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ABSTRACT ANALYSIS OF INSTITUTIONAL OBJECTIVES IN MICHIGAN COMMUNITY COLLEGES by John Robert Kimball It was the purpose of this study to conduct an analysis of the objectives of the community colleges of Michigan and to determine relationships existing between the perceptions of teachers and administrators of selected community colleges as to appropriate objectives. An analysis of community college bulletins and of the literature in the field led to the conclusion that the general, broad objectives for the community college could be defined in five areas. These were: (l) To provide programs of general education; (2) To provide college parallel and transfer credit courses; (3) To provide terminal programs; (A) To provide programs in adult education and community service; (5) To provide programs in guidance. 'Operational hypotheses for the study were established in the null form from the following general hypothesis: ”No significant differences will be found within or between admin- istrative and teaching groups in the community colleges of Michigan as to their perceptions of objectives for the community college.” The methodology for testing the hypotheses consisted of three steps: (1) An analysis of the programs of all the John Robert Kimball community colleges in Michigan whose programs had been in operation for three years prior to 1959, in order to divide the colleges into two groups, those offering a comprehensive program in terms of the five defined objectives and those offering a limited program in terms of the objectives. (2) The administration of a questionnaire to five selected community college faculties, two from the colleges vdikicomprehen— sive programs and three from colleges with limited programs. This questionnaire purported to determine the perceptions of the community college administrators and teachers as to purposes for the community college as an institution. (3) Statistical analysis of the data to determine if significant differences existed between and within the groups studied. Data were collected on 143 individuals from the five colleges surveyed. Hoyt's Test of Reliability was applied and it was determined that the instrument was reliable. The F test was applied to determine homogeniety of variance between the groups tested and the results were satisfactory at the 5% level. The Student's t Test was used to determine the significance of differences between the responses of all the groups sampled. This test indicated that no general, significant differences existed within or between the groups. Further analysis was conducted on questionnaire items where the mean of responses for the various groups was widely varied. Individual items were found to receive different T- John izbert Kimball types of response from administrators and teachers in some areas of the questionnaires. The analy is of the items also (fl indicated some differences of perception between the two general types of college surveyed. A final analysis was con— ducted on responses concerned with perceptions of the com— pleteness of the programs, perceptions of strongest and weakest programs, and perceptions of barriers to the achieve- ment of comprehensive programs. It was concluded from this study that while no gereral differences in response to the questionnaire 3OJld be attri— buted to institutional type or to the fact that the respondent was an administrator or teacher, differences in response to certain items were evident. The responses of the adminis— trators tended to follow the pattern of established objectives for the community college more closely than did the responses of the teachers. Differences in responses between the two groups were also noted in the areas of admission standards for the community college and of general control. The study provided implications for curriculum development and for administration in the community colleges. ANALYSIS OF INSTITUTIONAL OBJECTIVES IN MICHIGAN COMMUNITY COLLEGES by John Robert Kimball A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College Of Education 1960 ACKNOWLEDGMENTS Grateful acknowledgment is made to Dr. Karl T. Hereford, my major advisor, for his assistance, patience, and ideas throughout the study. To Dr. Max Smith for his assistance and encouragement. To Dr. Charles Adrian for his suggestions and encourage— ment. To the community college administrators and teachers who cooperated in the study. And especially to my wife, Jean, and my family, whose understanding and consideration made the completion of the study possible. ii TABLE OF CONTENTS ACKNOWLEDGMENTS. LIST OF TABLES Chapter I. II. III. IV. V. DEFINITION OF THE PROBLEM Introduction. Importance of the Community College in the United States and in Michigan. Purposes of the Community College. Relationships Between Official and Perceived Organizational Objectives Statement of the Problem . . Assumptions and Hypotheses Definition of Terms An Overview of the Study. DESIGN OF THE STUDY Classification of the Colleges. Population for the Study. . Construction and Administration of the Instrument . Junior— —Community College Questionnaire Analysis of the Data . . Statistical Methods Summary CHARACTERISTICS OF THE POPULATION. ANALYSIS OF THE DATA Statistical Analysis . Analysis of Item Differences SUMMARY AND IMPLICATIONS. Page ii [—1 Chapter Page Summary . . . . . . 69 Conclusions of the Study. . . . . 71 Implications for Further Study. . . . 75 BIBLIOGRAPHY. . . . . . . . . . . . . . 83 APPENDICES . . . . . . . . . . . . . . 86 APPENDIX A——Responses from Questionnaire . . . 87 APPENDIX B——The Questionnaire. . . . . . . 100 APPENDIX C——Letters . . . . . . . . . . 109 APPENDIX D——Objectives of Michigan Community Colleges. . . . . 112 iv Table 2a. 2b. 3a. 3b. 4a. 4b. 4c. 4d. 4e. 4f. 4g. 4h. 41. 4j. 4k. LIST OF TABLES Characteristics of Community Colleges Surveyed. . . Mean Scores for Administrators and Teachers on Trial Run of Questionnaire. Responses to Questionnaire by Institution. Characteristics of the Teachers and Administrators Surveyed Hoyt‘s Test for Reliability Standard Error of Measurement Standard Deviation Mean of Total Responses in Each Area F Ratio Test Student‘s “t” Table Mean of Responses of All Groups on All Items. Numbers of Questionnaire Items Upon Which Groups Disagreed . . . . Numbers of All Items Which Discriminated Between Groups. . . . . . Discriminating Items. Mean Group Scores on Matched Items Paired Items Responses to Opinionaire Items Page 25 32 42 45 47 49 51 52 55 56 56 57 63 64 68 CHAPTER I DEFINITION OF THE PROBLEM Introduction No single type of educational institution in the United States today has evidenced more growth, both in numbers of institutions and in enrollments, than has the community college in the past fifty years. It is estimated that in the 1960—1961 academic year, one out of every four persons enrolled in in— stitutions of higher education will be attending such an institution. Basic to the study of the problem of this thesis is an analysis of the history, growth, and philosophical bases of the community college. Importance of the Community College in the United States and in Michigan While there were many two year institutions of higher education in operation in the United States prior to 1900, they generally performed the function of normal schools rather than that of the comprehensive community college. The general establishment of community colleges started after 1900. The first public community college was established at Joliet, Illinois, in 1902. By 1958, 652 community colleges were in existence. Enrollments increased from an estimated 100 students 1 2 in 1900 to an estimated 869,720 students in 1958.1 Long range predictions indicate that this growth will continue at an even more accelerated pace in future years. The state of Michigan has experienced a growth pattern which is similar to the national pattern of community college development. The first community college in Michigan was established in Grand Rapids in 1914. At the present time (1960) sixteen community colleges have been established and are operating in the state. Enrollments have risen from 4,022 students in 1951 to 22,784 in 1958. The 1951 figure repre— sented 4.6% of the total college enrollment of the state at that time and the 1958 figure represented 18% of the state‘s total collegiate enrollment.3 A recent survey of higher edu— cation in the state of Michigan indicated a need for twenty— three additional community colleges, one of which has been i instituted since the completion of the study. In this same survey it was also estimated that the potential enrollment of the community colleges of Michigan would be in excess of 80,000 students by 1970.5 1The Junior College Director (Washington, D. C.: Ameri— can Association of JfinIOr CoIleges, 1958), p. 58 28. V. Martorana, The Community College in Michigan, Staff Study No.-1 (Lansing, Michigan: Michigan Legislative Study Committee on Higher Education, 1957), p. 61. 3Michigan Council of Community College Administrators, "Your Community Colleges,” 1959, pp. 1—2. . l “Martorana, 2p 0 t., pp. 94—131. 51bid., p. 34. 3 Michigan law is permissive in respect to the establish— ment of community colleges. The basic action consists of a vote by the qualified electors of the proposed community col—1 lege district. General control and supervision for the establishment of the community college is exercised by the state through the Department of Public Instruction. The Department asks that a community considering the establish- ment of a community college apply four criteria: (1) The expressed interest of the community in the establishment of such an institution; (2) Conduct a community survey; (3) Provide evidence of sufficient population to produce a minimum enrollment of 200 students after three years of operation; (4) Provide evidence of sufficient financial resources to finance the college at a minimum acceptable level. The law also provides for three possible types of control at the local level: (1) Control by one local Board of Education; (2) Con— trol by a county district Board; (3) Control by a Board representing more than one county or district. Several cultural, social, and economic forces in the United States have jMxi to the increased enrollment in the community college. Among these factors are the general increase in numbers of students seeking higher education in the United States, the increasing percentage of college—age Michigan Department of Public Instruction," Policy of the Superintendent of Public Instruction Re arding Community Colleges in Michigan,“ 1956. (Mimeographed. b, young people in the population, the rising standards of ad— mission in many colleges and universities and the increasing costs of residence at a college or university. The late Jesse Bogue, an authority on the community college and for many years the Executive Secretary of the American Associa- tion of Junior Colleges, has stated, It is a well known fact that young men and women are going to college in much larger numbers than ever be- fore, that these numbers will increase year by year just from the expanding population, and that the percentage of college-age youth who will seek higher education is also increasing. Paralleling these facts are the advancing costs of attending higher educational institutions away from home, the rising costs for tuition and other fees at both independent and public institutions, the raising of admission and retention standards in large numbers of colleges and universities, and the further fact that many well established colleges and universities will not be able to build fast enough to care for an approximate doubling of enrollments in the next ten years. The situation sketched above is one of the driving forces behind the rapidly expanding junior and community college movement. Martorana has stated, The current widespread public interest in the community college arises chiefly because this kind of institution is coming to be recognized as the most ready and reasonable means of meeting certain educgtional needs that are felt at present in most states. Purposes of the Community College The purposes and philosophical assumptions underlying the programs of the community college have been defined by 7Edmund Gleazer, Jr., (ed.), American Junior Colleges (Washington, D. C.: American Council on Education, 1960), p. 8Martorana, op. cit ., p. 53. 5 such writers as Bogue, Martorana, Hillway, Ells, Smith, Ward, and by such study commissions as the Legislative Study Com— mission on Higher Education in Michigan, the National Society for the Study of Education, the American Association of Junior Colleges, and others. A survey of the literature indicates that there is general agreement among most writers as to the objectives of the community college as an institution. In the fifty—fifth yearbook of the National Society for the Study of Education, The Public Junior College, the yearbook committee states, Valid purposes of the public junior college can emerge only from the characteristics of society and the needs of individuals. . . . In the light of the foregoing consideration, the four major purposes of the public junior college can be identified as (a) preparation for advanced study, (b) vocational education, (0) general education, and (d) community service. Although these objectives are widely recognized and generally accepted, it is clear that each college has a responsibility for determining its own specific objectives. In a study to determine the role of the junior college in 10 California, the committee reported, It is therefore recommended that the junior colleges concentrate on the following purposes: Technical--vocational education. General education. Lower division pre—transfer education. Community service education of post—high school grade, within the range agreed upon for the junior college. 5. Guidance. PWI‘UH 9Nelson Henry (ed.), The Public Junior College, The Fifty—fifth Yearbook of the National Society for the Study of Education (Chicago: University of Chicago Press, 1956), pp. 68—69 10California State Board of Education, A Restudy of the Needs of California in Higher Education (Sacramento: State Board of Education, 1955), pp. 52—53. 6 After an analysis of the officially stated objectives of the community colleges of Michigan, Martorana states, Beyond the general and usually accepted purpose of all educational institutions, to help individuals to lead a better and richer life as citizens in a democracy, the Michigan community colleges seem to agree strongly on three purposes. Variously stated, these are: (1) the provision of courses for students who plan to go on to further collegiate study and a baccalaureate degree; (2) the offering of courses of a terminal occupational nature for persons seeking employment in business, industry, and some other fields immediately after leaving the community colleges; and (3) the provision of a broad and flexible program of continuing and adult education for out of school youth and adults in the community.) These, together with several other of the stated objectives such as, "contributing to the cultural enrichment of the locality,” ”assisting students to make up high school deficiencies," and "providing extensive guidance and counSeling aids to the students in the institution,” are educational objectives consistent with the service con- cept held by the community colleges and usually accepted by them.11 The final report of the Michigan Junior and Community College Study Committee, issued in 1958, lists the same general objec— l2 _ , ._ I tives, as does Hillway's book, The American Two Year College.‘3 Such authorities as Bogue, Ells, Ward, and Smith have indicated similar objectives for the community college. A summary of the statements of institutional objectives for all the com— munity colleges in Michigan is included in the Appendix. llMartorana, op. cit., p. 23. 12Michigan Junior and Community College Study Committee, "Final Report to the Governor," 1956. (Mimeographed.) 13Tyrus Hillway, The American Two—Year Colleges (New York: Harper and Brothers, 1958), pp. 77—83. 7 A synthesis of the commonly accepted objectives would be: 1. To provide a program of general education for all students enrolled. 2. To provide college parallel and transfer courses in the general areas of pre—professional courses and in the liberal arts. 3. To provide technical programs which are terminal with the community college and which will equip the student with job skills upon completion of the course of study in the community college. 4. To provide adult education and community service programs. 5. To provide a full program of guidance services. Relationships Between Official and Perceived Organizational Objectives The relationships of individuals in organizations to the objectives of the organizations has long been a matter of study. Sociologists, political scientists, educators, and others interested in the science of administration have all investigated the general area of organizational objectives and their realization. That organizational objectives are necessary has long been accepted. Gulick has stated, "A clear statement of purpose universally understood is the out— :I standing guarantee of effective administration."14 The general 14Luther Gulick, Administrative Reflections from World War II (Tuscalosa: University of Alabama Press, 1948), p. 77. 8 objectives for the community college as an institution have been documented previously in this study and the specific goals of the community colleges of Michigan have been listed. While it is difficult to determine objectively the role of teachers and administrators in the establishment of institutional objectives, such writers as Pritzkau, Sharp, Alberty, and Benne and Muntyan have theorized that the atti— tudes and perceptions of faculty members do play an important part in determining the curriculum and, hence, the operational objectives of any educational organization. Sharp has stated, The teacher is the key figure in the process of guiding children in their experiences for it is he who has direct and prolonged contact with them. . . . This, of course is not the whole story in so far as curriculum development is concerned. Many other factors have to be taken into account, such as adequate financing, state requirements, the social prestige of traditional sub— jects, the attitudes of the administration and the community, and similar considerations of importance. However, while the development of teachers‘ personali— ties is not the only factor to be considered in curriculum development it is the thesis here that it is the crucial factor.1 He further states, The modern concept of the curriculum demands much more initiative and decision making on the part of teachers. They have a considerable say in deciding not only what is to be taught but also how it is to be taught. 6 15George Sharp, Curriculum Development as Re—education of the Teacher (New York: Bureau of Publications, Teachers College, Columbia University, 1951), p. 2. 16ibid., p. 48. 