-—._: .W - -——- “a“ ABSTRACT IMPLICATIONS OF CERTAIN SOCIAL, ECONOMIC, AND TECHNICAL TRENDS ON BUSINESS CURRICULA IN THE PUBLIC COMMUNITY COLLEGES OF MICHIGAN by Robert P. Poland The purpose of this study was to determine the effect of societal changes on present and future practices of edu- cation for business in the public community colleges of Michigan. The investigation was directed toward account- ing and office curricula only. The study was divided into two phases. In the first phase trends were determined which a Jury thought to have impact on curriculum development; also, differences in Opinion between sub-jury groups were examined. The second phase concerned identification of changes in curriculum, phiIOSOphy and objectives, and administration that were consistent with the implications of the societal changes. Procedureg Data concerning the importance of thirty-three selected social, economic, and technical trends to the cur- riculum were obtained from questionnaires received from 241 educators and Michigan members of the National Office Man- agement Association. A total of 55 educators in the public Robert P. Poland community colleges of Michigan was interviewed to deter- mine practices which were consistent with the implications of the trends. Findings Related to Trends 1. The social, economic, and technical trends which were ranked highest were those which related directly or in- directly to the expansion or extension of education. 2. The thinking of business education instructors in regard to the trends was similar regardless of the type of col- legiate institution in which they were employed or its location. 3. The thinking of the members of the National Office Man- agement Association of Michigan regarding the importance of the trends was less similar than that of business education personnel in the public community colleges of Michigan. 4. A gap exists between an awareness of trends on the part of business education personnel in the public community colleges of Michigan and the implementation of the trends into the business program. 5. A variety of practices was in effect as means of im- plementing social, economic, and technical trends into the curricula. 6. 7. 8. Robert P. Poland Generally, few or no implications were seen by business education personnel in the public community colleges of Michigan with regard to the objectives and phiIOSOphy of the business programs in implementing the trends. Extremes were evident in the extent of practices which were in effect or being planned pertaining to adminis- trative practices, ranging from non-existent to well- planned practices. In general, the business programs in the public community colleges of Michigan were not reflecting the changes taking place within the community and society as a whole. Recommendations in l. 5. It is recommended that business education personnel the public community colleges of Michigan: Re-evaluate office curricula in light of current social, economic, and technical trends taking place within the community served by the college. Take more formal steps to become better acquainted with the business community which they serve and involve businessmen in curriculum deve10pment. Consider the social, economic, and technical trends tak- ing place within the community as a basis for improving their present business programs. Robert P. Poland #. Assume the initiative for making apprOpriate changes in business programs. 5. Seek from other community colleges in the United States effective practices used to implement social changes. 6. Impress upon school administrators and department chair- men the importance of curriculum change. IMPLICATIONS OF CERTAIN SOCIAL, ECONOMIC, AND TECHNICAL TRENDS ON BUSINESS CURRICULA IN THE PUBLIC COMMUNITY COLLEGES OF MICHIGAN By \ y Robert P? Poland A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Business and Distributive Education College of Education 1962 mmv‘u’ ‘ T“- ‘7— _ “'"b_ '. “*‘H—‘I . ' V f ) ' " is; 9) u». 7/7/5; ‘ ‘ a t 5" ACKNOWLEDGEMENTS The author wishes to express his appreciation to Dr. Peter G. Haines under whose supervision this study was undertaken and completed. The writer is indebted to Dr. Mary V. Moore for her guidance and constructive criti- cism and to Drs. Max 8. Smith and Henry W. Kennedy for their helpful comments and suggestions. The assistance of the Michigan Vocational Education Evaluation Project under the direction of Dr. Lawrence Borosage is appreciated; and special acknowledgement is given to Mrs. Mary K. Forman, Mrs. Donald Hillman, John Kraeer, Keith MacPhee, Jean McFadden, and Mrs. Grover Pratt. ii 4‘ I’VJ __ - V. ‘— _¥'-7.4« « .. _ . _ c a TABLE OF CONTENTS CHAPTER Page I INTRODUCTION . . . . . . . . . . . . . . . 1 Statement of the Problem . . . . . . . 2 Purposes of the Study. . . . . . . . . 3 Need for the Study . . . . . . . . . . 4 Delimitations of the Problem . . . . . 14 Definition of Terms. . . . . . . . . . 15 Basic Assumptions Upon Which the Study Was Predicated . . . . . . . . . . 16 II REVIEW OF RELATED RESEARCH . . . . . . . . 18 Status Studies of Business Programs in the Public Community Colleges. . . 19 Studies of the Implications of Cur- rent Social, Economic, and Techni- cal Trends on Related Education Programs 0 O O O O O O O O O O O O 24 Status Studies of Related General and Vocational Areas in the Public Community Colleges . . . . . . . . 33 III SOURCES OF DATA AND METHODS OF PROCEDURE . 39 Sources of Data. . . . . . . . . . . . 39 Procedure. 0 O O O O O O O O O O O O O 40 Summary. 0 o o o o o o o o o o o o o o 55 IV BACKGROUND INFORMATION CONCERNING RE- SPONDENTS WHO PARTICIPATED IN THE STUDY. . S7 Descriptive Facts Concerning the Re- spondents. . . . . . . . . . . . . 58 iii |ll|‘"ll|lll TABLE OF CONTENTS--Continued CHAPTER Differences Between Sub-Juries with Implications for the Study . . . . 8mm ary O O O O O O O O O O O O O O O O V FINDINGS RELATED TO RANKING OF TRENDS. . . Rank Order of Trends by 241 Jurors . . Rank Order of Trends by Sub-Jury Groups 0 O O O O O O O O O O O O 0 Differences in Opinion Indicated by Sub-Jury Groups. 0 o o o o o o o 0 Trends Suggested by Jury as Important to Education for Business in the Community College. . . . . . . . . Summary. . . . . . . . . . . . . . . . VI ANALYSIS OF DEPTH INTERVIEWS OF THE BUSI- NESS EDUCATION PERSONNEL IN THE PUBLIC COMMUNITY COLLEGES OF MICHIGAN . . . . . . Selection of Trends. . . . . . . . . . Method of Collecting Data. . . . . . . Results of Depth Interviews. . . . . . Practices Contributing to Implementa- tion of Trends . . . . . . . . . . VII SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. Nature of the Problem. . . . . . . . . Summary of the Procedures. . . . . . . Statistical Tests Used in the Analysis Of Data. 0 O O O O O O O O O O O 0 iv Page 76 78 79 80 81 81 100 100 102 102 104 106 130 132 152 137 138 CHAPTER BIBLIOGRAPHY . APPENDICES . . TABLE OF CONTENTS—-Continued Page Findings . . . . . . . . . . . . . . . 139 Conclusions. . . . . . . . . . . . . . 150 Recommendations. . . . . . . . . . . . 153 . . . . . . . . . . . . . . . . . . . 157 O O O O O O 0 O 0 O O 0 O O I O O O 0 160 TABLE 10 11 12 13 l4 15 LIST OF TABLES Social, Economic, and Technical Trends in Descending Rank Order Based on the Ratings Of 450 Respondents O O O O O O 0 C O O O O O O Sub-Jury of Community College Business Edu- cation Personnel in Michigan . . . . . . . . . Sub-Jury of Business Teacher Educators . . . . Sub-Jury of National Office Management Asso- ciation Members by Chapter . . . . . . . . . . Sub-Jury of Business Education Personnel in Community Colleges in the United States, Regional sampling. 0 O O O 0 O O O O O O O O 0 Number of Community Colleges Selected from Each State by Region . . . . . . . . . . . . . Sub-Jury Categories and Number Responding to Questionnaire. . . . . . . . . . . . . . . . . Sex of 239 Respondents . . . . . . . . . . . . Age of 23C Respondents . . . . . . . . . . . . Positions Held by Respondents in the Field of mucation. O O O O O O O O O O O O O O O O O 0 Years Teaching Experience of 174 Educators . . Business Experience of the Reapondents in the Field Of Education 0 O O C O C O O O O O O O 0 Colleges and Universities Attended and Degrees Received by Educators in Michigan. . . . . . . Major Areas of Study by Degree for Business Education Personnel in the Public Community COllegeSOfMj-Chiganooooooooooooo Companies of NOMA Respondents Classified by PrOduCt or serVice O O O O O O O O O O O O O 0 vi Page 26 46 48 49 50 51 55 59 60 61 62 67 68 7O TABLE 16 17 18 19 2O 21 22 23 24 LIST OF TABLES--Continued Page Titles of National Office Management Associ— ation Respondents. . . . . . . . . . . . . . . 71 Total Company Employees and Number of Office Employees Represented in the Study . . . . . . 72 Work Experience of the National Office Manage- ment Respondents . . . . . . . . . . . . . . . 73 Colleges and Universities Attended and Degrees Received by Members of the National Office Management Association in Michigan . . . . . . 74 Major Areas of Study by Degree for Members of the National Office Management Association . . 75 Thirty-three Trends Listed in Descending Rank Order Based on Ratings of 241 Respondents. . . 82 Differences in Sub-Jury Ranking of Thirty- three Trends . . . . . . . . . . . . . . . . . 86 Results of Test of Significance of Three Sub- Jury Groups Against the Business Education Personnel in Public Community Colleges of MiChigan o o o o o o o o o o o o o o o o o o o 93 Business Programs (Excluding Retailing Pro- grams) Offered by the Public Community Col- leges of Michigan. . . . . . . . . . . . . . . 116 vii APPENDIX LIST OF APPENDICES Public Community Colleges of Michigan . . Questionnaire to educators. . . . . . . . First page of questionnaire to National Office Management members . . . . . . . . Letter requesting interviews. . . . . . . Nine trends included in interviews. . . . Letter requesting names of business edu- cation personnel in the public community colleges of Michigan. . . . . . . . . . . Letter requesting names of business teacher educators . . . . . . . . . . . . Letter requesting names of National Office Management Association members . . Cover letter of questionnaire to National Office Management Association members . . Cover letter of questionnaire to educa- tors. O O O O O O O O O O O O O O O O O O FOllOW-up letter. 0 o o o o o o o o o o 0 Opinions of respondents concerning im- portance of thirty-three trends and re- sults of statistical tests. . . . . . . . Additional trends suggested by jury as important to business programs in the public community colleges of Michigan . . Years teaching experience of 174 educa- tors. O O O O O O O O O O O O O O O O O 0 viii Page 161 162 167 168 169 171 172 1‘75 174 175 176 177 210 218 CHAPTER I INTRODUCTION The implementation of curricula commensurate with current social change is a constant challenge to the edu- cator. Many problems are inherent in changes which re- quire the development of specific educational programs and the extension of educational levels. Educators must continually face such problems as the size, scape, direc- tion, and content of the curricula; the enrollment, reten~ tion, and dismissal of students; and the preper guidance of students. Certain societal changes have exceptional signifi- cance for vocational training and particularly for educa- tion.for business at different levels. For example, as automation alters the occupational patterns of the office, the community college's responsibility to education for business increases tremendously. The community college must translate such a trend into its program of education for business in such areas as curricula, objectives and philosOphies, and administration if it, in turn, is to meet the needs of the society which it serves. Statement of the Problem This study was an analysis of the implications of certain social, economic, and technical trends on educa- tion for business in.the public community colleges of Michigan. The investigation was a sub-study of a state wide investigation of vocational education in the State of Michigan.1 The first phase of the study was concerned with the determination of those trends which certain groups thought were significant enough to be taken into consideration in the development of programs of education for business. In addition, an attempt was made to determine whether or not various sub-jury groups differed in their judgements re- garding the importance of specific trends. Agreements or differences in opinion were sought through testing the following null hypotheses: 1. There is no difference between the beliefs held by members of the National Office Management Association and community col- lege business education personnel concern- ing the importance of certain social, economic, and technical trends. 1The Michi an State Board of Control for Vocational Education, in.19 , authorized a comprehensive evaluation of vocational education in Michigan. The primary purpose of the study was to make evaluative judgements of the pro- grams in operation as a.means of aiding educators in.p1an- ning for improved vocational education programs in the future. hrflh K m. 2. There is no difference between the beliefs held by business teacher educators and com- munity college business education personnel concerning the importance of certain social, economic, and technical trends. 3. There is no difference between the beliefs held by community college business educa- tion personnel throughout the United States and those in Michigan concerning the impor-' tance of certain social, economic, and technical trends. In the second phase of the investigation, an at- tempt was made to identify changes, if any, resulting from the impact of trends on education for business in the pub- lic community colleges of Michigan. The following areas were evaluated in light of the trends: 1. PhilosOphy and objectives of business pro- grams in the public community colleges of Michigan. 2. Curricula patterns of business programs in the public community colleges of Michigan. 3. Organizational and administration patterns of business programs in the public commu- nity colleges of Michigan. Purposes of the Study The ultimate purpose of this study was to deter- mine the effect of societal changes on present and future practices of education for business in the public commu- nity colleges of Michigan. Additional purposes closely related to the major purpose of the investigation in- cluded: wm— i7_q “W r—-.—va..‘ “W- |-' O Identifying certain social, economic, and technical trends which affect the business curricula in the public community colleges of Michigan, Deriving a list of practices used by the public community colleges in Michigan in adapting their curricula to the changing society, Determining the degree to which business educators are aware of the existence of so- cial, economic, and technical trends which affect their programs and delineating those trends believed to be of significance or of little significance to business programs in the public community colleges of Michigan, Determining whether various groups who have impact on business programs agree as to the importance of the trends on business pro- grams in the public community colleges of Michigan. Need for the Study The need for this study is apparent when considera- tion is given to the following facts: 1. 2. There is an increased demand for office personnel. There is a need to appraise education for business in the community college in light of social change. There is a need for an evaluation of cur- rent business programs in the public commu- nity colleges of Michigan. There is a need to determine the practices implemented by the community colleges in solving curricula problems inherent in adapting the current social, economic, and technical trends. ”36‘; 3’25, .3 . A'brief discussion of each of the above facts fol- lows: The need for office personnel. The type, adequacy, and degree of training given to typists, stenographers, secretaries, accountants, and other office personnel are important to business because of the need for large num— bers of well-trained office workers. In spite of new equipment and methods designed to handle a rising volume of work, the demand for personnel in office administration will continue to rise: "In 1910, only 1 in 20 American workers was engaged in clerical work. By 1940, the proportion of clerical workers had risen to l in 10 and, by 1950, to l in 8 employed workers. In 1958, it was still higher-~about one in seven employed workers."2 Douglas, a leader in the field of business educa- tion, in discussing the problem of predicting future needs in education for business states: Since business education exists as a sepa- rate and distinct field of education, primarily due to its specific vocational implications, in common with all education of a vocational nature it has the additional and rather diffi- cult task of attempting to accurately predict rather specific needs of the business of the 2U. S. Bureau of Labor Statistics, Occupational Outlook Handbook, (1959), p. 226. future . . . we must make reasonably accurate predictions of the more specific preparation needs in terms of the business of the future. The lack of well-trained or experienced personnel for office administration has long been pointed out to edu- cators. In fact, as Harrison.points out, ” . . . obtain— ing well-trained office workers has been and is so acute that inpservice training programs for beginning workers have been installed by some companies; some companies have established training prOgrams in c00peration with schools, colleges, and universities; and other companies have en- couraged workers to acquire additional training through the payment or partial payment of tuition for the successful completion of approved courses by employees."4 L. M. Collins, writing in the American Business Education Yearbook, points out the problem of the adequacy of present day programs of education for business by stat- ing: There are at least two pronounced lines of thought prevalent in business and education as to the future of the clerical worker: first, that machines will assume the routine clerical jobs that are now being accomplished by an 3Lloyd v. Douglas, ”The Effect of the 50's on the 60's,” The National Business Education Quarterly, XXVIII (Summer-.1966), p. 9. 4Alice Marjorie Harrison, “An Analysis of Formal In~Service Training Programs for Beginning Stenographers” (unpublished Ph.D. dissertation, The Ohio State University, 1958) e P0 4" enormous office force; second, that the cleri- cal worker's duties will change as the auto- mated office surrounds him. In either case, more advanced planning should take place if the business education program in . . . col- leges is to make a worthwhile contribution in the wor and life of tomorrow's office em- ployee. The need for additional personnel in office admin- istration will probably continue to grow. The type, ade- quacy, and degree of training given this group will depend to a great extent upon the ability of community college administrators, business teachers, and businessmen to keep pace with current social, economic, and technical trends in the community. The need for appraisal in light of social and economic trends. The responsibility of keeping pace with current social, economic, and technical trends is shared by administrators of community colleges, business faculty, and businessmen. Because school administrators ahare in the responsibility of developing a finished product for business, it has been pointed out that such things as mobility of population, curtailment of the preparation for jobs requiring fewer workers, social change, and 5L. M. Collins, ”The Clerical Worker of the Future," The Clerical Pro ram in Business Education The American . BusIness EducatIon YearsooE, THe NationaI Business Teach: ers Association and The Eastern Business Teachers Associ- ation (Somerville, N. J.: Somerset Press, Inc., 1959), V01. 16’ pp. 81-820 population increase are changes which require special at- tention of school administrators. The importance of determining current and predict- able trends as they relate to education is recognized by leaders in the field of vocational education. WOerdoehoff, Nelson, and Caster in their study state: Today, within a new setting distinguished by a complex changing industrial society, those responsible for vocational education.must seri- ously ponder the direction and the functions which this field of education has performed and can perform. It is evident that social, econ- omic, and technical changes are occurring which engender changes in the occupational structure of our society. It follows reasonably, then, that efficiency in vocational education is de- pendent upon.the constant re-examination of societal conditions in terms of implications for the direction of its education prOgrams.6 MacLean, of the University of California, and Dodson, of The New Ybrk University, suggest that powerful social, economic, political, scientific, and technological forces that move in and through American society should be taken into consideration in the development of programs at the community college level. They further suggest: 6F. J. weerdoehoff, N. J. Nelson, and J. K. Coster, Vocational Education in Public Schools as Related to Social, EEonoEIc ESE TecHEIcaI Trends: Part I. The AnaI sis of TEends and Concepts, Studies In Education, No. I (Lafayette, ndiana, due University, 1960), p. 2. Z .‘H” ‘1 .r-Jsu-r- Clearly, the planning of the future roles of the multiform institutions devoting them- selves to the education of our youth and adults, the identification of the unfolding purposes, and the effective management and development of their operations all depend in large meas- ure upon sharpening our perceptions of dynamic social, economic changes and their implica- tions for education.7 Pierson, in 2pc Education of American Businessmen, points out the fact that businessmen must make their needs known to community colleges if they are to receive the workers they desire. If industry sincerely believes that struc- tured business pragrams at the junior college level can produce workers who are more valu- able and who have Opportunity to assume satis- fying and rewarding positions is greater by reasons of their having completed such.pro— grams, the fact should be known.8 Pierson suggests further that: A reclassification of the positions in in~ dustry would be a tremendous help. Also, if there is a fundamental interest in including more general education in business programs, it would be well if business would be more articu- late in indicating such interest. It may be necessary for the junior college to help 7Malcolm S. MacLean and Dan W. Dodson, "Educational Needs Emerging from the Changing Demands of Society,” The Public Junior College, The FiftyéFifth Yearbook of the at ona Society for the Study of Education, Part I (Chicago, Illinois: The University of Chicago Press, 1956): P0 110 . 