ABSTRACT EDUCATIONAL PROGRAMS IN BUSINESS AND INDUSTRY AND IMPLICATIONS FOR RECEIVING CREDIT TOWARD THE EXTERNAL DEGREE BY Arthur W. Anderson Higher education in America appears destined for a new era of challenge. This era is being initiated by a generation that questions heretofore sacred institutions and practices, as well as the very fabric of the American society. From an educational perspective, matters are compounded by a scarcity of financial resources, and an ultimate decline in enrollments in institutions of higher education. The new clientele is becoming increasingly diverse and mobile. As such, a new educational pattern is emerging. The percentage of students to enter college immediately after high school graduation is expected to decrease. Increasingly, the trend is to spend several years in work and/or travel prior to college enrollment. The pattern of college attendance is expected to be discontinuous, with the typical college student exiting from and reentering the educational mainstream at varying points in time. The result of such a college attendance pattern will be a more mature constituency, frequently extending the undergraduate education into middle age. An accompanying change will be an increasingly sophisticated student possessing a diversity of learning experiences. Life long education will emerge as the dominant educational concept. Arthur W. Anderson In an attempt to keep abreast of current and future demands, the higher education enterprise is considering other than tradi— tional approaches. One such innovation is the external degree. Numerous external degree programs are currently in operation in America, and others are being planned. Some external degree pro- grams are patterned after the British Open University. The Great Britain Open University was established in January, 1971. Its objective is to offer quality degree programs to a clientele for larger and more diverse than any traditional university would accommodate. This would be accomplished through a unique blend of innovative techniques including television, radio, correspondence study, independent study, local study centers, etc. There are no formal entrance requirements. Anyone 21 years or older who lives in Great Britain may enroll. The external degree represents a potentially viable alter- native for American higher education. As with most innovations, however, it is receiving both scrutiny and scorn. External degree programs generally provide for the possibility of awarding academic credit for deve10pmental experiences. Decisions as to the applicability of awarding credit for life experiences are currently being made by objective and subjective procedures. Academicians are especially critical of these subjective processes for they follow no set procedures and vary with institution and individuals concerned. Theoretically, a student's life experiences must con- tribute to the attainment of some broader educational objective Arthur W. Anderson in order that such experiences might be considered for academic credit. In fact, this relationship is frequently non-existent. If the external degree is to develop as a viable educational alternative, knowledge must be gained as to the kinds of life experiences that directly relate to college objectives, and valid procedures established for determining the degree of applicability. Emphasis must be placed upon the student's ability to successfully demonstrate appropriate learning. Many adults acquire educational experiences in work related activities. In that business and industry is the largest employer of the American adult, it was decided that for purposes mentioned above, a study should be conducted of "Educational Programs in Business and Industry and Implications for Receiving Credit Toward the External Degree." It is well known that industry has long been engaged in educationally related activities. Some major corpora- tions have implemented educational offerings at every organizational level. The Chrysler Corporation of Detroit presently offers to qualified employees a management program that will entitle the successful employee-student to receive two years of credit toward a baccalaureate program at a neighboring college. This study explored the hypothesis that there presently exist in business and industry educational programs for employees that provide academic experiences equivalent to that offered in the baccalaureate setting. Major corporations employing 5,000 or more employees were asked to participate in the study. As numerous Arthur W. Anderson responses indicated, all companies of this size do not have on- going educational offerings. Eleven Michigan corporations and four out—state consulting firms participated through the con- clusion of the study. Participants responded to a two-part questionnaire and submitted 31 courses for evaluation as to the degree of college level equivalency. Appropriate Michigan State University faculty members evaluated these materials. The findings of the study indicate that many of the educa- tional experiences gained via business and industry overlap present university offerings. Much of such overlap was judged to exist at a level sufficient for the consideration of awarding academic credit to one able to successfully demonstrate learning so acquired. Departmental examinations were favored by faculty for such decisions. These findings hold some interesting implications for the future delivery of higher education services in America. EDUCATIONAL PROGRAMS IN BUSINESS AND INDUSTRY AND IMPLICATIONS FOR RECEIVING CREDIT TOWARD THE EXTERNAL DEGREE BY Arthur W. Anderson A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Higher Education "'2 JV $539 Dedicated to: Mother and Toi ii ACKNOWLEDGMENTS The successful completion of this study of "Educational Programs in Business and Industry and Implications for Receiving Credit Toward the External Degree" was contingent upon the excellent cooperation given by members of the university and industrial communities. Foremost is my gratitude to Dr. Paul L. Dressel, my major professor, who has demonstrated an uniequivocal support for my professional and intellectual develop- ment. My indebtedness is also extended to the following persons who composed my Committee and generously gave of their time and expertise: Dr. Van Johnson, Chairman of Programs in Higher Education; Dr. Richard Featherstone, Professor of Higher Education; Dr. Louis Stamatakos, Professor of Higher Education; and Dr. Daniel Kruger, Professor of Labor and Industrial Relations. I am of course grateful to the Michigan State University faculty members and the companies that participated in this study. My personal appreciation is extended to my mother, Ms. Angenette Anderson, who is primarily responsible for that which I am today, my daughter Toi, who is my inspiration, Ms. Snowrene Duncan, who toiled laboriously in typing from my less than perfect handwriting, and Ms. Ruby Helton, who assisted in the analysis of data. I am also grateful to numerous persons who gave of their time in discussion of matters related to the subject for the dissertation. iii Chapter II. III. IV. TABLE OF CONTENTS AN OVERVIEW OF THE CURRENT SITUATION AND A JUSTIFICATION FOR THE STUDY .................. Introduction .......................... Current Pressures in Higher Education . Inequality of Educational Opportunity . Admissions Policies ................... Academic Relevancy .................. Growth and Finance .................. The External Degree ................. Benefits of External Degree Programs Developmental Experiences ........... Summary ............................. DESCRIPTION OF THE STUDY ............ The Problem for the Study ........... Hypothesis .......................... Organization and Development of Study Method of Evaluation ................ Summary ............................. REPORT OF FINDINGS ............... ..... Indices for Data Collection ......... Presentation of Findings ............ Class Components .................... Instructional Materials ............. Standards ........................... Formal Evaluation ................... Characteristics of Instructor ....... Benefits to Employees ............... Benefits to Company ................. Summary ............................. FACULTY PROCEDURES AND CONCLUSIONS .. summary OOOOOOCCOOOOOOOOOOOOOOOOO...O CONCLUSIONS AND RECOMMENDATIONS ..... cautions OOOOOOOOOOOOOOOOOOOOOO0....O Recommendations .0................... iv Page 33 35 52 55 57 57 59 65 67 68 69 72 74 75 78 81 91 93 96 98 Table II. III. IV. V. VI. VII. VIII. IX. X. XI. XXI. LIST OF TABLES Companies Asked to Participate in Study ...... Companies Agreeing to Participate in Study ... Companies not Participating in Study ......... Withdrawals ..... ... ......... . ................ Additional Participants ................. ..... Companies Participating Throughout the Study.. Courses by Company and Complexity ............ Characteristics of Instructor ................ Opportunity for Advancement ................. Benefits to the Company ...................... Course Evaluations ........................... Appropriate Procedure for Determining Applicability of Awarding Credit ............. Page 39 41 43 46 48 49 63 73 76 77 86 88 Chapter Page BIBLIOGRAPHY .. ...... ....... ..... ... ...... .... ....... 103 APPENDIXA.. ...... ....... ............. . .......... ... 106 APPENDIXB.......... ................... . ...... ...... 112 APPENDIX C .......................................... 122 APPENDIX D ......................... . ...... . ......... 130 vi LIST OF FIGURES Figure Page 1 Nature of Program ........ . ..... .... ..... . 61 2 Utilization of Class Components ...... .... 63 vii CHAPTER I AN OVERVIEW OF THE CURRENT SITUATION AND A JUSTIFICATION FOR THE STUDY INTRODUCTION The demand for higher education in America is expected to increase in the future to a possible enrollment between 12,500,000 and 13,500,000 persons by 1980.1 Such a demand naturally entails problems of space and finance. In an effort to meet its respon- sibilities to society, higher education in America is seeking alternatives to the traditional college education. One such alternative is the external degree. Numerous external degree programs are presently in operation in the United States and many more appear on the horizon.2 External degree programs seek to provide a quality education while minimizing the time a student spends in the traditional settings through an imaginative blend of educational techniques such as television, radio, correspondence instruction, seminars, independent study, and local study centers. The potential for serving greater numbers of students through such techniques is apparent. l The Carnegie Commission on Higher Education, New Students and New Places, October, 1971, McGraw-Hill Book Company, New Jersey, pp. 1-12. 