9 Alberty points out the importance of staff acceptance of goals if programs are to achieve goals: "The staff may decide to accept, perhaps with slight modification, a statement worked out by someone else that “sounds well'. This, of course, means little more than verbal acceptance that will not influ— l ence practice.H 7 He has further stated, The philosophy of education of a school should be the product of the common understandings of all the pro— fessional personnel of the school arrived at by rigorous application of the method of intelligence, rather than the expression of the administrative staff, or of a few people chosen by it.18 It appears reasonable to assume that the community college teacher and administrator could be viewed as similar in their organizational roles to other teachers and administrators in other types of educational organizations. Hence, their per— ceptions of goals will be important to the organization. The acceptance of organizational objectives by the members of an organization becomes of exceeding importance if the organization is to meet its goals. Simon, et al., in the book, Public Administration, state, Organizational behavior is such an obvious part of everyday experience that we are seldom conscious of the psychological reasons for its successes and failures. We sometimes forget that an organization is a group of people behaving. . . . Their behavior is subject to a whole range of influences extending l7Harold Alberty, Reorganizing the Higthchool Cur— riculum (New York: The MacMillan Company, 1948), p. 433. lBIbid., p. 435. 10 back to their births (and before, many psychologists believe) and impinging upon them from all directions at every moment. Their behavior in igganizations is a resultant of all these influences. The survival and success of any organization depend upon its ability to get employees and other partici- pants to behave in tgrms of organizational values to a sufficient extent. 0 The authors go on to point out that although all individuals in organizations are subject to a variety of forces, their behavior in terms of the organization, is somewhat controlled by the organization. If these outside influences completely determined behavior, people would behave in organizations just as they did everywhere. . . . But in fact, individuals placed in organizational situations do behave differ— ently than they would if they were outside organizations, or if they were in different organizational situations. The organizational system itself to bear upon them strong influencgs that modify and redirect their behavior ten- dencies. 1 Research bears out the contentions of the above mentioned authors, as they concern the role of the individual in the organization. The study of behavior of individuals within an organization as reported by Leighton in the book, The Governing of Men, points up the many conflicting value systems which influence group and individual action. The studies by Lewin and his book, Group Decision and Social Change, cover 19Herbert Simon, Donald Smithburg, and Victor Thompson, Public Administration (New York: Alfred Knopf, 1958), p. 55. 20Ibid., p. 61. 21Ibid., p. 79. 11 many of the broad areas of group action. Roethlisberger and Dickenson in the book, Management and the Worker, Stouffer, et al., The American Soldier, and Mayo, Social Problems of an —.—————— Industrial Civilization, further document this area. Since the perceptions of individuals appear to be of great importance to an organization as it seeks to achieve its organizational goals it is necessary to determine a general theory of perception. Bills has stated, ”What we do is consistent with our beliefs about the world in which we live.”22 Leighton has stated, "Man acts in terms of what he perceives, and what he perceives must pass not only through his eyes, ears and other special senses to reach his con— sciousness, but also through the dark and irridescent water of his belief.”23 The research of Lewin,24 Bills,25 tombs,26 and other psychologists have established that the actions of individuals are consistent with their beliefs about reality. Beliefs are formed by many factors, the senses, socio—economic backgrounds, individual, family,and group value premises. 22Robert Bills, About People and Teaching (Lexington: University of Kentucky, 1955), p. lI. 23Alexander Leighton, The Governing of Men (Princeton: The Princeton University Press, 1946), p. 288. 2U’Kurt Lewin, Group Decision and Social Change in Readings in Social Psychology, T. M. Newcomb and E. J. Hartley, eds. (New York: Henry Holt and Company, 1947). 25Biiis, op. cit. 26Arthur Combs, ”Seeing Is Behaving,‘ Leadership, October, 1958° ' Educational 12 Since all these factors, and others, influence our perceptions, and since perceptions are slow to change,27 it seems safe to assume that in any educational organization, including the community college, there will be a tremendous variety of perceptions and beliefs about the appropriate objectives for the organization. It appears unlikely that the establishment of a formal statement of institutional objectives would influ— ence the perceptions of all individuals within the institution to accept the same general set of objectives. A further dimension of the matter, then, involves the matter of conflict of perception within the organization as to goals. Especially important will be the relationships existing between groups within the organization who serve administrative functions and those in non—administrative posi— tions. March and Simon point out that conflict is always present within organizations and that the degree and direction of conflict may enhance or retard movement toward organiza— 2 tional goals. 8 Simon, et al., state, We should also warn the reader n05 to regard conflict as necessarily or inherently bad. 9 Since professed, official, objectives and functional or actual objectives of the community college are very likely to be present, conflict concerning goals may be resolved toward 27Bills, op. cit., pp. 14—19. James March and Herbert Simon, Organizations (New York: John Wiley and Sons, 1958), pp. 112—135. 29Simon, et al., op. cit., p. 311» 13 acceptance of existing goals or formation of new goals. Put a little differently, the consequence of the con— tinued coexistance of incompatable or conflicting patterns will be, in the milder cases, tendencies toward change of state and low levels of integration, and at the extreme, dissolution of the system. We therefore assume, that the incorporation of a new pattern in con- flict with some pattern already present in the system-- including of course the development of emotional invest- ments in both——will set up tendencies to resolution of the conflict.30 It would appear then, that the growth of the community college and its importance as an educational institution in Michigan are well established. The general goals of the institution as a type appear to be included with the official statements of objectives by the Michigan colleges. But it has been pointed out that institutional objectives may be well established and still not be accepted by members of an organization. If the official purposes of these organiza— tions are not generally accepted by members of the organiza- tions or if conflict within the organization makes the objectives functionally inoperative, then a question could be raised as to whether the community college as an organi— zation would provide programs to meet the idealized objectives. The purpose of this study, therefore,vnn3to determine, the relationships existing between the administrative and teaching groups in selected Michigan community colleges, as to their perceptions of various objectives for the community college. 30Talcott Parsons, Robert Bales, and Edward Shils, Working Papers in the Theory of Action (Glencoe: The Free Press, 1953), p. 165. 14 Statement of the Problem The problem of this studyves to determine the signifi— cance of differences between the administrators and teachers of selected Michigan community colleges in their perceptions for this type of institution as determined by responses on a questionnaire. Sub Problem I: To determine if significant differences exist between the responses of administrators from different institutions. Sub Problem II: To determine if significant differences exist between the responses of teachers from different institutions. Sub Problem III: To determine relationships between the responses of the teaching and administrative groups and the institutional type. Sub Problem IV: To determine the relative congruence of response between the administrators as a group and the teachers as a group. Assumptions and Hypotheses The following general hypothesis was established from the statement of the problem: ”No significant variance will exist in the perceptions of administrators and teachers of selected Michigan community colleges as to their perceptions of appro— priate objectives for such institutions.” Since there is no adequate theoretical basis for predicting 15 the status of the acceptance of objectives among Michigan com— munity colleges, all hypotheses were stated in the null form. Operational hypotheses were established as follows: 1. Administrators in community colleges offering more comprehensive programs will not very significantly from admin— istrators in community colleges offering limited programs in their perceptions of appropriate objectives for this type of institution. 2. Faculty members in community colleges offering more comprehensive programs will not vary significantly from teachers in community colleges offering limited programs in their perceptions of appropriate objectives for this type of institution. 3. Administrators in community colleges offering more comprehensive programs will not vary significantly from teachers in the same type of institution in their perceptions of appropriate objectives for this type of institution. 4. Administrators in institutions offering limited programs will not vary significantly from teachers in the same type of institution in their perceptions of appropriate objectives for this type of institution. 5. Administrators in institutions offering more com— prehensive programs will not vary significantly from teachers in community colleges offering limited programs in their perceptions of appropriate objectives for this type of institution. l6 6. Administrators in community colleges offering limited programs will not vary significantly from teachers in institutions offering more comprehensive programs in their perceptions of appropriate objectives for this type of institution. 7. All administrators will not vary significantly from all teachers in their perceptions of appropriate objectives for the community college. The following alternatives to hypotheses 1—7 were possible andcxnfhibeaccepted, should the analysis of the data show them to be correct: 1. The two groups of administrators will vary signifi— cantly in their perceptions. 2. The two groups of teachers will vary significantly in their perceptions. 3. The administrators will vary significantly from the teachers. 4. The administrators will vary significantly from the teachers and will have lower mean scores. 5. The administrators will vary significantly from the teachers and will have lower mean scores. 6. The administrators will vary from teachers. 7. The administrators will vary from teachers and their mean score will be lower. 17 The cell structure of the hypotheses would be shown as: \ Comprehensive Limited Programs Programs 1 2 Administrators A Teachers B Hypotheses Alternatives A1 = A2 A1 # A2 B1 :32 B1. ,1; 132 A1 a B1 A1 a B1 A2 2 B2 A2 < B2 A1 = B2 A1 < B2 42 e131 42,4131 A :B A <1B Theoretical Assumptions The following theoretical assumptions underly the study: 1. Itwas assumed that it is possible to determine an institutional type on the basis of objective criteria. 2. Itvnnsassumed that the objective criteria selected for this study in the determination of institutional type will be sufficient to determine discrete dif— ferences between institutions in terms of objectives. 1.8 3. It wasassumed that the five general objectives selected as appropriate for the community college are generally accepted by persons involved in this type of educational institution. 4. It wasassumed that perceptual instrumentation has been sufficiently validated as to be acceptable as a research technique. 5. Itvnnsassumed that persons responding to the ques- tionnaire are reasonably familiar with the purported general purposes of the community college. Interest of the Writer The interest of the writer gnemv from a general interw est in higher education, in the community college, and from the following additional factors: 1. While the objectives of the community college as a type of educational institution have been defined, both in the literature and in official college publications, it is the belief of the writer that within institutions of this type significant differences are to be found in the perceptions of persons involved in the programs and the officially stated objectives of such institutions. 2. It appears that there is evidence to indicate that the perceptions of persons directly involved in educational programs as to appropriate objectives for the institutions may be more significant in determining the quality and direc- tion of the program than will other factors such as official 19 statements of objectives, finance, community perceptions, et cetera. 3. Itvnnsthe belief of the writer that relationships between, and perceptions of, groups within organizations such as the community college may be quantitatively defined in terms of the actual institutional program. 4. The community college in Michigan presents an institution undergoing rapid growth. If this institution is to function in terms of established patterns for com— munity colleges in general, itvmrathe belief of the writer that the degree of acceptance of institutional objectives by persons within such institutions will be of importance. Definition of Terms Community College The community college will be defined for purposes of this study, as a public institution within the state of Michigan offering two years of post—high school education and officially recognized by the Department of Public Instruc— tion as a community college. Colleges called junior colleges will be included as community colleges. The study will be limited to publically controlled institutions which have operated for three years or longer. Objective Criteria The term objective criteria will be used to designate the specific verifiable criteria established by the writer for the selection of institutions for the study. 20 Teacher The term teacher will designate those persons indicating teaching as their principle responsibility on the questionnaire. Administrator The term administrator will designate those persons indicating administration as their major responsibility on the questionnaire. College Parallel Programs College parallel programs will be defined as those credits transferable to a four year college or university. Terminal Programs Terminal programs will refer to programs completed within the community college and which lead to direct voca— tional preparation. General Education General education programs will refer to those programs established for the upgrading of the student. In most cases the credits will not transfer to other institutions and do not apply directly to vocational preparation. Type A Institutions Type A institutions are defined as those which do not offer comprehensive programs in all of the five general program areas appropriate to the community college. Type B Institutions Type B institutions are defined as those which offer comprehensive programs in all of the five general program areas appropriate to the community college. Comprehensive Programs Comprehensive programs will be those of community colleges offering programs in all five areas of the general community college program. More than three general courses of study must be offered in the college parallel, terminal, and general programs and evidence must be presented in official publications of programs in adult education and guidance and community service. Limited Program A limited program will be defined as any community college program not offering courses and programs to meet the definition of a comprehensive program. Official Objectives Official objectives are defined as those listed in the official publications of the community college. Limitations of the Study 1. All community colleges in the state of Michigan were not surveyed. 2. No follow up of respondents is possible since respondents were unidentified. 3. The study is exploratory and descriptive in nature. 22 An Overview of the Study The community college is a rapidly growing institution of higher education. The general objectives of the institution have been established. The problem of this studyimmsto deter— mine the relationships existing between the administrative and teaching groups of selected community colleges as to their perceptions of institutional objectives. It was theorized that the perceptions of the persons involved in a community college, as a type of organization, will be an important determinant of the operational objectives of the institution. CHAPTER II DESIGN OF THE STUDY Classification of the Colleges The colleges included in the study were those colleges in Michigan which had established programs years prior to the 1959—1960 school year. Fourteen colleges met this criteria. These were Alpena, Bay community for three community City, Benton Harbor, Flint, Gogebic, Grand Rapids, Henry Ford, Highland Park, Jackson, Kellogg (Battle Creek), Muskegon, Northwestern, Port Huron, and South Macomb. The colleges were classified on the basis of criteria designed to compare the diversity of programs in terms of the five general objectives of the community college and on the basis of criteria pertaining to community type and geographic distribution. The criteria pertaining to diversity of program were: 1. Number of students. a. Full time. b. Head Count. [\3 Full time faculty. Volumes in library. Volumes per student. (Full time) Number of full time librarians. Total income for operation. NQW—P’UU Per pupil expenditure. 23 24 8. Number of guidance persons. 9. Areas of course work in: a. Liberal Arts/ College parallel. b. Terminal programs. c. General education. d. Adult education. 10. Availability of guidance services for the total community. 11. Evidence of community service programs. 