8Frank C. Pierson, The Education of American Businessmen (New York: McGraw-HIII Book Company, Inc., Ig5559 P0 6550 10 business interpret and express its needs and égzggicongerning the most valued kinds of mg. Statements of authorities in the fields of educa- tion and business underscore the fact that if education for business is to keep pace with the community, there is a need to evaluate community colleges to determine the adequacy of business programs and their related practices. The need for evaluation. The responsibility of evaluation cannot be delegated to any particular interest group in education for business. Evaluation is a process which should be the responsibility of educators and laymen alike. It is a continuing process based upon the philoso- phy of the community college which it serves. Through evaluation, a community college may determine the effi- ciency and effectiveness of its programs for the present and future. Community college administrators, business educators, and businessmen should all be active in the evaluation of programs of education for business. The educator should base curriculum development on societal needs as determined by an evaluation of the commu- nity his school serves. Medsker, in his study The Junior 00116 e: Pro 638 and Pros ect, discusses the problem of curriculum develOpment by means of evaluation as follows: 9Ibid. 11 Curriculum development in the two-year college is a process that should be guided and evaluated by an expressed institutional philosophy of education and a set of goals stated in terms of outcomes for students. It should be based on the expressed and inter- preted needs of students, the community, and the larger society. It is continuous in terms of construction, revision, and evaluation. It involves the teaching staff-~directly through periodic consideration by the entire staff and indirectly through apprOpriate committees. It also requires centralized direction and admin- istration.10 Kirkland succinctly points out the need for evalu- ation of education for business if it is to offer up-to- date programs. Rapidly changing social and economic con~ ditions accelerated by pyramiding technologi- cal developments will require increasingly better preparation and ability to adapt to changed conditions. In fact, the survey may be required of all who offer up-to-date train- ing programs.11 Himstreet, in his study of business education pro- grams in the public community colleges of California, dis- cusses the need for evaluating business programs in rela- tion.to social and economic conditions. loLeland L. Medsker, The Junior College: Pro ess and Prospect (New Ibrk: McGraw-Hill Book Company, nc., ’ p. O . 11Travis Kirkland, "Business Education Pregrams in the Public Junior College of Georgia: An Evaluation with Special Reference to the Needs of Business“ (unpublished Ed.D dissertation, The University of Florida, 1955), p. 13. l2 . . . it appears that the junior college programs of one era should not be evaluated in terms of social and economic conditions exist- ing at some prior time . . . Changing condi- tions call for a restatement of ob ectives and a resultant curriculum evaluation. 2 Lack of previous studies of business programs in the public community colleges of Michigan reflecting cur- rent social, economic, and technical change, emphasizes the need for the present study. This is especially true because of the large and increasing number of business programs in the public community colleges. The need for determiningppracticep. Curricular problems resulting from a changing society should be recognized and attempted solutions should be made by edu- cators. Education for business at the community college level is faced with many problems. Examples of these problems are discussed below. The determination of appropriate curricula in a changing society is a problem faced by educators teaching in the context of a community college. Furthermore, the practices and procedures used by educators in adjusting the curriculum to social change must be determined and made known if the business programs are to educate effec- tively for business. 12Williamflimstreet, "A.Study of Business Education in the Public Junior Colleges of California" (unpublished Ed.D. dissertation, The University of Southern California, 1955). p- 15- 4. w. _uw r». F- W a". _ ..w .1.- . 7.. \l 15 Education for business in the community college is faced with the problem of serving at least two classes of students-~transfer and terminal. These classes present problems peculiar to the community college, for example, curricular programs for both classes, guidance facilities available to the students, and the direction of emphasis the department and/or the college will place on either the transfer or terminal programs. The changing occupa- tional structure of the labor force and its emphasis on further education.may cause the community college to seek better means to serve both groups of students. Increasing enrollment in business courses provides a challenging problem for community colleges. The exten- sion of education causes educators to seek improved prac- tices and procedures of enrollment, retention, and dis- missal in light of the increasing number of students. The problems discussed above are but a few faced by the business educator in the public community colleges. It is hoped that this study will aid business departments in solving such problems by revealing practices that are in effect or being planned to meet the problems resulting from a changing society. .. ‘ m , . :w..w"fi~ 14 Delimitations of the Problem Delimitation as to public commupity colleges. This study was directed toward the public community colleges of Michigan (16) which were in Operation in the fall of 1960.13 See Appendix A for a list of the colleges and their locations. Qplimitation as to business programs. This study was concerned solely with the office and accounting cur- ricula in the public community colleges of Michigan. Other business curricula such as marketing, law, and economics were excluded. Qplimitation ag toppersonne1_studied. This study was concerned with community college business education personnel in the 16 public community colleges of Michigan, members of the Michigan chapters of the National Office Management Association, business teacher educators in 9 public and private colleges and universities in Michigan, and community college business education personnel in 150 public community colleges throughout the United States. 13The public community colleges of Michigan were located in the following communities: Alpena, Bay City, Benton Harbor, Flint, Ironwood, Grand Rapids, Dearborn, Highland Park, Jackson, Battle Creek, Lansing, Muskegon, Petoskey, Traverse City, Port Huron, and Warren. 15 Delimitation as to certain social, economic, and technical trends. This study was limited to 33 trends which were derived from the Purdue University Studies in Education, Vocationg1 Educatiop in Public Schools as Re- lated to Social, Economic, and Technical Trends, Part Idui Definition of Terms Certain terms used frequently in this study are de- fined below: Business education as used here refers to "that area of education which develops skills, attitudes, and understanding essential for the successful direction of business relationships . . ."15 Business education and education for business are used synonymously in this study. Business education personnel as used for sampling purposes in this study refers to individuals involved with business education programs in community colleges--business teachers, chairmen of business departments, curriculum directors, vocational education directors, and deans. 14W’oerdoehoff, Nelson, and Coster, op. cit., pp. 12‘160 4 lsCarter V. Good (ed.), Dictionar of Education (New Ibrk: McGraw-Hill Book Company, IHc., Second E51- tion, 1959), p. 71. 16 A business teacheg educator as used for sampling purposes in this study refers to one who teaches profes- sional business education courses, advises students pre- paring to become business teachers, or supervises student business teachers. A community college is defined in this study as "an educational institution offering instruction for persons beyond the age of the normal secondary school pupil, in a program geared to the needs and interests of the local level . . .“16 A junior college is defined as a ”post high school educational institution offering a two-year program.either of a terminal nature or as preparation for further training in college or university . . ."17 Social, economic, and technical trend; are prevail- ing tendencies in society and business persisting over a period of time and affecting the character of institutions in society. Basic Assumptions Upon Which the Study Was Predicated The following assumptions were accepted as fact or truth before the study was made: 16Ibid., p. 108. 171b1d., p. 305. 1. 2. 3. 4. 5. 17 That current social, economic, and techni- cal trends are important facets in the con- struction of good business programs in the community colleges. That a need exists for an appraisal and recognition of social, economic, and tech- nical trends as they affect business pro- grams in the public community colleges of Michigan. That a need exists for determining the implications for business programs result- ing from current social, economic, and technical trends. That business education personnel in the public community colleges of Michigan, business teacher educators, members of the National Office Management Association, and business education personnel in the public community colleges of the United States can evaluate the trends in terms of their importance to business programs in the public community colleges. That the public community colleges of Michigan as a whole accept and are making. an effort to accomplish the five functions of a community college. These five func- tions are: (1) providing a general edu- cation for all students; (2) offering col- lege transfer courses in.pre-professional fields; (3) providing terminal courses for students entering employment after leaving the local community college; (4) offering adult and community service pro- grams; and (5) providing a program of stu- dent personnel and counseling to those enrolled in the school. ..-_.,... CHAPTER II REVIEW OF RELATED RESEARCH A review of the studies pertaining to education for business in the community colleges reveals a dearth of literature. No studies of the implications of social, economic, and technical trends on business programs in the public community colleges were found that correlated with the present study. However, studies were found that ana- lysed and evaluated certain aspects of business programs in the public community colleges; and a few studies have been made which investigated the implications of social, economic, and technical trends on programs other than business in the public high schools. There is a considerable body of literature con- cerned with social change and its effect upon education. In this chapter, however, only studies pertaining to cer- tain aspects of business programs in the public community colleges and the implications of social, economic, and technical trends on education.programs are reviewed. All of the studies reviewed are related in some aspect to the present study; yet none are duplicated in 18 l9 scOpe, organization, or presentation of data. The review- ing of literature pertinent to the background of this study is divided into three parts: (1) status studies of busi- ness prOgrams in the public community colleges; (2) stu- dies of the implications of current social, economic, and technical trends on related educational programs; and (3) status studies of related general and vocational areas in the public community colleges. Status Studies of Business Programs in the Public Community Colleges A.number of status studies of business programs in the public junior colleges of various states have been made. In general, previous studies of community college business education concentrated on the presentation of factual data, such as the courses offered, the number of transfer and terminal students, and the equipment and layb out of business departments. No attempts to identify ef- fective practices for education for business in the public community colleges have been reported. The following studies are reported by states so that they might be more easily compared with the current study. Cglifornig. Himstreet18 determined the status of certain aspects of business education in the public junior 18Himstreet, Op. cit. 20 colleges of California, evaluated the findings in terms of criteria develOped from the literature of the field, and expressed the philOsOphy as stated by the sample poPula- tion. Himstreet studied the areas of philosophy, curricu- lum, instructional staff, physical facilities, and enroll- ment trends. This phase of the study was pertinent to the current study in that he classified all phases of business education into these five areas. Among the conclusions reached by Himstreet are the following: 1. The needs of the immediate community receive primary consideration in the develOpment of the curriculum. At the same time, many edu- cators recognize the mobility factor in the population, feeling that the needs of the entire state should be considered in addi- tion to local needs. 2. Changes in the business curriculum should be based on a definite knowledge of commu— nity needs and job Opportunity. A.major contribution of the study was the method used in analyzing the status of business education in the public community colleges and the areas studied in analyz- ing the status-:philosophy, curriculum, instructional staff, physical facilities, and enrollment trends. 21 Perry19 completed a study of business education in the public junior colleges of California which identified significant issues in business education in the junior colleges of California, surveyed selected leaders regard- ing desirable practices with reference to these issues, ascertained practices related to the issues, compared the raported practices with the judgements of the selected leaders, and interpreted the data and developed suggestions and implications from the study for the improvement of business education in the public junior colleges of California. This study was pertinent to the present study in that it approached the study of business programs and practices by identifying issues. Conclusions pertinent to this study are: l. The philosophy, functions and objectives of the business education program should not be develOped until a thorough study has been made of individual student and community needs. 2. The develOpment and revision of the busi- ness curriculum should be a joint responsi- bility of the college administrators, busi- ness department staff, lay advisory groups, and curriculum coordinators. 19Richard Perry, 'A.Critical Study of Current Is- sues in.Business Education in the Public Junior Colleges of California (unpublished Ed.D. dissertation, University of California, 1956). 22 Georgia. Kirkland's20 study undertook to determine the qualifications needed for success in office occupa- tions as indicated by an inquiry among business, indus- trial, and professional groups. His study also attempted to evaluate the adequacy of the junior colleges of Georgia for providing office personnel with desired qualifications. Office managers, graduates, business teachers, and school administrators were sampled. In addition to the use of the questionnaire, Kirkland visited the junior colleges and analyzed college catalogs. Kirkland noted that it is desirable for business and business educators to work closely in the development of office personnel. He further concluded that it was generally recognized that junior colleges are concerned with the long-range objectives of develOpment of citizen- ship and business leadership, while business was more con- cerned with the immediate problems and functioning of everyday business. The conclusions reached by Kirkland are: 1. Office managers of Georgia are in substan- tial agreement as to what qualities they desire in office personnel, including the minimum level of education they feel neces- sary for office occupations. 2. A comprehensive study of a small representa- tive population would yield the same basic 20Kirkland, Op. cit. 23 information on the traits, understandings, and abilities of office employees as a sampling of a much broader pOpulation. 3. The business education faculties of the junior colleges of Georgia should be bet- ter prepared for junior college teaching. 4. There is a need for more OOOperative train- ing in modern business for the terminal business student. 5. There is a need for better selection and guidance of the junior college terminal business student. Wisconsin. Smithzl reviewed the literature of business education programs existing in the public junior colleges Of the United States. The study investigated the various aspects of the junior college as an education institution--its historical background, growth, purpose, and organization. The major source Of material was found at the library of the University of Wisconsin. A useful contribution to the present study was the bibliography of literature of business education programs in the public community colleges Of the United States. 21Mary Lou Smith, ”A.Review of Literature of Busi- ness Education Programs as They Exist in Public Junior Colleges of the United States with ApprOpriate Conclusions, and Recommendations“ (a seminar report submitted in par- tial fulfillment ofjthe requirements for the Master's de- gree in Business Education, University of Wisconsin, 1959). 24 Studies of the Implications of Current Social, Economic, and Technical Trends on Related Education PrOgrams Major recognition of social, economic, and technical trends as they affect technical education is to be found in the WOerdoehoff, Nelson, and Coster studies, Parts I and II. These studies were financed by a grant from the U. S. Office Of Education. In 1960, Woerdoehoff, Nelson, and Coster completed Part I Of the study at Purdue University which identified social, economic, and technical trends and ranked the trends in terms of the extent to which the trends should be considered in planning programs of vocational education. The trends were derived from.an exhaustive search in.more than 500 literary sources. From a list of 125 original trends, statements of 55 distinct trends were constructed for the questionnaire used. The jury of specialists was composed of economists, sociologists, philosophers Of education, vocational educators, and personnel in labor and.management. Four hundred and fifty of the 492 spe- cialists who agreed to participate in the study responded to the questionnaire. The respondents were asked to indicate to what ex- tent each trend should be considered in.planning future programs of vocational education and how the public schools 25 should react to each trend. In addition, the jury was askai to react to eight questions regarding vocational education. The 55 trends were assigned a quantitative value and ranked in descending order as to the extent to which they should be taken into consideration in planning future voca- tional education programs. See Table 1. Among the findings of the Purdue University Study, the following seemed particularly pertinent in regard to the present study: 1. Foremost among the trends which were ranked highest in importance were those related to the continual expansion and extension of education. 2. A pertinent consideration in planning pro- grams of vocational education is the chang- ing nature and level of occupational activity in American society. 3. Trends in American society suggest altera- tions in the pattern of American life, and a number of these trends merit considera- tion in planning programs of vocational edu- cation, according to the judgement of the group of raters. 4. If action opinion is an index to be used in making judgements regarding the implementa- tion Of trends in curriculum planning, the variations of the response patterns for each trend need careful study. 5. Predominate Opinion among the jurors pointed toward a conception that programs Of voca- tional education.were narrowly designed to emphasize sim le skill training and related knowledge or imited to occupational adjust- ment for given occupations.2 22Woerdehoff, Nelson, and Caster, Op. cit. 26 TABLE 1 SOCIAL, ECONOMIC, AND TECHNICAL TRENDS IN DESCENDING RANK ORDER BASED ON THE RATINGS OF 430 RESPONDENTS (Woerdoehoff, Nelson, and Coster Study) Trend Total Rank Score 1 1924 2 1879 3 1864 4 1820 5 1807 6 1783 7 1780 8 1774 9 1765 10 1715 The ratio of occupations requiring special- ized training to occupations requiring lit- tle or no training is increasing. The number of years youth spend in educa- tion prior to entering the labor force is increasing. The number of new occupations resulting from technological developments in business, industry, and agriculture is increasing. The demand for persons with education be- yond the high school level is increasing. The ratio of persons in the labor force em- ployed as craftsmen (skilled), operative (semi-skilled), and technicians to persons employed as unskilled laborers is increas- ing. The percentage of adults enrolled in educa- tion programs in public schools is increas- ing. Expenditures for research and development in agriculture and industry are expanding rapidly. The number of terminal education programs involving two years Of post high school education is increasing. The percentage Of students in public sec- ondary schools enrolled in vocational edu- cation programs is increasing. The range Of occupations in which women are employed is increasing. 27 TABLE 1-Continued Total Score Trend 11 12 13 14 15 16 17 18 19 20 1714 American colleges and universities are be- coming more selective with regard to admis- sion.policies. 1701 Training programs in industry designed to prepare, upgrade, and retrain persons for employment are increasing. 1691 The ratio of the number of persons engaged in processing, distributing, and providing services to the number Of persons engaged in production is increasing. 1680 The average number Of years of schooling completed by adults in the total population is gradually increasing. 1670 The percentage Of persons in the labor force employed in supervisory, managerial, and professional positions is increasing. 1654 Persons over 45 years of age are experi- encing increasing difficulty in obtaining employment. 1647 Rapid social, economic, and technological changes in American society are engendering increased uncertainty in personal values and social direction. 1641 The agricultural and industrial productiv- ity of the nation gradually is being cone centrated into a relatively small number Of units of production. 1639 Specialized training and employment oppor— tunities for handicapped persons are inP creasing. 1626 The ratio of the number of persons employed by corporations, institutions, and other persons to the number of self-employed per- sons is increasing. 28 TABLE 1--Continued Total Score Trend 21 22 23 24 25 26 27 28 29 30 1619 The number and percentage of wOmen, espe- cially married women, in the total labor force is increasing. 1604 The incidence of diseases and disorders of a psychological or emotional origin is inp creasing and is receiving more attention as a major health problem in America. 1598 The management of agricultural and indus- trial productivity is being shifted gradu- ally from owners to managerial persons. 1587 Expenditures for and participation in lei- sure time and recreational activities are increasing. 1582 Management is becoming increasingly con- cerned about the physical, mental, and emo- tional welfare, physical comfort, and safety Of the employee. 