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ABSTRACT

THE OBJECTIVES OF THE

JUSTIN S. MORRILL COLLEGE

AS PERCEIVED BY ITS MEMBERS

by George Edward Cole

Statement of the Problem

 

Justin S. Morrill College was identified by the author
as a new organization in the process of emerging within the
confines of an already established social system. On the basis
of existing organizational theory the author felt that the key
to understanding the development of this organization was the
analysis of the perceptions of the sub-groups which comprised
the organization and its surrounding social system.

Procedure

An Open-Ended Questionnaire was administered to a
stratified sample of the individuals comprising the sub-groups
of the organization and its surrounding social system. The

responses from these Open—Ended Questionnaires were formulated

George E. Cole

into a rating scale and this rating scale was then readminis-
tered to a stratified sample of the organization and its
surrounding social system. An.analysis of variance was used
to analyze the scaled responses. The findings were graphed

and organizational profiles were constructed.

Major Findings of the Study

 

Fifty eight organizational objectives, 68 organizational
problems, 11 categories of organizational expectation, and
15 perceived significant others were nominated and rated by a
stratified sample of the sub—groups comprising the organization
and its surrounding social system.

Areas of agreement and disagreement were identified on
organizational elements which were selected by the system.
Patterns of agreement and disagreement were also identified
indicating which sub-groups were in agreement with or conflict

with other organizational sub-groups.

THE OBJECTIVES OF THE
JUSTIN S. MORRILL COLLEGE

AS PERCEIVED BY ITS MEMBERS

By .3
}\
Q

George E. Cole

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
College of Education

1967

Copyright
GEORGE E. COLE \
June 10, 1967 3c
by
\
\"l

ii.

ACKNOWLEDGEMENTS

The writer wishes to acknowledge the concern
and help offered by Dr. Max Smith, Chairman of the
Guidance Committee. A note of thanks must also be
offered to Drs. Moreau Maxwell, Donald Olmstead,
and Paul Dressel, who willingly gave of their time
and professional advice.

A sincere statement of appreciation is
offered to all of the members of the Snyder-Phillips
Complex who cooperated in making this study possible.

The writer is deeply indebted to Dr. Robert
Anderson, Dr. Christopher Sower, Mr. Gerald Connally,
and Jon Reiger who taught the writer most of what he
knows about organizational theory and organizational
analysis.

Last of all the writer must mention that were
it not for the organizational and clerical abilities
of his wife Milly the writing of this thesis might
have been an even more difficult task than it actually

was.

iii.

PART I.
Chapter

I.

II.

TABLE OF CONTENTS

INTRODUCTION AND THEORETICAL BACKGROUND

INTRODUCTION . . . . . . . . . .

History . . . . . . . . . . . . .

The Creation of a New Autonomous
College . . . . . . . . . . . . . .
Organizational Difficulties . . . . .

The Selection of Faculty . . .
Housing the College . . . . . . .
The Residence Hall Programs Office
Influences of Student Peer Groups

THE PROBLEM . . . . . . . . . . .

Statement of the Problem . . . . . .
Expected Results . . . . . . . . . .
Hypotheses . . . . . . . . . . .

Hypothesis I . . . . . . . . . .
Hypothesis II . . . . . . . . . .
Part .
Part
Part
Part
Part
Part
Part . . . . .
Hypothesis III . . . . . . . . .
Part 1 . . . . . . . . . . . .
Part 2 . . . . . . . . . . . .
Part 3 . . . . . . . . . . . .

\IO‘U'I-DLJNH
o
o
o
o
0

Summary of the Problem . . . . . .

iv.

H

\IO‘LflJ-‘bN

14
14
14
15
15
15
15
15
15
15
16
16
16
16
16
16

Chapter

III.

PART II.
Chapter

IV.

PART III.
Chapter

V.

REVIEW OF THE SIGNIFICANT LITERATURE

Formal Organization Theory . . . . .
The Natural-Systems Model . . . . .
The Task of Modern Organizational
Theory . . . . . . . . . . . . . .
Perceptual Theory as a Tool of
Organizational Analysis . . . . . .
The Sower Development Organization
Theory . . . . . . . . . . . . . .
Recent Research in the Justin S.
Morrill College . . . . . . . . . .
The importance of Student Peer Groups

METHODOLOGY AND INSTRUMENTATION

METHODOLOGY AND INSTRUMENTATION . . .

Perceptual Theory as a Tool of
Organizational Analysis . . . . . .
Characteristics of the Organizational
System Defined . . . . . . . . . . .
Dependent Variables . . . . . . . . .
Independent Variables . . . . . . . .
Control Variables . . . . . . . . . .
Instrumentation . . . . . . . . . . .
POpulation and Sampling . . . . . . .
Method of Analysis . . . . . . . . . .

ANALYSIS OF THE DATA

THE OPEN-ENDED QUESTIONNAIRE . . . . .

Justin Morrill Girls - Objectives . .
Justin Morrill Girls - Problems . . .
Justin Morrill Men - Objectives . . .
Justin Morrill Men - Problems . . . .

18

18
21

22

25

27

33
35

38

38

42
43
43
44
44
47
50

52

54
55
57
58

Chapter

Chapter

VI.

v. (Cont'd.)

Snyder Men - Non-Justin Morrill
Students - Objectives . . . . .
Snyder Men - Non-Justin Morrill
Students - Problems . . . . . .
Phillips Girls - Non-Justin Morrill
Girls - Problems . . . . . . . .
Phillips Girls - Non-Justin Morrill
Girls - Objectives . . . . . . . .
J.M.C. Faculty - Objectives . . . .
J.M.C. Faculty - Problems . . . . .
Concluding Statements . . . . . . .

ANALYSIS OF THE DATA . . . . . . .

The Rating Scale . . . . . . . . .
Part I.
Rank Order of Objectives . . .
Table of Scaled Responses
(tests for significance) . .
Graph of Scaled Responses .
Part II.
Rank Order of Problems . . . .
Table of Scaled Responses
(tests for significance) . .
Graph of Scaled Responses . .
Part III.
Rank Order of Organizational
Expectations . . . . . . . .
Table of Scaled Responses . .
Graphs of Scaled Responses .
Part IV.
Rank Order of Perceived
Significant Others . . . . .
Table of Scaled Responses . .
Graphs of Scaled Responses .

vi.

59
6O
61
62
63

66
68

70
70
72

77
81

93

100
105

117
119
120

123
125
126

PART IV.

DISCUSSION OF THE HYPOTHESES

Chapter Page
VII. RESULTS OF THE TESTS OF THE HYPOTHESES . . . . 129
Hypothesis I 129
Hypothesis II . . . . . . . . . . . . . . . 131
Part 1 of Hypothesis II . . . . . . . . . 131
Part 2 of Hypothesis II . . . . . . . . . 140
Part 3 of Hypothesis II . . . . . . . . . 151
Part 4 of Hypothesis II . . . . . . . . . 162
Part 5 of Hypothesis II . . . . . . . . . 176
Part 6 of Hypothesis II . . . . . . . . . 178
Part 7 of Hypothesis II . . . . . . . . . 179
Hypothesis III . . . . . . . . . . . . 181
Part 1 of Hypothesis III . . . . . . . . . 181
Part 2 of Hypothesis III . . . . . . . . . 183
Part 3 of Hypothesis III . . . . . . . . . 184
Chapter
VIII. SUMMARY AND CONCLUSIONS . . . . 185
The Utility of Perceptual Theory as
a Predictive Tool of Organizational
Analysis . . . . . . . 185
The Implications of Being Experimental
for Justin S. Morrill College . . . . . . . 192
The Implications of Being Semi-
Autonomous for Justin S. Morrill
College 196
BIBLIOGRAPHY 202
APPENDIX 208

vii.

Table

II.

III.

IV.

VI.

VII.

VIII.

LIST OF TABLES

Means, Standard Deviations, Variances, and
Significant Probabilities by Item on Rating
Scale, in Response to Question # 1 "In your
opinion what are the goals and objectives of
the J.M.C."

Means, Standard Deviations, Variances, and
Significance Probabilities by Item on Rating
Scale, in Response to Question # II "In your
Opinion what problems might limit the achieve-
ment of the goals of J.M.C.

Means, Standard Deviations, Variance and
Significance Probabilities by Item on Rating
Scale in Response to Questions III and IV on
0.8.0. "What do you expect to gain from J.M.C."
and "What do you expect to contribute to
J.M.C.?"

Means, Standard Deviations, Variance, and
Significance Probabilities by Item on Rating
Scale in Response to Question V on O.E.Q.

"How do you think others perceive the J.M.C.?"

(Part 1) Difference Between Faculty Mean and:
"Objectives"

(Part 2) "Problems"
(Part 3) "Organization Expectations"
(Part 4) "Perceived Significant Others"

Item # 7. To Encourage An Educational

Experience Made More Meaningful By Travel Abroad.

Item # 12. Intensive Language Study

Item # 20. To Teach The Student How To Use The
English Language Effectively.

viii.

Page

70-80

100-104

119

125

132

135

138

139

152

153

154

Table

IX.

XI.

XII.

XIII.

XIV.

XV.

XVII.

XVIII.

XIX.

LIST OF TABLES (CONT'D.)

Item # 70. The Students Are Being Forced
Into A Stifling Community: They Do Not Have
Enough Contact With The Rest Of The University.

Item # 77. Justin S. Morrill College Has No
Adequate Counseling System For Potential Drop-
Outs. Students Are Grossly Misadvised. -

Item # 88. The Use Of Graduate Students As
Teachers Could Hurt The Program. - .

Item # 123. The Wide Range Of Levels And
Abilities Displayed By The Students.

Item # 126. The Ambiguities Of The Program.
It Doesn't Offer Any Immediate Vocational
Security, And Its Benefits Are Difficult To
Make Concrete. All Of This Could Make Parents
As Well As Students Skeptical. . . .

Item # 147. Most Of The Other Students Feel
That J.M.C. Students Are Shutting Out The
World By Creating Their Own Community.

Item # 150. Many Of The Other Students Feel
That Being In J.M.C. Is An Excellent Way To
Get Out Of Taking Natural Science And The
Other Basics. . . . . . . . . . . . . .

Item # 18. To Teach The Student How To Learn
And How To Think.

Item # 19. Too Lofty And Idealistic To Expect
Any Practical Results.

Item # 24. To Help Students Gain An Unprejudiced
View Of The World. . . . . . . . . .

Item # 29. To Provide Students With Intensive
Training In Math.

ix.

155

156

157

158

159

160

161

163

164

165

166

Table

XXII.

XXIII.

XXIV.

XXVI.

XXVII.

XXVIII.

LIST OF TABLES (CONT'D.)

Item # 36. To Develop A New Approach To
Education. . . . . . . . . . . . .

Item # 38. To Foster Close Association With
Students Of The Same Major.

Item # 43. To Help The Student Understand
The World In Which He Is Living.

Item # 59. Too Much Emphasis Upon Language

Item # 61. Students Should Get Credit For
The English Composition Course If They Are
To Take It Seriously. . . . . . .

Item # 67. The Development Of Student And
Faculty Cliques Within The School.

Item # 90. The School's Policy On Athletics
Is Ridiculous. Many Of The Students Are
Getting Fat And Lazy. . . . . .

Item # 105. There Has Been A Clear-Cut
Breakdown Of Communication Between The J.M.C.
Students And The Non-J.M.C. Students. .

Item # 111. Money: Small Classes Taught By
Experienced Staff Is Expensive. The Unequal
Distribution Of Wealth Could Cause Resentment
Among Those Faculty Not In J.M.C.

168

169

170

171

172

173

174

175

Figure

II.

III.

IV.

LIST OF FIGURES

Page

Rank Order Mean Score of Scaled Responses

to Statement I by all Position Incumbents

of the Snyder-Phillips Complex compared

with the Stratified Group Mean Score Responses

of the J.M.C. Men, Non-J.M.C. Men, and J.M.C.

Faculty Comprising Three of the Sub-Groups. . . 81-84

Rank Order Mean Score of Scaled Responses

to Statement I by all Position Incumbents

of the Snyder-Phillips Complex Compared

with the Stratified Group Mean Score Responses

to the Faculty, Residence Hall Programs Staff,

and Management, Comprising Three of the

Sub-Groups. . . . . . . . . . . . . . . . . . . 85-88

Rank Order Mean Score of Scaled Responses

to Statement I by all Position Incumbents

of the Snyder-Phillips Complex Compared with

the Stratified Group Mean Score Responses of

the J.M.C. Faculty, J.M.C. Girls, and Non-

J.M.C. Girls, Comprising Three of the Sub-

Groups. . . . . . . . . . . ... . . . . . . . 89-92

Rank Order Mean Score of Scaled Responses

to Statement II by all Position Incumbents of

the Snyder-Phillips Complex Compared with the

Stratified Group Mean Score Responses of the

J.M.C. Men, Non-J.M.C. Men, and J.M.C. Faculty
Comprising Three of the Sub-Groups. . . . . . . 105-108

Rank Order Mean Score of Scaled Responses to

Statement II by all Position Incumbents of the
Snyder-Phillips Complex Compared with the

Stratified Group Mean Score Responses to the

J.M.C. Faculty, Residence Hall Programs Staff,

and Management, Comprising three of the Sub-

Groups. . . . . . . . . . . . . . . . . . . . 109-112

xi.

Figure

VI.

VII.

VIII.

IX.

XI.

LIST OF FIGURES (CONT'D.)

Rank Order Mean Score of Scaled Responses

to Statement II by all Position Incumbents
of the Snyder-Phillips Complex Compared with
the Stratified Group Mean Score Responses of
the J.M.C. Faculty, J.M.C. Girls, and Non-
J.M.C. Girls,Comprising three of the
Sub-Groups.

Rank Order Mean Score of Scaled Responses

to Statement III by all Position Incumbents
of the Snyder-Phillips Complex Compared with
the Stratified Group Mean Score Responses of
the J.M.C. Men, Non-J.M.C. Men, and J.M.C.
Faculty Comprising three of the Sub-Groups.

Rank Order Mean Score of Scaled Responses

to Statement III by all Position Incumbents
of the Snyder-Phillips Complex Compared with
the Stratified Group Mean Score Responses of
the J.M.C. Faculty, Residence Hall Programs

Staff, and Management, Comprising Three of the

Sub-Groups.

Rank Order Mean Score of Scaled Responses to
Statement III by all Position Incumbents of

the Snyder-Phillips Complex Compared with the

Stratified Group Mean Score Responses of the
J.M.C. Faculty, J.M.C. Girls, and Non-J.M.C.
Girls, Comprising Three of the Sub-Groups.

Rank Order Mean Score of Scaled Responses
to Statement IV by all Position Incumbents
of the Snyder-Phillips Complex Compared with
the Stratified Group Mean Score Responses

of the J.M.C. Men, Non-J.M.C. Men, and J.M.C.

Faculty, Comprising Three of the Sub-Groups.

Rank Order Mean Score of Scaled Responses

to Statement IV by all Position Incumbents
of the Snyder-Phillips Complex Compared with
the Stratified Group Mean Score Responses of
the J.M.C. Faculty, Residence Hall Programs
Staff, and Management, Comprising Three of
the Sub-Groups.

.xii.

Page

113-116

120

121

122

126

127

Figure

XII.

LIST OF FIGURES (CONT'D.)

Page

Rank Order Mean Score of Scaled Responses

to Statement IV by all Position Incumbents

of the Snyder-Phillips Complex Compared with

the Stratified Group Mean Score Responses of

the J.M.C. Faculty, J.M.C. Girls, and Non-

J.M.C. Girls, Comprising Three of the Sub-

Groups. . . . . . . . . . . . . . . . . . . . . 128

xiii.

CHAPTER I

INTRODUCTION

History

The original proposal for this research was completed
in September of 1965. At that time the author had been
assigned the responsibility of being Head Resident Advisor of
Snyder Hall which had been designated as the site for the new
Justin S. Morrill College. The new college had been vaguely

described in the State News the spring before as being a

 

. . 1
"Semi-Autonomous Liberal Arts College" ; "an attempt to create
9 O O C 2
a small college atmosphere Wlthln a large univerSLty" . In an

April interview with the State News Provost Neville felt that

 

two distinct advantages for education would be provided by
this small college. It would provide an opportunity for
curricular experiments designed to meet the needs of the
student, and it would be an excellent context within which to

foster closer student faculties ties.

 

1"Test’Program Approved", State News, April 1, 1965.

2Ibid.

3Ibid.

 

It was the opinion of the author that as well as being
a unique innovation in higher education the Justin Morrill
College also represented an interesting example of an organi-
zation in the process of emergence. A proposal to study
this new college as a thesis project was then submitted and
approved.

The purpose of this study is threefold. First it is
an attempt to trace the development of a new liberal arts
college created in the midst of a large multiversity.
Secondly, it is to explore the predictive utility and practi-
cality of a method for predicting the consequences of inter-
organizational action suggested by Robert Anderson. Thirdly,
it is an attempt to demonstrate the utility of formal organi-
zational theory in the analysis of educational organizations
in general, and this organization in particular. Each facet
of the problem will be discussed in greater detail.

The Creation of a
New Autonomous College

 

 

In November of 1964 the Provost appointed a faculty
committee to study the prospects of an experimental college.
The committee reported favorably in February of 1965. By
March 9th both the Educational Policies Committee and the

Academic Council had approved the report. Thereafter a

committee of administrative leaders drew up guidelines. These
guidelines were approved by the trustees on April 22. At

this time D. Gordon Rohman was appointed Dean. Out of these
efforts came Justin S. Morrill College. In theory its mission
was to be a small liberal arts college with an international
theme created within the environmental advantages of a large
university. The responsibility of interpreting this mission
into the form of a curriculum was given to Dean Rohman and

his planning committee. An international theme was inter-
preted to mean eight hours per quarter of a foreign language,
(Russian, French, or Spanish) which would hopefully be used
and strengthened by travel abroad either in the summer follow-
ing the first year or in a later term convenient to the student.
The students would be given credit for this travel abroad.

In addition to this the student was to be exposed to an inte-
grated liberal arts curriculum. There was also to be some
natural science courses integrated into this broad background
to help students better understand the world around them.

The emphasis would be upon independent study with the classes
small and the teachers deeply interested in informal contact
with their students. It was also hoped that the peer groups
within the residence halls would reinforce the learning experi-

ences of the classroom and that the instructors and professors

would influence these peer groups. It was decided that the
entering class should be limited to 400 and that they would

be ordinary M.S.U. students who were interested in the liberal
arts and the experimental Justin Morrill program. Admissions
would be on a first come first serve basis, and admissions
would be closed at 200 girls and 200 boys until the next year.
Hopefully, at the end of the fourth year there would be a

total enrollment of 1,000 to 1,200.

Organizational Difficulties

 

The Selection of a Faculty

 

At the outset there were many organizational difficul-
ties to be reckoned with. The first among these was the
selection of a faculty. It was decided that the faculty would
be selected from the available M.S.U. faculty. Because of the
wide range of courses to be offered in the program and the
reluctance of many qualified faculty to separate themselves
completely from their major department; most of the faculty
were involved with Justin Morrill on a part-time basis. The
question emerged as to how committed a part-time faculty
member would be to a program expecting a great deal of informal

contact between students and faculty. Promotions of individual

faculty members would be made on the basis of involvement with

their major department rather than Justin Morrill. An added
dimension to this problem centered upon the willingness of
individual departments to let the best of their teachers be

siphoned off by an experimental enterprise.

Housing the College

 

A second problem centered around the housing of the
college. Although "living-learning" situations are not a
completely new concept at M.S.U., previous experiments in
this direction had been housed in new residence halls which
had classrooms and faculty offices built in. Such was not
the case at Snyder-Phillips. Snyder-Phillips is one of the
older living units, constructed in the early 1940's; it had
no provision for faculty offices or classrooms. Classrooms
were created at the expense of recreational facilities and
one floor of a wing of bedrooms was converted into faculty
offices.

At M.S.U. each residence hall complex is a self-contained,
self-liquidating economic entity. A manager is commissioned
the direct responsibility of keeping this entity financially
solvent. The only source of revenue for a residence hall is
the fees students pay for room and board. Out of these fees
must come building maintenance, the purchase and preparation

of food and the putting aside of a certain percentage of this

for debt retirement. The managerial staff is directly under
the Vice President in charge of business and finance. The
primary interest of the manager and_of the managerial staff
is making the books balance. The new college was moved into
an environment previously under the financial control of the
business department. The Residence Hall Program at M.S.U. is
possible only on a self supporting basis. To continue, the
profit making policy must be preserved.

The Residence Hall
Programs Office

 

 

A third potential problem was that of the Residence
Hall Programs Office. The students within the Snyder-Phillips
residence halls had previously been directed by head advisors
and their staffs in the respective halls. Over the years a
working relationship had emerged between the Residence Hall
Programs staff and the managerial staff. Generally speaking,
the managerial staff was responsible for the physical building,
and the residence hall staff was responsible for the educational
and social programs which took place within the building.
Although this relationship was a continual give and take process
it endured because one could not exist without the other. A
correct working relationship was necessary to provide the

students with the proper service for their invested room and

board money. The ultimate theoretical basis for all decisions
was the welfare of the students. The ultimate director of

the Residence Hall Programs Office is the Vice President of
Student Affairs. With the creation of Justin Morrill a third
force entered the picture. Bedrooms were converted into
faculty offices and recreation areas were converted into
classrooms. The academic organization entered into the normal
functioning of the residence hall. For this program to be
successful, working relationships had to emerge between the
Residence Hall Programs Staff, the Managerial Staff, and Dean
Rohman's Administrative Staff.