12. Estimated percentage of students enrolled in: a. Liberal Arts/ College parallel areas. b. General education c. Terminal programs d. Adult education Table 2a exhibits the results of the application of these criteria. On the basis of these criteria the fourteen colleges were divided into Type A and Type B institutions. The Type B institutions were defined as those offering a limited program in terms of the five general objectives of the community college and the Type A institutions were defined as those offering a more comprehensive program in terms of the five general objectives. No attention was given in this division to such factors as lack of community support, lack of facilities, et cetera, in determining why some programs appeared to be more complete than others. .o0H>nom OHHQSm no pcoEpnmooQ .nmom oesocmom wmmfi one on meemunoe some HH mcESHo> HHom Hmmwm>mbm mmwmqqoo NBHZDZEOO mo WUHBmHmmBOnom mpHcsaaoo QOHpooscm pHSU< newshoo moose oonoemo mcomnom QOHH thQSEEoo now QOHpmosom HmcHEnoB mocha mpn< cocoost [SpHpmcH cocooHsm Honocow HononHH poochcoouumm mqmge 28 Institutions classified on this basis as Type B were: (see Table 2a) Number 1 Number 5 Number 10 Number 11 Number 12 Number 14 Institutions classified as Type A were: Number Number Number Number Number Number Number Number I—‘KOCDN’ICBL‘UOIU 3 After the initial division on the basis of the above mentioned criteria, further division was made on the basis of criteria including: (1) community size, and (2) geographic location. Type B institutions selected for study were numbers 11, 12, and 14. College number 10 was selected in the original group but returned an inadequate number of instruments for study. College number 1 was eliminated as being very similar to number 12 in community size and location. Number 5 was eliminated because of the small size of the institution and its location in the Upper Peninsular. The three institutions selected gave a spread in community size and are located in widely separated areas of the state. Type A institutions selected for study included numbers 3, 4, 6, and 13. Numbers 7 and 8 were not selected as number 29 represented a college very similar to numbers 7 and 8. Number 9 appeared to be very similar to number 13 and was eliminated. Colleges 3 and 4 declined to participate in the study since other, intensive surveys had been conducted recently in the institutions and the administrators indicated that further surveying at the present was unwise. Following the selection and typing of the institutions, conferences were held with two recognized experts on the com— munity college in Michigan to determine if their perceptions as to institutional type were in accord with the division made for the study. Neither wished to be identified in con- nection with the typing of the institutions, however, both informally concurred with the selections. Population for the Study The basic design of the study centered on the comparison of the perceptions of teachers and administrators of the com— munity colleges studied in terms of objectives for this type of institution. Perceptions were compared in the following ways: Teachers x Administrators among and between Type A and Type B institutions. Administrators x Administrators among and between Type A and Type B institutions. Administrators x Teachers among and between Type A and Type B institutions. The general population for the study consisted of full time faculty members and administrators of the selected com— munity colleges. The individuals responding to the question— naire identified themselves on the instrument as to whether 30 they were in the faculty group or the administrative group. Respondents to the instrument were asked to remain anonymous so no further check was made as to the validity of the response of the individual as to their role in the institution. Each respondent identified himself additionally as to sex, age, highest educational degree achieved, and number of years in education at the community college level. A more complete description of the population which responded to the questionnaire is given in Chapter III of this study. Construction and Administration of the Instrument The purpose of the questionnaire instrument was to deter- mine the perceptions of the faculty members of the selected community colleges concerning the general area of objectives of the community college program and such areas as appropriate methods of control, financing,and administration. A large number of questions were constructed concerning these general areas and were gradually reduced to seventy—five selected for use. Of those selected, fifty dealt with the matter of objec- tives of the community college and twenty—five dealt with other general matters pertaining to the community college. The fifty questions pertaining to the objectives of the com— munity college were divided into five groups of ten questions each pertaining to the five general areas of community college program. Eight of the ten questions were constructed so that 31 they were roughly paired into four pairs of questions which would represent conflicting points—of—view. For example, one question might generally state that adult education is an important part of the community college program while its opposite would state that adult education is only of little importance. The twenty—five other questions generally were not paired for conflicting views. A five point rating scale was used to answer the ques— tions. The scale was set up as: (1) strongly agree, (2) tend to agree, (3) no opinion, (4) tend to disagree, (5) strongly disagree. A check list was used for listing the opinions of the respondent. Identification was used to determine the general characteristics of the respondent and a check list was added to determine perceptions of the respon— dents as to strengths and weaknesses of their institutional programs and their perceptions of barriers to a more complete program. No institutional or personal identification was used in order to avoid embarrassment in this matter. This omission made follow-up on persons not responding virtually impossible. In order to determine face validity of the instrument and the adequacy of composition, a duplicated copy of the instrument was distributed to ten college faculty members. Five of the persons selected were teachers and five administrators. The persons selected would have been expected, because of factors in their backgrounds or in their 32 subjeCt matter areas to be reasonably familiar with the com- munity college and its function. The results of this trial run are displayed in Table 2b. Several questions were noted for errors in composition or for ambiguity. In general, the discriminating items, that is those which were contradictory and should have been so marked, tended to discriminate. The questionnaire was then printed in the form displayed in the Appendix. The writer again contacted Dr. Max Smith of Mflzhigan State University and asked his assistance in contacting the chief administrative officer of the selected institutions to ask for their cooperation. The letter from Dr. Smith was followed by a letter from the writer, giving a general out— line of the study and asking permission to conduct the study. The letter was followed by a telephone call to each insti— tution to confirm permission to conduct the study. Permission was given with the exceptions already noted. (See Appendix for copies of the letters.) Junior—~Community College Questionnaire The questionnaire covers six general areas: Area I —— Liberal Arts and College Parallel areas Area II —— General Education Area III —— Trade and Technical Programs Area IV —— Adult Education and Community Service Area V —- Guidance and Counseling Services Area VI —- General Control, Administration and Organization. 33 TABLE 2b MEAN SCORES FOR ADMINISTRATORS AND TEACHERS ON TRIAL RUN OF QUESTIONNAIRE Adminis— Adminis- trators Teachers Item trators Teachers Item 2:4/OACOO.rO|U..OOOEndlu_.OORun/_Qunc29vflu/OAHVnanxuflxnxuOnxu/Oncnxubr OOUr 0000000000000000000000000000000000000 31223412233231?;13332333222232311222342 8482/02/0426648842682406864026848624462 0000000000000000000000000000000000000 3231l241323231334239_343232233121222433 39 4o 41 42 43 44 4.5 46 A? 48 49 50 51 52 53 54 55 56 57 58 59 6o 61 62 63 64 65 66 67 68 69 7O 71 72 73 74 75 06180882 14682682008860246fl74 260004266800 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 33312222222?_32342211232322121322223233 6622.4806082260826824460282206464602280 00000000000000000000000000000000000000 34 The questionnairekusso constructed that the areas are covered by the following questions: Area I -— Items 1, ll, 19, 26, 33, 39, 46, 54, 62, and 69. Area 11 -— Items 3, 13, 2o, 28, 34, 4o, 47, 58, 63, and 70. Area III -- Items 5, I5, 21, 29, 35, 41, 49, 56, 65, and 72. Area IV —— Items 7, 16, 23, 30, 37, 43, 51, 59, 66, and 73. Area V —— Items 9, 17, 24, 31, 38, 44, 52, 60, 68, and 75. Area VI -— Items 2, 4, 6, 8, 10, 12, 14, 18, 22, 25, 27, 32, 42, 45, 48, 50, 53, 55, 57, 61, 64, 67, 71, and 74. The questionnairekusso constructed that some of the i items present opposing or conflicting points—of—view. There- fore, a person answering one item in the agree area should answer its opposite in the disagree area. The matched items are: 3-—63, 5——41. 7—-37. 11——54. 13—_34, 15--A9. 16—-23. 1——19, 17——24, 26-—39, 31——75, 29--56, and 6o—-68. Key items in the questionnaire for each area in terms of analysis of answers for agreement or disagreement were: Area 1 -— 1, 11, 19, 26, 39, 54. Area II —— 3, 13, 34, 63. Area III —— 5, 15, 29, 56, 41, 49. Area IV -— 7, 16, 23, 37, 43. 73. Area V —— 17, 24, 31, 60, 75, 68. The questionnaires were mailed to two of the selected institutions and were delivered personally to the other 35 institutions. The questionnaires were collected approxi— mately two weeks after they were delivered. Analysis of the Data Tabulation Tabulation of the data collected on the questionnaires was accomplished by placing the results of each questionnaire on International Business Machine (IBM) cards. The cards were punched and verified according to the following schedule: (Since more space was needed than was available on one card, two decks of cards were used.) Deck 1 Column 1 Institutional Identification 1” Number 6 21 Number 13 :3, kmmber 14 4. Number 12 5. Number 14 Column 2 & 3 Questionnaire Number Column 4 Position of Respondent 1. Administrator 2. Teacher Column 5 Age of Respondent 1. 20—30; 2. 31—40; 3. 4l—50; 4. 51-60; 5. Over 60 Column 6 Sex of Respondent 1. Male; 2. Female Column 7 Degree of Respondent 1. Bachelors 2. Masters 3. Doctors Column 8 Years of Educational Experience 1. O-5 2. 6-10 3. 11—15 4. 16—20 5. 21—25 6. 26—30 7. Over 30 Columns 9—48 First 40 questionnaire items Deck 2 Columns 1—8 Columns 9—43 Column Column Column Column Column 44 45 46 47 48 36 Repeat of Deck 1 Items 41 through 75 of questionnaire Item I I. Adequate 2. Inadequate Item II Left Column 1. Liberal Arts 2. General Education 3. Technical 4. Adult Education 5. Guidance Item II Right Column Repeat of Column 45 system Item III 1. Lack of Funds 2. Lack of facilities 3. Lack of community support 4. Lack of faculty interest 5. Lack of administrative interest Item IV 1. State 2. Local Tax 3. Students The cards were key punched, verified, sorted, and tab— ulated according to the following schedule. subtotaled. Each column was Statistical Methods Three statistical techniques were applied to test the hypotheses: 1. Hoyt's estimation of test reliability for unrestricted item scoring methods to determine reliability of the instrument. 2. An F test to determine homogenity of variance. 3. The T test for significance of difference. 37 Hoyt‘s Test for Reliability The Hoyt method of estimating the reliability of the instrumentation was used. Other methods are generally adapted to instrumentation which gives a weighing of either 1 or O in scoring an individual test. The instrument used in this study did not yield this kind of data but was weighted on a five point scale. The Hoyt method provides a formula for estimating the reliability coefficient and the standard error of measurement when item scores are not restricted to l or O. The Hoyt method assumes that the instrument items are independent and that the results are additive. These assumptions are met by the instrumentation. It was assumed that a reliability coefficient of greater than .70 for each section of the instrument for both administrators and teachers would be sufficient to establish the assumption of validity for the instrument. F Test for Homogeneity of Variance The F testwas applied to determine whether the variance within the four general groups is significant. The four groups are: Administrators from Type A and from Type B institutions and faculty members from Type A and Type B institutions. The F test assumes a random sample of a normal population and assumes that the populations have the same variance but not necessarily the same mean. The mathematical model for this test is: 38 Type Type B 1 2 Administrators A Faculty B Since the F test formula is: Mean EKluare between groups Mean square within groups the hypothesis becomes: 2 2 A1 _ 42 B2 4 32 1 1 2 2 A : B 1 1 2 ,2 A e B 2 2 A .05 level of significance was established. T Test for Significance of Difference It should be noted that the mathematical model for the hypotheses of this study was: Type A 1. Type B 2 Administration A Faculty B The hypotheses to be tested for significance were: 1 = 2 K2 = E2 A a E 1 s '2 A1 5 Be A1 a B1 42 7 Bl 39 Since the data collected in the study was tabulated as mean scores, since the data is additive, the population was assumed to be normal, to have homogenity of variance and to have made independent answers to items, the t Test for signi- ficance of difference was selected as the appropriate statis— tical method. Significance was assumed at the .05 level. In the cases A1 = A2, B1 2 B2, Al 2 E1, A z B, the two—tailed t Test is employed since the alternative hypotheses are that in each case A will not be equal to B. In cases A2 = B2, Al 2 E2, and A = B, the alternative hypotheses would predict that if A is not equal to B, that it will be greater than B so a one—tailed t Test is employed. Again a .50 level of significance was established. Summary The design for the study involved the division of the community colleges selected for study into two groups, those offering comprehensive programs in the areas of liberal arts, terminal programs, adult education, guidance, and community service, and those offering less comprehensive programs. Typical institutions from each group were then selected for study. A perceptual questionnaire to determine the perceptions of administrators and faculty members in the selected insti- tutions was constructed and administered. The data returned on the questionnaires was recorded on IBM cards for further analysis. The Hoyt test for reliability of unrestricted item 4O scoring was applied to determine instrument reliability with a reliability of more than .7 demanded. Homogenity of variance to determine that results of the questionnaire were more sig— nificant than those which would have been achieved by chance was determined by the F test with a .05 level of significance demanded. Significance of difference between the various groups was determined by the t Test for significance of dif— ference with a .05 level of significance demanded. CHAPTER III CHARACTERISTICS OF THE POPULATION The population of this study was drawn from teachers and administrators of the five community colleges surveyed. It has been established that the colleges were comparable except in the area of program. A total of 210 teachers and administrators were employed by the five institutions. Of this total 18 were classified as administrators and 192 as teachers. Administrators were classified as Directors, Deans, Presidents, Assistant Directors, and Directors of Counseling and Guidance. Teachers were considered to be those persons whose major activity in the institution was classroom teaching. The directors of each institution surveyed were instructed verbally as to how the questionnaire should be distributed. Since individuals were not identified in answering the questionnaire, it was assumed that their indi- cations of position were compatible with the criteria. Thirteen of the 18 administrators responded to the questionnaire for a 72% response. One hundred thirty of the 190 teachers responded for a response of 67.7%. Responses by institution are given in Table 3a. In no case did less than 62% of the total staff respond. Since the questionnaires 41 42 TABLE 3a RESPONSES TO QUESTIONNAIRE BY INSTITUTIONS Returned Institu— Total Question- Adminis— tion Faculty naires % Return trators Teachers A 65 51 78 3 48 B 37 24 65 4 20 C 35 22 63 2 20 D 23 15 65 3 12 E 50 31 62 1 30 TOTALS 210 143 68% 13 13c were unidentified, a retest on those individuals not responding was not possible. A check was made in each case before the instruments were collected and the director of each insti— tution was asked to urge faculty members to respond to the instrument. It is assumed, therefore, that the responses indicate a reasonable sampling of the opinions of individuals in each institution. In the identification items of age, sex, education degrees attained, and years of experience, each institution includes a variety of responses which may indicate that the responses are a representative sampling of the total staff. The question may be reasonably raised as to whether the 68% sample of the total population is typical of the 32% which did not respond. Since the instrument was administered 43 in such a way as to preclude follow—up, it must be assumed that the 68% response is typical of the total group. In drawing any conclusions, however, it is necessary to draw conclusions in terms of the sample and not of the total population. Thirteen administrators responded to the questionnaire. All of the administrators responding were male. Three of the administrators were from Grand Rapids, four from Port Huron, two from Muskegon, three from Northwestern, and one from South Macomb. Two of the respondents were in the 20—30 age group, three in the 31-40 age group, four in the 41-50 age group, and two were in the 51—60 age group. Two did not respond to this item. One of the administrators had a bachelor‘s degree, one the doctorate, and ten the master's degree with one administrator not responding. Five of the administrators had between 0 and 5 years educational experi— ence in the community college, six had between 6 and 10 years experience, one had between 11 and 15 years experience in the community college, and one did not respond to the item. Two respondents did not indicate whether they were teachers or administrators. These individuals were arbitrarily classified as teachers. Thirty—two of the teachers responding were female, ninety—one were male, and seven did not respond to this item. Sixteen of the teachers were in the 20—30 age group, forty- four were in the 31—40 age group, twenty—seven were in the 44 51—60 age group, and nine were in the group over 60. Thirteen teachers did not respond to this item. Twelve of the teachers listed the bachelor‘s degree as the highest degree achieved, one hundred two listed the masters degree, thirteen listed the doctorate, and three did not respond to this item. In the category of educational experience, seventy—three of the teachers indicated between O—5 years, twenty—three indicated 6—10 years, fifteen indicated 11—15 years, five indicated 16—20 years, five indicated 21—25 years, one indicated 26—30 years, and four had over 30 years experience. Five teachers did not respond to this category. A summary of the responses is listed in Table 3b. 45 TABLE 3b CHARACTERISTICS OF THE TEACHERS AND ADMINISTRATORS SURVEYED Characteristic Administrators Teachers Male 13 32 Sex Female 0 91 No Response O 7 20-30 2 16 31—40 3 44 Age 41—5O 4 27 51-60 2 21 Over 60 O 9 No Response 2 13 Highest Bachelors 1 l2 Educa— Masters 10 102 tional Doctors 1 13 Degree No Response 1 3 O - 5 5 73 Years of 6 — lO 6 23 Experience 11 — 15 1 15 in 16 — 20 O 5 Community 21 — 25 O 5 College 26 — 3O 0 1 Over 30 O 4 No Response 1 5 CHAPTER IV ANALYSIS OF THE DATA The statistical analysis of the data was conducted according to the design as established in Chapter II. The data were tabulated on IBM cards and also on work sheets. The general data were further sub-divided into the six general areas covered by the instrument: Area I, Transfer and Liberal Arts; Area 11, Technical and Terminal Programs; Area III, General Education; Area IV, Adult Education; Area V, Counseling and Guidance; and Area VI, General Control. Statistical Analysis Reliability of the Data The reliability of the data was established by the use of Hoyt‘s Test for reliability for unrestricted item scoring instruments. The results of this test are recorded in the r column of Table 4a. It was assumed that an r score of .70 or more indicated reliability. The scores for the administrative group indicated a high degree of reliability in all areas. All areas for the teaching group were more than .70 with the exception of Area V which was .62. Since the data for Area V of the teaching group did not meet the 46 47 fmmmla HOYT'S TEST FOR RELIABILITY Area A B it c A' B‘ Administrators I 92.0 27.6 270.2 150.6 10.2 2.3 11 161.6 23.9 288.3 102.8 13.5 2.6 III 92.9 19.3 235.8 123.6 7.7 2.1 IV 222.8 13.3 311.0 74.0 18.5 1 5 v 152.1 21.6 280.0 106.3 14.6 2.4 VI 332.1 18.1 664.6 314.4 27.6 0.75 Teachers 1 113.6 30.2 48.2 338.2 4.6 3.3 .4 11 147.5 45.8 510.5 317.2 5.9 5.1 .4 111 97.2 74.3 398.4 226.9 3.9 8.2 .0 Iv 202.8 35.3 499.0 260.9 8.1 3.9 v 112.5 46.6 398.9 239.8 4.5 5.1 .7 VI 474.9 51.9 1274.0 747.5 18.9 2.1 *r greater than .70 indicates reliability of items. 