‘- ROLE EXPECTATIONS FOR SELECT ED COLLEGE AND UNIVERSITY PRESIDENTS m for tho 0....- a m b.- men-newsman unmasmr memo. Nelson 1960 - ,_ ”‘31—" _ _ - _ l l mu; lllzllfllflllfll 1m (I! in [:11 gm my I! 1y I This is to certify that the thesis entitled Role Expectations for Selected College and University Presidents presented by Lawrence 0. Nelson has been accepted towards fulfillment of the requirements for; ., A Ph.D. degree in Administrative and Educational Services xxx M Z0 Major professor Date February 26, 1960 0—169 LIBRARY Michigan State University ‘ _,.._.__.—_.- ROLE EXPECTATIONS FOR SELECTED COLLEGE AND UNIVERSITY PRESIDENTS by Lawrence 0. Nelson AN ABSTRACT Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administra ve and Educational Services 4); Mg Approved: 2 LAWRENCE O. NELSON ABSTRACT Purpose of the Study The major purpose of the study was to identify and analyze the role expectations which incumbent presidents and board of control members held for the office, position, status of college or university president, and to compare these expectations to determine the possible convergence and divergence of the role expectations held by each of the groups of the study sample. Delimitations of the Study The study was limited in scope and was confined to a regional area within the continental limits of the United States, on the Eastern Seaboard. The incumbent college and university presidents included in the research all served as the chief adminis- trative officer in the state controlled colleges or univer— sities in Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. The board of control members included in the study were all members of boards of control for each of the same selected state colleges and universities, The total population for the study consisted of twenty— SiX (26) college or university presidents and one hundred and four (104) board of control members. Role expectations of incumbent presidents for the president‘s role were gathered through the use of a 3 LAWRENCE O. NELSON ABSTRACT questionnaire form and personal interviews. Role expec- tations for presidents were obtained from board of control members only by mail. The instrument used was a question- naire, parallel in form to that used with the incumbent presidents. Procedure Using the questionnaire method, a form was devised, based upon the model of Gross, Mason, and McEachern.l This model was refined and adapted for use with presidents and board of control members in higher education. Questionnaires were mailed to one hundred and four (104) board of control members. Twenty—six incumbent presidents were contacted by mail and requested to arrange a convenient date for a personal interview. In addition, they were asked to complete a parallel questionnaire form. The data collected through personal interview and mail were coded, punched onto cards for machine tabulation and analyzed electronically by the Michigan State Integral Computer (MISTIC) for significance, by the use of Chi-square. Reliability of items was tested by Hoyt's analysis of vari- ance technique. ——_._ lNeal Gross, Ward S. Mason, and Alexander W. McEachern, Egplorations in Role Analysis (New York: John Wiley and Sons, Inc., 1958), pp. 331-340. 4 'LAWRENCE O. NELSON ABSTRACT Findings Of the one hundred and twenty (120) role expectation items on the questionnaire, the majority of incumbent presidents and board of control members held converging expectations for the role of college or university president on: forty-two (42) of fifty-six (56), personal qualities; twenty-three (23) of thirty-six (36) performances; eight (8) of twelve (12) participations; and seven (7) of sixteen (16) friendships items. Divergence in role expectations was found among the majority of incumbent presidents and board of control mem- bers on: fourteen (14) of fifty-six (56) personal qualities; thirteen (13) of thirtywsix (36) performances; four (4) of twelve (12) participations; and nine (9) of sixteen (16) friendships items. Using Chi-square, a test of significance, nineteen (19) of the one hundred and twenty (120) role expectation items were revealed to have a X2 above 3.84 which would indicate the 5% level of significance and therefore capable of producing conflict in role expectations within the selected sample. Reliability figures for each of the four sections of the questionnaire were as follows: Section I, rtt a .85; II, .78; III .75; IV .94, for the total instrument, rtt = .91, Jar-“H: _—:v—-. z.- M3,. _ ‘ ‘ 'F— ‘ m Linn-"V . ‘.w§7“iki t.’ '_ '_ ..—- Lawrence 0. Nelson candidate for the degree of Doctor of Philosophy Final examination: February 26, 1960, 2:00 P.M. Dissertation: Role Expectations for Selected College and University Presidents Outline of Studies: Major Subject: Administrative and Educational Services (Administration) Minor Subjects: Higher Education Political Science Biographical Items: Born, February 1, 1926, Hartford, Connecticut Undergraduate Studies: Central Connecticut State College, New Britain, Connecticut, 1945—49, B.S. Graduate Studies: The University of Connecticut, Storrs, Connecticut, 1950-53, M.A. Michigan State University, 1956—60. Experience: Secondary School Teacher, Stamford, Connecticut, 1949—52. Assistant Director of the Division of University Extension, Summer Session and Continuing Education, The University of Connecticut, 1952—56. Assistant to the President, Moorhead State Teachers College, Moorhead, Minnesota, 1956~57. Dean of Administration, State College, Moorhead, Minnesota, 1957—58. Graduate Assistant, Michigan State University, 1958—59. ._. _ aI-Ld-‘filh «- . a To the memory of SERDA HANSON NELSON JOSEPHSON an inspiring and devoted mother ROLE EXPECTATIONS FOR SELECTED COLLEGE AND UNIVERSITY PRESIDENTS by Lawrence 0. Nelson A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of .the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administrative and Educational Services 1960 r‘ ,4 o‘ , - . / I ”(I ' f / P) ,,—/., , s - ‘I <,:-,/ If; 1/ 1‘“- ACKNOWLEDGMENTS In the planning and execution of a research study many persons make contributions to the final results which often go unrecognized. It is the author's desire that none of those who helped make this study a reality will be overlooked in these acknowledgments. If, however, someone is omitted from con— sideration here, it is hoped they will realize that their contributions were genuinely appreciated, if not specifically stated. The author wishes first, to express his sincere grati— tude for the inspiration and guidance of his doctoral committee, Dr. William H. Roe, Chairman; Dr. Stanley T. Gabis; Dr. Robert L. Hopper; and Dr. Max S. Smith, during the planning and progress of his entire program of studies. Next, to Dr. Wilbur B. Brookover, the writer is deeply indebted for his helpful suggestions and encouragement during the formulation of the original research design. Appreciation is also extended to the members of a graduate seminar in Educational Sociology, who made valuable criticisms in the early phases of the study construction. To the secretaries and typists who labored carefully and diligently with the various correspondence and manuscript, ii thanks are due. To Mr. R. Gene Rex, Mr. Richarchoerz, Mr. John Patterson,and Mr. John VanDyke a special debt of gratitude is acknowledged for their contributions. To each of the author's doctoral student colleagues an expression of appreciation is due for their willingness to listen and to make constructive comments for improvement in the dissertation during its many phases. To each of the twenty-four college and university presidents and sixty-four board of control members who gave so freely and willingly of their time and effort to provide the data for this study, appreciation is here acknowledged. Finally, to my wife, Kathleen, her family and our son, Scott, an everlasting debt of gratitude is owed, for with- out their sympathetic understanding and constant encourage- ment this study might not have been possible. iii TABLE OF CONTENTS ACKNOWLEDGMENTS. . . . . . . LIST OF TABLES . . . . LIST OF FIGURES. . . Chapter I. II. III. IV. INTRODUCTION Importance of the Study Background for the Study . . Statement of the Problem . . . Definition of Terms. . . . . Delimitations of the Study . . . Procedure . . . Summary. . . . . . REVIEW OF THE LITERATURE General Role Expectation Studies Educational Role Studies . . . Related Role Research . . . . . PLANNING AND CONDUCTING THE STUDY . General Methods . . . . Development of the Instruments . . Basis for Sample Selection Conducting the Research . . . Summary. . . . PRESENTATION AND ANALYSIS OF THE DATA. Presentation of the Data . . . . Analysis of the Data . . . Personal Qualities . . . Age . . . Sex . . . . . . Race . . . . . . . Marital Status. . . . . . Political Preference. . . . Page ii vii xii I—‘ O\OCI)O\U'IUU |--' I—J I--' m }._1 R) IDI-J OUI ID 4:- WIDI'DR) tflmt 38 Chapter V. Religious Preference. . . Education . . -. . . . Experience . . . . . . . . Personal Habits . . . . . . Competencies . Personal Attributes . . Educational and Administrative Philosophy . . . . . Personal Interview Data. . . . Performances . . . Administrative Responsibilities . Board Relations . . . . . Faculty Relations. . . . Student Relations. . . . Staff Relations . . . . Public Relations . Professional Responsibilities. . Personnel Policies . . . . . Personal Interview Data. . . Participations. . . . . . Faculty Activities . . . . . Student Activities . . . . . Professional Associations . . . Civic Activities . . . . . . Political Activities. . . . Religious Activities. . . . Spouse Involvement in Activities. Group Organization Activity Personal Interview Data. . . . Friendships. . . . . . Individual Board Member. . . . College Staff or Students . . Organization Leaders. . . . . Education Association Leaders. Members of the Press. . . Individuals of Economic Importance Factional Leaders. . . . . . Personal Interview Data. . . Additional Personal Interview Data . Summary. . . . . . . . . . . CONCLUSIONS AND RECOMMENDATIONS. . . . Statement of the Problem . . . . . General Conclusions. . . . . . . Major Findings . . . . Personal Qualities--Converging Expectations . . Performances—~Converging Expectations iv Chapter Participations--Converging Expectations. Friendships-~Converging Expectations. Personal Qualities--Possible Conflict Area . . . . . . . . . . Performances—~Possib1e Conflict Areas Participations--Possible Conflict Area Friendships-~Possib1e Conflict Areas. Implications of the Study . . . . . Major Implication. . . . . . . . Implications for Graduate Preparation Programs . . . . . . . . Implications for Administration of Higher Education . . . . . . Recommendations . . . . . . . . Suggestions for Future Research . . . SELECTED BIBLIOGRAPHY . . . . . . APPENDIX A. . . . . Presidents Questionnaire Form . . . . List of Interview Questions . . . . . APPENDIX B O O O 0 O O 0 O O 0 Board Member Questionnaire Form. . . . . . APPENDIX C. . . . . . . . List of Selected Colleges and Universities . . APPENDIX D. . . . . . . . . . . . . . Copies of Correspondence and Forms. . . . . APPENDIX E. . . . . . . . . . . . . List of Incumbent Presidents Interviewed. . . APPENDIX F. . . . . . . . . . . . . . Theoretical Frequencies and X2 for 120 Role Expectation Items as Computed by the Michigan State Integral Computer (MISTIC). APPENDIX G. . . . . . . . . . . . Responses of Incumbent Presidents and Board of Control Members on Questionnaire Items. Page 122 123 124 125 126 126 128 128 128 130 132 134 136 143 144 145 146 147 148 149 151 152 158 159 161 162 166 167 Chapter Page APPENDIX H. . . . . . . . . . . . . . . 199 Computations for Reliability of Items by Hoyt's Analysis of Variance Technique . . . . . 200 vi Table LIST OF TABLES Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Agg. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Sex and Race. . . . . . . . . . . . f—‘_ Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Marital Status . . . . . . . . . . Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per— taining to Expectations for Selected College or University Presidents Relative to Political, Religious Preference . . . . . . . Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per— taining to Expectations for Selected College or University Presidents Relative to Education, Experience . . . . Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Personal Habits . . . . . . . . . . . Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per— taining to Expectations for Selected College or University Presidents Relative to Competencies . . . . . . . . . vii Page 44 4, 6 48 SO 51 55 57 Table Page 8. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per~ taining to Expectations for Selected College or University Presidents Relative to Personal Attributes. . . . . . . . . '. . . . 59 9. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per— taining to Expectations for Selected College or University Presidents Relative to Educa— tional, Administrative Philosophy . T—_T_ . . 62 10. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per— taining to Expectations for Selected College or University Presidents Relative to Adminis— trative Responsibilities . . . . . . . . 66 11. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per~ taining to Expectations for Selected College or University Presidents Relative to Board Relations . . . . . . . . . T__T* . . 68 12. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per— taining to Expectations for Selected College or University Presidents Relative to Faculty Relations . . . . . . . . . . . . . 7O 13. Percentage of Total ReSponses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Student Relations . . . . . . . . . . . . . 73 14. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Staff Relations . . . . . . . . . . . . . 75 15. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Public Relations . . . . . . . . . '7 . . . 76 viii Table 16. 17. 18. 19. 20. 21. 22. 23. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Profes- sional Responsibilities. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per— taining to Expectations for Selected College or University Presidents Relative to Personnel Policies. . . . . . Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Participations in Faculty Agtivities Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per— taining to Expectations for Selected College or University Presidents Relative to Participations in Student Activities Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Participations in Professional Associations Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Participations in Civic Activities Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per— taining to Expectations for Selected College or University Presidents Relative to Participations in Political Activities. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per— taining to Expectations for Selected College or University Presidents Relative to Participations in Religious Activities. ix Page 78 81 85 86 86 88 92 Table 24. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Spouse Involvement lg Activities. . . . . . 25. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Participation in Group Organization Activities. 26. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Friend_ ships With Individual Board Members . . . . 27. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Frierd~ ships With College Staff g3 Sgudents . . . . 28. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Friend- ships With Organization Leaders. . . . . . 29. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Friend- ships With Education Leaders. . . . 30. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Friend— ships With Members 9f the PreSS. . . . . . 31. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Friend— ships With Individuals 9E Economic Importance . Page 92 94 96 97 99 101 101 103 Table Page 32. Percentage of Total Responses of Incumbent Presidents and Board of Control Members Per- taining to Expectations for Selected College or University Presidents Relative to Friend- ships With Eactional Leaders. . . . . . . lO3 xi LIST OF FIGURES Getzels and Cuba General Model Showing the Nomothetic and the Idiographic Dimensions of Social Behavior. Gross, Mason, and McEachern Dyad Model Showing the Relationship of a Particular Position EFocal) to Only One Other Position Counter). . . . . . . . . Geographic Locations of the Selected Colleges and Universities of the Study in Connecti- cut and Rhode Island Geographic Locations of the Selected Colleges and University of the Study in Maine. Geographic Locations of the Selected Colleges and University of the Study in Massachusetts Geographic Locations of the Selected Colleges and University of the Study in New Hampshire. Geographic Locations of the Selected Colleges and University of the Study in Vermont . xii Page 19 21 29 31 32 33 CHAPTER I INTRODUCTION Importance of the Study 1 The 1958-59 Education Directory reported that within the continental limits of the United States, there are 1,957 institutions of collegiate level. Of this total num— ber, 557 offer only programs of less than four years duration and are classified as community or junior colleges° The remaining 1,400 offer programs of four years duration, and in many cases, programs of an advanced nature. Each of these colleges or universities receive their funds for operation and capital outlay from either private or public‘ 1 Sources. This factor contributes to the diversity of American higher education. __ 1United States Department of Health, Education, and Welfare, Office of Education, Education Directory, Part 3, Higher Education (Washington, D. C.: United States Govern- mentTPrinting‘Office, 1958), p. 8. 2This figure, however, does not include all Junior college programs, for as the 1959 Junior College Directory published by the American Association of Junior Colleges;— Washington, D.-C., stated: "Listed among the 667 Junior colleges are all institutions accredited by state depart- ments of education or regional accrediting associations as definitebzorganized two-year colleges, extension centers of universities, or teachers colleges," p. 47. l 2 In addition to diversity in support arrangements, these institutions are also diverse in their organizational and administrative structures. One factor which is similar for most of the fourteen hundred institutions of higher learning, however, is the fact that each of these has as its chief executive officer a person whose title or designation is that of president. This study is concerned with a portion of this latter group. In 1940, Hughes1 on the basis of a study of three hundred college and university presidents, reported the average length of office for this position as nine years, and that the annual turn-over was approximately ten per cent of the total number studied. Stoke,2 writing in 1959 on the basis of national figures, estimated the average tenure of persons in the office of president to be four years. He also stated, in contrast to Hughes‘s earlier study, that cur- rently, approximately three hundred and fifty or twenty per cent of these positions are vacated each year for various reasons. What is responsible for this decrease in the tenure of office and increase in the number of new presidents needed each year? Among the many reasons given for termination are retirement, illness, resignation, and dismissal. The latter two reasons, however, appear to be the main causes for this _k 1R. M. Hughes, "A Study of University and College Presidents," School and Society, 51:317—320, 1940. 2Harold W. Stoke, The American College President (New York: Harper and Brothers Publishers, l959), pp. 17-18. 3 increasing yearly toll of college and university chief execu- tive officer terminations. Although figures are unavailable due to inadequate research in this field, it appears reasonable to assume that many of the resignations are due to movement on the part of the incumbent to another position. The major reason the remainder of this group terminate their positions or are dismissed might be attributed to conflict with their governing board members relative to matters of personality, principle, or policy. It was in search of the possible areas of conflict in expectation between incumbent presidents and board of control members that this study was directed. Background for the Study Over the past twenty-three years, writers in sociology, social psychology, and cultural anthropology have developed the concept of role to explain the personal and behavioral characteristics of persons in various institutional positions of society. The basic elements of this concept can be found in the 1936 work of Linton.l Since that time Newcomb,2 Parsons,3 —._ lRalph Linton, The Study of Man (New York: D. Appleton- Century 00., 1936). 2Theodore M. Newcomb, Social Psychology (New York: Dryden Press, 1951). 3Taloott Parsons,Tne Social System (Glencoe, Illinois: The Free Press, 1951). 4 and other scholars have refined the original concept and broadened the perspective of role. During the past few years this concept has gained con- siderable attention from writers analyzing various roles in the field of education. Distinguished in this area are the 2 and Gross, Mason works of Brookover,l Getzels and Cuba, and McEachern.3 Each of their works have proved enlightening in regard to educational roles, but in addition, their efforts have uncovered untold areas requiring additional research. In 1958, Neal Gross, Ward S. Mason, and Alexander W. McEachern published the results of an extensive study into 4 The research which they the school superintendency role. described consisted of the use of various instruments and depth interviews with public school superintendents and school board members in regard to their reSpective expec- tations for the role of public school superintendent. The results of this study continued to add to the growing fund lWilbur B. Brookover, A Sociology of Education (New York: American Book Company, 1955). 2Jacob w. Getzels, and Egon G. Cuba, "The Structure of Roles and Role Conflict in the Teaching Situation," gournal of Educational Sociology, Vol. 29 (1955), pp. 30-40. 3Neal Gross, Ward S. Mason, and Alexander W. Mc- Eachern, Explorations in Role Analysis (New York: John Wiley & Sons, Inc., 19587. “Ibld. 5 of knowledge which educators and other social scientists have in the area of public school role expectancies. The situ— ation in the field of higher educational role expectancies, however, is not as encouraging, even though the acquisition of such knowledge appears to be necessary and vital to a thorough understanding of incumbent relationships. It was in Search of a contribution to this field that the present research design was developed and completed. Statement of the Problem On the basis of an exhaustive search of the available literature, the investigator found that the role of president in colleges and universities had not been studied with a View toward determining the expectations which incumbent presidents and board of control members held for this position. It was assumed that conflicts presently exist between incumbent presidents and board of control members in regard to the expec- tations each hold for the role of president. Also, that a study of this type would uncover these latent conflict areas and thereby aid each group, in their attempts to resolve dif— ferences. In addition to the discovery of hidden conflict areas, it was believed this study would uncover other areas requiring further research on higher education role expectancies. The major purpose of this study, therefore, was to identify and analyze the role expectations which incumbent presidents and board of control members have for the office, position, or status, of college or university president, and 6 to compare these expectancies to determine the possible con- vergence and divergence of the role expectations each hold. Once the role expectations which incumbent presidents and board of control members have for the officeof’college or university president are determined, we may then deter- mine the implications such findings have for graduate prep- aration programs and the entire concept of higher educational administration. Definition of Terms In order to clarify pertinent terms for the reader and limit their interpretation to this study, the following definitions are presented: President or incumbent president, means the chief executive officer of a four year state controlled college or university. Board of control, means the duly elected or properly appointed lay body which determines policy for governing the activities of a four year state controlled college or university. For the purposes of this study the body may be designated as board of trustees or state board of education. Board member or board of control member, means the duly elected or properly appointed member of a four year state college or university board of control. College or university, means those four year public institutions of higher education which are governed by a state board of control. 