. ll E! "I"! MIMI}!!! W (W M M It NM 1| ' L (I 4 ABSTRACT A STUDY OF FACULTY, STUDENT, AND STUDENT AFFAIRS STAFF PERCEPTIONS OF SELECTED STUDENT PERSONNEL SERVICES AT THE MEDICAL COLLEGE OF GEORGIA BY Bernard J. Abbott A study was made to attempt to answer the follow- ing questions related to the dependent variables (1) the perceived importance of the student personnel services to the total educational program at the Medical College of Georgia, and (2) the perceived adequacy of the student personnel services being provided at the Medical College of Georgia: 1. To what degree are the student personnel ser- vices perceived as important to the total educational program at the Medical College by students, faculty, and student affairs staff? 2. To what degree are the student personnel ser- vices perceived as being adequate as provided at the Medical College by students, faculty, and student affairs staff? Bernard J. Abbott 3. Are there significant differences in the per- ceptions of students, faculty, and student affairs staff pertaining to the importance and adequacy of the student personnel services offered at the Medical College? 4. Are there significant differences between the perceptions of students and faculty when categorized by school affiliation? By sex? 5. Are there significant differences within the student group when perceptions of graduate-professional and undergraduate students are compared? Married and nonmarried students? Students living on and off campus? 6. Are there significant differences within the faculty group when the perceptions of those with exper- ience in working with student organizations or admissions committees are compared with those without this experience?‘ By length of time at the College? By highest earned degree? Null hypotheses related to the questions were developed to provide specific focus for the study and to establish empirically testable hypotheses. A sample of 112 faculty and 212 students was randomly selected from the full-time faculty and student population. All eleven student affairs staff members at the Medical College also participated in the study. A survey instrument was developed by the researcher to gather data for the study. The instrument was mailed Bernard J. Abbott to each person selected for participation in the study, and a return rate of over 80 percent was realized. Each participant rated the services under study regarding their importance and adequacy. Mean scores for each grouping of interest were computed and then compared using univariate analysis of variance techniques to test the hypotheses of interest. An alpha level of a = .05 was selected for the study. Significant differences among the various groups as revealed by the univariate analysis of variance tests were further investigated using Scheffé post hoc compari- sons. The ratings overall showed that faculty, students and student affairs staff felt the student services were of moderate to great importance as part of the total edu- cational program and were of minimal to moderate adequacy as performed at the Medical College. The following differences were revealed in the perceptions of the importance of the student services: the student affairs staff mean ratings were significantly higher than the ratings of faculty and students; female student mean ratings were significantly higher than male student ratings; faculty without a doctoral degree mean ratings were significantly higher than faculty with the M.D. degree; undergraduate student ratings were signifi- cantly higher than graduate/professional student ratings; Bernard J. Abbott nonmarried student ratings were significantly higher than married student ratings; and students living on campus ratings were significantly higher than ratings by off- campus students. There were no differences in the perceptions of the adequacy variable except faculty without the doctorate rated the adequacy of the services significantly higher than the faculty with the M.D. degree. The researcher recommended that steps be taken to improve the adequacy of performance of the services, and special emphasis be given to services for undergraduate level students. *1 A STUDY OF FACULTY, STUDENT, AND STUDENT AFFAIRS STAFF PERCEPTIONS OF SELECTED STUDENT PERSONNEL SERVICES AT THE MEDICAL COLLEGE OF GEORGIA BY .‘ OVPI Bernard J. Abbott A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1976 ACKNOWLEDGMENTS With my heartfelt thanks, I wish to acknowledge the following people: Dr. Eldon Nonnamaker, my advisor, without whose support and guidance this dissertation would not have been completed. Marty and Gary North, my friends, who provided me with a home away from home and who helped me so much in the final stages of this work. My wife, Ann, and children, Jim and John, whose love makes any achievement so worthwhile. Jim Puryear, my friend and employer, whose gentle prodding made it all happen. ii TABLE OF CONTENTS Chapter Page I. THE PROBLEM . . . . . . . . . . . 1 Introduction . . . . . . l The Medical College of Georgia . . 7 Purpose of the Study . O O O C O I O I O I \0 Importance of the Study . . . . 14 Definition of Terms. . . . . . 17 Design of the Study. . . . . . . 18 Sources of Data . . . . . . . . 18 Procedures for Collecting Data . . . 19 Analysis of the Data . . . . 20 Scope and Limitations of the Study. . . 20 Organization of the Study. . . . . . 21 II. REVIEW OF THE LITERATURE. . . . . . . 22 Evaluative Studies in Undergraduate Institutions . . . . . . . . . 23 Evaluative Studies in Graduate Schools Or Health Sciences Institutions . . . 48 Summary. . . . . . . . . . . . 53 III. PROCEDURES AND METHODOLOGY . . . . . . 55 The Population . . . . . . . . . 55 The Sample. . . . . . . . . . . 56 The Instrument . . . . . . . . . 57 Collection of the Data. . . . . . . 60 Analysis of the Data . . . . . . . 61 Summary. . . . . . . . . . . . 63 IV. ~ANALYSIS OF RESULTS . . . . . . . . 64 The Findings . . . . . . . . . . 64 Hypothesis IA . . . . . . . . . 65 Hypothesis IB . . . . . . . . . 67 Hypothesis IIA. . . . . . . . . 67 iii Chapter Hypothesis IIB . Hypothesis IIIA. Hypothesis IIIB. Hypothesis IVA . Hypothesis IVB . Hypothesis VA . Hypothesis VB . Hypothesis VIA . Hypothesis VIB . Hypothesis VIIA. Hypothesis VIIB. Hypothesis VIIIA Hypothesis VIIIB Hypothesis IXA . Hypothesis IXB . Summary . . . . . . . . . . V. SUMMARY, FINDINGS, CONCLUSIONS, IMPLI- CATIONS AND RECOMMENDATIONS . . . Summary . . . . . . . . . . Findings. . . . . . . . . . Conclusions and Implications . . . Recommendations for Further Research APPENDICES Appendix A. STUDENT SERVICES QUESTIONNAIRES. . . B. FIRST LETTER TO STUDENT SAMPLE . . . C. SECOND LETTER TO STUDENT SAMPLE. . . D. LETTER TO FACULTY SAMPLE FROM MCG PRESIDENT. E. LETTER TO FACULTY SAMPLE FROM RESEARCHER. SELECTED BIBLIOGRAPHY . . . . . . . . iv Page 68 73 73 75 77 78 79 80 82 84 85 86 87 87 88 90 92 92 98 101 107 109 134 135 136 137 138 LIST OF TABLES MCG faculty population and sample data . . MCG student population and sample data . . Univariate analysis of variance test of dif- ferences between means representing stu- dent affairs staff, faculty, and students' perceptions of the importance of the stu- dent services at the Medical College of Georgia. . . . . . . . . . . . Scheffé post hoc comparison of differences between means representing student affairs staff, faculty, and student perceptions of the importance of student services at the Medical College of Georgia . . . . . Univariate analysis of variance test of dif— ferences between means representing stu- dent affairs staff, facu1ty, and student perceptions of the adequacy of the stu- dent services at the Medical College of Georgia. . . . . . . . . . . . Univariate analysis of variance test of dif— ferences between means representing the perceptions of student affairs staff, faculties of each School, and students of each School of the importance of student services at the Medical College of Georgia Scheffé post hoc comparisons of differences between means representing perceptions of student affairs staff, faculty by School, and students by School of the importance of student services at the Medical College of Georgia . . . . . . . . Page 58 58 65 66 67 69 70 4—70 Page Scheffé post hoc comparison of differences between means representing perceptions of student affairs staff, and combined student—faculty perceptions by School, of the importance of student services at the Medical College of Georgia . . . . 7l Univariate analysis of variance test of differences between means representing the perceptions of student affairs staff, faculties of each School, and students of each School of the adequacy of stu- dent services at the Medical College of Georgia. . . . . . . . . . . . 72 Univariate analysis of variance test of the differences between means represent- ing the perceptions of male faculty, female faculty, male students and female students of the importance of student services at the Medical College of Georgia. . . . . . . . . . . . 74 Scheffé post hoc comparison of differences between means representing perceptions of male faculty, female faculty, male students, and female students, of the importance of student services, at the Medical College of Georgia . . . . . 74 Univariate analysis of variance test of the differences between means represent— ing the perceptions of male faculty, female faculty, male students and female students of the adequacy of student ser— vices at the Medical College of Georgia . 76 Univariate analysis of variance test of the differences between means represent- ing the perceptions of faculty with five years or more service in a college, university or professional school, and faculty with less than five years ser— vice in these institutions, of the importance of student services at the Medical College of Georgia . . . . . 76 vi Page Univariate analysis of variance test of the differences between means representing the perceptions of faculty with five years or more service in a college, university or professional school, and faculty with less than five years service in these insti— tutions, of the adequacy of student ser— vices at the Medical College of Georgia . . 77 Univariate analysis of variance test of the differences between means representing the perceptions of faculty members who have served as an Admissions Committee or Stu— dent Affairs Committee and faculty members who have not served on such committees, of the importance of student services at the Medical College of Georgia . . . . . 78 Univariate analysis of variance test of the differences between means representing the perceptions of faculty members who have served as an Admissions Committee or Stu- dent Affairs Committee and faculty members who have not served on such committees, of the adequacy of student services at the Medical College of Georgia . . . . . . 79 Univariate analysis of variance test of dif- ferences between means representing per- ceptions held by faculty members with MD, DMD/DDS, Ph.D./Ed.D., and degrees below the doctorate of the importance of stu- dent services at the Medical College of Georgia . . . . . . . . . . . . 81 Scheffé post hoc comparison of differences between means representing perceptions of faculty members holding the MD, DMD/DDS, Ph.D./Ed.D., or degrees below the doc- torate, of the importance of student ser- vices at the Medical College of Georgia . . 82 Univariate analysis of variance test of dif— ferences between means representing per— ceptions held by faculty members with MD, DMD/DDS, Ph.D./Ed.D., and degrees below the doctorate of the adequacy of student services at the Medical College of Georgia . 83 vii 4-21. Scheffé post hoc comparison of differences between means representing perceptions of faculty holding the MD, DMD/DDS, Ph.D./ Ed.D., and degrees below the doctorate, of the adequacy of student services at the Medical College of Georgia . . . . Univariate analysis of variance test of the difference between means representing the perceptions of graduate and professional school students and undergraduate stu— dents, of the importance of student ser— vices at the Medical College of Georgia . Univariate analysis of variance test of the difference between means representing the perception of graduate and professional school students and undergraduate stu— dents, of the adequacy of student services at the Medical College of Georgia . . . Univariate analysis of variance test of dif- ference between means representing per— ceptions of married students and nonmarried students, of the importance of student services at the Medical College of Georgia Univariate analysis of variance test of dif- ference between means representing per— ceptions of married students and non- married students, of the adequacy of student services at the Medical College of Georgia. . . . . . . . . . . Univariate analysis of variance test of dif- ference between means representing per- ceptions of students living on—campus and off—campus, of the importance of student services at the Medical College of Georgia Univariate analysis of variance test of dif— ference between means representing per- ceptions of students living on—campus and off-campus, of the adequacy of student services at the Medical College of Georgia viii Page 84 85 86 87 88 89 89 CHAPTER I THE PROBLEM Introduction An extensive amount of evaluative research has been done in the past several years on student personnel services in institutions of higher education.1 Most of this research has been concerned with undergraduate col- leges, universities, and community—junior colleges as these institutions have long provided extensive student personnel services on their campuses. Student personnel services for students beyond the undergraduate level have received far less attention in regard to both services offered and evaluation of these services. This lack of attention does not reflect the reported need for such evaluation. Vestermark surveyed 123 graduate institutions concerning their graduate school personnel policies and services, and two-thirds of these schools stated that these policies and student 1This research will be reviewed in Chapter II, "Review of the Literature." services generally need more study and attention.2 This general need seems to be present in the area of profes- sional medical education. Dr. Frank Stritter, Assistant Director of the Association of American Medical College's Division of Student Affairs, in addressing himself to the need for research on student affairs operations, has stated: No study or research conducted in recent years on the subject of medical education has focused spe- cifically on the structure and practice of student affairs. It is generally acknowledged that the vitality of an institution, its intellectual quality, the relative success of its students, and its responsiveness to societal needs are closely related to the imagination, vigor and organization of its administrative leadership. Those responsible for student affairs in American medical schools provide a very important part of that leadership. The importance of research in this area is enhanced not only by the lack of attention in the past, but also by the growing need to better relate all aspects of medical educational practices to the purposes of health sciences universities. This need exists because medical education is presently undergoing extensive review as part of a national effort to correct the "most serious 2Mary J. Vestermark, "A Critical Investigation of Personnel Policies and Services for Graduate Students in American Institutions of Higher Learning" (Ph.D. disser- tation, University of North Carolina at Chapel Hill, 1966). 3Frank T. Stritter, Memorandum to All United States Members of the Association of American Medical College's Group on Student Affairs, March 1, 1969. shortage of professional personnel in any major occupation group in the United States . . ."4 There is a demand for more health professionals, and in response to this demand, medical schools are preparing themselves to increase enrollment in existing programs, to shorten the time required and cost of training physicians, and to develop innovative educational programs and greater diversity in the character and objectives of medical education.5 Evaluation of existing programs will be a necessary first step toward more effective medical education. Stu- dent affairs offices in medical colleges will need to review existing services, facilities, and staffing require- ments in preparation for increasing numbers of students. The value of student services in relationship to the pur- poses of each college will need to be assessed. Information on program effectiveness and deficiencies will need to be carefully collected for use in making budget requests. Programs that do not contribute to overall purposes or meet some specific needs will likely be terminated, or modified when appropriate. 4Carnegie Commission on Higher Education, Hi her Education and the Nation's Health, Policies for Medical and Dental Education (New York: McGraw-Hill Book Company, 1970), p. 13. 5American Medical Association and Association of American Medical Colleges, "Joint AMA-AAMC Statement on Health Manpower," Journal of Medical Education 43 (April 1968): 506-07. The importance of local initiative in developing methods for increasing the effectiveness of medical edu- cation has been strongly emphasized by two national organizations with influence over medical education. In a joint statement, the American Medical Association and the Association of American Medical Colleges have agreed that local action is necessary: The problems of each academic medical center are unique to that institution. A blanket solution nationally designed and centrally imposed will not produce desired results. Rather, the interests and talents of governing boards, the magnitude and sources of assured support, the abilities and goals of faculties, the hopes and ambitions of students, and the influence of local, regional and national attitudes must all go into determining in what fashion each academic medical center can make its optimal contribution.6 The emphasis on local action is of importance for student affairs operations in the medical colleges. In the absence of nationally recognized and accepted cri— teria, evaluation of student services in medical colleges must be done in the light of local educational purposes and needs. Thus, the focus of this study will be on one medical college and the student personnel services offered at that institution. Evaluation of the services offered at the medical college will be done using the method of assessing student, 6American Medical Association and The Association of American Medical Colleges, "Joint Statement on Health Manpower," Journal of Medical Education 43 (September 1968): 1009. faculty, and student affairs staff perceptions of the services. This method is a widely used and accepted way of evaluating certain aspects of student services. It was selected for this study because relevant data can be collected uniformly; because the data collected can be analyzed on the basis of separate perceptions of student, faculty, and staff groups and also on the basis of total campus community perceptions which can be obtained by combining these separate perceptions; and finally the measurement of campus perceptions of the services repre- sents one logical criterion for determining the worth and effectiveness of the services. This last point is sup- ported in the literature on evaluation of student person- nel services. Feder, et al., in an American Council on Education study on the Administration of Student Personnel Programs in American Colleges and Universities, have noted: The effectiveness of an office may be judged by a study of the attitudes of the college community toward it. A systematic survey and analysis of this "climate of opinion" is a time consuming but rewarding means of evaluation. The perceptions of students, faculty, and student personnel staff are valuable for other reasons. Student perceptions are important because they, as the major 7Daniel D. Feder, Joan Fiss Bishop, Wendell S. Dysinger, and Leona Wise Jones, The Administration of Student Personnel Programs in American Colleges and Uni- versities (Washington, D.C.: American CounciI’on Edu- cation, 1958), p. 43. recipients and users of the services, can provide valuable information concerning whether the services are meeting