2 Valley, John R., Increasing the Options, Office of New Degree Programs, Educational Testing Service, 1972, p. 2. Generally incorporated into external degree programs is the view that many adults, prior to college entrance, have parti- cipated in educational or developmental experiences of college level equivalency such-as work related activities, travel, and various seminars and training programs. If institutions of higher education determine that a person's developmental experiences have contributed to his prOposed course of study, there exists the possibility that the student will be awarded credit toward the external degree. Many individuals acquire developmental experiences in relation to their employment. It is well known that Michigan business and industry makes significant contributions to the educational development of its employees. This takes place through the offering of training programs, basic education programs, opportunities for employees to qualify for high school diplomas through G.E.D., marketing institutes, professional seminars, and the like. The present study is designed to obtain infOrmation concerning educational and training programs offered by business and industry, and explore the implications for awarding college credit to employees who participate in such programs. However, it is desirable to review the current pressures upon American higher education that facilitated the development of the external degree concept, thereby providing the scene in which it is possible to consider the awarding of credit for learning acquired under the auspices of institutions and organizations not formally established or recognized for educational purposes. Current Pressures in Higher Education The current status and future of higher education in America is ambiguous. A basic cause of this situation has been the inability of higher education to adapt to the changing needs of society. As a result, it has been the target of much criticism, and is now desperately attempting to make needed adjustments to prevent further deterioration of its status. Implicitly, this state of affairs precipitated from a cancerous condition that is internal in nature. Let us explore some of the symptoms that characterize the illness of American higher education. Inequality of Educational Opportunity Higher education in America began in 1636 when the Massachusetts Puritans chartered Harvard College. Initially, only the select few could partake of higher education, and the institu- tions were highly responsive to the ideals of their affluent con- trolling bodies. Enrollments increased gradually until the 1940's. However, the post World War II period was characterized by an increased demand for higher education services. The 1940's repre- sented a traumatic experience for the higher education enterprise. Although the philosophy and objectives of higher education were much discussed prior to World War II, the return of large numbers of veterans and an accompanying demand for higher education brought this issue to hear. The conflict between serving an elite clientele and the general public was suddenly out in the open. The fundamental issue that continues to face all of higher education is ambivalence as to its reason for being. Those directing and controlling institutions of higher education and lay persons maintain a dichotomous approach to this issue. Some main- tain that the primary responsibility of the institution is to the personal development of the individual although the institution exists as an agent of society. Proponents of this point of view would contend that higher education is a universal privilege, although some investment on the part of the individual might be required. Conversely, others believe that the central function of higher education is the perpetuation of society, and that the wel- fare of the individual is secondary. Some argue that the individual receives the principal benefits and should therefore pay the entire cost of his education by borrowing money if necessary. Naturally, objectives for higher education related to these philosophies reflect the inherent paradox. Although higher education enrollments have continued to grow in the post World War II period, the failure to resolve the issue of what should be the function of the higher education enterprise has served to preserve its discriminatory nature. In its role as an organ of American society, higher education has naturally reflected its origins. The rewards of the American economy are primarily directed at its middle and upper classes. Therefore, it is logical that the higher education enterprise traditionally serviced this same constituency. The basis of the American society is its economy and not the welfare of man. Thus, economic status has served as the prime determinant of inequitable opportunity in higher education. Of course, the same holds true for pre-college education. In our American system, youth from wealthy families have significantly greater chances of attending college than do youth from poorer families. A family with income over $15,000 and with one or more college age children is five times as likely to include a full- time college student as a similar family with an income under $3,000.3 Ninety—five percent of higher-ability youth from high income homes enter college within five years of high school comple- tion, but only 50% of equally high ability - but low income youth enter college.4 The theme of racial discrimination would be inher- ent in these conditions in that a large percentage of minority families belong to the lower socio-economic strata. There exists in the American society a growing recognition that it can no longer tolerate present inequities in educational opportunity. As such, alternative methods of servicing those groups not traditionally or adequately serviced by higher education are being explored. 3 Botton, Roger E., The Economics and Public Financing of Higher Education: An Overview, The Economics and Financing of— Higher Education in the United States, (Washington, D. C.: U. S. Government Printing Office, 1969), pp. 62-63. 4 Berls, Robert H., Higher Education Opportunity and Achieve- ment in the United States, The Economics and Financing of Higher Education in the United States, (Washington, D. C.: U. S. Government Printing Office, 1969). p. 150. Admissions Policies Admissions policies are intricately related to the issue of educational opportunity. As indicated in prior discussion, admissions to institutions of higher education are directly related to economic status. The process is inherently repeti- tious in that recipients of a college education gain added bene- fits of considerable economic proportions. "The admission decisions taken collectively reward the "haves" and exclude the "have nots."5 Institutional philosophy is highly reflected in criteria utilized for the selection of students. The selectivity of the student body and admissions criteria are directly related. In general, institutions of higher education utilize criteria that effectively limit admissibility to those already advantaged by our society. These criteria include high school achievement, quality of school attended, influential recommendations, test scores, and financial assistance. A screening instrument that has been widely utilized to deny access to higher education to minorities and the economically disadvantaged is the Scholastic Aptitude Test. The score that a student attains on this measuring device is frequently a major 5 Lane, Hugh W., Admission Procedures in Transition: Some Inter-Relations, IRCD Bulletin, Horace Mann-Lincoln Institute Teachers College, Columbia University, New York, vol. V, no. 5, Winter, 1969, p. 3. criteria in determining his college admissibility. It is now widely claimed in educational circles that the S A T and similar instruments are negatively biased predictors of minority group students' potential for success in college.6 Of significance is the fact that institutions throughout the nation are now being pressured to design educational programs that provide an adequate degree of flexibility for the admission to and/or completion of a course of study to include all students with the ability to succeed. Of course, such procedures should not sacrifice adademic standards, although it is doubtful that any faculty knows what the standards are or have been. Academic Relevancy Cries for academic relevancy can be heard throughout American's college and university system. The student vanguard is stating that the college curriculum is not pertinent to personal and social development in a contemporary milieu. A historical perspective of the origin of curriculum in America tends to support student criticism. ”The Latin root for the word 'curriculum' means 'race course' and the virtue of a race course is that it is fixed and standard. 6 Mendenhall, Thomas C., Admissions Policy: Implications and Consequences, IRCD Bulletin, Horace Mann-Lincoln Institute Teachers ColIege, Columbia University, New York, vol. V, no. 5, Winter, 1969, pp. 5-60 For centuries the European curriculums were fixed, bounded by the study of the trivium and quadrivium."7 Interests in curriculum and its composition go back to the time of the Sophists and perhaps even earlier. American develop" ment in higher education is naturally rooted in European custom and tradition. Consequently, the educational curriculum was conceived as a formal course of study, within specific disciplines, relatively fixed over periods of time. By 1940, curriculum making was a recognized field of specialization in American education. However, the relatively fixed nature of curricula has prevented its keeping abreast of social change.8 Closely akin to the curriculum issue are massive attacks on professional accountability and tenure. Students correctly assert that their professors are frequently unavailable for consultation. The reasons for this situation are generally claimed to be a lack of genuine concern for students, and extensive outside consultancies by professors. However, the true culprit is frequently identified as teacher tenure. It is claimed that tenure permits a professor to become lax in fulfilling his responsibilities. Student attacks on the issues of professor availability and tenure are rapidly 7 Decker, Walker F., and Kirst, Michael W., An Analysis of Curriculum Policy-Making, Review of Educational Research, vol. 43, no. 5, DecemBer, 1971, p. 482. 8 Cremin, Lawrence A., Curriculum-Making in the United States, Teachers College Record, vol. 73, no. 2, December, 1971, p. 207. gaining support in the general society. This is evidenced through recent activities on the part of many state legislatures regarding minimum contact hours and teacher tenure in higher education. It is safe to assume that the next decade will witness a revision of the college curriculum to more closely align it with the educational needs of a contemporary milieu. This era will also witness a student body that is extremely diverse, highly mobile, and not willing to accept tradition in place of education. New policies concerning teacher accountability and tenure will also 9 emerge. Enrollment Higher education in America has experienced fantastic growth in its enrollments. For more than three centuries higher educa- tion enrollments have experienced steady increases at a rate faster than the expansion of American society, generally. According to the Carnegie Commission attendance rates in higher education expanded from an inclusion of approximately 2% of the college age population in 1870 to about 35% in 1970. The Commission states that "over the past century, in particular, enrollments in higher education have doubled regularly every 14 to 15 years, but never 10 again." 