7 The remaining definitions essential to a role study are from Explorations i2 Role Analysiszl Position or office, shall be understood to mean the location of an individual or class of individuals in a system of social relationships. Expectation, means an evaluative standard applied to an incumbent of a position. Role, a set of expectations applied to an incumbent of a particular position. Role behavior, means an actual performance of an incumbent of a position which can be referred to an expectation for an incumbent of that position. Role attribute, means an actual quality of an incum- bent of a position which can be referred to an expectation for an incumbent of that position. Role congruency, means a situation in which an incum- bent of a position and others perceive the same or highly similar expectations for a position. Role divergency, means a situation in which the incumbent of a position and others perceive varying or highly different expectations for a position. Role conflict, means any situation in which the incum- bent of a position and his significant others hold completely opposite expectations for a role. lGross, Mason, and McEachern, op. cit., pp. 67 and 248-249. “*— 8 Intra-role conflict, shall be understood to mean the situation with which an individual is confronted if he perceives that others hold different expectations for him as the incumbent of a single position. Inter-role conflict, shall be understood to mean the situation with which an individual is faced if he perceives that others hold different expectations for him as the incumbent of two or more positions. . Delimitations of the Study This study was limited in scope and was confined to a regional area within the continental limits of the United States, on the Eastern Seaboard. Selection of the region for this study was made on the basis of: 1. The proximity of colleges to each other. 2. The large number of similar institutions. 3. The wide range of years in office of presidents. 4. The possible uniformity of thinking among the potential respondents. The incumbent college and university presidents included in this research all served in the chief adminis- trative role in state controlled colleges or universities in Connecticut, Maine, Massachusetts, New Hampshire,.Rhode Island, and Vermont. The board of control members included in this study were all members of boards of control for each of the same selected state colleges and universities as the presidents. 9 The total population for the study consisted of twenty- six college or university presidents and one hundred and four board of control members. -Role expectations of incumbent presidents for the president's role were gathered through the use of a question- naire form and personal interviews. Role expectations for presidents were obtained from board of control members by mail only. The instrument used was a questionnaire, parallel in form to that used with the incumbent presidents. Procedure Following wide reading in the field of higher educa- tional administration and role theory the problem was deter- mined and was refined in the study design. Next an instru— »ment was developed which would provide responses designed to discover discrepancies in the role expectations of the two groups included in the study. Using the questionnaire method, a form was devised, based upon the model of Gross, Mason, and McEachern.l This model was refined and adapted for use with presidents and board of control members in higher education. Questionnaires were mailed to one hundred and four board of control members. Twenty—six incumbent presidents were contacted by mail and requested to arrange a convenient date for a personal interview. In addition to this they were asked to complete a parallel questionnaire form. *— lIbld., pp. 331-340. 10 The data collected through personal interview and mail were coded, punched onto cards for machine tabulation, and analyzed electronically for significance. A more complete description of the procedure followed will be provided in Chapter III. .Results of the statistical analysis of items will appear in Chapter IV' Summary This first chapter provides the groundwork for what follows in later chapters. Within these pages have been included, the importance of the study of role expectations held for selected college and university presidents. The background of the problem explored the contri- butionscmfsocial scientists to the theory of role and how their pioneering has led to an application of this theory to roles in education. The problem of the study was stated as: an attempt to obtain the role expectations of both incumbent presidents and board of control members in order to determine the con- vergence or divergence of their expectations for the president‘s role. .Definitions of the major terms used throughout the study were clarified. A discussion of the necessary delimitations and the procedure used in the acquisition of data for analysis were presented. 11 Before providing definitive treatment of this data, the next chapter will present a review of the literature which prompted this effort. CHAPTER II REVIEW OF THE LITERATURE General Role Expectation Studies A description of all of the role expectation studies which have been made in the past would be tiring to the reader, as well as, unnecessay to an understanding of the role concept. The writer will, therefore, limit this dis~ cussion to those contributions which he believes most ade- quately portray this concept. One cannot carry on an intelligent discourse on the subject of role without first laying the foundations for this field of endeavor. Although other writers preceeded him in time, the contributions of Lintonl appear to contain the essence of role concept which have been utilized by the majority of recent writers. In his 1936 work, The Study of Man, Linton provided a working definition of role which has been modified from time to time, yet remains basic. This viewpoint was stated by Bates when he wrote: The concepts of social status or social position and social role are among the most widely used in social lRalph Linton, The Study of Man (New York: D. Appleton- Century Co., 1936), Chapter VIII, and Ralph Linton, The letural Background of Personality (New York: D. Appleton— Century 00., 19457. 12 13 science. Since the time when they were formally introduced into the lexicon of social science by Professor Ralph Linton, they have been successively sharpened and clarified by various students of human behavior. For the most part, however, the model set by Linton has not been radically altered.1 Having acknowledged the indebtedness of most writers to Linton‘s definition of role, it is now possible to examine the contributions of other authors for their influ- ence on this study. .Writers in the field of role concept have been many over the past years, however certain men are recognized for their basic contributions and this review will deal mainly with their works. . - 2 .. . _. The contributions of Linton, wno has been mentioned previously, Newcomb,j and Parsons,“ will be treated in regard to their definitions of three fundamental terms upon which tatus or position, (2) role, Ln this study was based: (1) and (3) role prescriptions or expectations. lFrederick L. Bates, "Position, Role, and Status: A Reformulation of Concepts," Social Forces,XXXIV (1956), p‘ 3130 2Linton, The Cultural Background of Personality, op. cit. 3Theodore M. Newcomb, Social Psychology (New York: Dryden Press, 1950). uTalcott Parsons, The Social System (Glencoe, Illinois: The Free Press, 1951). 14 Status or Position Linton--a status is something static; it is a place in a structure, recognized by members of a society and ac- corded by them to one or more individuals. Newcomb--a position is a part of an inclusive system of positions and carries with it definite prescriptions for behaving toward other persons in related positions. Parsons--a status is an actor's position or location in the social system relative to other actors. It is in other words his place in the relationship system considered as a structure, that is a patterned system of parts. Role Linton--rgle refers to the sum total of the culture patterns associated with a particular status. It includes the attitudes, values, and behavior which society ascribes to any and all persons occupying a particular status. Role is the dynamic aspect of status. Newcomb--a role is associated with a position and is the whole set of behaviors which are characteristic of all individuals who occupy that certain position. Roles and positions are inseparable. A position has no meaning with— out its accompanying role, and any given T019 applies only to persons who occupy a stated position in a stated group or society. 15 Parsons-~a role is a functional aspect of a person's participation in a social system, it is what the actor does in his relations with others as seen in the context of its functional significance. In this aspect, each actor is oriented to other actors, and is therefore, acting or playing a role. Role Prescriptions or Expectations Linton--role expectations are the legitimate expec- tations of persons occupying a particular status with respect to the behavior toward them of persons in other statuses within the same system. Newcomb--a prescribed role includes all the approved ways of carrying out the necessary functions required of the occupant of a position. All the behaviors included in a prescribed role are considered to be correct ways of carrying out the functions for which the position exists. Parsons--defines role expectations as having two aspects. One of these are the expectations which concern and in part set standards for the behavior of the actor, who takes himself as the point of reference. He also recognizes there is a set of expectations relative to the probable re- actions of others toward any person acting the same role. Educational Role Studies With these definitions as guideposts, it is now possible to analyze the contributions of other writers to k 5n fin I 16 the specific field of role and role expectations in education. Among these are the works of Brookover, Getzels and Guba, and Gross, Mason, and McEachern. The first of these, Brookover,l has studied and written extensively on the role of teachers, as well as other areas of role. The next two authors, Getzels and Guba2 have contributed to an investigation and evaluation of the administrative leadership role. The final group, con- sisting of Gross, Mason, and McEachern,3 has completed and reported upon an extensive study concerned with the school superintendent's role. Brookover, in his studies on various education roles, but particularly on teacher roles, has divided the role con— cept in the following way: Actor--an individual and his particular personality brought to a situation (previous experience, needs,etc.) Self—involvement--an actor’s image of the ends antici— pated from participation in the status. A projection of his self-image into the role. General status--other's expectations of any actor in a broadly defined position, i.e. teachers. Situational status--other's expectations