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I11 11.1II1. 22:11:43»; -'-~ ms l rat? .. . I! :f’Zusséga‘r 3-3% |\\\\ l\\l\\\\\\\\\\l \ W “W \\ \\\\\\l ‘ “*1“? .3 9 1 ' J 3 1293 10391 9910 L1...“ f, This is to certify that the dissertation entitled BRAZILIAN UNIVERSITY ADMINISTRATORS' PERCEPTIONS OF THEIR TRAINING AND THE ADMINISTRATIVE APPOINTMENT PROCESS: A CASE STUDY presented by Gilberto Fidelis has been accepted towards fulfillment of the requirements for i~ Ph . D. degree in Administration and HigheriEdfiCation Major professor Date December 3, 1981 MS U i: an Affmnctiw Action/Equal Opportunity Institution 0-12771 OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MTERIALS: Place in book return to remove charge from circulation records We ’ .167 t. \30 - \1 . ’6"; _ .. I no 'alllfig 554 z ”2.8 W) 99121993353 .I BRAZILIAN UNIVERSITY ADMINISTRATORS' PERCEPTIONS OF THEIR TRAINING AND THE ADMINISTRATIVE APPOINTMENT PROCESS: A CASE STUDY By Gilberto Fidelis A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1982 ABSTRACT BRAZILIAN UNIVERSITY ADMINISTRATORS' PERCEPTIONS OF THEIR TRAINING AND THE ADMINISTRATIVE APPOINTMENT PROCESS: A CASE STUDY By Gilberto Fidelis Purpose The main purpose of this study was to investigate the bio- graphic characteristics, experience, and perceptions of administrators at Universidade Federal de Minas Gerais (UFMG) regarding the prepara- tion, qualifications, and selection of university administrators. Their perceptions of crucial problems confronting administrators of Brazilian public universities were also investigated. The review of literature included the following topics: origin and development of university administration, development of higher education as a field of study, selected research studies on university administration, history of Brazilian higher education, and implications. Methodology The study population was the administrative personnel of UFMG. A mailed questionnaire was used for data collection. UFMG's Council of Graduate Studies administered the instrument. Because no specific hypotheses were set up to be tested, descriptive statistics and meas- ures of central tendency were used as the primary means of data analysis. Gilberto Fidelis Findings The "typical" administrator at UFMG is male, 45 years old, an associate professor, contracted to work full time, has a graduate degree that was probably awarded by UFMG, has university experience averaging l5 years in teaching and 6 years in administration, and no special preparation or training for his administrative work. Half of his work time is spent in administrative activities, and the other half is distributed among teaching, research, and other tasks. Administra- tors at UFMG perceived that: professional experience was more impor- tant than graduate degrees in the present and future process of administrators' appointments; the two most important personal qualifi- cations of a university administrator were ability to lead and solve problems and impartiality and objectivity; more local control of the appointment process is desirable; programs for preparing administrators should be informal and short-term in format, with emphasis on aca- demic administration, project and program evaluation, public adminis- tration, and budget planning. Problems related to financial support, planning, training of faculty and staff, and government centralization were perceived to be the major constraints confronting administrators of Brazilian public universities. I dedicate this dissertation to my parents: Joao Fidelis, in memoriam Alda Rossini Fidelis ii ACKNOWLEDGMENTS I am deeply grateful to Dr. James H. Nelson, chairperson of my guidance committee, who encouraged me to pursue a doctoral degree and without whose patience, academic and personal support this degree would not have been possible. Grateful acknowledgment is also due to Dr. Richard T. Houang for his friendship, time, suggestions, and advice, particularly relative to the statistical treatment of the data. In addition, I would like to express my appreciation to the following individuals and organizations: --Dr. Richard L. Featherstone and Dr. David K. Heenan, my other committee members. --Dr. Almeri Paulo Finger for reading the manuscripts and . making suggestions. --Khalil Elain for computer services. --Sue Cooley for editing and typing. -—The Brazilian government and the Sage Foundation for financial assistance. --To my beloved friends, Artur Diniz, Helio Pontes, Maria Regina Nabuco, and Nara Maldonado de Carvalho, for their confidence and support throughout the years. TABLE OF CONTENTS Page LIST OF TABLES ........................ vii LIST OF FIGURES ........................ ix Chapter I. INTRODUCTION ..................... l The University's Role in National Development . . . . l General Background ................. 3 The Brazilian Setting ............... 3 The Educational System .............. 5 The Administration of Higher Education in Brazil . . 12 Statement of the Problem .............. 20 Research Questions ................. 2] Importance of the Study ............... 2l Limitations ..................... 23 Definition of Terms .' ................ 23 Overview of the Study ................ 25 II. REVIEW OF LITERATURE ................. 26 Introduction .................... 26 Administration of Higher Education: Its Origins and Development ............. . ..... 27 Development of Professional Administrators ..... 3l Formal Instruction ................ 32 Internships .................... 33 Short Programs for Working Administrators ..... 33 The Development of Higher Education as a Field of Study in the United States ............ 34 Development of Higher Education Prior to 1920 . . . 35 Development of Higher Education From l920 to l945 . 36 Development of Higher Education After l945 . . . . 37 The Nature of Administrative Preparation ...... 38 Changes in Administrator Training ......... 41 The Present Structure of Administrator Preparation . 45 Dimensions of Administrator Preparation ...... 46 Review of Selected Studies on Higher Education Administration .................. 48 iv History of Brazilian Higher Education and Implications for Administration and Development .................... Colonial Period: 1500-1807 ............ United Kingdom: 1808-1822 ............. The Empire: 1822-1889 ............... The Republic: 1889 to the Present ......... Implications for Administration and Development of Higher Education in Brazil ........... The Colonial Inheritance ............. Contemporary Problems ............... The Brazilian Context ............... Summary ....................... DESIGN AND METHODOLOGY ................ Introduction .................... The Survey Population ................ Choice of Questionnaire as the Survey Instrument . . Questionnaire Design ................ Respondents' Background .............. Respondents' Perceptions ............. Procedures ..................... Pretest ...................... Delivery and Administration ............ Summary ....................... ANALYSIS OF DATA ................... Introduction .................... Characteristics of Administrators .......... Biographical Characteristics ........... Professional Experience .............. Job-Related Characteristics ............ Administrators' Perceptions ............. Process of Appointment .............. Preparation of Administrators ........... Problems Faced by Brazilian Universities ..... Summary and Discussion ............... SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ....... Introduction .................... Summary ....................... Conclusions ..................... Conclusions Responding Directly to Research Questions .................... Additional Conclusions .............. Recommendations ................... Page APPENDICES .......................... 158 A. QUESTIONNAIRE ..................... 159 B. COVER LETTER ..................... 167 C. CODE GROUPINGS .................... 