48 standard set for reliability, the results of this area should be considered as unreliable and a limitation of the study. Since error in measurement effects the mean scores of individuals and groups, the standard error of measurement for the administrative and teaching groups was calculated in each area. This data is recorded in Table 4b along with the calculation of the mean for each group in each area and the standard deviation for each group in each area. Since the standard error of measurement was under 5.0 for the first five areas of the study and was only slightly over 5.0 for Area VI it was assumed that measurement error would not effect the mean scores in a significant manner. Analysis of Differences A comparison of the total mean scores for all groups in all areas with the standard deviations for all groups in all areas (Table 4b) indicated that the responses were not normal in distribution but were slightly skewed. After con— sultation with statisticians at the Bureau of Educational Research, Michigan State University, it was determined that the Student's ”t” Test would still be the appropriate method for determining significance of differences between the groups studied. While the Student's ”t” Test assumes normality of population, it may be used in cases where the population is skewed if equal deviation occurs between the groups tested. V‘r lHelen walker and Joseph Lev, Statistical Inference (New York: Henry Holt and Company, 1953), pp. 294-296. 49 TABLE 4b STANDARD ERROR OF MEASUREMENT STANDARD DEVIATION MEAN OF TOTAL RESPONSE BY AREA Area Administrators Teachers S.E.M. — 3.74 3.74 I s 17.70 26.60 E — 15.50 12.10 S.E.M — 3.08 3.74 II s — 19.90 17.10 x — 20.70 18.20 S.E.M. — 3.31 3.16 111 s — 17.90 17.30 i — 18.60 18.30 S.E.M. — 2.62 4.69 IV S — 19.00 18.90 x - 19 90 20.10 S.E.M. — 3.13 4.12 v s - 19.10 18.70 x - 20.00 19.70 S.E.M. — 5.23 5.47 v1 s — 43.40 42.30 x — 43.10 42.90 50 The results of the F Test described below indicated this quality.2 The F ratio test was applied to the data from the various groups to determine homogeniety of variance. The F ratio test indicates that variations in mean scores of the various groups did not occur due to chance but were a func- tion of the instrument. The results of the F test are recorded in Table 4c. In all cases the observed F ratio was less than the F table at the .O5% level. This indicated_ equality of variance between all groups which were compared and validated the use of the Student‘s ”t” Test for signifi— cance of difference. In Table 4c, and in all other tables in this chapter the groups are represented by the following symbols: A 1 —— Administrators from Type A colleges A 2 —- Administrators from Type B colleges B l —— Teachers from Type A colleges B 2 —— Teachers from Type B colleges The next step in the analysis of the data was the ap— plication of the Student‘s "t” Test for significance of differences in the responses of the various groups. The formula for the “t“ test, as applied in this study was: 2 “tn :9 X l ‘ X 2 S: E. Xl-( X1 )2 +ZX2 —( X2)2 \/ S2 1 1 ) N1 N2 — ~— p N1"F N2 N1+N2 — 2 deNl+N2—2 2Wilfred Dixon and Frank Massey, Introduction to Statis— tical Analysis (New York: McGraw—Hill Book Co., 1947), pp. 251—254, 280-281. 51 TABLE 40 F RATIO TEST F Table Area Area Area 3 Area Area Area Groups Figure I II III IV V VI Al—A2 4.95 .70 .89 1.10 .67 .39 .69 Bl—B2 2.79 1.08 .86 .83 1.21 .84 .80 Al—Bl 2.92 1.36 1.62 1.28 .70 .88 1.02 A2-B2 3.20 2.94 1.56 .95 1.26 1.86 1.18 A2—B1 3.02 2.71 1.81 1.13 1.04 2.21 1.47 Al—B2 3.09 1.48 1.39 1.07 .85 .74 .82 A — B 2.15 .44 1.36 1.07 1.00 1.05 1.05 The ”t” Test was applied to the following groups to com— pare their responses in each of the six areas of the instrument: A 1 x A 2 A l x B 2 l x 2 2 l w W m w A A A 2 x A l x 2 All A X All B The results of the "t" Test as applied to the various groups, are listed in Table 4d. In order for the ”t” Test 52 TABLE 4d STUDENT'S "t” TABLE "t”Table Area Area Area Area Area Area Groups Score I II III IV V VI A1-A2 1.80 .53 .02 .11 .23 .47 .28 B1—B2 1.71 .07 .08 .22 .05 .21 .26 A1—B1 1.73 .06 .23 .21 .18 .18 .05 A2—B2 1.75 .74 .32 .15 .13 .18 .07 A2—B1 1.73 1.40 .30 .04 .09 .39 .29 A1—B2 1.74 .30 .26 .ll .13 .35 .26 A -B 1.68 .47 .39 .04 .03 .04 .01 to show significant differences in the responses of the various groups, the computed “t” should have exceeded the ”t" figure taken from the distribution table at the .95 level, reading this figure at the appropriate level of degrees of freedom for the n's involved. In no case does the computed ”t” meet this criterion. Hence, the results of this test indicate that no significant differences existed between the responses of the various groups as they responded to the questionnaire. The results of this test substantiated the null hypotheses which stated that no significance would be demonstrated between the groups in their responses to the questions concerning objectives for the community college as 53 an institution. While the results substantiated the hypotheses, they were not compatable with the theory developed in Chapter I concerning the development of institutional objectives in relation to faculty perceptions. Analysis of Item Differences Statistical treatment of differences in mean scores on each item is not possible. The Hoyt r applies only to areas and not to individual items. Apparent differences in individ— ual items may be determined by inspection. The analysis of item differences is limited to this method and the results are necessarily qualified. In conducting the analysis of responses to items in the questionnaire, the first step was to determine the mean responses for each item for the administrators as a group, for the teachers as a group, for the A l administrators, the A 2 administrators, for the B 1 teachers, and for the B 2 teachers. This data is recorded in Table 4e. An examination of Table 4e shows that the responses of administrators as a group differed from the responses of teachers as a group on 16 of the items and the two groups agreed on 59 of the items. In determining agreement and dis— agreement, all responses of less than 3 were counted as agreement and all responses of more than 3 were counted as disagreement. For example in question number 2, the admin— istrators, as a group, disagreed with the item while the 54 TABLE 4e MEAN OF RESPONSES OF ALL GROUPS ON ALL ITEMS All Teachers A11 Admin— Questionnaire B1 B2 A2 A1 istrators Item 666/0109er 5961 53778 51 18 558 55752 1771748714 59 00000000000000000000000000000000000000000 772552 7.4177792515702778 545143507411128563 00000000000000000000000000000000000000000 19.211231222223349.25.2211231242343123322443 6105560 556325110 5535653060978333566330961 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 34411151123233452111111442232244312213443 911 105082887R/15744040523012118347551771nfio 00000000000000000000000000000000000000000 1.8.21128.1122232341111221442242143213212448. 714.458.1314113754446881487065314917619358561 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 122112312322233fl-2212211331242143122322483 711321”7.471667989414810J11415014138162258.446 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 1114311214.11232323fl.11111211.4422422Ur3313211443 123456789012345 111411111 17 18 2O 22 23 24 25 26 27 28 9 33 34 35 36 37 38 21 30 31 32 4O 41 TABLE 4e—-Continued A2 B1 B2 A1 A11 Admin— A11 istrators Teachers Questionnaire Item 0571436176081048188958531587253650 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 23321123314.13332332222133411323333 772 78.45.42 58 984- 003E22037572 1Q824. 5137074. 0 0 0 0 000000000000000000000000000000 12311222313_1233223332213334.11322442 31668663881 501310 36615530383839089 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 12.411142414234433443222134w412322442 5887044855044177241210.4..012212.4.1.1_.(. 0000000000000000000000000000000 l 91 596957670880268 5915732 536613081? OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 40269531170 97148188017471.1352 1.4.0157 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 12.4.11132414.12332432322134412423442 42 43 44 45 46 47 48 49 50 I 52 53 54 55 56 57 58 59 6O 61 62 63 64 65 66 67 68 69 TO 71 72 73 74 75 56 teachers, as a group, agreed with the item. Further analysis showed that the two groups of administrators differed on 15 of the items and agreed on 60 items, in terms of a comparison of the total response. The two groups of teachers disagreed in total response on 14 of the items and agreed in response on 61 of the items. The items which produced responses of disagreement between the various groups are listed in Table 4f. A total listing of all items which tended to discriminate between the groups is given in Table 4g. The actual items are listed in Table 4h. TABLE 4f QUESTIONNAIRE ITEMS UPON WHICH GROUPS DISAGREED I. Items of disagreement between all administrators, as a group, and all teachers, as a group. Items: 2 — 3 — lO — 11 — 13 — I4 — 24 — 33 — 35 _ 36 43 — 48 - 55 - 58 - 61 — 72 II. Items of disagreement between the Al administrative group and the A2 group. Items: 1 - 3 — 11 — 14 — 33 — 35 - 38 — 48 — 54 — 55 57 — 6O — 61 - 63 — 73 III. Items of disagreement between the B1 teaching group and the B2 teaching group. Items: 7 — lO — 24 — 3o - 35 — 41 — 43 - 54 - 56 - 58 6o — Efl.-'72 — 75 TABLE 4g ALL ITEMS WHICH DISCRIMINATED BETWEEN GROUPS Items: 2 — 3 — 7 - Io — 11 - 13 — 14 _ 24 — 3o - 33 _ 35 36 — 38 — 41 — 43 — 54 — 55 — 56 — 57 - 58 — 6o 61 — 63 — 72 — 75 57 TABLE 46 DISCRIMINATING ITEMS IO. 11. 13. 14. 24. BO. 33. 35. 36. The Junior—Community College should continually attempt to improve its program so that it may eventually expand to a full four year college. The liberal arts courses of the JuniorCommunity College will provide adequate programs of higher education for most students who enroll in this type of institution. So called Adult Education programs should not be a part of the Junior—Community College program but should be established as separate programs. A general, state level controlling agency is necessary to insure a uniform Junior-Community College program. Admission standards comparable to those of the four year colleges and universities should determine a students acceptance to the liberal arts courses of the Junior—Community College. Post high school education should be limited to those who clearly show the ability to succeed in programs of higher education. Since the local community shares the cost of the Junior—Community College, it should determine the program of the institution. Any guidance and counseling programs in the Junior— Community College should be limited to students en- rolled for credit. The Junior—Community College should serve the community by acting as a coordinating agency for other educational and civic groups. Retention standards based on grade point averages the same as the four year colleges should be followed by the Junior—Community Colleges. One reason why most Junior—Community Colleges do not offer complete programs in the trade and technical areas is a lack of interest on the part of the students. Admissions policies which allow all graduates of the district high schools to enter its Junior—Community College should be followed. 58 TABLE 4h-—Continued 38. 41. 43. 48. 54. 55- 56. 57. 58. 60. 61. 63. The Junior-Community College in most communities offers the only educational opportunity for adequate counseling with adults in such areas as job retraining and vocational rehabilitation. Nationwide job analysis data should be used to determine the course offerings of the terminal and technical programs of the Junior—Community College. The adult education program of the Junior-Community College should enable adults to complete a high school education. The programs of any Junior—Community College should follow closely the general programs of all other such institutions in the state so that uniformity of offering may be achieved. Any student admitted to the Junior—Community College should be able to participate in the liberal arts program. The student should bear a larger share of the increasing costs of the Junior—Community College. The academic ability of students in the trade and tech- nical programs of the Junior—Community College should be at a level with students in other programs. One measure of the quality of the teaching staff of the Junior-Community College will be the number of advanced degrees obtained by the staff. Students with very poor high school records should not be admitted to the Junior—Community College. Since the majority of Junior—Community College students live at home, the personnel programs of these institu— tions need not be developed to the point that they are in most four year colleges. The student should bear only a very small share of the cost of the program of the Junior—Community College. Course offerings in a program of general education will vary from those of a liberal arts or college parallel program. 59 TABLE 4h-—Continued 72. A lack of trained personnel hampers most Junior—Community Colleges from establishing trade and technical programs, even where great community need has been demonstrated. 75. Vocational counseling alone is an adequate justification for a strong guidance and counseling program in the Junior—Community College. An analysis of the items upon which administrators and teachers disagreed produced apparent patterns of response in several area. One such pattern centered around admissions practices and retention standards for the community college. (Items ll, 13, 24, 33, 36, and 58.) In general, the admin— istrators as a group favored the concept of an ”open door” admissions policy for the community college while the teachers favored restrictions on students for general admission to the college and for admission to the liberal arts curriculum. Item 11 presented an example of this tendency. This item stated that admissions policies comparable to those of the college and universities should determine the acceptance of a student into the liberal arts courses of the community college. The teachers agreed with this statement while ad— ministrators disagreed. Another pattern of disagreement appeared around the liberal arts offerings of the community college. (Items 3, ll, 54, and 63.) Both groups indicated a tendency to value 6O xthe liberal arts area as a separate area from general edu— cation. In item 54, all groups indicated a willingness to have every student participate in the liberal arts program, a view at variance with response patterns in items 3 and 11. Differences of opinion concerning the role of the college as a community center were apparent to a small extent in item 30. One group of teachers indicated disagreement with the statement that the college should serve as a com— munity center. Further disagreement in the general area of community service centered around the area of adult education. This was evident in items 43 and 24 which were concerned with guidance and counseling for adults and with programs enabling adults to complete high school. The administrators favored more comprehensive programs for adults in these areas than did the teachers. The responses to item 2, which dealt with the matter of the community college eventually becoming a four year institution, indicated a great difference of opinion between teachers and administrators with the teachers seeing the final role of the community college as a four year institution and with the administrators strongly disagreeing. Items 10 and 14 were concerned with control of the community college program. A tendency was evident here for the administrators to see forces outside the college as being important in forming the program of the college while the teachers disagreed with this view. However, in item 48, the 61 teachers appeared to favor a uniform pattern of community college education on a statewide basis while the administrators disagreed. Items 55 and 61 were contradictory statements concerning the share of programs costs to be carried by the students. The mean for these items clustered around ”No Opinion“ with different groups spread on both sides of the question. A subjective analysis of the patterns presented by responses in the discriminating items, in fact, for all items in the questionnaire, appeared to show a pattern of the admin- istrators verbalizing answers in keeping with most of the accepted objectives and philosophies for the community college as an institution, as these areas were defined in Chapter I of this study. Alternatively, the teachers did not always follow this pattern but on several items answered in such a way as to indicate a lack of acceptance for some of the com— monly Verbalized philosophical assumptions for such institutions-— ”open door” admissions policies, local control, and the main— tenance of a two year program, being specific examples. In analysis of the items by areas, it was found that disagreement items did not pattern in any single area. In disagreement items between administrators and teachers, two items were found in Areas I, III, and IV, three items were in Area II, one in Area V, and six in Area VI. In the same analysis as applied to administrators, three items of disagree- ment were found in Area I, two in Areas II, III, and V, five in 62 Area VI, and no items in Area IV. Teachers differed on one item in Areas I and II, three items in Areas IV and V, four items in Area III, and two items in Area VI. As may be seen from Table‘fl', only items 35, 54, 61, and 72 were common disagreement between the four groups. Obviously, the assign— ment of an item to a particular area did not preclude its implications to other areas. Further analysis was conducted on items built into the instrument which were calculated to produce logical differ- ences in response. For these paired items, an agree one one item should have produced a disagree on the matching item. Several items were included in each group. These items are listed with mean scores for each group in Table 41. An analysis of Table 41 indicates that the administrators as a group or in the sub—groups reacted in the predicted way to all paired items while the teachers answered only six pairs of the items in discriminating fashion with eight pairs producing no discrimination. The specific paired items are listed in Table 4j. Opinionaire Items An analysis of the opinionaire items at the end of the instrument was completed for the total group. Item I. The present scope of the program of this college is: Adequate in all areas. Inadequate in some areas. Of the group of 143 respondents, 10 did not answer this item. 63 TABLE 41 MEAN GROUP SCORES ON MATCHED ITEMS All Adminis- All Teachers A2 B1 B2 A1 Items trators Area 65 11 7.0 63 31 90 11 ll 71 ll 91 1.3 I 5.2.14 1 .4 Cl, C), 1 Dr Oar 524 11 2:4 55 wind. 111 22 g. .1; 2 2 5.6 3.11 r35 31 II 600 22 27. 22 O E). 432 110 23 447 22 69 12 5,3 13 E)..l OO 11“.: 81. 13 flj 11. OJ 3 C). P 3 2 143 412 31 .447 32 91 32 III 5M: 23 30 23 83 23 14( 243 42 4hr 23 03 r91 O7 .41 35 445 4.1 75 1.41 18 4.11 F31 72 hwl 4.7. 4.1 IV 33 70 2:4 10 2A. 81 lid: 18 33 75 23 22 5:20 2:4 “3 KOO 23 91 1U. 10 .43 OH. .42 39 42 37 14.2 14( 4.1 V 88 21 OH. 31. 341 12 21 64 TABLE Aj PAIRED ITEMS 19. 11. 5A. 26. 39. 13. 34. 