of any actor in a particular situation. Role-~other's expectations of a particular actor in a particular situation. Qefinition--an actor's definition of what he thinks others expect of him in a particular role. lBrookover, A Sociology of Education, op. cit. 2Jacob w. Getzels and Egon G. Guba, "Social Behavior and the Administrative Process," School Review, LXV (Winter, 1957), pp. A23-uul. 3Gross, Mason, and McEachern, op. cit. 17 Behavior in interaction-—an actor's behavior in inter— action with others in which definition and role are continually redefined.l In one of his studies, Brookover applied his concepts to the teacher role as a factor in pupil achievement.2 Studying 66 teachers of United States History, in twelve north central Indiana county rural consolidated schools, he attempted to show that the progress of students in history over a sixty day period was dependent upon the social roles of teachers. Using the test records of 1,275 students before and after the sixty day period; and their responses to various role expectation items, he found a significant relationship between student gains in information and respect for the teachers academic ability. He also discovered that friendli- ness, helpfulness, and other evidences of congeniality were not associated with good teaching. In terms of teacher roles, he concluded from his study that the traditional teacher—pupil relationship is one of conflict or struggle and that the students expect a teacher to assume and maintain the dominant role if interaction is to continue in an orderly fashion. In this way the student eXpects the teacher to force him to learn. If the teacher does not do this and assumes a permissive role, the pupil may be led to the assumption that learning is not desired or nec- essary in the latter situation. M _ lWilbur B. Brookover, "Research on Teacher and Adminis— trator Roles," Journal of Educational Sociology, Vol. 29 (September, 1955), p. 3. 2Wilbur B. Brookover, "The Social Roles of Teachers and Pupil Achievement," American Sociological Review, Vol. 8 (1943), pp. 389-393. 18 While the contributions of Getzels and Guba, to some degree overlap the work of the preceding authors, their approach to the role concept in administrative theory con— tains some basic differences. In one of their studies Getzels and Guba studied role conflict among public school teachers.1 Using an instrument based upon interview data they sought to measure feelings of role conflict in three teacher role areas: the socio-economic role, the citizen role, and their professional role. They submitted their questionnaire to 344 teachers in eighteen elementary and secondary schools in six systems. On the basis of rather small returns, 166 or approximately forty—eight per cent, they found that the teacher is defined by common core expectations and also by varying expectations which are a function of local school and community conditions. They also found that some expectations for the teachers role are incon- sistent with expectations connected with other roles the teacher occupies. This role conflict, they concluded, indi- cated that the teacher role does not integrate properly with the other roles the teacher must assume. These two writers have also formulated a model pertin— ent to an understanding of the role concept, which shows two dimensions of social behavior. They define these dimensions M lGetzels and Guba, "The Structure of Roles and Role Conflict in a Teaching Situation," Journal of Educational §gplology, Vol. 29 (1955), pp. 30-40. 19 as the nomothetic, or normative dimension of activity; and the idiographic, or personal dimension of activity in a social system. NOMOTHETIC DIMENSION INSTITUTION -—-—->-ROLE -——->-IROLE EXPECTATIONS ) \ SOCIAL . OBSERVED SYSTEM BEHAVIOR \ V INDIVIDUAL-r—PERSONALITY—wwNEED DISPOSITIONS IODIOGRAPHIC DIMENSION Figure l. Getzels’s and Guba s General Model Showing the Nomothetic and the Idiographic Dimensions of Social Behavior. These men believe such a model is necessary to show the personal characteristics which an individual brings to a role. 7For as they say: "An individual stamps the particular role he fills with the unique style of his own characteristic pattern of expressive behavior."2 As stated earlier, one of the most extensive studies of role expectations is that of Gross, Mason, and McEchern.3 In the conduct of this study they used a questionnaire and interviews with 105 school superintendents and 508 school board members in an attempt to define the role expectations each group had for the school superintendent‘s role. In eight k lGetzels and Guba, "Social Behavior and the Administra- tive Process," op. cit., p. 429. 21bid., p. 427. 3Gross, Mason, and McEachern, Explorations in Role Analysis, op. cit. 20 hour interviews they administered their questionnaire to each of the respondents and made use of Merton's technique of "focused interviews." As a result of their analysis of these data,they concluded that the conditions under which expec— tations are learned or taught and who defines them may be quite variable. They also concluded that: l. a. An incumbent of a focal position may define what most of his rights and obligations are and an in- cumbent of a counter position may accept his definitions. Incumbents of counter positions may define most expectations and an incumbent of the focal position may accept them. Neither the incumbent of the focal or of the counter position may have well—defined expectations for each others behavior in their initial interaction and they may be eventually worked out through a trial and error process. Some expectations may be learned prior to, and others during, position incumbency. These authors have also supplied several models for role study as a result of their efforts. One of these has particular significanceixlthe study under consideration and is presented in this study on the following page. K I Counter Position \ / (Board Member) If // \ (President) I / \ / \\~—’/ Figure 2. Gross, Mason, and McEachern Dyad Model Showin the Relationship of a Particular Position (Focal to Only One Other Position (Counter).1 Related Role Research Terrien,2 in 1949 conducted an extensive study to test the hypothesis that an occupation could act to channel the role behavior of its adherents into a recognizable system both on and off the Job. He selected the occupation of teaching and chose a sample of ten per cent from approximately 1,000 teachers in a city school system. Using depth interviews,he conducted an extensive inquiry into the activities, attitudes, goals, patterns of life organization, and beliefs of these teachers. He was able to substantiate the original hypothe- sis, that role behavior is channeled into systems, and that an occupational type is determined. ___ lGross, Mason, and McEachern, op. cit., p. 51. 2F. W. Terrien, "The Occupational Role of Teachers," gournal of Educational Sociology, 29214-20) 1955. . -... VI .1 . .,. «a- . .... 22 Bidwelll studied the role expectations of teachers toward administrators and their self-satisfaction. To test three hypoth— eses, a questionnaire was mailed to 368 teachers. There was a 53 per cent return. He also used focused interviews with a limited sample. This technique was used to obtain more detailed inform- ation and greater insight into the processes involved. On the basis of the data collected, he found covergence of expectation and perceptions is accompanied by satisfaction in teaching, and divergence of the variables is accompanied by dis~ satisfaction. Doyle's2 study was concerned with the identification of role expectations which elementary teacher, public school admin~ istrators, school board members, and parents had for the elemen- tary teacher‘s roles; the role expectations which teachers believed these groups held, and comparison of these various expec- tancies for convergence and divergence of the role expectations held. Doyle found that the teachers involved in the study were tradition oriented and conformed to the patterns which the cul- ture had defined for them. Analysis of his findings revealed teachers inclined to see themselves in harmony primarily with the administrators, to a lesser degree with school board members, and tw a limited degree with the parents. “k . 1C. E. Bidwell, ”The Administrative Role and Satisfaction i? E$aching," Journal of Educational Sociology, XXIV (1955)» pp. 2Louis Andrew Doyle, "A Study of the Expectancies Which Elementary Teachers, Administrators, School Board Members and Parentstave of the Elementary Teacher‘s Roles" (unpublished Ed. EéSESRSis, Michigan State University, East Lansing, Michigan, 23 Nonnamakerl reported in 1959 the results of a study con— ducted with seven campus groups at Michigan State University on the role of the enrollment officer. Using a questionnaire with six sub-scales of ten items each, he sought the expecta- tions which 189 enrollment officers, professional counselors, and students held for the enrollment officer's role. He found no significant differences on the sub—scale concerning expectations for the enrollment officer to provide enrollment service. He concluded from his study that there was no one set of expectations for the enrollment officer at Michigan State University. He discovered, however, all groups of his random sample generally, expressed relatively high ex- pectations for the enrollment officers‘ need to be familiar with enrollment information, his need to be familiar with in- formation about enrollees, his need to be familiar with the University student personnel services, and expectations for the enrollment officer to perform student personnel services and services of a personal nature. .Each of the works of the authors reviewed here have helped to make advances in the development of a concept of role. Their attempts at definition have also contributed along with numerous other researchers, to a better understanding of the basic and relevant terms needed for the ultimate use of their ideas in a theoretical framework. ‘— lEldon Ray Nonnamaker, "The Role of the Enrollment Officer at Michigan State University" (unpublished Ph.D. thesis, Michi- gan State University, East Lansing, Michigan, 1959). CHAPTER III PLANNING AND CONDUCTING THE STUDY The main purpose of the investigation was to ascertain the role expectations held for selected college and univer— sity presidents. Two groups were studied in regard to their expectations for this role. One consisted of incumbent presidents serving the institutions of the sample. The second group was made up of board members who have the responsibility for controlling the administrative policies at these same institutions. The study was directed toward securing the expectations of each group, to determine the convergence and divergence of their expectations and to discover if pres-' ent, areas of significant divergence which might lead to conflict. General Methods In the development and execution of this research prob— lem on role expectations the following general methods were used. Initially, the writer‘s interest in problems of admin— istration in higher education and the area of role analysis, were responsible for the selection of the study problem. After determining the field of study the author conducted an 24 25 intensive examination in the literature pertaining to role, administration, and research methods. As a result of this reading, it was determined that the study should be limited to the role expectations for the office of college or uni- versity president, held by incumbent presidents and board of control members. Concentration on this aspect, with the analysis of data directed toward the discovery of conflict areas, became the prime objective of the study design. It was believed that although conflict might exist between the groups to be studied, its observation would be difficult if not impossible. The decision was made, therefore, to use an instrument which might reveal conflict areas without the use of direct observation. Using this determination as a guide, the investigator proceeded to develop parallel ques- tionnaire forms for use with presidents and board members. To provide additional depth, it was also decided to inter— view each president to obtain verbal responses to other questions related to role expectations. For, as Jahoda has stated in Research Methods in Social Relations: The interview is the more appropriate technique for revealing information about complex, emotionally—laden subjects or for probing beyond public attitudes to the more covert private sentiments. Not only is the interview often more effective than . the questionnaire in producing permissive Situations; it is also more versatile with respect to the atmosphere which can be created during the measuring situation. lMarie Jahoda, and Others, Research Methods in Social Relations, Part One (New York: The Dryden Press, 1951, 6th FITHETHET 1958), p. 158. 