, Mil., Pub. Service 7 .5 Business, Industry 10 1.2 Public Schools 7 .5 Religious Position 9 .7 Retirement 93 7.1 Resignation 2 .2 Other (residual or combination) 4 .3 No move anticipated 316 24.0 Graduate School 15 1.1 53. Personality Type: Myers-Briggs Type Indicator 64, 65 None available tdtfitfltflrdidldrdtdtfltfltflr4r4r4r4 :zzzzzzzzz 2:212:0303U30303030303 H'flH'fiH’dH'fld'flH'flih—J'flt—l'flfi uuwwwwuur—cgwwvuwt—«u Introvert Sensing Thinking Judging LII-303k! ll 29 84 6.5 80 6.2 19 1.5 '28 2.2 28 2.2 47 3.6 144 11.2 126 9.8 42 3.3 61 4.7 78 6.0 39 3.0 178 13.8 75 5.8 135 10.5 127 9.8 E - Extrovert N - Intuitive F - Feeling P - Perceptive APPENDIX B REGIONS OF NASPA REGION 1: REGION II: REGION III: REGION IV: REGION V: REGION VI: REGION VII: Connecticut Maine Massachusetts Delaware District of Columbia Alabama Florida Georgia Kentucky Arizona Arkansas Colorado Kansas Illinois Indiana Iowa Alaska Idaho Montana California APPENDIX B REGIONS OF NASPA New Hampshire Rhode Island Maryland New Jersey New York Louisiana Mississippi North Carolina South Carolina Missouri Nebraska New Mexico North Dakota Michigan Minnesota Ohio Nevada Oregon Utah Hawaii 175 Vermont Ireland Pennsylvania Canada - Quebec Puerto Rico Tennessee Texas Virginia The Congo Oklahoma South Dakota Wyoming West Virginia Wisconsin Canada - Ontario Washington Canada - Alberta Korea APPENDIX C COVER LETTER, FIRST MAILING APPENDIX C COVER LETTER, FIRST MAILING National Association of Student Personnel Administrators (THE ASSOCIATION OF DEANS AND ADMINISIIATOIS 0' SWDEN' ”FAIRS FOUNDED IN I9I9) PIIIIJQ‘HI (I. 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