63. Al. The Junior-Community College should be sure that its college parallel courses are adequate before establishing other programs. The program of the Junior-Community College should meet the needs in higher education of all portions of the community rather than only meeting the needs of students wishing to transfer to four year colleges. Admissions standards comparable to those of the four year colleges and universities should determine a stu- dent‘s acceptance to the liberal arts courses of the Junior-Community College. Any student admitted to the Junior-Community College should be able to participate in the liberal arts program. The liberal arts courses of the Junior—Community College should be patterned after those of the four year colleges or the universities to which the students will transfer, The college parallel offerings of the Junior—Community College should generally be held at a somewhat lower level of difficulty than in the four year college since many of the students taking these courses in the Junior- Community College are only interested in a general education background. Post high school education should be limited to those who clearly show the ability to succeed in programs of higher education. The general education programs of the Junior—Community College should be available to all members of the com— munity who wish to take them. The liberal arts courses of the Junior—Community College will provide adequate programs of higher education for most students who enroll in this type of institution. Course offerings in a program of general education will vary from those of a liberal arts or college parallel program. The technical and terminal programs of the Junior— Community College should reflect the needs of the local community. Nationwide job analysis should be used to determine the course offerings of the terminal and technical program. of the Junior—Community College. 65 TABLE 43--Continued 15. 49. 29. 56. 37. 16. 23. 43. 73. 17. 2M. 31. 75- The cost of most technical and terminal programs pro~ hibits their effective use in most Junior—Community Colleges. All urban communities can demonstrate a significant need for programs of a terminal nature at the Junior- Community College level. Students of limited academic ability should generally be encouraged to select courses in the trade and tech~ nical programs. The academic ability of students in the trade and technical programs of the Junior-Community Gollege should be at a level with students in other areas. So—called Adult Education programs should not be a part of the Junior—Community College program but should be established as separate programs. The Junior—Community College should have as one of its central purposes the establishment of a comprehensive program in adult education. The program of the Junior—Community College is not the appropriate place to include offerings in cultural areas. One function of the Junior—Community College is to serve as the community cultural center. The adult education program of the Junior_Community College should enable adults to complete a high school education. Most needs for adult education in a community may be met by programs in general education, crafts and the like rather than in offerings in academic or trade areas. The Junior—Community College should provide a general guidance and counseling service for all members of its community. Any guidance and counseling programs of the Junior- Community College should be limited to students enrolled for credit. The guidance and counseling programs of the high schools are adequate to prepare the student for his vocational choice. Vocational counseling alone is an adequate justification for a strong guidance and counseling program in the Junior-Community College. 66 TABLE 4j——Continued 60. Since the majority of the Junior-Community College stu— dents live at home, the personnel programs of these institutions need not be developed to the point that they are in most four year colleges. 68. An intensive guidance and counseling program should be conducted during the first year a student is enrolled at the Junior_Community College since nearly all stu— dents will spend only two years at the Institution. Of those answering, 27 indicated that their programs were adequate and 106 indicated that their programs were inade— quate. Of the 75 individuals representing those institutions whose programs had been termed more comprehensive ir tris study, 24 individuals indicated that their institutions had adequate programs, 45 indicated inadequate programs and 6 did not answer. Of the institutions whose programs had been listed as limited in this study, only 3 individuals indicated that they believed the programs to be adequate while 56 indi~ cated that their programs were inadequate; A individuals did not answer. Item II. Check the areas of the program which you feel to be the strongest and also check those which you feel are weakest: Liberal Arts; General Education; Trade, Terminal, and Technical; Adult Education and Community Service; Guid— ance and Counseling. (Two columns) In listing perceptions of the strongest programs, 110 individuals listed the liberal arts program, 13 listed 67 general education, 7 listed terminal programs, 3 listed adult education and community service, none listed guidance and counseling, and 10 did not respond. In listing perceptions of the weakest program, 69 individ- uals listed guidance and counseling, l4 listed general edu— cation, II listed terminal program, 8 listed adult education, 8 listedliberal arts, and 33 individuals did not respond. Item III. Check the most important barrier to securing adequate programs: Lack of funds, lack of facilities, lack of community support, lack of faculty interest, lack of admin- istrative interest. In answering item III, 87 individuals listed lack of funds; Al of these individuals represented institutions listed as offering comprehensive programs, #6 limited programs. Twenty—four individuals, 12 from each group perceived lack of facilities as the greatest barrier, 5 listed lack of com— munity support (3—2), 6 lack of faculty interest (5-l), and 5 listed lack of administrative interest (5-O). Sixteen individuals did not answer this item. Item IV. If lack of funds is an important barrier, more funds should come from: State, local taxes, students. Ninety—three individuals indicated that the state should contribute more funds, 15 indicated more local tax, and 7 indicated more student charges; 28 individuals did not reply to this item. This datavwmssummarized in Table Mk. 68 TABLE 4k RESPONSES TO OPINIONNAIRE ITEMS Item II III IV The present scope of the program of this college is: Adequate in all areas -— 27 Inadequate in some areas --lO6 No answer —- 10 Check the areas of the program which you feel to be the strongest and also check those which you feel are weakest: Strongest Weakest Liberal Arts 110 8 General Education 13 14 Trade, Terminal, and Technical 7 11 Adult Education and Community Service 3 8 Guidance and Counseling O 69 No Answer 10 33 Check the most important barrier to securing adequate programs: Lack of funds -- 87 Lack of facilities —— 24 Lack of community support —— 5 Lack of faculty interest —— 5 Lack of administrative interest —- 5 No answer —- 17 If lack of funds is an important barrier, more funds should come from: State -- 93 Local taxes —— 15 Students —— 7 No answer -— 28 CHAPTER V SUMMARY AND IMPLICATIONS Summary The purpose of the study was to determine relationships existing between the perceptions of administrators and faculty members of selected Michigan community colleges as to objec- tives for this type of institution. Certain characteristics of all community colleges within the state, whose programs had been in operation for more than three years at the begin- ning of the 1959—1960 academic year, were tabulated. Included were data on enrollments, course offerings, support, library facilities, and the general scope of the programs. An exam— ination of the official publications of the institutions and of the literature in the general field of community college programs served to establish a list of five generally accepted objectives for the community college. These were: (1) Liberal Arts and transfer courses, (2) General Education, (3) Terminal and Technical programs, (4) Adult Education and Community Service, and (5) Guidance and Counceling. Each of the institutions included in the study included these general objectives in statements of institutional policy. The colleges were divided into two groups on the basiscfi‘ comprehensiveness or lack of comprehensiveness of their programs 69 70 in terms of the five general objectives. A questionnaire was developed, pre—tested, and administered to teachers and administrators in five selected institutions. Three of the institutions had been classified as having limited programs and two had been classified as having comprehensive programs. This questionnaire purported to test differences of opinion between teachers and administrators and also, differences between institutions, as to institutional objectives. Sixty— seven per cent of the questionnaires were returned. The data were analyzed as follows: 1. The Hoyt test for determination of reliability of the instrument was applied and the instrument was found to be reliable with the exception of area V, as answered by the teaching group. 2. The standard error of measurement and the standard deviation was calculated for each section of the question— naire and for the teaching and administrative groups to determine if the data were usable in terms of further statis- tical analysis. 3. Homogeneity of variance for responses to the questionnaire was calculated for each group in each area by applying the F Ratio test. 4. The Student's ”t” Test for significance of differ- ences between groups was applied to compare the following groups on all areas of the instrument: 71 Type 1 administrators x Type 2 administrators Type 1 teachers x Type 2 teachers Type 1 administrators x Type 1 teachers Type 2 administrators x Type 2 teachers Type 1 administrators x Type 2 teachers Type 2 administrators x Type 1 teachers All administrators x All teachers 5. The mean response scores of all groups were com— pared on all items. All areas of disagreement between groups were analyzed. 6. The mean scores of all groups on matched conflicting items were analyzed. 7. The four opinionnaire items included in the ques— tionnaire were tabulated and analyzed. Conclusions of the Study l. The statistical analysis established no significant differences between the administrative and teaching groups which could be related to the classification of the insti- tutions by type of program. No pattern of reSponse was found which could be related to comprehensiveness or lack of compre— hensiveness of the programs of the institutions studied. 2. The study did not support the theory that differ— ences in the programs offered by the institutions studied were related directly to differences of perceptions of insti— tutional objectives held by faculty members. No institutional 72 type could be established in terms of the pattern of responses of faculty members to the Questionnaire. 3. More differences in the patterns of responses were found between the administrative and teaching groups than between the institutions as types. Patterns of disagreement between teachers and administrators were developed around several areas. 4. Few of the persons questioned (20%)indicated satis— faction with present programs. However, of the 69 individ- uals from those institutions which had been classified as offering more comprehensive programs, 35% indicated that they perceived the program as being complete while only .O5% of those from institutions classified as having limited programs perceived of their programs as being comprehensive. It was concluded that: (a) these data gave support for the original classification of the institutions, and (b) the faculty members were aware of the general characteristics of a comprehensive offering for the community college and perceived that their programs were either comprehensive or less than comprehensive. 5. Eight—two per cent of the individuals responding to the questionnaire perceived the liberal arts program as being the strongest area of the community college program. An analysis of program offerings and of the responses of the faculty groups concerning the importance of the liberal 73 arts offering of the colleges also indicates an emphasis on the liberal arts program in the colleges studied. It was con- cluded that liberalartsprogramsare highly valued and empha- sized in the colleges studied which may account for some of the weaknesses of other program offerings. 6. The majority of the faculty members responding (62%) indicated that the program in counseling and guidance was the weakest area of the program. Responses to question— naire items concerned with guidance and counseling indicated that this area was considered to be of great importance. It was concluded that in the perceptions of the faculty members questiones in this study, the programs of counseling and guidance in the institutions studied, were not functioning at a level 'UVT” aspirations of the faculty members for this portion of the program. 7. The general perception of lack of money as the most important barrier to program implementation had no relation to actual income per student in the institutions studied. In some institutions classified as having complete programs, income per student was less than in those having incomplete programs. It was concluded that lack of money is not the sole barrier to program development even though it was com— monly perceived to be the most important barrier. 8. While the state was listed as being the source of added income by most of the persons who perceived money as the most important barrier, an examination of income sources 74 for the institutions studied indicated that each received the same amount of money per student for operation. Differences in income rest in differences due to variations in tuition and individual tax effort of the communities. Added state aid could produce more comprehensive programs in communities with limited local resources. 9. It was concluded that administrators of the colleges surveyed were more sophisticated in verbalizing institutional objectives in a manner compatible with the established objec— tives for the community college as an institution. Hence, the questionnaire demonstrated more validity with the admin— istrative group than with the teaching group. 10. Since it has been concluded that the major differ— ences in the responses of administrators and teachers center around such areas as admissions policies, the development of the community college into a four year institution, the degree of emphasis on the liberal arts program of the college, and the role of the college as a community institution, it was con— cluded that this study points up the necessity for administra- tive leadership at the community college level to place proper emphasis on the dual responsibility of the community college. This responsibility is concerned with the general responsibility of the institution in the statewide pattern of higher education in Michigan and, secondly with responsibility to the local com- munity to meet local educational needs. 75 The administrators consistently responded to items in a manner more compatable with established objectives for the community college. While it has been pointed out in the pre- ceding section that this may have been due to mere verbaliz— ation, the consistency of the pattern and the consistency of response noted for the administrative group in answering the matched questionnaire items, led to the conclusion that the administrative group was familiar with the total areas of responsibility for the community college and it was tentatively concluded from this study that the administrative group could exert leadership in achieving established community college objectives, through appropriate institutional self study. Implications for Further Study The evaluation of institutional programs in terms of their objectives is a matter of concern of all educational institutions. The first chapter of this study developed a theory concerning curricula of educational institutions which indicated that faculty involvement in the development and implementation of the curriculum was of great importance if an educational institution was to establish a program which would achieve the stated institutional objectives. This study has documented the fact that the general objec- tives for the programs of community colleges are centered around the general areas of the liberal arts and transfer credit programs, general education programs, terminal and 76 technical programs, adult education and community service, and guidance and counseling. These general programs have all been accepted by the community colleges of Michigan and statements supporting these programs are included in the statements of institutional objectives for all the insti- tutions surveyed in this study. In the analysis of the perceptions of persons employed as teachers and administrators in the community colleges surveyed, however, it was established that many of the per- sons surveyed did not perceive the objectives of the com— munity college as covering the complete range of objectives. If community college teachers and administrators do not accept the general objectives for the institution and do not accept the statements of objectives for the institutions in which they are employed, then it is reasonable to conclude that the actual programs of the institutions will function in a different fashion than would be the case if the objec— tives were accepted. Since each community college in Michi— gan has the power to set its own objectives, it would cer— tainly be reasonable to assume that each could have somewhat different objectives for the program. However, if the com— munity college is to serve as a unique type of higher education in the state some conformity of offerings will be necessary. Implications for further study are centered around three major areas: 77 1. Curriculum development 2. Administration 3. Institutional research Curriculum Development While the lawmaking bodies of the state of Michigan have not established a program of higher education of the state, the results of the Legislative Study of Higher Education in Michigan, of the Governor's Committee on the Junior and Com— munity College and of policies of the Department of Public Instruction, all indicate that the community college occupies a position in the state where program emphasis should be placed around the five general areas already defined. Also, the institution is established as a two year program with no pattern developed for enlarging the program to four years. The growth of the community college in Michigan, and in other states, may serve as one evidence that this organization and program meet a need of our present society. If this program organization is appropriate for the community college as an institution, it would appear that curriculum develop- ment should reflect concern with all portions of the program. The analysis of the program content conducted in this study and the responses of teachers and administrators on the questionnaire indicate that many of the colleges offer programs centering around the liberal arts, transfer credit areas. Offerings in terminal education, adult education, and 78 guidance have not been developed to any great extent in some of the institutions. If the community demonstrates a need for these programs and if the community college accepts them as a reasonable objective, then the curriculum should reflect growth and development in these programs. If, however, the college and the community do not accept these programs as part of the curriculum, then they should be excluded from statements of objectives and referred to other educational programs of the community. This current study made the conclusion that the teachers of the community colleges surveyed appeared to be much less accepting of the general objectives of the institution than did the administrators. If this is generally true in all community colleges, it would imply that some further training of community college teachers in the general philosophy of the institution may be in order. Again, the point has been made that the program of the institution will depend in large part on the perceptions and philosophies of the teachers and administrators. If it is the desire of the community to have a community college program covering the five general areas outlined, then some general acceptance of this philosophy should be evident in the faculty. It should not be concluded that because the administra— tors surveyed in this study appeared to verbalize a philosophy more nearly like that found in the literature about the 79 community college, they accept this philosophy and make it a part of program development. The acceptance of the general philosophy does not always include a commitment for implemen- tation. Finally, it is necessary to remember that the teachers and administrators are not entirely responsible for program development in the community college. The board, the com— munity, and other forces act in curriculum development. Actual programs may be limited by many factors, money, facilities, staff, and other factors, and may not reflect the idealized program of any group connected with the insti- tution. It would be reasonable to assume that the acceptance of objectives for the community college, as an institution, .should place some burden on the college staff and the com— munity to seek to establish a curriculum to meet the objectives. Administration Many of the implications for curriculum development would apply equally W811 to administrators as to teachers. In addition, many features of the control of community colleges have implications pertaining more to administrators than to teachers. Several areas of control were mentioned in the analysis of the questionnaires. These have implications for further analysis and study as they pertain to general admin- istration of community colleges. 