169 D. TEACHING AND ADMINISTRATIVE EXPERIENCE ........ 183 BIBLIOGRAPHY ......................... 186 vi Table 10. 11. 12. LIST OF TABLES Enrollment Distribution by Levels of Schooling, 1962-1978 ....................... Experience of 10,000 Students Who Begin Elementary Education ....................... Number of Educational Institutions in Brazil, According to Geographic Regions ............ Response Rate ...................... Comparison Between the Population of A11 Administrators and the Respondents of the Study ........... Characteristics of the Administrators by Administrative Positions and Discipline Areas ............ Earned Academic Degrees According to Place of Awarding, by Administrative Position and Discipline Areas . . . . Average Number of Years of Teaching and Administrative Experience, by Administrative Position and Discipline Areas ................... Average Number of Terms and Years of Appointment to Various Administrative Positions, by Administrative Position and Discipline Areas ............. Percentage of Time Spent Per Week by Administrators on Different Activities, by Administrative Position and Discipline Areas ................... Percentage of Time Spent on Different Administrative Activities, by Administrative Position and Discipline Areas ................... Percentage of Respondents Rating Different Academic Degrees as "Important" in the Present Appointment Process, by Administrative Position and Discipline Area ......................... vii Page 59 86 89 92 94 96 98 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. Percentage of Respondents Rating Different Academic Degrees as "Important" in the Future Appointment Process, by Administrative Position and Discipline Areas ......................... Cross-Tabulation of Respondents Who Rated Different Academic Degrees as "Important" in the Present and Future Process of Appointment ............. Respondents' Ratings of the Importance of Professional Experience in the Present and Future Process of Appointment ...................... Percentage of Respondents Selecting the Ten Qualifica- tions as "Maximum Importance," by Administrative Position and Discipline Areas ............ List of Specific Qualifications and Experiences for the Different Administrative Positions ........ Percentage of Respondents Selecting Different Formats for Administrative Preparation, by Administrative Position and Discipline Areas ............. Percentage of Respondents Selecting Different Topics for the Preparation of Administrators, by Adminis- trative Position and Discipline Areas ......... Percentage of Respondents Selecting Different Topics for Formal and Informal Preparation of Present and Future Administrators ................. Preferred Topics for Preparation of Administrators Average Ranking of Perceived Crucial Problems Confronting Brazilian Public University Adminis- trators ........................ viii Page 108 109 111 113 116 122 124 127 128 130 LIST OF FIGURES Figure Page 1. The Different Groups of UFMG Administrators ...... 70 ix CHAPTER I INTRODUCTION This study is concerned with Brazilian public higher education administration at the Federal University of Minas Gerais (Universidade Federal de Minas Gerais-~UFMG). Its primary objective is to investi- gate the training, experience, and perceptions of administrators regard- ing their preparation for administration in higher education. The purpose of this chapter is to identify the problem and its background, to establish the importance and need for such a study, to state the research questions, to state the limitations and define important terms, and to provide an overview of the dissertation. The University's Role in National Development There is little dispute concerning the important role that universities must play in the total development of a society. Uni- versities must not only produce the trained manpower required for industrial progress, political development, and social advancement; they must also create an adequate social base to undergird develop- mental aims that are adequate in terms of values, attitudes, and motivation, as well as the skills to support modern national objec- tives. In fulfilling this role, universities must meet the challenges of today by contributing to the renovation of overall educational l systems for the benefit of national development. This involves new relationships among administrators, teachers, and learners, in the functioning of universities. Accordingly, changes need to be considered not only in content and methods, but in processes, objectives, and structures, as well as in the administration and organization of higher education. As Henderson, Boahmah, and Kunst (1970) stated in the preface to their book on training university administrators, Administration of higher education must be organized on a sys- tematic basis. It can no longer be improvised. Countries must consider ways of rationalizing the utilization of resources, both human and material, and this is a responsibility of the uni- versity administrator. (p. 1) In Brazil, as in most developing countries in which expertise in university administration is generally being provided by "on-the- JOb learning," there seems to be an urgent need to improve present preparation methods as well as to create new alternatives for prepar- ing higher education administrators. Oliveira (1970) described the problem in the following way: The task to adapt the universities to the new demands of a society in evolution is the most difficult faced by under- developed countries. This task requires new mental activities and attitudes from people recognized as conservatives, as these are usually the people responsible for the administration of the educational system of such countries. The changes required involve people with well-defined situations and who have no concern to alter the status quo. In general, these people have the social situation and political links that enable them to resist the changes. (p. 97). The need for strong and versatile university administration increased with the industrialization and urbanization that are now being experienced. In providing new professionals with the specialized skills to meet the demands of development, universities must manage their limited resources effectively. One way they can do this is to ensure a high level of efficiency in their administrators. Commenting on this point, Henderson et a1. (1970) pointed out that one of the most important problems of university administration in developing countries involves the training of men and women who, by reason of inexperience, must begin their duties in elementary posi- tions, but rise rapidly in responsibility through the different levels of administration because a shortage of qualified personnel is always present. Thus, as a result, these people might soon become officers at the policy-making level of institutions. "How should they be trained?" asked Henderson et al. (p. 13). This study was an attempt to deal with this question, at least in part. Investigating the biographic and professional char- acteristics and perceptions of present university administrators was considered to be one way to gain a better understanding of the situa- tion, discovering alternative ways to improve conditions and ultimately to provide better preparation of university administrators in the pub- lic higher education system of Brazil. General Background The Brazilian Setting Brazil is the wealthiest country of the Portuguese-speaking world, with more than 121 million people and a population growth rate of about 2.4 percent per year. Its population has a very high ratio of young people, with 46 percent under the age of 20 years. Brazil is also the fifth largest country in the world, with 3.3 million square miles of territory, almost half of South America. In 1974, more than 80 percent of the Brazilian pe0ple were baptized members of the Roman Catholic Church. Nevertheless, Protes- tants, Jews, Buddhists, and