1575 The schools are performing and accepting major responsibilities for an increasing number of functions which formerly were vested with the home, church, and other agencies. 1560 The American peOple are becoming increas- ingly conscious of problems and practices pertaining to health and safety. 1558 The number Of occupations for which li- censes or certificates are required is ins creasing. ‘ 1552 Differences in social and economic charac- teristics of rural and urban groups are di- minishing. 1546 Individuals are becomin increasingly more dependent on secondary second-hand) media of communication as sources of interpreta- tion of information. 29 TABLE 1--Continued W Total Score Trend 31 32 33 35 36 37 38 39 1528 The American people are becoming increas- ingly security conscious and are participa- ting more extensively in plans for pensions, health and life insurance, and social wel- fare programs provided by industry and govb ernment. 1514 The range and scOpe of family activities and occupational Opportunities (due in part to increased units of private transporta- tion) are expanding. 1512 Geographical mobility is increasing for highly educated workers. 1503 America is moving progressively toward a homogeneous ”middle class” society. 1502 The percentage of the labor force in farm- ing is declining. 1498 The percentage Of persons in.the labor force who are employed on a second job, either part-time or full-time, is increas- ing. 1490 The percentage of persons in the labor force who are members Of organized labor unions is increasing. 1483 The percentage of youth who serve in mili- tary service prior to entering the labor force is increasing. 1480 Interest in and acceptance of improved di- etary practices and higher levels of nutri- tion (e.g., high protein diet, vitamins, calorie content) are increasing. 1475 The social and economic life of the nation is becoming more centralized, standardized, and organized into formal patterns. 30 TABLE 1--Continued Total Score Trend 41 42 43.5 43-5 45 46 47 49 51 1473 Purchasing habits of the American peOple are changing with the use of credit buying and long-term payments increasing. 1468 The percentage of the pOpulation classified as ”rural-nonsfarm" is increasing. 1463 The percentage of the total national income received by agriculture is declining. 1463 The ratio of disposable income to total in- come is declining, with taxes taking a higher percentage of total income. 1459 The utilization of synthetic products, low- grade materials, and bybproducts is increas- ing O 1449 Interest patterns of family members are be- coming increasingly varied and oriented toward groups and activities outside the home. 1440 The percentage of the pOpulation.dependent upon incomes from pensions, annuities, and Social Security is increasing. 1419 The number of persons over 65, who are not gainfully employed, is increasing. 1416 The political life of the nation is becom- ing more centralized and organized into formal bureaucratic patterns. 1413 Sources of value patterns of American peo- ple are changing from foundations in eter- nal value to foundations in social usage. 1393 The proportion of land used for purposes other than farming( e. g. transportation, industry, and recreation) is increasing. 31 TABLE l--Continued w Total Rank Score Trend 52 1298 Secondary groups (e.g., lodges, clubs, and unions) are becoming increasingly important to individuals, and are claiming a larger share of individual time, energies, and loyalties. 53 1288 The percentage of the total income received by the middle 80 per cent of income recipi- ents is increasing slightly. ' 54 1227 The center of population is shifting toward western and southwestern regions of the .United States. 55 962 The percentage of the total pOpulation claiming affiliation with a religious or- ganization is increasing. The second part Of the study, entitled ”Vocatibnal Education in Public Schools as Related to Social, Economic, and Technical Trends,"23 analysed vocational agriculture and industrial education programs in a selected sample of Indiana high schools. The study investigated the programs 23Norbert J. Nelson, Frank J. Woerdehoff, and John K. Coster, "Vocational Education in Public Schools as Re- lated to Social, Economic, and Technical Trends, Part II, The Appraisal of Programs of Vocational Agriculture and Industrial Education,” Studies in Education, No. 2 (Lafayette, Indiana, Purdue University, 1960). 32 in terms of the extent to which these programs were mani- festing contemporary social, economic, and technical condi- .tions and trends and identified variables which were re- lated to and associated with variation in scores assigned to the programs in schools. Eighty-five high schools Of- fering programs of vocational agriculture and/or industrial education were selected for the sample. Four juries of educational specialists, including specialists in school administration, curriculum construction, and agricultural or industrial education were selected. Instruments were developed which were submitted to the jurors to secure ratings of the importance of the stated purposes for pro- grams of vocational agriculture and industrial education; to the schools to secure ratings of purpose acceptance as goals of the programs of vocational agriculture and indus- trial education; and to appraise Operations of vocational agriculture and industrial education in the schools. Part II of the study was significant to the pre- sent investigation in that it analyzed vocational educa- tion programs, namely, agricultural and industrial educa- tion, in light of the social, economic, and technical trends identified in Part I. Thirty-three of the same trends were used in the current study. 33 Status Studies Of Related General and Vocational Areas in the Public Community Colleges A number of general status studies of public commu- nity colleges have been made which are pertinent to the investigation of the implications of social, economic, and technical trends on education for business in the public community colleges of Michigan. Three of these studies are discussed below. - Martorana ' 8 study. 24 This study Of the community college, a phase of John Dale Russell's “Survey of Higher Education in Michigan,” attempted to (1) summarize the status of the community college mOvement in Michigan; (2) relate develOpment of these institutions in Michigan to that which occurred in other parts of the nation; (3) ap- praise briefly the State's need for the kinds of educa- tional services that these institutions usually provide; (4) establish and describe the usefulness of certain cri- teria that could be used for locating additional community colleges; (5) identify locations which met the criteria established; (6) recommend ways and means by which the organization and financing Of the community college level Of educational system in Michigan could be strengthened; 248. V. Martorana, "The Community College in Michi- gan, Staff Study No. 1, The Survey of Higher Education in Ndchigan," (Lansing, 1957). 34 and (7) recommend.procedures for improving and strengthen- ing the central statewide supervision and coordination of ‘ these institutions, to the end that their prOper growth could contribute meaningfully to evolving an effective and economical total plan for post-high-school education in Michigan. Martorana surveyed the community colleges by ques- tionnaires, interviews, and reviews of college catalogs and reports. Among the conclusions that were pertinent to the current study are: 1. The Michigan community colleges on the whole accept and are making energetic efforts to accomplish the five functions usually at- tached to local, public, community, and junior colleges. 2. Although they are doing significantly greater work than the private colleges or the State colleges in the provision of organized occu- pational programs, the Michigan community colleges are still placing major emphasis on offerings in.pre-professional fields and in the usual lower division arts and science programs for transfer credit. 3. At present the physical plant facilities of the Michigan community colleges are gener- ally very inadequate to enable them to ful- fill the five-fold educational functions of comprehensive community colleges for the students seeking the advantages these insti- tutions Offer. 4. The Michigan community colleges show close parallel to the nation-wide development of community and junior colleges as an inte- gral unit in the system of post-high-school education. The parallels are shown up in such important points of comparison as: Hm ... n a ‘I. 35 philosophy and concept of function, scape of prOgrams offered, type of district organi- zation, and plan for administrative control, methods Of financing, and enrollment trends and growth patterns. 5. There is a striking loss of potentially pro- ductive man-power in Michigan evident in the number of high-school graduates who fail to continue their education beyond this level. Martorana's study was useful to the present study in that it revealed that the community colleges in Michi- gan were on the whole attempting to accomplish the objec- tives and philosOphy of a public community college. Medsker's study.25 In a study of the two-year col- lege and its activities, Medsker attempted to: (1) observe and report on the patterns of control, finance, and admin- istration of the two-year college in different states, and its relationship to other segments of higher education; (2) describe the functions of the two-year college as they are actually discharged with an attempt to compare the functions performed with the claims commonly made by the institution; and (3) make evaluations of two-year institu- tions and identify some of the problems which they must face in the immediate years ahead. The study was limited to 342 two-year colleges in 15 states. Factual data and observations were Obtained from the cOOperating schools. 2SMedsker, op. cit. 36 Medsker concluded: l. The two-year college in America is focused more on the transfer than the terminal func- tion. 2. It is evident that employers do not agree on what constitutes the best preparation for a job. There is often little unanimity on this subject among industries or compan- ies or even among personnel at various mana- gerial levels in the same company. 3. Junior colleges have many internal problems with respect to developing terminal programs. Many colleges in his sample were willing to admit that their institutions were partly to blame for the lack of emphasis on terminal work. Sherman's study.26 Sherman analyzed the vocational- terminal function, its status and evolving trends, and determined its emerging role in the public community col- 1eges of Michigan. The status portion of the study was based on information Obtained from a general review of written material, an analysis of the 1954-55 catalogs of the cOOperating colleges, and personal interviews with at least one Official in each participating college. The I Phase concerning recommendations for future expansion or chaillges was based on the Opinions of sixty-one leaders in business, industry, labor, agriculture, education, and h°memaking in Michigan. 26Douglas Sherman, "Emerging Role of Vocational- TOMinal Education in the Public Community Colleges of Michigan” (unpublished Ed.D. dissertation, Wayne State University. 1956) . 37 Sherman concluded that: l. 2. 3. 4. 5. 6. 7. 8. 90 10. There is a strong tendency to develop a two- year course for every occupational training program, i.e., to force the training program within the confine of a structured education framework, rather than adjusting the length Of the program to the specific needs of the occupation in question. The majority of the vocational-terminal programs were in the area of business edu- cation. This should not be construed to mean that business education was over- developed, for such was not the case. Across the board, the nonpbusiness curri- cula seemed only vaguely related to specific occupational objectives. Advisory committees were not generally used. Follow-up studies to determine the success of graduates were seldom made. Placement procedures did not seem to be ef- fective. The instructors in the vocational-terminal area seemed to be excellently qualified from the standpoint of occupational compe- tence and professional preparation. The certification requirement for community college personnel, particularly those teach- ing in the vocational-terminal area, seemed unrealistic. Most of the Michigan community colleges did not have adequate physical facilities. The community colleges lacked adequate ad- ministration staff and personnel. This study was pertinent to the present investiga- tioll‘because in part it revealed the status and evolving trends of the business programs in the public community 38 colleges Of Michigan and because it revealed problems in the vocational-terminal area in the public community col- leges Of Michigan. None of the studies reviewed attempted to involve all community college business education personnel nor did they reveal specific practices which would be effective in education for business in light of social change. CHAPTER III SOURCES OF DATA AND METHODS OF PROCEDURE The instruments, the sampling techniques, the sample populations, and the methods of analysis in deter- mining the implications of certain social, economic, and technical trends on education for business in the public community colleges of Michigan are described in this chapter. Sources of Data The data provided by this study consisted in part of responses to questionnaires by a selected sample of business education personnel in the public community col- leges of Michigan, business teacher educators in the state colleges and universities in Michigan and the University Of Detroit, members of the National Office Management As- ”ciation in Michigan, and business education personnel in the public community colleges of the United States. Additional data were obtained through the use of depth interviews with community college business education Personnel. This pattern of investigation was adapted on 15110 assumption that curriculum revision stems from 39 40 individual efforts. This being the case, the study at- tempted to involve individuals in close contact with edu— cation for business in the public community colleges of Michigan. Procedure Methods of securing data. The normative approach was used for this study. A selected jury composed of com- munity college business education personnel, members of the National Office Management Association in Michigan, and business teacher educators were asked their opinion regarding the importance of certain social, economic, and technical trends on education for business in the public community colleges of Michigan. The authenticity of opin- ion in an investigation.has been noted by Hillway: . . there are times when Opinion.may be the best evidence available. In such cases, care is exercised to make sure the Opinion is qualified and authoritative. Ordinarily, this means the opinion of one who is an expert pith regard to the matter under consideration. Good and Scates, in discussing the use of Opinion, relate: Some types of questionnaires (for example, the depth questionnaire) go beyond statistical data and factual material into the area of at- titudes, and hidden motivations. If Opinion 27Tyrus Hillway, Introduction to Research, (Boston: Houghton Mifflin Company, , p. 41 is recognized as such and the results are care- fully interpreted, this is a legitimate field Of investigation for the questionnaire, by way gitggguggng a cross section of thought or at- Several methods of securing the data were consid- ered. Because one of the purposes of the study was to canvass present practices in relationship to certain social, economic, and technical trends, the study was divided into two parts. The questionnaire was selected as the instrument to gather data concerning the respond- ents and their Opinions concerning the importance of the trends to business curricula in the public community col- leges. This method of investigation was selected on the assumption that a larger percentage of the jury could be polled by questionnaire than by other methods which might have been used to secure the basic data. Interviews were also used to obtain depth, to clear up possible misunderstandings regarding the trends, to verify the importance of selected trends, and to de- termine and spell out the practices usedor planned in relation to the trends in the community colleges. Preparation of the questionnaire. Part I of the questionnaire was prepared to gather data concerning the 28Carter Good and Douglas Scates, Methods of Re- search, (New YOrk: Appleton-Century-Crofts, Inc., I954), p. . 42 respondents; Part II to gather data concerning thirty-three specific social, economic, and technical trends. A check list was provided on which the respondents were asked to indicate whether the social, economic, and technical trends were very important, important, of little impor- tance, or irrelevant to business programs in the public community colleges of Michigan. The thirtybthree trends were selected from a list of fifty-five social, economic, and technical trends as substantiated in the study Vocational Education in the Public School as Related to Social, Economic, and Techppf cal Trends.29 The fiftybfive trends were submitted to a group of eight instructors in.the College of Education and the College Of Business and Public Service at Michigan State University. They were asked to indicate those trends which were most relevant to business programs at the community college level. As‘a result of these Opinp ions, the Purdue study, and the investigator's doctoral guidance committee, the questionnaire was prepared. A trial questionnaire was submitted to a group of twentybone business teachers in two high schools in Lansing, Michigan. Seventeen teachers responded to the questionnaire; as a result, the questionnaire was revised slightly (See Appendix B). 29Woerdoehoff, Nelson, and Caster, op. cit. 43 Kinds of data. Two sets of Part I of the question- naire were prepared (See Appendices B and C), one for edu- cators and one for members of the National Office Manage- ment Association. Questionnaires for the educators included informa- tion regarding the sex and age of the educator, his pre- sent position, teaching experience, business experience, and educational background. Questionnaires for members of the National Office Management Association sought similar information and in- cluded questions concerning the product or service of their firms and number of office and company employees. Part II of the questionnaire was concerned with determining the degree of importance of thirty-three spe- cific social, economic, and technical trends to business programs in the public community colleges of Michigan. Responses to the trends were expected to answer the fol- lowing questions: 1. What trends are very important to, important to, of little importance to, or irrelevant to business programs in the public community colleges of Michigan? 2. Were there significant differences of beliefs in regard to the importance of the trends held by community college business education personnel and those held by members of the National Office Management Association, busi- ness teacher educators, and community college business education personnel throughout the United States? V —-——v— 3‘.” v-I-Ix wa. .3 J” 3. Which of the social, economic, and techni- cal trends should be included in the in- terviews of community college business education personnel in the public community colleges of Michigan? Preparation for interviewp. The interviews were concerned with nine of the thirtybthree trends sent to the jury selected on the following basis: (1) the top six trends, as ranked by a quantitative design, listed by the jury; (2) a trend (ranked 17th) which revealed a differ- ence of Opinion between the community college business education personnel of Michigan and that of members of the National Office Management Association and business teacher educators; (3) two trends (ranked 31st and 33rd) which were of less importance than all other trends to business programs in the community colleges; and (4) the time factor in an interview. A series of trial interviews were held with members of the Business Services Department of the College of Business and Public Service at Michigan State University. Letters (See Appendices D and E) and the list of trends which were to be used in the interviews were mailed to each of the community college business education.per- sonnel responding to the original questionnaire. An in- terview schedule was set up in each college through the cooperation of the chairman of the business department or a designated individual in each college. 45 Selecting the sample. A jury of experts was se- lected, composed of community college business education personnel, business teacher educators, and members of the National Office Management Association in Michigan. Com- munity college business education personnel included busi- ness teachers, chairmen of business departments, curricu- lum directors, and directors of vocational education. Business teacher educators were included in the sample be- cause of their direct relationship to teacher preparation for community colleges in the state. Members of the Na- tional Office Management Association were included in the jury of experts to sample the opinions of business repre- sentatives and, more directly, the Opinions of individuals in direct contact with office administration. In order to secure the sub-jury of business educa- tion personnel in the public community colleges of Michigan, letters (See Appendix F) were sent to the Deans of the community colleges requesting the names of teachers of business subjects, their major teaching area, and their occasional teaching area. In addition, the Deans were asked to submit the names of the Curriculum Director, the Chairman of Vocational Education, and the Chairman of the Business Department if one was so designated in the college (See Table 2). A total of 97 names was supplied by the community colleges. 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Hon—.6 OHHUH .HoHHOMOE mm oqfimSMIIHHN scream eopHdp .aomoHHoo soHusasooIImsoo qstsOH: .mowOHHoo thqsaHOOIISOOo 5N #N #H mm Hm ms m¢ He mN qusoa H m H o m H H oaHo HmH H H N H 0NH I MHH #HH I 00H m H moH I MOH H N H H NOH I no 002 .oz 002 002 .02 00.2 .02 .oz ooz mango: haome haomH> mnpqoz hHome haome mapqoa hHome hHome Hspoa Inseam Inomsm Hspoa Isomsm Isomsm Hopes Inomsm Inomsm manna: noz aoz moz mam mboo zoo mpsoosommom doddeHOOIINH mHmHde H H oonHoo nemHnoH: assesses N b thmaowaD astHOH: assume: 4 e spHuno>Hdp cream oases H H H 0H 0H soHoaotHse sperm chHHoH: m m H H RH H udesoHs Ho ssHunotHdp H s oecoHsuuH uHsses H m ssHmooeHup deMHnoHs doorman H m spHunoeHdp ddenoHs Hespdoo .oz .cz .oz .oz .oz .oz opsaopoo rumpus: mHOHoHme opsaopoon maopmsE who ososm nuancesdm sarcoma mmqumsm s oHHoo quaasoo thmno>HsD no oonHoo Z40Hm0HS 2H mmOB<0DQH Hm QH>Hmomm mammwmn 92¢ mmnzmead mmHBHmmH>HZb 024 WHGMHHOO mH mflmda 68 TABLE 14 MAJOR AREAS OF STUDY BY DEGREE FOR BUSINESS EDUCATION PERSONNEL IN THE PUBLIC COMMUNITY COLLEGES OF MICHIGAN T 1‘ Major Area Of Study Number Per Cent Bachelors: us ness Accounting 4 Accounting-Law 1 Business 21 Economics 3 Marketing _1. 