26 Development of the Instruments ‘ Preparation for the development of the instruments for this study involved the following steps: 1. Literature in the area of social science method— ology was examined to study various research techniques. 2. A careful study was made of the particular tech- niques of questionnaire construction and personal interview. Lengthy lists of desirable and undesirable qualities and practices were developed, in an effort to include in the instruments, major areas which might uncover conflict between the respondent groups. Considerable editing and revising of these lists produced groups of items which seemed pertinent to role determination. It was at this time, that the writer discovered that many items similar to those to be used in this study had been included in the research on the school superintendents' role.l Since that study had previously tested its instruments in practice the investigator decided to use these as models and adapt them for use with college and university presidents, and board of control members. -Refinement of the instruments for use on this research prob- lem was accomplished without finding it necessary to discard any of the broad areas believed to be vital to the study. * 1 it. p. 331-340. The Gross Mason McEachern, op. c , P major areas of this’study: Personal Qualities, Performances, Participations, and Friendships were in fact the same as those used by the authors. .Ar .Ah. 27 On this basis, two parallel forms were developed. One for use with college or university presidents, and one for use with board of control members. The final questionnaire forms used for the collection of data included the four areas of (1) personal qualities, (2) performances, (3) parti- cipations, and (A) friendships. Members of a graduate seminar in research design analyzed both forms for clarity of terminology, layout, and order of items. -Revisions followed suggestions made by this group. These revisions were re—evaluated by a group of the writer's colleagues. In addition, appraisal by several faculty members was also obtained. The corrections and revisions suggested by these groups were incorporated into the last draft, after which the final copy emerged and was produced for use. The interview questions for presidents covered each of the four areas defined earlier, in addition to questions on items of conflict and agreement. Appendix A contains a copy of the president questionnaire form and a list of the inter- view questions used. Appendix B provides a copy of the board of control member questionnaire form. Basis for Sample Selection Selection of the region for this study was made on the basis of: l. The proximity of colleges to each other. 2. The large number of similar institutions. 3. A. 28 The wide range of years in office of presidents. The possible uniformity of thinking among the potential respondents (i.e., a regional outlook). With these conditions in mind, and in order to delimit the scope of the investigation and increase the relevance of the results obtained, criteria for selection of the sample limited the study to: 1. Only those colleges or universities which were controlled by a state board. Only those colleges or universities which received at least fifty-one per cent of their income from state funds. Only those colleges or universities which had a minimum enrollment of two hundred students and granted at least the bachelors degree (as of September, 1958). Only those colleges or universities which were located in one of the six states, Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, or Vermont. On the basis of these criteria, each of the colleges and universities in New England were screened to determine whether they met the conditions for consideration in the study sample. When this appraisal was completed, twenty— six colleges or universities met all the criteria. The geographic locations of the colleges and univer- Sities selected are shown in Figures 3-7. 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I: ' ' i: “m"“*“"" N‘ J 0i... . .. 9 m We. 0 0.: ‘ . 3'33 33-0-— 3 anon u ' ‘ OW Hugh: v . o M nu. 32.15.5156 I?“ I (W SI I O o and“: 067m Rm: 2171.7 um 1am Can-- bl ltltsum: \ a? uf'm' .. m... ah.- FMLIN - '— 0M , “m I, —IASSACHUSETTS MM, ‘9"? l ' "L ’ ‘ 2 3 ‘ s . 7 . 9 W‘ mmumhummmmchmmumnu-gm Immune-vacuum." 17:22 1253 CL u 3Q Conducting the Research During the latter period of instrument development and printing, initial contacts were made by mail with the incum- bent presidents in the selected sample. Each president was sent a personal letter over the signature of the author's guidance committee chairman, explaining the purpose and im— portance of the study and requesting his cooperation in two ways. He was asked to complete an enclosed appointment schedule form and to list the members of his board on the reverse side. This latter procedure was followed in order to obtain the most recent listing of board members. Enclosed with the letter and appointment schedule form was an air mail stamped return envelope. This technique was used to elicit attention and to develop a feeling of urgency on the part of the presidents for returning the form. From the twenty-six original requests, sixteen replies were received setting tentative appointment dates and supplying board member‘s names and addresses. A short follow-up letter was sent to the remaining ten presidents who had not replied, indicating the need for their cooper- ation and suggesting that the investigator would contact them upon his arrival in New England. In addition to these arrangements, a letter similar to that sent to the presidents was prepared and mimeographed for enclosure to the board of control members. Using the lists of names and addresses of board members supplied by 35 each president, envelopes were prepared containing: (1) a letter explaining the purpose and importance of the study and requesting their participation, (2) a board member form of the instrument, and (3) a stamped return envelope. ~Before mailing, each form was designated by a code number to determine the extent of returns and to maintain a record of respondents. Because of the assumed high status of the individuals in the study sample, the written requests, in both instances, contained a time limitation. The board members were asked to devote thirty minutes to completing the instrument. The investigator requested one hour from each president for completing the instrument and interview. Appendix D provides copies of materials used for soliciting participation. Materials of this type were mailed to one hundred and four board of control members. From this group, responses were returned by sixty-four board of control members or 61.5 per cent of the total sample. Of this number, it became necessary to disqualify four of the forms for inadequacy of response. Two arrived too late for data analysis. The num- ber finally cleared for use in the analysis of the data was 56.7 per cent of the initial group. From the appointment forms returned by the sixteen incumbent presidents, a tentative schedule of interviews was planned and each president was notified of the scheduled date of appointment. 36 Upon arrival in New England, the interviewer conducted a personal follow—up procedure by telephoning the ten incum- bent presidents who had not responded, and requested time for a personal interview. In eight of the ten instances, he met with success. In the two cases remaining, the presidents voiced outright refusal to spend even a minimum amount of time in a1 interview insisting that they were too busy with other matters. Without the benefit of these two cases, however, the total number of incumbent president questionnaire responses of twenty—four or 92.3 per cent attests to the high level of interest which this group held for the research effort.1 Appendix E lists the incumbent presidents interviewed. With the total number of twenty-four presidents scheduled for interviews the collection of data followed. Visits to the twenty—four colleges or universities were scheduled on a one a day basis, where possible, and the accumulation of data from presidents was completed in six weeks. In each interview, the writer began establishing the necessary rapport, by stating the investigator‘s appreci— ation for the president‘s willingness to devote his time to the research problem. Following this preliminary opening, a review of the purpose and importance of the study was con— ducted. The president was then asked to complete the L l"1t is difficult to estimate in the abstract, what per~ centage of questionnaire responses is to be considered adequate or satisfactory." John w. Best, Research in Education (Engle— Wood Cliffs, N. J.: Prentice-Hall, Inc., l9597, p. l54. 37 questionnaire in the presence of the author. This provided opportunity to observe reactions, both silent and oral, to various questions and also to provide clarification of in— structions, if needed. Immediately after each president had completed the form, usually in fifteen to twenty minutes, the investigator checked all items to be certain none had been left unanswered. He then began the verbal phase of the inter- view by explaining that the questions to be asked were con- cerned with the four areas covered by the questionnaire, plus one question on conflict and one on agreement. When this phase had been completed, additional queries were made con— cerning the future plans for the particular college or univer- sity. It is interesting to note here, that although all inter- views were completed within one hour, the time agreed upon, the resulting conversation regarding the study, caused the meetings to last a minimum of one hour and fifteen minutes to a maximum of three hours. Following completion of the personal interviews and the receipt of the completed board member questionnaire forms, all of the data collected were coded by response on a scale of one to five. The one hundred and twenty answers of each respondent were transferred by hand punch to two decks of cards for machine tabulation. The punched cards were then processed by tabulation machines which produced a master sheet of responses on each item and the frequency of Specific answers . 