others enjoyed religious freedom (Anuario Estatistico do Brasil, 1981, p. 79). Approximately 57 percent of the population are of European descent, 8 percent are of African descent, 4 percent are of Asian descent, and 31 percent are of mixed heritage. Intermingling of the three principal racial groups--Portuguese, Indian, and African--as well as an influx of immigrants from Europe, the Middle East, and Japan, has earned Brazil a reputation as a melting pot. The latest data available (1976) showed that the labor force comprised approximately 39 million workers. More than 36 percent of these laborers were involved in agriculture, 29 percent in the indus- trial sector, and the remaining workers were related to the tertiary sector of employment, i.e., services, transport and communication, public administration, and other activities (Anuario Estatistico do Brasil, 1981, p. 139). One of the most important features of Brazil's recent history has been its rapid urbanization. The steady relative decline in agri- cultural employment reflects the continuing flow of rural people to the cities, in particular to the prosperous industrial cities of the East and South. This massive migration from country to town has increased the urban population at a rate more than triple that in the countryside. In fact, a comparison of the census figures of 1940 and 1976 indicates that the rate of urbanization increased from 31.2 to 62.1 percent during that period (Anuario Estatistico do Brasil, 1981, p. 113). Politically, Brazil has adopted a model similar to that of the United States, being organized into a federation of 21 semi- autonomous states and four territories. This might be expected to result in decentralization of education, but that is not the case (Havighurst & Moreira, 1965, p. 6). The Educational System The Brazilian educational system has deep traditional roots going back to the Portuguese colonial period, but it has also been influenced through the years by European and American structural models. This diversity of influence has caused some contradictions in educational philosophy and its implementation. The system of education that developed during the first half of the twentieth century took as its model the French system of about 1900 (Havighurst & Moreira, 1965, p. 135). Today, the formal educa- tional structure provides for eight years of compulsory education beginning at the age of seven. Ensino de primeiro grau (elementary education) is followed by a three- or four-year course termed ensino de segundo grau (secondary education). The latter precedes the ensino de nivel superior (higher education). In recent years, there has been increased interest in school- ing at all levels, but this interest has been greatest in higher edu- cation. As shown in Table l, in 1978 more than 21 million children were enrolled in the primeiro grau program (compared to less than 10 million in 1962), and 2.5 million were enrolled in the segundo grau program (compared to 0.3 million in 1962). Ensino de nivel superior registered 1,225,557 students in 1978 compared to 107,299 in 1962. In brief, dur- ing the years from 1962 to 1978, enrollment in the educational system increased about 149 percent, with enrollment increases of 122 percent in ensino de primeiro grau, 650 percent in ensino de segundo grau, and more than 1,000 percent in ensino de nivel superior (Anuario Estatis— tico do Brasil, 1981). Table 1.--Enrollment distribution by levels of schooling, 1962-1978. Enrollment at the Beginning of the Year Year Primeiro Grau Segundo Grau Nivel Superior Total 1962 9,664,423 335,761 107,299 10,107,483 1964 11,670,995 439,040 142,386 12,252,421 1966 12,585,190 593,413 180,109 13,358,712 1968 14,348,120 801,075 278,295 15,427,490 1970 15,894,627 1,003,475 425,478 17,323,580 1972 18,370,744 1,299,937 688,382 20,359,063 1974 19,286,611 1,681,728 937,593 21,905,932 1976 19,523,058 2,212,749 1,096,727 22,832,534 1978 21,473,100 2,519,122 1,225,557 25,217,779 Source: Adapted from Anuario Estatistico do Brasil 1980 (Rio de Janeiro: Fundacfio Instituto Brasileiro de Geografia e Estatistica, 1981), p. 212. A broader picture of the educational spectrum of the Brazilian people includes the fact that literacy rose from 49 percent in 1950 to 62 percent in 1960 and to 64 percent in 1970 (Anuario Estatistico do Brasil, 1981, p. 205). The governmental program to eliminate illit- eracy was intensified during the early 19705, and, in 1973, it was estimated that 74 percent of all adult Brazilians were literate. These literacy statistics, supplied by the Brazilian government, are regarded as optimistic by some observers, who believe that much of the p0pu1a- tion classified as literate either has never become fully literate or has lapsed into illiteracy (Weil, Black, Blutstein, Johnson, & McMorris, 1975). Perhaps one of the most serious problems related to the per- formance of the Brazilian educational system is the rate of attrition observed throughout the entire system. Table 2 shows the development of 10,000 students going through the system and the attrition rate observed. The situation becomes even more complex when it is remembered that the data in Table 2 were based on the number of students entering elementary school--not the total number of students at the age of compulsory education. In 1974, according to governmental statistics, only 80 percent of the total school-age population was enrolled in the educational system. As shown in Table 2, 73 percent of all students who began primary education, 79 percent of those who started secondary education, and 60 percent of those enrolled in higher education dropped out of school before graduating. In fact, of the original 10,000 who began primary education, on1y 34 completed university, with an attrition rate of 99.66 percent. Table 2.--Experience of 10,000 students who begin elementary education. Percent Percent Step Enrollment boss From Loss receding A 1 t d Step ccumu a e Beginning primary school 10,000 --- --- Completing primary school 2,673 73.21 73.21 Beginning junior high school 952 64.39 90.48 Completing junior high school 400 57.99 96.00 Completing senior high school 188 53.00 98.12 Beginning university 76 59.58 99.24 Completing university 34 55.27 99.66 Source: Stelio Dias, "A Study of Atconian University Principles and Their Influence on Higher Education Reform in Brazilian Uni- versities" (Ph.D. dissertation, University of Houston, 1973). The higher education system in Brazi1.--The historical roots of Brazilian higher education can be traced to the Jesuit priests who accompanied the first colonial governor, Tomé de Souza, to Brazil in 1549. The original goal of the Jesuits--"to provide religious instruction and literary training"--was later redirected for "secondary and higher education in order to educate the lay leaders of Catholicism as well as priests" (Haussman & Harr, 1978, p. 46). The major Jesuit school was at Bahia. It began awarding a bachelor's degree in 1575, a licenciate in 1576, and a master's degree in arts in 1578. After earning such a degree, students would go to Rio de Janeiro to study for the priesthood, to Coimbra to study law, or to Montpellier, France, to study medicine (Benjamin, 1965, p. 32). Portugal, however, never agreed with the establishment of a university in the colony. In 1759, the Portuguese prime minister expelled the Jesuits from Brazil because of general criticism among European mon- archs about the priests' authoritarianism and antiquated teaching methods. The establishment of higher education that was primarily professional in character came in about 1808. The first schools to be established were the Naval Academy and the School of Medicine at Rio de Janeiro. Other schools were soon founded in Bahia, Recife, and $50 Paulo (Azevedo, 1950). It was not until 1920 that the first university, the University of Rio de Janeiro, was formed by the meld- ing of the existing schools of law, medicine, and