30 50.0 Business Education 15 25.0 English 2 3.3 English-Music 1 1.7 History 4 6.6 Industrial Education 2 3.3 Liberal Arts 1 1.7 Mathematics-Business 3 5.0 Psychology 1 1.7 Science-Mathematics 1 1.2 Total 60 00.0 Masters: Business Accounting 1 Accounting-Mathematics 1 Business 6 Economics 2 Finance _1 11 20.0 Business Education 30 54.6 Education Education 4 Administration 2 Guidance _3 9 16.4 History 1 1.8 Industrial Education 1 1.8 Speech 1 1.8 Vocational Education __g 3.6 Total 55 100.0 Doctorate: u Education 1 33-3 Economic Education 1 33.3 Speech 1 . Total ‘7 . 69 Service or product of companies of National Office Management Associatiop respondents. The National Office Management Association respondents were asked to list the service or product manufactured by the company with which they were associated. Table 15 lists the service or product of the employing company. The sub-jury consisting of National Office Manage- ment Association.members in the State of Michigan repre- sented a variety of businesses throughout the State. Pbsitions held by National Office Mapaggment Asso- ciation respondents. Table 16 lists the titles of the National Office Management Association respondents. Number of employees and number of office employees. Table 17 shows the total number of employees and the num- ber Of office employees in the firms which employed Na- tional Office Management Association respondents. There was a close division between firms having 26 to 250 cm- ployees and those having between 251 to 1500. Firms em- ploying 26 to 250 Office workers showed the largest per- centage of office employees, 37.7. Offices with fewer than four workers constituted 19.7 per cent of the total office employees. Years business egperience of National Office Map: agement Association respondents. The mean years employed in the present firm was 13.6 and the median years was 11.5. TABLE 15 COMPANIES OF NOMA RESPONDENTS CLASSIFIED BY PRODUCT OR SERVICE Service or Product Number Automobiles Auto parts Chemicals Fiber and plastics Food Fuel-~coa1 and oil distribution Hardware Heat exchangers Office equipment Packaging Puper distribution Petroleum Storm windows Vending’machines Advertising Banking Business systems Civil Service Education Insurance Newspaper Personnel Savings and loans Technical society Utilities ox HIHHNHNV mwmmw PHNH HmHmH mHmmH Total 71 TABLE 16 TITLES OF NATIONAL OFFICE MANAGEMENT ASSOCIATION RESPONDENTS Titles Number Accountant Accounting Supervisor Administrative Manager Assistant/Credit and Bookkeeping Assistant Cashier Assistant Director Assistant Training Director Assistant Treasurer Assistant Vice President Auditor Branch Manager Branch Sales Manager Chief Accountant Controller Deputy Director HNHNN PNNHH HHNHP Director Store Finance and Accounting Department District Manager Manager Methods and Procedure Manager Sales Service Managing Director Office Manager Office Manager and Secretary Partner Personnel Manager Plant Controller Sales Representative Secretary-Treasurer Section Head--Office Services Training Supervisor Treasurer Vice President Service Supervisor Supervisor General Accounting Total 0'3 I l-' H PH mmwwtw HkHHw HHHHH 72 TABLE 17 TOTAL COMPANY EMPLOYEES AND NUMBER OF OFFICE EMPLOYEES REPRESENTED IN THE STUDY Firms Reporting No. Firms Reportipg NO. No. Office No. Employees Firms Percent Employees Firms Percent Fewer than 25 9 14.8 1 to 4 12 19.7 26 to 250 20 32.8 5 to 25 11 18.0 251 to 1500 18 29.5 26 to 250 23 37.? More than 1500 14_ ggpg, More than 293 15 gflpé Totals 61 100.0 61 100.0 The mean years Of supervisory experience was 13.3, while the median was 12.5 years. Members of the National Office Management Association had relatively few years of non- supervisory experience, with the mean being 6.9 years and the median, 6.1. The total number of years working ex- perience reveals a mean years of 19.6 and a median of 19.8 years. Table 18 lists the working experience of the Na- tional Office Management Association respondents. Educational egperience of National Office Manage- ment Associatigp respondenpp. Fifty-nine of 60 members of the National Office Management Association had completed high school. One respondent had completed the first eleven grades. Twenty—eight members had completed a 73 TABLE 18 WORK EXPERIENCE OF THE NATIONAL OFFICE MANAGEMENT RESPONDENTS . _— . a. _a. —....._.‘_._.»— H _ -. .._ __. Years with Years Busipgss Experience Years Firm Supervisory Non-supervisory Total 1-3 8 4 10 1 4-6 9 7 20 5 7-9 6 9 8 2 10-12 9 10 10 9 13-15 6 7 5 6 16-18 4 9 1 5 19-21 6 8 9 22-24 4 1 12 25-27 1 3 3 28-30 4 2 3 31-33 1 1 34-36 1 4 37-39 1 1 40-42 1 Total 60 60 54 60 Median 11.5 12.5 6.1 19.8 Mean 13.6 13.3 6.9 19.6 bachelor's degree; six had completed a master's degree; and an additional twenty-five had, at one time or another, sought education beyond the high school. Seventeen of the twenty-eight undergraduate degrees were completed in colleges or universities in Michigan; all six of the master's degrees were completed in Michigan. 74 Table 19 lists the colleges and universities attended and the degrees received by members of the National Office .Management Association included in the study. TABLE 19 COLLEGES AND UNIVERSITIES ATTENDED AND DEGREES RECEIVED BY MEMBERS OF THE NATIONAL OFFICE MANAGEMENT ASSOCIATION IN MICHIGAN No. Degrees College or University Bachelor's MEEBETTE Central Michigan University 1 University of Detroit 3 University of Michigan 2 Michigan State University 5 3 Wayne State University 4 Western Michigan College 1 Other Michigan 3 Out-of—state ll , TOTAL 28 6 The sub-jury composed of members of the National Office Management Association was asked to list their ma- jor areas of study for each college degree. Their replies are shown in Table 20. 75 TABLE 20 MAJOR AREAS OF STUDY BY DEGREE FOR MEMBERS OF THE NATIONAL OFFICE MANAGEMENT ASSOCIATION Major Area Of Study Number Per Cent Bachelor's: Arts 1 3.6 Business Accounting Business Economics Foreign Commerce Pursonnel fl 0 l “ l—‘HNNm won» (I) 0 Chemical Engineering Education Mathematics Psychology Total a N l-‘NHH N 0 H0101 U1 3.: Master's: us ness Accounting Personnel Public Administration Education Education Guidance Physical Education _5 .0 Total 0. "Jena "Jena Twenty-two, or 78.5 per cent, of those who received a bachelor's degree prepared for business. Three of the six master's degrees were in the field of business. 76 Difference Between Sub—Juries With Implications for the Study Age of respondents. The larger percentage of busi- ness education personnel in the public community colleges of Michigan in the 35 or under category compared with the percentage of other sub-juries in this age category implies less professional experience on their part. This may mean that business education personnel in the public community colleges Of Michigan have had limited experiences in de- vising and carrying out forward-looking curriculum changes. Therefore, this study may not accurately depict the changes that would have been carried out by an older pro- fessional sub-jury. Present_position of respondents in educgpipp. The higher prOportion of respondents in administration in the sample Of the public community colleges in the United States compared with the respondents in administration in Michigan may have been due to the fact that Deans in the United States sample were asked to have the questionnaire completed by either business education.personnel or an individual designated by them who would represent the school's attitude toward education for business; whereas questionnaires were sent directly to all business educa- tion.personnel in the public community colleges of Michigan. v—I— .s-Ho>aH mssawonm aoHpsosco HssHsnop.Ho Henson era mmmH 0H .wsHmsoaosH mH oaspHOOHst was .hspmaqu .mmoaHmsn qH masoBQOHob Ito HsOHmoHosnoop scam qupHOmoH .maOHpmHsooo was go season was HomH mH .moHOHHom aonmHsds op daemon anB o>Hu00Hom onoa mnHaooop one moHpHmnoans was mowcHHoo qsOHHos4 HmmH mN .maHmsosoaH mH mason HonsH on» quHopao Op HOHHH OOHpsosdo OH cacao Busch match 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"2'- Fr 1 0 ~ . . I I I 0 g C a . v I 0 b . 9O mm OONH m.mm HH mH m.HH Hm m.w um NH mm mm m.m m.mm OH mm .mOHOOOOO IOH OOO OOOOHOH OOHHOOHOOOO OOH OOHHHOOp IOOOOO pOOOhOHOOO OOO wOHOHOOp OOOHHOHOOOO .wOHOOOO0OH OH OOOOOOOH OOHHHOOOO OO OOHOHOOO OOOOOOH Op OOOHOHOOOOH OOO .AOOHHHOOIHOOOV OO>HpOOOmO .AOOHHHOOV OmOOpHOOO OO OOHOHO IOO OOOOH OOOOH OOp OH OOOOOOn HO OHpOO oOH .hpOHOO OOO OpHOOO op wOHOHOHOOH OOOHOOOOO OOO OOOHOOOH HO OOOHOOOOO mHmOH tOOOOOOH wOHOOOOO OHO OHOOOH OOOHHOOO OOH .OOHOHHom OOHOOHOOO op OOOmOH OHHB o>HpOOHOO OOOa mOHOOOOO OOO OOHHHOHO>HOO OOO OOmOHHOO OOOHHOa4 .mOHOOOOoOH OH HooOOO OOHO OOH OOohOO OOprode OOH? OOOOOOH OOH OOOOOO OOH .wOHmmmnoOH hHHOOOOOw OH OOH» IOHOmOm HOpop oOp OH OOHOOO hp OOHOHHOOO OOHHooOOO HO OOOOH Ho OOOOOO OwOOObw oOH .Nm .Hm .om .mm .mm MOOm 4202 OOOO mam MOON mDoo MOOm 200 MOOm hHOh Hapoa OOoHH OosOHpquunmm OOOOO 91 .OOwHOOHs HO OOOOHHOO HOHOOOOOO OHHOOH oOp OOOH OOOOOOOOO 0O» OOH: OOnOOOOO OOOB OoOOnOHHHO HOOOHHHOOHO O OOHOOHOOH.. .OOHpOHOOOOO pOOOOmOOOs OOHHHo HOOOHOOZIIOOOZ OopOoOom OOOOOOH OOOOHOOmIImHm mmpupm HopHap .OOOOHHoO HpHnnaaoosumpoo OOwHOOH: .OOOOHHOC thOOOOOOIISoo. MH OH m.OH OH OH .OOHpoonHO HOHoom and OOOHO> HOOOOHOO OH hpOHOpnmoOO OOOOOHoOH wOHOOOOOmOO OnO hpOHOOO OOOHOOO4 OH OOwOOOO HOOHwOHoOOOOH OOO .OHaoOOOO .HOHOOO OHOOm .mm MOOO qum HOOO HOOO HOOO hush Omens «Ooz mam Opoo Ooo Hmpoa UOOOHDOOOIINN MHMOH 92 The major null hypotheses were: 1. There is no difference between the beliefs held by members of the National Office Man- agement Association of Michigan and commu- nity college business education personnel concerning the importance of certain social, economic, and technical trends. 2. There is no difference between the beliefs held by business teacher educators and commu- nity college business education personnel concerning the importance of certain social, economic, and technical trends. 5. There is no difference between the beliefs held by community college business education personnel throughout the United States and those in.Michigan concerning the importance of certain social, economic, and technical trends. The Chi-square in contingency tables was used as a test of the null hypotheses. The standard for rejecting the null hypotheses was set at the five per cent level. Results of Chi-square tests are summarized in Table 25. The null hypotheses were rejected in ll instances, once by business education personnel in the public commu- nity colleges of the United States, twice by business teacher educators in the State of Michigan, and eight times by members of the National Office Management Asso- ciation in the State of Michigan. Further analysis of the data revealed no significant difference in Opinions held by the sub-juries and the busi- ness education personnel in the public community colleges of nichigan on the first five ranked trends; the remaining TABLE 25 93 RESULTS OF TEST OF SIGNIFICANCE OF THREE SUB-JURY GROUPS AGAINST THE BUSINESS EDUCATION PERSONNEL IN PUBLIC COMMUNITY COLLEGES OF MICHIGAN‘ Total em 0. Community Business National Office Jury on College, Teacher Management Rank Questionnaire U. S. Educator Association 1 28 NS NS NS 2 5 NS NS NS 5 2 NS NS NS 4 29 NS NS NS 5 15 NS NS NS 6 10 NS NS .05" 7 8 NS NS NS 8 27 NS NS NS 9 23 NS NS NS 10 51 NS NS .05'.'. 11.5 16 NS NS .05“ 11.5 21 NS NS NS 15 1 NS NS NS 14 4 NS NS NS 15 33 NS NS NS 16 17 NS NS NS 17 18 NS .05“ .05‘”I 18 11 NS NS .05“ 19 5 NS NS NS 20 9 NS .05“ NS 21 22 NS NS .05” 22.5 14 NS NS NS 22.5 52 NS NS NS 24 7 NS NS NS 25 20 NS NS NS 26 26 NS NS NS 27 25 NS NS NS 28.5 6 NS NS NS 28.5 12 NS NS .05..' 5o 15 NS NS NS 51 19 NS NS .05" 52 50 NS NS NS 33 24 .05" NS NS ‘See Appendix L for complete statistics. “Significantly different at the 5%»level. _ 1‘ *iQ‘G'O ,v: 94 28 trends showed eleven significant differences of Opinions in the sub-Jury groups. The trends which were rejected are discussed below. Each trend will be analyzed separately. Tpend 9. The number of occupations for_which 1;: censes or certificates are required is increasing. Busi- ness teacher educators tended to rate this trend of lesser importance to business programs in the public community colleges of Michigan than did the business education.per- sonnel in the public community colleges of Michigan (Re- lative ranks were: 20.5 vs. 18). A factor which may have resulted in the difference of opinion may be the granting of certificates after com- pletion of two-year's work by community colleges; whereas, four-year institutions grant degrees at the completion of four year's work. Lack of teaching experience in a community college on the part of the business educators may also account for the significant difference of Opinion. Trend 10. The number of termina1_education_p£g¢ spams involving twopyears of post high school education is increasing. Members of the National Office Management Association thought this trend to be of lesser importance to business programs in the public community colleges than did the business education personnel in the public I, P’.‘J’v v ' I ' ‘_ "' V v 'm—A—F’ 95 community colleges of Michigan (Relative ranks were: 18 vs. 5.5). One or more factors may be responsible for the dif- ference in opinion. Business education personnel in.Michi- gan.may be more aware of changes taking place in all fields of vocational education than members of the National Office Management Association; the number of programs may not be as significant to businessmen as the content and quality of the programs; and certain members of the Na- tional Office Management Association were from communities lacking post high school education programs. Trend 11. The percentage of students in_public secondary schools enrolled in vocational educatiog_pggr grgms is increasing. Members of the National Office Man- agement Association tended to give less importance to this trend than did the business education personnel in the public community colleges of Michigan (Relative ranks were: 24 vs. 14.5). Educators may be more aware of enrollment trends, particularly the increasing number of adult programs in the secondary schools, than businessmen. The current critical analysis of vocational education.may have caused the National Office Management Association members to minimize the significance of this trend; furthermore, cer- tain.members of the National Office Management Association 96 members may not consider the community college program to be an extension of the secondary school system. Trend l2. Expenditures for andgparticipation in lpipure-time and recreational activities are increasing. Members of the National Office Management Association thought the trend to be of lesser importance than did the business education personnel in the public community col- leges of Michigan (Relative ranks: 51 vs. 25). It is highly possible that businessmen see relatively little connection between the use of leisure-time and recre- ational activities and effective business programs. Busi- ness education personnel, however, might be expected to in- dicate concern for all factors related to individual devel- opment. Trend 16. The percentage of adults enrolled in edu- cational progpams in public schools is increasipg. The members of the National Office Management Association thought this trend to be of lesser importance than did business education personnel in the public community col- leges of Michigan (Relative ranks: 21 vs. 8). Factors which may have caused the difference in Opinion may have been the lack of office personnel return- ing to educational institutions; the lack of an awareness of programs offered by community colleges and/or public schools; the lack of post high school facilities in the 97 community; and the lack of programs being offered in the office administration area. Tpend 18. The range of occupations ip_which women are employed is increasing. Business teacher educators and members of the National Office Management Association differed with business education personnel in the public community colleges regarding the importance of the trend (Relative ranks: 25 vs. 11). Business teacher educators believed the trend to be of more importance to business programs than did the busi- ness education personnel in the public community colleges of Michigan. Business teacher educators may have given more credence to the importance of the trend as a result of the number of women in business education and secre- tarial programs in their schools, or as a result of the current critical analysis of collegiate programs, or be- cause of the increasing demand for better trained person- nel to fill tap-level positions. Members of the National Office Management Associ- ation thought the trend to be of lesser importance than did business education personnel in the public community col- leges of Michigan. Office managers may have ranked the trend of lesser importance because they represented companies in which there has been little or no increase in the range of occupations for women or because they saw no necessity for planning special educational programs for women. 98 Tpgpd l9. _Thepercentage ofgpersons in the labor gorce who are employed on aggegond jobpgeithergpart-time or full-timelgis increasing. There appeared to be a slight difference in Opinion with regard to the importance of this trend. The members of the National Office Manage- ment Association thought the trend to be of lesser impor- tance than business education personnel in the public com- munity colleges of Michigan (Relative ranks: 57 vs. 50). It is possible that personnel in the companies represented by the National Office Management Association members do not obtain second jobs; and if they do, this fact may be of little or no concern to the respondents. But the community college educator who is aware of the educational demands of the community recognizes the prob- lem of providing educational training for individuals who desire to increase their scape of employment possibilities. A further discussion of this trend is found in Chapter VI (See pp. 122-124). Trend 22. The number and percentage of women, eg- peciallz:married women, in the total labor force is in- creasipg. Members of the National Office Management As- sociation did not believe this trend to be as important as did the business education.personnel in the public commu- nity colleges of Michigan (Relative ranks: 28.5 vs. 20). Educators may be more aware of the increasing num- bers of married women who are returning to school for 99 refresher courses or retraining, of the fact that many businesses do not hire the older or married women, and of the demand for challenging positions on the part of many women. Trend 24. The_percentage of the labor force in farming is declinipg. Business education.personnel in the public community colleges of the United States thought this trend to be of considerably more importance to business programs in the public community college than did their counterparts in the public community colleges of Michigan (Relative ranks: 10 vs. 52). Location of community colleges, programs offered, industrial climate of the communities, and the needs of the communities may have been factors which resulted in the difference in opinion. Trend fil. The ratio of persons in the labor force employed as craftsmen (skilled), operativesA(semi-skilledz, and technicianp to persons employed as unskilled laborers ig increasipg. The members of the National Office Manage- ment Association thought the trend to be of lesser impor- tance to business programs in the public community colleges of Michigan than did business education personnel in the public community colleges of Michigan (Relative ranks: 12 vs. 9.5). It is understandable that the community college educator would attach significance to this trend because 100 it represents increased responsibilities for him in terms of planning apprOpriate programs for more and more stu- dents. It is surprising that the National Office Manage- ment Association members should not attach greater signifi- cance to the trend because it represents training responsi- bilities which must be assumed if positions are to be filled by capable individuals. Trends Suggested by Jury as Important to Education for Business in the Community College The Jury was asked to list additional trends which they believed should be included in the study. These trends are included in Appendix M, listed according to the importance given them by Jury members. The majority of Opinions regarding other trends indicated that jury members believed the trends they suggested were very important to business education programs in the public community col- leges of Michigan. Since many, if not all, of the addi- tional trends listed could be identified with the broader trends of the current study, none of them were investigated further. Summary A quantitative analysis was used to determine the rank order the Jurors assigned thirty-three trends to in- dicate importance for education for business in the public 101 community colleges of Michigan, the rank order each sub- Jury group assigned the thirty-three trends, and to deter- mine whether or not there were any statistical differences in opinion between the business education personnel in the public community colleges of Michigan and each sub-jury regarding the importance of each trend. The tap ten ranked trends directly or indirectly affect educational programs. Analysis of the data re- vealed no significant difference in opinions held by the sub-juries and the business education personnel in the public community colleges of Michigan on the first five ranked trends; the remaining twenty-eight trends showed eleven instances of significant differences of opinions in the sub-jury groups. CHAPTER VI ANALYSIS OF DEPTH INTERVIEWS OF THE BUSINESS EDUCATION PERSONNEL IN THE PUBLIC COMMUNITY COLLEGES OF MICHIGAN Results of 55 personal interviews with business education personnel in the public community colleges of Michigan are discussed in this chapter. The interviews had two major purposes: 1. To determine what practices, if any, the public community colleges of Michigan are undertaking to implement nine trends se- lected for the interviews. 2. To determine what practices, if any, the public community colleges of Michigan are anticipating or are now planning to imple- ment the nine trends selected for the in- terviews. Selection of Trends The following trends were selected from the origi- nal thirty-three trends to form a basis for the interviews: 1. The number of years youth spend in educa- tion prior to entering the labor force is increasing. (5)59 59Indicates rank of trend by total jury. 102 103 2. The ratio of occupations requiring special- ized training to occupations requirin lit- tle or no training is increasing. (2 3. The number of terminal education programs involving two years of post high school education is increasing. (6) 4. The number of new occupations, resulting from technological develOpments in busi— ness, industry, and agriculture is increas- ing. (5) 5. The range of occupations in which women are employed is increasing. (l7) 6. The percentage of persons in the labor force who are employed on a second job, either part-time or full-time is increasing. (31) 7. The percentage of the labor force in farm- ing is declining. (35) 8. The demand for persons with education be- ygpd the high school level is increasing. 