9 Lee, Eugene C., and Bowen, Frank M., The Carnegie Commission on Higher Education, McGraw-Hill Book Company, 1971, pp. 449-451. 10 The Carnegie Commission on Higher Education, New Students and New Places, McGraw—Hill Book Company, New Jersey, 1971, pp. 1-4. 10 Enrollments in higher education grew consistently but gradually until the end of World War II. At that time, the returning veterans demanded admittance into the higher education mainstream, and enrollments experienced a rapid increase. The end of the Korean conflict brought a second period of rapid growth which lasted throughout the remainder of the 1950's and the decade of the 1960's. American higher education in the 1960's was characterized by explosive growth. Enrollment during this decade grew from approximately 3.8 million in 1960 to 8.5 million in 1970. This numerical increase of 4.7 million is by far the largest growth in the history of higher education in this country. Enrollments in higher education are expected to experience continuous growth until the year 1980. However, this growth may never again be as phenomenal as that witnessed in the 60's. Expected enrollment growth for the 1970-1980 decade is an increase of one- half. This increase will bring total enrollments to between 12,500,000 to 13,500,000 students.12 The 1980-1990 decade is not expected to witness additional growth. As a matter of fact, total enrollments are expected to drop slightly to a figure of 12,300,000 to 13,300,000 students. This anticipated stagnation is primarily 11 Ibid, p. 12. 12 This upper limit will be contingent upon new uncertainties such as financial stringency, labor market conditions, the cultural revolution, birthrate, loosening of educational structures, etc. ll attributed to a decline in the birth rate. It is expected that the percentage of the college age population in college at any point in time to level off to 50% in the year 2000. The decade of 1990-2000 should evidence an increase in college enrollments to between 16,000,000 and 17,400,000 students. This is an increase of approximately one-third. The validity of the enrollment projections here discussed is jeopardized by a current decline in college atten- dance. Nevertheless, the future represents a tremendous challenge to the planning and delivery of higher education services in America. Growth and Finance It is apparent through prior discussion that "higher educa— tion in the United States can look forward to admitting and attempting to educate very large numbers of students, embracing a wide range of competence, preparation, and class origins, and requiring from governments and private sources very substantial amounts of financial aid and respectful understanding."14 This situation is complicated by financial stringencies at every level. To date, the states provide the basic support for our colleges and universities. However, higher education must compete for funding at the state and local levels with rapidly rising expenditures for 13 The Carnegie Commission on Higher Education, New Students And New Places, October, 1971, McGraw-Hill Book Company, New Jersey, pp. I-IZO 14 Ward, F. Champion, University:£nitiative in Response to Change, Niblett, W. R., Editor, Higher Education: Demand and Response, Jossey-Bass, Inc., 1970, p. 160. 12 welfare, elementary and secondary education, and other public services. Matters are further complicated by the fact that costs are increasing at a rate faster than sources of income. "Federal grants - notably the National Science Foundation - are being stretched out, and private giving and increased tuition charges are unable to fill the gaps."15 Total higher education operating expenditures for the year 1967-68 was 17.2 billion dollars. About one-third of the money came from the states with lesser amounts derived from national municipal and school-districts sources. Student fees and voluntary support made up most of the rest. Tuition costs, however, have risen to a point at which additional increases will lean towards "counterproductivity." For legal residents, the average annual tuition rate is approximately $360 in public and $1,400 in private institutions. Capital costs for higher education is around three billion dollars per year, some of which is available from federal grants and loans.16 Between 1970 and 1974 50% to 70% of the age group is expected to be enrolled in post-secondary institutions. This percentage represents an increment of one to two and a quarter million new students. "In order to attain the lower fringe by 1970, a hundred new colleges of 10,000 students each will be required to open each 15 McHenry, Dean E., Institutions of Higher Education in the U. S. A.: Some Recent Developments, Niblett, W. R., Editor, Higher Education: Demand and RegBOnse, Jossey—Bass, Inc., 1970, p. . 16 Ibid. 13 year, and to attain the higher figure of 70% enrollment by 1974, the number of new colleges would rise to 200 per year."17 Some 235,000 new college teachers would be needed to staff the expanded system.18 It is anticipated that if equality of opportunity for higher education is to be broadly extended while maintaining quality, expenditures for higher education in 1976-77 must increase to 41 billion. This amount would require an increase in federal expenditures from 3.5 billion in 1967-68 to 13.0 billion in 1976-77.19 Implications for the seriousness of the financial plight of higher education in America is evidenced in the statements of Jencks and Riesman who assert, "since 1950 the expenditures of colleges/student have risen faster than per capita gross national product; if we extrapolate current trends sufficiently far into the future, the 20 entire gross national product would be devoted to higher education." 17 Ward, F. Champion, University Initiative in Response to Change, Niblett, W. R., Editor, Higher Education: Demand and Response, Jossey-Bass, Inc., 1970, p. 160. 18 Ibid. 19 The Carnegie Commission on Higher Education, 1968, 1970, Sewell, William H., Ineguality of Opportunity for Higher Education, vol. 36, October, p. 805. 20 Ward, F. Champion, University Initiative in Response to Change, Niblett, W. R., Higher Education: Demand and Response, Jossey-Bass, Inc., 1970, p. 160. 14 The areas least adequately serviced by higher education are the metropolitan areas, eSpecially those with a population of over 500,000 persons. In the opinion of the Carnegie Commission there should exist a community college within commuting distance of 95% of all Americans, and that additional campuses should first be built to meet the needs of metropolitan areas. As such, the Commission believes that by 1980 there should be built 175-235 new community college campuses, and 80-105 new comprehensive campuses. It does not feel that additional research universities granting the Ph.D. are needed in the foreseeable future.21 In addition to increased facilities and faculty, higher edu- cation will have to utilize innovative procedures in order to meet the educational needs of future constituencies. It is recognizable that the college clientele is changing in terms of its patterns of educational pursuits. A movement is expected to continue away from immediate entrance into an institution of higher education upon graduation from high school. A more free flowing pattern is anticipated that might extend the higher education eXperience into the middle age years of a person's life and beyond. As such, the typical student will not be fixed geographically, and will acquire a diversity of educational and work experiences. In order to meet the needs of this type of constituency, institutions of higher educa- tion must adopt innovative educational techniques such as flexible admissions criteria, consortium arrangements, flexible degree 21 The Carnegie Commission on Higher Education, New Studentg and New Places, McGraw-Hill Book Company, New Jersey, October, 1971, p. 61 15 structures, utilization of media, independent study, correspondence study, regional seminars, etc. If one takes a national perspective of higher education he will find many of these innovative procedures presently in operation and evidence of a growing trend in such developments. An innovative technique that is rapidly gaining acclaim is the Open University or External Degree Program.22 Many educators throughout the nation perceive external degree programs as representing a viable alternative to some of the complexities currently facing the planning and delivery of higher education services in America. In fact, such a flexible approach to a degree is entirely justifiable whether overall demand increases or not. The External Degree American higher education is presently considering non- traditional approaches to obtaining a college education. This is evidenced by the mushrooming of programs in the United States to provide a college education external to the university campus, although many programs of this nature require students to spend brief periods of time on the campus or at a central location. These programs are generally offered under the designation of the external degree, or the open university concept. State university systems are taking an active part in the external degree movement. California, New York, New Jersey, Minnesota, Florida, Texas, and 22 Christ-Janer, James Arland F., Non-Traditional Educational Concepts, The Board's Role in Change, College Board Review, no. 85, Fail] 1972' p. 2. 16 Oklahoma are among the state systems offering such programs. Massachusetts has a program projected for 1973 to be known as the University of Commonwealth. Many American colleges and universi- ties are also making the external thrust on an independent basis. These include Syracuse University in New York, Chicago State College, Goddard College in Vermont, Central Michigan University, Worcester Polytechnic Institute in Massachusetts, New College in Saratosa, Coe College in Cedar Rapids, Iowa, etc. The United States Navy is also involved in activities of this nature. The commonly held notions of the college experience are somewhat inconsistent with the innovative philosophies of these external degree programs. External degree programs assume that: (l) the acquiring of a college education is not contingent upon experiences in a particular campus setting, nor upon a set period of time for such experiences, but upon the intellectual development of the student; and (2) the student is a responsible individual, capable of assuming a great deal of the initiative in designing his college program and fulfilling designated responsibilities, without residence on a formal campus for fixed periods of time. The educational experiences are to be a positive effort to acquire rather than passive acquiescence of genuine intellectual competence. This end result would provide the criteria for the awarding of degrees, and not the completion of successive Years of residency. 23 Semas, Philip W., gpen University Programs Gain Favor in the U. S., The Chronicle of Higher Education, vol. VI, no. 10. 