Influences of Student
Peer Groups

 

 

There was yet a fourth potential problem area. Snyder-
Phillips halls since converted into a co-ed living unit had
traditionally been an upper-class hall. Students preferred
it as a place to live because of the academic atmosphere and
the proximity to the center of campus. It had been a hall
which was proud of its athletic teams and academic achieve-
ment. A strong student peer group already existed when it
was chosen as a site for the new college. Many of these
students were asked to move out to make room for the new

college, and those that remained were forgotten about in the

planning for the new college. One of the anticipated advan-
tages of the new college, was through the use of student peer
groups to reinforce the classroom experiences. The students
living there when the new college moved in were already a
strong peer group, and there was some indication that this
would be a negative influence. The problem was intensified
by the fact that the residence hall was still expected to be
a paying proposition. To be economically solvent it was
necessary to use all available living space. The new Justin
Morrill students and the older upperclassmen would both be
living under the same roof. It would be an understatement
to say that interesting dynamics would develop between these
two student populations.

This brief description of the social context within
which the Justin Morrill College was to be created introduces

us to the major problem to which this study is addressed.

GENERII

THE_PROBLEM

Statement of the Problem

 

The purpose of this paper is to determine the objectives
of the Justin S. Morrill College as they are perceived by the
members of that college. A secondary purpose is to isolate
the problems which would limit the achievement of these per-
ceived objectives. This paper will employ perceptual theory
as a tool of organizational analysis. The analysis will on
one hand be microscopic in that it will focus upon the relation-
ships existing between the various sub-groups of the organiza-
tion. These relationships will be measured by the degree of
agreement and disagreement upon certain identified organiza-
tional elements. 0n the other hand the analysis will follow
a total systems approach in that it will attempt to measure
the perceptions of a stratified sample of all the members of
the Justin S. Morrill College. The implications of these

perceptions will be discussed in terms of the strutture and

10

purpose of the Justin S. Morrill College. The analysis will
proceed from the following assumptions.

From a descriptive point of view Snyder-Phillips Hall
with its physical building, students, and staff can be con-
sidered a social system. It is also an organization. Justin
S. Morrill College is an organization taking shape within this
social system. Before the coming of Justin S. Morrill the
old organization had certain goals, objectives, and mores.

To succeed Justin S. Morrill will have to change these goals
and objectives along previously declared lines. To become
operational the college will have to translate the objectives
to its members.

The purpose of science is to observe analysis and even-
tually eXplain. Prediction is made upon the basis of explanation.
Social science and organizational theory should allow observers
to study and explain an organization and upon the basis of
these observations make predictions about that organization.

If Justin S. Morrill College is treated as an organization,
the same generalizations should be relevant.

Recent attempts have been made to Operationalize exist-
ing organizational concepts and models. The work of Christopher

Sower, for example, represents a synthesis of many key theoretical

11

positions contained in organizational literature.1 His work
implements concepts from Parsons who attempts to identify the
constituent elements of a given organization, and their relation-
ships in a total social systems model.2 Merten, stressing the
degree of interdependency of organizational parts, attempts to
select elements of a system on the basis of empirical determina-
tion. Gouldner sees the selection of elements as a cumulative
process.3 He asserts that the inclusion or exclusion of elements
should involve empirical observation, and is not susceptible

to "purely theoretical resolution." Etzioni insists that the
"systems model" with its view of the social unit as a process,

and its emphasis upon the examination of the external and

 

1Sower, ChristOpher, Robert Hansen, Davis Westby, and
Norbert Wiley. "The Roles of Organizations in Achieving the
Goals of Planned Change," Highway and Locality Change. East
Lansing: An unpublished Michigan State University Research
Report 1962. Part IV., pp. 87-151. Also, Christopher Sower,
"The Land Grant University 'Development Organization' in
Transition: The case of the C00perative Extension Service,"
Proceedings Seventh Annual Cooperative Administration Seminar,
Extension Center for Advanced Study, University of Wisconsin, 1962.

2Parsons,Ta1cott, "Suggestions for a Sociological Approach
to a Theory of Organizations," Administrative Science Quarterly,
Vol. I. and II., Parts I. and II., pp. 63-85, 1956.

3Gouldner, Alvin W. "Organization Analysis," Sociology
Today, Robert K. Merton, Leonard Bloom, and Leonard S. Cotrell, Jr.
(eds.), New York: Basic Books, Inc., p; 426, 1959.

12

internal conditions that enable it to function, is the most
appropriate means of studying organization.4 In vastly
simplified form, Etzioni views an organization as a goal
oriented group. Simon feels that an organizational goal is
a state of affairs which the organization strives to bring
into being.

The major working assumptions underlying Sower's

theory are:

l. The key to understanding and explaining the
Operations of an organization and their consequences
is the link between the sub-groups within it.

2. The extent to which an organization achieves its
goals is a consequence of certain internal variables.
These variables are subject to change upon decisions
of persons who occupy Specific positions within the

organization.

 

Etzioni, Amitai. "Two Approaches to Organizational
Analysis: A Critique and a Suggestion," Administrative Science
Quarterly, Vol. 5., p. 278, 1960. (see also): Amitai Etzioni,
"Authority Structure and Organizational Effectiveness." '
Administrative Science Quarterly, Vol. 14, pp. 43-45, 1959.

 

5Simon, Herbert A. "On the Concept of Organizational
Goals." Administrative Science Quarterly, Vol. 9, No. 1,
pp. 1-22, 1964.

Sower. .gp. cit.

13

It is a contention of this study that the goals are

a product of the interaction between sub-groups which comprise

the entire organization. There are five of these sub-groups:

1.

The faculty of the Justin Morrill College--there
are slightly over 40 faculty members directly
involved with the college.

The students enrolled in the college (about 400,
approximately half girls and half boys).

Those students living in the Snyder-Phillips Hall
Complex who are not members of the Justin Morrill
college (about 400, approximately half girls and
half boys).

The members of the Residence Hall Programs Staff
(Dean of Students Department)--there are 22 of
these people.

The managerial staff, janitors, food service, and

office help.

This study will measure the goals and expectations of

each sub-group. This will be accomplished by examining the

following internal relationships which are abstracted from

Sower's two basic assumptions about organizations:

1.

The extent to which the organization's members
have a clearly defined conception of its purpose

or goals;

l4

2. The extent to which the organization imposes upon
its members patterns of expected behavior expectations;
3. The extent to which the organization's members are
interested in achieving its goals.
The relationships between the various sub-groups of
the organization can be measured by the way each group perceives
various elements of the organization. Consensus among members
of the organization, in regard to each element selected, is
directly related to goal achievement. Lack of consensus between
one or more sub-groups on a particular element would indicate
an area of disagreement. It is a contention of this paper
that the organization will adjust to minimize or narrow this
area of disagreement and that the adjustment will be expressive

of a shift in goals or expectations.

Expected Results

 

It was felt by the researcher that the first assumption,
viz., that the organization could be divided into natural sub-
groups, would be validated by the researcher. Therefore the
first hypothesis was:

Hypothesis 1. The various sub-groups of the organization

 

will be readily identifiable through their responses to the

Rating Scale Instrument. There would be a measurable and in

15

many instances a significant difference between the perceptions
of each sub-group when they were asked to rate the elements of
the organization. It was further asserted that these differences
would follow a predictable pattern. These expected patterns

lend themselves to the statement of Hypothesis II.

Hypothesis II. There will be varying degrees of

 

agreement and disagreement on organizational goals and expecta-
tions between the various sub-groups within the organization.

1. The faculty will tend to be more in agreement with
the J.M.C. students than with any other group.

2. The J.M.C. students will tend to be more in agree-
ment with the faculty than they will be with the
non-J.M.C. students.

3. There will be no significant difference between
the J.M.C. male and female students.

4. There will be a significant difference between the
non-J.M.C. men and women.

5. The J.M.C. students will be more in agreement with
the faculty than they will be with the residence
hall programs staff.

6. The non-J.M.C. students will be more in agreement
with the residence hall programs staff than they

will be with the faculty.

16
7. The perceptions of residence hall programs staff
will lie somewhere between the perceptions of the

faculty and the managerial staff.

Hypothesis III. This section of the findings does not
lend itself to true hypothetical form. It does however offer
some useful information about J.M.C. The empirical and analytical
procedures employed in this study will help to identify some of
the major problems facing J.M.C., insofar as they are perceived
by the participants. An analysis of the data should reveal useful
information in the following areas:
1. The problems will be recognized with varying degrees
of intensity of all sub-groups.
2. The intensity of problem recognition will be
directly related to the sub-groups which are
most clearly affected by the problem.
3. Possible solutions to the problems will be suggested

in the data.

Summary of the Problem

The purpose of this study is to examine the relationships
existing between the organizational sub-groups composing the
Snyder-Phillips Complex. The success or failure of the Justin
S. Morrill College is directly dependent upon these relationships.
It is the contention of this study that the objectives of the
Justin S. Morrill College will be defined by these relationships.
The objectives of the college are a product of the relationships

existing between the sub-groups of the Snyder-Phillips Complex.

17

An open—Ended Questionnaire was administered to a
stratified sample of all sub-groups which make up the Snyder-
Phillips Complex, including the Justin S. Morrill College.

The Open-Ended Questionnaire was used to construct a rating
scale which was readministered to a stratified sample of the
Snyder-Phillips Complex. The responses from the rating scale
were subjected to statistical analysis. This data is presented
in the form of tables and graphs which demonstrate areas of
agreement and disagreement. Disagreement or difference between
groups to each response is measured both by the Chi square (X2)
test and the "f" test. This is discussed in greater detail in

Chapter IV which discusses instrumentation and methodology.

CHAPTER III

REVIEW OF THE SIGNIFICANT LITERATURE

Formal Organization Theory

Most discussions of organizational theory start with

Max Weber who described an organization as being a rationally

conceived bureaucratic structure. This bureaucratic structure

functioned

lines were:

1.

along specific guidelines. In summary these guide-

The regular activities required for the purpose

of the organization are distributed in a fixed

way as official duties. This clear-cut division

of labor makes it possible to employ only special-
ized experts in each particular position and to
make each of them responsible for the effective
performance of his duties.

The organization of all offices or position follows
the principle of hierarchy; every lower office is
responsible to a higher one for the behavior of

himself and his subordinates.

18

l9

3. All operations of the organization are governed
by a Specified consistent set of abstract rules.
This is designed to assure uniformity in the per-
formance of all organizational tasks, and to
facilitate the co-ordination of these tasks.

4. Each official must conduct his office with an
attitude of formal impersonality. It is argued
that for rational standards to govern the function-
ing of an organization without interference from
personal feelings a detached attitude toward
personalities must prevail within the organization.

5. Employment in the organization is based on tech-
nical qualification and is protected from arbitrary
dismissal. Belonging to the organization consti-
tutes a career. All promotions are based upon
seniority or achievement. This policy encourages
a policy of loyalty to the organization.

6. It is assumed that the purely bureaucratic organi-
zation from a technical point of view will achieve
the highest degree of efficiency. Bureaucracy
achieves the organizational objective of maximizing
organizational efficiency, not merely that of

individuals within the organization.1

 

1Blau, Peter. Bureaucracy in Modern Society, Random
House, pp. 28—32, 1956.

 

20

Weber has been criticized by many later theorists for
his emphasis upon the rational and the formal and his omission
of the informal or natural emergent aspects of an organization.
In his discussion of organizational theory and analysis
Gouldner asserts that all organizational theories fall into
two general types: the "Rational Model" and the "Natural-Systems
Model".2

In the Rational Model the organization is conceived as
an instrument, or a rationally conceived means to the realiza-
tion of expressly announced group goals. Its structures are
understood as tools deliberately established for the efficient
realization of the purposes of the organization. Changes in
the organization are viewed as planned devices to improve the
level of efficiency. The emphasis is upon the formal or blue-
printed patterns of the organization, because these aspects of
an organization lend themselves better to inspection and
rational manipulation. Individual organizational elements are
seen as being capable of successful and planned modification,
following deliberate decisions. The long range development of
the organization as a whole is regarded as subject to planned
control and as capable of being brought into increasing

conformity with clearly defined goals.

 

2Gouldner, Alvin W. "Organizational Analysis." Sociology
Today. R. K. Merton, et. al., (eds.), New York: Basic Books, Inc.,
Chap. 18, pp. 404, 1959.

21

The Natural-Systems Model

 

The Natural-Systems Model, on the other hand, sees
the component structures of an organization as emergent
institutions which can be understood only when viewed in
terms of the diverse needs of the total system. According to
this model the organization strives to maintain its equili-
brium, and the striving may persist even after the stated
goals of the organization have been achieved. The strain
toward survival may even lead to a distortion of the organiza-
tion's goals. Despite the plans and objectives of the original
architects of the organization, organizations tend to become
ends in themselves, and possess their own needs which must
be satisfied. "Once established organizations tend to generate
new ends which constrain subsequent decisions and limit the
manner in which the nominal group goals can be pursued.“
Organizational structures are viewed as spontaneously
maintained, and changes in organizational patterns are con-
sidered the results of cumulative, unplanned adaptive responses
to threats to the equilibrium of the organization as a whole.

From this perspective, empirical analysis of organization is

 

3Gouldner. 22, 215., pp. 403-404.

4Ibid. p. 404.

22

focused upon the spontaneously emergent and normatively
sanctioned structures in the organization. The emphasis is
not upon deviations from rationality but rather upon disrup-
tions of the organizational equilibrium.

Gouldner places Weber and Saint Simone in the category
of being exponents of the rational systems model and Comte,
Michels, Selznick, and Parsons in the category of the natural
systems model.5

The Task of Modern
Organizational Theory

 

 

These two categories are extreme ideal types and no
organization falls completely into either division. They
represent, however, two approaches necessary to the under-
standing and analysis of organizations. The difficulty,
according to Gouldner and other critics is that neither
approach is sufficient. Both approaches are necessary to
understand the dimensions of an organization and its develop-
mental trends.

Gouldner feels that most sociological approaches have
emphasized the informal or natural systems approach too much.

The approach of modern business organizations on the other

 

5Ibid. pp. 404-405.

23

hand has emphasized the formal rational model and sought the
achievement of specific measurable goals. Educational organi-
zations, in the opinion of the author fall somewhere between
these two extremes. Educational organizations tend to rely
upon the informal dimensions of an organization to achieve
their educational objectives and as a result often find it
difficult to measure attainment of these objectives.

Gouldner suggests that the major task confronting
organizational analysis today is the reconciliation of the
Rational and Natural-Systems models: "What is needed is a
single and synthesized model which will at once aid in analyz-
ing the distinctive characteristics of the modern organization
as a rational bureaucracy, the characteristics of the modern
organization as a rational bureaucracy, the characteristics
which it shares with other kinds of social systems, and the
relationship of these characteristics to one another."6

Blau asserts that even bureaucratic organizations do
not remain fixed according to their formal blueprint. They
are constantly evolving into new forms. Conditions change,
problems arise, and in the course of coping with them, the
members of the organization establish new procedures and

often transform their social relationships; this eventually

 

6Gouldner. 22. cit., p. 426.

24

results in a modifying of the structure. The organized
patterns of activities and interactions that have not yet
been officially institutionalized reveal bureaucracy in the
process of change.7 The new patterns of action eventually
become predictable and if they contribute to goal achieve-
ment they are legitimized. According to Blau the main task
of the administrator is to foster the conditions within an
organization which best permit adjustive development and which
are essential for organizational efficiency.

The conditions necessary for adjustive development are:
(a) employment security, (b) internalized standards of work-
manship, (c) cohesive work groups, (d) Split in managerial
authority, (e) evaluation on the basis of clearly specified
results.8 Blau recognizes that these conditions may be
difficult to preserve but feels that they are necessary for
the success and survival of any organization. He neglects
however to suggest means of evaluating or measuring the extent
to which these conditions exist within an organization. Are
these conditions defined by management or are they defined by

the members of all levels of the organization?

 

7Blau. .22. cit., pp. 56-57.

8Ibid. pp. 57-69.

25

Perceptual Theory as a Tool
of Organizational Analysis

 

 

Boulding feels that an individual's behavior depends
upon how he views the organization of which he is a member.
This image can be described in terms of 10 dimensions. There
is first of all the temporal image, the picture of the stream
of time and each individual's place in it. There is the spatial
image, the picture of each individual's location in space.
There is the relational image, the picture of the universe
around as a system of regularities. There is the personal
image, the picture of the individual in the midst of the universe
of persons, roles, and organizations around him. There is the
value image which consists of the ordering on the scale of
better or worse of the various parts of the whole image.
There is the affectional image, or emotional image, by which
the various items in the rest of the image are imbued with
feeling. There is the division of the image into conscious,
unconscious areas. There is the dimension of certainty or
uncertainty. There is a dimension of reality or unreality.
Last of all there is the public or private scale. Is the
individuals' perception unique to him or is it shared by

9
others?

 

9Boulding, Kenneth E. The Image. (The University of
Michigan Press) 1964.

26

The theorists discussed in this chapter have approached
organizations from the formal rationalistic point of view or
from the informal natural systems approach. Gouldner emphasized
the importance of explaining the relationships existing between
the formal and informal aspects of an organization.

If we grant the assumptions of perceptual theory posited
by Boulding we will be able to conclude that an organization
is nothing more than an image in the minds of men. Perceptual
theory also asserts that reality for an individual is what the
individual perceives reality to be, and that he acts in a way
consistent with that perception. Perceptual theory holds
that awareness is a cause of behavior, and that his perception
is unique to him. It is further asserted that his behavior
is purposeful and relevant to the situation as he'understands
it.10

Perceptual theory holds that an individual's behavior
is predictable on the basis of postulated relationships between
the perceptual field and the past behavior of an individual.
Likewise, future perceptual fields and the behavior may be

projected.11 Perceptual theory also holds that changes in

perception occur through a process of differentiation, that is,

 

10Snygg, Donald, Arthur W. Combs. Individual Behavior.
New York: Harper and Brothers, pp. 13-15, 1949.

11Ibid. p. 21.

27

by recognizing the emergence of new segiments of the perceptual
detail. It is therefore theoretically possible not only to
predict behavior but also to change it by bringing new perceptual
fields into the individual's awareness level.

The Sower Development
Organization Theory

 

Sower has done considerable work with the concept of
the development organization.12 Although this theory in its

entirety is still not published some of it is available in

 

12Sower, Christopher, John Holland, Kenneth Tiedke,
and Walter Freeman. Community Involvement. Glencoe, Illinois:
The Free Press, 1957; Christopher Sower, "The Land Grant
University, Development Organization in Transition: The Case
of the Cooperative Extension Service," Proceedings Seventh
Annual Cooperative Administrative Seminar, Madison Extension
Center for Advanced Study, University of Wisconsin, 1962;
Christopher Sower. The Ceylor Village Development Program:
A Sociological Analyses, East Lansing: An unpublished Michigan
State University Research Report, 1957; Christopher Sower,
"External Development Organizations and the Locality," East
Lansing: An unpublished Michigan State University Research
Report, 1959; Christopher Sower, Robert Hanson, David Westby,
and Norbert Wiley, "The Roles of Organizations in Achieving
the Goals of Planned Change," Highway and Locality Change,
Part IV. East Lansing: An unpublished Michigan State University
Research Report, 1961; Christopher Sower and Paul A. Miller,
"Changing Power Structures in Agriculture and Rural Society,"
East Lansing: An unpublished Michigan State University Research
Report, 1961. To be published by the Iowa State University
Press under the editorship of James Copp; Christopher Sower,
"Workinngapers: The Roles of Organizations in Achieving
Development Goals: The Ceylor Case," An unpublished United
Nations Technical Assistance Mission Report, 1962.

 

 

28

report form. Anderson used many of Sower‘s basic assumptions
in his thesis.13 This thesis was written for the expressed
purpose of formulating an instrument for predicting the con-
sequences of intra-organizational action.
First to be considered are Sower's assumptions and
hypotheses. Sower formulated his theory for develOpment
organizations. A development organization possesses the
following characteristics:
1. A development organization is defined as a
bureaucratically arranged structure with at
least one specifiable goal.

2. This goal cannot be achieved with the resources
or employed personnel within the bureaucratic
command. Legitimate non-hierarchial accesses
and linkages to the resources of other participant—
recipient social-systems must be established by
the organization in order to set and achieve its
goals.

3. These goals must be defined in terms of "the good

of the whole" or for the community of interests.

 

3Anderson, Robert. A Method and Instrument for
Predictinggthe Consgquences of Intra-Organizational Action:
An unpublished Ph.D. Thesis, M.S.U., 1962.

 

29

The participant-recipient system is defined as a
formal or informal social system that either con-
tributes to or benefits from the goal achievement
of the develOpment organization. Both the partici-
pant-recipient system and the development organization
must justify this cooperative action within their
own beliefs, sentiments, values, and patterns of
social organization.
The organization being studied in this thesis, Justin
S. Morrill College, does not completely qualify as a development
organization. Most of the resources necessary to achieve its
goals are under the bureaucratic control of the administration
of the college. There are, however, many necessary links of
communication and dependency which must be established if the
college is to succeed. These links are less intense than
those posited by Sower. There is for example the intangible
link with the admissions office. Only those students which
are admitted to M.S.U. may become students of the Justin
Morrill College. When the admissions office present M.S.U.
to prospective students, they also present an interpretation
of J.M.C. to prospective students. In many instances the

student decides whether or not he wants to be a student of

 

4Sower. pp. cit.

30

J.M.C. before he has had a chance to talk to any of the students
or faculty of J.M.C., or in many instances even observed the
building where it is housed. The image presented to these
prospective students about J.M.C. by the admissions office is
crucial and if it is not correct many of the prospective
students will be discouraged and many will come who will not

be happy with it. Therefore proper communication links between
these two separate structures are essential. There are other
important links between other sub-organizations. The college
must have co-operative links with the Residence Hall Manage-
ment Staff, with the Residence Hall Programs Staff, and with

the other students who are not enrolled in the college but

who still share the same living facility. There is an even
more intense link between J.M.C. and the other related faculties
or departments which supply its teachers.