8O 1. Admissions policies. Several items on the question_ naire covered the matter of requirements for admission to the community college. The community college, as an institutional type, has long followed an ”open door” admission policy. There is some evidence in this study that both the teachers and administrators may question this policy. If the pressures of increased student numbers continue in Michigan, the com- munity college administrators and teachers will need to study carefully the matter of admissions standards as they apply to the community college. 2. General control. The analysis of items pertaining to control of community college documented the fact that the teachers and administrators surveyed in this study perceived that some general state control of the community college program is desirable. At the present time, state control of educational programs in Michigan follows the policy of local control. The development of institutional objectives for the community college rests with the local community, the board of control, and the faculty. A trend toward a state pattern of education for the community college would cer— tainly involve general involvement and study by local administrators, communities, and teachers. Several responses to items in the questionnaire indicated disagreement with the philosophy of strict local control for the community college. One alternative would be a state level agency supervising program. 81 3. Recruitment and training of teachers. At the present time community college teachers are certified by the state of Michigan. No specific training programs have been established in institutions of higher education for the training of community college teachers. The present certi— fication standards, which simply require a masters degree in the subject matter area taught, are unrealistic from two standpoints. First, the possession of the masters degree may not mean that the teacher is qualified philosophically for the role of the community college teacher. It may mean that the person perceives the college as offering a position of higher status than the high school. And second, the lack of a masters degree, particularly in areas of technical edu— cation, may exclude many worthy persons from community college teaching. The limited offering of technical edu— cation in some of the community colleges may be due, in part, to the lack of certified teachers in that area of the program. Institutional Research Any implementation of the conclusions drawn from this study or the implication for further study, must occur through institutional self study by individual community colleges. It has been indicated in the conclusions that the administrators of the community colleges should bear major responsibility for leadership in institutional study of rela— tionships between goals and programs. i a 15.1.1! I v. Ill-.1}: . I I Au... ‘ . 82 The role of the community college in Michigan has been defined as that of a unique institution offering two year programs in the liberal arts, terminal and technical programs, general education, adult education and community service, and in guidance. This institution should occupy a significant position in the developing system of higher education in Michigan and in the United States. The report of the Legis- lative Study Committee on Higher Education in Michigan, the report of the Governor's Study Committee, and other similar surveys, support the general conclusions of this study. If general agreement has been reached on the objectives which should be common for all community colleges in Michigan, it is reasonable to assume that each institution will need to be continually involved in self study to establish a program to achieve the institutional objectives. BIBLIOGRAPHY Alberty, Harold. Reorganizing the High School Curriculum. New York: The MacMillan Co., 1948. 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Michigan Department of Public Instruction. "Policy of the Superintendent of Public Instruction Regarding Com- munity Colleges in Michigan,” 1956. (Mimeographed.) 85 Newman, William. Administrative Action. New YOrk: Prentice— Hall, Inc., 1951. Parsons, Talcott, Bales, Robert, and Shils, Edward. Working Papers in the Theory of Action. Glencoe: The Free Press, 1953. Roethlisberger, Fritz, and Dickenson, William. Management and the Worker. Cambridge: The Harvard University Press, 1939. Sexton, John, and Harbeson, John. 'The New American College. New York: Harper and Brothers, 1947. Sharp, George. Curriculum Development as Re-education of the Teacher. New York: Bureau of Publications, Teachers College, Columbia University, 1951. Simms, Charles. The Present Legal Status of the Public Junior College. Nashville: George Peabody College for Teachers, 1948. Simon, Herbert, Smithburg, Donald, and Thompson, Victor. Public Administration. New York: Alfred Knopf, 1958. Smith, Leo, and Lipsett, Laurence. The Technical Institute. New York: McGraw—Hill Book Company, 1956. Starrak, J. A., and Hughes, Raymond. The Community College in the U. S. Ames, Iowa: Iowa State College Press, 1954. Stouffer, Samuel, et'al. The American Soldier: Combat and Its Aftermath. Princeton: Princeton University Press, 1944. Ward, Phebe. Terminal Education in the Junior College. New York: Harper and Brothers, 1947. Walker, Helen, and Lev, Joseph. Statistical Inference. New York: Henry Holt and Company, 1953. Wattenbarger, James. A State Plan for Public Junior Colleges with Special Reference to Florida. Tallahassee: University of Florida Press, 1953. APPENDICES 86 APPENDIX A RESPONSES FROM QUESTIONNAIRES 87 APPENDIX A RESPONSES FROM QUESTIONNAIRES Items Question- naire 22 19 2O 21 12 13 14 15 16 17 18 11 345678910 2 88 HHNHNHNHNJHHMMHNNNHHHHr—{Hr—iu—{HHCUHCUITr—i WHMNNWMMHNMOMNNNMMNMMNMr—l(\ICUCUHCUM—ZI‘r—JCU WJNHMMNNNJNNNNNNr—INHJNHSHr-{CUd'r—ICUr—{r—lr—ir—l Hr-lr-lCUr—ir—ir—lCUr—lmir—lx—iN—ZTCU—II‘CUHQT—IfCUJ'r-lLflCUr—lr—iCUCUr—ir—h—l NHJ’SNNNMNQ‘SHMNHM—d‘u—{HmmmmfilHmCUCUr-lCUr-iif—ZT :admammmammmmim:::mmmmmr—ljmammr—lmjm mmmdmmimdmmdmmimmmmmd[—1er mmmimmmmm mmd‘MJMMMJMMOMNmmmmm—ZfiCUMLOCUCUUWM—d‘ Wilf'd'm :rmamm~n—+cucu:r:r:1~cucv:r:r©:fmm:r:rmmmmimmazrcv—tr :J'CUSCUCUCUCUHiN—d‘i‘MNMHJ‘iJH—Ififi-fl'mflmmir—lr—ICULflx—i :rHmmr—ldmmmdmmmmmmmmmmmmmmr—izzzrqcuzrr—h—l <1”Lfl—II‘HUNCUCUHHNH-QLHJJHJCUNHNNr—{Nr—{CUQLLflr-lr—lzi‘mr-i Swimsqzrmmflmdmmmmmiammr—Im:Hamdamjr—h—l Cflr4N£TrijUOWNCUOJanriHCUOWNCUriHCUODNrHOJHCUriHLTrdfl NrHOJNCUOJHCUOJNrHrdNrfirdNCUOWHCUriHCUOJthd”NrHr4Nrfir4 (onwacvuxicncwmwvcmscomanmfl:rwwvd-H:TUL:COKHDOJEM4UNH U\rHUHLnracujcvn-HLQUNH ChiCUrL:(flriHLTOJHrHOWWhHriHCUOJHrHr4NLflrHrfii£TOJHrHUNH #1010051”L(\\OL\COO\rC3I 12 13 14 15 16 17 18 19 2o 21 22 23 24 25 26 27 28 29 3o 31 32 3'3 APPENDIX A-Continued Items Question— 11 12 13 14 15 16 17 18 19 2o 21 22 3 4 5 6 7 8 9 10 2 naire (\Ju—ir—{r—{r—i UNI—{MCUr—{r—l CUMCUJ‘OJ (\lr-lr—ir—{r—l HITCUCUI—ir—l r—ir—lr—lr—ir-i r—ir—{x—iu—ir-lr-i Lflr—lr—lr—lCU r—iI—imr—lr—ir—l HMCUCUr—l r—ir—i-If—Tf'CUr—i LflLflLflLflLflLflr—{Lflfll L02? HMLfl-IT—tl‘N-ZTQ‘CUN mmmmsqsqzm LflLflLfl—IrifCUNOLflCU r—l LflCU—II‘ mmMMr—i—ZT LflmLfl—If'fllifCUCULflr—l r—ir—lCULOM-ifCUCULfl—d' r—iCUCYWCUr—lr—{r—immr—i 89 (\lr—i—‘ii'r—imr-JCU—IT—ZI‘HCUr—l (\Jr—lmr—lCUr-lr—ir-lr-iCUr—{N r—it—{OJI—iCUt—lCUr—lr—{HNCU (UN-:ft—lCUr—ICUHHr—{r—{Olfmt—imifr—ir—ir—{HH I—ICULTNM:Hr—l—:THC\JC\J CU mmmmmm ma“ LflLfld' Hqsssmmsqmzs s—iCUJT—II‘CUOJCUNr—lr—ilrfll r—l—ZT—Zf Lf\C\l LON—11‘3“ LON-:1“ (YWJMNCUCUCUr—ly—{HCUCU Cum—:fm—Zl'r—ICU—IT-fi—IJ’CUQ mmmmmnmmmr—Imm HCUmiIi‘Mr—iHMr—il—ir—{r—l HNHMNmJNMr—ir—lmd‘m r—ifiamdr—h—imammmr—im r-lr—lr—ifllif‘ r—{r—‘lI—lr—{r—{mr—{r—lm r—h—imcu HHHCUCU r—h—{OO—IT—"ZT mob—11m LOLQLOII’ mmmmmmmimm Hmmiqmmammmii—d Hmmr—im Lflx—iLflq—{LHLIWNCUCU HCUMCU—ZI‘CUCUNCUJ mow—4m Lflr—lLflr-{CU CU-Zl'Lflm-Tfr—lmmil' mum—4mm sir—Homo] Lair—ICU NHHNNHHHHHMJ‘Hl—i HliriHCUOJNCU LhUNEfiTQwiUNH r4mLOUWrui:rO raararlaracwa HrHriHrHriHiTri rHOJHrHOJNrHUNH :Tr—ICUmm-IfLflCUCU N-d’HMr-i—If—Zfr—ir—I 34 35 36 37 38 39 4O 41 42 r—ICU CU—ifWWr—{Ou—iu-lr—lCU-II‘t—l Lfl—If—d'i—ZTCU—TLD—Ifflld'mr—l r—lif' r—lr-i (\JCUMr—lr-{r—l-d‘r—ir—JHCU HHCUr—il—{Nr—{r‘lr—{I—‘im r—1 (\J H r—{ CHI—INCH Lflr-l—Z‘rx—l r—ir-ICUCU r—Ir—lr—iCU mHer—{m (\J LflLflLfl—Zfif t—iLflCUCUOCU x—{r—lr—iCUr—lr—l HMr—lr—i u—i—II'S—fl' (\JCUr—lCU Lflr—iCUCU Hr—{Nmmr—{HHr—{Hr—ir—{r—{Nr—{r—{HHI—iI—{Nr‘ir—lHr—{I—{r—{r—i HWNM-fl‘mmmmmjd‘H—j‘d‘mmmmr—{HOMLCNr—iml—ICU mmsmmmmmm—fiimmjdmmmm Lfl—U‘LOMQI'HCUCUM HCUNCUr—iI—ICULOCUr—lr—ir—ir—iCUr—lCU—fi'r—ir—ir—lCU-ifr-iCUt—lr—{r—lr—l 43 44 45 46 47 5O 51 52 53 55 56 57 58 59 6O 61 62 63 64 65 66 67 68 69 7O APPENDIX A——Continued Items Question— naire 11 12 13 14 15 16 17 18 19 2O 21 22 345678910 2 9O HMMr—{NNHNHNNNNHNNJNNNMNNCU-IfCULflr—iI—{CUx—lCUI—imm HHCUr—ir—ir—{r—ir-{CU—er—lr—lCUMI—ICUCUCUNCUCUCUNMimmmCUr—{r—lmr—{CUCU HHNHHHHHHHHHNHHNQ‘HHNNNr—lmrim—:1"r—imml—{I—{Nmm n—l-ZI‘HCUHr—{HCUCUJHHCUCUr—{CUH—Zfr—{HCUNNCUr—lLflCUr—iLINCUd'r—ICULUQ" 01:1‘HCUm-Q‘CUCUCUQ‘CUCULOOOr—{S-fl'r-{r—{CU—Zfr—ICU—II'IILOCYWI—lLOQT-d‘M—Zf-ZTCU mmmmmmmmmmmmmmsd‘ LflLflzi‘ Lfl—if—ZTLDLOIT' (VF-:1“ LflLflLflLflLflLflLfld‘ Lacuna“: mmi-fl‘MMMM-‘jji t—iLflzi‘ LONO’WQ'II’ mmm UNCUC‘UNMQ’CUJ :ananvmmoqzridcumimqurqmmmmddcv: 0109011013“ LON LCNCUr-l—ZT‘LflLflO—ZT-Zf-II‘UNJJLONLQNCU-d‘u—lLflmm-If r-iCUO (hr—{HQ‘LOCUCUQT‘ mmmmdxdcummcvcuqmmmmmmammmmmmmarflMJNma-rcu SJHr—imHCUCUCUCUII'r—{N—ZTCU-ITNJCUHMNLONn-lr-ir—lMHr—lifd‘fl'mm (VJ—TMONHNNHSJMMMMJHCUC‘OCUCUCUQ’CULOMCUHCUJ‘r-lil‘r—lzi’m HMHHHNHNNJHHNNNNMHHNr—iCUCUMI—{CUMv—lifmr-lNCUCUCU NHI—IHHHNNNNNNNNNNNHMNr—{CUCUr—lr—lr—lCUu—ir—ir—lr—lCUCUCUCU mfimmflmmimmimmmMJMNmLflHM—fl’j(\Jr—{r—iif‘r—{CULHLOLQJ‘CU NCUr-lr—{HCUCUCUCU-II‘CULflLflCUCU—fi'm-Zl'mN—ZFCU—trfllr—Ir—{zl‘r—iOQr—ir—iu—lu—lCUl—l n—ICUCUHHCUCUCUr—{r—lmr—ICUr-ir—IHMr—ir—ir-ICUr—immr—{r—lOr—lif'CUr—iu—ICUCUCU MHHHHMHNNNHNHNHNHNHHNHNNu—lr—lr—lI—ICUCUr—Ir—lr—lr—{CU CHRIS—Irr-iLflLflCUMr-{U\Omm:J'CUCUmLflU\Lflu—{C\JC\ICUC\JI—ir—lmmr—l—II‘CUMCU r—i—ZTr—{LflLflLflLflCUCULfl-‘(J‘ LOMLOI—i Lamond mm—Zl'j-tl‘ LONJCUCUMMi-fi' 00:1” (Ur—{Hr—lr—{mmCUCUITmmMII‘N-d‘ONOr-{zf‘m—fl‘r—ir—ir—iCUr—{t—lr—iCUr—iLflCUI—i APPENDIX A——Continued Items Question— naire 19 2O 21 22 11 12 13 14 15 16 17 18 3 4 5 6 7 8 9 10 2 91 HNCUMHMCUCUCUMJ'CUCU—‘d’d‘d'CUMCUM—d’CUr—immmm cucucucuHammmmmmmmmmmmmmmmammmm CUOr—lr—{r—lHNHNMNNNHONNMHNMHMHNr—{m NHNJHNNHNSNNHHJNN—d‘(\lil'CUr-lr—ir—lCUI—lr—l r-iLflCUCUu—iLflCUCU—ZF'LQCUCUMU‘LONCULflr—id’mt-l-ITr—ICUr—IQT' NOJMHMr—Iu—i-fl‘mr—INNr—lr-{u—i—ZI‘Q'CUCUCUCUHHCUM-d‘ LflLflLflLhMHLflLflLflMLfl-fl" LflLfld’ LflLfl—ZT-d'i mmmmzrmr—i 01003 mmmmmzmmm: LOCOS—11‘ 00—11” mmmmmmmm mmdmmsmmm: LflCUd‘NCU-ITCU—IT‘CU-ZI‘LOLDCUCU r1003 :J'r—iLfl—TfmCUJ—Zl'c—l NCUMCUCUCUCUCUCU LIWr—lii‘CULflCUj—d‘m :TLflOJCULfl-ITJTII‘CU r4mcvr4arar4a:i Hr-lCUCUjr—ir—ir—{CU Hmzrmmammr—l (MOM—301301010] HJNII'CU (Vi—11‘ (\lii' CU Hit—If—d'fi LOM—d’OJCU r—lr—lmmfll r—{r—{OJCUr—i (\JCUII'OJr—l WNW—$01 (\J—ZTCU—ZT'r—lr—lr-{r—IH—Irr—Ir—ILOI—i mmmer—Immmdr—immr—l CHOLfl—II'CUCULT-tffll SCUS—d‘LO—II‘CUCU—If r—lr—l—Zfd'mr-ir—{r—{CU 106 107 108 109 110 111 112 113 114 115 010100010] mmzrcucu r—{CUCUCUr—l 116 117 118 119 120 121 122 123 Hzraammmd—dimmm mmmmmmmmmsmmm H—ZfCUr—l—IT‘CUDr-l-QISCU—Q‘CU 0101010001010] m:i:-H (\JMCUr—l (Ur-ir—in—I NNCUCU (UNr-l-II' r—{r—iCUr—l HCUCUCU CU-ITQ'CU HMCUr-l 01001—1 arse: u—lCUr—l u—lOrh—l HCUCU [-1010] (UN-21‘ Ham—1mm r—lmI—iMr—i LONCUr—lr—l summon—4 Lflr—{NLflr—i r-ir—lCUCUu—i I—Ir-ICUCUr—l CUNr—IJ‘CU m (\J H (\l H CU (\l 00-? LflLfl-ZI‘J-ZI‘Lfl-d' Hr—imxnmmma 124 125 126 127 128 129 130 131 132 z—iCUr—iCUCUr—{r—lmmmr—i r-iCUCUr—lCUmCUCUHMI—i (Ur—{r—INCUMCUCUCUOJCU (\Jr—ir-{CUHMr—JCUHCUr—l LflCUCUd‘CUr—ir—IMHMr-l LOCUr—{O'i—im—II‘MLOMr—l Lflif' L00! LflLflLfl—ZT mmm CUMJ‘J mmmmf—imm Mdmmmmmmmmm H—ZTCUCU-Ifr—Ir—lifmmm (“0000101 HMMW)C\JC\J r—I flirt—{CM Lflmmif Lflr—l (Y3 CUMCUOJJ‘OQIDM—ZICU r—l :l'mmr—ICUMCUCUr—{Mr—i r—ln-ir—iCUr—{r—lr-iCUCUr—it—i r—{HM-If‘ mar—mama: MSW-IT'CULINI—i—d'r—{CUu—i :TCUr—lt—ir—lCUr—lu—lr—ir—Ir—i (\ICUr—ICUr—lr—‘ICUNr—ir—ir—l mmr—IN—fl’r—l—TMI—INI—l CUNHCULGLOLOQ‘UWCUCU u—lu—Ir—lCULflr—{r—lCUCUr—Ir—l 133 134 135 136 137 138 139 140 141 142 143 APPENDIX A——Continued Items 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 Question— naire 92 MNHMNNHNNNNOMNSMONNMM—fimm Nid‘d‘d‘flflNLflNNid‘NHNiN-fl‘r—lNN-fi—fi NHHmN—jHNNNmHNNH-‘d‘I—{HNHNNJN NHNHNHHHNNNHNNMNHNr—{NNHHI—l NHNDHNHHHNNHNNHNONr—JJNJMH mmmmmmmmmmm mm-II'SN—ZI‘CUM—ZI‘Q‘QTCU LflLflCU mi—TI‘LOMfi'IJ“ Lfl-IT‘QI' Q‘HNMHNM—Q‘MSSHNNHS‘NMHHMNJN NHHMHHNHHHMHHNHNHHHHNONN mmm mmmmmzrcu LflLflWWd‘ mmm: LflLflLf‘ L(\:1‘:l‘ :TLflLflLfl-Ii” (fl—ZTLflLflLflLflLflLfl-tl‘ Lfl—II‘LDCULflLflLflLflLfl: (“MIT—If (Vi-If LOMNNCUMr—l W301 mono MOI MOON m: MHNmNNHNNNMJNMNmONu—IMMJMH mmmimiflmmdmr—imm NMJQ‘MMQ“ Lfl—T-ITM—ZI‘ 0021' MHu—imm—ZT‘HHH—IJ‘MHCUCU CUMCUr—lCUr-lu—iCUCUCUr—lr—{CUCU mmmimmmmm: mil-CU MLQMOOr—IO’WCU mmmmcur—immcun‘r—Iscucu n—Ir—lCU-iu—ir—iCU—II‘md‘H—II'CUS r—iCUr-iCUCUr—ICUCU—ZT'CUCUCUMCU I—l—ZI‘I—ICUCUHr—{CUHCUCUI—ir—lr-l mr—lt—IHMr—IMNSNN—j‘fil—i L021” r—icucummomdar—h—icucu: r—immr—ICUr-{MCUr—{CUr-l—Zi‘r—im r—Icvqmmr—ir‘ridcuzmmmm UNDLOIF—d‘u—l—IT‘LOLOLDLOLOLOIT' mmmdiammmmmmmm HMNS‘iMMMJfiMNNI—i (\ICUCUr—lr—ir-{II'OJI—{d‘r—h—lr—l-Q“ HLflNHLflHMJ‘mQ’r—{NI—Im HW—d‘N—d’fi‘imd’mm‘d‘N-fi :rmdmdsmmqm: :I'Lflli‘mm-IT—ZT LflLfl—ZT-II' mcu:23:¢:rrujoomcv (Ur—{Mr—{r-iNCUCULflCUCU :rmmzmmmcvqcvcv NJCUH—ZI'CUOJCUCUOJCU CUr—JOOCUI—lr-iMr—ICUCUI—i LflLflLflLflLfl—‘d‘ r—i Lflr-ICU r—l meow LOCO-:1” HMNNHMMHNHQ‘NQ‘HNr—{mm—S‘Nr—IHH—d‘ Hmmmmmr—lmr—i—Zfr—lr—l—Q‘mr—ir—i-ZTCUHHHUWHH mmsmmim—jqummmmammmzmzm: mms:mmm:r:rmr—1mmmm:rd mil" 100(1sz CU H (\J H H (\J CULflLflMUN-Tf—II’CU LIN—II‘CU-ZI' r—Ir-{CUr—ICUr-ICUCUHCUCU u—lCUM—ZTLOKONCDONO H r—l CUCU CUCU mmmmr—I Mir—1111' 1—121‘ 001—1 LflO’M—ld‘ LON mm win—10001:? LDCU LflztlflCUr—I—tt‘ mmmmdmmr—Idmmddddmmms NCUCUMCUI—lr-l-d'mu—lCU-in—ICU—TCUNCUN HNHNNNNHNHHNHN—d‘il—lflm msmr—iammmm—smmm: LflLfl-‘d' Lfl-d‘ mmr—IHMN—fl‘r—IMrfifi'mr-{CUMLOCUH-fl‘ (\Jr—I—Cf’CUCUCUr—IHMr-ICUHCUMCUCUCUHN 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 LflCU—If‘r-iOJCUCU (\J—Zl'u—ln—I—Zi‘OO—Zi‘ CUN—Ii‘d‘LOLDJ' u—lr—ln—lLfl—II‘CUQT‘ (Ur-{CUr—l-d‘CU-Zi' r—IQ“ LflLflLflLfl—d' LCM—13‘ LflLflu—l—‘SI' mimHHr—lfl 32 APPENDIX A——Continued Items 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 Question— naire 93 NCUMMHCUCUCUCU—II‘CUCUCUCUH-fl'CUMLfln—{OOCUCU'ITHOr—h—lmmHMNCUCL'QL‘rICU HCUr—lCUI—iITCUCUCUCUr—ir—ir—ICUCUCUHNHNHNNNNNNHHJHJNNNHHN r-ir—ir—lMu—{CUMr—IMI—ir—ir—ICUNCUNMHHMr—ICUCUHCUCUr—ICUMCUr-ICUMCUr—ICUHCU .jmammdzrmnmmmdmmm:HijmmmmmmJH—fi mil—{NHLQCULD 4 :1"HCUCUHCUCUUWLOCUr—lr—ifllzfr—ir—lCUNr—iCUr—{md'r—ir—lCUr—lmmmmNr-imn—ir—i-fi'v.—{ :T‘IULDCU mzrmmmmcvmmimmcu: mimm Lfl—Zf-d' mammmmmmmmmmm :imamidi—cmddimi LOd‘LflHLfl-tf‘d‘iMLflLflLflLflLfl—d” LOUNMLQLC HALO-:1” 21" LflLflr—i mmmmmm: LDCUOJCULfld'Lflw—l LflmLflif 1.0.0] mmmmmmmmmm: LflLfl (\JmMMr—l—fi' (VI-21" MMMr—{Nfllml—i (6001030630141: Mdmr—lmaflmmmmzrm r—i—TI'CYWCYWr—lu—lCUCUCU-Ifr-lr—iOJI—ICUI—I(\JCUr—lr—lr—Imil'r—lr-lfllr—lCULflCUr—lCUr-ii‘J'CUr-l—‘Zfr—i CUa—ICUMr-ir—lCU—Tf—ZI‘OICUr-HCUHI—ICU—ZT‘CUHimmmr—iNr-iiffllr—lmr—lOJr—i-lf'r—lOJu—lCU ITS-:1” (Y3!_C\C\J:fC\JMr-lm:J“C\J—d' mmmm: LflLflLflJ—TQ" CV 0021” 00:1“ Lfl—IT‘LQO’WCOCUQ’CU (\J-r-‘I-r—lCUr—ICUCU-il'CUCUr—iCUr-ir—lr—{I—immr—ir-lH—IFCUr-ir-iHr—lx—ICUr—ir-{r-ix—l—Ifr-ICUHH cummm: mmmm Lon-301060101 NIT-1‘ Lf\-:I‘ Mir—101:)” 00:)“ LDM-thUO’W—tf MOCU-IT C\J (YWOFHfl—tf mmm:rm:r:r:rm:rmmcv mmid‘smmdjdammdq13mm LC\LC\ mDmmmmdcumdmmmmHmmmcuHr—iflm:r—Icucumt—Imr—immmcummmcu NQ‘NMNNNmNNNNr—{NI—l-fl“NHmHmmNHNNmmmMHHHMHNNI—l :I'JMCUCU mmmmmomchvmjdzrmmmm minim—:rmmmcumcu L(“.