38 These data were then analyzed and grouped according to positive or negative value and then processed again for item analysis by the Michigan State Integral Computer (MISTIC) to determine the Chi-square for each item and the possible sig- nificance of items for the discovery of conflict. A complete presentation and analysis of all computations appears in the following chapter. Summary In this chapter, the general methods used in the study have been presented, including the planning preliminary to the determination of the problem. A description of the steps taken in the development of the instruments used to obtain the desired information were discussed. The basis of sample selection was treated also. This section covered the criteria established for limiting the universe to a reasonable size and kind. All of the formulations stated above were preliminary to the next description which dealt with the actual conduct of the study. Here were presented the detailed procedures used in soliciting participation by presidents and board members, for arranging appointment scheduling, and conducting the interviews. Finally, the tabulation and computation of data by machine methods was described. The results of these data collections and computations appear in Chapter IV. CHAPTER IV PRESENTATION AND ANALYSIS OF THE DATA Presentation of the Data The data for this study were secured through the use of two methods. One, involved use of the questionnaire method with incumbent presidents and with board of control members. The second, made use of the interview method with incumbent presidents. In all cases, the incumbent presi- dents and board members, were associated with one of the selected twenty-four institutions of the study sample. Board of control member responses were received from fifty-eight male and female respondents. The twenty-four incumbent president responses were gathered from twenty— three males and one female participant. The study was aimed at the discovery of similarities or differences of expectations which incumbent presidents and board of control members held for the role of college or university president. The questionnaire was constructed in a manner that would provide information relative to the four expectation areas of: (1) personal qualities, (2) performances,(3) participations, and (A) friendships. 39 40 Within each of these main areas the following data were included: 1. Personal data Age, sex, race Marital status Political, religious preference Education, experience Personal habits Competencies Personal attributes Educational and administrative philosophy 2. Performance data Administrative responsibilities Board relations Faculty relations Student relations Staff relations Public relations Professional responsibilities Personnel policies 3. Participations data Faculty activities Student activities Professional associations Civic activities Political activities Religious activities Spouse involvement in activities Group organization activity A. Friendship data Individual board members College staff or students Organization leaders Education leaders Members of the press Individuals of economic importance Factional leaders Analysis for convergence or divergence of expectation is reported in the following sections. In addition supporting evidence gained in the personal interviews is provided at the end of each section. Al Significance of certain items in the discovery of possible conflict, convergence or divergence was deter- mined from Chi—square. For this analysis the author has established these limits: items with a X2 of 0.00 to 2.00 are considered to be revealing convergence of expectations, items with a X2 of 2.01 to 3.83 are considered to be revealing divergence of expectation; items with a X2 of 3.84 or more are treated as significant to the possible discovery of conflict. Analysis of the Data Arrangement of all data analyzed, followed the same pattern. Each item from the instruments employed in the col~ lection of expectation data was analyzed within the grouping pertaining to that item. Numbers of items as they appeared on the original instruments were retained to aid the reader in the identification of items on the questionnaires to be found in Appendixes A and B. With each item listed, the responses of incumbent presidents and board of control members were reported in per- centages for each of the groups studied. In addition, the Chi-square for each item was shown with particular attention directed to those with significance as possible items of conflict. In the interest of brevity and clarity, the compu- tations for Chi-square were not reproduced for each instance provided. The reader is directed to Appendix F for a more definitive treatment of the statistical results. Computations A2 for this study were obtained from machine analysis by the Michigan State Integral Computer (MISTIC). The manual formula which the computer utilized is as follows: 2 2 X=Z(fo-ft) ft To illustrate the steps involved in Chi-square computation, one item of significance is presented as an example: Item #u. MorSB+ MMNB++ Church Member IP* ll 13 BM** 43 14 *IP = Incumbent President Responses **BM = Board Member Responses +MorSB = Must or Should Be Response ++MMNB = May or May Not Be Response Constructing a four cell table with this information one has: Item MorSB MMNB TOTALS P 11 1 24 u 2 - 81 Cell# fo ft ft fo-ft (re—ft)2 (fo-ft)2 1 11 ""‘BI—_' = 16. —5 5 1.5 5 2 13 Ei_§_EZ = 8. 5 25 3.1250 1 3 43 57 x 54 = 38, 5 25 0.6578 81 4 111 M = 19. -5 25 1.3157 81 2*—“—“’ X =6. 6610 *Value of X2 at the 5% level of significance is 3.84. Analysis of the 120 role expectation items used on the original instruments follows by sections. Reliability of the items was tested by Hoyt's analysis of variance technique by groups, Computations appear in Appendix H. 43 Section I-—Personal Qualities To introduce this section on the president form of the questionnaire, this statement and question appeared: Information: Imagine that you have accepted another position. Your board asks you to recommend someone for consideration as your successor. What kind of person would you recommend? In order to provide similar information on the board member form this statement and question appeared: Information: Imagine that your board had the task of hiring a new college or university president. Which of the following qualities would you look for in the new person? These statements and questions were used on each form of the questionnaire to establish the proper "set" in respon- dents. The fifty-six Personal Qualities items were concerned with aspects of role expectation and were grouped for analysis in: Tables 1, Age; 2, Sex and Race; 3, Marital Status; A, Political, Religious Preference; 5, Education, Experience; 6, Personal Habits; 7, Competencies, 8, Personal Attributes; and 9, Educational and Administrative Philosophy. In all tables the symbol (IP) refers to incumbent president and the symbol (BM) refers to board member. The data are reported as percentages. Should the reader desire the actual total response to each item, he is referred to Appendix G for that information. Age.--Table I indicates a high degree of convergence between incumbent presidents and board of control members relative to expectations for the president's age. Items 44 .onm mH ®OCMOH%HCWHW Q0 H®>®H &m mflp Dd x mo odaw>* N s m mHmH mnmm mnmfi n.H 0 2m twamwmmmwmmw sm 0 o mH om pops: .HH . . . . . m. n m m N % m.ma m.mw m m 0 2m owHBHZD m0 mwmqqoo QMHomHmm mom mZOHedBOmem OB wZHZHdBmmm mmmmzmz qomezoo mo Qm¢om 02¢ mEZmQHmmmw BZMMEDOZH mo mmmzommmm @4908 EC mm<92mommm 45 5, l, 35, and 47 show very limited amounts of difference. In fact, both groups almost parallel each other in the expectations that; presidents SHOULD NOT be appointed after the age of 60; that the ages of 40 to A9 are considered most desirable for college or university presidents; and that the ages of 50 to 59, as well as 30 to 39, are acceptable to both groups. The Chi-square for item 11 is not at the 5% level of significance and is not to be considered a conflict item. There is, however, sufficient divergence to call attention to the higher percentage of board member responses which were opposed to appointment of a president, EEQEE.§Q.X§§£§ of age. ———.4—0 §g§.-—Items 14 and 36, in Table 2, relating to the sex of presidents, are interesting. In the responses for male, the totals nearly equal one another. There appears to be a significant difference of opinion, however, between incumbent presidents and board members regarding the degree of importance that a president be a male. A higher proportion, nearly forty-five per cent of board members indicated a male, for college or university presidents as a MUST item. Incum- bents, on the other hand, were more permissive on this item with less than twenty-one per cent considering male a MUST quality. Both groups converged in their expectations that the president either SHOULD NOT or MUST NOT be female. 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O O O N.WH O.mw m.® mH Umoflwflhmmxm ON mo.omu mm m.m o o H.mm m.sm w.mH an asset as . o o m.: m.mm m.mm o mH mpn< HmHmQHq mm no.0 n wx m.m o o m.mH s.Hm m.mm 2m meta m . o o o o.mm s.Hs m.mm mH meoeeom m>mm m mm.o umwx s.H o o m.sH m.mm m.mm am est a . o o o m.mH o.mm m.mm mH msmemmz msmm mm memo Hem pcoo Hem pcoo Hom_ unto pom pcmo pom psmo pom mm 2m EmpH new amnesz omconmm mm 902 mm uoz om uoz mm mm :m mH oz pmsz ©H502m mm: to he: oHsosm . pmsz mHQEmm mozmHmmmxm .oneaopmm on m>HeHZD mo memHHoo omeomqmmimpmszHeaeommxm OH wszHaemmm mmmmzmz Homezoo so amaom nza mezmnHmmmm HZHmEDOZH mo mmmzommmm Hagen mo moaezmommm 52 mm. H ppH .qm.m mH eerOHchmHm mo He>eH Rm ecu we mx mo esHe>* Nm.® H mun ecceHHemxm . COHposHpmcoo N H O O H.mm m.m N.H Em mcficafldm o o m.s s.ee H.mm o mH ssz contem .mm pceo Hem pneo Hem pceo Hem pceo Hem pceo Hem pneo Hem mm Em encommem em poz em uoz em uoz em em Msmw mH oz pmzz UHSonm me: Ho he: oHsosm ems: eHmEem EepH use Hepesz 53 On the question concerning a liberal arts background, item 23, one-third of the presidents and two-fifths of the board members agreed that the president SHOULD be so edu— cated. The remaining two-thirds of the incumbents and three-fifths of board members answered that he MAY OR MAY not be educated in the liberal arts. Experience.--Divergence of expectation is evident in items 20, AA, and 55, in Table 5. The Chi—square for items AA and 55 shows sufficient level of significance to produce possible conflict. Both groups of the sample favored a president with teaching experience, yet twenty per cent of incumbents felt more strongly than board members that it is a MUST or SHOULD item. One-third of incumbent presidents believed the president SHOULD NOT be promoted from the local college, while nine-tenths of board members believed it did not matter. On the question of building construction experience, twenty—nine per cent of the presidents believed a president SHOULD have this quality, but only five per cent of the board members felt that this was needed by presidents. Only one item in the experience group showed conver- gence of expectation. This was the item on administrative experience. Although converging with presidents on the responses available, board members tended to hold a slightly stronger expectation that presidents should have adminis- trative experience, whereas the incumbents spread responses in the MUST, SHOULD, and MAY OR MAY NOT Columns. 5A Personal habits.-—On Table 6 the first item in this group, number 39, shows an especially high possibility of conflict between incumbent presidents and board members. The X2 of 1A.l6 for this item on the importance of an attractive personal appearance is significant. Chi—square tables indicate that this figure would be found at the .01 per cent level of significance. Fifty-four per cent of the incumbents stated that a president MAY 0R MAY NOT have an attractive personal appearance, however, eighty-five per cent of the board members considered this a MUST or SHOULD item. The next question in this group showed divergence within .03 of significance. On this item, seventy-nine per cent of board members expected the president to be conserv- ative in his dress. Fifty-eight per cent of incumbents agreed with this group, while forty-two per cent believed the matter to be borderline. Both board members and presidents agreed that smoking or drinking on the part of a president is relatively unim- portant to the office. Item 2A showed an almost perfect convergence of one hundred per cent of both groups feeling that a president MAY OR MAY NOT be a smoker. The item on whether a president is expected to be a teetotaler was not strongly responded to either positively or negatively. Competencies.--In all eight of the items grouped as competencies of presidents, in Table 7, incumbents and me. u ppH .sw.m mH eocmOHchmHm mo He>eH Rm ecu we mx Ho esHe>* mm.0 u mx . . . .. m o 0 me mew am am e see. 0 0 0 w.mm m.: 0 mH HeHep p E Hw 00.0 n mx . o Tm o o zm . n m m 0 0.m0H 0 0 mH Heonm am Hm.m u mx 0 o o .om m.os ©.w 2m mmeHm H . 