All the resources necessary to make Justin Morrill a
success are under the bureaucratic control of M.S.U. M.S.U.,
however, is a complex of many smaller organizations that exist
as a co-operative system. Many of these smaller systems are
composed of sub-systems or groups. The value of Sower's
theory is in the hypothesis he has offered concerning the
relationships between these sub-groups which comprise a smaller
organization, which exists in a social context of many other

organizations, which comprises M.S.U.

31

The most useful aspects of Sower's theory for this

study are those which focus upon the relationships between

the sub-groups of the Justin Morrill College and the Snyder-

Phillips Hall social system. The major working assumptions

underlying Sower's theory are:

l.

The key to understanding and explaining the
operations of an organization and their conse-
quences is the link between the sub-groups within
it.

The extent to which an organization achieves its
goals is a consequence of certain internal vari-
ables. These variables are subject to change upon
decisions of persons who occupy specific positions
in the organization.15

The actions of the incumbent of a position within
an organization will accord with his own expecta-
tions of behavior proper to that position and what
he perceives the expectations of relevant others
to be, whether they are shared by a majority or

not, and whether his perceptions are accurate.

 

15Anderson, Robert. A Technique For Predicting Intra-
Organizational Action, (unpublished paper, M.S.U., p.8, 1965).

16Anderson. 92, cit., pp. 9-12.

32

The relationships between the organizational variables
are explained by Sower's "Model for Explaining and Predicting
the Relationships between Internal Organizational Variables
and the Extent of Goal Achievement for a Development Organiza-
tion." This model accounts for the following internal relation-
ships:

1. The extent to which the organization's members

have a clearly defined conception of its purpose
or goal.

2. The extent to which the organization imposes upon
its members patterns of expected behavior that are
congruent with their own behavior expectations.

3. The extent to which the organization's members are
interested in achieving its goal, or goals.

Sower's model has been derived from several organiza-
tional theorists. It offers a possible solution for the
dilemma described by Gouldner. Perceptual theory asserts that
an individual's overt actions are directly related to his per-
ceptions of the organization of which he is a part. These
perceptions, however, must to a minimal degree conform to the
perceptions of others within the organization if that individual

is to remain a member of the organization in-question. Anderson

 

17Ibid.

33

has offered a way of operationalizing Sower's model. An
organization must have at least one specifiable goal. Success
or failure in achieving this goal must be measurable. Success
is dependent upon the overt actions of the position incumbents
within the organization. These overt actions are directly
related to the perceptions that the position incumbents have

of themselves and their relationships with others within the
organization. Anderson's method involves the soliciting of
responses from all organizational members about their organiza-
tion. These responses constitute perceptions of the organiza-
tion held by the reSpondents. These responses are analyzed

and condensed into a rating scale which is then re—administered
to the members of the organization. These responses lend
themselves to quantification. The responses of each group can
be quantified and compared on each item. The result is a
quantified measurement of each group's perceptions of many of
the organizational elements necessary for goal achievement

or organizational survival. (This will be explained in greater
detail in Chapter IV).

Recent Research in the
Justin S. Morrill College

 

 

To date there has been only one published research work

on Justin Morrill College. Kafer in his Ph.D. Thesis, "An

34

Analysis Of Selected Characteristics And Experiences Of
Freshman Students In The Michigan State University Justin
Morrill College" collected his data in the spring of 1966.
The population from which he selected his Justin Morrill
student sample was less than 300. At this time over 100
students had dropped out of Justin Morrill and had either
left the university or had transferred to the basic college.
Kafer also had the items included in his questionnaire screened
by members of the Justin Morrill faculty and administrative
staff, who rejected 30 of the original 83 items.18
Kafer's study made no attempt to compare the non-
Justin Morrill residents of Snyder—Phillips with the Justin
Morrill residents. No attempt was made to measure the per-
ceptions of anyone within the Snyder-Phillips Hall Complex
other than a selected sample of Justin Morrill students.
Although this study provides us with valuable information
about the Justin Morrill students it fails to take into account
the perceptions of other members of the community who are also

essential for the success of the Justin Morrill College.

 

18Kafer, Lowell G. "An Analysis Of Selected Character-
istics And Experiences Of Freshman Students In The Michigan
State University Justin Morrill College", Michigan State
University, Ph.D. Thesis, 1966. (It should be noted that this
proposal was passed and the research started several months
after the author began his).

35

It is a contention of the author that the Goals-and
Objectives of the Justin Morrill College were not clearly
defined or operationalized at the time of its beginning in
1965, but that they would tend to be a product of the inter-
action between the sub-groups of the Snyder-Phillips community,
and the other organizations upon which Justin Morrill is
dependent for survival.

The Importance of
Student Peer Groups

 

 

The importance of all the groups that come into contact
with students has been recognized by many social-scientists
and educators. Theodore M. Newcomb commented that in a recent
symposium it was concluded that the categories of influence
which are most influential in deciding what type of graduates
an institution will have are:

1. First and most important is the type of selection

or admission policy followed by the institution

in question.

 

9Newcomb,.Theodore M. "Student Peer Group Influence."
(a speech given at the University of Texas at a Symposium held
in 1962) adapted from a chapter in: The Study of College Peer
Groups: Problems and Prospects for Research (Edited by T. M.
Newcomb and E. K. Wilson. Social Science Research Council,
(Unpublished as of 1962) The article being quoted from was
published in a "Review of a Symposium" by The Hogg Foundation
for Mental Health, The University of Texas, 1962.

 

36

2. Peer influences.

3. Contact with faculty (tutelage)

He comments further on a definition of peer influence
and its importance: "The theoretical grounds for assuming
that student peer-group effects should be rather considerable
are not particularly abstruse. In its general form the argu-
ment runs essentially as follows: People respond to a situation
not necessarily as it really is but as they perceive it to be.
And they perceive all but the simplest situations-~especially
human ones—-not as they have been pre-ordained, by their
psychological make-up, to perceive them, but as they have
learned to do so. The matter of learning to perceive--of
acquiring habits of perceiving in one way things that might
be perceived differently (and often are, especially by other
people) is a very complex one indeed, but nearly all psycholo-
gists would agree that such habits are learned as a result of
the successes and failures that follow from actions based on
"right" and "wrong" ways of perceiving situations.20

Newcomb asserts further that the task of education is

to structure situations where there is increased contact

between the faculty and the informal groupings of students

 

0 .
Newcomb. ‘gp. c1t.

37

which take place outside of the classroom. As mentioned
in Chapter I this was one of the primary reasons for the
creation of Justin Morrill. Measuring the relationships
between the faculty and the students of Justin Morrill thus
becomes one tangential way of measuring its success. In like
manner the intensity of agreement and disagreement between
the Justin Morrill and non-Justin Morrill residents of Snyder
on specific organizational elements can serve as an indication
of some of the other peer group influences being asserted on
the Justin Morrill freshmen.

Most of the literature recognizes a need for some
methodology which will further the measurement of the relation~
ships existing between the different sub-groups of various

educational organizations.

 

21For a more substantial basis for the general position

outlined above consult Asch (1952); Cartwright and Zander (1960);
Festinger, £3: 31,, (1950); Gardner and Thompson (1956);

Hare, et. 31., (1955); Newcomb (1950); Schachter (1959); Sherif
and Shggif (1956); Tagiuri and Petrullo (1958); Thibaut and
Kelley (1959).

GMNERIV

METHODOLOGY AND INSTRUMENTATION

Perceptual Theory As A Tool
Of Organizational Analysis

 

 

Kenneth E. Boulding in his book "The Image" posits
the interesting concept that an individual's perceptual image
of himself and his relationships to others within a particular
organization is the basis for his action. Although his image
may be subjective, his actions are observable and directly
affect the organization.

The author's methodology closely adheres to Anderson's
and Boulding's assumptions.1 It is unique in the sense that
it attempts to measure the perceptions of different sub-groups
within a particular organization. The sub-groups of the
organization being studied were identified in advance of data
collection, and it was posited that this selection would be
validated through the study. This study is an attempt to

apply abstract organizational theory to a specific organization.

 

1Anderson. op. cit.

38

39

It assumes that this concrete organization represents a
definable social system. The operationalizing of Anderson's
suggested methodology should identify and quantify the areas
of agreement and disagreement between the various sub-groups
comprising the Justin S. Morrill College. It further predicts
that these areas of agreement and disagreement (consensus and
lack of consensus) will be directly related to goal formation
and goal achievement.

Anderson's methodology is effective because of its
uncomplicated procedure. The first step in the research
design is the preparation of an Open-Ended Questionnaire. (0.E.Q)
This is a relatively unstructured instrument which involves the
concept of purposes, goals, or objectives of the organization
as perceived by its members. It will also be concerned with
problems perceived by members of that organization as factors
which could limit goal achievement. Respondents were also
asked to describe their expectations of the organization.

The results from these Open-Ended questions were carefully
tabulated and formed into a rating scale device. This rating
scale was administered to representative groups from within
the organization. The results of this rating scale were
punched onto cards, and tables were prepared for each item on

the rating scale. The result was an organizational profile

40

for each question in the Open-Ended Questionnaire. A grand
mean was prepared from all position incumbents, and the means
from each group for each item was compared to the grand mean.
When these tables are examined, areas of agreement and dis-
agreement are clearly visible.

To properly understand the dynamics of the perceptions
of the organization, these must be compared to the formal
organizational charts. Such comparison is discussed in a less
empirical sense by theorists like Blau2 and Gouldner.3 Most
theorists discuss this comparison in terms of the informal
and formal organization. In this study the informal is equated
with the perceived organizational structure and the formal
structure is that which is expressed on formal organization
charts.

In discussing the relationship between the formal and
the informal Blau suggests that the formal organization
provides a blueprint through which the informal organization
can bring about organizational change. To be more specific
the innovations of the informal organization are legitimized
by actually changing the formal structure of the organization.
In the Justin S. Morrill College the perceptions of the organiza-

tion by the various sub-groups and the interaction between

 

2Blau. 22. cit.

3Gouldner. 22. cit.

41

these sub-groups brought about change which was actually
evident in the formal organizational charts. Hypotheses

were made about the direction and extent of change. Some of
these hypotheses were validated and some were not. In the
chapters that follow certain developmental trends of the Justin
S. Morrill College emerge and these trends are expressed in
empirical terms.

In the previous three chapters the problems of
organizational analysis in general and the problems and
characteristics of one organization in particular, Justin S.
Morrill College, were discussed in descriptive terms. The
remainder of this study will deal with an empirical analysis
of Justin S. Morrill College. It is the goal of this research
to translate significant aspects and characteristics of the
Justin S. Morrill College into concrete statistics which lend
themselves to meaningful quantification and interpretation.

It is the intention of this researcher to demonstrate through
this quantification and interpretation that certain predictive
statements can be made about Justin S. Morrill College on the

basis of the statistics distilled from this analysis.

42

Characteristics of the
Organizational System Defined

 

 

For the purpose of this study the following definitions

will be assumed:

I.

An organization is an image in the minds of men,

a bureaucratically arranged social group with at
least one specifiable goal. "Bureaucratically
arranged" means a group with members with differ-
entiated functions relative to some goal of the
organization. "An organizational goal" means a
state of affairs which the organization is attempt-
ing to realize. A goal is an image of a future
state which may or may not be brought about. Once
a goal is realized it becomes part of the organiza-
tion or its environment, but ceases to be an image
that guides organizational activities and hence

ceases to be a goal.

 

éAndrews, Gwen. "Criteria for Systems Models and their
Application to a Sociological Theory of Organizations," An
unpublished Ph.D. Thesis, Michigan State University, 1961,

pp. 30-45.

5Parsons, Talcott. The Structure of Social Action,

New York:

 

McGraw Hill Book Co., Inc., 1937, pp. 44.

43
or external organizational variables have a wide
range of affect on an organization. The task is to
determine those which are significant to the function-
ing of the organized system. Change in an organization
comes through change in either or both the Variables

or the Parameters of a system.

Dgpendent Variables

 

The goals of the reorganization represent the dependent
variables of the methodology. Inasmuch as these goals have been
stated only in the general sense, the extent to which they are
operationalized and made specific and concrete is a function of

the interaction between the various sub-groups of the organization.

Independent Variables

l. The role of the organization as perceived by incumbents
of the organization.

2. The role of the organization as perceived by relevant
others who are not members of the organization.

3. The perceived expectations impinged upon position
incumbents in the organization by self and relevant
others.

4. The problems within the organization which might limit
goal attainment as perceived by position incumbents

of the organization.

 

6Etzioni, Amitai. A Comparative Analysis of Complex

Organizations. New York: The Free Press of Glencoe, Inc.,
1961, pp. 71-78.

44
Control Variables
The control variables include the following factors
related to the position incumbents: (1) position in organizational
hierarchy, (2) position in special interest organizations,

(3) relevant other relationships.*

Instrumentation

 

The sub-categories (or elements) which make up the
independent variables are determined by administration of an
Open-Ended Questionnaire constructed along the line of the
"Twenty Statement Problem."7 This device was administered to

a stratified sample of the organizational hierarchy. The

 

*This is one of the difficulties of the methodology.
No system of weighing individual responses was employed. It
would seem that some opinions are more influential than others.
The methodology implemented weighed each response and respondent
equally. Further research should develop some means of weighing
the different responses and respondents.

7This instrument is a modification of a device invented

by Manford H. Kuhn for use in self-conception analysis work.
Anderson implemented it as a tool of organizational analysis.
It was not utilized by him as a tool of analytical analysis
but rather as an instrument for generating elements of a
descriptive nature about a specific organization. The author
used it both for a tool of analysis as well as an instrument
for generating organizational elements.

45

Open-Ended Questionnaire asked position incumbents to express
their personal perceived notions concerning each of the four
independent variables.

The responses to these questionnaires were then catego-
rized and reworded in a limited sense to form a rating scale.
Wherever possible the rating scale employed the same words and
phrases expressed in the Open-Ended Questionnaire by the position
incumbents. Data derived from the rating scale formed the basic
interval scale data used in the statistical manipulation. These
data were used to determine the degree of consensus and the
rank ordered differences in the perceived expectations held by
different position incumbents in regard to the three major
consensus factors selected for analysis. These were:

1. The extent to which the objectives of the

organization are clearly perceived by its.
members.

2. The extent to which the organization defines

perceived congruent behavior expectations for its

9 I 8
position incumbents.

 

81t should be noted that 1 and 2 were extracted from
Sower as modified by Anderson. The author deviated from
Anderson's methodology by including the dimension of problems
(3) which proved to be the Open-Ended Question which later
generated the most elements.

46

3. The extent to which all position incumbents are

aware of problems or perceived problems which would
limit goal achievement.

Consensus among position incumbents or members of the
Justin S. Morrill College on the above stated variables directly
determines the extent to which the goals of Justin S. Morrill
will be achieved.

Consensus is measured in two ways. There is, first
all the grand mean and its standard deviation. When all position
incumbents respond to each element in the rating scale a grand
mean is calculated. The degree to which the response mean of
each sub-group differed from the grand mean is one measure of
consensus. A second measure is the actual difference existing
between the various sub-groups on each response to each element.
We can, for example, measure the amount that the students differ
from the faculty on each response and also measure the amount
that they deviate from the grand mean or the organization as
a whole on this response.

It is possible to go a step further and select patterns
of responses in terms of subject covered. We could for example
select a response pattern on student-faculty relationships,
and select all elements which are concerned with these types
of relationships. This will be covered in greater detail in

the final chapter.

47

Population and Sampling

 

The Open-Ended Questionnaire was originally intended to
be given to all members of the Snyder-Phillips Complex but some
unexpected problems emerged. The research was initiated early
in the fall of 1965. The O.E.Q. was first administered to the
hall advisory staffs. The next evening it was administered to
the J.M.C. Faculty at a weekly faculty meeting. It was also
given to every other student in Snyder-Phillips Hall. An attempt
was made to administer it to all of the Snyder-Phillips managerial
staff, but at that time the janitors and cooks were in the process
of forming a union and the newly elected union steward explained
to the researcher that the workers would prefer not to respond.
He felt that this might be some device of management to hamper
the union organization. A stratified sample was selected from
management, these were the key supervisors in the managerial
system (six in all).

Altogether slightly over 600 questionnaires were given
out in September of 1965 and about 418 usable ones were returned.
Out of the 32 possible faculty members 29 returned the questionnaire.
The Residence Hall Programs Staff returned 18 of a possible 22.
Most of the unreturned questionnaires were from the student
population. The research was designed to administer the
questionnaire to all of the J.M.C. students and half of the
non-J.M.C. students. There were approximately 370 J.M.C. students
living in the Snyder-Phillips Complex and approximately 400
non-J.M.C. students. No attempt was made to follow up on the

unreturned instruments because the purpose of this instrument

48

was to gather information for a rating scale and the content was
not to be subjected to any statistical test. The purpose of the
Open-Ended Questionnaire was to gather a representative sampling

of the Opinions and attitudes of the members of the Snyder-Phillips
complex. In accordance with Anderson's methodology this would in
raw form be the elements of the organization as perceived and
nominated by the members of the organization.

The content of the Open-Ended Questionnaire was carefully
analyzed and the results were expressed in a rating scale instru-
ment. Wherever possible the exact wording of the respondents
was used. In some instances items other than problems or
objectives were nominated under the categories indicated by the
Open-ended questions. If these responses were representative
they were still offered in the rating scale instrument.

The rating scale instrument was administered at the end
of Winter Term 1966 about five months after the Open-Ended
Questionnaire. It was administered to 22 faculty members who
in the opinion of the author were significantly involved in the
Snyder-Phillips Complex. Although there were slightly more than
40 faculty members involved with J.M.C. at this time many of
them were only involved in a limited part-time sense. The 22
selected by the author spent most of their work week at Snyder
working with J.M.C. All 22 of the Residence Hall Programs Staff
were administered questionnaires. The questionnaire was admin-
istered to eight managerial staff members. This number included
the manager of the hall, the housing clerk, the manager, the

food service manager, the building supervisor and his assistant,

49

and the two desk supervisors, (one in Snyder, one in Phillips).
One questionnaire was put in each student mailbox. There is

one mailbox for each student room. Sixteen of these rooms were
occupied by R.A.'s. who were previously included in the Residence
Hall Staff sample. Some of the rooms have had three students

but most of them only had two. An instrument was put into each
residence hall mailbox representing the students living in that
room. The instruments were identified by box number. No attempt
was made to identify the actual person who received the question-
naire. It was felt that the first one to the box should fill it
out. In most instances Justin Morrill students were segregated
by house and room from the non-Justin Morrill students. In a

few instances there was a Justin S. Morrill student living with

a non-Justin Morrill student. In these situations the student
was asked to indicate whether he was J.M.C. or non-J.M.C. A
follow up attempt was made on the Snyder side but not on the
Phillips side. There were 19 of the Residence Hall Programs
Staff instruments returned (86%); 17 of 22 faculty instruments
returned (78%). Three of the faculty instruments returned were
not usable because the respondents said they did not wish to
comment. The highest percentage of student return was received
from the non-Justin Morrill College men; 94 out of a possible 103
were returned (91%). The lowest return was from the non-J.M.C.
women. Sixty from a possible 106 were returned but only 36 of
these were usable. The others were only partially filled out
and many of them were labeled with negative comments. The

non-J.M.C. girls returned (56%) but only (35%) of the total

50

number administered were usable. The J.M.C. men returned 89

of a possible 96 instruments Of which 84 were usable, (87%).
From the 104 possible J.M.C. girls 65 usable instruments were
returned for (63%). The managerial staff returned 6 from a
possible 8 for (75%). In total 439 instruments were distributed

of which 318 usable ones were returned, for a total return of (72%).

Method of Analysis

 

The research hypotheses for this study were stated in
Chapter II. To facilitate statistical analysis they were
restated into Operational or null hypotheses. The null hypotheses
will be stated in Chapter VI and VII where they are tested.

The first analysis centered upon the Open-Ended Question-
naire (O.E.Q.). The responses from the Open Ended Questionnaire
were summarized and categorized by organizational sub-groups.

The purpose of the O.E.Q. was twofold. First of all, it was a
means of selecting the elements of the organization to be used

in the Rating Scale, and secondly it was a descriptive way of
determining the most clearly perceived objectives, problems,
significant others, and organizational expectations. This will be
discussed in greater detail in Chapter V.

The responses from the Rating Scale were punched onto
I.B.M. cards and the data was subjected to two types of analysis.

The first type of analysis involved the construction of a
table for each item on the Rating Scale. This table contained
the responses from each sub—group of the organization to the

particular item. A mean and standard deviation for each group

51

to that item was also calculated. The table also contained the
percentages and Chi Square (X2)* for each organizational sub-
group tO that response. In addition to this a mean, standard
deviation, and Chi Square (X2) for all respondents to that
particular item was calculated. There were 153 items on the
Rating Scale. Each item could be scaled:

l. Strongly agree

2. Agree

3. Not sure

4. Disagree

5. Strongly disagree
The result of this method of analysis was a series of 153 tables
containing all the responses from all the organizational sub-
groups to each organizational element.

Although the difference between one or more sub-groups on
each item was occasionally measured by a "t" test to validate
certain hypotheses, all of the data was subjected to an "f" test
to measure consensus. This test measures the significance value
of the difference between the variance of groups as opposed to
the variance within groups. For the purpose of this study a
significant variance between groups will indicate a lack of
consensus on a particular organizational element. The findings
from the analysis of data will be summarized in Chapter VI and

VII in the form of graphs and charts.