17 There exist six major models of external degree programs. One such model is known as the administrative-facilitation model. It represents the most common model of external degree programs, and shares many characteristics of traditional degree programs. The distinguishing factor is that the degree is earned outside the central structure of the university. In the administrative- facilitation model "a degree-granting and instructional institution or agency establishes an organization and/or facilities to serve the needs of a different clientele, yet it holds its customary degree pattern."24 The establishment of evening school or of an evening college is a common aspect of this model. The next model to be considered is the modes-of-learning, model. In this model "a degree-granting and instructional insti- tution or agency establishes a new degree pattern of learning and teaching that seeks to adjust to the capacities, circumstances, and interests of a different clientele from that which it customarily serves."25 The popular British Open University and the University Without Walls follow the modes-of-learning model. In the Examination model "an institution or agency which need not itself offer instruction leading to an external degree awards credits and degrees on the basis of student performance as evidenced 26 by examinations." Such a program is presently being offered by 24 Gould, Samuel B., and Cross, K. Patricia, Ex lorations in Ngn-Traditional Study, Jossey-Bass, Inc., Publishers, I972, p. 99. 25 Ibid, p. 100. 26 18 the State of New York. The New York Regents Degree is awarded solely on the basis of examination. Both oral and written examinations are utilized. The fourth model to be considered is known as the valida- Eigg model. In such a model "an institution or agency evaluates the student's total learning experiences from whatever means. The institution evaluates this total learning experience in terms of its conception of a degree and indicates any additional requirements needed. When they have been met, it awards the degree. The insti- tution authorized to award a degree is presumed to have a clear set of degree requirements and a willingness to permit completion of its requirements by a variety of means."27 In the credit model of an external degree, "an institution or agency that does not itself offer instruction awards credits and degrees for which it sets standards and vouches for the quality of student programming."28 The Commission on Accreditation of Service Experience of the American Council on Education performs some functions of this model. The Commission makes recommendations for the awarding of college credit for instruction received in the military. The final external degree model is the complex-systems model. This model is followed when a degree-granting institution or agency reshapes its pattern of services in various ways, some- times by combining various simpler models of external degree programs 27 Ibid, p. 113. 28 Ibid, p. 117. 19 to meet the needs of a different clientele. This model is considered as a system in that it combines various external degree models. An example of the complex-systems model is found in the Empire State College Program.29 A number of external degree programs in America are patterned after the Great Britain Open University. The Open University was established in January, 1971, in the town of Milton Keynes near London. Its objective is to offer degree courses of equal quality to that at existing universities to a student body far larger and more diverse than any traditional university would accommodate. An imaginative use of new teaching concepts is demanded. Inclusive is a unique blend of television, radio, correspondence instruction and local study centers.30 The Open University emphasizes the mutual planning of a student's academic program by the student and professional staff. There are no formal entrance requirements. Anyone 21 years or older who lives in Great Britain may enroll. Two external degree programs went into operation in New York in the fall of 1971: Empire State College of the State University of New York and the University Without Walls sponsored by the Union for Experimenting Colleges and Universities. The latter program is nation-wide, including large and small, and public and private institutions. 29 Ibid, p. 119. 30 Eurich, Nell, and Schwenkmeyer, Barry, Great Britain's Open University: First Chance, or Last Chance?, Academy for EducatiOnal Development, Inc., August, 197I. 20 The Empire State College offered courses in anthropology, economics, English, fine arts, geography, history, mathematics, philosophy, and sociology in its first year of operation. Empire State's library and laboratory facilities as well as its course offerings are available to students attending the other 70 campuses, especially when it is necessary to utilize facilities not available at Empire State. Students may also transfer to the traditional campus to complete their final two years of college if they so desire. The age of students at Empire State ranges from 16 to 60 years. The unique and rich backgrounds of students enrolling in external degree programs is evidenced by participants in the Union for Experimenting Colleges and Universities. Here, students who range in age from 16 to 71 include: "several 16 year olds who have not completed high school, a 38 year old housewife who is an amputee and the mother of 3 sons and who hopes to teach high school English, a 50 year old oil company executive who plans a new career teaching music, a 19 year old who has had 2 books accepted for publication and will do independent study and writing in children's literature, 21 a 45 year old who started his college career in 1945 but never received a degree."31 Institutions participating in the University Without Walls program of the Union for Experimenting Colleges and Universities include the Universities of Massachusetts, Minnesota, and South Carolina, and Antioch, Bard, Friends World, Goddard, Loretto Heights, Morgan State, New, Roger Williams, Skidmore, Staten Island Community, Stephens, and Westminster Colleges, and Chicago State, Howard, New York, Northeastern Illinois State, and Shaw Universities. The external degree program of the State of California was launched as a part of a series of proposals for reform made by Chancellor Glenn S. Dumke. Chico State and San Francisco State Colleges have pioneered the first efforts in off—campus learning. Residents in the northern California towns of Redding and Susanville may earn bachelor degrees at Chico State without attending classes at the college. The first external degree program of Chico State is in public administration. Future offerings will include American studies, business administration, child development, social science, and social welfare. "At San Francisco, 280 entering freshmen eliminated a year of study by passing five examinations given under the College-Level Examination 3l Semas, Philip W., Open Uniyersity Programs Gain Favor in the U. S., The Chroncile of Higher Education, v61. VI, no. 10, November 29, 1971. 22 Program (CLEP) of the College Entrance Examination Board. Another 491 students received some college credit for passing four or fewer of the tests."32 The liberal studies program of Syracuse University is based upon a more formal four year curriculum. This non-resident program began in 1966 and in 1971 had 120 students. Students are required to spend 24 days on campus each year. A second program in business administration is now in operation at the college. It is the belief at Syracuse University that a limited amount of time on campus is essential to the student's educational development. Students at Syracuse attend summer session on campus to receive a short introduction to each of the four courses they will pursue during the year. They also receive reading and assignment lists. One project or assignment is typically submitted to the student's major professor each month.33 The United States Navy utilizes the external degree concept in its Afloat College. Under the navy program, crewman can earn two years of college credit at one of five designated colleges. Students must successfully complete a comprehensive examination that is primarily based upon extensive reading, filmed courses, 32 Ibid. 33 Ehrich, Thomas Lindley, Off-Campus University, The Wall Street Journal, February 2, 1971. 23 34 and attendance at lectures when professors visit their ship. In summary, there presently exist several non-traditional programs leading to the college degree. External degree or open university programs are being offered as a result of the efforts of both state systems and individual institutions of higher educa- tion. Such non-traditional methods present the student with the option of spending little or no time in the formal campus setting. Educational objectives are attained through a combination of inno- vative techniques and student initiative. The student plans his course of study with the assistance of the professional staff of the university. If appropriate, he may receive credit towards his degree for prior experiences. Alternatives to the traditional classroom such as independent study, correspondence instruction, mass media, and local regional study centers are utilized. In essence, the student's classroom can be the world. Educational experiences might range from a study of economic determinants of ghetto life in a local community to a study of international rela- tions abroad. Although the six models for external degree programs are found to some extent in America, such programs are most often a combination of the modes-of-learning and the administrative-facili- tation models. 34 Boyer, Earnest L., and Keller, George C., The Big Move to Ngn-Campus Colleges, Saturday Review, July 17, 1971, pp. 46-49. 24 Benefits of External Degree Programs There are two potential benefits of external degree programs in higher education. The first pertains to accessibility, the second to finance. If it is accepted as a given that no individual desirous of seeking to better himself through participation in higher education should be denied this right, the first benefit of external degree programs becomes apparent. Primarily aimed at the adult population, the open university makes the dream of a college degree a reality for many individuals who could not participate in higher education in the traditional sense. Included might be the mother of several children who cannot afford the time and expense of a traditional education, the handicapped, the geographically isolated, the working person, individuals who need a different pace from the traditional four year program, etc. As previously mentioned, over six million students are presently enrolled in the nation's colleges. This figure might grow appreciably in the future, although many institutions are currently experiencing a decline in enrollments. Regardless, a more highly diversified and mobile clientele will necessitate other than traditional methods of delivering educational services. The open university holds potential for rightening this imbalance through the utilization of innovative techniques that serve a diversity of educational needs. Both the student and the system will hopefully benefit financially through the implementation of external degree programs. "In cases where students live at home, external degree programs cost 25 about half as much as an on-campus education; largely through savings in room, board, and transportation. At Syracuse, the external degree program costs about $2,000 a year, compared with $4,000 for resident students. Empire State's tuition is $550, the same as that for on-campus students, but overall costs are esti- mated at $800 a year, against $1,700 to $2,000 for resident students."35 A committee headed by Jerrold R. Zacharias drafted a planning report for the Massachusetts Institute of Technology. The Zacharias report stated that annual student expense for the external degree would be estimated at $680, compared to a cost of $1,500 at tradi- tional campuses.36 Based upon the limited information to date on student costs at the open university, it appears that the traditional cost of a college education can be significantly reduced. A reasonable assumption would be that such costs can be cut in half. The impli- cations of such a reduction in the cost of a college education are apparent. External degree programs may possibly represent a viable financial alternative for society. If higher education is to adapt to the increasing educational needs of its constituents, it must 35 Ehrich, Thomas Lindley, Off- -Campus University, The Wall Street Journal, February 2,1971. 