0 0 0 m.H: m.mm 0 mH e>Hpe>Hemco0 mm mH.:H n x eoceHeemm< s.H o o w.mH m.me o.mH 2m HmcomHem 0 0 0 m.:m m.m: 0 mH e>HpoeHup< .mm pceo Hem pceo Hem pceo Hem pneo Hem pceo Hem pceo Hem mm 2m EeHH 0cm Henesz encommem em uoz em uoz em poz em em 3m mH oz and: UHSOEm he: Ho me: UHsonm was: eHmEem mEHmHBHZD mo mwmqgoo QmBomqmmkammZOHBm 00.0 n ma o . o N 2m .mewm m. . . O O N H 3 NW N.: 5 006 < w mo.m H ex eeanHHHHm . . HeapoeHHeHCH . m. s H mm m 0H 2m . s m w w e.me m.mm e mH to comets mm m0.0 u ax . . comm np.3 o o o o om 2m mH . m m m o m.em m.me mH HHez mxHoz m: 00.0 n mx . . . q .H o o s om H we m mH 2m Heed . n o o o m.om m.ms o mH eHeman em mm.H n x o o o o o.me o.wm 2m mHHmHH< HtHosee m o o o «.3 e.Hs m.sm mH sH exHHmmeansm .sm Ho.o ummx o o o o m.mm H.sm 2m HHHmeHo meeeH o o o o o.mm o.ms mH mnemnxm on mHna .eH pceo Hem uceo Hem pceo Hem pseo Hem uceo Hem useo Hem mm Em EeuH use Henesz encommem em poz em poz em poz em em 3m mH V 02 and: UHSOQm he: Ho he: eHzonm and: eHmEem 'A WMHOZmBmmZOO OB M>HBHZD mo mwmqgoo OMBomqmm.mOmmZOHBeH Rm esp He mx Ho eSHe>* SKUO H Nun meereeHm HeQOHumosem o o o o 0.0: o.oe 2m useHHso to o o o m.: w.ms 0.0m mH eeeeoHeH HHez .mm 0w.0 n mx 0 o o m.mH m.es e.mm 2m msOHemHem eHHm m 0 0 0 m.mH m.wm m.mm mH CH oeHHme .mH pceo Hem pceo Hem pceo Hem oneo Hem uceo Hem pceo Hem mm Em EepH 0cm HeQESz encommem em poz em poz em poz em em 3N mH oz Hes: me: Ho me: oHdonm ems: eHmEem ll Uflsocm 59 .sw.m mH eeceeHeHsmHm Ho HeseH Rm esp pt ex Ho esHe>* mm.o H ex m.m H.mH m.sm o.Hm H.mH s.H 2m 0 m.mH m.mm s.Hs m.s m.m mH msHoe-Hmem .HH sH.s u ex 0 o o o m.sm H.me 2m 0 o o m.s m.wm m.sm mH HsHeeeH .mH N®.HH H NX m.m s.H m.e o.mH m.mm H.mH 2m mSOHpHpea o o m.om 0.0m m.mm 0 HH HHHesomHem .mH sm.H u ex 0 o s.H n.H s.Hs m.mm 2m 0 o o m.: m.:m e.Hs mH HesHpeeHm .oH sm.o H ex 0 o s.H o 0.0m m.ws 2m 0 o o o w.ms m.sm mH e>HpecheeH .s ms.o H ex m.m o o.mH m.ms m.sm s.H 2m * o o m.@ w.ms m.mm s.eH mH sexodmeso .m pceo Hem uceo Hem pceo Hem pceo Hem pceo Hem pceo Hem Mwmw Em EepH 0cm HeQESz encoemem em eoz em eoz em poz em em em mH 02 ans: 0HSozm me: Ho he: pHsonm pmsz eHmEem mmBDMHmBB< dH8HZD m0 mumqqoo QMBOMQmm~%YmmZOHE mm. H H .qw.m mH eoceonchHm Ho He>eH Rm ecu we mx Ho eSHe>* 8.0 u we. m.m 0 0 m.m m.ne w.mm 2m 0 0 0 m.: m.0n 0.3m mH e>HmeSmHem .0m mm.0 H NX m.m o o n.0m :.mm :.mm 2m 0 0 0 m.mH n.0n m.w mH HHHmHoeem .ms ems H ex 0 0 0 0 0.mm 0.Hm 2m 0 0 0 m.@ m.sm m.nm mH msOHomH> .0: no.0 u x m.m 0 0 n.H w.mm m.00 2m mesHm> 0 0 0 0 m.mm n.00 me Ho emcee .0m no.0 H ex n.H 0 n.H m.m 0.mm :.mm 2m 0 0 m.s m.s m.wm m.mm mH eceumHmHem .wm ems u... H 0 0 0 0 m.m: :.mm 2m HOHw > 0 0 0 0 m.nm m.me mH Ho somHem .mH pceo Hem pceo Hem uceo Hem pceo Hem pceo Hem pceo Hem wmw Em EepH 0cm Henesz encommem em poz em Hoz em poz em em 3m mH oz Hes: UHSOEm he: Ho he: UHSonm Hes: eHmEem 61 tactful, item 13. Divergence and possible conflict results from the responses of both groups for this item. The remaining ten items of this group provide a high level of agreement and, therefore, indicate convergence of expectations between groups represented in the sample. Educational philosophy.—-The final table in this sec— tion, Table 9, related to personal qualities presents some philosophical expectation considerations. 0n item 33, both groups sampled showed similar expectations. They agreed generally that a president MAY OR MAY NOT be educationally "conservative." The expectation for whether he shall be educationally 'progressive," provides the possibility of a conflict item. Number 51 had a x2 of 3.89 which is significant at the 5 per cent level. This resulted from weighing the sixty- two per cent of more determined board members responses against the more permissive responses of fifty-eight per cent of incumbents. Administrative philosophy.—-In items A6 and 56, of Table 9, a definite discrepancy in expectations appears. Both groups of the study generally agreed that presidents MUST or SHOULD be democratic in their administrations, item A6. On the next item, 56, one can discern the possi- bility of conflict. Seventy—nine per cent of the incumbent presidents believed a president SHOULD NOT or MUST NOT be agthoritarian in his administration. Only fifty-eight per 62 mm. H HHH .qm.m mH eoceonchHm mo He>eH Rm esp we mx mo ezHe>* 00.0 n x eHnHmmom we Hews -cHe>00 eHepHH m.m m.mH n.0m 0.nm n.0m 0 am mm 0H ne>eHHem 0 m.: m.mm m.m: m.mH m.: HH 0:3 comHem .0: em.e H ex n.H m.mH m.:m 0.nm m.0H n.H 2m 0 m.0m m.mm n.0H m.: 0 HH :cHHcpHHcresa .0m nH.0 n ex 0 0 n.H 0.Hm :.mm m.mH 2m 0 0 m.: m.mm n.H: m.0m mH cheHccEeo .0: 0m.m n x m.m 0 e.w H.:m 0.0m m.m 2m =e>HmmeHmch= 0 0 0 m.wm m.nm m.: mH HHHecchecscm .Hm HO.H "*NN n.H m.m :.mm m.:: H.:m m.m 2m =e>Hpe>Hemc00= 0 0 m.nm m.mm m.: 0 mH HHHccchccsem .mm pneo Hem pceo Hem pceo Hem uceo Hem pceo Hem pceo Hem wmw 2m EepH 0cm HeQESZ emscamem em e02 em ecz em pcz em em :0 mH oz ems: 0H5onm me: Ho he: pHdocm Hes: eHmEem HemomoHHmm_.m>HHHHH20 m0 memHHoe neeemHmmsHsHmoneaeemmxm 0H eszHaemmm mmmmzmz Homezoe H0 emaom oz: mezmeHmmmm HzmmzsczH H0 mmmzoemmm Haeoe H0 meaezmemmm 63 cent of board members felt this way. The X2 of 6.26 attests to the significance this item may have for conflict. The last item, A9, bears no significant difference of expectation, although the responses cover all ranges. The similarity of response of both groups indicates only a variance of reSponse within the groups. This is definitely a permissive area. Whether a president is a person who believes in as little government as possiblemms relatively unimportant to the majority of the expectations of the group sampled. Personal interview data.--In the interviews with each of the twenty-four incumbent presidents, the following ques- tion was posed, relative to Section I, Personal Qualities: What three personal qualities do you feel are the most important for a college or university president to have? The twelve personal qualities referred to most often and the frequency of response are shown here. A president should have these personal qualities: Total Response uality 10 1. Intelligence 10 2. Integrity 7 3. Ability to work with others. 7 A. Leadership ability. 6 5. Physical vigor and vitality. 6 6. Administrative experience. 5 7. Vision and imagination. 5 8. .Educational conviction. A 9. Tolerance and be unprejudiced. A 10. High moral character. A ll. Skill in public relations. 3 12. A confident personality. 6A One incumbent stated his third quality as, an interest in students. Although a specific age was not stated by any of the respondents as an important personal quality, it is inter- esting to note here, that the age of incumbent presidents interviewed ranged from forty-one to sixty-six years. Their age at appointment to a presidency included: four in their early fifties; thirteen in the forty to forty-nine age group and seven in the thirty to thirty-nine age group. Of those who were appointed in their thirties, five were made president in the latter years of that category. The two remaining were appointed at thirty-five and thirty—one years of age. The former had been in office for twenty— four years and the latter for thirty years. The actual ages of this group corresponded to the expectations of board members and incumbents for this position.1 Years of experience among the total group of incum- bent presidents ranged from zero to thirty years, a median tenure of nine and one-half years. 1Table l, p. AA. 65 Section_II, Performances On both forms of the questionnaire, this question preceded the expectation items related to performances: Information: What obligations do you feel a college or university president has to do or not do the following things? The thirty—six items of this section have been grouped for analysis in Tables: 10, Administrative Responsibilities; 11, Board Relations; 12, Faculty Relations; 13, Student Relations; 1A, Staff Relations; 15, Public Relations; 16, Professional Responsibilities; 17, Personnel Policies. As stated in Section I, the symbol (IP) represents incumbent president and (BM) means board member. Administrative responsibilities.--None of the six items in this area can be considered as possible conflict items. They do represent, however, several items of con- vergence and divergence of expectation. Items 7, 13, 30, and 31, shown in Table 10, are items with responses so similar in percentage, as to almost parallel each other. Possible divergence is observable in item 16, Eeze ee EEEEE e long range campus building plan. Ninety—one per cent of the incumbent presidents considered this a MUST or SHOULD item. Those board members who supported this idea were seventeen per cent greater than incumbents at the MUST level, yet, they were thirty-six per cent less than incumbents at the SHOULD level. wv~. mv. /\... 66 Rm mgnw pd NN .HO mzfifikwk. 111111111111 N®.N u N% 2m peHepHmcoo mHopeem we. I HHH .sw.m mH eoceeHchmHm Ho He>eH moOH HoNH Ooom o o O o 0 m.mm m.:m m.Mm m m m.: mH pmoo seam Hempsm 3m .3 New w.m 0 n.H . . m.mm 2m Hee . O O O M.Wm %.Mm m.mm mH meHUHHSm uermQH Hm Hm.0 H WW mom 0 O momH m. m NUON 2mm Cdflm HNCOHPMOS . 0 0 0 m.mH w.wn n.mH mH emcem mcoq eeem. 0m :mH u mx 0 0 0 m.nH m.:: m.nm 2m smHm meme 0 . m.: 0 O m.: m.0n w.om mH emcem wcofl e>mm 0H m®.o n wx :.m 0 n.H m.nH H.me m.mH 2m haeHHOHm.HcH cH m 0 0 0 n.0m m.me m.m mH musemxm eHscem .mH no.0 n x mCOHmHmwm nHH n.H n.H m.nH m.mm :.Hz Sm mepecHeHopsm Hom m : 0 m.: m.mH H.0m 0.0m mH HcHHHeHmcccnem .n pceo Hem useo Hem useo Hem pceo Hem pneo Hem pceo Hem mm Em EeHH use Henesz enccnnem c0 ecz 00 s02 00 ccz c0 00 :m mH oz and: UHSOSm he: Ho nez 0H5onm and: eHmeem Ill-l l '1 mMHBHQHmHmZOmmmm m>HBHEHZD mo mwmqqco QmHomqmmmfiymmZOHBm . . -a. <0 Hm. u HHH :m m mH eoceonHcmHm H .1t 11 11 mm.: H mx meHHeHem Heanm Hom o o. o 0 2m WUCNEQQ PHSOME . .mH n mm m :m m.m Hcc aHem .mm m w m.mm m.:m m.mH m : 0 mH emHmem 0 m n:.m u x mEeHQOHm co UHemm anz epeHemooo ou eeHHHEEOO . . . meg Ho COHH . . 0 0 mH N no m m 2m . w w m m 0 m.H: m.:m m.: mH :eEHom emeHSoecm :m m:.0 n x mHenEez UHewm n.H :.H: H.m: H.mH n.H 0 2m He50H>H0nH EOHH 0 0.0m m.mm m.mH m.: 0 mH mnoHpeeHHm exee .za HH.0 "*wx endows: me>eHHem em UHeom n.H m.m m.nH O.mH n.mm m.mm 2m m0 mCOHmHOeQ m.w m.mH m.: n.mH m.mm. 0.mm mH p50 zHHeo .H pceo Hem pceo Hem uceo Hem pceo Hem useo Hem pceo Hem mm 2m EepH 0:0 Henesz encommem om poz om uoz on uoz on on :w mH oz pea: 0H5osm me: Ho he: eazocm umsz eameem h mZOHqumm deom OB m>HEHZD mo mwmquoo QmEomqmmmRXmmEOHBe _ s n! Ill. AAA!!! H Rm wLp Um Nun rHO ®5HG>¢¢ rIllllllllllllllllllllll!: m 0 0 mmme u ex m. o.mH H.mo n.0m HHeHem 2m 0 0 0 0 .m . HermHm nee m z m :m mH on mpadoem QHem .mw mm.m u x meSmMH o .o o. . . . rHO mmwmufi O m m m w M.mH m.mm :.H: Em ucemeHm mecm mwgm 0 _ c . m mo mH HHH30em enemem .wH 0w.H u x w wchsemm . . . . - CHUHHSM c mom 0 N. ._‘ OoWH NoNWu womflm Em >PHSOMW ®>HO>CM FRUH H Nun . . EHm SHHB mEeHQOHm O 0 O m o m no m.mm Em HHeSB wmdomam on 0 0 m.: n.oH o.oo m.mH mH HHHSeem emeHSoecm .o :o.: u x COHpoewmm m.m m.m m.0H 0.Hm :.H: m.0H 2m Harem zez 0H 0 0 0 0.0m w.0n m.w mH mHHSoem e>Ho>CH .w waeo Hem pceo Hem pceo Hem uceo Hem pceo Hem useo Hem Mmmw 2m aepH ece Henszz emcommem 0Q poz on p02 on p02 on on em mH oz ems: UHSOBm Re: Ho me: 0H3onm ems: eHmeem 11HHaHmm NHHboam 0H m>HHH20 m0 memqmmm mmeemHmmsHpmmoneaeemmxm 0H eszHaemmm mmmmzmz Homezoe m0 amaom 02: mHzmonmmm HzmmznezH H0 mmmzomnmm Haeoe m0 meaezmemmm 71 Hqu. 00H .zw.m mH eeceonchHm Ho He>eH Rm esp we x Ho esHe>* l, m :H.m u N . . . mpadoem wcHHHSmMWO. m.o o.mH m.:m m.mm n.H n.H 2m usoszz newceno O N.mN. m m m m N 3 O mH Hohez exmz .mm pceo Hem uceo Hem pceo Hem uce0.Hem uHeo Hem pceo Hem Mwmw 2m EepH one Hepesz encommem ,oa H02 on p02 on p02 0Q on :m mH oz the: 38% he: H0 at: oasosm pmzz eHmeem [It .llllll'l‘ll 72 selection. In item 22, all of the incumbent presidents stated their expectation that a president MUST or SHOULD help the faculty fie get higher salaries. Although the majority of board members agreed with this expectation, the X2 of 8.08 represented the lack of conviction of the board member responses with only twenty per cent favoring the MUST response, while fifty-four per cent of incumbents made this choice. SEudent relations.