 

*

There were three machine printouts in all. One of these
used the Chi Square test for significance. Summarized examples
of these are Offered both in Chapter VII and in the Appendix.

CHAPTER V
THE OPEN-ENDED QUESTIONNAIRE

The original Open-Ended Questionnaire solicited
responses from five specific questions or five organiza-
tional dimensions. The respondents were asked to express
in their own words what they perceived the Objectives of
the Justin S. Morrill College to be, the problems which
might limit the achievements of these Objectives, what
the respondent expected to gain from being associated with
the college, what the respondent expected to contribute to
the college, and finally how they as members of the college
perceived the opinions of others who were outside of the
organization.

It is not the intention of this chapter to list in
great detail all of the responses to all of these questions.
It was mentioned earlier that there were over 418 Open-Ended
Questionnaires returned and each of these represented three
pages of hand written materials. The elements of the organi-

zation as perceived by a stratified sample Of its members

52

53

in raw form exceeded 1200 pages of hand written material.
It became the task of the author to distill these hand
written responses into a rating scale instrument which would
be readministered to a stratified sample of the members of
the Justin S. Morrill College.

The summary enclosed in this chapter is an example of
the types of responses and illustrative of the methodology
used by the author to construct the rating scale.* The author
analyzed the Open-Ended Questionnaires by conducting a frequency
analysis of the responses. A simple form1 constructed by the
author was used to categorize the statements. Each new element
offered in the Open-Ended Questionnaire was established as a
subject category. Under each category the frequency and relative
weight of each response was summarized. Behind each statement
in the enclosed set of examples are two statements. Each state-
ment is listed by the number of times it was mentioned by the
respondents and by the relative weight of the responses.
Weight was determined by the order in which the statement
was mentioned. Consider statement 1 under the sub-heading
Faculty Objectives. Behind it are the two numbers 11-108.

This would mean that it was mentioned by a total of 11 faculty

 

*This methodology is taken from Anderson. The author,
because of his larger sample and greater number Of responses
was forced to exercise some selectivity. Wherever possible,
however, direct quotations were taken from the responses to
construct the rating scale. This methodology elicited some
negative responses on the rating scale.

1See Appendix.

 

54

members for a total weight of 108. If it had been mentioned
first by 11 faculty members it would have a score of 110.
The conclusion to be reached is that although this item was
not the most frequently mentioned by the faculty it carried
the greatest relative weight.

The following summary is concerned with the responses
of the faculty, J.M.C. girls, J.M.C. boys, Non-J.M.C. boys,
and Non-J.M.C. girls to two Open-Ended Questions. These
questions were concerned with the perceived Objectives Of
Justin S. Morrill College and the perceived problems which
might limit these objectives. Please notice the similarities
between the groups of responses and the order in which the

responses appear.

Justin Morrill Girls - Objectives

1. To prepare students to become citizens Of

the world. 21-180
2. To provide the students with a good basic

liberal education. 16-159
3. To teach the students how to learn and how

to think. 9-82
4. To teach a foreign language. 9-80

5. To make students human beings first and
specialists second. 10-79

6. To provide a learning context where the
student can find himself and choose his own
directions. 7-63

10.

11.

12.

13.

14.

15.

l6.

17.

To provide the advantages Of a small
college in a large university.

To develop an intimate learning community.
To provide a wide selection of electives

so that a student may be exposed to several
fields.

To create new objectives in education.

To teach students to read and write.

To prepare students for the diplomatic
service or international relations.

To help students gain an unprejudiced
view Of the world.

To create new expectations Of higher
education.

To dominate the students like high school
pupils.

To make the students take things they
don't like.

To prepare students for graduate study
in the liberal arts.

Justin Morrill Girls - Problems

 

Students should get credit for the English
composition course if they are to take it
seriously.

Some of the teachers lack enthusiasm and
are hard to communicate with and are
poorly informed.

Too much emphasis upon language.

The students need more freedom in choosing
their courses.

5-48

5—44

3-26
3-26

2-19

2-17

2-16

2-15

1-10

1-9

1-8

9-89

9-85

7-65

7-65

55

10.

11.

12.

13.

14.

15.

16.

17.

18.

Some of the students are apathetic and lack
enthusiasm and maturation.

Justin Morrill College students have no
idea what they will be able to do after
they graduate.

Hastily and poorly developed courses.

The development of cliques within the
school.

Finances. Because of lack Of money I am
unable to take advantage of all the programs
and cannot travel this summer. Justin
Morrill College is a rich man's school.

An inadequate description Of the college
to incoming students.

The students should be selected more
carefully.

The students are being forced into a
stifling community.

An unrealistic set Of expectations made of
the students by the college.

All bulletins on Justin Morrill College to
date have misled students on programs,
faculty have welshed on promises--students
mistrust faculty.

The faculty and students are influenced too
much by students.

Most of the people outside of Justin Morrill
College have little or no understanding Of

the college.

Lack of fairness and competency on the part
of the enrollment Officials.

The grading standards are too relaxed.

7-65

6-53

6-51

5-41

4-37

4-39

4-37

4-35

4-34

3-25

2-20

2-15

1-10

56

19.

20.

10.

ll.

57
Justin Morrill College has no adequate counseling
system for potential drop-outs. Students are
grossly misadvised. 1-7
Too much control of department heads over

what is taught in their respective departments. 1-6

Justin Morrill Men - Objectives

 

To gain a liberal education by belonging to

a liberal arts college. 24-231
To be taught how to become citizens of the
world. 22-203
To provide the student with an Opportunity
to structure his own education. 12—109
To teach a foreign language. 11-103

To expose the student to a series Of lectures
introducing him to many different fields of
study. 8-64

To provide a learning context where education
is a more personal thing. 7-62

To teach the students to be human beings first
and specialists second. 5-47

To provide the student with the needed tools,
language, math., etc. to know how to educate
himself and solve problems. 5-46

To provide the students with the advantages
of a small college within a large university. 4-34

To allow students to pick up the basics in

social science and humanities subjects by

studying courses that are more specialized

than A.T.L. and social science. 3-27

To foster the sense of community in which
learning may become a respectable education. 2-18

12.

13.

14.

To provide the students with a chance to go
to Europe.

To provide the student with an integrated
learning experience.

To prepare liberal arts teachers.

Justin Morrill Men - Problems

 

The language program is too intense.

The Justin Morrill College is too much like

a liberal arts course. TOO much emphasis

upon language with not enough math., science,
or related international subjects. Not enough
electives.

The lack of definite goals and information
about the college. The average entering
freshman is at a loss to know what is
expected of him.

The Justin Morrill College students don't
have enough contact with the rest of the

university.

Finances. The proposed summer travel will

be impossible for a large number of the

students.

The students lack motivation and do not
take the college seriously.

Not enough meaningful course work along with
the language. Why not study the literature
and geography of a country as well as its
language.

There is no honors program at Justin Morrill
College. The college should select only the
top half Of the entering freshman class. Most
of the Justin Morrill College students are
only average.

58

14-139

15-138

14-128

10-92

8-73

7-66

7-60

5-44

10.

ll.

12.

13.

14.

15.

l6.

17.

Many of the faculty are isolated from the
students.

The math course is poor and too restrictive.

Not enough choice in the language. Why not
offer 4 or 5 instead of only two?

The lack of vocational objectives. What will
students do when they graduate?

The lack of communication between the rest
of the faculty and the English teachers on
what is expected in the English composition
program.

Not requiring all students to attend the
lectures.

The use of graduate students as teachers
could hurt the program.

The administration could become disappointed
and shut down the college.

The school policy on athletics is ridiculous.
Many of the inactive students are getting
fat and lazy.

4-37

4-34

3-29

4-25

2-19

2-19

2-17

1-10

1-9

Snyder Men - Non-Justin Morrill Students - Objectives

 

To give students a broad liberal education.

Creation of an intimate learning community
within the impersonal multiversity.

To teach the student a foreign language.

To provide the students with a trip to Europe.

To develop a new approach to education.

To provide an Opportunity for independent
study.

22-220

8-78

7-61

3-28

3-26

3-26

59

10.

ll.

12.

13.

14.

15.

l6.

17.

60

To prepare the student for international
service. 2-19

To foster close association with students
in the same major. 2-19

To form an elite group who are being educated
for the sake of education. 2-18

To further the course of world understanding. 2-14

To train the students to be human beings, but
not to be employable. 1-10

To produce a superior student or "product" in a
shorter span of life. 1-10

To teach the students to communicate with

other people. 7 1-10
To help a student understand the world he is

living in. 1-10
To run Snyder-Phillips Hall and take it for

their own. 1-10
To make the students thinking individuals. 1-9

To secure a Phi Beta Kappa Chapter for M.S.U. 1-8

Snyder Men - Non-Justin Morrill Students - Problems

 

Because of their isolation from the rest of

the university the Justin Morrill students

tend to be retarded in their maturity and

socialization. 19-174

The students are isolated from the rest of
the residents of the hall--this tends to
create animosity and resentment. 12-116

The students feel they are a select group
and expect special treatment. 10-98

10.

ll.

12.
13.
14.

15.

16.

17.

The students tend to be toonarrow in their

liberal arts curriculum. NO contact with

other students in different majors. 7-68
The men of Snyder don't like the idea of

someone taking their residence hall away

from them. 5-44

The students do not have enough voice in
constructing their curriculum. 5-42

Travel abroad could be a financial problem
to many students. 5-41

Poor selection of students. 3-30

The language requirements are too difficult
for many of the students. 3-30

Inadequate facilities for the college. 3-29

Not enough concrete involvement outside

of the campus. 2-19
NO concrete statements of Objectives. 2-18
Math program is too rigid. 2-17
The students are not really interested. 1-10

Not enough interaction between faculty and
students. 1-10

The faculty are not dedicated. 1-9
The administration tends to view Justin

Morrill College as being experimental and
not strive for excellence.

Phillips Girls - Non-Justin Morrill Girls - Problems

 

Isolation from the university as a whole tends
to retard social growth and maturation in
general. 11-108

61

10.

The segregation in the living units of the
Justin Morrill College students is wrong because
it stifles the interaction and tends to create
animosity and ill will.

The students are treated as a special group
and as a result tend to be unsocial and
arrogant in their behavior toward other non-
Justin Morrill students.

There has been a clear cut breakdown of
communication between the Justin Morrill College
students and the non-Justin Morrill College
students.

The students are too narrow in their liberal
arts education. They aren't getting enough
science.

TOO few students interested in being in the
college. Not enough selection.

The college is still'in the planning stage
and not well organized enough.

The negative outlook of other students could
seriously affect the outlook and attitudes
of the Justin Morrill students.

The college tends to be filled with weirdos
who can't conduct themselves well in public.

The inclusion of non-credit courses in the

curriculum tends to foster bad study‘habits
and a lack Of responsibility.

Phillips Girls - Non-Justin Morrill - Objectives

 

To provide the student with a liberal arts
education.

Intensive language training.
To provide an intimate learning community.

To provide a chance for travel abroad.

62

8-78

4-39

2-20

2-19

2-19

7-10

1-9

1-8

13-126
11-106
6-53

4-36

*6.

10.

11.

To provide the advantages of a small college
within a large university.

Too lofty to expect practical results.

To isolate a select group of students and to
provide them with a liberal education.

To prepare students for foreign service.

To give a select group of students an
education in a specified field.

Intensive training in math.

To educate students who do not want to
declare a major.

J.M.C. Faculty - Objectives

To achieve the advantages of a small college
within a large university.

To create a more relaxed and effective
learning environment for both teachers and
students.

The integration of language study with other
courses having an international bearing.

To provide the students with a liberal education.

To provide a learning context wherein the student
could structure his world outlook with more than
just facts but rather an awareness of problems,

possible solution, and references to acquire
and create more possible solutions.

To foster the sense Of community where learning

is a respectable endeavor.

To teach the student to act independently of
the college upon graduation in the acquiring
of his own education.

 

rephrased.

63

4-35

3-29

3—26

3-24

2-18

1-9

1-9

ll-108

12-84

10—82

8-67

9-65

6-43

6-39

*
This is indicative of the difficulty of the methodology.
The researcher must decide whether this should be thrown out or

It is more of a problem than an objective yet it

was perceived by three organizational members as being an

Objective.

member response be maintained wherever possible.

The methodology dictates that the authenticity of

10.

11.

12.

13.

14.

15.

l6.

17.

18.

19.

20.

21.

22.

To stimulate interest and awareness of the
world we live in.

To create an atmosphere where the student
will accept his responsibility as a contribu-
ting member Of world society.

To discourage intellectual proventialism.

To provide the students with a liberal
education oriented toward the future.

To give the students a liberal education
adapted to meet the needs of the modern
world.

An education made more meaningful by travel
abroad.

To provide an atmosphere where the student
can structure his own education--which
best fits his talents and attitudes,
aptitudes and taste.

An attempt to integrate the two cultures,
science and liberal arts.

To offer the student a wide range of courses.

To create an atmosphere conducive to good
teaching.

To teach the student to use the English
language effectively.

Intensive language study.

To provide the students with the opportunity
Of taking discussion courses in the liberal
arts and social sciences.

To encourage original thinking.

To stress the development of thought from
the past to the present.

5-44

5-39

5-35

3-27

3-26

3-26

3-24

3-24

3-24

3-24

3-21

2-17

2-15

2-14

2-13

64

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

To train the student how to look for
information. How to absorb it and how to
evaluate it.

A liberal education oriented toward the
humanity Of man--his greatness and weakness
Of spirit, his achievement and failures,
his nature and destiny.

Supporting and directing freshmen under-
graduate language program.

To teach some facts.

A personal approach to teaching at a large
university.

To teach the students to find a useful place
in society.

The formation of a student well founded in
humanities, in language, and in the social
science.

To train students for international service,
and/or the Peace Corps.

To become skilled in a profession which they
could enjoy and which will support them.

To provide an atmosphere where the student
will become familiar with the philosophies
and discoveries of the 20th century.

To give the "poor" student a chance to
acquire a rich man's education.

To familarize the student with the process
of learning a language.

1-10

1-10

1-10

1-10

1-10

1-10

1-10

1-9

1-9

l-7

1-6

65

10.

ll.

12.

13.

14.

J.M.C. FacultyePrOblems

The ambiguities of the program itself. It
doesn't offer any immediate vocational
security, and its benefits are difficult
to make concrete. All this could make
parents as well as students skeptical.

The faculty members must feel committed to
the program. Many are only part-time.

Internal indecision on the part of the
policy makers confuses the students.

The measurement of accomplishment.

The integration of concepts from many fields.
Information releases about the college
should be accurate and informative. Many

Of the students were poorly informed.

The summer trip abroad. How do we finance it?

The Justin Morrill students associate only with
other Justin Morrill students.

There is a danger of creating a Hodge-Podge
curriculum-—without proper course sequence.

Money. Small classes taught by experienced
staff is expensive. The unequal distribution
of wealth could cause the resentment of those
faculty not in Justin Morrill College.

The lack of older students in the college.

Few Of the students are aware of the Objectives
of the college.

Other Faculty. More interested in research
than teaching; undergraduates will oppose it.

 

The statement and support of Objectives.

11-94

10-84

8-72
6-52

6-51

5-45

5-41

4-39

4-39

4-38

4-39

4-37

3-28

3-28

66

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

The wide range of ability displayed by the
students.

The adjustment problems of young adults.

If too many students fail the college
will fail.

The college is aiming for size rather
than quality.

Definition and enforcing of policies.

Unpleasant physical conditions in the
classrooms.

The choice of students.

The faculty members do not have enough
freedom in creating courses.

The lack of science lab facilities (science
is being played down).

The lack Of a suitable program for those
students interested in mathematics.

Making the false assumption that old college
teachers are good teachers. The students
should evaluate the teachers of Justin Morrill
College and the poor ones should not be
allowed to teach.

The difficulty of finding flexible creative
faculty members.

Some teachers feel that teaching at Justin
Morrill is like being farmed out to Siberia.

Lack of advertising. Lectures, discussions,

 

etc., are not communicated to the students.

Many of the students are not gifted for the
study of a language.

The students need special attention or they
will fail.

3-27

3-23

3-21

2-20

2-19

2-19

2-19

2-19

2-18

2-17

2-17

2-17

3-16

2-16

2-14

67

68

31. Inadequate emphasis upon the English
composition program. 1-10

32. Inadequate equipment in the language labs. 1-10

33. A relaxation of goals set by the Justin
Morrill College. 1-10

34. Will the students be admitted to Graduate
and Professional schools with this type of
background? 1-9

35. Attempting to achieve a quick and easy
reputation through cheap publicity and
promotion gimmicks rather than excellence
based on the quality of students turned out. 1-9

36. Not enough oral practice with the language. 1-9

37. Muzak. Poor quality music doesn't allow
residents to talk or think. 1-18

38. Foreign Language. Despite serious and
concentrated efforts few high school students
are prepared for it and many may fail. 1-8

 

39. The usual problems of educating large
numbers of students. 1-10

40. Some of the students are unable to assimulate
the materials presented to them. 1-7

Concluding Statements

 

The preceding pages of this chapter have Offered an
example of how the O.E.Q. was analyzed. These in raw form
are the elements of the organization as they are perceived
by members of that organization. Omitted from this summary
were the two organizational dimensions of perceived

significant others and organizational expectations. These

69
were the answers to Open-Ended Questions 111 and IV: "What
do you think others think of Justin S. Morrill College?V
and "What do you expect to gain from being associated with
Justin S. Morrill College"? For the sake of brevity the
responses of the two sub-groups, Residence Hall Programs
and Management were omitted from this summary. Their
responses were quite similar to the faculty.

The preceding method of analysis provides us with a
crude rank order of perceived problems and objectives. It
also vividly illustrates that many of the groups perceive
the same problems and have the same perceptions of Objectives.
There are, however, many questions, problems, and Objectives
which are unique to a particular sub-group. In accordance
with perceptual theory and the purpose of this study it is
necessary to have each member of the organization evaluate
the perceptions of the other members of the organization
to test the validity of these perceptions.

The results of the O.E.Q. were used to construct the
Rating Scale. This rating scale included all of the state-
ments that appeared in the O.E.Q. summary. Sometimes it was
necessary to include several statements under one category.
Chapter VI is concerned with an analysis of the results of

this rating scale.

CHAPTER VI

ANALYSIS OF THE DATA

The RatingyScale

 

This chapter in summary form contains the data from
the Rating Scale. It is divided into four parts. Each part
deals with one Open—Ended Question or category. Part I is
concerned with the objectives of the College as perceived by
its members. This part contains a rank order of the state-
ments preceeding from the item of highest agreement to the
item of lowest agreement. Following this rank order is a
table. Each table contains the means and standard deviation
for each group on each item. In addition this table con-
tains the variance, for each item. These means were
subjected to an analysis of variance "f" test and the results
of this test are also summarized in that table. It was felt
that a significant variance between groups as opposed to the
variance within groups would be a test for consensus. Most
of the items did not meet the test for consensus. In other

words there was significant differences between groups on

70

71

most items. The difference between groups is graphically
illustrated in a series of three graphs which follows each
table. In the first graph the J.M.C. Men, Non-J.M.C. Men
and J.M.C. Faculty were compared. In the second graph the
Residence Hall Programs Staff, Management, and Faculty were
compared. In the last graph for each section the J.M.C. Girls
were compared with the Non-J.M.C. Girls and the J.M.C. Faculty.
Part II is concerned with the perceived problems;
Part III with the perceived significant others, and part IV
with the general category of organizational expectations.
In each part the same format is followed with the rank order
of statements, tables with significance levels, and last of
all the set of three graphs. These tables are in summary
form, and the graphs represent only a few of the possible
relationships between the sub-groups Of the organization

that could be illustrated.

72

PART I

The Objectives Of the Organization as
Perceived by the Members of the Organization
The following list of objectives were rated by a
stratified sample of the organization through the administra-
tion of a rating scale. The following are listed in rank
order. This means that objective number 1 is, in the opinion
of the members of the organization the most clearly perceived

or agreed upon objective.

Item No. on Rank
Rating Scale Order

 

 

12 1 Intensive language study.

3 2 To achieve the advantages of a small
college within a large university.

1 3 To provide the students with a broad
liberal education.

7 4 To encourage an educational experience
made more meaningful by travel abroad.

2 5 To create a more relaxed and effective
learning environment for both students
and teachers.

16 6 To develop an intimate learning com-
munity within the less personal‘
university.

4 7 The integration of language study with

other related international studies.

 

 

 

PART I. (Cont.d)
Item No. on Rank
Rating Scale Order
43 8
47 9
31 10
36 11
45 12
48 13
33 14
6 15
5 16
21 17
56 18
42 19
55 20

73

To help the student understand the
world in which he is living.

To provide the student with a liberal
education oriented toward the future.

To expose students to a series of lectures;
introducing them to many different fields
of study.

To develop a new approach to education.

To make the students thinking individuals.
To provide students with the opportunity
of taking discussion courses in the

liberal arts and social sciences.

To provide students with an integrated
learning experience.

To stimulate an interest and awareness
in the world in which we live.

To foster a sense Of community where learn-
ing is a respectable endeavor.

To encourage original thinking.

To provide an atmosphere where the student
will become familiar with the philosophies
and discoveries of the twentieth century.

To teach the students to communicate with
other people.

To train the students how to look for
information, how to absorb it, how to
evaluate it.

PART I. (Cont'd.)

 

 

Item No. on Rank

Rating Scale Order
14 21
8 22
52 23
22 24
18 25
58 26
39 27
37 28
24 29
11 30
50 31
32 32

74

To create an atmosphere conducive to
good teaching.

To create an atmosphere where the student
will be encouraged to accept his responsi-
bility as being a contributing member of
world society.