student needs. Also, there is evidence that students are becoming increasingly influential in shaping medical education practices and objectives.8 They may be an important voice in deciding the role student services will play in medical colleges in the future. Faculty perceptions are important because the faculty have a major role in defining the goals and institutional policies related to the process of edu- cation. They are also important because, as Fitzgerald has stated, "it is essential that all professional workers charged with educational responsibilities perform their distinctive functions on the basis of shared understanding and mutual respect."9 Such understanding and mutual respect are crucial in insuring a coordinated effort toward achieving the purposes of the college. The impor- tance of faculty perceptions can further be demonstrated by the fact that faculty are in a position to refer 8Julius R. Krevans and Peter G. Condliffe, eds., Reform of Medical Education: The Effect of Student Unrest (Washington, D.C.: National Academy of Sciences, 1970Y. 9Laurine E. Fitzgerald, "Faculty Perceptions of Student Personnel Functions," in College Student Personnel: Readings and Bibliographies, ed. Laurine E. Fitzgerald, Walter F. Johnson, and Willa Norris (Boston: Houghton Mifflin Company, 1970), pp. 159-60. students to campus services, and an unfavorable faculty opinion of the services may adversely affect this referral process. The perceptions of student personnel professionals are important to this study because they have day-to-day responsibility for administering the services. The stu- dent personnel staff possesses first-hand knowledge of the internal operation of each service and the strengths and weaknesses of the service in dealing with daily problems. Comparison of the perceptions of the above three groups would also provide valuable information. Dif- ferences in perceptions might indicate problems in com- munication among students, faculty, and staff. Further- more, differences may indicate areas in need of in-depth review and analysis. Lack of support by one or more groups might be grounds for cutting back or eliminating the services, while positive community support might be grounds for expanding and improving the services. The Medical College of Georgia The medical college from which data will be col- lected and the evaluation performed is the Medical College of Georgia. This College is not affiliated with a parent university, and consequently has been in a position to develop a wider range of student personnel services than might be found in an affiliated medical college. The Medical College is state controlled and financed and is part of the University System of Georgia. It is governed by a centralized Board of Regents as are the other state—supported colleges and universities. The Medical College is the state's primary facility for edu- cating health professionals and it serves the state and region as a health science center. The College operates its own teaching hospital and has affiliative arrangements for teaching in several other hospitals in the state. The Medical College had at the time of this study about 430 faculty and 1,424 students, with the latter figure expected to double in the next few years. The student body consists of about 830 graduate and profes- sional students, with about 594 undergraduates in the nursing and allied health programs. The College has five schools, with the oldest being the School of Medicine. This School was established in 1828, and until 1951 was the only school at the College. In that year, the School of Graduate Studies was organized. The School of Nursing was moved to the campus from the University of Georgia in 1956, the School of Allied Health Sciences was organized in 1968, and the School of Dentistry was opened to stu- dents in 1969. Only the School of Allied Health Services does not offer degrees beyond the bachelor's level. The Division of Student Affairs at the Medical College is staffed by eleven full~time personnel with responsibilities for student services, and about twenty- five secretarial staff. The Director of the Division holds a Ph.D. degree in student personnel administration, and all members of the staff either hold advanced degrees in fields related to student personnel administration or have at least two years experience in their present positions. The Division administers student personnel ser- vices in a variety of areas, with each staff member having more than one functional responsibility. The functions are admission's counseling and records, orientation, registrar functions, personal and academic counseling, housing, student center operations (including programs and recreation), foreign student advising, advising stu- dent government and activities, advising student publi— cations, student employment, and financial aid. Student services provided by other departments or staff are the student health service, religious counseling, and psy- chiatric services. These services and the sub-functions performed within certain of these services will provide the basis for this evaluation. Purpose of the Study This study is being conducted to determine the perceptions of students, faculty, and student affairs staff at the Medical College of Georgia of the student personnel services offered on that campus. 10 Specific information will be collected concerning: (1) the perceived importance of the student personnel ser- vices to the total educational program at the Medical College of Georgia; and (2) the perceived adequacy of the student personnel services being provided at the Medical College. The study will attempt to answer the following questions: 1. To what degree are the student personnel services perceived as important to the total educational program at the Medical College by students, faculty, and student affairs staff? To what degree are the student personnel services perceived as being adequate as provided at the Medical College by students, faculty, and student affairs staff? Are there significant differences in the per- ceptions of students, faculty, and student affairs staff pertaining to the importance and adequacy of the student personnel services offered at the Medical College? Are there significant differences between the perceptions of students and faculty when cate- gorized by school affiliation? By sex? 11 5. Are there significant differences within the student group when perceptions of graduate- professional and undergraduate students are compared? Married and nonmarried students? Students living on and off campus? 6. Are there significant differences within the faculty group when the perceptions of those with experience in working with student organizations or admissions committees are compared with those without this experience? By length of time at the College? By highest earned degree? The following null hypotheses were defined to provide specific focus for the study and to establish empirically testable hypotheses: Hypothesis IA: There are no differences in the perceptions held by students, faculty, and the student affairs staff of the importance of the student services offered at the Medical College of Georgia. Hypothesis IB: ’ There are no differences in the perceptions held by V students, faculty, and the student affairs staff of the adequacy of the student services provided at the Medical College of Georgia. Hypothesis IIA: There are no differences in the perceptions of the student affairs staff, the faculties of each school, and the students of each school, of the importance of the student services at the Medical College of Georgia. 12 Hypothesis IIB: There are no differences in the perceptions of the student affairs staff, the faculties of each school, and the students at each school, of the adequacy of 'the student services at the Medical College of Georgia. Hypothesis IIIA: There are no significant differences among the per- ceptions of male faculty, female faculty, male stu- dents, and female students, of the importance of the student services at the Medical College of Georgia. Hypothesis IIIB: There are no significant differences among the per- ceptions of male faculty, female faculty, male stu- dents, and female students, of the adequacy of the student services at the Medical College of Georgia. Hypothesis IVA: There are no significant differences in the perceptions of the importance of student services at the Medical College between those faculty who have been a college, university or professional school faculty member for five years or more, and those who have been in this capacity for less than five years. Hypothesis IVB: There are no significant differences in the per- ceptions of the adequacy of student services at the Medical College between those faculty who have been a college, university or professional school faculty member for five years or more, and those who have been in this capacity for less than five years. 13 Hypothesis VA: There is no significant difference in the perceptions of the importance of the student services at the Medical College between those faculty who have served as a member of their School's or Department's Admis- sions Committee or Student Affairs Committee, and those who have not served in this capacity. Hypothesis VB: There is no significant difference in the perceptions of the adequacy of the student services at the Medical College between those faculty who have served as a member of their School's or Department's Admissions Committee or Student Affairs Committee, and those who have not served in this capacity. Hypothesis VIA: There are no significant differences in the perceptions of the importance of the student services at the Med- ical College among those faculty holding the Doctor of Medicine degree, the Doctor of Dental Medicine or Doctor of Dental Surgery degree, the Doctor of Philosophy or Doctor of Education degree, and highest degrees below the doctoral level. Hypothesis VIB: There are no significant differences in the perceptions of the adequacy of the student services at the Medical College among those faculty holding the Doctor of Medicine degree, the Doctor of Dental Medicine degree or the Doctor of Dental Surgery degree, the Doctor of Philosophy or the Doctor of Education degree, and highest degrees below the doctoral level. Hypothesis VIIA: There is no significant difference in the perceptions of the importance of the student services at the Medical College between those students classified as graduate and professional students, and those clas- sified as undergraduate students. l4 Hypothesis VIIB: There is no significant difference in the perceptions of the adequacy of the student services at the Medical College between those students classified as graduate and professional students, and those classified as undergraduate students. Hypothesis VIIIA: There is no significant difference in the perceptions of the importance of the student services at the Medical College between those students who are married, and those who are not married. Hypothesis VIIIB: There is no significant difference in the perceptions of the adequacy of the student services at the Medical College between those students who are married and those students who are not married. Hypothesis IXA: There is no significant difference in the perceptions of the importance of the student services at the Medical College between those students living on- campus and those living off-campus. Hypothesis IXB: There is no significant difference in the perceptions of the adequacy of the student services at the Medical College between those students living on-campus and those students living off-campus. Importance of the Study An in-depth review of the literature has uncovered no published studies which specifically attempt to eval- uate student personnel services in health science uni- versities, although other programs in such schools are undergoing review as the schools are expanding to meet 15 the health care needs of the population. This study is based upon an extensively used method of evaluating stu- dent personnel services in two- and four-year colleges and universities. The uniqueness of this particular study is that the method of determining and comparing perceptions of students, faculty, and student personnel staff has not been used in the health science university setting. This study will be valuable to the Medical College of Georgia's Student Affairs Division as it will provide information on how student personnel services provided by the Division are being perceived, to what degree the services are seen as important to the total educational program of the college, and to what degree the services are seen as adequate. The information will give some indication of how well the functions of the student affairs area are being communicated to other parts of the campus community, and will help identify specific groups with whom additional communication might be necessary. The information from the study might also be useful in justify- ing budget requests as it will give some indication of the value placed upon the services by the campus com- munity. This study may be valuable to health science uni- versity student affairs' offices in other institutions as it will demonstrate one way of evaluating their 16 services. The method used in the study is adaptable to any specific health sciences university provided the instrument is adjusted to local conditions. This study can serve as one contribution to a potential body of knowledge concerning student personnel work in the health science university setting. A recent survey by Stritter of 143 student affairs officers in United States medical schools showed that eighty-three considered formal training in administration, education or student personnel work as essential or desirable training for student affairs work in the medical col- lege.10 Such formal training would need to include information about both administration in general and about the particular characteristics of medical school student affairs administration. Finally, the knowledge from the study can make some small contribution to resolving the health manpower shortage. Student personnel services performed in an effective manner and integrated into the educational program of the medical college could lead to increased overall effectiveness of the colleges and number of graduates from these colleges. 10Frank T. Stritter, "Student Affairs Officers in 0.8. Medical Schools," data distributed to members of the Association of American Medical Schools Group on Student Affairs, 1972. 17 Definition of Terms The following operational definitions are to be used in this study: Faculty.-~Refers to any person hired by the Medical College of Georgia whose primary function is to teach students. Health sciences universipy.--Refers to any accredited health sciences institution which trains health professionals in medicine, dentistry, nursing, allied health fields, or similar programs in addition to training MD's. May also be called a medical college. Medical College.--Refers to the Medical College of Georgia. Percpption.--Refers to the importance attributed to and the conscious opinion and knowledge which a respondent to the questionnaire used in this study has in regard to student personnel services offered at the Medical College. Student.--Refers to any student enrolled full time in a health sciences university such as the Medical College of Georgia. 18 Student personnel staff.—-Refers to the full- time staff of the Division of Student Affairs at the Medical College of Georgia whose major function is to administer or perform one or more student personnel functions or services. Also may be called student affairs staff. V” Student personnel service§.--Refers to the non- instructional services and functions provided by the Medical College of Georgia either for students; or con- cerned with student life; welfare, and personal develop- ment; or concerned with recruiting and selection of students. These services are specified on the question- naire used in this study. Also may be called student services or student personnel functions. Design of the Study Sources of Data Following consultation with a research consultant at the College of Education at Michigan State University, the following sample was decided upon as being sufficient for obtaining an adequate measure of student and faculty perceptions. The faculty sample consists of 100 randomly selected faculty members from the total full-time faculty of 300 at the Medical College of Georgia at the time of 19 the study. Faculty will be excluded from the population who hold joint administrative and faculty appointments. The student sample consists of 200 randomly selected students from the total population of 1,100 full-time students enrolled at the Medical College of Georgia at the time of the study. The entire full-time staff of the Division of Student Affairs at the Medical College who have responsi— bility for one or more of the student personnel services will be used in this study. Procedures for Collecting Data Each student, faculty, and student affairs staff member selected to participate in the study will be polled through use of a uniform questionnaire. The questionnaire will be mailed directly to each individual, and a cover letter co-signed by the Director of the Division of Student Affairs at the Medical College and the researcher, stressing the importance of the study will accompany each questionnaire. A follow—up letter and second copy of the questionnaire will be sent after two weeks to all nonrespondents. Two weeks after the second letter, all nonrespondents will be personally contacted and asked to return a completed questionnaire if necessary to insure an adequate sample. 20 Analysis pf the Data The data will be analyzed after collection by the University of Georgia computer terminal at the Medical College of Georgia using a univariate analysis of variance program. The program will first compute a mean score for the perception of student personnel ser- vices held by each of the groups of interest to this study. These means will not include the zero ratings given to any service, since these indicate no opinion. The means used are, therefore, weighted to include only those students, faculty, or student affairs staff members who have an opinion about a particular service. The group means will be compared using univariate analysis of variance techniques to determine if differences exist among the various group perceptions. Scheffé post hoc comparisons will be used to make pairwise comparisons where three or more group means are found to be signifi- cant using the analysis of variance program. Scope and Limitations of the Study This study was limited to the collection and analysis of the perceptions of students, faculty, and student affairs staff as determined by responses to specific questionnaire items. Use of this method assumes that each respondent understands the intent of each question; that he responds honestly; that the 21 responses reflect the intent of the respondent; and that the responses are correctly interpreted by the researcher. The findings of this study cannot be generalized to health sciences universities beyond the Medical College of Georgia. The data reflect perceptions at the time the questionnaire was filled out, and since perceptions can be changed by time and events, there is no way to insure that the data will be reliable over time. Furthermore, this evaluative study was limited to perceptions, and did not concern itself with other equally valuable types of evaluation. Organization of the Study This study will be organized in the following manner: In Chapter I, introductory information will be provided, the purpose of the study will be stated, the importance of the study will be discussed, and terms used will be defined. The study limits will be stated and the design of the study will be briefly described. In Chapter II, literature pertinent to the study will be summarized. In Chapter III, the design of the study and procedures used in gathering the data will be described in detail. In Chapter IV, the data will be presented, analyzed, and interpreted. In Chapter V, the findings of the study will be summarized along with con- clusions and recommendations for further study. CHAPTER II REVIEW OF THE LITERATURE The literature review uncovered numerous evalua- tive studies of student personnel services in under- graduate colleges, universities, and junior colleges, and a dearth of such studies in graduate schools and health sciences universities. In the first part of this chapter, studies will be presented that were conducted in the undergraduate institutions, with special emphasis on those evaluations that compare student, faculty, and administrative staff perceptions of the institution's student personnel services. Consideration will also be given to the major attempts to develop standard evalu- ation instruments for use in studying the value, scope, and effectiveness of student personnel programs, and research done with these instruments. The second part of this review of the literature will describe evaluative research done on student personnel services offered in graduate schools and in health sciences institutions. 