—:T‘C\J-:I” NNQHNNNHNHNMNNr—lm(UNI—Ir—ICUCUCUr—lCUCUx—JCUHHr-lCUCUr-lCM-If—ij r—lCUCU—TI‘r—ICUCUu—IOJr-{CUCUCUr—lr—lmHCU—ZI‘HMI—{CUr-ICUHHHHr—{NCUCUI—{H-ZTLOI—l LflLflLflr—l LIN—:1“ r—l—tl' LflLfl—j‘ UNI—100351 LRCUCUCULOCUCUUN—Il’LflHLflCU—‘d‘ LI\C\JL(\LI\C\l-:I'LI\L(\ L021" M—IJ' Lflmmmm LINN—:f-ZI‘ Lfl—ZI‘LOCU—Zl” LflLflLflOfiCULflCU—ZI‘MN r-I—Zf' LON—ITSCUCUI—l—Il” HMCUCUr—lCUCUCU—ifCUr-ir—{CUI—‘Ir—JHr—{CUHr-{r-lif'CUr—ir-lr—iCUCUCflCUn—iCU-d'mr-is—{CUH APPENDIX A——Continued Items 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 29 40 41 42 43 44 45 46 47 48 49 Question— naire 94 (nadmcucuhcqmcucuhOJrun:rmcucquo:macomcu:rm:rcumUWJWhrlw:r:- :icimcu:rmcuciacur+:(nuvs:rcnacqa:¢r4mcurlmurcmscusmszisadLnux OKUr4NCUOJWKUrimCUOJNCUOJNCU:fHCUOJNr4r4HrHOJOIflriO(r1u\Lr\cu smmmssdmmmaqsmismsmmsqsmmasmmm mmsmmssmmmmmmmammmmmmmmsmmmamm dasmmmssmmsdmmmaszsfismmammmama :Hmmqummsammmqmmammsmsmadmamm :mmmmmm:Hisqzmmzmmsamsqmmmmmmm (Ur—{UNCUCULIN-d‘CU-IfLINM—d‘d‘HHCUHr—iCUCU—er—lCUr—JMCUCUr—h—iI—i (Ur—{CUC’Nr-lr—lr—{NNCULINMO’NRTr—lr—i—tl‘CU—tl'CUr—iCYNCUCULINHI—ICUr—izi‘H mmmmsamwwwrnmnmm:NwmmwmwmsmmmH:W1 mmmqmm::m:s:mmm::m::mmmqmssdmm imfiimmmmHNNNMNHmMMJJMNOHMSMNMH NJNNNHMNHMHNNHHmHNMJmMSmmmmfifiH ismcmmwmw:mchmuHMhmmmsqthumtsm: mHmsmammHaadqmmmmmmamaasmmmmMH NHNNNHNNHHHNHHMHNNNHNHNNHNNmNH smmssmmmmsmmammmsm:Hmmmmmsmmsm mmsqsmmsdmm:mammdmmmmqsmaammmm (Ur—ICUCUCUCUCUCUr—ICUHMCUu—lr-{r—{OQO’NCUHMC’UCUHCYNn—{CUHCYNH 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 APPENDIX A-—Continued Items 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 Question— naire 96 smmm:mmmmmmmsqmmsmmmmmmmmssqmmssmmmmm: mmmm:msqmmm:msmssmsmsmzqmmqmmmsqdmiqm: mm:mmmmmmmmmmmHmmmfimmsmmamsmmmmmmmssm: HmmmmmjfimimdmmmmmmmOimdemmmmmdimidem (Ur—{CUHCUCUCflr—lr—{HMHMCUCUMCUCUNCUCUCUMCUr—lmu—H‘OCUv—lMCUr—h—IHLGCUCU mfimmqsmssjdmimmsommsmmmsmddmiaifimmmmmm mmsssmmmmsmmsmmmmmmmsmssmm:asmqsmm:mmm smzssmssmsasmmmssmmmmmmmmmsssmsssmszmm mmd:mmmdmmdonm:mmm3m:mmmammmmmmm:£NJJJ 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dmmmssimmammmsqmdmsmmmmqmomsaqmmmmmmsm HHHSHNHHNHNHHNNHNHHHHMHHHHHHHHHmmNHHHH mmsmmmmmmsm:Hmmssmsmmmmammmmmmammmmmmm mm:masmsmmmmzqmsmmsqmmmmmHmssmmmmmmmma mmmmsmmsmmmmwmmsqmmmmsmammmmm:mmmmsmmm simdsmmsimdicmmsqssmqimm:mmsasmmmmmssm mmmmmmsmmsmmmssmmssdqHim:mmssmmsmmmsm: mmm:Hmmmmsmsssmsmmmmsmmmmmmsflmmmmqmaam mmmmH3m3m333msmmssssaamm:mmma:mismmsam .smmmmmmmmmssmmmsiwmmwmscmwmnmmasimmssam NJJNOJJWNMNNNNHHHMHHHMNJHmJNHHmJMMMHHm maamawsmHammmmfiflamammmmaamamflaHmmmmmflm ismsmmqsmisssmmamcsmmdsm:mmmammmmdsdmd NNNOHNNNNNHNHNHHHNHHHJNHNHHHHHHHHNHHHN :I‘CU LIN-Tl” LINQ‘ MIT‘LOLINCUCUCUCUCUJCUCYNLINLINOINCU—Ir—d'm LINOQIINLINCU LIN—II‘CYNCUWNCULINLIN 39 40 41 42 43 44 45 46 47 48 49 5O 51 52 53 60 61 62 63 64 65 66 67 68 69 7O 71 72 73 74 75 76 APPENDIX A——Continued Items 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 Question— naire 98 mmddmmmmim:Hoammsmmmmammmimmms mmzrmerr—l m:mimmmdzqmsmmdmimmsmsmmmmmmqmmqqmamm ssssmmsssssfirmssssmsmmmsssmssmmmmmsmm 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:mmmmm3N33mmmmqummmmamqflmaajimflqmfimm UNIfCUCUCUr—lr-lCUCUCUCUMHCUCUCU—ti'CUOINr—{CUr-lr—ICUu—I—TCUCUCUCUr—iCYNCUr—lCUCUCU :smmsosmsssmmssmmssHammsasmmssmsmsmsq CUCUr—iCUCUCUCUCUCUCUCUCUr—lCUCUCUCUCUCULflOOr—Ir—ir-ICUCUCUCUCUr—lr—iCUCUr—{r—ir—h—i LIN—Ir (IN-11'3“ (IN—if WNJ‘CUCYNCU CU—Zl' CU—fl‘CUCUCULfl—d’ r—lzl‘ LCNLINLOLOLINII'LINLINQ‘ LINLINLINLINLfl [\CIDONOHCUM—TJ‘LOKONCDQOHCUM—ZI‘LINKQNCDCDOr—lCUOIN—ZTLINKO NCDONOr—lfllm NNFCwaCDCDCDCDCDCDCDONONONONONONCDONONONOOOOOOO OOOr—lI—Ir—{r—i r-ir—ir-ir—lr—ir—ir-ir—ir—{r—{r—ir—{r-ir-i APPENDIX A——Continued Items 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 7O 71 72 73 74 75 Question— naire 99 CUCUCUCUS-Irfi—ZT‘CUr—iCUCUUNLINCUIT'IYNCUMLfNifLIN—j-U'HUNCU-fi'flir CU—ZTCUCUCUI—il—lCUCUOINCUQICUr-ICUCUCUO’Nr-lCUCUCUCU-‘JmiiCUu—lr—ir—l iUNMfi-Il’mif'd‘id'i-ITCUMUN—IT—Z‘I‘MCYNIYNQ’J—ZTCUMLINM-i-IfLIN (Ur-{(UCUCULINCUr—{CUOOCUCUr—l-Zf‘CU-d'CUr—{r-iOINd‘r—iCUMr—IHCUCUr—l1—1 Q‘CUCU-Zi‘CUHCUH-ZI’MCUCUH-d‘r-ir-lCUCUr—ICUCUCUCUCUIYNCUCUCUr—ir—l S’LINIT'CU—Ifu—I—‘Ifzfif‘d'C‘Qi—ITCULINi—Zf-ZI‘WNLINWN—IT‘JI‘LINMLINWNQTCULIN CULIN—ITCUIJ’I—ICUMCU-ZI‘CUCU—d'MMJM3'CUmm3—1‘WNOINr—id‘if m3 CUx—{CUr—{CUz—{r—ICUCUCUCUmI—llINCUr—{CUr-iCUr—{CUHCUIYNr—{CUWNCUr—lr—l :I'CUOINCU-U'CUQ‘CU-IT‘(YNMCUCUr-ICYNCUCYWMJQ‘CUCUQICUCYNO’NC‘INCUMr—l :Td‘CU-II‘OI-ZT—U‘CUir-‘J‘MCUHUNNITWNj-IT'Q'ITM-IT'NJNSSUNM CUMCUCUCUCUCUCUCUWNCUIFWNWNCUOCUCUMUNWNSJTIFCUCUCU—ZYMCU CUr-l-ZT‘CU—ZTiTr—iif'CU—ITCINCU—ZT'KICU—II'CUJHMCU-‘IFCULINCUJ-Ii'll‘CU—II CU—if—ITCU—d‘r—lCUCU—Zf—Ifmi—fl'r-iCUCU—TI‘r—ICYNCU—ZI‘M-ITMHCUCYN—jmfii CUr—i-II‘CU-tf‘CUCU-IT‘J'JMLIN—‘d'r—lr—ICUOOCUCUCYNCUCUr—{LINCUOOCUCUr—ICU CUr—l—TI'CUCUCUCUCULOCUCU—ZT‘CUCUr—lCUCUCUCULINCUCUN—If‘r—IHOIN—ZTI—ir—i (YNr—{OINMOINWNr—{CUCUHMCUCUQ‘CUCUCUHMHCUMCUu—lr—{HCUCUCUu—l CU—Zl‘i—tI‘II’LINr—iLIN—d”LINUNIYN-Zf—ZI'JCU-TI‘UN—TJ‘LOMWNIFATWN—ZT‘MLflr-lm CUCsz‘CUCUu—{r—i—ZTHWNI—i—If‘r—iCUr—ICUOINr-{CUr—i—ZI‘CUCUCUr—{CUWNLCNMr—i :f'LINCUCU—tf'CU—ZT—Zl‘LINCUWNMr—lCUCU—‘d'CUCUWN—tl’CUMfiII‘LINQ‘MQ‘CUr-l 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 APPENDIX B JUNIOR-COMMUNITY COLLEGE QUESTIONNAIRE lOO APPENDIX B JUNIOR—COMMUNITY COLLEGE QUESTIONNAIRE Dear Colleague: One of the most noticeable trends in American education today is the rapid increase and expansion of the programs of Junior- Community Colleges. While the objectives of the program of the Junior—Community College are well defined by experts in this field, the unique position of the institution allows for considerable variation in individual programs. While con_ siderable writing and research have been conducted in the area of philosophical assumptions underlying the objectives of this type of institution, it appears that little research has been conducted which purports to describe objectives of such insti- tutions as perceived by the persons most directly concerned with institutional objectives, the faculty and administrative officials of the institutions. The purpose of this questionnaire is to learn your views on several areas of the program of the Junior-Community College. Please check your opinion for each question. There are no "right" or ”wrong“ answers, the purpose of the questionnaire is simply to learn your views on this matter. Please indicate your response by checking the blanks according to the following key: Strongly agree with_the statement. Tend to agree with the statement. Have no opinion on the statement. Tend to disagree with the statement. Strongly disagree with the statement. Ul-D‘UOIUH The questionnaire may be completed in approximately twenty minutes. It is important that we receive the opinion of each faculty member to insure the validity of the study. Please complete the questionnaire as soon as it is convenient for you to do so and return it to the central office of your college. Thank you in advance for your help in completing this study. John Kimball Graduate Student Michigan State University Identification Administrator__ Teacher__ Age__ Sex__; Highest degree received: Bachelors Masters Doctors; Number of years teaching or ad- ministrative experience in the Junior—Community College 101 10. 11. 12. 102 The Junior-Community College should be sure that its col— lege parallel courses are adequate before establishing other programs. 1 2 3 4 5 The Junior-Community College should continually attempt to improve its program so that it may eventually expand to a full four year college. 1 2 3 4 5 The liberal arts courses of the Junior—Community College Will provide adequate programs of higher education for most students who enroll in this type of institution. 12345 In the recruitment of teachers for the Junior—Community College, emphasis is placed on securing good classroom teachers rather than upon securing persons for research or other aspects of pedagogy. 1 2 3 4 5 The technical and terminal programs of the Junior— Community College should reflect the needs of the local community. 1 2 3 4 5 Different certification standards should prevail for teachers in the Junior~Community College than for either high school teachers or teachers in the four year colleges and universities. l 2 3 4 5 So-called Adult Education programs should not be a part of the Junior—Community College program but should be established as separate programs. 1 2 3 4 5 A deeper and more thorough knowledge of subject matter will generally set the teacher in the Junior—Community College apart from the high school teacher. 1 2 3 4 5 Placement and follow—up on graduates are important functions of the Junior—Community College. 1 2 3 4 5 A general, state level conctrolling agency is necessary to insure a uniform Junior-Community College program. 1 2 3 4 5 Admission standards comparable to those of the four year colleges and universities should determine a student‘s acceptance to the liberal arts courses of the Junior— Community College. 1 2 3 4 5 Local boards of control help the Junior-Community College determine local needs in higher education. 1 2 3 4 5 103 Post high school education should be limited to those who clearly show the ability to succeed in programs of higher education. 1 2 3 4 5 Since the local community shares the cost of the Juniorv Community College, it should determine the program of the institution. 1 2 3 4 5 The cost of most technical and terminal programs prohibits their effective use in most Junior—Community Colleges. 12345 The program of the Junior—Community College is not the appropriate place to include offerings in cultural areas. 1 2 3 4 5 The Junior—Community College should provide a general guidance and counseling service for all members of its community. 1 2 3 4 5 Since the Junior—Community College program is the least expensive form of higher education, this type of educa— tion should be available for all high school graduates. l 2 3 5 The program of the Junior—Community College should meet the needs in higher education of all portions of the community rather than only meeting the needs of students wishing to transfer to four year colleges. 1 2 3 4 5 A general education program should be a part of all Junior—Community College programs. 1 2 3 4 5 Citizens advisory committees for the Junior—Community College are often most useful in the areas of the technical and terminal programs. 1 2 3 4 5 A separate board of control should be provided for the Junior—Community College at the local level. 1 2 3 4 5 One function of the Junior-Community College is to serve as the community cultural center. 1 2 3 4 5 Any guidance and counseling programs in the Junior— Community College should be limited to students enrolled for credit. 1 2 3 4 5 The level of difficulty of most courses in the Junior— Community College tends to be lower than in the four year colleges or universities. l 2 3 4 5 26. 27. 28. 29. 30. 31. 33. 34. 35. 36. 37. 104 The liberal arts courses of the Junior—Community College should be patterned after those of the four year CO1leges or the universities to which the students will transfer. 1 2 3 4 5 The fact that the Junior-Community College offers the students his least expensive form of higher education probably attracts more students to the program than any other factor. 1 2 3 4 5 Students entering the Junior-Community College would find it difficult to enter four year colleges on the basis of their academic records. 1 2 3 4 5 Students of limited academic ability should generally be encouraged to select courses in the trade and tech— nical programs. 1 2 3 4 5 The Junior—Community College should serve the community by acting as a coordinating agency for other educational and civic groups. 1 2 3 4 5 The guidance and counseling programs of the high schools are adequate to prepare the student for his vocational choice. 1 2 3 4 5 Good coordination of the total educational program of a school district may be achieved by having the same board serve as the controlling agency for all community educational activities. 1 2 3 4 Retention standards based on grade point averages the same as in the four year colleges should be followd by the Junior—Community Colleges. 1 2 3 4 5 The general education programs of the Junior—Community College should be available to all members of the com— munity who wish to take them. 1 2 3 4 5 One reason why most Junior—Community Colleges do not offer complete programs in the trade and technical areas is a lack of interest on the part of the students. Admissions policies which allow all graduates of the districts high schools to enter its Junior—Community College should be followed. 1 2 3 4 5 The Junior— Community College should have as one of its central purposes the establishment of a comprehensive program in adult education. 1 2 3 4 5 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 105 The Junior-Community College in most communities offers the only educational opportunity for adequate counseling with adults in such areas as jObIQtrfijfflf£;and vocational rehabilitation. 1 2 3 4 5 The college parallel offerings of the Junior—Community College should generally be held at a somewhat lower level of difficulty than in the four year college since many of the students taking these courses in the Junior—Com— munity College are only interested in a general educational background. 1 2 3 4 5 Vocational training for students is the most important function of the Junior—Community College. 1 2 3 4 5 Nationwide job analysis data should be used to determine the course offerings of the terminal and technical programs of the Junior-Community College. 1 2 3 4 5 All levels of personnel in the Junior—Community College should be aware of the unique philosophical goals of this type of institution. 1 2 3 4 5 The adult education program of the Junior—Community College should enable adults to complete a high school education. 1 2 3 4 5 The guidance and counseling services of the Junior- Community College should not be developed until the general academic program of the institution is well established. 1 2 3 4 5 Some special training emphasizing the unique philosophical concepts of the Junior-Community College is essential for persons who hold administrative positions in this type of institution. 1 2 3 4 5 Most Junior—Community College students are capable of profiting from courses in the liberal arts areas. 1 2 3 4 5 Since many high school graduates have not found their purpose or goal in education, the Junior-Community College should provide a ”trial“ period for such students as they explore vocational and educational possibilities.1 2 3 4 5 The programs of any Junior-Community College should follow closely the general programs of all other such institutions in the state so that uniformity of offering may be achieved. 1 2 3 4 5 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 106 All urban communities can demonstrate a significant need for programs of a terminal nature at the Junior—Community College level. 1 2 3 4 5 The Junior—Community College should establish its program to follow closely the programs of the local high schools, insuring a logical extension of the secondary program.l2345 The Junior—Community College provides an appropriate local center for extension courses from the state colleges and universities. 1 2 3 4 5 Guidance and counseling services of the Junior—Community College are best accomplished by the individual teacher rather than by special guidance persons. 1 2 3 4 5 The programs of the Junior—Community College should pro- vide services for students from a larger area than the legal limits of the college. 1 2 3 4 5 Any student admitted to the Junior—Community College should be able to participate in the liberal arts program. 1 2 3 4 5 The student should bear a larger share of the increasing costs of the Junior-Community College. 1 2 3 4 5 The academic ability of students in the trade and technical programs of the Junior—Community College should be at a level with students in other programs. 1 2 3 4 5 One measure of the quality of the teaching staff of the Junior—Community College will be the number of advanced degrees obtained by the staff. 1 2 3 4 5 Students with very poor high school records should not be admitted to the Junior—Community College. 1 2 3 4 5 Since the cultural needs of most communities are very poorly defined, it is difficult for the Junior—Community College to offer programs in these areas. 1 2 3 4 5 Since the majority of Junior—Community College students live at home, the personnel programs of these institu- tions need not be developed to the point that they are in most four year colleges. 1 2 3 4 5 The student should bear only a very small share of the cost of the program at the Junior—Community College. 12345 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 1. 07 In general, the liberal arts offerings of most Junior- Community Colleges tend to be more complete than other programs, since most students are interested in these areas and instructors are more easily found. 1 2 3 4 5 Course offerings in a program of general education will vary from those of a liberal arts or college parallel program. 1 2 3 4 5 Some salary differential should exist between teachers in the Junior-Community College of a school district and the teachers in the district‘s high schools.l 2 3 4 In many communities, the need for trade and technical programs is so slight that these programs should not be included in the Junior—Community College. 1 2 3 4 UT! Most Junior-Community Colleges are so lacking in facili— ties due to increasing numbers of students coming directly from high school that they should decrease offerings in adult education. 1 2 3 4 5 The acceptance of non_resident students in the Junior- Community College should not be encouraged. l 2 3 4 5 An intensive guidance and counseling program should be conducted during the first year a student is enrolled at the Junior—Community College since nearly all students will spend only two years at the institution. 1 2 3 4 5 Earning an Associate of Arts degree in the college parallel or liberal arts program of the Junior—Community College should entitle any student to continue his edu- cation at a state four year college or university. 1 2 3 4 5 The general education program in the Junior—Community College should not be used as transfer credit for further education at a four year college or university. 1 2 3 4 5 A state system of Junior—Community Colleges embracing the total area of the state is desirable. 1 2 3 4 5 A lack of trained personnel hampers most Junior—Community Colleges from establishing trade and technical programs, even where great community need has been demonstrated. 1 2 3 4 5 by programs in general education, crafts, and the like rather than in offerings in academic or trade areas. 1 2 3 4 5 Most needs for adult education in a community may be met 74. 75- 108 In most districts, the program of the Junior—Commtnity College can be conducted in the facilities used by the local high school. 1 2 3 4 5 Vocational counseling alone is an adequate justification for a strong guidance and counseling program in the Junior-Community College. OPINIONAIRE—-P1ease check your opinion for all of the following 11. III. IV. items. The present scope of the program of this college is: Adequate in all areas Inadequate in some areas Check the areas of the program which you feel to be the strongest and also check those which you feel are weakest: Strongest Weakest Liberal Arts General Education Trade, terminal and technical Adult Education and Community Service Guidance and Counseling Check the most important barrier to securing adequate programs. Lack of funds Lack of facilities Lack of community support Lack of faculty interest Lack of administrative interest Hill If lack of funds is an important barrier, monefunds should come from: State Local taxes Students Other Comments: APPENDIX C LETTERS 109 LETTER TO COMMUNITY COLLEGE DEANS Michigan State University—-East Lansing Mr. John Kimball, Director of Admissionse1tAlma College is finishing up his doctoral program here at Michigan State University. As a member of his committee, I am writing you endorsing his research. His study involves the staff members of selected community junior colleges. The data that he plans to collect will only be used for purposes of his thesis. He is writing you relative to the details. The purpose of this letter is to endorse the project as a worthwhile undertaking. I realize that it is near the end of the college year and that everyone is quite busy. However, I hope that you will give Mr. Kimball the brief time neces- sary in order for him to Collect his data. He plans on delivering and picking up the materials personally. Thank you in advance for your cooperation I remain, Sincerely, Max S. Smith Assistant to the Provost 5 Kellogg Center 111 LETTER TO COMMUNITY COLLEGE DEANS I would like to ask your help in completing61research study which I am conducting to satisfy the requirements for the Doctoral program at Michigan State University. The study concerns itself with the opinions of administrators and teachers in selected Michigan Community Junior Colleges toward the objectives of this type of institution of higher education. The general outline of this study has been ap— proved by my doctoral committee and they have given me permission to contact you in this matter. Specifically, I would like to ask you to allow me to bring to you a supply of questionnaires which I have prepared pertaining to the above mentioned area. These would be distributed to all your teachers and administrators for completion. The questionnaire is printed and may be com— pleted in approximately twenty minutes. I will deliver the materials and will pick them up when they have been completed. I regret that I am forced to make this request so late in the academic year but I have been unable to com— plete the work prior to this time. If you feel that it will be possible for me to work with you in this matter, I will plan to visit your college during the latter part of next week to distributethe materials and talk personally with you. Sincerely, John Kimball Director of Admissions Alma College APPENDIX D OBJECTIVES OF MICHIGAN COMMUNITY COLLEGES 112 STATEMENTS OF INSTITUTIONAL OBJECTIVES FROM CATALOGS OF MICHIGAN COMMUNITY COLLEGES Alpena "The Basic purpose of the college is to meet the educational needs of all the people in Northeastern Michigan. "In pursuit of this purpose, Alpena Community College offers the following programs: college and university transfer, vocational technical—terminal, general education, and adult education. 