36 Eurich, Nell and Schwenkmeyer, Barry, Great Britain's gpen University: First Chance, or Last Chance?, Academy fbr EducationaI'DevelOpment,IInc., August, 1971. 26 serve a student body of 13 million by 1980. This figure represents an increase of three million students compared to present enroll— ments. The cost implications to meet such a challenge are astrono- mical. It has already been stated that a new campus to handle 5,000 students costs as much as $100 million. Add to this figure the cost for faculty, equipment, and supplies, and staffing necessary for the maintenance of the facility, and the cost sky- rockets. Much of the need for new facilities could be eliminated through external degree programs. The number of faculty needed could also be greatly reduced by the minimum of direct student contact involved in such a program. Of course, other expenses related to the operation of a campus could be greatly reduced if not eliminated. To date, however, external degree programs in America are quite new, and financial data pertaining to total costs for successful implementation of such programs is incomplete. There— fore, we can make no conclusive findings as to total cost implica- tions at this time. Developmental Experiences As integral part of the admissions and academic planning process of the English and American external degree program is provision for the possibility of awarding academic credit for a student's life experiences that are appropriately related to his course of study. The existing program at Central Michigan University 27 utilizes the terminology of developmental experiences. The compo- nents of the program to award credit for developmental experiences at Central Michigan is characteristic of the other external degree programs. "There are two basic areas in which equated academic credit may be achieved. They are career (life experiences gained through actual experience in job-related activities, travel, community participation, and other sources provided these experiences are directly related to the degree being pursued) and training experience from related on-the-job instruction or special schools that have led to the development of the individual."37 The trans- lation of life experiences into academic credits is contingent upon counselor consultation. Credit by examination is also available to students who have experience or background comparable to university courses, providing that no transferable credit has been received in the courses. The College-Level Examination Program may be utilized to assess the general educational level of students who have acquired their education in non-traditional ways. Of course, the phenomenon of awarding college credit for off-campus experiences is nothing new in America. It has been practiced for some time. Institutions that extensively award credit by examination generally utilize either an examination developed by 37 Central Michigan University, Institute for Personal and Career Development, Institute for Personal and Career Development, 1972. 28 the particular institution, or the College-Level Examination Program (CLEP). The College Board initiated the CLEP in 1965 with the objective of establishing a national system of awarding college credit by examination. "CLEP was designed for people who learn through correspondence and university extension courses, educa- tional television, adult education programs, on-the-job training, independent study, and life experience. Many of the nearly 1,000 colleges that participate in CLEP award credit to such non-tradi- tional students for acceptable scores on the examination."38 How- ever, some colleges award only advanced placement. "The College Level Examination offers three types of exami- nations. The General Examinations measure undergraduate achievement in English Composition, mathematics, natural sciences, humanities, and social sciences history. The Subjective Examinations measure achievement in 29 specific undergraduate subjects."39 The Brief Tests are shorter versions of the Subject Examinations and are more suitable for the evaluation of groups of students rather than individuals. It was previously mentioned that students enrolled in external degree programs may receive credit for life experiences 38 College Entrance Examination Board, The College-Level Examination Program in Action, College Board Review, Fall, 1971, no 0 8:, p0 T7 0 39 College Entrance Examination Board, The Facts About CLEP, College Board Review, Fall, 1971, no. 81, p. 19. 29 through the process of subjective evaluation. When appropriate, the student receives academic credit for what is learned through job experiences, travel, educational experiences, and other experiences he has derived that are directly related to his academic program. At present, the subjective decision as to the amount of academic credit a student is to receive for developmental experiences is being made via the student's counselor, major professor, a combination of counselor and major professor opinion, or by approved panels of academicians, businessmen, artists, writers, and other professionals in the appropriate field of study. There exists no evidence as to the accuracy and validity of CLEP and other objective forms of examination. Nevertheless credit by examination does offer a standard format for educators to utilize as a guide in awarding credit for develOpmental experiences. On the other hand, the awarding of academic credit for life experiences through subjective evaluation varies greatly with the persons and institutions involved. If the external degree is to represent a viable alternative for American higher education, more expertise must be gained, and guidelines or standards established for the subjective evaluation of developmental experiences. 30 Summary Higher education in America is presently eXperiencing one of the most critical stages of its development. Projections made by the Carnegie Commission in 1971 indicated that enrollments would experience a continuous growth until the year 2000. However, insti- tutions are currently faced with decreasing enrollments and diminishing resources. The very fabric and purpose of the institu- tion of higher education is being questioned. Students and lay citizens are making charges against irrelevant curriculums and teacher tenure laws that foster incompetency and stagnation. Additional societal pressure is being applied for equal educational opportunity. Community and educational leaders throughout the nation are demanding that institutions revise their admission procedures to admit all with the potential to succeed and to provide them the resources necessary for success. A changing clientele is also making the delivery of higher education services more complex. Present trends and future pro- jections indicate a highly diverse and mobile student body. It is expected that many students will not enter college directly after high school, choosing to work and gain other experience instead. Once a student enters college, he is less likely to proceed straight through graduation, but will periodically exit from the campus setting in pursuit of various activities including travel. The effect of such a pattern will be a prolonging of the college educa- tion, often into the middle ages of one's life. A related develop- ment will be a growing emphasis upon education as a life long proces S . 31 In an attempt to respond to the foregoing developments, higher education is seeking alternatives to traditional educational concepts. An alternative that appears to hold the potential for serving large numbers of persons with minimum cost and facility requirements, while offering a quality program is the external degree. There presently exist in America numerous external degree programs and others are in the making. Most of such programs are patterned after the British Open University and seek to provide a quality program through a unique blend of teaching concepts such as television, radio, correSpondence instruction, independent study, local study centers, etc. Students participating in external degree programs are generally expected to spend a minimum of time in the traditional campus setting. Their classroom can be the world. An integral part of most external degree programs is provision for the possibility of awarding academic credit for developmental experiences. In order to receive college credit for learning acquired outside of the traditional educational setting, such learning must directly contribute to a student's course of study. Decisions as to the applicability of awarding credit for developmental experiences are made by both subjective and objective evaluations. Objective decisions for awarding credit are attained through the utilization of some form of testing. The College- Level Equivalency Examination is widely utilized in this respect. The validity of objective evaluation of developmental experiences is not substantiated at this time. However, such procedures do 32 provide a standard format for making decisions. Conversely, the subjective evaluation of developmental experiences adheres to no standard format or guidelines. Procedures vary with settings and with individuals. Consequently, the lack of standard procedures in the subjective evaluation of developmental experiences poses a threat to the development of the external degree as a viable educational alternative. External degree programs are primarily designed to accommodate an adult population who cannot or wishes not to spend long periods of time in the traditional college setting. As such, many adults acquire developmental experiences in job related activities. If the external degree and the awarding of credit via subjective evaluation are to prove valid alternatives, we must examine the educational experiences that lend themselves to such evaluation and begin to establish appropriate procedures. There- fore, the present study will examine educational programs in Michigan business and industry and implications for awarding credit toward the external degree. Such implications will be derived through subjective evaluation. A description of the study is presented in Chapter II. 33 CHAPTER II DESCRIPTION OF THE STUDY The Problem for the Study External degree programs, as is the case with most inno- vations that depart from traditional practices, are the sources of much controversy. The skeptics of the Open university fear that the quality of education will be impaired by a form of study that provides a minimum of direction to students and eliminates or lessens a student's contact with the traditional college setting. Such apprehension might be founded in the seemingly rapid rise of external degree programs, many of which proceed without adequate planning and coordination. A study of non-traditional learning conducted by the American Association for the Advancement of Science attests to this situation. The associa- tion reports, "We find that non-traditional study will continue to develop and grow in this country whether or not it is carefully planned with appropriate evaluations and safeguards to quality. We find that some existing institutions are rushing into these new forms of education with public commitments unsupported by detailed plans, whether of organization or programs." 