engineering. In the last two decades, the Brazilian higher education system has expanded dramatically. In 1962, approximately 107,000 students were enrolled in higher education (Table 1). The current Brazilian higher- education student population was projected by Wright (1977) to be 1.8 million, and higher-education enrollments throughout the country undoubtedly will continue to increase. The Brazilian higher-education system comprises three basic units: isolated establishments, federations, and universities (privatelycn‘publicly funded). The isolated establishment is a self-contained pedagogic and scientific unit structured to offer the basic knowledge essential for the practice of a profession, for 10 example a school of law or a school of engineering. Federations are formed when independent establishments of the same or adjacent areas consolidate, which results in a coordinated administration and a uni- fied status with regard to organization and function. For example, a school of law might combine with schools of economics and education to form a federation sharing the same administration, by-laws, and aca- demic procedures. "Since 1930, universities have changed in concept from loose associations of a small number of independent institutions organized under a common administrative authority to more structured systems consisting of faculty and departmental organizations similar to the European and American models" (Simao, 1978, p. 12). These higher-education institutions can be private or PUbllC (federal, state, municipal). In 1978, the public sector comprised 44 universities, l federation, and 185 isolated establishments; the private sector comprised 21 universities, 31 federations, and 611 inde- pendent establishments (Ministry of Education and Culture, 1979). To illustrate the rate of growth evidenced by the preceding figures, it should be noted that in 1940 the distribution was five universities and eight independent establishments for the public sector and one university and 22 independent establishments for the private sector. Problems in Brazilian higher education.--Brazilian universi- ties are facing a complex set of problems throughout the system. Contradictions in educational philosophy (whom to serve and what to offer), inappropriate facilities, deficient libraries, and inability to attract or to train qualified teachers are typical of the problems currently being faced. These problems are further aggravated by the 11 "lack of know-how of university administrators which historically maintain universities between disorder and the paroxysm of bureauc- racy" (Maya, 1979, p. 97). Two additional pressing problems that exist in Brazilian higher education are the inability of the institutions to deal with the expanding demand for higher education and the overall system of administration. Expandinggdemand: 1. Student applications and enrollments. In the last two decades, the Brazilian university-student population increased by 1,042 percent (see Table 1). This large increase in enrollments was not the result of deliberate planning and specific objectives. Thus, many problems throughout the structure of Brazilian higher education can be related to its rapid growth (Braga, 1978). According to Braga, the problems that originated with expansion of higher education were brought about because the explosive expansion of higher education in the last fifteen years, to attend an increasing demand, was executed without any objectives and planning. Thus, such expansion is now characterized by its irregular distribution between public and private institutions; the kinds of institutions, the areas of knowledge, majors, geographical distribution, human and financial resources. (p. 17) In 1960, for each undergraduate university opening, there were 1.82 student applications. But, in 1980, even with the tremendous increase in availability of higher education, this ratio was projected to be 2.9 students per opening, i.e., one more student applying for each opening than in 1960 (Wright, 1977, p. 23). Instead of alleviating 12 the growing pressure of students seeking undergraduate studies, the enormous increase in the numbers of students accepted into higher education may have stimulated it. People who would never have expected to seek higher education are now attracted to it because of the increased number of openings. 2. Discrepancy between student demand and national needs. Another area of potential concern is the distribution of students according to major fields most needed in Brazil. In 1976, more than 25 percent of all higher-education students were enrolled in law, education, and language majors. Since the higher education degree is valued as a status symbol without any interest in the needs of the community or national development, situations such as having eight medical doctors for each graduated nurse, or having 32,000 new business administrators each year as compared to only 150 food scien- tists,vfill continue to occur (Braga, 1978, p. 10). The Administration of Higher Education in Brazil Until very recently, the university organization model that Brazil inherited was a structure divided up into independent schools, patterned after European models and with their limitation for acquir- ing and transmitting the scientific knowledge of the day or of apply- ing and adapting such knowledge to meet local needs as a means of solving national problems. The University Reform Law of 1968 basically changed the struc- ture of Brazilian universities. The French model of the university, with its characteristic tendency toward centralization, was replaced by a more flexible and decentralized system like the American model. 13 New concepts in university administration emerged from the University Reform Law, such as the departmental structure, credits, basic and professional studies, student participation, and optional or elective courses. However, innovations did not occur through- out the entire university structure; i.e., some methods and pro- cesses were perpetuated as they always had been. This condition of "old" methods in some activities interacting with "new" procedures brought about by the University Reform Law has produced some areas of conflict in the universities' academic routines. To cite one example, universities are legally autonomous in administrative and academic areas. However, in practice, their dependence on the federal government is so powerful that university administrators cannot decide on the design of professional curricula, the career structure of faculty and staff, their own budgets, or even the process of selecting top univer- sity administrators. One interesting phenomenon became apparent in the years that followed the University Reform Law. The newly designed structure of universities was intended to transform the older European-type pro~ .fessional school into an American-type system with a departmental structure, more interdisciplinary programs, and an emphasis on research and training in technological fields. Such changes were almost immediately implemented in all public universities in Brazil. However, the expansion and complexity of administrative matters in the new structure, if indeed envisioned, did not receive the neces- sary support. 