1'The college has the policy of encouraging all groups and individuals in Northeastern Michigan to contact college officials regarding educational needs, and the college, wherever its facilities permit, then organizes programs to meet the demand indicated by the request. ”For example, although the industry of the area is not suffici- ently homogeneous to call for highly specialized courses of study in vocational technical-terminal fields, yet it has been demonstrated that there is a need for basic technical training. A basic industrial technical program has been developed which may be adapted to specific situations with a minimum of trans— sitional difficulty. It is intended that this program be constantly studied and revised to keep it related to the changing needs for technical personnel in industry. "It is a purpose of the college to encourage more qualified students in the Northeastern Michigan area to enter a higher education program. "It is a purpose of the college to contribute to the improvement of the general, cultural, intellectual, and economic level of the area. ”The college has the policy of constant study of the community and the college to be sure it is carrying out its function.” Bay City "Bay City Junior College exists for the purpose of providing an educational program beyond the high school level which prepares its students for the responsibilities of citizenship and which offers opportunities for continuing education for all residents of the area. The specific purposes of the college are as follows: 113 114 "1. To provide two years of college instruction for those planning to transfer to other colleges. 2. To provide two years of general education beyond the high school level for those who wish further education for personal development. 3. To provide one and two—year business, technical, and semi-professional programs for those who wish employment at the conclusion of their Junior College training. 4. To provide courses or total programs which meet the cultural, professional, and vocational needs of the adults in the community. 5. To co—operate with other departmentsof the school system and with individuals, civic groups, and other institutions of higher learning in making available educational opportunities for the community.” Benton Harbor HThe Community College and Technical Institute is dedicated to serving educationally, the needs of the community in which it exists, and from which it derives its support. It stands ready to provide education to all beyond the high school. The scope of its offerings and the type of service it renders flow from the determined needs and demands of the community. "Specifically stated, the purposes of the Community College and Technical Institute are: 1. To provide two years of academic training for stu- dents who intend to transfer to four—year institu— tions. 2. To provide specialized and academic training for students who plan on one or two years of college. 3. To provide for adults continuing education which will contribute to their general and vocational development.H Flint "In 1954, the Flint Board of Education, together with a group of leading Flint citizens, decided to expand and integrate all 115 of Flint's cultural activities into a College and Cultural Center with the Junior College as its nucleus. "In response to a request of the Board of Education, the University of Michigan in 1955 voted to proceed with plans for a University branch in Flint to provide for a third and fourth year of college. "The Flint College and Cultural Center is totally a community project, planned, financed, and developed by Flint people in an effort to give all Flint residents a place with adequate facilities where they can satisfy their educational and cultural needs. To this end, the Center‘s facilities and services will be available not only to students of the Junior College and the Flint College of the University of Michigan, but also to individuals and groups within the community.” Henry Ford "Henry Ford Community College was organized to meet the edu- cational needs of the community beyond those already provided for in the regular public school program through the twelfth grade by: 1. Providing the first and second years of work in the Liberal Arts and Preprofessional fields for those students who wish to transfer to higher educational institutions. 2. Providing one- to two—year technical programs of business and industrial education for those students who expect to terminate their formal education by preparing for employment at the semiprofessional level. 3. Providing a program of two additional years of general education for the social, cultural, and personal development of students wishing to con- tinue beyond senior high school. 4. Providing for the adults of the community single courses or combinations of courses in those fields in which there are sufficient interest and demand to warrant the organization of classes. Classes may be scheduled for day or evening hours, from a single class meeting to a two-year program, on a credit or noncredit basis. 116 5. Providing educational services to the organizations and individuals of the community including; speakers, resource personnel or material, organization of special institutes or programs, reading lists, education counseling and testing, etc., as requested. ”It is a general objective in all programs, technical, general, liberal arts and pre—professional, to stress the importance of all students eventually becoming effective members of society and active participants in the democratic way of life. ”Educational needs of the community are under constant and continuous survey. The citizens of Dearborn are invited to participate in planning the total program.” Gogebic ”It is fundamental that a community college attempt to meet the needs of the community it serves. To this end the admin- istration obtains the most accurate ideas of the careers, educational aspirations and expectations of the people who live in the areaserved by the college. Through its counsel- ling facilities, the college encourages the young people and their parents to temper their aspirations and expectations with realism. For the community as a whole the college aspires to serve its needs with courses, conferences,and extension services that are available and feasible. ”The means for planning the curricula and the policies of the college is through the representative efforts of the people working together: community, students, faculty, and adminis— trative officers. "The Gogebic Community College provides an opportunity for its students to live at home during their two years of study. It is recognized that the big cost in going to college is the living cost. The college provides more opportunities for participation in both class, extra—class and community activi— ties, than will be found on the campus of the big institution, and these opportunities are vital and important in developing depth and breadth of an advanced education." Grand Rapids "Established by the Board of Education and supported by local and state taxation, Grand Rapids Junior College is the only public college located in this industrially diversified area with a population of 320,000. 117 "Junior College offers a variety of daytime and evening courses. These may be divided into 1) the freshman and sophomore level liberal arts curricula, 2) the technical curricula, 3) the community service offerings. "The liberal arts curriculums are intended to develop and vitalize the student‘s understanding of the scientific, social, and cultural forces among which he will live, and to acquaint him with the significant ways men have interpreted these forces the principles established in each area, and their implications for the maturing person. This exploratory general—type edu- cation provides a sound basis for intelligent living and citizenship. "Junior College believes that the student who plans to go on for a degree will find these liberal arts curriculums a solid foundation, whether his advanced work is of the general type, pre-professional, or professional. Objective studies prove that Grand Rapids Junior College graduates are as well prepared for specialization as those who take their first two years at a four—year institution. ”Junior College offers many one or two—year specialized courses for those who wish to prepare for specific positions in art, business,drafting, health services, home economics, industrial chemistry, mechanical technology, nursing, etc. The college has arrangements with hospitals, business estab- lishments, and industry whereby students in some of the specialized courses may work——in most instances, for pay—— under Junior College coordinators. ”The community service offerings of the Junior College are various. First, it offers a broad program of freshman- sophomore level evening classes; second, it has charge of the academic phase of the Board of Education evening high school program; third, it conducts the local Americanization program; fourth, it stands ready to cooperate with business, industry, labor, or cultural groups who want specialized work the College can provide.” Highland Park ”Highland Park Junior College has the general objective of all colleges, i.e., to meet the needs of high school graduates who seek further education as a means of achieving their ultimate goals in life. As a member of the North Central Association of Colleges and Universities, Highland Park Junior College provides courses with transfer credit to senior colleges in both pre-professional and vocational training. In its role 118 as junior college, this institution also offers a number of programs of study for the terminal student. 1'A major purpose of this college is to provide a general background in a variety of fields and to develop in the stu- dent self—discipline, clear thinking, lucid expression of ideas, and a sense of responsibility to people around him and to society as a whole. Accepting the premise that edu— cation must aim to shape the whole man, the college offers special training in such fields as art, music, debating, play production, and creative writing, and fosters a number of clubs and athletic activities which give ample opportunity for leadership. ”For the transfer student, Highland Park Junior College offers basic and preprofessional courses similar to those in the first two years of the senior college. It is the aim of the school to facilitate the transition from the atmosphere of a high school to that of a senior college or university by providing frequent student—teacher conferences, so that the student may understand his own abilities and learn to apply them effectively. 1'Socially, the life of the college is wholesome and varied. The student body is large enough to afford interesting friend- ships, whatever one‘s taste, and to support a good many projects and activities—~dramatic, musical, journalistic, civic, recreational——, but small enough so that those seeking to participate will almost certainly find a use for their talents. "Educationally, Junior College offers a wide range of oppor- tunity, serving both terminal and transfer purposes. Its two—year courses give vocational competence. Art, music and literature courses are available for personal enrichment as well as to fulfill senior college requirements. ”Remedial and review courses aid those whose high school back— ground is inadequate. "Instructors are available for conference on everything from the next day's assignment to the choice of a career. This readiness of teachers, advisers, and counselors to consult with students on personal or educational problems is an out— standing feature of the college.” Jackson ”The purposes of a community college are not always under- stood. Those of Jackson Junior College, as they have developed 119 over more than a quarter century, may be summarized as follows: 1. To promote the educational advancement of the com— munity, by its own programs of instruction, by promotion of other educational activities of interest and value to the community, and by providing con- sultative, guidance and service facilities in edu- cational matters to groups and individuals in need of them. The community is interpreted to embrace the Jackson Union School District and surrounding territory, including all of Jackson county and portions of adjacent counties. 2. To provide testing and guidance services necessary to enable students to discover and follow suitable preparation for their chosen vocations, to correct errors or deficiencies in their earlier preparation for those vocations and to encourage them to make the best use of their aptitudes and interests. 3. To provide fully accredited instruction in the first two years of college work in arts and science, practical arts, music, art, education, business administration and the professions. 4. To provide instruction in a variety of vocations to the level required for responsible employment in the community. 5. To provide instruction intended, in conjunction with other objectives, to promote better under- standing of human nature, of the history and principles of human society (especially concerning our own country, its backgrounds and its present world relationships), and of the principles of ethical conduct, to the end of preparing the stu— dent for adult citizenship and family responsibi— lities and for a useful and happy personallife. 6. To provide opportunity for adults to continue their educational growth in relation to any of the above objectives. 7. To promote, facilitate, and coordinate the offering in the community of university extension courses for advanced credit and the provision of other educa— tional experiences beyond the scope of the facilities of the college alone. 120 8. To cooperate with other departments of the school system, with civic groups, with educational insti— tutions and organizations outside the community, with educational foundations, and with private individuals and corporations in any proper endeavor likely to result in educational advantage to this community. 9. To maintain a program of activities, under faculty supervision, giving students experience in working together and performing in public and helping to develop physical or mental skills advantageous to them.” Kellogg "Kellogg Community College is organized to meet the educational needs of the community and offers the following programs. 1. Freshman and sophomore programs in the Liberal Arts and Pre—Professional fields for those students who wish to complete degree programs at institutions of higher education. 2. Technical programs in industrial and business edu- cation for students who wish to prepare for employ— ment at the semi-professional level. 3. A two—year program of general education for the social, cultural and personal development of stu— dents desiring to continue their education beyond high school. 4. Courses and combinations of courses for adults in those fields where sufficient interest and demand exists to warrant their organization. These classes may be offered on a credit or non-credit basis. 5. Other educational services including: educational counselling and testing, speakers, resource person— nel and materials, etc." Port Huron "Although its original purpose was to offer liberal arts courses which paralleled those of the four—year institutions and thus to prepare its graduates for later transfers to col— leges and universities, it has endeavored at all times to meet the needs of high school graduates who wish to continue 121 their studies and thus to prepare themselves for immediate entry into the business and industrial world. Community needs are recognized in the admission of adults to any classes which they may care to pursue for their own pleasure and profit." 1111552622 ”Years ago before the college was established Muskegon citizens asked, ‘Why should we have a junior college?‘ Here are the ’ clear-cut answers graduates and other students have expressed: ”Community College gives sound training in the basic subjects needed to pursue academic courses in senior c0116ges and professional schools. "Community College bridges the gap between high school and university. Many students have found adjusting to campus college life easier after having spent their first two years in college while still living at home. "Community College keeps educational costs low. In addition to saving money by residing at home many students have engaged in part—time employment, contributing in this way toward the heavy expense of living away from home during the last years spent in earning a degree. ”Community College provides skills needed in commercial and industrial fields through terminal courses. ”Community College gives students with weak high school records a chance to remove their deficiencies. Occasionally a student matures slowly and is not ready for serious study until he is of college age. Community College has a place for such a per— son. "Community College offers a confused student the opportunity to explore fields of endeavor and to discover a vocational objective consistent with his interests and abilities. "Community College takes a pensonal interest in the welfare and progress of students. No student is ever lost in the crowd. "Community College enriches the lives of adults through courses of a vocational and cultural nature in the Evening Division. ”Community College seeks to assist planning groups of citizens interested in making Muskegon a better community in which to live. Faculty members hold membership on various boards and committees; they frequently appear as speakers before civic minded groups. These staff members believe the Community College is important to Greater Muskegon.” 122 Northwestern ”The purpose of Northwestern Michigan College is to bring liberal and vocational studies on the college level to people of all ages in northwestern Michigan. Regionally controlled and supported, this institution is shaping its future around the needs of the area it serves. The College proposes to serve 1) students who wish to begin a liberal arts or pre- professional program, 2) students who wish to complete a two- year course combining liberal and vocational studies, 3) stu— dents who wish to develop particular skills or cultural interests without acquiring college credit in the process. "The purpose of the College is also to serve as an educational and cultural center. It carries out these aims by providing leadership, technical aid, and facilities for groups engaged in community service, research or cultural development; by encouraging other Michigan schools to operate college extension courses on its campus; and finally, by standing ready to offer its services at off—campus points throughout the region when such needs arise.” South Macomb "The South Macomb Community College was organized to serve the several educational needs of the community reaching beyond the senior high school. "The college offers: 1. The first and second years of work of the Liberal Arts and Pre—professional fields. Students may transfer from these programs to senior colleges and universities upon meeting the requirements of the institution to which they transfer. 2. One to two year technical programs in industrial and business education. These are terminal in nature preparing the student for immediate employ- ment on a semi-professional level. 3. Two years, beyond the senior high school, to the student who wishes a general background of cultural, social, and personal development. 4. A broad program of adult education classes. 5. A program of high school completion for adults who have been out of school for some period of time. This program is not designed to take the place of regular day high school programs. Students who would normally attend regular day programs are not eligible to admission. ROOM USE om Wfi new 9 ‘65 ROOM USE ONLY ,JW ‘*e "3' «.1 GRN STRTE UNIV. LI "1191“" 191199191 1911 19111911911