1 American Association for the Advancement of Science, §gience Education News, April 1, 1972. “ ‘\ c, 34 Most, if not all, external degree programs offer to students the possibility of receiving academic credit for appro- priate developmental experiences. Although the awarding of credit for developmental experiences is not novel to American higher educa- tion, the process is being subjected to renewed scrutiny when viewed in connection with the external degree. As previously indicated, there presently exists two methods of awarding college credit for life experiences. The first method is credit by examination, the latter, credit via subjective evaluation. In discussing external degree programs and credit for developmental experiences, we are primarily referring to an adult population. A great portion of such persons' time will be expended in job-related activities. Therefore, any attempt to evaluate life experiences in terms of college credit must take into consideration the kinds of job- related educational experiences that individuals receive and the precise nature of the resultant learning. Business and industry is the largest employer of the American people. There also exists the general knowledge that business and industry has been active in providing educational pro- grams to its employees. For example, the Ford Motor Company in Dearborn, Michigan offers adult education programs, apprenticeship programs, marketing, professional seminars, and the GED and CLEP examinations to its employees. Other major industries have similar offerings. However, a review of the literature reveals no organized and systematic study of the educational programs offered in major businesses and industries in Michigan. ..-» ‘I '1 35 The problem, therefore, is to conduct a systematic study of the educational experiences offered to employees in major businesses and industries in Michigan, and to evaluate these programs as to their equivalency to learning at the college level. Information of this nature will prove vital to the viability of external degree programs. Hypothesis This study will explore the hypothesis that there presently exist in business and industry educational programs for employees that provide academic experiences equivalent to that offered in the baccalaureate college setting. The study will be limited to major corporations in Michigan. A "major corporation" is defined as an industrial company employing 5,000 or more full time employees. Organization and Development of Study The study of Educational Programs in Business and Industry and Implications for Receiving Credit Toward the External Degree consists of six rather distinct phases. These phases might be identified as follows: Phase I: Preliminary visits to companies in the Detroit area 36 Phase II: Mailing of materials identifying the nature of the study and soliciting the participation of major businesses and industries in Michigan Phase III: Mailing of the questionnaire and related information to participating companies Phase IV: Follow-up visits to each participant as their completed questionnaire and supportive materials were received Phase V: The evaluation by Michigan State University faculty of course materials submitted Phase VI: The evaluation and report of findings and implications In an effort to ascertain the feasibility of the study of "Educational Programs in Business and Industry and Implications for Receiving Credit Toward the External Degree,‘ several visits of an exploratory nature were made to industries in the Detroit, Michigan area. Companies visited during this period included Ford Motor Company, Federal Mogul, and Chrysler. Several visits to the Ford Motor Company proved helpful in establishing the total concept for the study. However, this company's representatives surprisingly took a rather passive role as the study progressed. The purposes for such visits were: 1. To identify the receptiveness of companies to participate in the study Q. ‘1 '§ I. 37 2. To identify the spectrum of educational programs provided to employees 3. To identify the potential level and nature of such programs 4. To identify the kinds of data companies would be willing to provide relevant to the study 5. To collect relevant materials for purposes of review The exploratory visits revealed that Michigan business and industry are providing a wide range of educational programs to their employees. Such programs take the form of adult and continuing education, training programs, marketing institutes, professional seminars, and the like. It was also indicated by company officials that they were eager to explore the possibility of awarding college credit to employees that have engaged in appropriate educational experiences provided by the company. The general trend of thinking that prevailed was that such an option would provide employees with an increased motivation to pursue educational objectives, and that the company would benefit by having better qualified and informed employees. An added benefit to the employee would be that his opportunities for advancement within the company would frequently be improved, and he would also increase his employ- ability. Further visits of a preliminary nature were made to the 38 Michigan Department of Commerce, the Michigan Department of Education, and certain faculty members at Michigan State University in an attempt to identify pertinent data and information. Upon completion of the preliminary visits, materials were mailed to Michigan corporations of 5,000 or more employees inviting them to participate in the study.2 These Phase II materials included a letter explaining the nature and objectives of the study, an outline of information to be requested, and a statement of willingness to participate in the study. The initial mailing of materials went to some 39 companies. Materials included in this first mailing are presented as Appendix A. Table I presents a listing of all companies included in this first mailing. Table II lists the companies that initially agreed to participate in the study and the names of persons identified for this purpose. The companies that declined participation are presented in Table III, and where indicated the reason for declining also appears. Tables I, II, and III are identified with Phase II of the study. 2 Companies employing 5,000 or more employees were identified via the Directory of Michigan Manufacturers published by the Manufacturer Publishing Company, Detroit, Michigan, 1971. 39 TABLE I: PHASE II - COMPANIES ASKED TO PARTICIPATE IN STUDY American Motors Corporation 14250 Plymouth Road Detroit, Michigan 48232 Ausco Auto Specialities Mfg. Co. Graves Street St. Joseph, Michigan 49085 Awrey Bakeries 5231 Tireman Avenue Detroit, Michigan 48204 Brunswick Corporation 525 W. Laketon Avenue Muskegon, Michigan 49443 Budd Company 12141 Charlevoix Detroit, Michigan 48215 Burroughs Corporation 6071 Second Avenue Detroit, Michigan 48232 Campbell, Wyant & Cannon Foundry Company South Haven, Michigan 49090 Chrysler Corporation 341 Massachusetts Avenue P.O. Box 1919 Detroit, Michigan 48231 Clark Equipment Company Industrial Truck Division 525 N. 24th Street Battle Creek, Michigan Clark Equipment Company Construction Machinery Division P.O. Box 547 Benton Harbor, Michigan Cleveland-Cliffs Iron Co. Isheming, Michigan 49849 Consumers Power Company 212 W. Michigan Avenue Jackson, Michigan 49202 Corning Glass Works North & Clark Streets Albion, Michigan 49224 Detroit Edison Company 2000 Second Avenue Detroit, Michigan 48226 Dow Chemical Company 825 E. Main Midland, Michigan 48640 Ex-Cell-O Corporation 1200 Oakman Blvd. Detroit, Michigan 48238 Electro-Voice, Inc. 600 Cecil Street Buchanan, Michigan 49107 Federal Mogul Corporation P.O. Box 1966 Detroit, Michigan 48235 Ford Motor Company The American Road Dearborn, Michigan 48121 General Motors Corporation 3044 W. Grand Blvd. Detroit, Michigan 48202 TABLE I: (continued) General Electrict Company Hermetic Motor Department 570 E. 16th Street Holland, Michigan 49423 Gerber Products Company 445 State Street Fremont, Michigan 49412 Gibson Products Corporation 515 Gibbon Drive Greenville, Michigan 48838 Goodyear Tire & Rubber Company 2219 Chapin Street Jackson, Michigan 49204 Great Lake Steel Tecumseh Road Detroit, Michigan 48229 Howmet Corporation Misco Division 221 West Webster Avenue Muskegon, Michigan 49440 Huron Cement Company 1300 Ford Building Detroit, Michigan 48226 Kelsey-Hayes Company 38481 Huron River Drive Romulus, Michigan 48174 King-Seeley Thermos Company 315 S. First Street Ann Arbor, Michigan 48108 McCord Corporation 2850 W. Grand Blvd. Detroit, Michigan 48202 40 McLouth Steel Corporation 300 S. Livernois Avenue Detroit, Michigan 48217 Michigan Bell Telephone Co. 1365 Cass Detroit, Michigan 48226 Michigan Consolidated Gas Co. Division of Questes Corp. 1839 6th Street Muskegon, Michigan 49443 Parke, Davis & Company Post Office Box 118 Detroit, Michigan 48232 Pneumo Dynamics Corporation National Water Lift Division 2220 Palmer Street Kalamazoo, Michigan 49001 Sanders, Fred, Company 100 Oakman Blvd. Highland Park, Michigan 48203 Sealed Power Corporation 2001 Sanford Street Muskegon, Michigan 49443 Simplicity Pattern Company Western Michigan University Kalamazoo, Michigan Upjohn Company 7000 Portage Street Kalamazoo, Michigan 49001 TABLE II: PHASE II - COMPANIES 99mpany and Address Ausco Auto Specialities Mfg. Co. Graves Street St. Joseph, Michigan 49085 Burroughs Corporation Burroughs Place Detroit, Michigan 48232 Chrysler Corporation P.O. Box 1919 Detroit, Michigan 48213 Clark Equipment Company Industrial Truck Division 525 N. 24th Street Battle Creek, Michigan 49016 Clark Equipment Company Construction Machinery Division P.O. Box 547 Benton