14 Thus, hundreds of new administrative offices--the departmental chairmanship, for example--were created in Brazilian universities, and apparently it was assumed that "on-the-job learning" would be the method by which to train administrators, or that they would receive no special preparation at all, since there were no prerequisites for candidates for the newly created offices and no provisions were made for their training. Moreover, the Reform Law preserved the original practice of having top administrators in each institution be appointed by the president of the Republic and the Minister of Education. Thus, in the new and dynamic structure envisioned, the old system of appoint— ing administrators was preserved. And, since there is no definition of prerequisites in terms of experience and qualification for any top office in these institutions, the political power in the process of selection and appointment remained unchanged. The problem is aggra- vated by the fact that decisions on such important matters are made far from the institutions (Dias, 1973). TWO major problems in university administration may be inten- sified as a result of the increase in administrative positions and the underqualification of administrators: l. improvisation as a method of administration, since planning is deficient if not completely nonexistent; 2. excessive attention to routines, formats, and processes, and lack of emphasis on the ultimate goals of the insti- tution. 15 Ribeiro (1974) stated that "the tendency to improvise char— acteristics of the organization of university life at present should be replaced by centralized planning as an administrative norm and in recognition of the need for social responsibility in the use of meager public funds" (p. 325). Such centralized planning would require a highly competent technical administration to decrease alienation and routines and to generate a creative and critical view of education (Mendes, 1972). This may be almost impossible with the existing process in Brazil with the lack of preparing and training administra- tors for the university system. The present processes of selecting and preparing university administrators include: 1. Appointment system. The reitor (chief administrative officer) is appointed by the President of the Republic; the vice- reitor (general vice-president) and diretores (deans) are appointed by the Minister of Education for a four-year term. In essence, this process has been used since the first reitor was selected in 1920. Such appointments are based on "candidate lists" prepared by university councils composed of faculty, staff, and student body representatives and submitted to the federal government. Pro-reitores (university vice-presidents) and chefes de departamentos (departmental chairper- sons) are also considered administrators but are appointed by the reitor and diretores, who select them from lists prepared by the respective councils or departments to which the new administrators are related. The term of a chefe de departamento is two years, and that of a pro-reitor is generally four years. l6 2. Formal_preparation. There are no specific requirements for any office in the university administration in terms of academic background, field of study, or level of degree obtained. 3. Experience. No previous administrative experience is required--at least such requirements are not explicitly stated. However, top administrative offices generally attract experienced teachers who usually have a limited knowledge of administration. Although the common pattern is to appoint teachers to adminis- trative offices without requiring specific preparation, which may imply that no experience at all or "learning on the job" is generally accepted, there are some incipient forms of preparation of university administrators. The master's degree in university administration at the Fed- eral University of Santa Catarina (Universidade Federal de Santa Catarina) is, to the knowledge of this investigator, the only graduate-degree course offered in the area. A limited number of semi- nars, congresses, workshops, and short-term courses are also provided by different institutions. In addition, the Reform Law of 1968, which created a new structure for the system of administration, may have created more contradictions and conflicts in the direction of the institutions of higher education. Although candidates for administrative offices in the university are not required to have administrative training, there is strong evidence to suggest that on-the-job learning is not sufficient. 17 The importance of special preparation for university adminis- trators was clearly reported by Cox (1966), who stated that the problem of filling these university administrative vacancies 1S not one merely of numbers; it is also a problem of quality. The increasing complexity of our institutional involvements makes imperative the availability of academic administrators with the necessary qualifications, skills, and experience to provide competent leadership irI dealing effectively with new relation- ships, internal and external. The pace and complexity of insti- tutional life have increased to such an extent that an institu- tion may be seriously disadvantaged by the appointment of a dean, provost or president who must develop basic administrative skills "on the job." (p. 170) It is not only in the related literature that evidence of dissatisfaction with the process of on-the-job learning can be encountered. Certain actions taken by the Brazilian government and professional associations in Brazil in regard to this matter can be interpreted as concern to change the present situation. Among those actions, h11973.the Technical Assistance Program (DAU-MEC-CODEAT) was established with the objective of providing uni- versities with conditions to overcome the "main deficiencies of the administration, resistance to the reform, and principal obstructions to the change process" (Lanski, 1977, p. 7). Major goals of the program were the training and development of personnel with skills in planning and administration of educational institutions, and the development of an "initial contingent of administrators who should obtain abroad a Master's Degree in University Administration." This was a clear statement that the on-the-job learning process of prepar- ing administrators was not attaining its expected objectives and was a "vote of confidence" for the training of administrators through a formal method of studies, that is, instruction in higher education. 18 Two years later, the federal government launched a new program, the MSU-MEC Brazil program (MSU International Programs, 1974-78). This program emphasized development of one specific area, agriculture, but had as one of its purposes the improvement of administration and plan- ning across 12 institutions of the Brazilian public higher-education system. In this program, American university professors went to Brazil as consultants for the development of academic activities; six of them had duties specifically related to administrative issues. Again it can be seen that improvement of university administration was one of the project's goals. The Conselho de Reitores das Universidades Brasileiras (Brazil- ian Council of University Rectors--CRUB) and the Associacfio Nacional de Professores de Administracéo Escolar (Association of Professors in Educational Administration--ANPAE), both professional associations, are vitally concerned with the problem of administrative training. This concern is also reflected in numerous short courses, seminars, international contracts, publications, and conferences on university administration and planning, designed to improve the technical skills of Brazilian university administrators. In summary, there are two interrelated problems in the admin- istration of public higher education in Brazil: the administrative organization of the system and the insufficient training of adminis- trators. Although the University Reform Law of 1968 overhauled the structure of universities, it did not address the issues of accounta- bility and administrative efficiency. For example, Braga (1978), a member of the Ministry of Education, reported in his analysis of the 19 present higher-education system that the cost per student in a public university in 1975 was estimated to be three times more than that in a private university. At the same time, Braga asserted that "only 10 to 30 percent of public universities' faculty hours contracted are effectively converted to teaching assignments" (p. 39). He suggested that the high cost for public higher education might be caused by the lack of financial autonomy, the