To provide the student with a liberal
education adapted to meet the needs of
the modern world.

To create new Objectives in higher
education.

To teach the student how to learn and how
to think.

To familiarize the students with the
process of learning a language.

To further the cause of world understanding.

To provide the student with the needed
tools, language, math., etc. so that they
will learn how to educate themselves and
solve problems.

To help students gain an unprejudiced view
of the world.

To Offer the student a wide range of
courses so that he may be exposed to
several fields of study.

To stress the development of thought from
past to present.

To allow Students to pick up basics in
social science and humanities subjects by
studying courses that are more specialized
than A.T.L. and social science.

PART I. (Cont'd.)

 

 

 

Item No. on Rank
Rating Scale Order

9 33

51 34

17 35

53 36

15 37

49 38

10 39

23 4O

20 41

13 42

26 43

38 44

3O 45

75

To create an atmosphere where the student
will be encouraged to accept his responsi-
bility as being a contributing member of
world society.

To teach the students to find a useful
place in society.

To teach the students how to become human
beings first and specialists second.

To support and direct an undergraduate
language program.

To provide a learning context where the
student can structure his own education.

To teach some facts.

To teach the student to act independently
of the college, in furthering his own
education after graduation.

To prepare students for the Peace Corps,
diplomatic service, or international
relations.

To teach the student how to use the
English language effectively.

An attempt to integrate the two cultures
science and the liberal arts.

To prepare students for graduate study in
the liberal arts.

To foster close association with students
of the same major.

To educate students who do not want to
declare a major.

PART I. (Cont'd.)

 

 

Item No. on Rank

Rating Scale Order
19 46
28 47
34 48
54 49
57 50
44 51
35 52
27 53
4O 54
25 55
46 56
41 57
29 58

76

Too lofty and idealistic to expect any
practical results.

To isolate a select group of students and
provide them with a liberal education.

To prepare liberal arts teachers.
To help the student become skilled in a
profession which they will enjoy and

which will support them.

To give the "poor" student a chance to
acquire a rich man's education.

To take over and run SnyderaPhillips Hall.

To form an elite group who are being
educated for the sake of education.

To dominate the students and treat them
as if they were high school pupils.

To train the students to be human beings
but not to be employable.

To make the students take courses they
don't like.

To secure a Phi Beta Kappa Chapter for
M.S.U.

To produce a superior student or product
in a shorter span of time.

To provide students with intensive training
in math.

77

 

 

 

 

 

 

 

 

 

 

 

 

 

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93

PART II.

The Problems of the Organization as

Perceived by Members of the Organization

The following list of statements were offered as
perceived problems in the OEQ and were later constructed
into a rating scale. The following list is in rank order.
This means that number 1 is the most clearly perceived
or agreed upon problem. To the left of the rank order
number is the item number. This is the number which the

item had in the rating scale.

WW
Wm

74 1 Most of the people outside of J.M.C.
have little or no understanding of
the college.

64 2 Some of the students are apathetic
and lack enthusiasm as well as
maturity.

95 3 The upperclassmen don't like the
idea of having their residence hall
taken away from them.

80 4 The lack of definite goals and

information about the college. The
average entering freshman is at a
loss to know what is expected of him.

94

PART II. (Cont'd.)

WM};
WQLQQL

69 5 An inadequate description of the
college to incoming students.

61 6 Students should get credit for the
English Composition course if they
are to take it seriously.

126 7 The ambiguities of the program. It
doesn't offer any immediate vocational
security, and its benefits are difficult
to make concrete. All of this could
make parents as well as students

skeptical.

107 8 Internal indecision on the part of
the policy makers often confuses the
students.

85 9 Not enough choice in the language.
Why not offer 3 or 4 instead of only
two?

97 10 Not enough concrete involvement out-

side of the campus.

68 11 The summer trip abroad: how do we
finance it?

86 12 The lack of communication between the
rest of the faculty and the English
teachers on what is expected in the
English Composition course.

120 13 Many of the students are not gifted
for the study of language.

81 14 Not enough meaningful course work
along with the language. Why not
study the literature and geography
of a country as well as its language

95

PART II. (Cont'd.)

Item No, on Rank
.Ratin2_fiaale Qrder

108 15 Many of the freshmen lack guidance
because of the lack of older students
in the college.

101 16 There is a danger of creating a "hodge-
podge" curriculum without proper
course sequence.

7O 17 The students are being forced into a
stifling community; they do not have
enough contact with the rest of the
University.

112 18 The negative outlook of other students
could seriously affect the outlook
and attitudes of the J.M.C. students.

98 19 No concrete statement of J.M.C.
objectives.

121 20 Few of the students are aware of the
objectives of the college.

65 21 Justin Morrill College students have
no idea what they will do after they
graduate.

92 22 The students feel they are a select

group and expect special treatment.

105 23 There has been a clear-cut breakdown
of communication between the J.M.C.
students and the Non-J.M.C. students.

77 24 Justin S. Morrill College has no
adequate counseling system for potential
drop-outs. Students are grossly mis-
advised.

106 25 The measurement of accomplishment.

96

PART II. (Cont'd.)

WM
Rating Scale Order

84 26 The math course is poor and too
restrictive.

96 27 Inadequate facilities for the college.

104 28 The faculty members must feel com-

mitted to the program. At the present
time many are only on part-time loan
and still are tied to their own
department.

124 29 Whether or not the students will be
admitted to Graduate and Professional
Schools with this type of background.

102 30 If too many students fail the college
will fail.
103 31 The integration of concepts from

several varied fields.

67 32 The development of student and
faculty cliques within the school.

60 33 The choice of students, many cannot
keep up with the program.

63 34 The students need more freedom in
choosing their courses.

113 35 The difficulty of finding flexible
creative faculty members.

123 36 The wide range of levels and abilities
displayed by the students.

90 37 The school's policy on athletics is
ridiculous. Many of the students
are getting fat and lazy.

97

PART II. (Cont'd.)

W R. 8. nk._
W 52:42:

116 38 Making the false assumption that old
college teachers are good college
teachers. The students should evaluate
the teachers of J.M.C. and the poor
ones should not be allowed to teach.

93 39 The students are too narrow in their
liberal arts education; they aren't
getting enough science.

91 40 Because of their isolation from the
rest of the university the J.M.C.
students tend to be retarded in their
maturity and socialization.

125 41 The college will relax its goals to
keep the students.

79 42 The Justin S. Morrill College is too
much like a liberal arts college.
Too much emphasis upon language with
not enough math, science, or related
international subjects. Not enough
electives.

94 43 The inclusion of non-credit expecta-
tions such as lectures and English
composition tends to foster bad study
habits and a lack of responsibility.

66 44 Hastily and poorly developed courses.

111 45 Money: Small classes taught by
experienced staff is expensive. The
unequal distribution of wealth could
cause resentment among those faculty
not in J.M.C.

72 46 Many of the bulletins on J.M.C. have
misled students, faculty have welshed
on promises, many students distrust
the faculty.

PART II.

Item No-

Rating Scale Qrder

119

87

62

78

76

59

73

71

118

114

89

75

88

(Cont'd.)

on

Rank

47

48

49

50

51

52

53

54

55

56

57

58

59

98

Lack of advertising: Lectures, dis-
cussions, etc. are not communicated
to the students.

Not requiring all students to attend
the lectures.

Some of the teachers lack enthusiasm,
are hard to communicate with and are
poorly informed.

Too much control by department heads
over what is taught in their respective
departments.

The grading standards are too relaxed.
Too much emphasis upon language.

The faculty and the students are
influenced too much by other J.M.C.

students.

An unrealistic set of expectations
made of the students by the college.

Inadequate equipment in the language
labs.

Not enough oral practice with the
language.

The administration could become dis-
appointed and shut down the college.

Lack of fairness and competency on
the part of the enrollment officials.

The use of graduate students as teachers
could hurt the program.

PART II. (Cont'd.)
WM
Rating Scale Order

99 60

122 61

115 62

100 63

83 64

82 65

110 66

117 67

109 68

99

Not enough interaction between faculty
and students.

Other faculty more interested in
research than teaching will oppose
the college.

Attempting to achieve a quick and
easy reputation through cheap
publicity and promotion gimmicks
rather than excellence based on the
quality of students turned out.

The administration of the college tends
to View J.M.C. as being experimental,
and as a result none of its members
strive for excellence.

Many of the faculty are isolated from
the students.

There is no honors program in J.M.C.
The college should select only the
top half of the entering freshman
class. Most J.M.C. students are
only average.

The college tends to be filled with
long haired "beat-niks" who can't
conduct themselves well in public.

The students need special attention
or they will fail.

The college is aiming for size rather
than quality.

100

 

 

 

 

 

 

 

 

 

 

 

 

 

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117

PART III.

Organizational Expectations

 

The following are statements made by members of the
anyder-Phillips Complex about what they can expect to gain
by being associated with the Justin S. Morrill College, or
what they can contribute to its development. The author
grouped these two general areas under the category of "organi-
zational expectations.” The following are listed in rank
order. Number 1 is the most agreed upon statement and next

to it is the item number given to it in the Rating Scale.

Item No. on Rank
Rating Scale Order

 

 

127 l The faculty can expect to learn by working
closely with students and other faculty
members in a relaxed personal context.

132 2 The J.M.C. provides a context for teachers
and students to be experimental in their
approach to teaching and learning.

131 3 All associated with J.M.C. can benefit by
interacting and working with different
students and teachers from different
disciplines.

136 4 Through association with the upperclass-
men the J.M.C. students should gain a
better understanding of the University
and what is expected of them as residents
of the Snyder-Phillips Complex.

PART III. (Cont'd.)

 

 

Item No. on Rank

Rating Scale Order
129 S
130 6
134 7
137 8
135 9
133 10
128 11

118

For the most part all associated with
J.M.C. can either observe or experience
language learning within a focused
intensive environmental context.

Generally speaking all associated with
J.M.C. will aid or participate in new
methods and concepts of teaching liberal
arts.

Under the guidance of the faculty the
students should gain an attitude of
independence and maturity.

All those associated with J.M.C. can
expect to be stimulated intellectually
and encouraged to ask questions.

Those associated with J.M.C. will gain
deeper insight into themselves, their
aims and objectives in life, and the
role they can play to make the world a
better place in which to live.

Those associated with J.M.C. will gain
deeper insight into the world, its
complex societies, and its problems.

In general all those associated with J.M.C.
are pleased and stimulated with the excite-
ment of being associated with something
new and developmental.

119

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123

PART IV.

Significant Others

 

The following are statements made by members of the
Snyder-Phillips Complex about what they think others think
of J.M.C. These statements were grouped under the general
category of "significant others". The following are listed
in rank order. Number 1 is the most agreed upon statement
and next to it is the item number given to it in the Rating
Scale.

Item No. on Rank
Rating Scale Order

 

 

138 1 In general others view the J.M.C. as
being something new but have little or
no specific knowledge about what it
really is.

151 2 Many of the parents are concerned about
what the J.M.C. students will be able to
do after they graduate.

147 3 Most of the other students feel that
the J.M.C. students are shutting out the
world by creating their own community.

150 4 Many of the other students feel that
being in J.M.C. is an excellent way to
get out of taking natural science and
the other basics.

142 5 Many others consider J.M.C. to be a liberal
arts honors college.

PART IV. (Cont'd.)

 

 

 

Item No. on Rank

Rating Scale Order
148 6
143 7
139 8
152 9
140 10
146 ll
141 12
145 13
144 14
145 15

124

Many of the parents are threatened by
the expense of European travel as part
of the summer program.

Many of the faculty members outside the
college are skeptical of J.M.C.'s chances
for success.

Many of the faculty members of M.S.U. who
are not involved in the J.M.C. view the
objectives of the college as being good
but over-ambitious.

Most of the parents are pleased with the
program and are happy that their son or
daughter is a part of it.

Many of the members of the University who
are not in J.M.C. think that it is unfair
for the University to spend more money and
faculty time on the J.M.C. students than
they do for the rest of the students.

If some of the parents know about the "bugs"
in the J.M.C. program they would remove
their son or daughter immediately.

Many other students feel that the J.M.C.
students are being trained for the Peace
Corps or international service.

Many of the parents view J.M.C. as a sort
of Junior College where students spend a
year or two being oriented to university
life before they specialize in a particular
field.

In general other faculty are wistful or
envious of J.M.C. teachers and wish they
had a chance to be a part of its program.

At first J.M.C. was the butt of many jokes
but now the rest of the University is
sitting up and taking notice.

125

 

 

 

 

 

 

 

 

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CHAPTER VII

RESULTS OF THE TESTS OF THE HYPOTHESES

This chapter is concerned with a discussion of the
Hypotheses offered in the thesis proposal and restated in

Chapter II of this study.

Hypothesis I

 

The various sub-groups of the organization will be
readily identifiable through their responses to the rating
scale instrument. There will be a measurable and in many
instances a significant difference between the perceptions
of each sub-group, when they are asked to rate the elements
of the organization.

This Hypothesis was generally substantiated. Of the
58 items in the rating scale which measured the response to
the Question "What in your opinion are the objectives of
Justin S. Morrill College" there were significant differences
between the sub-groups to the .05 confidence level according

to the "f" test on 45 of the 58 items.1 Of these 45, 40 of

 

1See Table I. on pp. 77-80.

129

130

them were significant to the .01 level of confidence according
to the ”f” test.

Question II which was concerned with perceived problems
of the organization also contained many significant differences
between sub-groups as measured by the rating scale instrument.
Forty two of the 68 items were significant to the .05 level
of confidence and of these 42, 34 of them were significant
to the .01 confidence level according to the "f" test.2

Question III which was concerned with organizational
expectations revealed that according to the Rating Scale there
were significant differences between the sub-groups on 10 of
the 11 items included in that category. All of these 10 items
were significant at or beyond the .01 level of confidence.

Question IV which was concerned with the perceptions
of significant others, offered 15 items for the Rating Scale.
Of these 15, 13 of them were significant to the .05 level of
confidence. Eleven of these 13 were also significant to the
.01 level of confidence.

In total there were significant differences measured
by the rating scale on 110 of the 152 items selected as organi-
zational elements. Of these 110 items 95 of them were signifi-

cant to the .01 level of confidence. In addition to the items

 

2See Table II. on pp. 100-104.

131
where there was a significant difference between sub-groups accord-
ing to the "f" test there were also many other items where there
was a measurable, if not significant difference between sub-groups.

There were a few instances where two or more of the groups
came close to agreement on a particular item but this tended to
be the exception rather than the rule. It would appear to the
researcher that Hypothesis I was Quantitatively substantiated,
and that the Rating Scale was demonstrated as a tool capable
of identifying and measuring differences between the sub-groups

of the Snyder-Phillips Complex.

Hypothesis II

 

This hypothesis is concerned with the direction and amount
of agreement or disagreement between two or more sub-groups. It
is divided into seven parts and each part must be discussed
separately.

Part 1 of Hypothesis II:

 

The faculty will tend to be more in agreement with the
J.M.C. students than with any otherAgroup. As illustrated in
the graphs in Chapter VI this hypothesis was generally supported.
The faculty tended to be the most positive group in their
rating of the organizational elements concerned with objectives.
The following table will illustrate the difference between the
faculty mean and the other sub-groups in their responses to each
item on the rating scale. In instances where the hypothesis is
not supported the difference between the faculty mean and the mean

of the sub-group is underlined.

DIFFERENCE BETWEEN FACULTY MEAN AND:

TABLE V.

(Part 1)

 

 

Objectives
Non Non
Faculty J.M.C. J.M.C. J.M.C. J.M.C.

Item Mean Men Women Men Women Staff Mgmt.
1 1.36 .19 .24 .65 .89 .43 .64
2 1.64 .23 .30 .66 .53 215 .19
3 1.21 .27 .30 1.06 1.07 .16 .46
4 1.57 .58 .32 .77 .46 .11 .76
5 1.50 .51 .53 1.30 .97 122 .83
6 1.43 .46 .57 1.36 1.32 .26 1.40
7 1.36 .56 .19 .96 .§Q| .11, .81
8 1.57 .48 .38 1.26 1.10 .11, 1.10
9 1.71 .39 .38 1.42 1.43 .66 1.62

10 1.57 .80 .91 1.59 1.49 .96 1.10

11 1.79 .25 .41 1.39 1.13 .68 .54

12 1.29 .52 .19 .45 .18 .93 1.04

13 2.52 .16 .20 .42 .31 .64 .12

14 1.29 .67 .79 1.44 1.40 .24 1.04

15 2.43 .17 .01 .70 .38 .12 .74

16 1.71 .09 .07 .73 .38 .13 .46

17 1.64 .61 .50 1.52 1.36 151 1.19

18 1.43 .69 .69 1.45 .99 .89 .70

19 3.86 .18 .48 1.09 1.53 .60 .36

20 1.86 .66 1.10 1.06 82 .fl .64

21 1.57 .32 .52 1.19 .99 .69 .76

22 2.50 .24 .45 .11 11 .24. .1;

23 2.93 .20 .48 .91_ .46 .49 .19

24 2.21 .10 .07 .85 .32 .92 .40

25 4.00 .15 .35 .59 .44 .16 .17

132

TABLE V.

133

(Part 1 Cont'd.)

 

Non Non
Faculty J.M.C. J.M.C. J.M.C. J.M.C.

Item Mean Men Women Men Women Staff Mgmt.
26 2.93 .22 .15 .12 112 .92 .43
27 4.57 .67 .69 1.31 1.65 .91 .21
28 4.00 .70 .58 .91 1.28 .89 .21
29 4.50 .06 .13 .33 .90 .92 .83
30 3.93 .66 .95 .29 .21 .11 1.10
31 2.07 .01 .21 .32 .49 1.12 .93
32 2.71 .47 .53 .92 .91_ .92. .22
33 1.64 .30 .45 1.05 1.00 .21 .53
34 3.21 .00 .22 .12 .29 .21 .54
35 4.14 .25 .49 .79 .78 1.03 .81
36 2.21 .21 .27 .45 .12] .92_ .92
37 1.93 .32 .22 .87 .85 .65 .22
38 3.36 .15 .02 .62 1.14 .57 1.19
39 2.14 .01 .31 .74 .50 .11 .36
40 3.79 .03 .05 .45 .32 .32 .16
41 3.86 .13 .01 .92 .17 .91 .36
42 1.64 .41 .30 1.06 1.14 .68 .53
43 1.71 .04 .17 .95 .43 .24 .79
44 4.29 .60 .71 1.06 1.35 .22 .96
45 1.70 .10 .25 1.02 .97 .41 .66
a6 4.00 .29 .05 .59 .72 .11 .83
47 1.93 .05 .05 .67 .51 .93. .07
48 2.50 .37 .35 .07 .39 .39 .99
49 2.64 .05 .19 .13 .92. .91’ .19
50 2.29 .27 .11 .32 .24 .45 .04

134
TABLE V. (Part 1 Cont'd.)

Non Non
Faculty J.M.C. J.M.C. J.M.C. J.M.C.
Item Mean Men Women Men Women Staff Mgmt.

 

51 2.14 .11 .08 .79 .83 .54 .53
52 1.64 .43 .33 1.09 1.05 .68 .69
53 3.57 .91 1.11 .39 1.35 .gg ‘1919
54 3.07 .18 .07 .26 .49 .72 .24
55 1.50 .62 .68 1.12 1.14 .22. .83
56 1.86 .21 .82 .11_ .5§_ .3; .97
57 3.00 .36 .60 .3; .61 .21. .11
58 2.57 .40 .22 .06 .15 .15 .24

 

TABLE V. (Part 2)
Problems
Non Non
Faculty J.M.C. J.M.C. J.M.C. J.M.C.

Item Mean Men Women Men Women Staff Mgmt.
59 4.07 .78 .38 1.73 1.04 .96 .74
60 2.36 .28 .52 .57 .22 11 ‘21
61 2.14 .06 .17 .32 .92 .39 1.03
62 3.36 .01 .30 .43 .58 73 .36
63 3.36 .24 .53 1.00 .64 .99 99'
64 2.14 .37 .11 .22_ .92 19 12
65 2.86 .17 .18 .52 .58 92 .19
66 3.07 .32 .27 1.01 .49 22 19
67 3.29 .24 .15 .94 1.35 .66 .62
68 2.36 .19 .19 '91. .33 19 .31
69 2.43 .11 .23 .12 .49 .43 .43
70 4.14 .91 1.40 2.29 2.58 1.67 1.71
71 3.64 .20 .52 .87 .67 .53 £1
72 3.64 .22 .50 .86 1.03 .69 .64
73 3.36 .12 .02 .63 .83 11 .53
74 1.86 .07 .31 .11 .92 ‘22 .129
75 3.36 .04 .04 .45 .17 .15 .19
76 3.50 .37 .36 1.32 1.44 .61 ‘22
77 3.00 .38 .80 .22_ .22 .92 .99
78 3.57 .32 .54 .70 .60 ‘22 29
79 4.50 .40 2.02 1.44 1.89 .1129 1.67
80 2.14 .19 .12 .92 .20 .28 .53
81 3.57 .80 1.23 1.30 1.32 99_ 1.40
82 3.14 .30 .69 .19 .22 75 ‘22
83 3.57 .02 .11 .38 .91. .52 .40
84 2.86 .24 .28 .22 .92 .33 .36
85 2.64 .18 .18 .43 .56 .48 .03

135

TABLE V.

(Part 2 Cont'd.)

 

Non Non
Faculty J.M.C. J.M.C. J.M.C. J.M.C.