Harbor, Michigan 49022 Consumers Power Company 212 W. Michigan Avenue Jackson, Michigan 49201 Corning Glass Works North & Clark Streets Albion, Michigan 49224 Dow Chemical Company 2020 Dow Center Midland, Michigan 48640 Federal Mogul Corporation P.O. Box 1966 Detroit, Michigan 48235 Ford Motor Company The American Road Dearborn, Michigan 48121 General Motors Corporation General Motors Building Detroit, Michigan 48202 41 AGREEING TO PARTICIPATE IN STUDY Person and Position Barry Davis Personnel Director R. J. Casey Director, Personnel Adm. Wayne Grimm Director, Education and Training R. A. Johnson General Superintendent, Training Gordon Fowler Experimental Laboratory and Test Manager E. J. Meeuson Director of Organizational Development N. C. McPhearson Personnel Director Gary Paul Robold Director of Academic Education Samuel E. MacArthur Chairman and Chief Executive Officer C. A. Franke Director of Education and Training TABLE II: (continued) Company and Address Gerber Products Company 445 State Street Fremont, Michigan 49412 Gibson Products Corporation 515 Gibbon Drive Greenville, Michigan 48838 Great Lakes Steel Corporation Tecumseh Road Detroit, Michigan 48229 McCord Corporation 2850 W. Grand Blvd. Detroit, Michigan 48202 McLouth Steel Corporation 300 S. Livernois Avenue Detroit, Michigan 48209 Parke, Davis & Company P.O. Box 118 Detroit, Michigan 48232 Sealed Power Corporation 2001 Sanford Street Muskegon, Michigan 49443 Simplicity Pattern Company Western Michigan University Kalamazoo, Michigan 42 Person and Position Kent R. Hedman Office Personnel Manager C. J. Gibson, Jr. President R. J. Goulder, Supervisor Management and Technical Employment Vere McClement Manager, Manpower Development G. D. Baldwin Vice-President, Finance H. G. Maltzaw Director of Training and Development J. Glenn Smith Director of Manpower Planning Frank S. Scott Consultant for Supervisory and Executive Training TABLE III: PHASE II - COMPANIES NOT PARTICIPATING IN STUDY Company American Motors Corporation 14250 Plymouth Road Detroit, Michigan 48232 Awrey Bakeries 5231 Tireman Avenue Detroit, Michigan 48204 Brunswick Corporation 525 W. Laketon Avenue Muskegon, Michigan 49443 Budd Company 12141 Charlevoix Detroit, Michigan 48215 Campbell, Wyant & Cannon Foundry Company South Haven, Michigan 48232 Cleveland-Cliffs Iron Company Ishpeming, Michigan 49849 Electro-Voice, Inc. 600 Cecil Street Buchanan, Michigan 49107 Ex-Cell-O Corporation 1200 Oakman Blvd. Detroit, Michigan 48238 General Electric Company Hermetic Motor Department 570 E. 16th Street Holland, Michigan 49423 Goodyear Tire & Rubber Company 2219 Chapin Street Jackson, Michigan 49204 Howmet Corporation Misco Division 221 W. Webster Avenue Muskegon, Michigan 49440 NO NO No NO NO NO NO NO Reason such program such program such program such program such program such program such program such program 43 Will not participate in the study NO such program No such program TABLE III: (continued) Company Huron Cement Company 1300 Ford Building Detroit, Michigan 48226 Kelsey-Hayes Company 38481 Huron River Drive Romulus, Michigan 48174 King-Seeley Thermos Company 215 S. First Street Ann Arbor, Michigan 48108 Michigan Bell Telephone Company 1365 Cass Detroit, Michigan Michigan Consolidated Gas Company One Woodward Avenue Detroit, Michigan 48226 Motor Wheel Corporation 1600 N. Larch Lansing, Michigan 48914 Pneumo Dynamics Corporation National Water Lift Division 220 Palmer Street Kalamazoo, Michigan 49001 Upjohn Company 7000 Portage Street Kalamazoo, Michigan 49001 N0 NO NO NO NC No NO NO Reason such such such such such such such such program program program program program program program program 44 45 The second mailing went out in July, 1972, to those companies agreeing to participate in the study. This Phase III mailing included the following: 1. A correspondence thanking the companies for their cooperation and indicating the nature of the questionnaire to be completed 2. An instruction sheet for completion of the questionnaire 3. Part I and Part II of the questionnaire The questionnaire forwarded to participants in the study consisted of two parts. Part I included items descriptive of each program. Therefore, it was requested that a Part I be completed for each program under consideration. Part II pertained to the courses of study within each program. Thus, a Part II was to be completed for ggch course within a particular program. It was requested that the questionnaire and supporting materials be returned prior to August 8, 1972. The materials included in the July mailing are presented as Appendix B. Phase III of the study witnessed the withdrawal of several participants from the study for varying reasons. Table IV lists those companies that at this point chose not to further participate in the study. However, there were also some additions to the study. Several out-state consultant type firms are responsible for various training programs at some participating companies. As such, these consulting firms enthusiastically agreed to participate in this TABLE IV: PHASE III - WITHDRAWALS Company Ausco Auto Specialities Mfg. Co. Graves Street St. Joseph, Michigan 49085 Gerber Products Company 445 State Street Fremont, Michigan 49412 Great Lakes Steel Corp. Tecumseh Road Detroit, Michigan 48229 McLouth Steel Corporation 300 S. Livernois Avenue Detroit, Michigan 48209 Sealed Power Corporation 2001 Sanford Street Muskegon, Michigan 49443 46 Person and Position Barry Davis Kent R. Hedman Office Personnel Manager R. J. Goulder, Supervisor Management and Technical Employment G. D. Baldwin Vice-President, Finance J. Glenn Smith Director of Manpower Planning and Management Development Q. .Q 'H 47 study of educational programs in business and industry. The companies included in this category and their Michigan affiliates are presented in Table V. As the questionnaires and materials pertaining to the programs under consideration were being returned, Phase IV of the study went into operation. This phase consisted of follow~up visits to each participating company that had returned its materials. The purpose of such visits were as follows: 1. To clarify any ambiguities pertaining to information received 2. To determine from information submitted the courses most appropriate for inclusion in the study 3. To arrange to acquire instructional and course materials utilized Phase IV again evidenced some fatality. Although all participants that remained in the study to this point returned their completed questionnaires, repeated attempts to acquire instructional materials proved futile in two instances. Included in this category were McCord Corporation and Clark Equipment Company, Battle Creek. As such the participants that remained in the study to its concluding phase totaled 15. This number includes the four out-state consul- tant firms that were previously mentioned. Table VI presents a list of the companies that remained for the evaluative or concluding phase of the study. TABLE v: _P_I-IASE III - ADDITIONAL PARTICIPANTS New Participant American Management Association, Inc. The American Management Association Building 1135 West 50th Street New York, New York 10020 Kepner-Tregor, Inc. P.O. Box 704 Research Rd. Princeton, New Jersey 08540 Scientific Methods, Inc. Box 195 Austin, Texas 78767 Teleometrics International Suite 4-A 2210 North Frazier Conroe, Texas 77301 Contact Person James E. Shea Program Director Marketing Division Robert J. Velk Marketing Manager Anthony Pearson General Manager Jay Hall President 48 Sponsoring Company Parke, Davis Parke, Davis; Ford; General Motors Parke, Davis Corning Glass 49 TABLE VI: PHASE IV - COMPANIES PARTICIPATING THROUGHOUT THE STUDY Company and Address American Management Association, Inc. The American Management Association Bldg. 135 west 50th Street New York, New York 10020 Burroughs Corporation Burroughs Place Detroit, Michigan 48232 Chrysler Corporation P.O. Box 1919 Detroit, Michigan 48231 Clark Equipment Company Construction Machinery Division P.O. Box 547 Benton Harbor, Michigan 49022 Consumers Power Company 212 W. Michigan Avenue Jackson, Michigan 49202 Corning Glass Works North & Clark Streets Albion, Michigan 49224 Dow Chemical Company 2020 Dow Center Midland, Michigan 48640 Federal Mogul Corporation P.O. Box 1966 Detroit, Michigan 48235 General Motors Corporation 3044 W. Grand Blvd. Detroit, Michigan 48202 Person and Position James E. Shea Program Director Marketing Division R. J. Casey Director, Personnel Adm. Wayne Grimm Director, Education and Training Gordon Fowler Experimental Lab and Test Manager E. J. Meeuson Director of Organizational Development N. C. McPhearson Personnel Director Gary Robold Director, Academic Education Samuel E. MacArthur Chairman & Chief Executive Officer C. A. Francke Director of Education and Training TABLE VI: (continued) gompany and Address Gibson Products Corporation 515 Gibbon Drive Greenville, Michigan 48838 Kepner-Tregor, Inc. P.O. Box 704 Research Road Princeton, New Jersey 08540 Parke, Davis & Company P.O. Box 118 Detroit, Michigan 48232 Scientific Methods, Inc. P.O. Box 195 Austin, Texas 78767 Simplicity Pattern Company Western Michigan University Kalamazoo, Michigan Teleometrics International Suite 4-A 2210 N. Frazier Conroe, Texas 77301 50 Person and Position C. J. Gibson, Jr. President Robert J. Velk Marketing Manager H. G. Maltzaw Director of Training and Development Anthony Pearson General Manager Frank S. Scott Consultant for Supervisory and Executive Training Jay Hall President 51 Phase V of the study consisted of the evaluation of course Inaterials submitted as to the implications for receiving college credit for learning via educational experiences in busines and industry. To attain this end, Michigan State University faculty lnembers were asked to evaluate the course materials submitted. .Faculty were selected according to the areas of expertise appro- priate to the courses being considered. The procedure of selection Twas to forward letters soliciting the participation of certain :faculty members. These letters generally went to the department «chairman and to individuals identified by him as having the «expertise and interest to make significant imputs. Three faculty lnembers in each appropriate area of expertise were asked to parti- <3ipate in the evaluative phase of the study. Upon receipt of Instification of a willingness to participate, the materials under [consideration, a set of instructions for completing the evaluation, and the evaluating instrument were delivered to appropriate indivi- duals. Evaluations were made on an individual basis. A list of participants/department in the evaluation stage of the study along with the correspondence, instructions and evaluation instrument are presented as Appendix C. This phase of the study was initiated in February, 1973, and concluded in April. Obviously, the components of the study discussed heretofore would be of little significance without an evaluation and report of findings, and a statement of implications derived. Therefore, the sixth and concluding phase of the study was designed to attain this end. 52 Method of Evaluation In requesting Michigan State University faculty members to evaluate the course materials submitted