bureaucratic stagnation of financial management, and the lack of social sensitivity to the use of public monies. This lack of social sensitivity led Castro (1978) to call the Brazilian public universities the "country clubs without fees" (p. 36). These problems, reported a decade after the passing of the University Reform Law, may be interpreted as the ineffectiveness of changes imposed by the government on the administrative organization of uni- versities. Braga contended that changes within the administrative organization must come from internal mobilization and motivation. In assessing the partial failure of the University Reform Law and the need for local leadership and motivation, he stated that the work on the University Reform Law had as its objectives to renovate and integrate the university. Unfortunately, the renovations were not sufficient to cleanse the university of its bureaucratic mustiness. It seems that the university not only expects the financial resources from the government . . but also initiatives for all its actions. This creates a climate and a mentality--at the decision-making center of the university--which inhibits creativ- ity, the acknowledgment of its objectives and consequently its autonomy. The undeniable truth is that . . . no one except the university can make it function and grow. A university that acknowledges its objectives manages its available financial resources through mobilization and involvement of its constitu- encies. This is a university destined to grow and find its own 20 identity. In this way, university autonomy, the basic condition for control of the necessary means to attain its objectives, will arise. Autonomy is something to be achieved and not a privilege that is given. (p. 35) In essence, Braga argued that changes within the Brazil- ian public university system must first come from within the univer- sity and not from without. University administrators are the central actors who could initiate the change. Administrative skills and social vision are essential in this process. Thus, the present system of preparing university administrators needs to be studied because the problems may, in part, result from an inadequate preparation of administrators. One approach to diagnosing and understanding this problem is to determine how administrators at a Brazilian university perceive the adequacy of their preparation for the jobs assigned to them, and to investigate possible alternatives for preparing university administrators. If administrators actually perceive limitations in the training they receive for administrative roles, their perceptions may be useful in developing alternative means of preparing administrators. Concerning the background and rationale of staff development in universities, Piper and Glatter (1977) stated that training has to attract participants. This means that they must at least start from the participant's perception of his own problem. If he has problems which stem from a misconception of his difficulties and he has a rather unsophisticated understanding of his predica- ment, he is unlikely to respond to course advertisements which do not make some concession to his point of view. (p. 23) Statement of the Problem This study was designed to investigate characteristics of admin- istrators at the Federal University of Minas Gerais and their-perceptions 21 regarding the importance of experience and preparation in the appoint- ment process. Professional training for present and future adminis- trators and crucial problems presently confronting Brazilian univer- sities were also investigated. Research Questions The following general research questions were investigated: 1. Who is the "typical“ administrator at the Federal Univer- sity of Minas Gerais in terms of biographic, professional, and academic degree qualifications? 2. How do administrators distribute their time according to different categories of work, i.e., administration, teach- ing, research? 3. What are the perceptions of UFMG administrators about the administrative-appointment process with respect to the importance of degrees, experience, and personal char- acteristics? 4. What type of special administrative training, if any, do administrators at UFMG perceive as important? 5. What are the crucial problems in Brazilian public univer- sity administration, as perceived by UFMG administrators? Importance of the Study This study is important because it represents an attempt to investigate personal and professional characteristics of university administrators and their perceptions about major problems in Brazilian university administration and about qualifications and experience needed by future university administrators. The need for competent administrators is beyond question. Gould (1970) asserted that "the university has never been more neces- sary to the national life but never in a more precarious position." Palianchak (1970) pointed out that "it is useful to investigate the kinds of preparation that are considered essential for the person 22 who chooses to enter a field of Higher Education by choice rather than some secondary happenstance" (p. 2). Few studies on this subject have been conducted in Brazil. One of these is Finger's (1978) study, "The Role and Functions of Brazilian University Presidents." However, his study differed from the present study in the sense that only university presidents and members of the Federal Council on Education were interviewed, and the aspects related to the training for administrative positions did not emphasize details in format and content of training. Administration of higher education requires a greater diver- sity of skills than perhaps most comparable positions. In training individuals for such a role, it is important to be aware of their special opinions and perceptions concerning that role. A program for the preparation of administrators should be based on an understanding, from their perspective, of the variety of demands with which they are confronted. It may also be argued that this study is important because the social and economic development of Brazil inevitably depends on the quality of higher education and therefore relies indirectly on the level of university administration and educational leadership provided. Finally, it is hoped that this study will serve to stimulate further research and development in the area of university adminis- tration. 23 Limitations The study limitations were as follows: 1. The study was limited to the Federal University of Minas Gerais, and generalizations can be made only about that university. 2. The primary instrument for collecting data was the ques- tionnaire, with its inherent recognized measurement limitations that should be taken into consideration in the interpretation of data. 3. .Less than 100 percent return of the questionnaires could reduce the validity of generalizations made. 4. Although objectivity and impartiality were sought, the researcher may have had cultural and professional biases that affected the study. 