9. American colleges and universities are be- coming more selective with regard to ad- mission policies. (4) Trends 1, 2, 5, 4, 8, and 9 were selected for the interviews because they were ranked by the total jury as the six most important to business programs. In addition, trend 5 was selected because it was the only trend about which there were significant differences of opinion be- tween the business education personnel in the public com- munity colleges of Michigan and two sub-jury groups: busi- ness teacher educators and the members of the National Office Management Association of Michigan. The business teacher educators tended to rank the trend of more impor- tance to education for business than did the business 104 education personnel in the public community colleges of Michigan. The members of the National Office Management Association tended to rank the trend of lesser importance to education for business than did the business education personnel in the public community colleges of Michigan. Trend 6 was ranked 51 by the total jury; trend 7 was ranked 55. Trend 6 was selected because of the pub- licity currently being given to "moonlighting“ problems, and trend 7 was selected because it was the only trend about which there was a significant difference of opinion between the business education personnel in the public community colleges of Michigan and their counterparts in the United States. Method of Collecting Data A questionnaire (See Appendix E) containing the nine trends was submitted to the sub-jury, composed of business education personnel in the public community col- leges of Michigan, in advance of the interviews. In order to prevent a bias in the interviews, the nine trends were listed in the order found on the original questionnaire. No indication was given during the inter- view session of the rating of the trends by the jury. Jury members were asked in advance of the inter- views to read each trend carefully and to make suggestions as to what should be done in areas such as curriculum, 105 :instructional materials, equipment, objectives, work ex- ;perience, selection of teachers, guidance, adult education, and other areas which might be affected by the trends. If a jury member expressed no Opinion, he was asked to give his reason for not stating an Opinion. The Open-end method of interviewing was used. At the time Of the interview, the sub-jury member was asked ‘what practices, if any, were in effect or being planned as a result of each trend. In addition, each person was asked to state what implications he saw, if any, as a re- sult of the trend to business programs in the public com- munity colleges of Michigan. The interviews were approximately thirty minutes in duration. The interviewer Obtained a much greater breadth of material pertaining to trends 1, 2, 5, and 4 than he did for trends 5, 6, 7, 8, and 9. The placement of the trends on the interview schedule may have resulted in less information being gained for the last five trends. All of the public community colleges in Michigan were visited except one (Gogebic Community College). Be- cause this college is approximately 500 miles from Michigan State University, the interview with the Curriculum Di- rector of that community college was completed by tele- phone. Not all business education personnel in any one community college responded to a specific trend in the "W'f— ~ on an “IE 106 same manner. In presenting the information in this chap- ter, each of the interviews was summarized according to the community college with which the personnel were asso- ciated. As a result, practices or implications could be identified which might be representative of each community college. In part one of this chapter, nine trends are listed and the curriculum practices being used or planned for the future are identified. Part two of the chapter presents a list of the practices which appeared to be effective in implementing the trends. Part One Results of Depth Interviews Three broad areas as they relate to each of the trends were used for grouping the practices. Those prac- tices which were related to community and student needs, student develOpment, enrollment, work experience, voca- tional competencies, curricula and curriculum develOpment are discussed in the section, Curriculum Practices. Practices which related to the philosophy and ob- jectives of the community college and/or the business de- partment are discussed in a section, Philosophy and Ob- jectives Practices. Practices related to follow-up studies, instruc- tional materials, placement, staff selection, equipment, 107 guidance, supervision, and placement activities are listed under Administrative Practices. I. The number of years youth spend in education ppior to entering the labor force is increasing. Business education personnel in the public community colleges of Michigan indicated by their responses that various prac- tices were in effect or planned in relation to the trend. These practices varied from college to college. Curriculum Practices: 1. 2. 5. In the area of curricula, the community colleges were, in some instances, adding such courses as: record-keeping for secretaries in lawyer's and doctor's offices, law, data processing, inter- mediate and cost accounting. A new area of study, retailing, was to be offered at Benton Harbor for the first time during the school year 1961-1962. All community colleges Offered classes in busi- ness for adults, depending upon the demand in the local community. A complete schedule of courses was offered in business for adults in about half of the community colleges; in others, a few courses such as typewriting, shorthand, law, and accounting were offered. One college was giving thought to teaching by television in order to meet increased enrollments. .1 warp *“q 108 All colleges indicated they were anticipating in- creased enrollments in education for business. The consensus Of the business education person- nel regarding community surveys to determine what was needed in the business community in- dicated that few, if any, surveys were being carried out or even planned. Surveys which had been completed were usually undertaken for the purpose of establishing the community college. Teachers expressed a need for cOOperative pro- grams, advisory committees, and an effective curriculum. Philosophy and Objectives Practices: 1. 2. 5. Business education personnel in three community colleges indicated that the very existence of the college was dependent upon providing for increasing numbers of students. Personnel from one-third of the community col- leges stated that the ”Open door" policy was in effect meeting an implication of the trend. The colleges are Open to all in the community who meet admission requirements. The majority of business education personnel in five colleges thought too much emphasis was be- ing placed on the transfer student. The 4. 109 terminal student was not benefiting in these cases. No personnel foresaw a major change in the basic philOSOphy and Objectives Of the commu- nity colleges. Administrative Practices: 1. 2. 5. 4. To provide for increasing numbers Of students, two colleges were to be housed in new plants during the next school year. Two business de- partments were to have additional space for the coming year. The business education departments of the public community colleges were adding staff members as the need arose. One school planned to add an additional staff member each year for three years. Few, if any, followbup studies were being car- ried on in order to determine what happened to the terminal student; however, follow-up stu- dies were carried on in several institutions to determine how well transfer students fared in four-year institutions. Business teachers called for a better working relationship with the guidance department, a better guidance program, or time for guidance IA 110 in their school day in order to aid more ade- quately the increased number of students in school. ;;p_ghe ratio Of occupationgprequiring specialized ppaiping to occupations requiring little or no training i§_ipcreasing. Business education personnel in the public community colleges of Michigan appeared to be aware of the implications of the trend. Public community colleges were attempting to meet the various implications of the trend by adding new courses and recognizing the need for better trained instructors. Curriculum Practices: 1. Business educators in some schools were adding such courses as traffic management in an adult program, data processing courses, and various secretarial courses. Two schools were adding new secretarial programs. 2. An awareness of the need for knowledge of data processing on the part of their students had resulted in three schools seeking the aid of the business community in teaching data process- ing. The lack of adequately trained staff and the expense involved in acquiring equipment pre- vented five colleges from undertaking or plan- ning a desired course in data processing. -A ‘.‘l': ‘.'" _ 111 5. Field trips were used by instructors in six 4. 6. colleges as a means of informing students of the changes taking place in the business world. Personnel in two community colleges indicated that their work experience programs were a means of implementing the trend. None of the teachers in the community colleges indicated that a community survey was under way to determine the requirements Of new occu- pations in business. Fifty per cent of the community colleges indicated that no advisory committee was used by the business departments in setting up business programs. Advisory com- mittees were used, in some instances, in set-' ting up a new curricula such as the medical assistant program at Traverse City. The majority of teachers indicated that they counseled students on an informal basis in class or out of class as a means of informing students of the changing occupational structure. There was a wide range of differences in the degree of up-grading vocational competencies. Teachers from three colleges indicated that nothing was being done, teachers from one col- lege indicated that it was left to individual teachers, and instructors in one school stated ,‘ M~v 112 that they just re-labeled the courses. 8. Business instructors indicated a need for more transfer training on the part Of students. In two colleges, students were being trained on ten-key adding machines with the assumption that this training wOuld aid them in acquiring a variety of positions, including the operation - of key punch machines. 9. One instructor expressed the Opinion that in- dustry should assume more responsibility for specialized occupational training. PhiIOSOphy and Objectives Practices: This trend had no apparent implications for busi- ness education personnel in the public community colleges on the philosophy and objectives of the college or business department. Administrative Practices: 1. A reoccurring comment concerned the problem of staff preparation. Schools which were implement- ing their curriculum with data processing had no trained staff members and stated that none could be found. Businessmen were being asked to do the training in such cases. 2. The equipment in the public community colleges appeared to be adequate except for data processing 113 facilities. The expense involved prohibited schools from acquiring the equipment. Two schools were using equipment in local busi- nesses for training purposes. 5. In general, staff members in the public commu- nity colleges had little or no contact with local businessmen. 4. Placement procedures varied from school to school. In certain schools, the Dean was in charge of placement; in others, the department head assumed this responsibility. In still others, staff members were in charge of place- ment, and a placement director had been appointed in three colleges. 5. A need for better guidance facilities to aid stu- dents in choosing an occupation was frequently expressed. III. The pumber of terminal education courses in- volving two years of post high school education is increas- ipg. Business education personnel believed, in most inp stances, that their present programs were adequately meet- ing the needs of the trend. New courses mentioned below by the business education personnel were not being insti- tuted widely in all community colleges. ill ‘wvr‘w ‘ZW‘. ' - “Wm"!!‘H .zfl": " " A 2min": my? Eli-714'." "a '~ J.:—:3 ‘ - F“ W . ‘ ‘ 114 Curriculum Practices: 1. 2. 5. Teachers from twelve of the sixteen community colleges indicated that no new courses were being planned. Two schools were offering data processing for the school year 1961-1962. Sec- retarial recordkeeping, retailing, law, and accounting sequences were being offered for the school year l96l-l962 in various community col- leges. One school was Offering a secretarial program for the first time for its day students. Two colleges planned to offer retailing for the school year 1961-1962. Teachers indicated that courses were offered when the demand warranted a course being taught. In some instances this was determined by the college administration by offering a class and checking the enrollment and in others by request of the business community. One Dean expressed a need for more terminal pro- grams. He thought the community college would be composed of 50 per cent terminal students in the future. Business educators in the community colleges indicated a need for closer working relation- ships between business and the college to 115 determine what new courses should be offered, what courses should be drOpped, and what courses should be revamped in light of current business practices. See Table 24 for a listing Of the business pro- grams, excluding retailing, offered by the public community colleges Of Michigan. Little appeared to be taking place specifically related to future planning. One department head stated, "five years are too far ahead to plan." One instructor made the following statement: "The proliferation of courses is getting unmanageable. We must restudy the content of our courses to discover cores of learning needed by both terminal and degree-seeking stu- dents, so that both can start tOgether in the same courses but that the latter can ultimately go beyond the terminal." Philosophy and Objectives Practices: Personnel in two colleges stated that there would probably be no immediate change in the philosOphy and objectives of the business program. Emphasis was being placed on the transfer courses rather than terminal courses according to teachers in two community colleges. TABLE 24 BUSINESS PROGRAMS (EXCLUDING RETAILING PROGRAMS) OFFERED BY THE PUBLIC COMMUNITY COLLEGES OF MICHIGAN Terminal Pro rams Two-year Programs t «H 5 mla a go °umv ssenrsng :15: ’099 IBOIPBW m tarzsqeaoes 13891 E teraeqamoes 5 4.997 IBOTPON g sseursng rescues e senraeaedooo é IPOIleto o seurqoem sseursng Suraunooov °oas teorpem Israeaeaoes 12891 teraeqeaoes 4,ssv suetotsfqg ‘43w tariasnPUI sseursng Ismeuep IBOIlato :QSN sseursng 'utmpv sseuran Suraunooov Community College Alpena 1 Bay City (Delta Benton Harbor Flint Gogebic Grand Rapids 116 Henry Ford TABLE 24-Continued Transfer Terminal Pro rams Program One-year Programs ‘— Twoeygpr Programs °urmpv sseursng 'oas Ivorpew terasaezoes IaSeq Israeqeaoes '4.SSV IPOIPSN sseutsng rescues sentqazedooo IHOIJSIO seurqoem sseursng Suraunooov 'OGS IPOTPGN Israeqeaoes {9891 IBIJBQSJOGS °a,ssv susrorsfiqg '43W IFIJQSRPUI sseursng rescues teoraeto '48m sseursng °urmpv sseursng Burgunooov Community College Highland Park Jackson Kellogg Lansing Muskegon Northcentral Northwestern Port Huron 117 South Macomb 7 1 4 4 ll 1 l 16 5 7 l 2 5 6 1 l 9 l 1 16 TOTALS w—m i. r .— ---‘.w - an. : 1;. u 4.1!“;- 118 Administrative Practices: Business education personnel called for an aware- ness on the part of the staff of the business com- munity if business programs were to be effective. IV. The number of new occupations resultipg from technological develOpments in business, industrylpand ag- riculture is increasing. Business education personnel in the public community colleges of Michigan appeared to be giving less attention to the actual implementation of this trend than they gave to the importance of the trend as indicated by their rating on the original questionnaire. Little, if anything, appeared to be planned for implement- ing the trend into the curricula. Curriculum Practices: 1. The majority of the public community colleges in Michigan appeared to be doing little, if any- thing, in the actual implementation of the trend other than the addition of courses previously mentioned. 2. Business education personnel in 75 per cent of the colleges informed students of new occupations through counseling and/or through class dis- cussions. Twenty-five per cent indicated that field trips were used as a means of implementing the trend. 119 5. The lack of community surveys on the part of 5. 6. the business departments led business education personnel in six community colleges to base their information of new occupations on readings of business and education magazines and newspapers. In addition, personnel used personal contacts with businessmen in eight community colleges to learn of new occupations. The personal contacts with businessmen were usually on an informal and personal basis. Teachers in four community colleges indicated that not much, if anything, was actually planned to implement the trend in any way in the busi- ness programs. Business teachers in three schools indicated that the trend overlapped Trend 2, "The ratio of occupations requiring little or no training is increasing." These teachers stated that their comments for Trend 2 would hold for Trend 4. One business department head indicated that he knew what a good program should be because he had attended a particular university and that schools should run themselves as doctors dO-- "Doctors aren’t told what to do in an Opera- tion.” 120 7. Many teachers foresaw the need for upgrading present courses and curricula, and they sug- gested the use Of On-the-job training. PhilosOphy and Objectives Practices: Teachers in three schools reiterated that too much attention was being given to the transfer student. Administrative Practices: 1. The business departments in the public community colleges appeared to be giving little attention to the trend in the administration of business programs. One school was planning a follow-up to determine the occupations students entered, moved into, and were currently employed in within the community. 2. Business education personnel thought that the trend called for better guidance on the part of teachers and the guidance personnel. One in- structor suggested that all teachers should have an acquaintanceship with the various vocational skills in business education. !p_gpe range of occupations in which women are em- ployed is increasing. The business departments, on the whole, appeared to be giving little or no thought to any additional implementation of the trend in their prOgrams. 121 The present programs appeared to be adequate to the busi- ness teachers in most departments. Curriculum Practices: 1. 2. 5. Teachers from eleven Of the sixteen community colleges stated that there were no plans for this trend in their departments. Business edu- cation personnel in twenty-five per cent of the colleges indicated that the trend presented no significant problems to their programs. Kellogg Community College was adding a secre- tarial program to its day program beginning in 1961. Legal, medical, clerical, and executive secretarial training will be made available. muskegon added a secretarial program during the year 1960. In both instances, the programs had been available previously to a limited extent in the evening schools. Bay City Junior College was contemplating the addition of a new chemical secretarial program. Business teachers suggested that their present programs were meeting the needs of the trend. Instructors thought that adult classes, offered in the evening and day schools, were helping to implement the trend. 122 4. Teachers called for a closer working relation— ship with businessmen to aid in training women. Philosophy and Objectives Practices: The belief that no changes would take place in the philosophy and objectives of the school was ex- pressed. Administrative Practices: Business education personnel responding to the trend indicated that a stronger and broader guid- ance program was Called for on the part of the com- munity college. VI. The percentage of persons in the labor force Egg are gpployed on a secopdgjob. either part-time or full- time, is increasing. The awareness Of persons employed on a second job, either part-time or full-time, was hazy as far as business education personnel in the public commu- nity colleges of Michigan were concerned. Not one teacher could name or identify a person or a student who was em- ployed on a second job. Educators in the public community colleges often mentioned that persons should not attempt to hold two jobs during periods of high unemployment. The personnel interviewed were extremely confused about the trend and in the interview sessions wanted to _ 125 talk only of students who were receiving training for a new field or for advancement. The over-all rank of the trend by the total jury was 51 out of 55. Business education personnel in the public community colleges of Michigan ranked the trend 50. The practices used to implement the trend appeared to justify the ranking Of the trend by the educators in the public community colleges of Michigan. Curriculum Practices: 1. Educators from nine of the sixteen public commu- nity colleges indicated nothing was being done in relation to the trend, and teachers in one- fourth of the community colleges stated that they did not understand the trend. Educators, in general, were willing to discuss the trend if it meant that peOple were coming back to school for a refresher course or for obtaining the skills necessary for a new posi- tion. In this case, the business education personnel stated that adult programs would be helpful. "Moonlighting," in general, was very obscure to educators in the public community colleges of Michigan. 124 PhiIOSOphy and Objectives Practices: NO comments were received concerning this phase of the business programs. Administrative Practices: Business education personnel from only two commu- nity colleges indicated that implementation of the trend would call for a better guidance program, but they doubted the necessity of dealing with the trend in their programs. VII. Theppercentage of the labor force in farmipg ;§_declining. The trend appeared to have little implica- tion for the business programs in the public community col- leges of Michigan as far as the business education person- nel were concerned. The trend received an over-all rank of 55 out of 55, was ranked 52 by business education per- sonnel in the public community colleges of Michigan, and was ranked 10 by business education personnel in the public community colleges of the United States. Curriculum Practices: 1. Business educators in eleven of the sixteen com- munity colleges indicated that, if anything, the trend would mean more students. Teachers in 50 per cent of the public community colleges could 125 see no problems involved with relationship Of the trend to business programs. 2. Business education personnel Often gave the opinion that Michigan was an industrial state and the fact that their community college was in an industrial area was given as a reason for their lack of concern for implementing the trend. 