22 23 Evaluative Studies in Undergraduate InstitutIOns One of the earliest published evaluative studies of student personnel services was done by Hopkins.1 He developed a rating scale for evaluating the student per- sonnel services offered on fourteen campuses in 1926. Hopkins used a simple check list of twenty services that he felt represented the most important student personnel services. Using this check list and a rating scale, he made judgments about the adequacy of each service on the campuses he visited for his study. In 1932, A. J. Brumbaugh and Lester C. Smith2 published a point scale made up of ten major divisions of student personnel services. Each division had from three to seven functions listed under it, and these functions were given a weighted score by fifty experts engaged in student personnel work. Heavier weights were given to those services considered to be the most important for a student personnel program. This "standard score" could be used by student personnel workers to rate their own campus services and then compare their ratings 1L. B. Hopkins, "Personnel Procedures in Edu- cation: Observations and Conclusions Resulting from Visits to Fourteen Institutions of Higher Learning," Educational Record Sgpplement 7 (October 1926): 1-26. 2A. J. Brumbaugh and Lester C. Smith, "A Point Scale for Evaluating Personnel Work in Institutions of Higher Learning," Religious Education 27 (1932): 230-35. 24 with the standard. The authors state that their check- list was used to evaluate student personnel programs with success at over 100 institutions. Gardner3 evaluated student personnel services in the fifty-seven institutions of the North Central Associ- ation, reporting his findings in 1936. He visited each institution and collected data from administrators and students in an attempt to determine the relationship between provisions for student personnel services and academic excellence. In the study, recognized experts in the field gave reports and opinions on necessary ser- vices which were used to develop score cards. These score cards were then used by members of Gardner's research team to rate the services offered in the insti— tutions under study. Gardner concluded that the score card ratings did discriminate between programs of varying levels of excellence. In 1948, C. Gilbert Wrenn and Robert Kamm,4 work— ing with a graduate class at the University of Minnesota, developed a weighted scale for evaluating student per- sonnel services. This scale, entitled the Evaluation Repgrt Form for Student Personnel Services, is the first 3Donfred H. Gardner, Student Personnel Services (Chicago: University of Chicago Press, 1936). 4C. Gilbert Wrenn and Robert Kamm, "A Procedure for Evaluating a Student Personnel Program," School and Society 76 (April 3, 1948): 266-69. 25 found in the literature to be widely used in recorded studies in this area and hence needs to be described in more detail than the instruments mentioned above. The scales are based upon fourteen services, which are: pre- college information; admissions, orientation; counseling; health service; housing; food service; student activities; providing information to improve instruction and curricu— lum; financial aids; placement; student personnel records; discipline; and research and evaluation.5 These services were considered to represent an effective and comprehen— sive program of services that any institution of higher education should offer. The Evaluation Report Form required a trained student personnel administrator to rate each service based upon criteria such as adminis- trative support for the service, adequacy of the service based upon provisions made for its accomplishment, and the degree to which the service is carried out to meet student needs. Wrenn and Kamm later developed a second evaluative instrument to be used in conjunction with their Evaluation Report Form. This new inventory was called the Inventory 5C. Gilbert Wrenn, Student Personnel Work in College (New York: The Ronald Press Company, 1951), pp. 541-580 26 of Student Reactions to Student Personnel Services,6 and was designed to obtain student perceptions of twelve student personnel services. Five questions were devised for each of the twelve services and students were asked to answer the questions on a three-item scale of "yes," no, or "?." From these responses it was assumed that a judgment could be made about the adequacy of the ser- vice from the student standpoint. Question mark responses could be interpreted to show inadequate communication about the service. The Wrenn-Kamm instruments were used with success in several evaluative studies of student personnel ser- vices. Brailey7 modified the Inventory of Student Reaction to study student personnel services in six urban universities, and Pershing8 used both instruments to establish criteria for evaluation of the student personnel program at Georgia Institute of Technology. 6Robert B. Kamm, "An Inventory of Student Reaction to Student Personnel Services," Educational and Psychological Measurement 10 (1950): 537-43. 7Lester G. Brailey, "The Effectiveness of Stu- dent Personnel Services in Certain Urban Universities" (Ph.D. dissertation, University of Pittsburg, 1952). 8John J. Pershing, "The Student Personnel Program at Georgia Tech-~An Evaluation" (Ph.D. dissertation, Indiana University, 1952). 27 Brantley9 also used both Wrenn-Kamm inventories as part of an effort to evaluate the student personnel program at Clark College, and make recommendations for reorganiz- ing the program based upon the study. Toddlo used the Student Reaction Inventory to determine student per- ceptions of the effectiveness of student personnel pro- grams at a large state university and a small state college in Oklahoma. Todd compared the perceptions of students at the two institutions and compared perceptions of students within the large university based upon their college affiliation. Atwaterll surveyed the student personnel programs in Protestant Theological Schools to ascertain the scope and quality of these services. Using the Inventory of Student Reaction, he found that students perceived the most helpful services to be financial aids, housing, religious services, and place- ment. 9Edward James Brantley, "A Study of the Student Personnel Program at Clark College" (Ph.D. dissertation, University of Colorado, 1960). 10Will Roger Todd, "A Study of Student Perceptions of the Effectiveness of Student Personnel Services at a Large State University and a Small State College" (Ph.D. dissertation, Oklahoma State University, 1968). 11Charles Russell Atwater, "A Study of Personnel Services in Protestant Theological Schools" (Ph.D. dissertation, Boston University School of Education, 1961). 28 Shigley,12 in one of the earlier studies to analyze differences in perceptions of student and faculty, used the Student Reaction Inventory as the basis for interviewing students and faculty at Marion College. Comparisons of student and faculty perceptions were made using the chi square test. Shigley found the program as a whole to be rated inadequate by both groups, but found significant differences in student and faculty perceptions relative to their knowledge and opinions of the adequacy of some of the services. He concluded that students and faculty had not received adequate communication about existing services, and that faculty in a position to do the most to improve existing services were the most satisfied with the student personnel program at Marion College. Baileyl3 also compared perceptions of campus groups using the Wrenn-Kamm instruments along with two other measures as the basis for determining these per- ceptions. In his study, Bailey used students, faculty, administration, nonacademic personnel, and board of 12E. Harold Shigley, "An Evaluation of Student Personnel Services at Marion College" (Ph.D. dissertation, Indiana University, 1958). 13Dallas Barnett Bailey, Jr., "An Evaluation of Student Personnel Services in a College as Perceived by the Formal Organizational Units of the College Community" (Ph.D. dissertation, Kent State University, 1966). 29 trustees' members at Salem College. He compared the perceptions held by these groups of the student personnel program, and also compared these views with those of four outside experts who rated the services using the Wrenn- Kamm Evaluation Report Form. Bailey found significant differences in the perceptions of the various campus groups on each of the twelve scales of the Student Reaction Inventory, and also found very little relation- ship between the independent observations of the four outside experts and the campus groups used in the study. Within the student group, Bailey found that the high academically adjusted students were more positive in their perceptions of student services than the low academically adjusted students. From this, the researcher concluded that those students most in need of the services were least likely to make use of them. Rackhaml4 developed his Student Personnel Inven- Eggy in 1951. The Rackham inventory was based upon 225 items that were selected from over two thousand principles and facts that might serve as criteria for evaluating student personnel services. The selection of items was made after a review by student personnel practitioners at over one hundred institutions of higher learning. 14Eric N. Rackham, "The Determination of Criteria for Evaluation of Student Personnel Services in Insti— tutions of Higher Learning" (Ph.D. dissertation, Uni- versity of Michigan, 1951). 30 Rackham then asked ten experts in the field to give each item a weight based upon a scale from undesirable to essential. From these weights he was able to construct a profile for the "ideal" student personnel program against which individual institutions could compare their own program. Beasley15 used the Rackham inventory to evaluate student personnel services in the state colleges and uni- versities of Arkansas and reported a preponderance of "good" ratings for the services at these institutions. Mahler16 used the Rackham inventory to obtain an inde- pendent rating from student personnel workers at four Minnesota colleges against which he compared the findings from his own questionnaire, the Student Personnel Services Inventopy. Mahler's inventory was designed to secure estimates of the quality of student personnel services based upon opinions of student and faculty groups. In his study, Mahler found high agreement between faculty opinion on his questionnaire and the ratings on the Rackham inventory in the areas of counseling, student activities, financial aid, health services, personnel 15Thad Gordon Beasley, "A Comparative Study of the Functions of Student Personnel Services in the State Supported Colleges and Universities in Arkansas" (Ph.D. dissertation, University of Arkansas, 1969). 16Clarence Angus Mahler, "A Study of Student and Faculty Reactions to Student Personnel Work" (Ph.D. dissertation, University of Minnesota, 1955). 31 administration and orientation. Wide differences were reported in the findings of the two inventories on the housing-board and placement scales. Students, while not agreeing as much as faculty, also showed a tendency to agree with the independent findings of the Rackham inventory on most scales. Student opinion of the quality of housing-board and placement also showed a wide difference with the independent rating. Overall, faculty gave significantly higher ratings than students at all four colleges included in the study. 17 Gray used both the Mahler inventory and the Wrenn-Kamm Evaluation Report Form to evaluate the stu- dent personnel program for men at the University of Richmond. He found differences in student and faculty perceptions with faculty and administrative-personnel staff perceptions more nearly alike than student and faculty ratings. Gray also found differences in the perceptions of various student subgroups when compared with each other. Fitzgerald18 developed the Student Personnel Services Questionnaire in 1959 to survey faculty l7Clarence Jones Gray, "An Evaluative Study of the Student Personnel Program for Men at the University of Richmond" (Ph.D. dissertation, University of Virginia, 1962). 18Laurine Elizabeth Fitzgerald, "A Study of Faculty Perceptions of Student Personnel Services" (Ph.D. dissertation, Michigan State University, 1959). 32 perceptions of student personnel services in institutions of higher education. On this questionnaire, forty state- ments of student personnel functions were presented with faculty respondents asked to indicate the importance of each function to higher education, the quality of perfor- mance of the service, and to identify the location of the office responsible for the function in the organi- zational hierarchy of the institution as either all-campus, college, or departmental level responsibility. Fitzgerald administered her questionnaire to a sample of Michigan State University faculty members and found that the faculty there recognize student personnel services as important to higher education with the greatest importance placed on those services most directly related to the academic purposes of the University. The study also found significant differences in the perceptions of faculty who work closely with student organizations and those that do not. The faculty who work with student organizations tended to view student personnel services as more important than those that do not work with such organizations. This study found a few differences between the perceptions of tenured and untenured faculty, with the latter group being less definite in their opinions and less knowledgeable about student personnel services. 33 Zimmerman19 used Fitzgerald's instrument to develop an interview questionnaire in an attempt to determine the perceptions of students concerning student personnel services at Michigan State University. Zimmer— man found that the students considered personnel services to be important to the college student, and that the students generally rated the services at Michigan State very favorably. The study also showed that students felt more communication between students and student services was needed. Fitzgerald's questionnaire was also adopted for use by Rankin20 in a study of graduating senior's per— ceptions of student personnel services at Colorado State College. Rankin found that graduating seniors perceived the services as being "fairly important" to college edu- cation, that the seniors were aware of the services offered but not of all the sub-functions of these ser- vices, and that the seniors were generally satisfied with the functions with which they had had contact. 19Elwyn E. Zimmerman, "Student Perceptions of Student Personnel Services at Michigan State University" (Ph.D. dissertation, Michigan State University, 1963). 20Gary Edmond Rankin, "Graduating Senior Per- ceptions of Student Personnel Services at Colorado State College" (Ph.D. dissertation, Colorado State College, 1966). 34 Rankin found no differences in perceptions of these students on the basis of sex, resident status, or duration of enrollment. Johnson21 studied faculty and student personnel worker perceptions at Colorado State College of that institution's student personnel services. He found little difference in the perceptions of faculty and student personnel workers. Johnson found that faculty were largely aware of the services administered on the campus but were generally unwilling to rate the effec- tiveness of the services. He also found that faculty need more information on the campus location of the services. Ross22 used the Fitzgerald questionnaire to col- lect administrator, faculty, and student personnel worker opinions of student personnel services at Ohio University. Ross asked each respondent to give their Opinion of the importance of the functions, whether the functions were provided, and how well the functions were performed at Ohio University. Using the chi square method of analysis, Ross found differences in the opinions of 21Walter Michael Johnson, "Faculty Perceptions of Student Personnel Services" (Ph.D. dissertation, Colorado State College, 1968). 22Margaret Ann Ross, "Administration, Faculty, and Student Personnel Workers' Evaluation of Student Personnel Functions" (Ph.D. dissertation, Ohio Uni- versity, 1967). 35 administrators, faculty and student personnel workers on twenty-six of the forty statements on the question- naire. She also found significant differences in the opinions of faculty members when compared on the basis of college affiliation, whether they served as an advisor to a student organization or not, and whether they had tenure or not. She found an apparent lack of knowledge by the faculty of certain student personnel services performed at the university, who performed the services, and how well they were performed. Ross con- cluded that better communication among administrators, faculty, and student personnel workers about the purposes of the student personnel program needed to be promoted. Tamte23 used a modified version of the Fitzgerald questionnaire to determine faculty, student, and student personnel worker perceptions of the student personnel program at the University of Denver. Tamte's study was based upon forty statements of student personnel functions, with five statements for each of the following services: admissions; registration and records; counseling; health services; housing and food service; student activities; financial aid and placement, discipline, and special clinics and special services. Respondents were asked 23James Arthur Tamte, "How Faculty, Student Per— sonnel Workers, and Students Perceive Student Personnel Services at the University of Denver" (Ph.D. dissertation, University of Denver, 1964). 36 to answer four questions related to each function. These were: (1) importance of the service to college education; (2) awareness of specific provisions for the service at Denver; (3) adequacy of performance of the service; and (4) location of the service. Tamte found significant differences in the perceptions of faculty who work closely with student organizations and those that do not, faculty with a doctorate and those without a doctorate, faculty who had been at Denver six years or more and those who had been there five years or less, and married students and single students. No significant differences were found in the perceptions of faculty and student personnel workers, faculty and students, student personnel workers and students, faculty who earned their degree in the West and those who earned their degree elsewhere, students in university housing and students in nonuniversity housing, students with military service and those without military service, transfer students and native students, upper division students and lower division students, and male and female students. Raines,24 acting as Staff Director of a two—year Carnegie Corporation project concerned with the appraisal and development of junior college student personnel 24National Committee for Appraisal and Develop— ment of Junior College Student Personnel Programs, Junior College Student Personnel Programs Appraisal and Development, A Report to the Carnegie Corporation, November, 1965. 