--Both incumbent presidents and board members expected presidents to use student committeee 29 study problem areas and to make sincere efforts £2 eg- courage active student government. This information can 1e deduced by reference to Table 13, which follows. One can readily see that the percentage of expectation of board members and incumbent presidents is parallel in items A and 27 for a high degree of convergence on these items. It is gratifying to discover that presidents and board members did not conflict in their expectations for presidents in the area of student relations. The ninety— eight per cent of incumbents who favored the encouragement of active student government by presidents reflected recog- nition on the part of incumbents, of the increasing respon- sibility which students will be expected to assume in the years ahead. Eighty—eight per cent of the board members were cognizant of this responsibility also. n0. 1 H .:m.m nH eccecHHHcmHm Ho Heee H Rm esp He mx Ho eSHe>* III! III mm.H u x pceECHe>00 uCeoswm . . . e>Huo¢ emeHSOoc m o 0 0 N m 0 mo 0.0a 2m 0 m . . . 0 m Ho 0 O O N J m mm m mm mH whmoCHW mmmm .NN 2.28.0 M. ms. 0 0 90pm m.m 0 0 n.mm o.wm m.m 2m on meeppHWEow ncee Hem pteo Hem ence Hem .mceo Hem Heme Hem ccee Hem Mwmw 2m secH est Henssz encommem om 002 OD 902 on p02 om on em mH oz ems: eHscrm He: no He: cHsccm ewes cHQEsm l! I‘ll moneaqmm mmmneHm 0H m>HHst m0 mcmHH00 ameemammsmrmmoneaecmmxm 0H eszHaemmm mmmmzmz HomH200 .> marsh set ceznsansri Hzmnssqu s0 mmmzomnmm Hae0e m0 meaezmcmmm 74 Staff relatioes.--Although not of sufficient signifi- cance to reflect conflict possibilities, items 20 and 29, of Table 1A, show definite evidence of divergent expectations. Forty-four per cent of the incumbent presidents strongly believed that a president SHOULD NOT or MUST NOT eliminate from his staff any political liberals who might ee eccused 2E geleg "pinks" 93 "reds." Only thirty—three per cent of board members supported this view. Item 29, on Table 1A, reveals that fifty—eight per cent of incumbents oppose a president taking a neutral stand on issues. This surpassed the board member‘s total by twenty—five per cent. Item 32 of the same table provides another agreement area with both groups differing only slightly in degree of expectation. Public relations--. In this area, all five items on Table 15 show a high level of convergence of expectation. Board members and incumbent presidents responded in greater numbers to the expectation that a president: SHOULD keep his office open £9 all persons e2 all times; MUST NOT or SHOULD NOT "play EB 39" influential citizens; MAY OR MAY NOT speak Be all major civic groups e3 least once e year; SHOULD establish regular channels 9: egmmunication with the press; and MUST NOT or SHOULD NOT occasionally eempromise with pgessure groups. 75 nm. u 00H .:m.m mH eccecHHHcmHm Ho HeseH Rm ere be ex Hc ech>* mm.0 u x Hence mo mm30H0 eSUHHo Ho m.m m.m m.m n.H 0.Hm n.Hm 2m Hcschcmm epHs 0 m.: m.mH 0 H.:m n.0m mH beesechscH 0Hc>< .mm H:.m u x HHHmm mH mHHHSEEwo eweHHoo nean no o.w m.m m.mm w.#: m.o m.o 2m meSmmH C0 ocepm 0 m.: H.:m m.mm m.: m.: mH HeHesez eer .mm m0.m u x .meem.*mo :mstm= wsHem Ho oemdood mHeHeQHq 0.0 w.MH 0.0H m.mm 0.mH m.mH 2m HechHHcm Hence m.: m.0m m.mm m.nm m.: 0 HH cote ececHeHHm .0m oceo Hem pneo Hem pneo Hem pneo Hem pceo Hem pceo Hem mm 2m EepH one Henesz emscamem 00 002 00 002 so 002 00 00 M:mw mH oz Hes: 0H503m me: Ho me: UHSOQM and: eHmEem mZOHBHBHZD m0 mwmqqoo QmEomqmm mom mZOHBeH Rm emu He mx Ho eSHe>c m mm.o n mx . . . . . . . m 50H0 eHSmme m m m m MH H mm 0 nm m MH m m 2m :HHB emHEOHQEoo 0 m.: n.H: m.mm m.0m 0 mH mHHeCOHmeooo .om 3H.0 u x mmewm , QHHS COHueoHHSE m.m 0 0 m.m n.mo o.nm Em 1500 HO mHecceno 0 0 0 m.: m.mo m.mm mH Hanwem cmHHnecmm .Hm 33.0 n x Heem e e0m0 n.H 0 0 H.mo m.mm m.o Sm mmSOHU 0H>H0 0 0 m.mH m.mm 0.mm m.: mH Howe: on scene .nH n:.0 u x eceNHp 0 0 n.0m m.mm n.mm o.w n.H 2m HerceSHHHH 0 m.mm n.0m m.mm m.: m.: mH ace 00 HmHme .mH ::.0 n x meame 0 n.H m.0H m.mm m.o: o.mH 2m HH¢ He HH< on 0 m.: 0.mm n.oH :.nm n.oH mH memo ecHeeo seem .m pceo Hem useo Hem pceo Hem pceo Hem pceo Hem Heeo Hem 2m EepH one Henesz encommem on p02 om 902 on p02 on on mH oz Hes: UHSoLm he: Ho me: ononm Hes: eHmeem m20H8HB¢Hmm mezmmHmmmm MBHmmm>HZD m0 77 This last item also received a oneethird response from both groups in the MAY 0R MAY NOT column which indi- cated some uncertainty of direction, and a "decide each case as it arises" attitude. Professional responsibilities.--One item of this group, in Table 16, presents the possibility of conflict in expectation between the two groups of the study. Num- ber 10 of Section II, received seventy-nine per cent of incumbent president responses under the SHOULD do heading, while the combined total of fifty-one per cent of the board member responses were divided between the MUST or SHOULD categories. A twenty—eight per cent higher incum— bent response provides the basis for a X2 of 9.72 and a possible area of conflict, at the 1% level of significance. Items 8, 23, and 36, of the same table, show high degrees of convergence and similarity of expectation. Although, not significant as a conflict item, number 33 reveals a difference of expectation. The difference is illustrated by the 2.32 Chi-square and reflects the higher degree of compulsion shown by the incumbents' responses in the MUST column. Personnel policies.--The last table of the perfor- mances section, number 17, is directed toward the presen- tation of five items of convergence. Board members and incumbent presidents generally held similar expectations .aw.n 0H ecceonHCmHm cc HeseH Rm ere be 0x 00 esHe>* mm.m u x COHHeosom HeCwmm CH mmCOHo HeCOHpez m.m 0 n.H m.nH H.00 0.0H 2m H0 eceem Ho 0 0 0 m.: n.oo H.Om mH meeppHEEoo Co RHoz .mm Mdoo H Nun UCSom eHe msocm em moOCHez Ho meHmHo m.m 0 n.H n.H n.mm n.Hm 2m nCHHm Co excepp< 0 0 0 m.: m.mm m.mo mH meHew< HCme .mm mn.0 u x C0Hmmemowm CH mHeCpo on 0 0 0 0.0m m.:m 0.0 zmcHHecem Ho mHecHscn 0 0 0 w.00 m.0n 0 mH Hom meHerH< eHHHz .0H mm.H u *mx 0H0 m mHm CH ewoeHSoCM eoCe>0< on meepue n.H 0 0 0 n.Hm o.oz 2m 0C3 mHeCoHeemem 0 0 0 0 n.00 m.mm 0H :sz ennteeoco .0 pCeo Hem pCeo Hem pCeo Hem pCeo Hem HCeo Hem pCeo Hem w 2m EepH eCe Hensdz emCommem on 002 00 002 00 002 00 00 mH 02 0032 UHCOCm Re: Ho he: UHCOCm ems: eHmeem mMHBHHHMHmzommmm HHEHZD mo momqqoo QMBDMHmm mom MZOHBdeommxm OB UZHZHRBmmm mmmmzmz HOmBZOO oH MHmeH Rm eCp He 0% Ho eCHe>* 00.0 n x . mHeCHmmh o.w 0 0 m.nm 0.0m m.m 2m HeCOHmmeHOHm eCp 0 0 0.: m.nm w.m: m.mH mH Ho p002 oeem .om pCeo Hem pCeo Hem .HCeo Hem 0Ce0 Hem HCeo Hem HCeo Hem wmw 2m EeHH oCe Henesz encccmem 00 002 so 002 00 002 00 co :0 0H 02 0052 UHSOCm mes Ho me: UHCOCm Hes: eHmEem mmmmmm000y10H mamae 80 for the items shown. The direction of both groups were that a president: MUST or SHOULD make recommendations for appoint~ ment, promotion, e3 dismissal e: subordinates 9e the basis e: merit alone; MUST or SHOULD refuse 39 recommend the dis— missal e: e faculty member the public wants dismissed 23 ee feels the complaint 3e invalie. Also, that he MUST NOT 0r SHOULD NOT give consideration 29 area feelings, lg regard £9 race, religion, national origin, when filling vacant faculty positions; MUST or SHOULD seek able people for open faculty positions rather than considering only those who apply; and finally, MUST or SHOULD compile e list 93 the general Chara,- teristics desired lg faculty members. Personal interview data.——To obtain verbal responses 0n the performances section, the question stated below was asked of each of the twenty-four incumbent presidents inter- viewed: What three performances do you feel are the most important for a college or university president to do? In response, the individuals provided answers which generally centered on the following six performance areas: 1. Recruitment, retention, and in service develop- ment of a high quality faculty. 2. General administration of the college or university, with emphasis on budget preparation and acquisition of adequate finances. Internal relations, development of high morale among faculty, students, and staff. A. External relations, development, and continuation of favorable relations with alumni, and various constituent publics. 0m.0 0H eoceoHHHcmHm mo He>eH Rm eCH 00 x 00 eCHe>* m 00.0 n x sHsce or: sHmc wCHHeonCoo CeCp 0 0 0 0 :.H: 0.0m zm Herpmm mQOHchcm 0 0 0 0 n.H: 0.0m 0H H00 eHacem mseem .0H 00.0 n x mC0HHHeom mpHComm msHHHHm Cesz n.H 0.0H 0.nm 0.nm 0.nm m.m zm.cpe e000 00 mesHm> 0 0.mm :.mm 0.0 0.mm 0.0 0H meHa mHeeHmeco .mH 00.0 n x 0HHO>CH MH pCHeHmEoo mHeem em n.H n.H n.H 0.0 n.0m 0.0: 20 HH senses HeHscmm 0 0 0 0 0.00 n.00 mH mmHsmHo on emsHem .HH 0.H u x cHHezmec mHmmm Co HemmHEmHQ Ho .COHpoEOHm n.H n.H 0.0H m.nH 0.nm 0.nm 20 .mcesschcca 0 0 0.0 . m.mH n.H: m.nm mH H00 ccessccem .m pCeo Hem HCeo Hem HCeo Hem pCeo Hem oCeo Hem HCeo Hem mm 2m EepH UCe Heoezz emCommem 0Q 002 on p02 om 002 on on quw mH 02 0052 UHSOCm he: Ho he: UHSOCm 00:2 eHmeem mmHquom Hmzzommmm OB m>HB¢Hmm mezmQHmmmm MBHmmm>HZD mo mwMHHOO QMBOMHmm mom mZOHB¢EUmmXW OB GZHZHdemmm mmmmzmz HOmBZOO mo QmeH Rm eCp He x Ho eCHe>* N :H.H H* x mHeQEez mpHSoem mH oeHHmeQ moHHmHHep 0.n 0 m.m 0.00 0.00 0.0H 20 -ceHece HmHeeee 0 0 0.: 0.00 0.0m o.oH mH Ho pmHH eHHmEoo .mm oCeo Hem pCeo Hem pCeo Hem pCeo Hem HCeo Hem pCeo Hem mm 2m EepH 0Ce Heoesz emcoamem 00 002 00 002 so 002 00 co :0 0H 02 H032 onoCm mes Ho he: UHSOCm H032 eHmEem ceseHeemmr-nH nomae 83 5. Educational programming and building planning, including curriculum development and the main- tenance of adequate academic standards. 6. Professional growth, for reasons of personal and institutional advancement. Of lesser importance were responses pertaining to perfor- mances as interpreters to legislatures and as mediators between boards and faculty. From this data it appears that the incumbent presidents of the selected sample viewed the presidents role to be that of: l. Staffer A. Director 2. Planner 5. Coordinator 3. Organizer 6. Reporter Section III, Participations Introductory to Section III, on Participations the following question was provided on both forms of the ques- tionnaire: Information: Which of the following kinds of organizational memberships or activities do you feel are appropriate for a college or university president? Within this section, the respondents were expected to supply their beliefs concerning a president's participation in: Faculty Activities; Student Activities; Professional Associ- ations; Civic Activities; Political Activities; Religious Activities; Spouse Involvement in Activities; Group Organiz— ational Activity. I Results of the responses of incumbent presidents and board of control members to these areas are contained in 8A Tables 18-25. As stated previously, (IP) represents incum~ bent presidents and (BM) represents board members in all tables provided. Faculty activities.—-Table 18 shows that the largest percentage of incumbent presidents and board of control mem- bers of the study sample held similar expectations that a president SHOULD participate in faculty activities. The next largest percentage of responses for both groups were found in the MAY OR MAY NOT category. The x2 of 1.55 indicates a fairly high level of expectation convergence for the two groups studied. Student relations.—-Convergence of expectations in Table 19 of incumbent presidents and board members regarding this item is very evident. The low Chi-square of 0.01 indi- cates a high degree of expectation similarity. The major portion of both groups: fifty—four per cent of (IP) and forty-three per cent of (BM); agreed that a president SHOULD participate in student activities. The responses in the other categories were also closely allied. Professional associations.--Board of control member's and incumbent president's replies, compiled in Table 20, on the question of participation in national organizations by college or university presidents provide complete agreement. Larger numbers of board members and incumbent presidents chose the SHOULD column for their response to this item. mEeHH COHpemHoHHHem HHe HOH mn. fl upH .:w.m 0H eoCeonHCme mo He>eH Rm eCp He 0% Ho eSHe>* W0 mm.H .I... 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