5. Business education personnel from two public community colleges, Benton Harbor and Traverse City, foresaw a curriculum in farm management which could be Offered to aid fruit farmers in their communities. Philosophy and Objectives Practices: No practices or implications were stated. Administrative Practices: NO practices or implications were given. VIII. The demapd_gorppersons with education beyond the higp school level is increasing. This trend was ranked most important to business programs in the public community college in Michigan by the total jury. Business education personnel in the public community colleges of Michigan ranked the trend in second place, whereas, all 126 other sub—jury groups thought it to be the most important trend. The responses to the trend appeared not to be as comprehensive as the importance given the trend by busi- ness education personnel in the public community colleges of Michigan in the original questionnaire. One or more reasons may have been responsible for the lack Of depth answers, including the place of the trend in the interview, the trend may have overlapped the practices and implica- tions Of other trends discussed, and/or the trend was not as important to the sub-jury as originally thought. Curriculum Practices: 1. Personnel from five community colleges indi- cated that the trend would mean more students for the public community colleges. 2. Several instructors indicated that their pre- vious statements would cover the trend and that previous trends overlapped the present trend. 5. Teachers called for a constant evaluation pro- gram to determine whether or not the current business program was meeting the needs of the business community and students. 4. Educators in one-third of the public community colleges believed that more adult programs should be instituted. 127 Philosophy and Objectives Practices: 1. 2. Business education personnel from three commu- nity colleges could see no change in the philo- s0phy or objectives of the community college. Teachers saw the community college taking more and more students who could not go to school elsewhere. As a result of taking an increased number of students, the community college might need to have a closer probation period. Administrative Practices: 1.’ 2. Business education personnel reiterated the need for better guidance programs. Other implications as seen by business education personnel were: the need for an increase in staff, an increase in facilities, a need for follow-up studies of terminal students, an ade- quate placement program, and a more comprehen- sive program for the future. Igé American colleges and universities are becoming more selective with regard to admission policies. Busi- ness education personnel in the public community colleges saw many implications for the future related to this trend. Though some educators doubted the authenticity of the 128 trend, they were quick to give implications as they saw them in relation to the business programs in the community colleges. Curriculum Practices: 1. Business education personnel in nine of the public community colleges indicated that there would be an increased number of students in the public community colleges in the years to come. Business educators in 50 per cent of the public community colleges believed that the business departments needed to do more remedial work. In light of this implication, instructors in 25 per cent Of the community colleges believed that a poorer caliber of student would be enrolled in the community college in the future; however, instructors in two community colleges thought a better student would be coming to the community college. Business education personnel in three schools saw implications for transfer students. They thought there would be a need for a closer watch on the programs in order that students could transfer more easily to four-year institutions. 129 1+. Personnel in three community colleges foresaw a 5. need for more advanced planning if the community college was to develop a sound program for the future. Other implications as seen by business education personnel were: a need for more terminal pro- grams, a need to teach by television, a revision of current standards in light Of business's needs, an increase in the size of classes, and a de- velOpment of uniform practices for the business department. Philosophy and Objectives Practices: 1. Business education personnel from one-third of the public community colleges saw no change in the philosophy or objectives of their programs. Business education teachers in 50 per cent of the public community colleges indicated that the "Open door" policy would continue. However, teachers,from six of the sixteen colleges, be- lieved that public community colleges might need to become more selective in the admission of students. One public community college, for the first time in its history, was going to be— gin a policy of selective admission. This was WW" ‘3‘ (x'FJ-Lr'f“ "‘ ‘3‘. I737 “ T?“ WW”: “'1'? "‘ "E _I 150 not being done to promote a higher quality of student but was due to a lack of facilities. Administrative Practices: 1 l. Pbrsonnel from six of the sixteen.public commu- nity colleges called for a better guidance pro- gram. 2. Four community colleges were increasing their facilities for business programs, two depart- ments were moving to new campuses, and two to other buildings where additional classrooms were to be available. Part Two Practices Contributing to Implementation of Trends A list of practices which, in the opinion of the interviewer, appeared to be contributing to the implementa- tion of the nine trends included in the interviews of busi- ness education personnel in the public community colleges in Michigan are found below. The practices were not found in all public community colleges but they represent those which were believed to be used effectively in in- corporating the trends. The practices are listed under three headings: Curriculum Practices, PhilosOphy and Objectives Practices, and Administrative Practices. 151 Curriculumqpractices: l. 2. 5. 5. 6. The addition of new courses or areas of study. Adult programs in education for business. Teaching by television. Advisory committees in aiding in the de- velopment Of curricula. Field trips. COOPerative training programs. Philosophy and objectivesppractices: 1. The "Open—door" policy of public commu- nity colleges. Administrative practices: 1. 2. 5. 4. 5. The addition of new staff members. The enlargement of the business depart- ment or addition of new facilities. Follow-up studies Of transfer students. Counseling services provided for students. Equipment suitable and adequate for an efficient department. (.0 . '3‘”! " ___ CHAPTER VII SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Nature of the Problem This study was an analysis Of the implications of certain social, economic, and technical trends on business programs in the public community colleges of Michigan. The study was divided into two phases. The first phase of the study was concerned with the determination of those trends which certain groups thought were significant enough to be taken into consideration in the develOpment of programs of education for business. In addition, an attempt was made to determine whether or not various sub- jury groups differed in their judgements of specific trends. In the second phase, an attempt was made to iden- tify changes, if any, resulting from the trends on educa- tion for business in the public community colleges of Michigan. The pypotheses under test. Agreements or differ- ences in Opinion were sought through testing the following null hypotheses: 152 1. 2. 5. 133 There is no difference between the beliefs held by members of the National Office Man- agement Association and community college business education personnel concerning the importance of certain social, economic, and technical trends. There is no difference between the beliefs held by business teacher educators and com- munity college business education personnel concerning the importance Of certain social, economic, and technical trends. There is no difference between the beliefs held by community college business educa- tion personnel throughout the United States and those in Michigan concerning the impor- tance of certain social, economic, and tech- nical trends. Purposes Of the study. The ultimate purpose of this study was to determine the effect of societal changes on present and future practices of education for business in the public community colleges of Michigan. Additional purposes closely related to the major purpose of the inves- tigation,included: 1. 2. 5. Identifying certain social, economic, and technical trends which affect the business curricula in the public community colleges of Michigan. Deriving a list Of practices used by the public community colleges in Michigan in adapting their curricula to the changing society. Determining the degree to which business educators are aware of the existence of social, economic, and technical trends which affect their programs and delineating those trends believed to be of significance or of little significance to business 154 programs in the public community colleges of Michigan. 4. Determining whether various groups who have impact on business programs agree as to the importance of the trends on business pro— grams in the public community colleges of MiChigane Need for the study. A need for an investigation of the implications of certain social, economic, and techni- cal trends On business programs in the public community colleges of Michigan was apparent when consideration was given to the following facts: 1. There is an increased demand for office per- sonnel. 2. There is a need to appraise education for business in the public community college in light of social change. 5. There is a need for an evaluation of current business programs in the public community colleges of Michigan. 4. There is a need to determine the practices implemented by the community colleges in solving curricula problems inherent in adopt- ing the current social, economic, and tech- nical trends. The demand for Office workers is identified in a statement provided by the United States Bureau of Labor Statistics: "In 1910, only I in 20 American workers was engaged in clerical work. By 1940, the proportion of clerical workers had risen to l in 10, and by l950, to l 155 in.8 employed workers. In 1958, it was still higher-- about one in seven employed workers."40 Woerdoehoff, Nelson, and Coster stated the need for an appraisal and recognition of social, economic, and technical trends as they affect vocational education: Today, within a new setting distinguished by a complex changing industrial society, those responsible for vocational education must seri- ously ponder the direction and the functions which this field of education has performed and can perform. It is evident that social, econ- omic, and technical changes are occuring which engender changes in the occupational structure of our society. It follows reasonably, then, that efficiency in vocational education is de- pendent upon the constant re-examination of societal conditions in terms of implications for the direction of its education programs. 1 A need for an evaluation of current business pro- grams in the public community colleges of Michigan was apparent as there had not been a study of business educa- tion programs in the public community colleges of Michigan in light of current social, economic, and technical trends. Evidence indicates that if an educational program is to be sound, it must meet the needs of the community it serves. Therefore, if education for business in the public community colleges of Michigan is to meet the needs of the students and the business community it serves, “OH. 8. Bureau of Labor Statistics, Op. cit. 41WOerdoehoff, Nelson, and Coster, op. cit. .w W" 1... -1. .‘V. ‘32-“ . ——... .—.—.~__ ..~ 156 it must develop practices which will meet the changes tak- ing place within the community. Limitations of the study. The study was directed toward the 16 public community colleges of Michigan which were in operation in the fall of 1960. NO attempt was made to extend the findings to other public or private community colleges or to other educational institutions. The findings were limited to business education personnel in the public community colleges of Michigan, business teacher educators in Michigan, members of the Na- tional Office Management Association in Michigan, and busi- ness education personnel in the public community colleges of the United States. The investigation was directed toward office and accounting curricula only. Curricula in marketing educa- tion, law, and economics in the public community colleges of Michigan were disregarded for the purposes of this study. No comparison of the relationship of the trends to marketing education, law, and economics was intended. The thirty-three trends, chosen for this investi- gation, were taken from the Purdue University Studies in Education, Vocational Education in Public Schools as Re- lated to Social; Economicppand Technical TrendsppPart I.42 ‘.‘-r- A i"— W , 157 Summary of the Procedures Definition of the population. The population was composed of business education personnel in the public community colleges of Michigan, business teacher educators in the state universities and colleges and the University of Detroit, members of the National Office Management Asso- ciation in Michigan, and business education personnel in the public community colleges Of the United States. Structure of the sample. The sample was composed of 564 persons including 76 business education personnel in the public community colleges of Michigan, 58 business teacher educators, 150 business education personnel in the public community colleges of the United States, and 100 members of the National Office Management Association in Michigan. Collection of the data. A questionnaire was sent to the jury. Part I of the questionnaire was prepared to gather data concerning the respondents. Part II of the questionnaire was prepared to gather data concerning thirty-three specific social, economic, and technical trends. The questionnaires were submitted to the jury dur- ing January and February, 1961. Of a total of 564 ques- tionnaires sent to the jury, 257 or 70.6 per cent were 138 returned; of the 564 sent, 241 or 66.2 per cent were usable. As each instrument was received it was coded for IBM key punch Operators. The personal interview was utilized to determine the practices, if any, being carried on to implement the trends. All interviews were accomplished by the author. Nine trends were selected for interviews because of their importance to business programs as determined by the jury or because of significant differences in Opinion re- garding the importance of the trends. An attempt was made to determine the accuracy of the ranking of the trends by the business education personnel in the public community colleges Of Michigan. The Open-end method of interviewing was used allow- ing the person to have a considerable amount of freedom in responding to the trend. The personal interviews were conducted during April, May, and June, 1961. Of a total Of 65 requests for inter- views, 55 persons or 84.1 per cent were interviewed. Statistical Tests Used in the Analysis Of Data Scores were assigned to each Of the thirty-three trends to determine rank order by summing the quantitative values assigned to each Of the five possible responses. 159 The Chi-square in contingency tables was used as a test of the null hypotheses. The standard of rejecting the null hypotheses was set at the five per cent level. Findings Background of respondents. 1. 2. 5. 4. 5. 6. Men outnumbered women 5 to l in the sample popu- lation. In general, the age distribution of respondents in each category was similar in the 56-50 range. The business education personnel in the public community colleges of Michigan had less experi- ence in each of the categories of teaching ex- perience (community college, college or univer- sity, high school) than did the business educa- tion personnel in the public community colleges sampled in the United States. The majority of education respondents had three or fewer years of business experience. The total number of years working experience for the members of the National Office Management Association revealed a mean of 19.6 years and a median of 19.8 years. Two-thirds of the business education personnel in the public community colleges Of Michigan completed their undergraduate degrees in Michigan 7. 8. 10. 11. 140 schools. Of the fifty-five who had completed their master's degrees, thirty-three were com- pleted in Michigan colleges or universities, and two of the three doctorates were completed in Michigan. Three-fourths of the business education person- nel in the public community colleges of Michigan took their undergraduate work and graduate work in business administration or business education. All but one member Of the National Office Man- agement Association had completed high school. Twenty-eight members had a bachelor's degree, 17 of which were completed in Michigan colleges or universities. All six master's degrees were completed in Michigan. Seven of thirty-one business teacher educators had taught in a community college. The sub-jury consisting of members of the Na- tional Office Management Association in Michigan represented a variety of businesses throughout the State. The largest percentage of Office employees, 57.7 per cent, was in firms employing 26 to 250 office workers. Of the total Office employees, 19.7 per cent were employed in offices with fewer than twenty-five workers. 141 Quantitative analysis Of the data. 12. The social, economic, and technical trends which 15. were ranked highest were those which related directly or indirectly to the expansion and/or extension of education. See Table 21 for the rank order of the thirty-three trends. The null hypothesis, "There is no difference between the beliefs held by members of the Na- tional Office Management Association of Michigan and community college business education person- nel concerning the importance of certain social, economic, and technical trends," was rejected in eight instances. The following trends were re- jected: Trend 10. The number of terminal education pro- grams involving two years of post high school education is increasing. Trend 11. The percentage of students in public ' secondary schools enrolled in voca- tional education programs is increas- ing. Trend l2. Expenditures for and participation in leisure-time and recreational activi- ties are increasing. Trend 16. The percentage of adults enrolled in educational programs in the public schools is increasing. Trend 18. The range of occupations in which women are employed is increasing. 4.7." .' ". t .._.,—_,. 14. 142 Trend 19. The percentage of persons in the labor force who are employed on a second job, either part-time or full-time, is increasing. Trend 22. The number and percentage of women, especially married women, in the total labor force is increasing. Trend 51. The ratio of persons in the labor force employed as craftsmen (skilled), Operatives (semi-skilled), and tech- nicians to persons employed as un~ skilled laborers is increasing. Members of the National Office Management Association tended to rank the trends rejected of lesser importance to business programs in the public community colleges of Michigan than did the business education personnel in the public community colleges of Michigan. The null hypothesis, "There is no difference be- tween the beliefs held by business teacher edu- cators and community college business education personnel concerning the importance Of certain social, economic, and technical trends,” was rejected in two instances. The following trends were rejected: Trend 9. The number of occupations for which licenses or certificates are required is increasing. Trend 10. The range of occupations in which women are employed is increasing. 15- 145 Business teacher educators tended to rank Trend 9 of lesser importance to business pro- grams in the public community colleges of Michigan than did the business education per- sonnel in the public community colleges of Michigan. Business teacher educators tended to rank Trend 10 Of more importance to business pro- grams in the public community colleges of Michigan than did the business education per- sonnel in the public community colleges Of Michigan. The null hypothesis, "There is no difference between the beliefs held by business education personnel in the public community colleges of the United States and business education per- sonnel in the public community colleges of Michigan concerning the importance Of certain social, economic, and technical trends," was rejected once. The following trend was re- jected: Trend 24. The percentage of the labor force in farming is declining. The business education personnel in the public community colleges of the United States tended to rank Trend 24 of more importance to 144 business programs in the public community col- leges than did the business education personnel in the public community colleges of Michigan. Findings from interviews. 16. The addition Of new courses or areas of study was used to implement the following trends: The number of years youth spend in educa- tion prior to entering the labor force is increasing. The ratio of occupations requiring special- ized training to occupations requiring lit- tle or no training is increasing. The number of terminal education programs involving two years of post high school education is increasing. The number Of new occupations, resulting from technological develOpments in busi- ness, industry, and agriculture is increas- ing. The range of occupations in which women are employed is increasing. The demand for persons with education be- yond the high school level is increasing. 1?. Adult programs in education for business were used to implement the following trends: The number of years youth spend in educa- tion prior to entering the labor force is increasing. The range of occupations in which women are employed is increasing. The percentage of persons in the labor force who are employed on a second job, either part-time or full-time, is increasing. 'o'J. I “— 145 The demand for persons with education be- yond the high school level is increasing. 18. Teaching by television was being planned to implement the following trends: The number of years youth spend in edu- cation prior to entering the labor force is increasing. The demand for persons with education be- yond the high school level is increasing. 19. Advisory committees were used in the develop- ment of curricula for the following trends: The ratio of occupations requiring spe- cialized training to occupations requir— ing little or no training is increasing. The number of new occupations, resulting from technological develOpments in busi- ness, industry, and agriculture is in- creasing. The demand for persons with education be- yond the high school level is increasing. 20. Field trips were used to augment classroom experiences for the following trends: The ratio of occupations requiring spe- cialized training to occupations requiring little or no training is increasing. The number of new occupations, resulting from technological develOpments in busi- ness, industry, and agriculture is in- creasing. The demand for persons with education be- yond the high school level is increasing. 