37 programs, developed the Inventory of Selected College Functions. This instrument was intended to be used to survey junior colleges to determine the scope and quality of their existing student personnel program, the need for services that were not implemented, the operational classification of the service such as academic instruction or student personnel, and the relationship of the student personnel staff to the service. The original inventory contained thirty-five functions that were eventually reduced to twenty-one essential functions by twelve junior college student personnel experts who worked with Raines on the Carnegie project. These essential functions were pre-college information, student inductive, group orientation, career information, personnel records, edu- cational testing, applicant appraisal, health appraisal, student counseling, student advisement, applicant con— sulting, co-curricular activities, student self-govern— ment, student registration, academic regulation, social regulation, financial aids, placement, program articu- lation, in-service education, program evaluation, and administrative organization.25 The inventory was used in conjunction with a second instrument called the Inventory of Staff Resources, which was designed to survey the 25Charles C. Collins, Junior College Student Per— sonnel Programs, What They Are and What They Should Be (Washington, D.C.: American Association of Junior Col— leges, 1967), pp. 13—15. 38 experience and training of junior college student per- sonnel workers. In addition to these surveys, trained evaluators visited all the forty—nine larger junior colleges and some of the seventy-four smaller junior colleges that were selected to participate in the Raines' study. In the study, a program was rated satisfactory if at least two-thirds of the twenty—one essential functions were implemented and adequately performed. The study found only 25 percent of the forty-nine larger colleges qualified as having two-thirds of the basic functions implemented on their campuses. It was also found that guidance and counseling functions were inadequate at more than half the colleges while coordi- native, evaluative, and up-grading functions were the least adequate of all the functions. Bradley26 used Raines' inventories to analyze student personnel programs in thirteen community colleges and three state colleges in the state of Washington. The study was directed toward determining the status, scope, and quality of student personnel programs in these insti— tutions as perceived by state college student personnel workers and community college administrators. Bradley found that the functions which reflected student 26Harry Leonard Bradley, "An Analysis of Student Personnel Programs in the Community and State Colleges of Washington" (Ph.D. dissertation, Washington State University, 1967). 39 participation, such as student self-government and co- curricular activities, had the broadest scope and highest quality. Functions such as in-service training and pro— gram evaluation were seen as having the most limited sc0pe and poorest quality. Peterson27 used a modified version of the Inventory of Selected College Functions and small group interviews to evaluate student personnel services in the senior colleges of the Lutheran Church. His study was based upon a comparison of student, faculty, and student per- sonnel administrator perceptions of the degree of need for each service if the service was not performed on the campus, the scope of the service, the quality of the service, and the use made of the service or involvement in the service by each respondent. Peterson used a rating scale for his questions related to quality and scope with a rating of very good to very poor for quality and very broad to very narrow for scope. Using the chi square statistic to analyze his data, Peterson found that: 27Glen E. Peterson, "The Perceptions of Student Personnel Administrators, Faculty Members, and Students of the Student Personnel Programs of the Senior Colleges of the American Lutheran Church" (Ph.D. dissertation, Michigan State University, 1968). 40 There were significant differences in the per- ceptions of student personnel administrators, faculty, and students with respect to the scope and quality of some services at each college; Differences in perceptions of scope were more frequent than differences in perceptions of quality; Negative composite mean scores of the three groups were found in ratings of the scope of health educative, group guidance, basic skill diagnostic, program evaluation, and off-campus housing ser- vices. Positive composite scores were found in ratings of sc0pe of student activities and religious programs; Many respondents indicated a need to implement certain services already in existence on their campuses, indicating a need for better communi- cation concerning these services; The Inventory of Selected College Services, as Peterson called his version of the Raines' inventory, used in conjunction with small group interviews was a successful method for examining and describing the perceptions of student per- sonnel administrators, faculty, and students with respect to the effectiveness of the student per- sonnel program on a given college campus. 41 Emerson28 also used a modified version of the Raines' questionnaire to study student personnel services offered in the community colleges of North Carolina. In his study, Emerson developed sixty-five descriptive statements based upon the student personnel functions in the Raines' inventory. He then surveyed students, faculty, and student personnel administrators in ten community colleges, and asked them to record their per- ceptions of the effectiveness of each function as per- formed on their own campus. Emerson also asked respondents to indicate whether their perception was based upon per- sonal experience or vicarious experience with the service, and the degree of familiarity of each respondent with each listed service. Using multivariate analysis of variance techniques, and Tukey and Scheffé post-hoc tests, Emerson analyzed his data and found the following: 1. Significant differences between colleges were found on each of the three dependent variables. Faculty rated the effectiveness of the student. personnel services significantly lower than did students and student personnel workers, while no differences were found between the perceptions of the latter two groups; 28William Preston Emerson, "Faculty, Student, and Student Personnel Worker Perceptions of Selected Student Personnel Services in the Community Colleges of North Carolina" (Ph.D. dissertation, Michigan State University, 1971). 42 2. Faculty and students rated their personal versus vicarious experiences used to evaluate the effectiveness of the student personnel services significantly lower than did student personnel workers. Faculty and student ratings revealed no significant differences in this area; 3. Faculty and students rated their familiarity with the student personnel services significantly lower than did student personnel workers. Faculty and student ratings did not differ on this variable. Troesher29 did a study based upon the Raines' instrument in which she evaluated the student personnel services at Rock Valley College by analyzing student, faculty, and student personnel staff perceptions of these services. Troescher's study attempted to answer four questions related to the services, which were: (1) What was the degree of effectiveness of the student personnel services as reported by the student personnel staff at Rock Valley College? (2) What was the degree of effectiveness of the student personnel services as reported by a sample of students at Rock Valley College: and (4) Were there significant differences in the 29Carol Mabel Troescher, "A Descriptive Study of the Perceptions Held by Students, Faculty, and Student Personnel Administrators of the Student Personnel Services at Rock Valley College" (Ph.D. dissertation, Indiana Uni- versity, 1969). 43 perceptions held by student personnel staff, faculty, and students toward any of the student personnel services at Rock Valley College? In this study a six-point rating scale was used to tap the perceptions of the three groups surveyed related to effectiveness of the services. Differences in perceptions of each service were compared using the t test, with a .05 level of significance being considered acceptable for the study. Troescher found no significant differences in the perceptions of the three groups of the effectiveness of pre-college information, health appraisal, inter-collegiate athletics, academic regu- latory, scholarship awarding, and cooperative placement services. Programs with fair to poor ratings were stu- dent inductive, group orienting, health educative, health clinical, and housing services. Troescher concluded that the poor—rated services needed more time to develop; faculty and student personnel staff agreement on the effectiveness of many services indicated cooperation and communication between these groups; high effectiveness ratings by students indicated that the student personnel functions were seen as a valuable part of the college program; and agreement of perceptions of all three groups indicated that the ser- vices were playing a positive role in the total school program at Rock Valley College. 44 The literature review uncovered several studies in which the researchers developed their own instruments to determine perceptions and evaluate student personnel services in undergraduate colleges, universities, and junior colleges. Hight3O used a questionnaire and inter- views to evaluate the effectiveness of student personnel services in small junior colleges of California. She found agreement among students, deans, and counselors in the perceptions of the effectiveness of the programs on their campuses. She also found questionnaires to be of value in determining the different vieWpoints of those involved with student personnel services. Gillies31 developed ninety-six behavioral objec- tives based upon nineteen of the services identified by Max Raines. Students, instructors, counselors, and administrators at two junior colleges were asked to respond to the objectives, first, as to whether or not the behavioral objectives represented "ideal" behaviors for community college students, and secondly, whether or not the behaviors were actually found at their colleges. 30Mildred Emma Hight, "Evaluation of the Effec— tiveness of Student Personnel Services of Small Junior Colleges in California" (Ph.D. dissertation, University of Southern California, 1970). 31Richard Ebenezer Gillies, "A Method for Survey— ing Student Personnel Services Programs in Two California Junior Colleges" (Ph.D. dissertation, University of California, Los Angeles, 1968). 45 These ideal and real perceptions were then compared and differences were used as a measure of program effective- ness. Gillies found significant differences in the real and ideal perceptions of students, instructors, and counselors. Arbuckle and Kauffman32 surveyed liberal arts colleges to determine the scope and quality of their student personnel services. They found that all the colleges offer some form of practically all the major services, with the greatest involvement being with housing and health services. The service provided least effectively was counseling. Doyle33 surveyed thirty-seven Bible colleges in an effort to determine the scope and effectiveness of the student personnel services. He found students to be generally satisfied with the services. Robinson34 developed his own inventory to evaluate student personnel services in four Texas uni— versities. Students were asked to evaluate the services 32Dugald S. Arbuckle and Joseph F. Kauffman, "Student Personnel Services in Liberal Arts Colleges," Personnel and Guidance Journal 38 (December 1959): 296-99. 33Laurence Alexander Doyle, "A Study of Personnel Services in Bible Colleges" (Ph.D. dissertation, Boston University School of Education, 1963). 34Seldon C. Robinson, "Student Evaluation of the Adequacy of Student Personnel Services in Selected Insti- tutions of Higher Education in Texas" (Ph.D. dissertation, Texas Technological College, 1966). 46 based upon their perceptions of the need for the service, extent to which the service was actually received, and extent to which the service should be received. He found all services to be perceived as needed and that more students saw need for the services than actually received them. Beckers35 evaluated the student personnel program at the Auburn University School of Education by developing his own criteria from the literature and evaluating on the basis of these criteria. He also obtained student and faculty reactions to the program by using a question- naire and interviews. Beckers found lack of agreement among the faculty with respect to the overall purposes of the student personnel program, but agreement among the faculty with respect to the objectives of individual services. He also found the services to be generally inadequate in meeting students' needs and communication about the availability of the services to be inadequate. Wright36 surveyed students and administrators at eleven New England junior colleges for women in an effort to evaluate the student personnel services offered at 35Wilmer Henry Beckers, "An Evaluation of the Student Personnel Program at the Auburn University School of Education" (Ph.D. dissertation, Auburn University, 1961). 36Jeanette Tornow Wright, "A Study of Student Personnel Services in Junior Colleges for Women in New England" (Ph.D. dissertation, Boston University School of Education, 1967). 47 these institutions. She developed two questionnaires for her study and asked respondents to indicate the services offered, student reaction to the services, and use and degree of helpfulness of the services as reported by students. She also interviewed students to obtain additional information. The study found orientation, student activities, and housing services to be reasonably effective, and deficiencies in the effectiveness of health, sex education, personal counseling services, financial assistance, and academic counseling. Major deficiencies were found in remedial services. Johnson37 analyzed student, faculty, and student personnel worker perceptions of student personnel ser- vices in nine Illinois four-year colleges and seven junior colleges in that state. The survey instrument focused upon the following services: admissions and orientation, counseling, faculty advisement, activities programs, housing, residential counseling program, fraternities and sororities, placement, and financial aids. Respondents were asked to rate the effectiveness of these services on a five—point scale from very effec- tive to very ineffective. Johnson's data showed that: 37Thomas Bradford Johnson, "A Study of Student Personnel Services in Selected Illinois Four-Year Col- leges and Junior Colleges" (Ph.D. dissertation, North- western University, 1968). 48 1. Student personnel administrators reported evalu- ations equivalent to the highest mean scores in 60 percent of the questions asked; 2. Scores of faculty tended to be distributed between the highest scores of student personnel adminis- trators and lowest scores of student groups; 3. Instructor's mean scores tended to coincide more frequently with students' ratings than did faculty or student personnel administrator ratings; 4. Faculty and student personnel administrator ratings seldom were parallel to student assess- ments of the same services; 5. Some freshmen and sophomores were unaware of certain administrative procedures and therefore could not accurately evaluate some services; 6. Mean scores of junior college students were usually not consonant with means of four-year students; 7. Mean scores of junior college students, commuting students, and those living off—campus showed similar appraisals. Evaluative Studies in Graduate Schools or Health Sciences Institutions The review of the literature disclosed very few studies related to student personnel services for graduate 49 or medical students. Two such studies will be considered here which were selected because of their concern with a general program of services for graduate and professional students. Vestermark,38 in an effort to determine the scope of services offered in American graduate schools, sur— veyed 164 institutions offering advanced degree work. She attempted to find out the services offered, the manner in which the personnel services and policies are organized and coordinated, and current plans and studies related to these areas. On her questionnaire, Vestermark identified eight services of concern to graduate students, which were admissions, orientation, housing, financial aid, advisory and counseling services, health services, social activities and university contacts, and placement and follow-up services. Findings showed that student personnel services for graduate students were not generally separately organized, but rather were an adjunct to the regular undergraduate student personnel program. Of the services offered, admissions, financial aids, and housing were the areas receiving the most institutional study. A shortage of total housing facilities was not reported as acute, but low to moderate cost facilities were in 38Vestermark, "A Critical Investigation of Per- sonnel Policies and Services." 50 short supply. The majority of the institutions provided or sponsored apartments, thereby helping married stu- dents. One-third of the universities provided a special dormitory for graduate students. In the area of financial aids, state-controlled institutions reported an acute need for additional aid while forty-eight universities indicated that inadequate financial support was a major reason for graduate student attrition. This was deemed particularly true for students at the doctoral level. Advisory and counseling services were rated as "adequate" in three-fourths of the responding institutions. Nearly half of these institutions, however, indicated a need for some form of in-service training for faculty advisors of graduate students but considered such train— ing not feasible. Student activities and clubs were far more likely to be planned at the departmental as opposed to all- university level. One-half to two—thirds of the respond- ing institutions reported that social events and clubs were "occasional" in occurrence. Orientation events, with the exception of some required practices, were not held in the majority of the graduate schools. 51 Johnson and Hutchins39 conducted a nation-wide study of medical student attrition and part of their extensive questionnaire was concerned with a rating of student services offered on the various campuses. The questionnaires were sent to medical college deans, stu- dent affairs officers, and admissions officers in addition to regular progress students and drop—out students. The regular progress students were a sample of all such stu- dents, while the drop—out group included almost all of this pOpulation. Since each of these groups were asked to rate the student services, it was possible to make some comparisons of the ratings of the administrators, regular progress students, and irregular progress stu- dents. Each of these groups rated the services on a scale from excellent to poor and mean scores for admin- 40 and students in both categories41 were istrators reported. The compared ratings indicate that admin- istrators tend to rate the initial orientation program, counseling services, food services, religious resources, and student organizations and activities higher than 39Davis G. Johnson and Edwin B. Hutchins, Doctor or Drppout? A Study of Medical Student Attrition (Wash- ington, D.C.: Association of American Medical Colleges, 1966). 4OIbid., Appendix C.l.l, p. 128. 411bid., Appendix c.3, pp. 149-50. 52 students rate these services. Financial aid ratings were somewhat higher for the administrative group, while ratings of psychiatric services, recreation facilities, and housing facilities were similar for all groups. Within the student group, a higher proportion of irregular progress students were reported as giving poor ratings to counseling services than regular progress students. Food service was the only item rated as poor by more regular than irregular students. Ten to 20 percent of both groups rated as poor their school's financial aid resources, initial orientation program, religious resources, and student activities and organizations. Between 35 and 45 percent rated housing and recreational facilities as poor. Davis and Johnson's study, as noted above, was mainly concerned with the factors contributing to medical student attrition. Even though it is indicated that administrators rated certain services higher than stu- dents as far as the quality of the services is concerned, it is important to note that they gave relatively low ratings to student services such as orientation, financial aid, housing, and recreational facilities so far as these 43 affect attrition rates. Students, on the other hand, tended to place more significance on student services 4ZIbid., p. 73. 