5. The subjective perceptions sought in this study could be a limitation because they were based on persons' subjective judgments rather than actual circumstances. Definition of Terms Terms used in the study are defined below to clarify their meaning as used in this dissertation. Throughout the remainder of the dissertation, Portuguese terms are used in referring to univer- sity officials. Administration/management--The entire process of planning, decision making, and communicating involved in the management of colleges and universities by their administrative bodies. Administrators/administrative bodies--Those individuals occu- pying offices at Brazilian public institutions of higher education in the following positions: 24 --Reitor--The university's chief administrative officer; the person in charge of a university, appointed for a four-year term. --Vice-reitor--The general vice-president. The person who, besides his specific tasks, would assume the university presidency in the absence of the president. Appointed for a four-year term. --Pro-reitor(es)--The university vice-president(s). Assistantix>the president for areas like research, extension, under- graduate and graduate studies, administration, and plan- ning. Appointed for a four-year term. --Diretor—-Dean; the head of a college faculty or school of a university; appointed for a four-year term. --Coordenador de curso(hepos-graduac50--Graduate degree coordinator; the top coordinator for administrative and academic mat- ters involving a specific segment of courses leading to a graduate degree; appointed for a two-year term. --Chefe de departamento--Department chairperson; the head of an academic department in a university; appointed for a two-year term. --Membro de conselho--Council member; elected official holding membership in different councils of one university, like the university council, the council of research and teaching, the council of graduate studies, the council of research, and the council of extension. Ensino de primeiro grau--E1ementary education for eight years, which students are supposed to begin at the age of seven. Ensino de segundo grau--Secondary education, composed of three or four years of education for students 15 to 18 years old. Ensino de nivel superior--Higher-education courses leading to a 8.5. degree, master's degree, and doctoral degree. Isolated school or independent school—~An institution of higher education that is not part of a university. 25 Public university--An institution that offers academic programs beyond the secondary-school level, and whose legal control and finan- cial support are vested in the federal government. Overview of the Stugv In reporting the investigation of perceptions of administra- tors at the Universidade Federal de Minas Gerais, this dissertation is divided into five chapters. Included in Chapter I were the introduction, the problem statement and its background, the importance and limitations of the study, definitions of terms, and the overview of the dissertation. A review of the selected literature related to the study is found in Chapter II. The evolution of administrative support of the university and preparation of administrators are reviewed. Included areau1historical overview of Brazilian higher education and related research concerning perception of needs in higher education adminis- tration. The research design and methodology are described in the third chapter. The population, instrumentation, data-collection procedures, and analysis methods are included. The results of the study are reported and analyzed in the fourth chapter. Chapter V contains a summary of the study findings, conclu- sions, and recommendations for further research or action. CHAPTER II REVIEW OF LITERATURE Introduction This study was designed to investigate the personal and pro- fessional characteristics of administrators at the Federal University of Minas Gerais, as well as their perceptions about the ideal quali- fications and preparation of future university administrators. In addition, data related to their opinions about major problems in Brazilian university administration were gathered and analyzed. The literature search included four nmjor sources of mate- rials: (1) Dissertation Abstracts International (2) ERIC (Educational Resources Information Center) documents, (3) the Educational Index, and (4) secondary sources from the writer's personal collection. This chapter contains a comprehensive review of various topics related to the present study. First, the writer presents an historical overview of the origin and development of administration in higher education institutions, including a discussion of alternate ways of preparing university administrators. Next, the development of higher education as a field of study in the United States, studies analyzing the nature of administrative preparation, and program ele- ments and structure are covered. Another area requiring attention was research on higher education administration; selected major studies on this topic are reviewed. Finally, the history of Brazilian 26 27 higher education and consequent implications for the development of higher education administration in Brazil are briefly discussed, in order to approach the problem from an historical perspective. Administration of Higher Education: Its Origins and Development The features and traditions of the contemporary university date back in part to the European university of the late Middle Ages. Until the 15005, higher education was religious oriented, leading its students to studies in law, medicine, and theology. Since there was no formal administrative body for such institutions and it was a "time when the university itself had no permanent officers of its own" (Brubacher & Rudi, 1976, p. 365), their government was managed by the "students--as the guild of scholars at the University of Bologna, by the faculty--as the guild of masters at the University of Paris, and by the state" (Phillips, 1969, p. l). Rashdall (1975) pointed out that the first chancellor of Oxford University was appointed in 1214, and before that masters and scholars were governed by ecclesiastical authorities. Later, the guild of masters or stu- dents selected a rector; deans of faculties were the next adminis- trators to appear (Kerr, 1964). Oxford and Cambridge experienced progressive developments in the 17005 through the establishment of residential colleges as opposed to faculties. Those residencies, according to Perkins (1973), were established to stimulate close contact between teacher and learner, thus promoting the teaching-learning enterprise. By the end of the century, however, European universities had become "centers of 28 reaction in their societies, opposed, in large part, to the Reforma- tion and antagonistic to the new science and the spirit of creativity" (Kerr, 1964, p. 10). The rebirth of such institutions was ignited by German uni- versities. The major event leading to this rebirth was the estab- lishment of Berlin University by Humboldt in 1809. Revolutionary ideas concerning the structure of the university were put into practice; such innovations included the creation of the department and the institute, as well as a new role for the faculty. According to Cowley (1980), decisions on academic matters were turned over to the profes- soriate through "the establishment of governing boards made up of full professors, who elected a rector each year from their own number to administer academic affairs" (p. 23). However, as Cowley stated, two of the most important governing rights remained in the hands of the state: financial control and the appointment of salaried aca- demicians, not to mention the importance of curators, the virtual administrators, who were appointed by the Minister of Education. Describing the development of administration of higher educa- tion in America, Brubacher and Rudy (1976) stated that "Harvard started with a board of overseers composed of magistrates, the presi- dents and clergy." But,in 1650, when Harvard's first charter was formalized, transportation difficulties prevented this nonresident board from meeting conveniently, so an additional administrative body was set up, "consisting of the president, five fellows and the treasurer." Thus, the “corporation“ established at Harvard made that institution the first bicameral form of college and university 29 administration (p. 25). However, administration remained entirely under the responsibility of the president (Ayers & Russel, 1962). A5 a teacher, disciplinary mentor, registrar, secretary of the board of control, and even as a librarian and fund raiser for the institu- tion, the president, himself, wa§_the administration. Toward the end of the nineteenth century, scientific training at the higher education level was greatly stimulated by the Morrill Act, and industrial development led to the