by companies partici- pating in this study, it was believed that certain indicies were desirable. First, if the alternative of awarding college credit for educational experiences received in the non-traditional setting is to be explored, some degree of overlap with present university offerings appear essential. Therefore, faculty were asked to evaluate the course materials in terms of whether or not there was an overlap of present university offerings. Second, if there exists such overlap, it is necessary to ascertain whether it occurs at a sufficient level to consider awarding college credit to a participant who can demonstrate that he successfully mastered the subject. Faculty were asked to eval- uate materials from this perspective. In the event that the course does present a sufficient degree of overlap and if an applicant is able to demonstrate success- ful mastery of the subject content, the issue is raised as to what amount of academic credit is appropriate. Therefore, where pertinent, faculty were asked to respond with the appropriate amount of academic credit. It is important to note here that the reaction to the program was not one of accrediting in the sense that 53 those who completed it could be awarded credit on a transfer basis. Rather, the emphasis was placed upon program quality and relevance to university courses, but with the expectation that anyone seeking credit would have to demonstrate his own capability. There presently exists several potential methods for determining the applicability of awarding academic credit for developmental experiences. Such procedures include: a. Counselor and/or faculty oral evaluation b. Standardized test results c. Department examination d. Combination of a and b e. Combination of a and c f. Combination of b and c 9. Combination of a, b, and c h. Other Faculty were requested to indicate the appropriate procedure for determining the applicability of awarding college credit. In instances where no suitable alternative appeared, faculty were asked to indicate appropriate procedures. If the potential awarding of college credit for appropriate educational experiences however achieved is to develop as a viable educational alternative, it is necessary to gain knowledge of the concerns and cautions of experts in moving in this direction. Thus, faculty were asked to comment freely on such concerns and cautions. 54 Data obtained as a result of the evaluation of educational :materials considered in this study were subjected to analysis, and reported in the form of appropriate statistics, charts, graphs, etc. These findings are presented in Chapter IV. 55 Summary The study of "Educational Programs in Business and Industry and Implications for Receiving Credit Toward the External Degree" evolved out of an interest in the provision of alternative forms of education to a primarily adult constituency. The development of external degree programs in America represent a potentially viable alternative to higher education in the traditional sense. An aspect of most external degree programs is provision for the possibility of awarding college credit for a student's develOpmental experiences that will directly contribute to his course of study. Decisions as to the appropriateness of awarding college credit for developmental experiences are made through either objective or subjective evaluation. The validity of decisions by way of objec- tive evaluation cannot be substantiated at this time. However, such procedures do provide a standard format for awarding academic credit for developmental experiences. Conversely, subjective decisions as to awarding credit for appropriate developmental experiences occur outside of any standard format and procedures vary with place and individuals concerned. If the external degree is to realize its potential as a viable alternative to higher educa- tion, standard procedures and guidelines must be developed for the subjective awarding of academic credit for developmental experiences. In order to arrive at such standards it is necessary to gain know- ledge of the types of educational experiences that are available to 56 adults outside of the campus setting. Once such knowledge is acquired, it is necessary to evaluate this information as to the implications for awarding credit toward the external degree. As studies of this nature are replicated, it will be possible to provide guidelines as to standard procedures for awarding academic credit via subjective evaluation. In that business and industry is one of the nation's largest employers and has traditionally sponsored educational experiences for its employees, it was decided that the current study should focus upon educational programs in business and industry and implications for receiving credit toward the external degree. This study focuses upon Michigan corporations employing 5,000 or more employees. Not all companies of this size, however, are significantly involved in providing educational experiences to employees. Of those that do, eleven companies and four consulting firms participated through the conclusion of the study. Partici- pating companies completed a two-part questionnaire, consented to personal interviews and submitted materials utilized in their instructional programs. All pertinent materials were subsequently evaluated by Michigan State University faculty. The objective of such evaluation was to determine the applicability for awarding college credit for learning via these experiences. This study concluded with an evaluation and report of findings, and a statement of implications derived. A description of the programs and/or courses included for consideration, and a discussion of the indices upon which data was collected is to follow. » u '...a 5" I ...:r a... .4. Q VVIAU . ~. . f' w... . la... ‘3.“ 57 CHAPTER III REPORT OF FINDINGS Indices for Data Collection The collection of information pertinent to the study of "Educational Programs in Business and Industry and Implications for Receiving Credit Toward the External Degree" was based upon two criteria. First, it was necessary to collect accurate infor- mation for testing the hypothesis. Second, inquiries had to be consistent with company policies concerning the release of pri- vileged information. To accomplish this, meetings were held with various company officials to discuss the information that seemed appropriate. Through a process of trial and elimination, it was decided that the study of educational programs in business and industry should be based upon the following outline: I. Nature of the program A. In-service training B. Job upgrading C. Adult or continuing education D. Other II. Program objectives A. General objectives B. Specific objectives C. Educational goals or competencies to be achieved III. IV. VI. VII. VIII. 58 Program or courses of study A. Nature of each course B. Objectives of each course C. Materials to be utilized D. Procedures for evaluation E. Standards and possible levels of attainment Characteristics of the student body A. Educational background B. Employment level Characteristics of instructor A. Educational background B. Employment level Participation A. Number of employees enrolled in program during 1971 B. Number successfully completing program Benefits to employee A. Terms of employment during instruction B. Cost of program to employee C. Opportunities for advancement as a result of program involvement D. Receipt of college credit Attitude of company A. Company evaluation B. Benefits to company 59 The above items proved agreeable to all concerned and data was collected accordingly. A presentation of findings is to follow. Presentation of Findings The findings to be presented were obtained via the two-part questionnaire contained in Appendix A. Discussion of programs included in the study will take place within the general context of the indices previously outlined. A detailed description of each program may be found in Appendix D. The objective of the present study is to explore the types of educational experiences that are available to employees in Michigan business and industry, and to evaluate them in terms of the implications for receiving college credit for learning so acquired. Upon receiving an adequate explanation of the external degree concept along with the evaluation of developmental experiences for the possibility of receiving college credit, company officials enthusiastically supported these concepts and the objectives of this study. They unanimously felt that much of the learning obtained by employees via business and industry was equivalent to learning at the college level, and that employees should be encouraged to seek college credit for appropriate learning via experiences outside the formal educational structure. Data collected through the questionnaires utilized in this study along with personal visits to participating companies revealed that Michigan business and industry makes available to its employees a wide range of courses varying in nature and complexity. This finding is in keeping with industry's claim that it is taking a more ,.-' .— I.‘ .4.‘ IA-ll vi¢.v .5." 7". ... ' a ...l: ‘5" nuv. . 7'“ I Q n“‘ a! I.“ 1 ‘fi 6O humanistic perspective toward its employees. The more established companies with well developed educational programs have "on-going" offerings designed to meet the needs of employees at every organi— zational level. Companies such as Ford, Chrysler, and General Motors would be included in this category. Other companies concentrate on programs that meet specific needs at varying points in time and lack the basic or general education component. Included in this description would be companies such as Simplicity Patterns. Educational programs are offered by business and industry primarily for purposes of in-service training, job upgrading and adult or continuing education. Although the general educational background of employees is of concern, the great majority of company courses are classified as in—service training and job upgrading. This is as expected since the success of the company is contingent upon employees having adequate knowledge to perform in a competent manner, and upon the preparation of persons to assume more respon- sible roles within the organization. Figure 1 identifies by per- centages of the total number of courses considered, the nature of courses included in this study of educational programs in business and industry. As Figure 1 indicates, of the 31 courses evaluated, the majority were characterized as either in-service training or job upgrading. Some programs were classified as combinations of two or more types. Sixty percent of the 31 courses included in this study pertain to the area of management. This is as expected since the management function is most vital to company stability. Forty percent of the courses are offered for the purpose of skill improve- ment. 61 WHQCWN H" Z>acwm OW MWOON>3m mo 1 mo 1 mmw mum So 1 No L Mum wow aw Hsummnw20 OOSWBMXHHK noawmpk nocnmm nonme hmmm ooawwmx bmmmg noapwmx wCHHOGQUm Comp. wmmwo mmHQSTHm mam mOmnszm x noth x Umnm ooaacswownwopm mmHmSmHmlmOmnzmHm ovnwmwmn wonmamb Hsaconwob MHomHfiH Empwmmamsn mom mcwmfi<>< NNX 64 awwbm smHmem x mprHMOMWK mmdwmfism mcpmH