43Ibid., p. 65. 53 and other features of the medical school as factors that might lower the attrition rate.44 Summary The review of the literature revealed a large number of studies that attempted to evaluate student personnel services in undergraduate colleges, universi- ties, and junior colleges. Many of these studies deter- mined, as a large part of their evaluation, the per- ceptions of students, faculty, and administrators of the student services. In many such studies, these per- ceptions were compared and analyzed statistically and revealed significant differences in the perceptions of these groups. Several of the studies confirmed the use of the questionnaire as an effective method of collecting data related to perceptions held of student personnel services. The literature review uncovered only two studies of interest to the research at hand related to graduate or medical school student personnel services. The one study conducted in the medical school setting showed several differences in the perceptions of students and faculty of the quality of personnel services offered on the various campuses. 44Ibid., p. 71. 54 The next chapter will report the methods and procedures of this evaluative study of the student per- sonnel services at the Medical College of Georgia. CHAPTER III PROCEDURES AND METHODOLOGY This chapter presents a description of the popu- lation surveyed, the instrument used in collecting the data, and the procedures followed in collecting and analyzing the data. The Population The population for this study consisted of all full-time Medical College of Georgia faculty without primary administrative appointments, all full-time Medical College of Georgia students, excluding residents and interns, at the Augusta campus, and all Student Affairs Division staff members with responsibility for one or more of the student services under study at the Medical College. The population at the time of the study, which was during the 1972—73 academic year, con- sisted of 430 full-time faculty, 1,424 students, and 11 Student Affairs staff members. 55 56 The Sample The sample for this study was determined at the outset of the study by the researcher in consultation with a consultant from the Michigan State University School of Education's Office of Research Consultation. The sample size for faculty was set at approximately 100, and the sample size for students at approximately 200. Because of the relatively small size of the Student Affairs staff, it was decided that the total population of 11 would be used in the study. The faculty sample was selected from a list of full-time faculty without administrative appointments supplied by the President's office at the Medical College of Georgia. A number was assigned to each faculty member, and the sample was selected using the "Tables of Random 1 A final sample size of Numbers" in Downie and Heath. 112 was selected via this method. Faculty sample data are shown in Table 3-1. The student sample was selected from a list of full-time registered students at the Augusta campus for Fall Term, 1972, supplied by the Registrar's Office at the Medical College of Georgia. Each student in the population was assigned a number, and Downie and Heath's 1N. M. Downie and R. W. Heath, Basic Statistical Methods (New York: Harper & Row Publishers, 1965)) pp. 316—17. 57 "Tables of Random Numbers" were again used to select the final student sample of 212.2 Student sample data are shown in Table 3-2. The Instrument The questionnaire for this study was developed by the researcher in consultation with members of the faculty of the Department of Higher Education in the School of Education at Michigan State University, and with the Director of Student Affairs at the Medical College of Georgia. Following construction of the questionnaire, five faculty and five students at the Medical College _were sent the questionnaire and asked to complete it. Each of these faculty and student participants were then interviewed concerning the clarity of the questionnaire items and comprehension of the instructions. Several changes were made in the instrument as a result of stu- dent and faculty suggestions, and a revised questionnaire was then reviewed by one member of the Student Affairs staff, three faculty members, and four students. The second group of reviewers reported that the questionnaire was clear and they made no suggestions for improvement. The final questionnaire was also reviewed by the Director of Student Affairs at the Medical College and a Professor of Higher Education at Michigan State. Both reviewers 21bid. 58 TABLE 3-l.--MCG faculty population and sample data Po u- % of # Ques- % of Ques- School latgon Sample Popu- tionnaires tionnaires lation Returned Returned Allied Health Sciences 40 10 25.00 9 90.00 Dentistry 68 22 32.35 19 86.36 Graduate Studies 57 13 22.81 10 76.92 Medicine 230 55 23.91 44 80.00 Nursing 35 12 34.29 9 75.00 Totals 430 112 26.05 91 81.25 TABLE 3-2.--MCG student population and sample data Po u- % of # Ques- % of Ques- School lation Sample Popu- tionnaires tionnaires lation Returned Returned Allied Health Sciences 198 29 14.65 26 89.66 Dentistry 178 23 12.92 20 86.96 Graduate Studies 84 18 21.43 13 72.22 Medicine 568 83 14.61 63 75.90 Nursing 396 59 14.90 54 91.53 Totals 1424 212 14.89 176 83.02 59 reported that the questionnaire was understandable and the questions seemed appropriate for the problem under study. The questionnaire consisted of twenty—five state- ments, each describing a student service at the Medical College of Georgia. For each descriptive statement, two questions were asked of the respondent. The questions were: A. How important is the provision of the service as part of the total educational program for health professional students at the Medical College of Georgia? How adequate is the service as provided at the Medical College of Georgia? The respondents were instructed to reSpond to the questionnaire as follows for each of the two questions of concern? A. Based upon your own views of what should be offered as part of a total educational program for health professional students, do you consider the provision of the service at MCG to be of great importance, of moderate importance, of slight importance, or of no importance? 60 B. Based upon your own views, do you consider the service as provided at MCG to be very adequate, moderately adequate, minimally adequate, or inadequate? Respondents were asked to indicate their responses to part A questions using the following scale and arbitrary numerical weightings: of great importance = 4 of moderate importance = 3 of slight importance = 2 of no importance = 1 no opinion = 0 For part B questions, these response options were offered: very adequate = 4 moderately adequate = 3 minimally adequate = 2 not adequate = 1 no opinion = 0 The questionnaires used in the study are pre- sented in Appendix A. Collection of the Data Permission to conduct the study was obtained from the Director of Student Affairs at the Medical College of Georgia, who also agreed to co-sign letters with the 61 researcher asking for cooperation from students and faculty at the Medical College. The student sample was sent the questionnaire and a letter on November 17, 1972. A follow-up letter was sent to nonrespondents on November 30, 1972. (See Appendices B and C.) The initial mailing to the faculty sample was sent on November 28, 1972. This mailing included a letter from the President of the Medical College of Georgia urging faculty participation, a joint letter from the Director of Student Affairs and the researcher, and the questionnaire. (See Appendices D and E.) Because an adequate response was obtained with the first mailing, no second mailing was made with the faculty sample. The Student Affairs staff received their question- naires at a staff meeting in mid—December, 1972. Those not present at the meeting were sent the questionnaire in the mail, with instructions to return the completed questionnaire as soon as possible. The last accepted questionnaires were received by January 15, 1973, from all groups. Data showing the numbers and percentages of questionnaires returned are presented in Tables 3-1 and 3-2. Analysis of the Data The data, following collection, were coded and punched onto computer data cards so the data could be 62 processed and analyzed by computer. The data were fed into a Medical College of Georgia terminal of the Uni— versity of Georgia's IBM computer. It was determined at the outset of the study that zero responses, indi- cating no opinion on the particular question, would not be used in determining each individual respondent's mean score across the twenty-five "A" items, and across the twenty—five "B" items of the questionnaire. Thus, the data actually used in the study included only the responses that indicated an opinion was held by the respondent. The separate mean scores of each individual for all "A" and "B" questions, indicating respectively the perceptions of the importance and adequacy of the twenty- five student services, were then compared using univariate analysis of variance techniques to test the hypotheses of interest. An alpha level of a = .05 was selected for each hypothesis test. Significant differences among the various groups as revealed by the univariate analysis of variance tests were further investigated using Scheffé post-hoc compar— isons. The Scheffé technique was employed because of unequal sample sizes, and because of its versatility. The test alpha level for each post-hoc comparison was set at a = .05. 63 Summary The population for the study consisted of full- time faculty, students, and Student Affairs staff members at the Medical College of Georgia. Random sampling pro- cedures were used to select a student sample of 212 and a faculty sample of 122 from populations of 1424 and 430 respectively. All 11 professional staff members of the Student Affairs Division at the Medical College of Georgia were used in the study. A questionnaire instrument entitled the "Student Services Questionnaire" was developed by the researcher and used to gather the data for the study. The question- naires were mailed to all those selected to participate in the study. Returned questionnaire data were keypunched onto computer cards and the analysis of the data was done via the Medical College of Georgia terminal of a Uni- versity of Georgia computer. The univariate analysis of variance technique was used to test the hypotheses of interest. The Scheffé post-hoc comparison procedure was used to investigate differences where shown by the univariate analysis of variance procedures. CHAPTER IV ANALYSIS OF RESULTS This chapter is devoted to analysis of the data to determine if the hypotheses of interest can be rejected or if the analysis results fail to reject these hypotheses. The univariate analysis of variance technique was employed to test the hypotheses of interest. In cases where significant differences were found, post hoc procedures were used to further determine differences between Specific group perceptions. The post hoc pro- cedures used were those developed by Scheffé. The specific hypotheses under study are stated in their null form. The null hypotheses were rejected when the computed probability values were greater than the established alpha level of .05. The Findings The hypotheses below are stated in the same order as they appear in Chapter I. The reader is reminded that the cell means for each group under study represents a weighted mean for that group's perception 64 65 of the importance and adequacy of the student personnel services provided at the Medical College of Georgia. Where individuals indicated "no opinion," this rating is deleted from the computation of the mean score. Hypothesis IA Hypothesis IA states that there are no differences in the perceptions held by students, faculty, and the student affairs staff of the importance of the student services offered at the Medical College. A summary of the univariate analysis of variance test for Hypothesis IA, appearing in Table 4—1, shows that the computed probability value is greater than the .05 alpha level specified in this experiment. Therefore, null Hypothesis IA was rejected. TABLE 4-l.--Univariate analysis of variance test of dif- ferences between means representing student affairs staff, faculty, and students' perceptions of the importance of the student services at the Medical College of Georgia Treatment Group Student Affairs Faculty Students Sample Size 11 91 176 Mean 3.7034 3.4145 3.4453 Standard Deviation .1347 .3470 .3391 Analysis of Variance Sum of Degrees of Mean Squares Freedom Square F Ratio Between Groups .8187 2 .4094 3.6148a Within Groups 31.1431 275 .1132 aSignificant beyond the .05 level. 66 Since a significant difference was found in this test, the Scheffé post hoc comparison technique was employed to determine which of the specific group means contributed to the overall difference among the three groups under study. The results of the post hoc com- parison, shown in Table 4-2, reveals that a significant difference at the .05 level exists between the mean representing the perceptions of the student affairs group and the student group. A significant difference at the .05 level was also found between the mean representing the perceptions of the student affairs staff and the perceptions of the faculty group. The difference between the student and faculty group means was not found to con— tribute to the overall difference among the three groups under study. It should be noted that the mean ratings held by faculty and students for the importance of stu— dent services variable were 3.4145 and 3.4453 respec- tively. The ratings indicate a generally high regard for the importance of these services as part of the institution's total educational program. TABLE 4-2.--Scheffé post hoc comparison of differences between means representing student affairs staff, faculty, and student perceptions of the importance of student services at the Medical College of Georgia Faculty Students Student Affairs Staff .2889a .2581a Faculty -.0308 aSignificant beyond the .05 level. 67 Hypothesis IB Hypothesis IB states that there are no differences in the perceptions held by students, faculty, and the student affairs staff of the adequacy of the student services provided at the Medical College. A summary of the univariate analysis of variance test, shown in Table 4-3, shows that the computed proba- bility value is less than .05; therefore, the null hypothesis cannot be rejected on the basis of this test. TABLE 4-3.--Univariate analysis of variance test of dif- ferences between means representing student affairs staff, faculty, and student perceptions of the adequacy of the student services at the Medical College of Georgia Treatment Group Student Affairs Faculty Students Sample Size 11 91 176 Mean 2.7839 2.5598 2.7286 Standard Deviation .3470 .7763 .4708 Analysis of Variance Sum of Degrees of Mean F Ratio Squares Freedom Square Between Groups 1.8438 2 .9219 2.6908 Within Groups 94.2210 275 .3426 Hypothesis IIA Hypothesis IIA states that there are no differ— ences in the perceptions of the student affairs staff, the faculties of each School, and the students at each School, of the importance of the student services at the Medical College of Georgia. 68 Table 4-4 shows the summary of the univariate analysis of variance test. Since the alpha level of .05 is less than the computed probability level for the test, the null hypothesis is rejected. The Scheffé post hoc comparison data, shown in Table 4-5, did not reveal any pairwise differences between any of the group mean perceptions under study. It was then necessary to ascertain if any logical combi- nations of means of the groups under study might account for the significant difference shown by the univariate analysis of variance test. It was decided that student and faculty means for each School would be combined and compared with each other and the student affairs group mean. This post hoc comparison, shown in Table 4—6, reveals a significant difference at the .05 alpha level between the means for the student affairs group and the combined student and faculty means from the School of Allied Health Sciences. Hypothesis IIB Hypothesis IIB states that there are no differences in the perceptions of the student affairs staff, the faculties of each School, and the students at each School, of the adequacy of the student services at the Medical College of Georgia. Table 4-7 shows the summary of the univariate analysis of variance test for this hypothesis. The 69 .Hm>mH Ho. map pcommb DCMOMMHcmHmm new mamm.am Hmuoe mace. new mooa.em mesOHw agape: mmemm.m «Gov. OH mapo.e meaouo cwmaumm oflumm m wumsqm cams mo mmnmsqm mo 85m moaneuw> mo mammamc¢ hmhm. mmHm. mamm. momm. mamm. COADMH>mQ pumpcmum vamm.m mmmm.m mvam.m ommm.m mnmm.m mammz am a me we ma mnam mHaEmm mugmpsum huasomm mugmpsum muasomm mucmpsum mGHmHDz mcflmnsz HMOHme Hm0flpmz mumspmnw msouo ucmEummHB mmmm. onov. mmmm. mmmm. «mom. mama. coau8fl>mo pumpcmum Hovm.m mmmm.m mmmv.m wmmm.m ommv.m vmon.m memo: ea om ma mm a HH muam maeamm muasomm . huasomm mucmpspm muasomm mugmpsum muammmd mumspmuo Hmpcmo Hmucmo MWMMMM MWMMMM ucmpsum msouo ucmsummue mammomo mo mmmaaoo Hm0flcm2 may um mmow>umm ucmcsum mo mocmuuomafi on» mo Hoocom comm mo mugmpsum cam .Hoonom comm mo mmHuHsowm .mmmum mufiwmmm ucmcsum mo mcowummOHmm wsu mgfi lucmmmummn mance cmm3umb mmocmummmap mo ummu mocmaum> mo mfimhamcm mumanm>flconl.vlv mqmqe 7O avasomm m:wmuaz mmmo. movN.I omvm.u mucousum Hmuflomx ¢~o~.| mno~.| mvvo. xuazomm Hmoapmz mvma.n nmm~.u nwmo. mmmo. mucmodum muosomuo mHN~.| moam.l mmmo. mmao.l Homo.u auaaomm mumspnuo ~mnu.t nvn~.n sumo. NmNo. omao.l Hmeo. mucmpsum amucwo mmoa.u oHo~.| vaea. memo. homo. mmHH. hmno. xuasoum Hanson owmo. mmmo.u monm. vvmm. woma. mmmm. NHHN. mhma. uaoooum nuammm umaaac vNNH.u mham.n mvma. oomo. mavo. ammo. momo. mmao.l vva.n avasomm nuammm omaaam omvH. mmvo. mmmm. vvvm. wwom. mmmm. NHNM. mnvN. ooaa. «mom. muamumc ucmpsum mucmcaum xuasomm nucmpsum auazuum mucmpsum auasomm mucmpsum MuHSUME mmmwwwmw wwwmmwm mcwmunz mewmusz Hmuwpmz Hecate: mumsvmuo mumsomuo Hmucwo Hanson cwfiaad omaaam mamuowo mo oomaaou Hmofipmz on» an mmoq>umm unocsum mo mocmuuome on» no Hoonom xn mucmpsum can .Hoonom ha xuasomM .muuum mufimuwm unopsum mo mCOwumwoumm mcHucwmmummu memos cowsuwn mwocwummmwp mo mnemwummEoo 00: umom wuwwnomal.mlv mqmda 71 TABLE 4-6.--Scheffé post hoc comparison of differences between means representing perceptions of student affairs staff, and combined student-faculty perceptions by School, of the importance of student services at the Medical College of Georgia Allied . Graduate . . . Health Dentistry Studies Med1c1ne Nur51ng Student Affairs .1872a .2844 .3348 .3667 .0943 Allied Health .0971 .1475 .1794 -.0930 Dentistry .0504 .0823 -.l901 Graduate Studies .0319 -.2405 Medicine -.2724 aSignificant at the .05 level. 72 how wvmo.mm Hmuoe Havm. how vamo.am mmsouw cflnuwz OAOO.H MOOm. OH OMOO.m museum cmmaumm oHumm m mnmsqm cmmz mo mmumsqm mo Edm mocmwum> mo mwmemcm omwv. mama. oomv. moom. moov. coauMH>ma pumpcmum mman.~ mmvm.~ hmmm.m mmmv.~ Humo.m cmmz Om O mm 44 OH mNHm mHesmm mucmpsum muasomm mucmpsuw muasomm mucmpsum mcwmusz mchusz Ammapmz HMUHpmz mumscmuo mdouo ucmEummHB mvmv. Humm. memo. hwmm. mmmm. onvm. GOODMH>mQ pumpcmwm vvm>.~ vowm.~ mamo.m nmmm.m mmmm.