Item Mean Men Women Men Women Staff Mgmt.
86 2.71 .46 .56 .99 .91 .29 .12
87 3.00 .19 .02 '12 .25 .26 211
88 3.43 .07 .45 ‘22 .91 .11 .60
89 3.64 .35 .10 .80 .92 .19. .64
90 3.14 .05 .25 .84 .27 .12 .47
91 3.93 .35 .68 1.91 1.85 .77 .93
92 2.71 .41 .15 .52 .77 .76 .54
93 3.50 .39 .53 1.04 .89 .29 .22
94 3.36 .22 .41 .64 .69 .11 .53
95 3.14 .78 1.03 1.43 1.11 1.56 .47
96 2.64 .15 .39 ‘19 .22 .22 .12
97 3.29 .55 .94 1.20 1.37 .22, .22
98 3.29 .55 .80 .92 1.12 .82 .62
99 3.71 .35 .53 22 .92 .82 .21

100 4.07 .36 .67 1.10 1.15 .12 .24

101 3.07 .34 .62 75 .93 .22 .24

102 4.29 .62 1.71 1.75 1121 ‘1129 .79

103 3.43 .83 .78 12' .11 .23_ .29

104 2.50 .19 .21 11 .31 .12 .33

105 3.14 .27 .23 .84 1.36 .46 .64

106 2.93 .33 .24 .34 .22_ .19 .22

107 2.71 .39 .73 ‘29 .21 .22 .22

108 2.79 .01 .13 .45 .76 .74 .29

109 4.14 .04 .08 .74 1.06 .12 .81

110 4.29 .25 .46 1.35 1.18 .55 .12

111 2.79 .67 .44 .12 .29 .21 .21

136

TABLE V.

(Part 2 Cont'd.)

 

Non Non
Faculty J.M.C. J.M.C. J.M.C. J.M.C.
Item Mean Men Women Men Women Staff Mgmt.
112 3.21 .53 .67 .90 .22 1.16 .24
113 2.79 .14 .07 .16 .19 .37 .29
114 3.71 .63 .51 .66 .£2| .29 1.04
115 4.29 .67 .54 1.52 1.40 1.61 1.29
116 3.00 .39 .03 .91 11_ .63 99
117 3.86 .10 .05 .51 .55 .65 .36
118 2.79 .31 .58 21_ .21 .22 .11
119 3.29 .41 .24 .29 ‘11 .92 29
120 2.79 .27 .17 38 .29 .22 .46
121 3.14 .62 .52 .73 .64 .21 .81
122 3.79 .52 .45 .60 £2 .92 .96
123 3.36 .91 .50 .92 ‘22 .22_ 22
124 4.07 .31 .58 1122 1.74 .29 .1119
125 3.43 .28 .28 .88 19' .21 .43
126 3.00 .42 .85 .99 .94 .95 1.00

137

TABLE V.

(Part 3)

Organization Expectations

 

 

Non Non
Faculty J.M.C. J.M.C. J.M.C. J.M.C.

Item Mean Men Women Men Women Staff Mgmt.
127 1.50 .43 .48 .87 .89 .22 .67
128 2.50 .40 .42 .22 .21_ .55 .83
129 2.07 .17 .31 .61 .74 .29 .43
130 2.00 .51 .65 1.13 .92 .89 .67
131 1.86 .14 .26 .82 .56 .56 .31
132 1.93 .14 .25 .57 .43 .12 .57
133 2.14 .30 .58 1.48 1.57 .39. .53
134 1.86 .60 .66 1.51 1.42 .77 .22
135 2.29 .23 .42 1.23 1.18 .22 .54
136 2.57 .07 .05 .99_ .35 .46 .74
137 2.14 .50 .64 1.26 1.11 .60 .36

138

Perceived Significant Others

TABLE v. (Part 4)

 

 

Non Non
Faculty J.M.C. J.M.C. J.M.C. J.M.C.

Item Mean Men Women Men Women Staff Mgmt.
138 2.00 .32 .55 .11_ .29 .12 .11
139 2.93 .13 .24 .29 .12 .56 .26
140 2.64 .50 .33 .92| .12 .11 .19
141 3.36 .69 .54 11 .29_ .22 .22
142 2.29 .15 .18 .51 .38 .35 .92
143 3.14 .28 .48 .49 .78 .56 .21
144 3.14 .15 .04 .34 .62 .20 .18
145 3.29 .00 .21 .51 .62 .40 .46
146 3.64 .60 .38 .88 .97 .64 .64
147 3.36 .47 1.18 1.32 1.55 1112_ 1.29
148 3.14 .72 .46 .22 .22 .77 .21
149 2.86 .19 .20 .91 .83 .30 .47
150 3.29 .79 .42 11' .21, .12. .11
151 2.71 .44 .74 ‘92 11 .87 .11
152 2.79 .16 .22 .32 .49 .00 .04

139

140

At the same time they tended to rate the perceived problems
lower than any other group. In general, they seemed to have

a very positive almost defensive attitude toward J.M.C. The
J.M.C. students also reflected this tendency and in many
instances were more in agreement with the faculty than was

any other organizational sub-group. The extent of their agree-
ment and disagreement will become more evident in the discussion

of part two of this hypothesis.

Part 2 of Hypothesis II:

 

The J.M.C. students will tend to be more in agreement

 

with the faculty than they will be with the non-J.M.C. students.

 

For the purpose of this study the J.M.C. men and women and the
non-J.M.C. men and women were divided into separate groups.
Each group will be discussed separately.

In their rating of the objectives the J.M.C. men were
more in agreement with the faculty than they were with the
non-J.M.C. students in all but 15 of the 58 organizational
elements. Their perceptions of the organizational objectives
fell between the perceptions of the non-J.M.C. and the faculty
in nearly all of the 58 instances. In the rating of organiza-
tional elements 4, 7, 10, 12, 20, 26, 27, 28, 30, 41, 44, 46,
48, 50, and 56, the J.M.C. students tended to be closer in
their reactions to the non-J.M.C. students than they were to

the faculty.

141

The J.M.C. women were more in agreement with the non-
J.M.C. women than they were with the faculty in their rating
of 22 of the 58 organizational elements concerned with objectives.
To be specific they were more in agreement with the non-J.M.C.
women on items 2, 4, 5, 10, 12, 13, 14, 18, 20, 21, 22, 23, 25,
30, 34, 35, 36, 44, 48, 54, 57, and 58.

In their rating of the problems the J.M.C. men were more
in agreement with the non—J.M.C. men than they were with the
faculty in the rating of 23 of the 68 problems. They were more
in agreement with the non-J.M.C. students on the rating of
items 64, 66, 69, 77, 79, 80, 82, 84, 95, 98, 102, 106, 108,
112, 114, 116, 118, 119, 120, 121, 122, 123, and 124. In
almost all instances, however, the responses of the J.M.C.
men fell between those of the faculty and the non—J.M.C. men.

This pattern of agreement was less clearly defined with
the J.M.C. women, than it was with the J.M.C. men. The J.M.C.
women tended to be more in agreement with the non-J.M.C. women
than they were with the faculty in their rating of the problems.
The J.M.C. women were more in agreement with the non-J.M.C.
women than they were with the faculty on 45 of the 68 organiza—
tional elements dealing with problems. These 45 organizational
elements were items 60, 61, 62, 63, 64, 66, 68, 70, 74, 77, 78,

79, 80, 81, 82, 84, 86, 88, 90, 93, 94, 95, 97, 98, 99, 100, 101,

142
102, 103, 104, 106, 107, 111, 112, 113, 114, 118, 119, 120,
121, 122, 123, 124, 125, and 126. In most instances the
perceptions of the J.M.C. girls fell between the perceptions
of the non-J.M.C. girls and the faculty.

In their rating of the elements concerned with organiza-
tional expectations the J.M.C. men were more in agreement with
the faculty than they were with the non-J.M.C. men in all
instances.

Once again the responses of the women were not as clearly
defined. The J.M.C. women tended to be in agreement with the
non-J.M.C. women more than the faculty in the rating of 5 of
the 11 organizational elements concerned with organizational
expectations. These elements were items 127, 130, 132, 133,
and 137.

There was, understandably, a breakdown of the pattern
under the category concerned with significant others. The
J.M.C. men tended to be more in agreement with the non-J.M.C.
men on 8 of the 15 elements in this category. These elements
were items 138, 140, 141, 143, 146, 148, 150, and 151.

The J.M.C. women were more in agreement with the non-
J.M.C. women in 9 of the 15 instances under this category.
These were items 138, 139, 140, 141, 143, 147, 148, 150, and
151. The following pages will discuss the content of these

items.

with the faculty than they will be with the non-J.M.C. students.

This is a list of the items where this was not true.

4)

OBJECTIVES

The J.M.C. students will tend to be more in agreement

Men

10
12
20
26
27
28
30
41
44
46
48
50
56

Items in Common

 

The integration of language study with other related

international studies.

Women

10
12
l3
14
18
20
21
22
23
25
3O
34
35
36
44
48
54
57
58

Items in Common

 

(Both men
& Women)

4
10
12
20
3O
44
48

143

10)

12)

20)

30)
44)

48)

7)

26)

27)

28)

41)

46)

144

To teach the student to act independently of the college,
in furthering his own education after graduation.

Intensive language study.

To teach the student how to use the English language
effectively.

To educate students who do not want to declare a major.
To take over and run Snyder—Phillips Hall.
To provide students with the opportunity of taking discussion

courses in the liberal arts and social sciences.

Items where the men were not in agreement with the faculty.

 

5432
(alone)
7
26
27
28
41
46
50
56

To encourage an educational experience made more meaningful
by travel abroad.

To prepare students for graduate study in the liberal arts.

To dominate the students and treat them as if they were high
school pupils.

To isolate a select group of students and provide them
with a liberal education.

To produce a superior student or product in a shorter span
of time.

To secure Phi Beta Kappa Chapter for M.S.U.

50)

56)

2)

5)

13)

14)
18)
21)
22)

23)

25)
34)

35)

36)

54)

57)

58)

145
To stress the development of thought from past to present.
To provide an atmosphere where the students will become

familiar with the philosophies and discoveries of the
twentieth century.

Items where the women were not in agreement with the faculty

 

To create a more relaxed and effective learning environment
for both students and teachers.

To foster a sense of community where learning is a respectable
endeavor.

An attempt to integrate the two cultures science and the
liberal arts.

To create an atmosphere conducive to good teaching.
To teach the students how to learn and how to think.
To encourage original thinking.

To create new objectives in higher education.

To prepare students for the peace corps, diplomatic service,
or international relations.

To make the students take courses they don't like.
To prepare liberal arts teachers.

To form an elite group who are being educated for the sake
of education.

To develop a new approach to education.

To help the students become skilled in a profession which
they will enjoy and which will support them.

To give the "poor" student a chance to acquire a rich man's
education.

To familiarize the students with the process of learning
a language.

64)

66)

77)

79)

80)

82)

84)

95)

98)
102)
106)

112)

114)
118)

119)

146
PROBLEMS
Items on which both the J.M.C. men and J.M.C. women were
more in agreement with the non-J.M.C. men and non-J.M.C.

women respectively than they were with the J.M.C. faculty.

Some of the students are apathetic and lack enthusiasm as
well as maturity.

Hastily and poorly developed courses.

Justin S. Morrill College has no adequate counseling system
for potential dropouts. Students are grossly misadvised.

The J.M.C. is too much like a liberal arts college. Too
much emphasis upon language with not enough math, science,

or related intermediate subjects, not enough electives.

The lack of definite goals and information about the college.
The average entering freshman is at a loss to know what is
expected of him.

There is no honors program in J.M.C. The college should
select only the top half of the entering freshman class.

Most J.M.C. students are only average.

The math course is poor and too restrictive.

The upperclassmen don't like the idea of having their residence
hall taken away from them.

No concrete statement of J.M.C. objectives.
If too many students fail the college will fail.
The measurement of accomplishment.

The negative outlook of other students could seriously
affect the outlook and attitudes of the J.M.C. students.

Not enough oral practice with the language.
Inadequate equipment in the language labs.

Lack of advertising: Lectures, discussions, etc. are not
communicated to the students.

120)

121)

122)

123)

124)

69)

108)

116)

60)

61)

62)

63)
68)

70)

74)

78)

147
Many of the students are not gifted for the study of language.

Few of the students are aware of the objectives of the
College.

Other faculty more interested in research than teaching
will oppose the college.

The wide range of levels and abilities displayed by the
students.

Whether or not the students will be admitted to Graduate
and Professional Schools with this type of background.
Items on which the J.M.C. men were more in ggreement with
the non-J.M.C. men than they were with the J.M.C. faculty.

An inadequate description of the college to incoming students.

Many of the freshmen lack guidance because of the lack of
older students in the college.

Making the false assumption that old college teachers are
good college teachers. The students should evaluate the

teachers of J.M.C. and the poor ones should not be allowed
to teach.

Items on which the J.M.C. women were more in agreement with
the non-J.M.C. women than theijere with the J.M.C. faculty.
Not true for men.

The choice of students, many cannot keep up with the college.

Students should get credit for the English composition course
if they are to take it seriously.

Some of the teachers lack enthusiasm, are hard to communicate
with and are poorly informed.

The students need more freedom in choosing their courses.
The summer trip abroad how do we finance it?

The students are being forced into a stifling community;
they do not have enough contact with the rest of the University.

Most of the people outside of J.M.C. have little or no
understanding of the College.

Too much control by department heads over what is taught
in their respective departments.

81)

86)

88)

90)

93)

94)

97)

99)

100)

101)

103)

104)

107)

111)

113)

125)

126)

148

Not enough meaningful course work along with the language.
Why not study the literature and geography of a country as
well as its language.

The lack of communication between the rest of the faculty
and the English teachers on what is expected in the English
composition program.

The use of graduate students as teachers could hurt the
program.

The school's policy on athletics is ridiculous. Many of
the students are getting fat and lazy.

The students are too narrow in their liberal arts education.
They aren't getting enough science.

The inclusion of non—credit expectations such as lectures
and English composition tends to foster bad study habits
and lack of responsibility.

Not enough concrete involvement outside of the campus.
Not enough interaction between faculty and students.

The administration of the college tends to view J.M.C. as
being experimental and as a result none of its members

strive for excellence.

There is a danger of creating a hodge-podge curriculum
without proper course sequence.

The integration of concepts from several varied fields.

The faculty members must feel committed to the program.
At the present time many are only on part time loan and
still are tied to their own department.

Internal indecision on the part of the policy makers often
confuses the student.

Money: Small classes taught by experienced staff are
expensive. The unequal distribution of wealth could cause
resentment among those faculty not in J.M.C.

The difficulty of finding flexible creative faculty members.
The college will relax its goals to keep the students.

The ambiguities of the program. It doesn't offer any
immediate vocational security, and its benefits are

difficult to make concrete. All of this could make
parents as well as students skeptical.

127)

130)

132)

133)

137)

149

ORGANIZATIONAL EXPECTATIONS

Women

127
130
132
133
137
The faculty can expect to learn by working closely with

students and other faculty members in a relaxed personal
context.

Generally speaking all associated with J.M.C. will aid or
participate in new methods and concepts of teaching liberal
arts.

The J.M.C. provides a context for teachers and students to
be experimental in their approach to teaching and learning.

Those associated with J.M.C. will gain deeper insight into
the world, its complex societies, and its problems.

All those associated with J.M.C. can expect to be stimulated
intellectually and encouraged to ask questions.

150

PERCEIVED SIGNIFICANT OTHERS

Men and women are both more in agreement with the non—

J.M.C. men and women respectively than they are with the J.M.C. faculty.

138)

140)

141)

143)

148)

150)

151)

146)

139)

147)

In general others view the J.M.C. as being something new but
have little or no idea what it really is.

Many of the members of the University who are not in J.M.C.
think that is is unfair for the University to spend more
money and faculty time for the J.M.C. students than they
do for the rest of the students.

Many other students feel that the J.M.C. students are being
trained for the Peace Corps or for international service.

Many of the faculty members outside the college are skeptical
of J.M.C.'s chances for success.

Many of the Parents are threatened by the expense of
European travel as part of the summer program.

Many of the other students feel that being in J.M.C. is
an excellent way to get out of taking natural science and

the other basics.

Many of the parents are concerned about what the J.M.C.
students will be able to do after they graduate.

Men only.

If some of the parents knew about the "bugs" in the J.M.C.
program they would remove their son or daughter immediately.

Women onl .

 

Many of the faculty members of M.S.U. who are not involved in
J.M.C. view the objectives of the College as being good but
over ambitious.

Most of the other students feel that the J.M.C. students are
shutting out the world by creating their own community.

151
Part 3 of Hypothesis II:

There will be no significant differences between the J.M.C.
male and female students. This hypothesis was generally supported
except for a few instances. I will list those instances where
it was not true.

Under the category of objectives there were significant differ-
ences to the .05 confidence level according to the "t" test on items
7, 12, and 20, between the responses of the J.M.C. men and the J.M.C.
women.

Under the category of problems the hypothesis was true except
for 5 instances. There were significant differences between the
J.M.C. men and J.M.C. women to the .05 confidence level according
to the "t" test on items 70, 77, 88, 123, and 126.

The hypothesis was supported in all instances under the category
of organizational expectations.

The hypothesis was supported in all but two instances under
the category of significant others. The significant differences
to the .05 level of confidence according to the "t" test were found
on items 147 and 150.

In those instances where the null hypothesis was rejected a

table was prepared to demonstrate the patterns of the responses.

152

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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153

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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154

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155

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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156

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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6 6 66H 6 6 6 N 66666

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157

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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158

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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66.6 66.66 6N.6 66.66 66.6H 6 N

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159

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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160

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ma.o Hm.H on H N H HH mH o m amaoz .u.z.~-:oz
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161

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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162

Part 4 of Hypothesis II:

 

There will be no significant difference between the non-

J.M.C. men and non-J.M.C. women. It was originally felt by the

 

author that there would be significant differences in the responses
of these two groups. The original hypothesis was restated in

the form of a null hypothesis. The null hypothesis was generally
supported. There were found to be significant differences on

the rating of only 7 of the 58 elements concerned with objectives.
There were significant differences to the .05 confidence level
according to the "t" test on items 18, 19, 24, 29, 36, 38, and 43.

There were found to be significant differences between
the ratings of the non-J.M.C. men, and the non-J.M.C. women on
6 of the 68 organizational elements concerned with problems.

There were significant differences to the .05 level of confidence
according to the "t" test on items 59, 61, 67, 90, 105, and 111.

There were no significant differences between the ratings
of the non-J.M.C. men and non-J.M.C. women on the items under
the category of organizational expectations.

Under the category of significant others there was a
significant difference between the responses of the non-J.M.C.
men and the non-J.M.C. women only on item 150. This was to the
.05 level of confidence according to the "t" test.

In general the null hypothesis offered in Part 4 must
be accepted. There were significant differences between the
non—J.M.C. men and non-J.M.C. women on only 14 of the 152 organi-
zational elements. Those instances where this was not true are

illustrated in the following tables.

163

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. Han H.235.

oN u .N .a
NNN.NN u mumsum Han
o NN.NH o NN.NN o o N NNNNN
NN.o NN.N N o H o N o o N Namaommamz
NN.N NN.NH NN.NH NN.HN NN.HN o N NNNNN NaNNNoNN
NN.H NN.N NH H N N N N o N HHNN mocmNHNmN
o N NH.N HN.NN oo.oN NH.N N
NN.o NN.H NH o o H N N H N NNHaumN .o.z.N
NN.N NN.NH oo.NN NN.HN NN.NH N
No.H NN.N NN H N N NH N o N case: .o.z.n-coz
NN.H NH.N NH.NN NN.NN NN.oN o N
NN.o NH.N NN H N NH NN oN o N NNEoz .u.z.n
NN.NH NN.HN HN.oN No.NN NN.oH No.H N
NN.H NN.N NN NH oN NH NN oH H N am: .o.z.N-coz
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164

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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NN.NH NH.NN NN.NN o o o N

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HN.NH NN.NN NN.NN NN.NH NN.N NN.H N

NN.H NN.N NN N NN NN N N H N case: .o.z.N
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165

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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NN a .N .N

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o NN.NH NN.NN NN.NN o o N NNNNN

NN.N NN.N N o H N N o o N Namamwmcmz

NN.N NN.N NN.NH NN.NN NN.NH NN.N N NNNNN NaNNNoNN

NH.H NH.N NH H H N oH N H N HHNN NNNNNHNNN
NH.N NH.N NH.N NH.NN NN.HN o N

NH.H HN.N NH H H H N N o N NuHaumN .o.z.N
NN.N NN.NH NN.NH NN.NN NN.NH o N

NN.H NN.N NN H N N NH N o N cases .o.z.N-=oz
NN.N NN.N NN.NN NN.NN NN.NN o N

NN.N NH.N NN N N NH HN NH o N case: .u.z.N
NN.N NN.NN NN.NN HN.HN NN.N o N

HH.H NN.N NN N NN NN oN N o N can .o.z.N-:oz
NN.N NN.N NN.NN NN.HN NN.NN o N

NN.H HN.N NH o N no: .o.z.N

H o N298
.aHmoz mze No 3mH> omoHaawmmmzo z< zH<w mhzmoaem NAN: OH .NN * ZmHH

 

166

 

 

 

 

 

 

 

 

 

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NNH.oN u NNNNNN Hno

o NN.NN NN.NH o N NNNNN

NN . o NN .N N o N o H o N Namammmamz

HH.NN NN.NN N o o N NNNNN NaNNNoNN

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NH.NN HN.NN NH.N o o N

NN.N NN.N NH N N H o o N NNHauNN .o.z.n
NN.NN NN.NN NN.NN NN.N NN.N N

NN.H NN.N NN NH oH NH N H N cmeoz .u.z.N-:oz
NN.NN NN.NN NN.H o o N

NN.N NN.N NN NN NN H o o N amsoz .o.z.N
NN.HN NN.NN NN.NH NN.N NN.H N

NN.N NH.N NN NN NN NH N H N :02 .u.z.N-coz
NN.HN NH.NN NN.N o o N

HN.o NN.N NN NN NN N o o N am: .o.z.N

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.xHx m4m<h

 

167

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NN u .N .N

NNo.NN u mumaam Nae

o o NN.NH NN.NN o o N NNNNN

HN.o NH.N N o o H N o o N Namammmamz

NN.N NN.N NN.NH NN.NN NN.NH N NNNNN NeNNNoNN

NN.N NN.N NH H H N HH N o N HHNN NNNNNHNNN
o NN.HN NH.N NN.NN NN.NN o N

NH.H HN.N NH o N H N N o N NNHNNNN .o.z.N
NN.N NN.N NN.N NN.NN NN.NN o N

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. xx m4m<8

 

168

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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169

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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. H CON MAME“.