21. COOperative training programs were used to in- corporate the following trends: 146 The ratio of occupations requiring spe- cialized training to occupations requir- ing little or no training is increasing. The number Of new occupations, resulting from technological develOpments in busi- ness, industry, and agriculture is in- creasing. The demand for persons with education be- yond the high school level is increasing. 22. The "open door" policy of public community col- 25. 24. leges in Michigan was used to implement all nine trends included in the interviews. The addition of new staff members was used to implement the following trends: The number of years youth spend in educa- tion prior to entering the labor force is increasing. The demand for persons with education be- yond the high school level is increasing. The enlargement of the business department andflm? new facilities were used to augment the follow— ing trends: The number of years youth spend in educa- tion prior to entering the labor force is increasing. The demand for persons with education be- yond the high school level is increasing. American colleges and universities are becoming more selective with regard to ad- mission policies. 25. Follow-up studies of transfer students were used in incorporating the following trends: 147 The number of years youth spend in education prior to entering the labor force is in- creasing. The number Of new occupations, resulting from technological developments in busi- ness, industry, and agriculture is in- creasing. The demand for persons with education be- yond the high school level is increasing. 26. Counseling students was used to relate the following trends to the program: The ratio of occupations requiring spe~ cialized training to occupations requiring little or no training is increasing. The number of new occupations, resulting from technological develOpments in busi- ness, industry, and agriculture is increas- ing 0 The demand for persons with education be- yond the high school level is increasing. 27. In some instances, equipment was found to be meeting the needs Of the following trends: The ratio of occupations requiring spe- cialized training to occupations requiring little or no training is increasing. The number of new occupations, resulting from technological developments in busi- ness, industry, and agriculture is increas- ing. The demand for persons with education be- yond the high school level is increasing. American colleges and universities are be- coming more selective with regard to ad- mission policies. 148 28. The addition Of new courses or areas of study 29. 50. 51. was suggested by business education personnel in the public community colleges of Michigan as a means Of implementing the following trends: The ratio of occupations requiring spe- cialized training to occupations requir- ing little or no training is increasing. American colleges and universities are becoming more selective with regard to admission policies. Adult programs in education for business were suggested by business education personnel in the public community colleges of Michigan as a means for implementing the following trend: The demand for persons with education be- yond the high school level is increasing. COOperative training programs were suggested as a means for incorporating the following trends: The number of years youth spend in educa- tion prior to entering the labor force is increasing. The number of new occupations, resulting from technological developments in busi- ness, industry, and agriculture is increas- ing. Closer working relationships with business rep- resentatives and the entire college staff were suggested as a means for implementing the fol- lowing trends: 149 The number of terminal education programs involving two years Of post high school education is increasing. The range of occupations in which women are employed is increasing. 52. More emphasis on the terminal program and stu— dent was suggested as a means for incorporating the following trends: The number of years youth spend in educa— tion prior to entering the labor force is increasing. The number of terminal education prOgrams involving two years of post high school education is increasing. The demand for persons with education be- yond the high school level is increasing. American colleges and universities are be- coming more selective with regard to ad- mission policies. 55. A better guidance program was suggested as a means for implementing the following trends: The number of years youth spend in educa- tion prior to entering the labor force is increasing. The ratio of occupations requiring spe- cialized training to occupations requiring little or no training is increasing. The number Of terminal education programs involving two years of post high school education is increasing. The number of new occupations, resulting from technological developments in busi- ness, industry, and agriculture is increas- ing. The range Of occupations in which women are employed is increasing. 150 The demand for persons with education be- yond the high school level is increasing. American colleges and universities are be- coming more selective with regard to ad- mission policies. 54. Planning for future needs and developments were suggested as a means for implementing the fol- lowing trends: The number of terminal education programs involving two years Of post high school education is increasing. The number of new occupations, resulting from technological developments in busi- ness, industry, and agriculture is increas- ing. The demand for persons with education be- yond the high school level is increasing. American colleges and universities are becoming more selective with regard to admission policies. Conclusions From an analysis of the findings of this study per- taining to the implications of certain social, economic, and technical trends on business programs in the public community colleges of Michigan, the following conclusions have been drawn. 1. The jury was interested in the implications of certain social, economic, and technical trends on business programs in the public community colleges of Michigan. This interest was indicated " . ‘ -‘ MT? 9"“ _, EM .2 ’2 ‘W 8‘ if ._',..._.=. any 2. 151 by the high percentage of response to the questionnaires, the large number of interviews granted, and the favorable reception given the interviewer. The interest shown by the jury may be re- flected in curricula revisions or important inno- vations on the part Of the public community col- leges of Michigan if leadership emerges. The thinking Of business education instructors in regard to the trends was similar regardless Of the type of collegiate institution in which they were employed or its location. The business teacher educators in.Michigan differed on only two occasions in their opinions of the importance Of the trends with business education personnel in the public community col- leges of Michigan. The business education personnel in the public community colleges of the United States differed only once in their Opinions of the importance of the trends with business education personnel in the public community colleges of Michigan. If educators hold the same basic premises concerning the trends, then it may be assumed that practices apprOpriate for one institution 5. 6. 152 may be acceptable and desirable for other insti- tutions. The thinking of the members of the National Office Management Association of Michigan re- garding the importance of the trends was less similar than that of business education person- nel in the public community colleges of Michigan. A gap exists between the knowledge and/or aware- ness of trends on the part Of business education personnel in the public community colleges of Michigan and the implementation of the trends into the business programs. The business education personnel in the public community colleges of Michigan appear to be aware of the trends but certain factors have evidently inhibited curricula develOpment or in- novation. A variety Of practices were in effect in the public community colleges of Michigan as a means of implementing social, economic, and technical trends into the curricula. No one practice or group of practices was found in all colleges. Generally, few or no implications were seen by business education personnel in the public 153 community colleges of Michigan with regard to the Objectives and philOSOphy of business pro- grams in implementing the trends. It may be that educators feel that the Ob- jectives and philOSOphy of the public community colleges are meeting the needs implied by the trends. 7. Extremes were evident in the extent of prac- tices which were in effect or being planned in the public community colleges of Michigan as to administrative practices, ranging from non- existent to well-planned practices. 8. In general, the business programs in the public community colleges of Michigan were not reflect- ing the changes taking place within the commu- nity and society as a whole. The tone of the interviews, the results of the in- terviews, and the observations made of the departments in- ferred little planning was actually being carried on. Many educators could see implications for trends but there was slight evidence to indicate they were planning major changes in their programs. Recommendations The following recommendations are made from the findings and conclusions of this study. 1. 2. 154 That business education personnel in the public community colleges of Michigan re-evaluate of- fice curricula in light of current social, econ- omic, and technical trends taking place within the community served by the college. That the re-evaluation be done through the cooperation of local chapters of the National Office Management Association and the National Secretaries Association (International), busi- ness advisory committees, and/or special lay committees. That business education personnel in the public community colleges of Michigan become acquainted with the business community which they serve. This may be achieved as a result of participating in many activities, such as becom- ing acquainted with the business community through advisory committees and visitations, membership in local service clubs, acting as consultants for business, using local businessmen as con- sultants in the classroom, and/or by making com- munity surveys. That business education personnel in the public community colleges of Michigan and businessmen . '3‘42W 1‘“? w: ‘ 6. 155 within the community work together to arrive at a sound business program. The previous activities, stated for Recom- mendation 2, may hold true for this recommenda- tion. That business education personnel in the public community colleges of Michigan should consider the social, economic, and technical trends tak- ing place within the community as a basis for improving their present business programs. That business education personnel in the public community colleges of Michigan impress upon the school administrators and their department chairman the importance of curricula change. This may be achieved as a result of follow- up studies, community surveys, informing admin- istrative personnel of effective practices tak- ing place in other institutions, and/or through the placement pattern Of business students. That the initiative for changes within the busi- ness program be assumed by the business teachers and department heads Of the public community colleges of Michigan. That business education personnel in the public community colleges of Michigan seek from other 156 community colleges in the United States effec- tive practices used to implement social changes. The practices could be obtained by corre- spondence, the exchange of business staff mem- bers in the colleges, and/or visitations to other colleges. It is recommended that a study be made of the practices which should be in effect by business departments in relation to social, economic, and technical trends as seen by the members Of the National Office Management Association. It is recommended that a study be made of the implications of social, economic, and techni- cal trends on marketing education in the public community colleges of Michigan. "' -—... BIBLIOGRAPHY Public Documents U. S. Bureau of Labor Statistics. OccupationalOutlook Handbook, Revised November, 1959. Books Delta Pi Epsilon, Evaluative Criteria for Business Depart- ments of Secondary Schools, Monograph 90. Cincinnati: South-Western Publishing Company, December, 1954. Dixon, Wilfrid, and Frank J. Massey, Jr. Introduction to Statistical Analysis. New YOrk: McGraw-Hill Book Company, Inc., 1957. Collins, L. M. "The Clerical Worker of the Future," 2p; Qierical Program in Business Education. 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United Business Education Association, The Business Educa- tion Forum. XV (December, 1960). Unpublished Material Great Cities Pro ram for School Improvement, Vocational Education In Preparation for the World of Work, A policy Statement on Behalf of Some of the Large Cities of America. Chicago, 1959. Harrison, Alice Marjorie. "An Analysis of Formal In-Service Training Programs for Beginning Stenographers." Unpublished Doctor' 3 dissertation, The Ohio State University, 1958. 159 Himstreet, William. "A Study of Business Education in the Public Junior Colleges of California." Unpublished Doctor's dissertation, The University of Southern California, 1955. Howell, Harry E. "An Analysis of the Business Education Program in Kentucky at the Junior College Level.“ Unpublished Doctor's dissertation, The University of Kentucky, 1952. Kirkland, Travis. "Business Education Programs in the lic Junior Colleges of Georgia: An Evaluation with Special Reference to the Needs of Business." Unpublished Doctor's dissertation, The University of Florida, 1955. Perry, Richard. "A Critical Study of Current Issues in Business Education in the Public Junior Colleges of California." Unpublished Doctor's dissertation, 1956. Sherman, Douglas. "Emerging Role of Vocational Terminal Education in the Public Community Colleges of Michigan." Unpublished Doctor's dissertation, Wayne State University, 1956. Smith, Mary Lou. ”A Review of Literature Of Business Edu- cation Programs as They Exist in Public Junior Colleges of the United States with Appropriate Conclusions and Recommendations." Unpublished Master's seminar report, University of Wisconsin, 1959. APPENDICES 160 1m ..‘—- PUBLIC COMMUNITY COLLEGES OF MICHIGAN 4 :_ _: r APPENDIX A 161 I4 J Total Number College Location Enrolled‘ Founded Alpena Community Alpena 276 1952 Bay City Junior (Delta College) Bay City 2,162 1922 Community College and Technical Institute Benton Harbor 594 1946 Flint Community Junior Flint 4,144 1925 Gogebic Community Ironwood 145 1952 Grand Rapids Junior Grand Rapids 2,294 1914 Henry Ford Community Dearborn 5,820 1958 Highland Park Junior Highland Park 1,770 1918 Jackson Junior Jackson 1,095 1928 Kellogg Community Battle Creek 819 1956 Lansing Community Lansing 857 1957 Muskegon Community Muskegon 1,444 1926 North Central Michigan Petoskey 168 1958 Northwestern Michigan Traverse City 606 1951 Port Huron Junior Port Huron 1,165 1925 South Macomb Community Warren 1,253 1953 ‘Head count, fall 1959. .3? 9.4;? ,-".— ',-'.'..-_‘,:' _f-‘ng-‘r‘dafl‘ T moment STATE UNIVERSITY APPENDIX B College oi EduCation 162 IMPLICATIONS OF SOCIAL, ECONOMIC, AND TECHNICAL TRENDS ON BUSINESS PROGRAMS IN THE PUBLIC COMMUNITY COLLEGES OF MICHIGAN Please Check: Male Female Age: 35 or under 36-50 51 plus Present Teaching Institution: Junior College College or University Name of College or University Ti 1: 1e of Position Years Teaching Experience: Junior College College or University High School Other Total Years Months Business Experience: Supervisory Non—Supervisory Total Positions Held in Business: Colleges or Universities Major Dates Degrees Attended Area Attended Received INSTRUCTIONS FOR ANSWERING CHECK LIST: 1. Please read each trend carefully, and ask yourself, "Does this trend involve or suggest a trend which is fundamental to the present business programs in the public community colleges of Michigan?" 2. Place a check (V) in one of the four columns to the right of each trend. Check (Very Important)----if the trend is very important to business programs in the community colleges of Michigan. Cdueck (Important)----if a trend is involved, but is of considerably less importance to business programs in the community colleges than one checked as very important. Check (Little Importance)-if a trend is Of little importance to business programs in the community colleges. Check (Irrelevant)--——if a trend is irrelevant to business programs in the public community colleges of Michigan. 3, Additional trends which you believe should be included in the study may be listed on page 5. Please indicate the importance of your suggested trends. 4. I wish to receive the results of the study. Yes No. 5_ Your cooperation in completing this check list prior to February 6, 1961, APPENDIX B--C0ntinued *SOCIAL, ECONOMIC, AND TECHNICAL TRENDS lLf you have 22 opinion, please leave the column blank. 165 1m rtant Important Importance Irrelevant Little Veg 1C). 11. IPurchasing habits of the American people are changing, ‘with use of credit buying and long-term payments increasing. The number of years youth spend in education prior to entering the labor force is increasing. Expenditures for research and development in agri— culture and industry are expanding rapidly. The ratio of number of persons employed by corporations, institutions, and other persons to the number of self- employed perSons is increasing. .The.ratio of occupations requiring specialized train- ing to occupations requiring little or no training is increasing. The percentage of persons in the labor force who are members of organized labor unions is increasing. The percentage of the population dependent upon incomes from pensions, annuities, and Social Security is increasing. The percentage of persons in the labor force employed in supervisory, managerial, and professional positions is increasing. The number of occupations for which licenses or certificates are required is increasing. The number of terminal education programs involving two years of post high school education is increasing. The percentage of students in public secondary schools enrolled in vocational education programs is increasing. __ .___... .__. N [ l I I In» 11 APPENDIX B--Continued *SOCIAL, ECONOMIC, AND TECHNICAL TRENDS lIf you have 22 opinion, please leave the column blank. 164 i. g 8 u :3 . = a g m m > H ”H 2 13% 8. E8. 3 >- £3 4.5 3.". 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. ZExpenditures for and participation in leisure time and recreational activities are increasing. The agricultural and industrial productivity of the nation gradually is being concentrated into a relatively small number of units of production. anagement is becoming increasingly concerned about the physical, mental, and emotional welfare and physical comfort and safety of the employee. The number of new occupations, resulting from technological developments in business, industry, and agriculture is increasing. The percentage of adults enrolled in educational programs in public schools is increasing. The ratio of the number of persons engaged in proces- sing, distributing, and providing services to the number of persons engaged in production is increasing. The range of occupations in which women are employed is increasing. The percentage of persons in the labor force who are employed on a second job, either part-time or full— time, is increasing. The American people are becoming increasingly security conscious and are participating more extensively in plans for pensions, health and life insurance, and social welfare programs provided by industry and government. Persamsover 45 years of age are experiencing increasing difficulty in Obtaining employment. 12 13 14 #15 V16 ’17 18 ,19 20 _ 21 APPENDIX B--Continued 165 *SOCIAL, ECONOMIC, AND TECHNICAL TRENDS If you have 22 opinion, please leave the column blank. hnporqnn Importance Irrelevant Little 'Vegy Important 223. 223. 241. 135. 265. 27’. £38. 21?. 31). 2E1. 343. The number and percentage of women, especially married women, in the total labor force is increasing. Training programs in industry designed to prepare, upgrade, and retrain persons for employment are increasing. The percentage of the labor force in farming is declining. Geographical mobility is increasing for highly educated workers. The management of agricultural and industrial productivity is being shifted gradually-from owners to managerial persons. The average number of years of schooling completed by adults in the total population is gradually increasing. The demand for persons with education beyond the high school level is increasing. American colleges and universities are becoming more selective with regard to admission policies. The American people are becoming increasingly con- scious of problems and practices pertaining to health and safety. The ratio of persons in the labor force employed as craftsmen (skilled), operatives (semi-skilled), and technicians to persons employed as unskilled laborers is increasing. Specialized training and employment opportunities for handicapped persons are increasing. 22 _23 26 - 27 Bl , — “‘.'-F' "-IIIIIIIlIIlllIllIlIIIIIIIIIIIIIII---IIIIIIIIIIII------------u I APPENDIX B--C0ntinued 166 a) u u U H *SOCIAL, ECONOMIC, AND TECHNICAL TRENDS g g g g a a: q, a: 5 If you have no opinion, please leave the column blank. :‘la 8. E 8. ES — _—_ 0) ..'-A > .5. 3.5. .—l .5. 3.: 33. Rapid social, economic, and technological changes in American society are engendering increased uncertainty in personal values and social direction. 33 *The trends were taken from The Purdue University Studies in Education, 1960, Vocational Education in Public Schools as Related to Social, Economic, and Technical Trends. Please list additional trends which you believe should be included in the study below.and indicate the importance of the trends. 3' I ll. °‘ Illa ”' II II. E" Ll II. III MICHIGAN STATE UNIVERSITY College 0’i Education APPENDIX C 2167 IMPLICATIONS OF SOCIAL, ECONOMIC, AND TECHNICAL TRENDS ON BUSINESS PROGRAMS IN THE PUBLIC COMMUNITY COLLEGES OF MICHIGAN will be appreciated. Please Check: Male Female Age: 35 or under 36-50 51 plus Product or Service of Firm Naunee of Firm Title of Position Years at Firm Number of Employees in Firm Number of Office Employees Years Business Experience: Supervisory Non-Supervisory Total (Zirlee Highest Grade Completed: 8 9 10 ll 12 (List additional education below) Colleges or Schools Major Dates Degrees Attended Area Attended Received INSTRUCTIONS FOR ANSWERING CHECK LIST: 1. Please read each trend carefully, and ask yourself, "Does this trend involve or suggest a trend which is fundamental to the present business programs in the public community colleges of Michigan?" 2. jPlace a check (I//) in one of the four columns to the right of each trend. Check (very Important)--—-if the trend is very important to business programs in the community colleges of Michigan. Check (Important)----if a trend is involved, but is of considerably less importance to business programs in the community colleges than one checked as very impOrtant. Check (Little Importance)-if a trend is of little importance to business programs in the community colleges. Check (Irrelevant)--——if a trend is irrelevant to business programs in the public community colleges of Michigan. 