~ mmmh.m cmmz OH ON OH ON O HH mNHm mHe5mm mpcmpsum muflsomm spammm spammm pmflaam pmwaad muasomm mucmpsum huHsomm mumsumno Hmpcmo Hmucmo mpHmmHa anon cmE mmH ucmcsum U u u 9 mfimuomw mo mmmaaou Hmowpmz mnu um mmow>umm pampsum mo momsqmom mg» mo Hoonom comm mo mucmpsum paw .Hoosom comm mo mmfluasomm .mmmum mufimmmm pampsum mo mCOOummoumm may mcw lucmmmummu mammE cmmBamn mmogmHmMMHp mo ummu moc6finm> mo mwthmsm mamaum>ficpll.buv mqmde 73 computed probability level was less than the .05 alpha level; therefore, the null hypothesis cannot be rejected on the basis of this test. Hypothesis IIIA Hypothesis IIIA states that there are no signifi- cant differences among the perceptions of male faculty, female faculty, male students, and female students, of the importance of the student services at the Medical College. A summary of the univariate analysis of variance used to test this hypothesis, shown in Table 4-8, reveals that the computed probability level for the test is greater than the .05 alpha level; therefore, the null hypothesis is rejected. Since a significant difference was found to exist, the Scheffé post hoc comparison method was used to deter- mine any pairwise differences among the means for the four groups of concern. The summary of these comparisons, shown in Table 4-9, reveals that the difference between the means of the female student and male student per- ceptions is significant at the .05 level. No differences were shown in the other pairwise comparisons. Hypothesis IIIB Hypothesis IIIB states that there are no sig- nificant differences among the perceptions of male 74 TABLE 4-8.--Univariate analysis of variance test of the differences between means representing the perceptions of male faculty, female faculty, male students and female students of the importance of student services at the Medical College of Georgia Male Female Male Female Treatment Group Faculty Faculty Students Students Sample Size 72 19 93 83 Mean 3.3629 3.6102 3.3426 3.5189 Standard Deviation .3515 .2521 .3669 .4709 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups 2.2885 3 .7628 4.9558a Within Groups 40.4833 263 .1539 Total 42.7719 266 aSignificant beyond the .05 level. TABLE 4-9.--Scheffe post hoc comparison of differences between means representing perceptions of male faculty, female faculty, male students, and female students, of the importance of student services, at the Medical College of Georgia Female Male Female Faculty Students Students Male Faculty -.2473 .0203 -.1560 Female Faculty .2676 -.0913 Male Students -.1763a aSignificant beyond the .05 level. 75 faculty, female faculty, male students, and female stu— dents, of the adequacy of the student services at the Medical College of Georgia. The univariate analysis of variance, shown in Table 4-10, used to test this hypothe- sis revealed that the computed probability level was less than the .05 level; therefore, the null hypothesis cannot be rejected. Hypotheses IVA through VIB are concerned with the differences in perceptions of specific faculty groups. Hypotheses VIIA through VIIB are Concerned with the dif- ferences in perception of specific student groups. Hypothesis IVA Hypothesis IVA states that there are no signifi- cant differences in the perceptions of the importance of student services at the Medical College between those faculty who have been a college, university, or profes- sional school faculty member for more than five years, and those who have been in this capacity for less than five years. The summary of the univariate analysis of variance test of this hypothesis appears in Table 4-11. Because the computed probability level is less than the .05 level accepted for the test, the null hypothesis was not rejected. 76 TABLE 4-10.--Univariate analysis of variance test of the differences between means representing the perceptions of male faculty, female faculty, male students and female students of the adequacy of student services at the Medical College of Georgia Male Female Male Female Treatment Group Faculty Faculty Students Students Sample Size 72 19 93 83 Mean 2.5228 2.6998 2.5613 2.5588 Standard Deviation .8476 .3911 .7018 .8277 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups .407 3 .1569 .7676 Within Groups 53.7607 263 .2044 Total 54.2314 266 TABLE 4-1l.--Univariate analysis of variance test of the differences between means representing the perceptions of faculty with five years or more service in a college, uni- versity or professional school, and faculty with less than five years service in these institutions, of the importance of student services at the Medical College of Georgia 5 Years or Less Than 5 Treatment Group More Service Years Service Sample Size 36 55 Mean 3.4123 3.4160 Standard Deviation .3920 .3178 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups .0003 l .0003 .0024 Within Groups 10.8340 89 .1217 Total 10.8343 90 77 Hypothesis IVB Hypothesis IVB states that there are no signifi- cant differences in the perceptions of the adequacy of student services at the Medical College between those faculty who have been a college, university, or profes- sional school faculty member for five or more years, and those who have been in this capacity for less than five years. The results of the univariate analysis of variance used to test this hypothesis, shown in Table 4—12, reveals that the computed probability level is less than the alpha level of .05; therefore, the null hypothesis cannot be rejected. TABLE 4-12.--Univariate analysis of variance test of the differences between means representing the perceptions of faculty with five years or more service in a college, uni— versity or professional school, and faculty with less than five years service in these institutions, of the adequacy of student services at the Medical College of Georgia T tm t G 5 Years or Less Than 5 rea en roup More Service Years Service Sample Size 36 55 Mean 2.5613 2.5588 Standard Deviation .7018 .8277 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups .0001 1 .0001 .0002 Within Groups 54.2313 89 .6093 Total 54.2315 90 78 Hypothesis VA Hypothesis VA states that there is no significant difference in the perceptions of the importance of the student services at the Medical College between those faculty who have served as a member of their School's or Department's Admissions Committee or Student Affairs Committee, and those who have not served in this capacity. The hypothesis was tested by a univariate analysis of variance test which revealed that the computed proba- bility level was less than the .05 level acceptable for the test. This result means that the null hypothesis cannot be rejected on the basis of this test. The summary of the test is in Table 4-13. TABLE 4-13.--Univariate analysis of variance test of the differences between means representing the perceptions of faculty members who have served as an Admissions Committee or Student Affairs Committee and faculty members who have not served on such committees, of the importance of student services at the Medical College of Georgia Faculty Who Faculty Who Treatment Group Have Served Have Not Served On Committee On Committee Sample Size 42 49 Mean 3.4243 3.4062 Standard Deviation .3333 .3615 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups .0074 l .0074 .0608 Within Groups 10.8269 89 .1217 Total 10.8343 90 79 Hypothesis VB Hypothesis VB states that there is no significant difference in the perceptions of the adequacy of the stu- dent services at the Medical College between those faculty who have served as a member of their School's or Depart- ment's Admissions Committee or Student Affairs Committee, and those who have not served in this capacity. The summary of the univariate analysis of variance used to test this hypothesis, presented in Table 4-14, reveals that the computed level of probability is less than the .05 level used in the test. Thus, the null hypothesis was not rejected. TABLE 4-14.--Univariate analysis of variance test of the differences between means representing the perceptions of faculty members who have served as an Admissions Committee or Student Affairs Committee and faculty members who have not served on such committees, of the adequacy of student services at the Medical College of Georgia Faculty Who Faculty Who Treatment Group Have Served Have Not Served On Committee On Committee Sample Size 42 49 Mean 2.7318 2.4123 Standard Deviation .5265 .9192 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups 2.3077 1 2.3077 3.9555 Within Groups 51.9238 89 .5834 * Total 54.2315 90 80 Hypothesis VIA Hypothesis VIA states that there are no signifi- cant differences in the perceptions of the importance of student services at the Medical College among those faculty holding the Doctor of Medicine degree, the Doctor of Dental Medicine or Doctor of Dental Surgery degree, the Doctor of Philosophy or Doctor of Education degree, and highest degrees below the doctoral level. For pur- poses of this test and for the testing of Hypothesis VIB, faculty holding joint degrees were classified according to their professional degree, i.e. a person holding the M.D.—Ph.D. degrees was placed with the M.D. group. A summary of the univariate analysis of variance used to test this hypothesis, revealed in Table 4-15, shows that the computed probability level for this test is greater than the .05 alpha level. Therefore, the Scheffe post hoc comparison was employed to test pair— wise differences among the means of the four groups. These data, shown in Table 4-16, show a significant difference between those faculty holding the M.D. degree and those whose highest degrees are below the doctoral level. No differences were found in the mean scores of the other pairwise comparisons. 81 .Hm>mH mO. an» escape HamoHHHOOHmm om momm.oa Hmuoa mmaa. hm momm.o masonw cfinuwz Mmoaa.m moon. m mmvo.a mmsouw cmm3umm owumm m mumsqm gmmz mo mmumsqm mo 85m mocmahm> mo mammamcd mmem. mean. «men. OOOm. coHumH>ma pumpcmum mamm.m Oomm.m mHmO.m HmO~.m amp: ON mm OH em muHm mHeamm mpmuouooo mas 30Hmm mmmummo squ suHsomm .o.pm\.o.ae mao\eza mmummo oz mchHom OHHOomm mchHom mpHsomm mchHom spHsomm macaw Hamaummue mamuomo mo mmmHHoo Hmowpmz map um mmow>nmm ucmpnum mo mocmuuomfiw msu mo mumuouooo ms» BonQ mmmuomp cam ..o.pm\.o.£m .moo\ozo .92 nuHB mumnEmE huasomm an cam: mcowummonmm one nucmmmummu momma cmm3umn mmocmHmMMHp mo ummu mocmaum> mo mflmmamcm mumwum>flcptn.malv mqmda 82 TABLE 4—16.—-Scheffé post hoc comparison of differences between means representing perceptions of faculty members holding the MD, DMD/DDS, Ph.D./Ed.D., or degrees below the doctorate, of the importance of student services at the Medical College of Georgia Faculty Faculty 5:53:33 Holding Holding Degrees Below DDS/DMD Ph.D./Ed.D. Doctorate Faculty Holding M.D. -.2005 -.0557 -.2644a Faculty Holding DDS/DMD .1007 -.1080 Faculty Holding Ph.D./Ed.D. -.2087 aSignificant at the .05 level Hypothesis VIB Hypothesis VIB states that there are no signifi- cant differences in the perceptions of the adequacy of student services at the Medical College among those faculty holding the Doctor of Medicine degree, the Doctor of Dental Medicine degree or the Doctor of Dental Surgery degree, the Doctor of Philosophy or the Doctor of Edu- cation degree, and highest degrees below the doctoral level. A summary of the univariate analysis of variance test of this hypothesis, shown in Table 4-17, reveals that the computed probability level is larger than the .05 alpha level; therefore, the null hypothesis can be rejected. 83 .Hw>mH OO. may paommp pcmoHHHOOHOm OO mHm~.Om Hence OOOO. Om OOOO.OO manouu :ngHz OOHmm.m . «OOH.N m AOA0.0 museum cmmzumm oaumm m mnmnqm cmmz mo mmumnqm mo Esm mocmwum> mo mammamcd mmme. OHOO. OOOO. OOOO. coHHOH>wO pumucmpm OHNO.~ NOOF.~ OHOO.N OHOH.~ cam: Om mm OH ON ONHO mHmeOm mumnouooo mas onmm mmmumma nuHs suHsomm .Q.OM\.o.nm moo\ozn mmnomo as mcflcaom muHsomm unflcaom wuanomm mcwpaom wuasomm msouo usmEpmmHB mflmuomo mo momHHoo Ammapmz mg» um mmow>nmm ucmpsum mo momsqmpm may we mumuouooo may sonb mmmnmmo can ..Q.©m\a.nm .moo\oza .92 sufl3 mHmQEmE muanomm hp cam: msowpmmonmm one nucmmmummn mammfi gmm3umh mmocmHmMMHp mo uwmu mommaum> mo mHmMHmcm mumflhm>acoll.halv mqm<9 84 In order to determine any pairwise differences among the means of the four groups concerned, the Scheffé post hoc comparison technique was employed. These com- parisons revealed a significant difference, using the .05 alpha level, between those faculty holding the M.D. degree, and those whose highest degree is below the doctoral level. A summary of the Scheffé comparisons is shown in Table 4-18. TABLE 4-18.—-Scheffé post hoc comparison of differences between means representing perceptions of faculty holding the MD, DMD/DDS, Ph.D./Ed.D., and degrees below the doc- torate, of the adequacy of student services at the Medical College of Georgia Faculty Faculty Egigifiy Holding Holding Degrees Bglow DDS/DMD Ph.D./Ed.D. Doctorate Faculty Holding M.D. -.4004 -.5472 --.6609a Faculty Holding DDS/DMD -.1468 -.2605 Faculty Holding Ph.D./Ed.D. .1137 aSignificant beyond the .05 level. Hypothesis VIIA Hypothesis VIIA states that there is no signifi- cant difference in the perceptions of the importance of student services at the Medical College between those students classified as graduate and professional students, and those classified as undergraduate students. 85 A summary of the univariate analysis of variance test, shown in Table 4-19, of this hypothesis reveals that the computed probability level exceeds the .05 alpha level. Therefore, the null hypothesis is rejected. TABLE 4-19.——Univariate analysis of variance test of the difference between means representing the perceptions of graduate and professional school students and undergraduate students, of the importance of student services at the Medical College of Georgia Treatment Group Graduate/Profe551onal Undergraduate School Students Students Sample Size 100 76 Mean 3.3517 3.5684 Standard Deviation .3536 .2761 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups 2.0284 1 2.0284 19.5002a Within Groups 18.0990 174 .1040 Total 20.1273 175 aSignificant beyond the .01 level. Hypothesis VIIB Hypothesis VIIB states that there is no signifi- cant difference in the perception of the adequacy of student services at the Medical College between those students classified as graduate and professional students, and those classified as undergraduate students. A summary of the univariate analysis of variance, shown in Table 4-20, reveals that the computed probability 86 level does not exceed the .05 alpha level. Therefore, the null hypothesis cannot be rejected. TABLE 4—20.--Univariate analysis of variance test of the difference between means representing the perception of graduate and professional school students and undergraduate students, of the adequacy of student services at the Medical College of Georgia Treatment Group Graduate/Profess1onal Undergraduate School Students Students Sample Size 100 76 Mean 2.7485 2.7024 Standard Deviation .4952 .4384 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups .0917 l .0917 .4122 Within Groups 38.6935 174 .2224 Total 38.7851 175 Hypothesis VIIIA Hypothesis VIIIA states that there is no signifi- cant difference in the perception of the importance of the student services at the Medical College between those students who are married, and those who are not married. A summary of the univariate analysis of variance, shown in Table 4-21, reveals that the computed probability level does exceed the established alpha level, so the null hypothesis is rejected. 87 TABLE 4-21.-—Univariate analysis of variance test of dif- ference between means representing perceptions of married students and nonmarried students, of the importance of student services at the Medical College of Georgia Treatment Group Married Students Nonmarried Students Sample Size 72 104 Mean 3.3558 3.5072 Standard Deviation .3160 .3422 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups .9760 1 .9760 8.8678a Within Groups 19.1513 174 .1101 Total 20.1273 175 aSignificant beyond the .01 level. Hypothesis VIIIB Hypothesis VIIIB states that there is no signifi- cant difference in the perceptions of the adequacy of the student services at the Medical College between those students who are married and those students who are not married. A summary of the univariate analysis of variance, shown in Table 4-22, reveals that the computed probability level does not exceed the established alpha level. Therefore, the null hypothesis cannot be rejected. Hypothesis IXA Hypothesis IXA states that there is no significant difference in the perceptions of the importance of student 88 services at the Medical College between those students living on-campus and those living off-campus. TABLE 4-22.--Univariate analysis of variance test of dif- ference between means representing perceptions of married students and nonmarried students, of the adequacy of stu- dent services at the Medical College of Georgia Treatment Group Married Students Nonmarried Students Sample Size 72 104 Mean 2.7197 2.7347 Standard Deviation .4968 .4543 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups .0096 l .0096 .0431 Within Groups 38.7755 174 .2228 Total 38.7851 175 A summary of the univariate analysis of variance test, shown in Table 4-23, reveals that the computed probability level does exceed the .05 alpha level. Therefore, the hypothesis can be rejected. Hypothesis IXB Hypothesis IXB states that there is no significant difference in the perception of the adequacy of student services at the Medical College between those students living on-campus and those students living off-campus. As the summary of the univariate analysis of variance in Table 4—24 shows, the computed probability 89 TABLE 4-23.--Univariate analysis of variance test of dif- ference between means representing perceptions of students living on-campus and off-campus, of the importance of stu- dent services at the Medical College of Georgia Students Students Treatment Group On-Campus Off-Campus Sample Size 58 118 Mean 3.5452 3.3961 Standard Deviation .2928 .3505 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups .8644 1 .8644 7.8085a Within Groups 19.2629 174 .1107 Total 20.1273 175 aSignificant beyond the .01 level. TABLE 4-24.