 

170

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171

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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172

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.39 an.

 

173

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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174

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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175

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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176

Part 5 of Hypothesis II:

The J.M.C. students will be more in agreement with the
faculty than they will be with the Residence Hall Programs Staff.

This hypothesis was generally not substantiated. Under
the category of objectives the J.M.C. men were more in agree-
ment with the residence hall programs staff than they were
with the faculty on 35 of the 58 elements concerned with
objectives. The J.M.C. girls were more in agreement with the
Residence Hall Programs Staff than they were with the faculty
on 39 of the 58 elements concerned with organizational objectives.
Under the category of problems the J.M.C. men were more in
agreement with the residence hall programs staff on 36 of 68
elements concerned with organizational problems. The girls
were more in agreement with the Residence Hall Programs Staff
on 40 of the 68 elements concerned with organizational problems.
In the category of organizational expectations the J.M.C. men
were more in agreement with the Residence Hall Programs Staff on
9 of the 11 items. The girls were also more in agreement with
the Residence Hall Programs Staff on 9 of 11 items. In the
category of significant others the J.M.C. boys were more in

agreement with the Residence Hall Programs Staff on 8 of 15

177

items. The J.M.C. girls were more in agreement with the
Residence Hall Programs Staff on 10 of the 15 items than they
were with the faculty. In summary form these are the items
where the J.M.C. students were more in agreement with the

Residence Hall Programs Staff than they were with the faculty:

Organizational Significant

 

 

 

 

 

Objectives Problems Expectations Others
J.M.C. J.M.C. J.M.C. J.M.C. J.M.C. J.M.C. J.M.C. J.M.C.
Men Women Men Women £22 Women 112 Women
2 1 S9 60 127 127 138 138
3 2 6O 63 128 128 140 141
4 3 64 64 129 129 141 143
5 4 68 69 130 130 146 145
6 S 73 70 132 132 148 146
7 6 77 71 133 133 149 147
8 7 78 72 134 134 150 148
9 8 79 73 135 135 151 149
10 9 8O 74 137 137 150
11 10 81 76 151
12 11 84 77
14 12 86 78
16 16 87 79
17 17 91 81
18 18 92 82
20 19 93 84
22 20 97 86
26 21 98 9O
26 22 100 93
27 23 101 97
28 24 103 98
3O 25 105 99
32 26 106 101
33 27 107 102
41 28 114 103
42 31 115 106
44 32 116 107
47 33 118 110
48 34 119 112

50 43 120 114

178

Cont'd.

52 44 121 115
53 47 122 118
55 48 123 119
56 49 124 120
57 53 125 121
58 55 122
57 123

58 124

125

126

Part 6 of Hypothesis II:

The non-J.M,C. students will be more in agreement with
the Residence Hall Programs Staff than they will be with the
faculty. This hypothesis was generally supported.

Under the first category which was concerned with organiza-
tional objectives there were 11 instances where the non-J.M.C.
men were more in agreement with the faculty than they were with
the Residence Hall Programs Staff in their rating of the organiza-
tional objectives. These items were: 22, 23, 31, 32, 34, 40,
46, 48, 49, and 54. There were 11 instances where the non-J.M.C.
girls were more in agreement with the faculty than they were
with the residence hall programs staff. These were: 1, 13, 22,
24, 26, 31, 32, 36, 40, 47, and 49.

Under the second category which was concerned with organi-
zational problems there were 19 instances where the responses
of the non-J.M.C. men were more in agreement with the faculty
than they were with the Residence Hall Programs Staff. These

were: 60, 65, 68, 69, 73, 74, 80, 82, 86, 87, 89, 90, 94, 104,

179

107, 109, 113, 114, and 116. The girls tended to follow the
same pattern. Their responses to these elements were more in
agreement with the faculty than they were with the Residence
Hall Programs Staff for items: 61, 65, 68, 73, 74, 80, 82, 83,
84, 86, 94, 101, 104, 109, 113, 116, 118, and 123.

Under the third category of organizational expectations
there was one instance where the J.M.C. men were closer to
the faculty than they were to the Residence Hall Programs
Staff in their responses. This was item 136. There were no
instances where the girls were more in agreement with the
faculty than they were with the Residence Hall Programs Staff
to the items listed under organizational expectations.

Under the fourth category which was significant others,
the non-J.M.C. men were more in agreement with the faculty
than they were with the Residence Hall Programs Staff on 5
of the 15 items. These items were: 139, 140, 141, 142, and
144. The non-J.M.C. women were more in agreement with the
faculty than they were with the Residence Hall Programs Staff
on 4 of the 15 items in this category. These items were: 139,

140, 142, and 144.

Part 7 of Hypothesis II:
The perceptions of the Residence Hall Programs Staff
will tend to be between thegperceptions of the faculty and the

managerial staff. This was true for 34 of the 58 items listed

 

180

under the category of objectives. The instances where this
was not true are: 11, 13, 14, 19, 23, 24, 26, 28, 31, 34, 35,
36, 37, 40, 42, 46, 47, 48, 49, 50, 51, 53, 54, and 57.

Under the category of organizational problems the per-
ceptions of the Residence Hall Programs Staff were between
those of the faculty and the management in only 28 of the 68
items in this category. The 28 instances Where this was true
are: 60, 64, 69, 70, 75, 78, 79, 80, 81, 84, 88, 91, 100,
101, 102, 103, 105, 106, 110, 114, 115, 119, 120, 121, 122,
124, 125, and 126.

Under the category of organizational expectations the
hypothesis was true for 7 of the 11 elements within this
category. It was not true for the following four items: 130,
131, 134, and 137.

The hypothesis was true for only 6 of the 15 items under
the category of significant others. These 6 items were: 145,
146, 147, 149, 150, and 152.

This hypothesis was generally substantiated. It should
be noted that in many of the instances where it was not true
the item in question was a high consensus item. In those
instances where it was true the item tended to be.a low con-
sensus item. In those areas where there was a large amount of

disagreement between the management and the faculty the Residence

181

Hall Programs Staff was usually in the middle. Their percep-
tions of the problem were between those of the management and

the faculty.

Hypothesis III

 

This area of the research was concerned with measuring
in a specific sense some of the ways perceptual theory could
serve as a useful tool of organizational analysis. It was
therefore stated that:

The major problems of the Justin S. Morrill College

will be recognized through an analysis of the data in so far

 

as they are perceived by the members of the organization.

 

It is difficult to conclusively prove that the problems
identified by this analysis are all of the problems. It can
only be demonstrated that some problems were identified and
that these were important problems. In accordance with
perceptual theory, however, those problems which are perceived
to be problems by one or more sub—groups are problems which
are capable of affecting the organization and in many instances
limiting goal achievement or bringing about change in the
original goals of the organization. In this study both types
of problems were identified.

Part 1 of Hypothesis III:

 

Many of the perceived problems paved the way for changes

in the curriculum. Other perceived problems touched upon

182

organizational difficulties. Consider the perceived problems
which were ranked 1 and 3. All of the people in the Snyder-
Phillips Complex were aware of the problem that people on the
outside had little or no understanding of the colleges In many
ways this indicates a lack of identity or a situation where

an organizational identity can be created. Rather quickly a
strong sense of community emerged. One of the dimensions of
this community was that "The upperclassmen didn't like the

idea of having their residence hall taken away from thema"

The J.M.C. were made to feel like privileged intruders and

the upperclassmen were prone to react as imposed upon second
class citizens. Problems 4, 5, and 6 also touch upon the lack
of identity and the confusion all people felt at first. Most
students felt that there was a definite lack of goals and
information about the college, but at the same time this left
them room to create goalsN There was also the lack of vocational
security which disappointed many. Problem 6 was something the
J.M.C. students strongly agreed upon. They felt the composition
course was an unnecessary hardship. They felt they should get
credit for the course if they were to take it seriously. This
specific course was changed to "Inquiry and Expression" and
students were given credit for it. It tended to be more

positively accepted in the second year. The language requirement

183

was also relaxed somewhat in the second year. The new students
were allowed to take two separate courses.and get two separate
grades instead of one large eight credit grade. This made it
possible to give plus and minus marks by giving the student
one grade in one course and the next higher or lower grade in
the other language course. The students suggested that more
than two languages be offered and this is now becoming a
reality- The students suggested alternatives to overseas.
travel and this to is now a reality. The student may travel
to the slums of a large city, to the South or to something of
his own choosing which meets the approval of the faculty and

Dean.

Part 2 of Hypothesis III:

 

The intensity of problem recognition will be directly

 

related to the sub-groups which is most clearly affected by

the problem.

 

This statement was generally substantiated. The scope
of this paper does not permit a detailed analysis of the graphs
and responses to the rating scale but the author will discuss
a few specific instances. Consider statement 102 concerned
with the problem of student drop out. The statement was: "If
too many students fail the college will fail." The mean for

the faculty on this response was 4.29 which places it in the

184

realm of strong disagreement. The mean for the J.M.C. students
was 2.65 which places their perception in the realm of agree-
ment. This was a real problem to the students who felt that
their success was crucial to themselves and to the college.

It was not perceived as being a significant problem by the
faculty. Item 70 "The students are being forced into a stifling
community" was 17 in rank order. The Mean for the J.M.C.
students was 3.00 in the realm of uncertainty, for the non-
J.M.C. 1-6 which is in the realm of strong agreement, and for
the faculty 4.29 which is in the realm of strong disagreement.
The faculty felt the J.M.C. students were not being stifled;

the J.M.C- students did not know; and the non-J.M.C. students
thought the J.M.C. students were suffering from being segregated.
These two and many other instances display similar patterns

substantiating Part 2 of Hypothesis III.

Part 3 of Hypothesis III:

 

Solutions to the problems will be suggested in the data.
This hypothesis was generally not substantiated. There
were some instances such as language study where the students
wanted two grades instead of only one eight credit grade, or
the English composition course where the students felt they
should get credit if they were to take it seriously, where this
was true. For the most part, however, the problems were usually

recognized without any immediate recommendations for solution.

CHAPTER VIII

SUMMARY AND CONCLUSIONS

The Utility of Perceptual Theory As a
Predictive Tool of Organizational Analysis

 

 

One of the limitations of perceptual theory in organiza-
tional analysis is that most of the things learned about the
organization through analyzing the perceptions of the members
of that organization apply only to the organization being
studied. On the other hand this can also be considered a
strength of perceptual theory. Most organizational general-
izations apply equally well to all organizations and are also
equally irrelevant. Perceptual analysis based upon analyzing
the relationships existing between the sub—groups which comprise
the organization makes it possible to make specific statements
about specific sub-groups and specific relationships or areas
of relationships. The specifity of these statements makes it
impossible to generalize to other organizations but it does
permit a detailed analysis of specific problems unique to that

organization.

185

186

This study of Justin S. Morrill College, implementing
Anderson's methodology, demonstrated problems which are unique
to J.M.C. It was demonstrated, by the examination of responses
from the Open-Ended Questionnaire and the consequent rating
of these responses by organizational members through the
Rating Scale, that there were many different perceptions of
goals, problems, significant others, and organizational expecta-
tions maintained by the sub-groups comprising the Snyder-
Phillips Complex.

Some of these differences were anticipated and some were
not. The decision to segregate the student population in their
living arrangements was based upon previous research. The
strong influence of student peer groups has long been recognized.
Segregating the student populations within the Snyder-Phillips
complex was a calculated attempt to use this student peer group
influence to achieve the goals of Justin S. Morrill College.

It was felt that the positive possibilities of student peer
group influence could be realized by removing the generally
negative influence of upperclassmen. Suspicion and mistrust
of the faculty and the administration often pervades peer
groups composed of upperclassmen. This attitude is quickly
communicated to new freshmen who join these peer groups. The

planning for J.M.C. was aimed at removing the negative

187
upperclass influences and replacing them with positive faculty
contact. The success of this venture can be measured to a
large extent by the amount of agreement and disagreement
existing between the J.M.C. students, faculty, and non-J.M.C.
students. The Open-Ended Questionnaire and the following
Rating Scale permitted the identification of organizational
elements and the amount of agreement and disagreement between
the various sub-groups upon these elements. It was obvious
from the patterns of these responses, demonstrated in the many
graphs and charts included in this study, that there were
measurable and in many instances significant differences
between the responses of these sub-groups. A persistent pattern
of difference characterizes the responses of the J.M.C. and
non-J.M.C. students.

The data indicates that the two general objectives
offered by Provost Neville were realized. There was a relaxed
informal context created wherein students and faculty could
interact and offer new innovations in curriculum, teaching,
and learning. The objectives of the organization as perceived
by the members, discussed on pages 72 to 92, indicated that
these two objectives were high consensus items. The statement:
"To create a more relaxed and effective learning environment

for both students and teacher." was number five in rank order.

188

While the statement: "To develop an intimate learning

community within the less personal university" was ranked

as number six. The statement: "To achieve the advantages of

a small college within a large university" was ranked number
two. The international theme was also perceived as an important
objective by the members of the organization. The statement:
"To encourage an educational experience made more meaningful

by travel abroad" was ranked number four. The statement:

"The integration of language study with other related inter-
national studies" was ranked number seven.

At the same time however, the most clearly perceived
objective was something that the planners did not expect nor
want. The most clearly perceived objective was "Intensive
language study". The mean for the faculty on this response
was 1.29, the mean for the J.M.C. girls was 1.48 and the mean
for the J.M.C. men was 1.81.1 According to the "t" test there
is a significant difference to the .05 level between the J.M.C.
men and women on their responses to this item. Five of the
men who responded were not sure, eight of them disagreed, and

three of them strongly disagreed. In comparison only one of

 

1See Table VII. p. 153.

189
the women respondents was not sure, two disagreed and one strongly
disagreed.

A similar pattern was evidenced on item seven which was
number four in rank order. The objective "To encourage an
educational experience made more meaningful by travel abroad
was rated "not sure" by 16 of the J.M.C. men and disagree by
four of them. Only four of the J.M.C. girls responded "not sure"
and none of them disagreed. These patterns of responses are
even more significant when one realizes that they were gathered
at the end of winter term when a hundred students had already
left the program. There were also significant differences
between the J.M.C. men and women on this item to the .05 level
according to the "t" test.

In the opinion of the author the disagreement between
the J.M.C. men and women on these two items is a key to the
reason why so few men came to J.M.C. its second year. Many
of the men entered J.M.C. without realizing that there would
be such a heavy emphasis upon language. The summer trip
abroad represented a significant financial investment and
involved the loss of a summer of financially productive employ-
ment. For these and other reasons many of the incoming freshmen
tended to avoid J.M.C. during its second year of operation.

There were also many perceived objectives and problems

upon which the J.M.C. students were more in agreement with

190

the non-J.M.C. students than they were with the faculty. This
can be observed by considering Table V. on page 132 and the
content of part two of Hypothesis II. By comparing the means
of the responses of these five groups, J.M.C. men, non-J.M.C.
men, J.M.C. women, non-J.M.C. women, and J.M.C. faculty to each
of the items on the Rating Scale degrees of agreement and
disagreement can be measured. Even though there is a con-
siderable amount of difference between the men and the women
there are still some items upon which the J.M.C. men and women
are more in agreement with the non—J.M.C. men and women respec-
tively than they are with the faculty. These patterns of agreement
and disagreement indicate that the non-J.M.C. students had
considerable influence upon the J.M.C. students. the J.M.C.
men tended to disagree with the faculty in the statement that
they were "being prepared for graduate study in the liberal
arts", or that J.M.C. was an attempt to "produce a superior
student or product in a shorter span of time". In general the
men tended to disagree with the faculty in the areas of
vocational planning. Many of them were not interested in
accomplishing the same things that the faculty thought they
were preparing them for. The women, on the other hand, disagreed
with the faculty in their statements about the "learning
community", the "relaxed personal context", and the fact that

their education was "encouraging original thinking". The

191
J.M.C. women demonstrated a stronger awareness of the negative
upperclass influence. They tended to be more critical of the
faculty, and more convinced that they were being "stifled" or
"treated like small children". All of these patterns of
agreement and disagreement were demonstrated through the use
of Anderson's O.E.Q. and the subsequent Rating Scale.

Perceptual theory, in the opinion of the author, is
a useful tool of organizational analysis. Although the data
generated tends to be expansive and complicated the avenues
of analysis are many. This methodology generated much useful
and relevant data. This methodology also offers many problems
which must be solved before one can make precise analytic
statements.

The first of these problems is the necessity of
weighing the responses of individual respondents. Reason
would say that the opinion of the dean is more important
than the Opinion of one student. By the same line of reason-
ing some students are more intense in their perceptions and
commitments than are others.

A second criticism offered by Professor Olmstead is
that it is not valid to assume that the distance between "1"

and "5" on the Rating Scale can be divided into five equal

192

parts. There may actually be a much greater distance between
"1" and "2" than there is between "2" and "3". Perhaps a
response of "l” or "5" should be given more weight than a
response of "2" or "4". These criticisms however can be
dealt with by the next scholar who implements this methodology
in the analysis of a particular organization.

This methodology also generated data which touched
upon several basic themes characteristic of J.M.C. Each of
these will be discussed.

The Implications of

Being Experimental for
Justin S. Morrill College

Prevalent throughout this study a theme of experi-
mentalism was expressed by the reaponses gathered from the
various strata of the organization. The faculty and the J.M.C.
students perceived themselves as attempting something new. They
felt they were "creating new approaches to education" and
"attempting to integrate concepts from several varied fields".
They thought they were being educated to appreciate other
cultures and international problems. At the same time the
primary problem recognized by all members of the Snyder-Phillips
Complex was that most of the people outside of J.M.C. have little

or no understanding of the college.

193

The good positive aspects of the experimental theme
were that students and faculty felt free to attempt new
things in teaching and in learning. This attitude of being
willing to attempt new things implies a relaxed personal
attitude between faculty and J.M.C. students. It is abundantly
clear from the patterns of the responses to the Rating Scale-
that the faculty had a profound measurable effect upon the
students. The students and faculty tend to agree with each
other more than any other two sub-groups within the organization.
Some of the negative aspects of experimentation are
also evident. There were a large number of students of the
entering J.M.C. freshman class which found the program not
what they expected and dropped out. When Kafer selected his
sample of 200 in the spring of 1966 there were only 286
students left. Science and math were found to be undesirable
aspects of the program and, other than basic natural science,
were not included in the second year curriculum. Intensive
language study rated by all members as being the primary objec-
tive of the college was also found to be.a difficult objective
to live up to. In the original statement of purpose the
intensive language study was looked upon as a way of making
the international theme a concrete reality. It was felt that
before a student could profitably travel abroad he should first

have a basic ability in the language of the country he was

194

attempting to visit. Eight credits per quarter of half of

the first year was devoted to intensive language study. If

a student earned a low grade in this language it placed him

in academic jepardy. Many students found this heavy emphasis
upon language unpalatable and transferred to the basic college.
Approximately 100 students had transferred back to the University
by the end of the first year.

A second negative aspect of being experimental is that
those conducting the experiment are not always sure what the
results will be. For some combination of reasons which have
still not been completely defined very few men were interested
in applying for J.M.C. in its second freshman class. It was
hoped that 200 men would enroll in the fall of 1966. According
to the Head Advisor's records only 68 new freshmen males enrolled
in the fall of 1966. The number of new freshmen girls was
slightly over 300. A few more men transferred haraising the
number of new male students to 84 by the end of fall term 1966.
This years freshman class is more than 3 to 1 girls. As of
May 25, 1967 there were only 92 men signed up for the J.M.C.
fall '67 enrollment. Some say that the intensive language is
a cause of this, others say that it may be caused from a lack
of vocational orientation. Many of the students who enter
M.S.U. have a specific vocational plan in mind and J.M.C.
offered no such vocational security. Male applications for

next year are still running less than 100.

195

What will J.M.C. be like two years from now? On the
basis of the data generated in this study there are at least
two obvious avenues of development possible. On the one hand
the lack of vocational definition, emphasis upon language,
strong encouragement for overseas travel, and the creation of
personalized courses for special areas of interest strongly
discourages the vocationally oriented working class males of
moderate financial means. The student population will probably
consist of women, and men who look upon a tour of Europe and
liberal self development as being their reason for attending
M.S.U. These males usually do not have to work in the summer
to raise college expenses and look upon law school or graduate
study as the logical step after graduation. On the other hand
the college may emphasize other local programs as possibilities
for field study and the college may take upon a social work
or community improvement emphasis. This program, I feel, would
succeed at the expense of the true liberal arts emphasis.

A fourth aspect of being experimental which can be
viewed as both positive and negative was evidenced in the
relationship existing between the J.M.C. and non-J.M.C.

students. A Hawthorne effect was visible among the J.M.C.