3. Additional trends which you believe should be included in the study may be listed on page 5. Please indicate the importance of your suggested trends. 4, I wish to receive the results of the study. Yes No. 5. YOur cooperation in completing this check list prior to February 6, 1961, P AP ENDIX D 168 MICHIGAN STATE UNIVERSITY EAST LANSING COLLEGE OF EDUCATION April 19, 1961 Thank you for your help in completing the first phase of my study of the implications of social, economic, and technical trends on business programs in the public community colleges of Michigan. As part of the final phase of the study, I would appreciate having an Opportunity to discuss some of the trends with you. Would a 30-minute period on be a convenient date for you? As there are a number of faculty members to be interviewed, Mr. has agreed to aid me by recording the time you desire for the interview. Would you please, therefore, tell Mr. the time that would be convenient for you on Only nine trends have been selected for a further depth study. The time you give will be very helpful in providing information which could not be obtained through a questionnaire. The nine trends which I would like to discuss with you are listed on the enclosed form. If you will save the form, with any notations you desire to make con- cerning the trends, the interview session will be expedited. Sincerely yours, Robert Poland Michigan Vocational Education Evaluation Project 305 College of Education RP/cas Enclosure memos“ STATE UNIVERSITY APPENDIX E 169 College 01 Education IMPLICATIONS OF SOCIAL, ECONOMIC, AND TECHNICAL TRENDS ON BUSINESS PROGRAMS IN THE PUBLIC COMMUNITY COLLEGES OF MICHIGAN Out of all the work which I have done, I have listed some trends below which inay have implications fareducation for business in the community colleges. For «each trend please make specific suggestions as to what should be done in terms (at such areas as curriculum, instructional materials, equipment, objectives, work eJqperience, selection of teachers, guidance, and adult education programs. These are a few areas which may be affected by the trends. Please list any other areas vdiich you think are now or will be affected by these trends. If you think nothing should be done in terms of the trends, please give reasons for your opinion. If you will make your notations prior to our meeting in the space provided below each trend, it will expedite the interview session. ——_————————-.-——_-—.——.——.——————-—~-———— 1. The number of years youth spend in education prior to entering the labor force is increasing. 2. The ratio of occupations requiring specialized training to occupations requiring little or no training is increasing. 3. The number of terminal education programs involving two years of post high school education is increasing. v \ ",7 me “\Im APPENDIX E--C0ntinued 170 4- ber of new occupations, resulting from technological developments in buss"“3335. industry, and agriculture is increasing. £5. The range of occupations in which women are employed is increasing. 6. The percentage of persons in the labor force who are employed on a second Job, either part-time or full-time, is increasing. 7. The percentage of the labor force in farming is declining. 8. The demand for persons with education beyond the high school level is increasing. 9. American colleges and universities are becoming more selective with regard to admission policies. APPENDIX F 1,71 MICHIGAN STATE UNIVERSITY EAST LANSING COLLEGE OF EDUCATION October 28, 1960 I am undertaking a study in conjunction with the Evaluative Study 2; Vocational Education in Michigan which is being directed by Dr. Lawrence Borosage, of Michigan State University, and will appreciate your assistance. We are at this time holding meetings with Mr. Victor Bielinski, Research Consultant for the Michigan Council of Community College Administrators, seeking the COOperation of the community colleges in this study. Enclosed is a list of your business staff for the school year 1959-60. Will you please indicate additions or deletions; the major area in which the staff member teaches, such as secretarial, accounting, or retailing; and other areas in which the staff member is occasionally called upon to teach. If you have a chairman of the Business Department, a Chairman of Vocational Education, and a Curriculum Director, may I also have these names? This information may be listed at the bottom of the attached form. Your COOperation in completing this list prior to November 10, 1960, will be appreciated. A self-addressed envelope is enclosed for your convenience. Sincerely yours, Robert Poland Enclosures 2 APPENDIX G 1172 MICHIGAN STATE UNIVERSITY usu- LANSING COLLEGE OF EDUCATION October 28, 1960 I am undertaking a study of current social, economic, and technical trends as they affect the status and practices of business education programs in the public community colleges of Michigan and I will appreciate your assistance. May I please have a list of your staff who teach in the business teacher education area? Many community college business teachers have their training in business teacher education programs such as yours, so I want to include the teacher trainers in my study. The business teacher education area is limited in this case to those who teach methods courses, professional undergraduate and graduate courses; to those who advise students who are seeking teaching certificates; and to those who supervise student business teachers. Please do not list those who teach content courses only, such as shorthand and typewriting. The enclosed form may be used to list your staff. I would appreciate your indicating the duties of your staff by a check mark in the apprOpriate column. Please indicate the chairman or individual staff member who is in charge of business teacher preparation at your school. Your COOperation in completing this list prior to November 20, 1960, will be appreciated. A self-addressed envelope is enclosed for your convenience. Yours sincerely, Robert Poland Enclosures 2 " '1‘wvwvv w...- “kn, _.. .= APPENDIX H 1’73 MICHIGAN STATE UNIVERSITY am msmc COLLEGE OF EDUCATION November 29, 1960 Your cooperation in providing a list of members of your chapter of the National Office Management Association will be very helpful in carrying out a research project pertaining to office management. I am beginning a study of current social, economic, and technical trends as they affect the status and practices of business programs in the public community colleges of Michigan. The study will be part of a state-wide study of vocational education programs in Michigan. I have talked with Mr. Alex Kirkpatrick, President of the Lansing NOMA Chapter and he feels that NOMA in Michigan would be interested in such a study. Many community college business students are or will be working in offices where your members are employed, so I want to include the NOMA members of Michigan in my study. The NOMA members will be asked to state their opinions regarding current social, economic, and technical trends as they relate to business programs. If business programs in the community colleges of Michigan are to meet your needs, then the first-hand knowledge of the office managers must be taken into consideration in the development of programs. Your cOOperation in this study will be appreciated. A self-addressed envelope is enclosed for your convenience. I would appreciate receiving your membership list prior to December 9, 1960. Sincerely yours, Robert Poland Enclosure APPENDIX I 174 MICHIGAN STATE UNIVERSITY EAST LANSING COLLEGE OF EDUCATION WHAT CURRENT TRENDS ARE AFFECTING COMMUNITY COLLEGE BUSINESS PROGRAMS? Because you are an individual interested in the preparation of future business personnel, I would appreciate your cooperation in completing the enclosed questionnaire. This questionnaire is also being sent to approximately 425 office managers and business educators in an attempt to discover the implications of current social, economic, and technical trends on business programs in the public community colleges of Michigan. The study is to be part of a state-wide study of vocational education in Michigan being conducted by the Michigan Vocational Education Evaluation Project. The trends have been substantiated in the Purdue University Studies in Education, 1960, Vocational Education in Public Schools as Related to Social, Economic, and Technical Trends. There are only thirty-three trends to which responses are requested. A few minutes of your time in completing the questionnaire -- Just a few check marks -— will aid business educators in developing sound business programs in the community colleges. If you wish results of the study, please check the blank provided on the questionnaire. An extra copy of the trends um; enclosed for your use . .An addressed envelope is enclosed for your convenience in returning the questionnaire prior to February 6, 1961. Sincerely yours, Robert Poland IMichigan Vocational Education Evaluation Project 305 College of Education RP:cas Enclosures-3 APPENDIX J 175 MICHIGAN STATE UNIVERSITY am LANSING COLLEGE OF EDUCATION WHAT CURRENT TRENDS ARE AFFECTING COMMUNITY COLLEGE BUSINESS PROGRAMS? If you have a business program or are planning for one in the future, I would appreciate your asking the business department chairman or an individual designated by you to aid me by completing the enclosed questionnaire. This questionnaire is also being sent to approximately 425 office managers and business educators in an attempt to discover the implications of current social, economic,and technical trends on business programs in the public community colleges. This study is to be part of a state-wide study of vocational education in Michigan being conducted by the Michigan Vocational Education Evaluation Project. The trends have been substantiated in the Purdue university Studies in Education, 1960, Vocational Education in Public Schools as Related to Social, Economic, and Technical Trends. There are only thirty-three trends to which responses are requested. A few minutes time in completing the questionnaire -- just a few check marks -- will aid business educators in developing sound business programs in the community colleges. If you wish results of the study, please check the blank provided on the questionnaire. An extra copy of the trends is enclosed for your use. An addressed envelope is enclosed for your convenience in returning the questionnaire prior to February 6, 1961. Sincerely yours, Robert Poland Michigan VOcational Education Evaluation Project 305 College of Education RP:cas Enclbsures 3 APPENDIX K 176 MICHIGAN STATE UNIVERSITY EAST LANSING COLLEGE OF EDUCATION February 10, 1961 A few weeks ago I sent you, as one of many businessmen and educators, a questionnaire concerning the implications of current social, economic, and technical trends on business programs in the public community colleges. If my records are correct, I have not received your opinion. The local presidents of the National Office Management Association and the Michigan Council of Community College Administrators have given their backing to this partial study of a state—wide investigation of vocational education in the State of Michigan -— but more than their backing is needed, your response is needed! There are only thirty-three trends to which responses are requested. A few minutes of your time in completing the questionnaire will insure its delivery prior to February 25, 1961. Thank you. Sincerely yours, Robert Poland Michigan Vbcational Education Evaluation Project 305 College of Education RP:cas 3.3 am e. neonates #3333? 177 nomwanoonoa to 3.856." 3 9.6 assuage. 5.33033 Egg 3.3.8 3332:4202 «3030st nonouoa nagging «33% v3.2: .3328 apgfiioo SEES: .aomodoo seafloRISa can... 33 won. 883 so 903 EN 902 3 063 Am sham 8 para no 38. 6.4 fl 6.... a m.m n 3. a 8.58 oz 3 3 am e an ‘ a 3 a «A a 33.3.: dm mm 13 a do” m Rm m «6 a . moaawoam. do: a 93 mm 0.3 ms RR 2 «.3 an saunas: dom . 3 m5 ma ham 2 mNm an Tom m... SM” N 1&4 N dz ..N dz N .34. N a . flzoz ‘ PE 500 Zoo 8:38am: .93. Each. museum #37sz , . cabana—o. $530.85" «Egg 53.133 can 935.5 p330 no on: 5.9 $59520 0.8 .odaooa 53583 on» no 333 33398.“ .H mg . 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For example, West Frankfort and Cairo, Illinois, have been depressed areas, yet the situation has become known only recently. 45 Girls marrying younger and not going to college. 54 The need for and trend for federal, or state aid to public junior colleges and private colleges in organizing programs of technical education of a terminal nature. 55 The percentage of secondary schools and junior col- leges offering high school is increasing. 56 Dependence of some communities upon government con- tracts, in place of private enterprises. 60 Increased taxation at all levels, becoming confiscatory. 69 ‘Juror code number. 211 APPENDIX M--Continued Increased attitude on part of government that society will take care of aged indicating no need to save for old age. 69 Continued attempt, though usually failing, to tax the rich, resulting in lack of investment capital. 69 Unfortunate increase of industries based solely on na- tional defense needs. 69 Increased double taxation on same income. 69 Increased changes toward socialization depressing indi- vidual initiative towards planned use of income for old age and hard times. 69 Development of skills in minority groups as contrasted to non—skill (manual). 84 The apparent increase in number of marriages before either mate is finished high school. 92 The insidious growth of our dependence upon the auto- mobile. 92 The increase in the number and cost of accidents by drivers under 25 years. 92 Business is making some progress with automated and mechanical data processing systems. 96 The constantly increased importance of effective com- munications in business and industry places new emphasis on the value of superior skills in English, both written and spoken. 97 The changes in attitude (loyalty, responsibility, etc.) brought about by large scale automation have profound ef- fects on workers and managerial personnel. 97 Federal aid to higher education. 126 Co-operation with business continuing and taking new forms. 126 Consumer credit limits among low income groups are rising rapidly, and may be approaching a dangerous level. 129 212 APPENDIX M--Continueg There is evolving among consumer groups an attitude of ”dog eat dog" or "the devil catch the hindmost" that among other factors is enabling foreign producers to successfully compete in the American market. 129 The scholastic caliber of students entering junior col- leges is decreasing. 152 Senior colleges are raising scholastic requirements. 155 Senior colleges are down grading vocational training in business and emphasizing management as a profession. 155 The emphasis is now on general education for business students. 149 Insistence of "cultural,“ "basic" education as sepa- rate and apart from, and in place of vocational education. 168 Wide-spread interest in the opportunities that may be afforded the student, and business, through the COOperative Education Programs. 168 Automation. 174 Purchases by ultimate consumers from wholesale cata- logs and discount houses. 174 Trend toward automation. 189 Occupations requiring technical knowledge are showing increase in number and variety. 190 Rising standard of living in conjunction with in- creased pressure for technical skills to qualify for more occupations. 190 Increasing cost of attending four-year colleges and universities. 202 Scarcity of available teaching personnel. 202 The rise in the average age of community college-- junior college students indicating a more mature person for which the curriculum needs to be adapted. 207 215 APPENDIX M--Continued The educational tide toward the academic program. 225 The parents are "protecting" their children and not letting them assume responsibility at high school age. 225 The American housewife is more and more helping her family by working outside the home rather than at home. 252 The objectives of the high school are becoming more liberal and specialization is being postponed until later years. 252 Items 4, 9, 10, ll, 12, 15, 18, 19, 21, 22, 28, 51, 52, indicate a tremendous need for vocational guidance programs to aid in the adjustment of workers. 254 Trend to marry earlier and still continue college edu- cation with the idea of receiving assistance either by government loan. 255 Gap between management and white collar workers is widening. 259 Stepping stones from initial jobs to management posi- tions are being eleminated through technological change, i.e., account clerk may no longer expect to advance to accountant. 259 The use of teaching machines in various areas of edu- cation. 240 Trend for greater (much greater) proportion of pOpula- tion to be between the ages of 20 and 24 and 25 than ever before. 249 We should give our student answers to the apparent ideas of creeping socialism which seems to be more accept- able than formerly by teaching the advantages of democracy, free enterprise, and each worker's responsibilities. 252 The more efficient producer has less difficulty in marketing his product--whether it be one's services or a tangible product. 252 ' We should investigate thoroughly the procedures of work simplification to increase our output and the value of our work contribution. 252 214 APPENDIX M--Continued Idealistically, we should teach "a day's work for a day's pay" rather than "the world owes me a living." 252 More attention given to selection process on the part of many companies--se1ecting the right employee for the job. 255 The trend to more education is not equal to better edu- cation and higher standards. Let's stress kind and quality. 266 Let's emphasize the importance of the fundamentals of education--can the students read, write and spell. 266 The trend in economics and business education is to ignore the value of the "profit motive." 266. Basic economics must include comparisons of foreign labor costs. 266 Ratio of permanently unemployed to number of newly created jobs is increasing. 277 The congregate voice of labor (collective bargaining) is becoming increasingly important in the business office. 277 The trend of cities and states to spend more and thus increase taxes. 288 The trend of unions to force unskilled wages up. 288 The trend of foreign competition to take over manu- facturing high labor content products. 288 Technical, human and conceptual skills are required of most executives. 520 The demand for peOple who enjoy public contact work and have or have develOped a "gift of ga " are becoming more and more desirable as employees in sales, office, and administra- tive fields. 520 The number of employees willing to take a salary week after week, without feeling any personal responsibility for the success of their employers business is increasing. 521 215 APPENDIX M--Continued Seemingly endless obligations to state and federal governments in the form of taxes and tax reports discourage more and more individuals from entering "one man" or family type businesses. 521 The number of individuals who are able to convince themselves that this world of business is geared to the sur- vival of the fittest, and that they in no way are responsi- ble for the other fellow is increasing. 521 Trend to fewer hours for work week. 524 The public expects business as well as labor leaders to be aware of their responsibilities to the community at large. 325 The interrelationship of government and business is playing an increasing part in planning. 525 Increasing size and internal complexity of firms in- creases need for coordination and planning within the or- ganization. 528 The success of an industry or firm is becoming increas- ingly dependent upon new products, less costly methods of production (automation), new materials. 528 Much more dependence is being placed upon economics, mathematics, statistics, psychology, etc. in the solution of complex business problems. 528 Bigger and bigger central government--controls. The government will do it for us. 540 Awareness of a cultural heritage tends to be lost in a multiplicity of unrelated aspects of a superficial contem- prneity. 548 Vocational skills are being sharpened and refined in "institutions of higher learning" to the extent that human thinkers are being replaced by human machines. 548 Educational values in a scholarly sense are being prostituted or eliminated in and by the market place. 548 a q— } \I ‘ -. 216 APPENDIX M--Cont;nued Economic and vocational interest and demands are leveling humanity in general to hopeless conformity to mediocrity. 548 Ybung girls should be encouraged to learn shorthand, typing and bookkeeping in high school. 552 Students must learn how to spel . 552 F It seems a trend is develOping toward consumer buying in discount houses--greatly affecting the small retailer. 354 Unionization of our labor force. 555 The high cost of the American products, and the effect that this has on our economy because of the foreign pro- ducts that are on the market. 555 ‘? Public educational institutions are duplicating pri- vate educational institutional prOgrams at much cost to the taxpayer. 561 Public institutions offer too much liberal-arts train- ing and less and less "specifics." 561 Public educators have over-emphasized the need and value of graduate degrees until they are known as "degree factories." 561 Public educators seem to feel that their purpose is to offer a complete run of courses, pertaining to any field of endeavor. 561 Important The declining number of responsibilities children can be given in the home. 92 Increased enrollment and expansion in curricula and courses. 126 Trend away from vocational-type courses. 126 Period of business training on the increase. 126 Increased recognition of business administration as a professional sphere of endeavor. 126 217 ' APPENDIX M-—Continued Union demands for government help in retraining dis- placed workers. 166 Lower marriage age. 180 Almost universal minimum employment age of 18. 180 Students are being encouraged to engage in science and math programs. 216 Local night school students are being counseled out of business programs. 216 Three out of ten unemployed are young, under 25, unskilled and untrained people. 261 Suburban locations appear to be commanding more and more attention for new businesses--as opposed to central urban location. 277 The trend to try to solve the welfare problem with unemployment compensation. 288 The use of electronic data processing machines and computers to aid in management decision making is expand- ing. 551 Good penmanship should be important. 552 The trend of our economy for capitalism to socialism. 555 Certain general, basic subjects are not necessary in some areas of vocational endeavor. 561 Little Importance The amount of taxes levied to support welfare and penal institutions is greater than those supporting the same number of pe0p1e in an educational institution. 261 vv‘v — '3 -‘K T “-v-‘i ’7'. ”—4 218 .mHOPwofia .HOHHOGmE mmoHHHmHHMIlfiBm mopspm empHna .momeHoo squsssooaumpoo ammHnoHs .moonHoo squeaaoonusoo. 5.5 m.w m.m o.MH m.m m.¢ H.m m.m ¢.m mama n.m H.m H.m H.NH m.¢ m.m. ¢.H m.u ¢.¢ ddemE mm mm Hm mm mm 3 a. ou um H309 men? 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