--Univariate analysis of variance test of dif- ference between means representing perceptions of students living on-campus and off-campus, of the adequacy of stu— dent services at the Medical College of Georgia Students Students Treatment Group On-Campus Off-Campus Sample Size 58 118 Mean 2.7336 2.7261 Standard Deviation .4335 .4898 Analysis of Variance Sum of Squares DF Mean Square F Ratio Between Groups .0022 l .0022 .0099 Within Groups 38.7829 174 .2229 Total 38.7851 175 90 level does not exceed the .05 alpha level established for this study. Therefore, the null hypothesis cannot be rejected. Summary Univariate analysis of variance techniques were used to test differences between means for categories of students, faculty, and student affairs staff at the Medical College of Georgia. These means represented the perceptions of the categories of students, faculty, and student affairs staff of the adequacy and the importance of twenty-five student services offered at the Medical College. Scheffe post hoc comparisons were used where significant differences were revealed by the analysis of variance test to further determine pairwise differ- ences between the perceptions of the specific groups being tested. The results of the tests revealed significant differences, at the .05 alpha level, between the follow- ing groups on the importance of the student services at the Medical College of Georgia: student affairs staff and faculty; student affairs staff and students; student affairs staff, and student—faculty combined for the School of Allied Health Sciences; faculty holding the Doctor of Medicine degree and faculty holding degrees below the doctoral level; male students and female students; graduate/professional students and 91 undergraduate students; married students and nonmarried students; and students living on-campus and students living off-campus. No significant differences were revealed in the perceptions of the importance of the student services between the following groups: students and faculty; student affairs staff, and students and faculty of the Schools of Medicine, Dentistry, Nursing and Graduate Studies; student-faculty combined for each School and those of every other School; students grouped and com- pared by years at the Medical College; faculty grouped and compared by years of service in a professional school; and faculty who have served on an admissions or student affairs committee and those who have not served on these committees. In the tests of differences of the perceptions of the adequacy of the student services, a significant difference was found only between the perceptions of those holding the M.D. degree and those whose highest degree was below the doctoral level. No significant differences were found in the perceptions of the adequacy of student services among any of the other groupings compared. CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS, IMPLI- CATIONS AND RECOMMENDATIONS Summary This study was conducted as part of an evaluation of student services at the Medical College of Georgia. It was undertaken as one means of ascertaining the value of the services in a health sciences university setting, and to develop a basis for determining the future role of the student services at the Medical College. Budget requests, staff and facilities development, expansion or reduction of existing programs, and similar matters can be based in part upon the results of this study. The study was intended to determine student, faculty, and student affairs staff perceptions of (l) the importance of the student personnel services as part of the total educational program at the Medical College of Georgia, and (2) the adequacy of these services as pro- vided at the Medical College. At the outset, the study was designed to answer the following general questions: 92 93 To what degree are the student personnel services perceived as important to the total educational program at the Medical College by students, faculty, and student affairs staff? To what degree are the student personnel services perceived as being adequate as provided at the Medical College by students, faculty, and student affairs staff? Are there significant differences in the percep- tions of students, faculty, and student affairs staff pertaining to the importance and adequacy of the student personnel services offered at the Medical College? Are there significant differences between the per— ceptions of students and faculty when categorized by school affiliation? By sex? Are there significant differences within the stu- dent group when perceptions of graduate—professional and undergraduate students are compared? Married and nonmarried students? Students living on and off campus? Are there significant differences within the faculty group when the perceptions of those with experience in working with student organizations 94 or admissions committees are compared with those without this experience? By length of time at the College? By highest earned degree? These general questions were the basis for developing eighteen statistically testable hypotheses. The hypotheses, stated in the null form, were: Hypothesis IA: There are no significant differences in the per- ceptions held by students, faculty, and the Student Affairs Staff of the importance of the student services offered at the Medical College of Georgia. Hypothesis IB: There are no significant differences in the per- ceptions held by students, faculty, and the Student Affairs Staff of the adequacy of the student services provided at the Medical College of Georgia. Hypothesis IIA: There are no significant differences in the per- ceptions of the Student Affairs Staff, the faculties of each School, and the students of each School, of the importance of the student services at the Medical College of Georgia. Hypothesis IIB: There are no significant differences in the per- ceptions of the Student Affairs Staff, the faculties of each School, and the students of each School, of the adequacy of the student services at the Medical College of Georgia. 95 Hypothesis IIIA: There are no significant differences among the per- ceptions of male faculty, female faculty, male stu- dents, and female students, of the importance of the student services at the Medical College. Hypothesis IIIB: There are no significant differences among the per- ceptions of male faculty, female faculty, male stu- dents, and female students, of the adequacy of the student services at the Medical College of Georgia. Hypothesis IVA: There are no significant differences in the per- ceptions of the importance of student services at the Medical College between those faculty who have been a college, university or professional school faculty member for five years or more, and those who have been in this capacity for less than five years. Hypothesis IVB: There are no significant differences in perceptions of the adequacy of student services at the Medical College between those faculty who have been a college, university or professional school faculty member for five years or more, and those who have been in this capacity for less than five years. Hypothesis VA: There is no significant difference in the perceptions of the importance of the student services at the Medical College between those faculty who have served as a member of their School's or Department's Admissions Committee or Student Affairs Committee, and those who have not served in this capacity. 96 Hypothesis VB: There is no significant difference in the perceptions of the adequacy of the student services at the Medical College between those faculty who have served as a member of their School's or Department's Admissions Committee or Student Affairs Committee, and those who have not served in this capacity. Hypothesis VIA: There are no significant differences in the perceptions of the importance of the student services at the Medical College among those faculty holding the Doctor of Medicine degree, the Doctor of Dental Medicine or Doctor of Dental Surgery degree, the Doctor of Phil- osophy or Doctor of Education degree, and highest degrees below the doctoral level. Hypothesis VIB: There are no significant differences in the perceptions of the adequacy of the student services at the Medical College among those faculty holding the Doctor of Medicine degree, the Doctor of Dental Medicine degree or the Doctor of Dental Surgery degree, the Doctor of Philosophy or the Doctor of Education degree, and highest degrees below the doctoral level. Hypothesis VIIA: There is no significant difference in the perceptions of the importance of the student services at the Medical College between those students classified as graduate and professional students, and those clas- sified as undergraduate students. Hypothesis VIIB: There is no significant difference in the perceptions of the adequacy of the student services at the Medical College between those students classified as graduate and professional students, and those classified as undergraduate students. 97 Hypothesis VIIIA: There is no significant difference in the perceptions of the importance of the student services at the Medical College between those students who are married and those who are not married. Hypothesis VIIIB: There is no significant difference in the perceptions of the adequacy of the student services at the Medical College between those students who are married and those students who are not married. Hypothesis IXA: There is no significant difference in the perceptions of the importance of the student services at the Medical College between those students living on- campus and those living off-campus. Hypothesis IXB: There is no significant difference in the perceptions of the adequacy of the student services at the Medical College between those students living on- campus and those students living off-campus. A questionnaire was deve10ped by the researcher to gather data for the study. The instrument consisted of twenty-five statements, each of which described a stu- dent service offered at the Medical College of Georgia. The respondent was asked to rate each service according to its importance as part of the total educational pro- gram, and its adequacy as provided at the Medical College. Both the importance variable and the adequacy variable were rated on four-point scales, with no weight given for "no opinion." Overall mean scores were computed 98 based upon the ratings given by the respondents with an opinion for each of the groups under study. These overall means were based on the following scales: Importance variable: 4 of great importance 3 = of moderate importance 2 = of slight importance 1 = of no importance Adequagy variablo: 4 = very adequate 3 = moderately adequate 2 = minimally adequate 1 = not adequate The sample selected for the study consisted of 112 faculty, 212 students, and all 11 student personnel staff members at the Medical College of Georgia in the Fall of 1972. The univariate analysis of variance technique was used to test the hypotheses of interest, with Scheffe post hoc comparison procedures used to further test pair- wise differences between means when overall differences were shown by the univariate analysis of variance test. Findings The univariate analysis of variance test revealed the following differences in the perceptions of the various groups under study: 1. The Student Affairs Staff mean rating for the importance of the student personnel services 99 (3.7034), was significantly higher than the ratings given by the faculty (3.4145) and by the students (3.4453). Faculty and student ratings did not significantly differ from each other. When the Student Affairs mean rating for the importance of the student personnel services was compared with the mean ratings for students by school and faculty by school, the multivariate analysis of variance test revealed an overall significant difference. Pairwise Scheffe post hoc comparisons were made, and revealed no significant differences. A subsequent post hoc comparison was made wherein the student and faculty means within each school were combined. This comparison revealed a significant difference between the mean for the student affairs staff (3.7034) and the mean for the School of Allied Health Sciences (3.5162). The mean ratings representing perceptions held by male students (3.3416) and female students (3.5189) of the importance of the student personnel ser— vices were found to differ significantly. The mean rating representing perceptions of the importance of the student personnel services for faculty holding the M.D. degree (3.2951) was 100 significantly different than the rating for per- ceptions held by those faculty whose highest degrees are below the doctoral level (3.5595). The mean rating representing perceptions of the adequacy of the student personnel services held by those faculty with the M.D. degree (2.1610) was significantly different from the rating for those faculty whose highest degrees are below the doctorate (2.8219). The mean rating representing perceptions of the importance of student personnel services held by undergraduate students (3.5684) is significantly different from the mean rating representing per- ceptions held by graduate and professional school students (3.3517). The mean rating representing perceptions of the importance of student personnel services held by married students (3.3558) is significantly dif- ferent from the mean ratings representing per- ceptions held by nonmarried students (3.5072). The mean rating for perceptions of the importance of student personnel services held by students living on-campus (3.5452) was significantly dif- ferent from the rating for perceptions held by those students living off-campus (3.3961). 101 No significant differences were found comparing the means representing the perceptions of the importance of the student personnel services for the following groups under study: students and faculty; student affairs staff and the students and faculty of the Schools of Medicine, Dentistry, Nursing and Graduate Studies; students grouped and compared by years at the Medical College; faculty grouped and compared by years at the Medical College; and faculty grouped and compared by service or nonservice on an Admissions or Student Affairs Committee. No significant differences were found in any of the groups compared on the basis of their perceptions, as represented by group mean ratings, of the adequacy of the student personnel services as provided at the Medical College of Georgia; the single exception being that of faculty holding the M.D. degree and faculty whose highest degree is below the doctorate (see paragraph 5. above). Conclusions and Implications As in any study using a nonstandardized question- naire to collect data from a specific population, caution must be used in drawing inferences from the findings. Nevertheless, the results of the study indicate several conclusions and their implications which are presented below. All conclusions apply only to the population under study at the Medical College of Georgia. 102 1. It is possible to investigate empirically within the limitations of the study, the perceptions of faculty and students, various sub-groups of faculty and students, and Student Affairs Staff in a health sciences university such as the Medical College of Georgia. The major implication of this conclusion is that studies of the type used in this research can be repli- cated at other health sciences institutions. Across several such institutions, some comparative data can be obtained and conclusions affecting a larger population of health sciences faculty, students and student affairs staff members could be reached. National trends could also be identified in the areas of concern for such studies. 2. The overall ratings given by Student Affairs Staff of the importance of student personnel services at the Medical College of Georgia were significantly higher than the overall ratings given by faculty and students. The finding that the Student Affairs Staff has a higher opinion of the importance of their services is not surprising, but implies that they see their function- ing as highly important in the health sciences university setting. 103 The general rating of the importance of these services given by students and faculty, while lower than the Student Affairs rating, is nonetheless high. The overall means for students (3.4453) and faculty (3.4145) rates the importance of these services about mid-way between "of great importance" and "of moderate importance." This implies that at least one health sciences university, the Medical College of Georgia, perceives student personnel services as an important part of the total educational program at the Institution. 3. The ratings given by the Student Affairs Staff were significantly higher than the combined ratings of the students and faculty of the School of Allied Health Sciences, for the importance of the student personnel services. While this conclusion is supported by the statis- tical evidence, it is the one finding of this study that is surprising due to the fact that both Student Affairs Staff and Allied Health faculty and students rated the importance of the student services uniformly high (see Chapter IV, Table 4-4). 4. The overall ratings of both the adequacy and importance of the student personnel services given by faculty with the M.D. degree are sig- nificantly lower than the ratings given by faculty without a doctorate. 104 There is considerable risk in speculating on the reasons and implications of this conclusion. One must imagine the physician as somewhat older than the faculty member who does not have the doctorate, and as a person trained more rigorously in the diagnosis and treatment of disease as opposed to the direct physical care train— ing that faculty below the doctoral level would most likely have had. The above image, if correct, helps explain why the physician might perceive any educational experience outside of direct medical training as a less important educational experience. Being older, he may tend to forget his own student experiences except for those that provided him with the expertise needed for his present responsibilities. Furthermore, the long hours of medical training leaves little time for other activity. The current prestige given the physician also would tend to give added significance to those things pertaining to medicine, and the importance of other experiences would tend to pale by comparison. The faculty member without the doctorate, on the other hand, is generally younger and closer in time to their own student experience. They might identify more easily with the student's need for assistance with non- academic problems, recreation, and interests outside the medical arena. This faculty member has also been 105 trained to care for others in a direct way, such as a nurse, physical therapist, or occupational therapist. This training includes more exposure to the social sciences and to dealing with the nonmedical problems of the patient. These factors may contribute to the fact that nondoctorate-holding faculty place greater importance on the extra-curricular life of the student and the stu- dent services that support the individual student. 5. Within the student population, the following groups rated the importance of the student per- sonnel services significantly higher than the groups they were compared with: nonmarried stu- dents rated higher than married students, female students rated higher than male students, on- campus students rated higher than off-campus stu- dents, and undergraduate students rated higher than graduate students. The higher ratings given the importance of stu- dent services by undergraduate students over graduate and professional school (medical and dental) students, coupled with the slightly lower ratings for the adequacy of the services, implies that this population may need more extensive services than presently being provided. For example, at present no formal professional counseling program below the level of psychiatry is offered. Many undergraduate student concerns that do not require 106 psychiatric attention may very well require the attention of a trained counselor. More student activities might also be provided for the unmarried undergraduate student. The needs of the undergraduate population should receive greater study to define how these needs can be better met. 6. With the exception of faculty holding the M.D. degree and faculty without a doctorate (see para- graph 3.), there were no significant differences in the perceptions of the adequacy of the student personnel services among any of the groups under study. The ratings given for the adequacy of the services as provided at the Medical College of Georgia imply that the services are not being provided at the level their importance may require. Mean ratings for Student Affairs Staff (2.7839), faculty overall (2.5598) and the students overall (2.7286) were in the range between "moderately adequate" and "minimally adequate." 7. There were no significant differences in the per— ceptions of the importance of the student per- sonnel services for any of the following compared groups: students and faculty; Student Affairs Staff and combined perceptions of students and faculty of the Schools of Medicine, Dentistry, Graduate Studies, and Nursing; male faculty and female faculty; male students and male faculty; 107 female students and female faculty; female stu- dents and male faculty; faculty with less than] five years service and faculty with five years or more service; faculty who served on an admissions or Student Affairs Committee and faculty who did not serve on such Committees; faculty holding the M.D. degree, faculty holding the D.M.D. or D.D.S. degree, and faculty holding the Ph.D. or Ed.D. degree; and faculty holding the D.M.D. or D.D.S. degree, faculty holding the Ph.D. or Ed.D. degree, and faculty whose highest degree is below the doctoral level. Faculty involvement in Student Affairs matters may be an effective way of better acquainting them with the services at the Medical College. This implication is based upon the fact that the Faculty who had served on a Student Affairs Committee rated the adequacy of the exist- ing services much higher than faculty who had not served on such Committees (2.7318 versus 2.4123). While the difference was not found to be significant at the .05 alpha level established for the study, it was within .0068 of being within the accepted alpha level. Recommendations for Further Research A replication of this study might be made for similar health sciences universities in the 2. 3. 