196
students. They viewed themselves as being experimental and
tended to develop a strong sense of community. On the other
hand they were viewed by the non-J.M.C. students as being
pampered and privileged. There were clear-cut patterns of
resentment between the J.M.C. and non-J.M.C. students. This
is clear when one considers the graphic representation of their
responses to the Rating Scale.1 This is also evident when one
considers the responses to the category which is concerned with
significant others. Most of the students and J.M.C. faculty
were uncertain as to whether or not "The Administration" would
shut down the college if it didn't work out. Many others were
aware of resentment on the part of other faculty members and
administrators. This introduces the second subject of this
discussion.

The Implications of Being

Semi-Autonomous for
Justin S. Morrill College

 

 

 

What does semi-autonomous mean? No one defined this
for the Dean when he took his job as the Director of J.M.C.
As was previously mentioned in the introduction, the creation

of J.M.C. involved the coming together of three bureaucratic

 

1See Chapter VI.

197

structures. The division of this structure proceeds all the
way up to the President of the University culminating in the
Vice President in charge of Business and Finance, the Provost,
and the Vice President in charge of Student Affairs.

It is the opinion of the author that autonomous implies
bureaucratic authority or decision making ability, and non-
autonomous implies lack of it- The Dean-of J.M.CN was autonomous
in those areas where he had bureaucratic control and was-semi-
autonomous or nonnautonomous in those areas where he could
not exert bureaucratic authority. At the outset of J.M.C.
these areas were not defined and had to be worked out. In
the context of a new experiment trial and error was the
rule rather than the exception.

There were areas where the Dean had clear-cut bureau-
cratic control. First among these was the selection of a
faculty. Although all of his faculty selections were made
from the existing M.S.U. faculty and most of these were joint
appointments, the Dean still had the power to decide who he
wanted to involve in J.M.C. A second area of clear-cut
autonomy was in the area of curriculum creation and revision.
Although the final efforts of curriculum revision had to be
decided upon by the curriculum committee this for the most
part tended to be nearly automatic approval. Also within the
Deans jurisdiction was the size of the classes, and uses of the

classrooms within the building.

198

There were other areas, however, where the Dean had
no bureaucratic control and was forced to rely upon good-will
and c00peration. Most of these relationships were between
J.M.C., the Residence HaLl Programs Office, and Management.
An interesting example of this was the non-J.M.C. students.
From a financial point of view there were not enough J.M.C.
students to fill all of the student vacancies in-the-hall.
When J.M.C. opened its doors in the fall of 1965 there were
400 J.M.C. students in the Snyder-Phillips Complex and about
500 non-J.M.C. students. The management tended to view these
students as all being equal paying customers. They all paid
their room and board payments which was necessary for the
complex to function and they were all deserving of the same
services. The Residence Hall Programs Staff, also dedicated
to serving all of the students, shared primarily the same
philosophy. All decisions that were made in the complex
were considered from the Residence Hall Program Staff and from
the managerial staff as acceptable or not acceptable on the
basis of how this decision would affect the students in general.
The primary allegiance of the Dean was to those students who
were in J.M.C. Thus by the nature of their commitment a certain
amount of organizational conflict was evident from the initiation

of the new college in the fall of 1965. These structural

199

difficulties had other far reaching implications within the
context of the Snyder—Phillips Complex. Certain goods and
services were often requested by the Dean, of the Managementw
which could not be granted for sound financial reasonsN- Rejec-
tion of these requests were often viewed as lack of coopera-
tion by the Dean. At the same time the Dean often made
requests which were necessary for the development of the
college, which the management could have granted, but did not.
The Resident Assistants who lived on the floor with
the students were obligated by their responsibility to treat
all of the students alike. The dean tended to view such
divided commitment as being a lack of loyalty to the J.M.C.
program. Suggestions were made by the Dean in the spring of
1966 that those R.A.'s (most of who were upperclassmen) who
were not J.M.C. students should not be rehired for the follow-
ing year. Understandably enough the Head Advisors from both
sides, Snyder and Phillips, flatly refused. This problem
was intensified by the fact that most of the J.M.C. dropouts
still lived on the floor with the J.M.C. students. It was
the opinion of the Residence Hall Programs Staff that these
dropouts could still be academic success in the larger basic
college, but that their chances for success would be diminished
if they were forced to move into another hall and establish

new friends. The management tended to support the head advisors

200

in this position because it is difficult to fill a vacancy in
the middle of the term. The manager is able to do more for

all of the students when all of the rooms are filled because
there is a larger budget to work with when the hall is filled

to capacity. On the other hand the Dean tended to view these
dropouts as an undesirable element because they could negatively
influence those students who were having difficulty in J.M.C.
and were thinking about dropping out too.

The conflict between the J.M.C. and non-J.M.C. student
was solved on the Phillips side when most of the non-J.M.C.
girls were replaced by J.M.C.s during its second year of
operation. It was solved on the Snyder side by desegregating_
the J.M.C. and non-J.M.C. student houses. When the students
began to know each other as individuals, personal likes and
dislikes tended to outweigh whether they were J.M.C. or non-J.M.C.

Success was not so easy, however, between the three
organizations existing in the Snyder-Phillips Complex. The
conflict between these structures tended to create a dedicated
opposition which resulted in a considerable amount of boundary
maintenance and a gradual deterioration of cooperation. In
the fall of 1966 the Dean hired three full-time assistants.
One of these was given the title of the Director of Student

Relations. His job was to supplement many of the duties of

201

the Head Advisors. The Director of Student Relations was
also given the responsibility of ironing out the difficulties
between J.M.C. and the other two structures.- Attempts were.made
to create more joint appointments involving Residence HalL
Programs and management. It was felt that the Head Advisors
should be J.M.C. faculty members as well as members of the
Residence Hall Programs Staff, and that the manager should
report to the Dean. These requests for joint appointment
were turned down by the Vice President of Student Affairs.
Attempts were also made to either take over the management
of Snyder-Phillips, or to purchase it. This too was turned
down by the Vice President of Business and Finance.

When attempts to subsume the other two organizations
under the bureaucratic control of J.M.C. failed the Dean»-
moved in the direction of re-establishing cooperative relation-
ships. That is currently the stage of the J.M.C. development
as an organization. It is defining its organizational role in
terms of bureaucratic authority and c00perative relationships
within the dimensions of an experimental framework. These
difficulties and efforts.were evident in the.data presented in
Chapter VI. The implications of this study become more far
reaching as semi—autonomous colleges II.and III are launched in
the fall of 1967. It is the opinion of the author that they will
encounter many of the-same organizational difficulties experienced

by J.M.C.

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APPENDIX

209

Name

 

Optional

As a member of the Justin Morrill College or as one
working in close association with its development your opinions
and reactions are extremely valuable, both to the faculty and
administration of the College and to the Residence Hall Program
Staff. Your ideas and reactions will contribute to a better
understanding of the College, and will be considered in future

policy decisions.

Please check if you are:
Justin Morrill Student
Resident of Phillips but a Non-Justin Morrill student
Member of the Residence Hall Program Staff
Member of the Justin Morrill Faculty.

Member of the Justin Morrill Administration.

Thank you,

210

1. What in your Opinion are the objectives of the Justin
Morrill College?

2. In your opinion how do others who are interested in the
liberal arts perceive the objectives of Justin Morrill
College?

Other Students:

Parents:

Other Faculty:

Others:

211

3. What do you expect to gain from being associated with
the Justin Morrill College?

4. What do you expect to contribute to the Justin Morrill
College?

212

In your Opinion what possible problem areas could limit
the achievement of the Justin Morrill College objectives?

213

Name

 

Optional

As a member of the Justin Morrill College or as one
working in close association with its development your evalua-
tion of the following statements about the Justin Morrill
College are extremely valuable. Your reactions will contribute
to a better understanding of the College and will be considered
in future policy decisions. Please respond to all of the included
items and return your questionnaire to the reception desk, to

your R.A., to Dean Rohman's office, or to me. Thank you very

much for your cooperation. %

George E. Cole

Please check if you are:
Justin Morrill student living in Phillips
Justin Morrill student living in Snyder
Resident of Phillips but a Non-Justin Morrill student
Resident of Snyder but a Non-Justin Morrill student
Member of the Justin Morrill faculty
Member of the Residence Hall Programs Staff
Member of the Justin Morrill Administration

Member of the Snyder-Phillips managerial staff

214

The following list of statements were made by members
of the Snyder-Phillips Complex. They are opinions offered by
members and observers of the Justin Morrill College. The first
set of statements is concerned with objectives. You are asked
to circle the number which best describes your feeling about
the statement. By asking for your evaluation we can measure
the number of people who actually agree or disagree with each

statement.

1 = Strongly agree
2 = Agree
3 = Not sure

4 = Disagree
5 = Strongly disagree
(1) 1, 2, 3, 4, 5 To provide the students with a broad
liberal education.
(2) l, 2, 3, 4, 5 To create a more relaxed and effective
learning environment for both students

and teachers.

(3) l, 2, 3, 4, 5 To achieve the advantages of a small
college within a large university.

(4) l, 2, 3, 4, 5 The integration of language study with
other related international studies.

(5) l, 2, 3, 4, 5 To foster a sense of community where
learning is a respectable endeavor.

(6) 1, 2, 3, 4, 5 To stimulate an interest and an awareness
of the world in which we live.

(7)

(8)

(9)

(10)

(ll)

(12)

(13)

(14)

(15)

(16)

(17)

(18)

(19)

215

To encourage an educational experience
made more meaningful by travel abroad.

To provide a learning context in which

the student can structure his world out-
look with more than just facts, but rather
with an awareness of problems and possible
solutions.

To create an atmosphere where the student
will be encouraged to accept his responsi-
bility as being a contributing member of
world society.

To teach the student to act independently
of the college, in furthering his own
education after graduation.

To offer the student a wide range of
courses so that he may be exposed to
several fields of study.

Intensive language study.

An attempt to integrate the two cultures
science and liberal arts.

To create an atmosphere conducive to
good teaching.

To provide a learning context where the
student can structure his own education.

To develop an intimate learning community
within the less personal university.

To teach the students to be human beings
first and specialists second.

To teach the student how to learn and
how to think.

Too lofty and idealistic to expect practical
results.

(20)

(21)

(22)

(23)

(24)

(25)

(26)

(27)

(28)

(29)

(30)

(31)

(32)

(33)

216

To teach the student how to use the
English language effectively.

To encourage original thinking.

To create new objectives in higher
education.

To prepare students for the diplomatic
service, Peace Corps, or international
relations.

To help students gain an unprejudiced
view of the world.

To make the students take courses they
don‘t like.

To prepare students for graduate study
in the liberal arts.

To dominate the students and treat them
as if they were high school pupils.

To isolate a select group of students
and provide them with an integrated
liberal education.

To provide students with intensive training
in math.

To educate students who do not want to
declare a major.

To expose students to a series of lectures
introducing him to many different fields
of study.

To allow students to pick up the basics

in social science and humanities subjects

by studying courses that are more specialized
than A.T.L. and social science.

To provide students with an integrated
learning experience.

(38)

(39)

(40)

(41)

(42)

(43)

(44)
(45)

(46)

(47)

(48)

(49)

(50)

217

To prepare liberal arts teachers.

To form an elite group who are being
educated for the sake of education.

To develop a new approach to education.
To provide the student with the needed
tools, language, math., etc. so that he
will learn how to educate himself and

solve problems.

To foster close association with students
of the same major.

To further the cause of world understanding.

To train the students to be human beings
but not to be employable.

To produce a superior student or "product"
in a shorter span of time.

To teach the students to communicate with
other people.

To help a student understand the world in
which ie is living.

To take over and run SnyderdPhillips Hall.
To make the students thinking individuals.

To secure a Phi Beta Kappa Chapter for
M.S.U.

To provide the students with a liberal
education oriented toward the future.

To provide the students with the opportunity
of taking discussion courses in the liberal
arts and social sciences.

To teach some facts.

To stress the development of thought from
past to present.

(51)

(52)

(S3)

(54)

(SS)

(56)

(S7)

(58)

218

To teach the students to find a useful
place in society.

To provide the students with a liberal
education adapted to meet the needs of
the modern world.

To support and direct an undergraduate
language program.

To help the students become skilled in a
profession which they will enjoy and which
will support them.

To train the students how to look for
information, how to absorb it, and how
to evaluate it.

To provide an atmosphere where the student
will become familiar with the philosophies
and discoveries of the twentieth century.

To give the "poor" student a chance to
acquire a rich man's education.

To familiarize the student with the process
of learning a language.

219

Problems of the Justin Morrill College

 

Please evaluate the following list of problems. These

are actual statements made by members and observers of the

College.
(1) 1,
(2) 1,
(3) 1,
(4) 1,
(S) 1,
(6) 1,
(7) l,
(8) 1,

l = Strongly agree
2 = Agree

3 = Not sure

4 = Disagree

5 = Strongly disagree

Too much emphasis upon language.

The choice of students, many cannot keep
up with the program.

Students should get credit for the English
composition course if they are to take it
seriously.

Some of the teachers lack enthusiasm, are
hard to communicate with, and are poorly
informed.

The students need more freedom in choosing
their courses.

Some of the students are apathetic and
lack enthusiasm as well as maturity.

Justin Morrill College students have no
idea what they will be able to do after
they graduate.

Hastily and poorly developed courses.

(9)

(10)

(11)

(12)

(13)

(14)

(15)

(16)

(17)

(18)

(19)

(20)

(21)

220

The development of student and faculty
cliques within the school.

The summer trip abroad. How do we finance
it.

An inadequate description of the college
to incoming students.

The students are being forced into a
stifling community. They do not have
enough contact with the rest of the
university.

An unrealistic set of expectations made
of the students by the College.

Many of the bulletins on Justin Morrill
have misled students, faculty have welshed
on promises, many students mistrust the
faculty.

The faculty and students are influenced
too much by other J.M.C. students.

Most of the people outside of Justin
Morrill College have little or no under—
standing of the College.

Lack of fairness and competency on the
part of the enrollment officials.

The grading standards are too relaxed.

Justin Morrill College has no adequate
counseling system for potential drop-outs.
Students are grossly misadvised.

Too much control by department heads over
what is taught in their respective depart-
ments.

The Justin Morrill College is too much like
a liberal arts college. Too much emphasis
upon language with not enough math, science,
or related international subjects. Not -
enough electives.

(22)

(23)

(24)

(25)

(26)

(27)

(28)

(29)

(30)

(31)

(32)

(33)

221

The lack of definite goals and information
about the college. The average entering
freshman is at a loss to know what is
expected of him.

Not enough meaningful course work along
with the language. Why not study the
literature and geography of a country as
well as its language?

There is no honors program at Justin Morrill
College. The college should select only

the top half of the entering freshman class.
Most Justin Morrill College students are
only average.

Many of the faculty are isolated from the
students.

The math course is poor and too restrictive.

Not enough choice in the language. Why
not offer 3 or 4 instead of only two?

The lack of communication between the rest

of the faculty and the English teachers on

what is expected in the English composition
program.

Not requiring all students to attend the
lectures.

The use of graduate students as teachers
could hurt the program.

The administration could become disappointed
and shut down the college.

The school's policy on athletics is ridiculous.
Many of the inactive students are getting fat
and lazy.

Because of their isolation from the rest of
the university the Justin Morrill students
tend to be retarded in their maturity and
socialization.

(34)

(35)

(36)

(37)

(38)

(39)

(40)

(41)

(42)

(43)

(44)

(45)

(46)

222

The students feel they are a select group
and expect special treatment.

The students are too narrow in their
liberal arts education, they aren't getting
enough science.

The inclusion of non-credit expectations
such as lectures and English composition
tends to foster bad study habits and a
lack of responsibility.

The upperclassmen don't like the idea of
having their residence hall taken away
from them.

Inadequate facilities for the college.

Not enough concrete involvement outside
of the campus.

No concrete statement of Justin Morrill
College objectives.

Not enough interaction between faculty
and students.

The administration of the college tends

to view Justin Morrill as being experimental,
and as a result none of its members strive
for excellence.

There is a danger of creating a Hoge-Podge
curriculum without proper course sequence.

If too many students fail the college
will fail.

The integration of concepts from several
varied fields.

The faculty members must feel committed
to the program. At the present time many
are only on part-time loan and still are
tied to their own department.

(47)

(48)

(49)

(50)

(51)

(52)

(53)

(54)

(55)

(56)

(57)

(58)

223

There has been a clear-cut breakdown of
communication between the Justin Morrill
College students and the Non-Justin Morrill
College students.

The measurement of accomplishment.

Internal indecision on the part of the
policy makers often confuses the students.

Many freshmen lack guidance because of the
lack of older students in the college.

The college is aiming for size rather than
quality.

The college tends to be filled with long-
haired beat-niks who can't conduct themselves
well in public.

Money. Small classes taught by experienced
staff is expensive. The unequal distribu-
tion of wealth could cause the resentment
of those faculty not in Justin Morrill
College.

The negative outlook of other students
could seriously affect the outlook and
attitudes of the Justin Morrill students.

The difficulty of finding flexible creative
faculty members.

Not enough oral practice with the language.

Attempting to achieve a quick and easy
reputation through cheap publicity and
promotion gimmicks rather than excellence
based on the quality of students turned out.

Making the false assumption that old college
teachers are good teachers. The students
should evaluate the teachers of Justin
Morrill College and the poor ones should

not be allowed to teach.

(S9)

(60)

(61)

(62)

(63)

(64)

(65)

(66)

(67)

(68)

224

The students need special attention
or they will fail.

Inadequate equipment in the language labs.

Lack of advertising. Lectures, discussions,
etc. are not communicated to the students.

Many of the students are not gifted for
the study of language.

Few of the students are aware of the
objectives of the college.

Other faculty more interested in research
than teaching will oppose the college.

The wide range and levels of ability dis-
played by the students.

Whether or not the students will be admitted
to Graduate and Professional Schools with
this type of background.

The college will relax its goals to keep
the students.

The ambiguities of the program. It doesn't
offer any immediate vocational security,
and its benefits are difficult to make con-
crete. All of this could make parents as
well as students skeptical.

225

The following are statements made by the members of
the Snyder-Phillips Complex about what they can expect to gain
by being associated with the Justin Morrill College, or what
they can contribute to its development. Please evaluate as you

have evaluated the previous statements.

(1) l, 2, 3, 4, 5 The faculty can expect to learn by working
closely with students and other faculty
members in a relaxed personal context.

(2) 1, 2, 3, 4, 5 In general all those associated with J.M.C..
are pleased and stimulated with the excite-
ment of being associated with something
new and developmental.

(3) 1, 2, 3, 4, 5 For the most part all associated with J.M.C.
can either observe 6r eXperience language
learning within a focused intensive environ-
mental context.

(4) 1, 2, 3, 4, 5 Generally speaking all associated with
J.M.C. will aid or participate in new
methods and concepts of teaching liberal
arts.

(5) 1, 2, 3, 4, 5 All associated with J.M.C. can benefit
by interacting and working with different
students and teachers from different
disciplines.

(6) 1, 2, 3, 4, 5 The J.M.C. provides a context for teachers
and students to be experimental in their
approach to teaching and learning.

(7) l, 2, 3, 4, 5 Those associated with J.M.C. will gain
deeper insight into the world, its complex
societies, and its problems.

(8) 1, 2, 3, 4, 5 Under the guidance of the faculty the students
should gain an attitude of independence
and maturity.

(9)

(10)

(11)

l, 2, 3, 4, 5

l, 2, 3, 4, 5

l, 2, 3, 4, 5

226

Those associated with J.M.C. will gain
deeper insight into themselves, their aims
and objectives in life, and the role they
can play to make the world a better place
in which to live.

Through association with the upperclassmen
the J.M.C. students should gain a better
understanding of the University and what
is expected of them as residents of the
Snyder-Phillips Complex.

All those associated with J.M.C. can expect
to be stimulated intellectually and
encouraged to ask questions.

227

This section is concerned with what others think of
the J.M.C. Please evaluate the following statements which

were made by participants in the College.

(1) l, 2, 3, 4, 5 In general others view the J.M.C. as being
something new but have little or no specific
knowledge about what it really is.

(2) l, 2, 3, 4, 5 Many of the faculty members of M.S.U. who
are not involved in the J.M.C. view the
objectives of the College as being good
but over ambitious.

(3) l, 2, 3, 4, 5 Many of the members of the University who
are not in J.M.C. think that it is unfair
for the University to spend more money and
faculty time on the J.M.C. students than
they do for the rest of the students.

(4) 1, 2, 3, 4, 5 Many other students feel that the J.M.C.
students are being trained for the Peace
Corps or international service.

(5) l, 2, 3, 4, 5 Many others consider J.M.C. to be a liberal
arts honors college.

(6) 1, 2, 3, 4, 5 Many other faculty members are skeptical
of J.M.C's chances for success.

(7) l, 2, 3, 4, 5 In general other faculty are wistful or
envious of Justin Morrill teachers and wish
they had a chance to be a part of its program.

(8) 1, 2, 3, 4, 5 Many of the parents view J.M.C. as a sort
of Junior College where students spend a
year or two being oriented to University
life before they specialize in a particular
field.

(9) l, 2, 3, 4, 5 If some of the parents knew about the "bugs"
in the J.M.C. program they would remove
their son or daughter immediately.

(10)

(ll)

(12)

(l3)

(14)

(15)

228

Most of the other students feel that
J.M.C. students are shutting out the
world by creating their own community..

Many of the parents are threatened by the
expense of European travel as part of the
summer program.

At first J.M.C. was the butt of many jokes
but now the rest of the University is
sitting up and taking notice.

Many of the other students feel that being
in J.M.C. is an excellent way to get out
of taking Natural Science and the other basics.

Many of the parents are concerned about
what the J.M.C. student will be able to
do when he graduates.

Most of the parents are pleased with the
program and are happy that their son or
daughter is a part of it.

 

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