108 United States to determine if similar views of the importance of student personnel services are held nationally, and to determine the perceived adequacy of the services on the various campuses. A detailed study should be made of the various specific services at the Medical College of Georgia, such that the perceived importance and adequacy of the individual services are determined. A future replication of this study should be made, perhaps in five years, to determine if the perceived importance and adequacy of the student personnel services remain at the same level or change over time, and as the Institution expands in numbers of students and faculty. APPENDICES APPENDIX A STUDENT SERVICES QUESTIONNAIRES APPENDIX A STUDENT SERVICES QUESTIONNAIRES STUDENT SERVICES QUESTIONNAIRE FORM E ~ No. This questionnaire concerns some of the services which are provided for students by the Medical College of Georgia. The information collected will be used as part of an evalua- tion of student services on this campus. Responses to the questions asked will be reported only as statistical data, and individual responses will be kept strictly confidential. The questionnaires are numbered only for follow-up with non-respondents. The questionnaire takes only a very few minutes to complete, and the data collected will be of considerable value in improving student services at the Medical College of Georgia. 109 110 PERSONAL DATA Sex: Male Female Do you work closely with a student organization? Yes No Degrees held: Baccalaureate Masters Doctorate(s): M.D. Ph.D. D.D.S. (or D.M.D.) Ed.D. Other (please specify) Have you served as a member of your school's or depart- ment's Admissions Committee or Student Affairs Committee? Yes No If yes, please state most recent year of service: School of Primary affiliation: Allied Health Sciences Dentistry Graduate Studies Medicine Nursing Present year as a faculty member at MCG: lst year 2nd year 3rd year 4th year 5th year or more Total length of time as a faculty member at college, university, or professional school level: Less than 5 years 5 years or more 111 INSTRUCTIONS This questionnaire contains twenty-five statements describing some of the student services or functions which are provided at the Medical College of Georgia. For each statement, your response is requested to two questions: A. HOW IMPORTANT IS THE PROVISION OF THE SERVICE AS PART OF THE TOTAL EDUCATIONAL PROGRAM FOR HEALTH PROFESSIONAL STUDENTS AT THE MEDICAL COLLEGE OF GEORGIA? Based upon your own views of what should be offered as part of a total educational program for health professional students, do you con- sider the provision of the service at MCG to be of great importance, of moderate importance, of slight importance, or of no importance? B. HOW ADEQUATE IS THE SERVICE AS PROVIDED AT THE MEDICAL COLLEGE OF GEORGIA? Based upon your own views, do you consider the service as provided at MCG to be very adequate, moderately adequate, minimally adequate, or inadequate? Please circle only one response to each question. Space is provided at the end of this booklet for any written comments you desire to make. 112 1. A residence hall counseling staff is provided to assist undergraduate women students with problems and to help plan activities with these residents. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance- opinion 4 . 3 2 1 0 I B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate . adequate adequate Opinion 4 3 2 1 0 2. Financial aid funds are obtained, applications for aid are appraised, and aid is awarded to needy students. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 0 113 3. Recreational and athletic facilities and programs are V/ available through the Student Center and student government. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l 0 4. Apartments are provided and maintained for married students and their families. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion ; 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l 0 114 \/’ 5. Information is provided to prospective students about the College's program, expenses, regulations, activities and services. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 0 6. Food service is provided for students to include daily meals and special dinners for groups seeking this service. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 0 l/ 7. 115 Clubs, professional fraternities, and other student organiza- tions are available to assist in the deveIOpment of student special interests and for meeting other students. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 0 Admissions counselors are available to counsel prospective students with problems or concerns related to attending the College, applying for admission, choice of program, applying for financial aid, and similar matters. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 0 116 9. A student health service provides health care for ill or injured students. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 - 2 l 0 10. Opportunities are available through student government for students to participate in developing regulations, policies, and programs directly affecting student life. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 l 1'0 117 11. Records are maintained on the academic progress and personal achievements of each student, along with administrative actions involving the student. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 0 /’ l/ 12. A Student Affairs staff specialist is available to assist minority students with personal, social, and/or academic concerns. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. \ very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 l 0 13. A range of lectures, concerts, and other cultural events are provided for MCG students and staff. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 0 118 An orientation program is provided to acquaint new students with the College's services, physical facilities, procedures, regulations, and staff. 15. 16. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 l 0 Student Affairs staff members are available to counsel students with personal, social and/or academic concerns. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 0 Assistance is provided to students seeking housing off- campus. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 0 119 17. Clergy are available on the campus to counsel students in regard to religious matters. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion ' 4 3 2- l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 _ 2 l O 18. Special efforts are made to recruit minority students for admission to the Medical College. A. Importance of this service as part of the total educational program at MCG. of great of moderate (of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 0 19. Procedures are established for registering students for classes and collection of necessary fees. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l 0 120 20. Faculty advisors are provided to assist students in making decisions of an academic nature. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 0 21. The College provides and maintains on-campus housing for single undergraduate and graduate students. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 1 0 I / B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 0 22. Psychiatric services are available for students in need of this service. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 O 121 23. Student judiciaries are established to hear violations of College rules and regulations. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 0 24. A summer program is provided for prospective minority health career students in need of improving basic academic skills. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 0 ' 25. A Student Affairs staff member is available to counsel students with financial problems and concerns. A. Importance of this service as part of the total educational program at MOG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG.- very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 O WRITTEN COMMENTS 122 STUDENT SERVICES QUESTIONNAIRE FoRM S No. This questionnaire concerns some of the services which are provided for students by the Medical College of Georgia. The information collected will be used as part of an evalua- tion of student services on this campus. Responses to the questions asked will be reported only as statistical data, and individual responses will be kept strictly confidential. The questionnaires are numbered only for follow-up with non-respondents. The questionnaire takes only a very few minutes to couplets, and the data collected will be of considerable value in improving student services at the Medical College of Georgia. 123 PERSONAL DATA Sex: Male 2. Marital Status: Married Female * Single Divorced Age: Widowed Place of residence: 5. School: Off-campus house or Allied Health apartment Sciences At home with parents Dentistry On-campus married student housing Graduate Studies On-campus residence Medicine hall Nursing Year at MCG: 7. Student Classification: (Only if Allied Health lst Year Sciences or Nursing Student) 2nd Year Freshman 3rd Year Sophomore 4th Year Junior Other Senior Graduate 124 INSTRUCTIONS This questionnaire contains twenty-five statements describing some of the student services or functions which are provided at the Medical College of Georgia. For each statement, your response is requested to two questions: A. HOW IMPORTANT IS THE PROVISION OF THE SERVICE AS PART OF THE TOTAL EDUCATIONAL PROGRAM FOR HEALTH PROFESSIONAL STUDENTS AT THE MEDICAL COLLEGE OF GEORGIA? Based upon your own views of what should be offered as part of a total educational program for health professional students, do you con- sider the provision of the service at MCG to be of great importance, of moderate importance, of slight importance, or of no importance? B. HOW ADEQUATE IS THE SERVICE AS PROVIDED AT THE MEDICAL COLLEGE OF GEORGIA? Based upon your own views, do you consider the service as provided at MCG to be very adequate, moderately adequate, minimally adequate, or inadequate? Please circle only one response to each question. Space is provided at the end of this booklet for any written comments you desire to make. 125 1. A residence hall counseling staff is provided to assist undergraduate women students with problems and to help plan activities with these residents. A. Importance Of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate ' adequate adequate opinion 4 3 2 1 0 2. Financial aid funds are obtained, applications for aid are appraised, and aid is awarded to needy students. A. Importance Of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 0 3. Recreational and athletic facilities and programs are available through the Student Center and student government. A. Importance of this service as part of the total educational progrmm at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 0 126 Apartments are provided and maintained for married students and their families. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 l O B. Adequacy Of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l 0 Information is provided to prospective students about the College's program, expenses, regulations, activities and services. A. Importance of this service as part of the total educational program at MCG. of great of moderate Of slight of no no importance importance importance importance Opinion 4 3 2 1 O B. Adequacy Of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 l 0 Food service is provided for students to include daily meals and special dinners for groups seeking this service. A. Importance of this service as part of the total educational program at MCG. of great Of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l O B. Adequacy Of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l 0 127 , ’J I, ' I) (\ Z)’ Clubs, professional fraternities, and other student organiza- _' tions are available to assist in the development of student special interests and for meeting other students. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 1 O B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l O 8. Admissions counselors are available to counsel prospective students with problems or concerns related to attending the College, applying for admission, choice of program, applying for financial aid, and similar matters. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l 0 9. A student health service provides health care for ill or injured students. A. Importance of this service as part of the total educational program at MCG. of great Of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l 0 128 10. Opportunities are available through student government for students to participate in developing regulations, policies, and programs directly affecting student life. A. Importance of this service as part of the total educational program at MCG. of great Of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy Of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 0 11. Records are maintained on the academic progress and personal achievements of each student, along with administrative actions involving the student. A. Importance of this service as part of the total educational program at MCG. of great Of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 O B: Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l O “TIE. A Student Affairs Staff specialist is available to assist minority students with personal, social, and/or academic concerns. A. Importance of this service as part of the total educational program at MCG. Of great Of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l O B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 0 129 13. A range of lectures, concerts, and other cultural events are provided for MCG students and staff. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l 0 14. An orientation program is provided to acquaint new students with the College's services, physical facilities, procedures, regulations, and staff. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 . O B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 1 O 15. Student Affairs staff members are available to counsel students with personal, social and/or academic concerns. A. Importance Of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 l O B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l O ./ / 13d 16. Assistance is provided to students seeking housing off- campus. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight Of no no importance importance importance importance opinion 4 3 2 l O B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 l 0 l7. Clergy are available on the campus to counsel students in regard to religious matters. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion ' 4 3 2- l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 l 0 18. Special efforts are made to recruit minority students for admission to the Medical College. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l O B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l 0 131 19. Procedures are established for registering students for classes and collection of necessary fees. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 l O 20. Faculty advisors are provided to assist students in making decisions of an academic nature. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 l 0 21. The College provides and maintains on-campus housing for single undergraduate and graduate students. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 1 O B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 O 22. 23. 24. 132 Psychiatric services are available for students in need of this service. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 l O B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 l 0 Student judiciaries are established to hear violations of College rules and regulations. A. Importance of this service as part of the total educational program at MCG. of great of moderate Of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG. very 'moderately minimally not no adequate adequate adequate adequate Opinion 4 3 2 1 0 A summer program is provided for prospective minority health career students in need of improving basic academic skills. A. Importance of this service as part Of the total educational program at MOG. Of great of moderate of slight of no no importance importance importance importance opinion 4 3 2 l O B. Adequacy of this service as provided at MCG. very moderately minimally not no adequate adequate adequate adequate opinion 4 3 2 l O 133 25. A Student Affairs staff member is available to counsel students with financial problems and concerns. A. Importance of this service as part of the total educational program at MCG. of great of moderate of slight of no no importance importance importance importance Opinion 4 3 2 1 0 B. Adequacy of this service as provided at MCG.« very moderately minimally not no adequate adequate ' adequate adequate Opinion 4 3 2 l 0 WRITTEN COMMENTS APPENDIX B FIRST LETTER TO STUDENT SAMPLE APPENDIX B Medical College of Georgia Augusta, Georgia 30902 Division of Student Affairs The Office Of Student Affairs is in the process of evaluating student services at the Medical College of Georgia and your help is needed. We need to know how students view our present services before improvements can be made. The enclosed questionnaire is intended to provide this information. Since a random sample of students has been selected to receive the ques- tionnaire, every reaponse is very important. We need your viewpoint, even if you have no Opinion about some of the services. The questionnaire can be completed in a very short time (the average is less than ten minutes), and a return enveIOpe is enclosed for your con- venience. Your help will be most appreciated. Sincerely, James B. Puryear, Ph.D. Director of Student Affairs Bernard J. Abbott Evaluation Project Director 134 APPENDIX C SECOND LETTER TO STUDENT SAMPLE APPENDIX C Medical College of Georgia Augusta, Georgia 30902 Division of Student Affairs November 30, 1972 Two weeks ago you should have received a questionnaire from the Student Affairs Office which we are using to evaluate student services on this campus. In case you did not receive the earlier questionnaire, or have misplaced the one you received, I am sending you another. (If you have already sent a completed questionnaire back to us, please just discard this new packet.) We need your help in making this study a success. Your viewpoint is essential, and we would greatly appreciate it if you would fill out and return the enclosed questionnaire, using the envelope provided. It usually takes less than ten minutes £2 complete the questionnaire. Thank you in advance for your help in this evaluation effort. Sincerely, Bernard J. Abbott Associate Director of Student Affairs Evaluation Project Director 135 APPENDIX D LETTER TO FACULTY SAMPLE FROM MCG PRESIDENT APPENDIX D Medical College of Georgia Augusta, Georgia 30902 Division of Student Affairs November 28, 1972 The office Of Student Affairs is evaluating student services at the Medical College in an effort to both improve existing services and to make plans for serving an expanded student body. I urge you to help in this endeavor by completing and returning the enclosed questionnaire. Thank you for your help in building an even better MCG. Sincerely, %/ William H. Moretz President 136 APPENDIX E LETTER TO FACULTY SAMPLE FROM RESEARCHER APPENDIX E Medical College of Georgia - Augusta, Georgia 30902 Division of Student Affairs December 5, 1972 Dear Faculty Member: As Dr.‘Moretz pointed out in his letter to you, the Office of Student Affairs is in the process of evaluating student services at the Medical College of Georgia, and we need your help. A.crucial step in this evaluation effort is that of determining how faculty members view existing services. The enclosed questionnaire is intended to provide this information. Since a random sample of faculty has been selected to receive the ques- tionnaire, every response is very important. We need your viewpoint, even if'you have no opinion about some of the areas being evaluated. The questionnaire can be completed in a very short time (the average is less than ten minutes), and a return envelope is enclosed for your con- venience. Your help will be most appreciated. Sincerely, , James B. Puryea;:.Ph.D.”"" Director of St nt Affairs fix wee-(Z W Bernard J. Abbott Evaluation Project Director 137 SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY American Medical Association and Association of American Medical Colleges. "Joint AMA-AAMC Statement on Health Manpower." Journal of Medical Edu— cation 43 (April 1968): 506-07. . "Joint Statement on Health Manpower." 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