renewal of American col- leges and universities. Growth and diversification came upon the university scene. With such growth, administrative functions became differentiated. The appearance of deans of men and deans of women in the 18905 and the later creation of posts like business officer, director of public relations, director of admissions, and vice- president were made to "free the top executive officer of the university still further from the duties of administration, which continued to be overwhelming, and to afford him more time to devote to educational policy" (Brubacher & Rudi, 1976, p. 367). Finger (1979) pointed out that the lack of systematic formu- lation of universities was not a characteristic of educational insti- tutions alone, but of other establishments as well, like industry, which followed empirical patterns and few systematic methods. Not until the beginning of the twentieth century were the concepts of Frederic Taylor in the United States and Henry Fayol in France directed toward the management of industrial organizations. Their aim was to rationalize the phases of the working process, ultimately to redesign the organizational structure of industrial institutions, 30 and consequently to provide appropriate training of managers and supervisors. The ensuing managerial revolution remained attached to industrial organizations before spreading to educational institutions as well. Other authors have seen the reason for the slow development of administration in higher education as a matter of the size and complexity of educational institutions. Duryea (1973), for instance, stated that after the Civil War, academies and church-related colleges flourished and universities appeared with expanded enrollment, aca- demic fragmentation, and diversified relationships with the external society; presidents found their responsibility elaborated and their need for staff assistance imperative (p. 27). The extraordinary growth of colleges and universities in the first half of the twentieth century led to a multiplication of aca- demic personnel and, consequently, to more specialization and delegation of activities. Such changes, according to Brubacher and Rudy, oper- ated in two directions: that of organization of academic instruction into departments, later becoming "the indispensable vehicle for dis- ciplinary and professional specialization" (p. 368), and that of administration, through which the increasing organization of faculties into different committees "made the faculty meeting, the last strong— hold of their power, a rather cumbersome part of college and univer- sity administration" (p. 369). Brubacher and Rudy asserted that not until the 19505 were organizational and administrative changes adopted by American univer- sities, despite drastic developments experienced in size of student 31 enrollments, teaching methods, community relations, and state control. The former stability in design and structure had been the product of a consistent plan by the architects of American education. Clearly, there had been changes in the number of administrators and in their duties, and specialized functions had been created. However, the structure of administration had resisted change for so long that this was viewed as proof of its vitality (p. 354). In The Use of the University, Kerr (1964) described the complex process of change as follows: The general rule is that the administration everywhere becomes by force of circumstance, if not by choice, a more prominent feature of the university. As the institution becomes larger, administration becomes more formalized and separated as a distinct function; as the institution becomes more complex, the role of administration becomes more central in integrating it; as it becomes more related to the once external world, the administration assumes the burdens of these relationships. The mana erial revolution has been going on also in the university. (p. 28) Development of Professional Administrators According to the International Encyclopedia of Higher Education (Knowles, 1977), the administration of higher education can be defined as "the fulfillment of responsibilities pertaining to the efficient and effective operation of colleges, universities, systems of higher education, or some segment of a system" (p. 1282). To attain such goals, the training of professional adminis- trators has been developed according to the different academic and administrative functions of institutions of higher education. Academic and support management are the two major educational administrative functions; each type of administration necessitates unique career 32 preparation and training. Whereas academic-management preparation is directed toward the training of departmental Chairpersons, deans, and presidents, support-management training is intended to prepare pro- fessionals to administer student-personnel, library, computer, audio- visual services, etc. The demand for professionally trained adminis- trators has been recognized generally in three forms of training: formal instruction, internships and on-the-job training, and other short programs for working administrators. Formal Instruction One way to prepare college and university administrators is through graduate programs in the field of higher education. Such a method has long been used in training primary and secondary education administrators, but it has not yet proved to be the best or the tradi- tional way of preparing higher education administrators. Some authors consider administration of higher education as an "emerging field of studies" (Burnet, 1972, p. 16), lending itself to systematic study. At the same time, other authors see no value at all in higher education courses to prepare administrators because, to them, a good administrator is "a person who has been through the academic or pro- fessional training within his own discipline and will have the percep- tions with which to provide adequate educational leadership" (Henderson, 1966, p. 125). In spite of this dilemma, a number of educational insti— tutions throughout the United States and in other countries offer formal instruction in higher education administration. An historical 33 account of the development of this field of study is provided later in this chapter. Internships and On-the-Job Training Learning as a co—worker is perhaps the oldest of educational techniques and was used long before the written page provided students an opportunity to read about procedures and practices for mastering a skill. Thu5,it is a common practice in higher education training to use real-life situations or to establish simulated conditions to pro- vide "reality-oriented training," through which trainees are given more opportunities to experience on-the-job procedures. Philips (1969) explained this method in the following way: "The intern is engaged in research in higher education and the host institution which accepted him for the period of leave is his laboratory. The mentor [is] the intern's laboratory consultant" (p. 22). Roaden and Larimore (1973) stated that, through the intern- ship, trainees may "become intimately involved in all aspects of the administrator's job, and the mentor would be selected as an outstand- ing model who is supportive" (p. 62). Within the past 20 years, formalized internships in adminis- tration of higher education have been offered by major universities and private organizationsin the United States, Canada, and Australia, to name just a few countries. Short Programs for Working Administrators A number of conferences, institutes, seminars, and work experiences are offered to college and university administrators. At 34 these events, intellectual stimulation provides professional upgrading and gives administrators an opportunity to meet and discuss their problems in a relaxed atmosphere away from their own institutions. Although such events occur primarily in the United States, they are becoming more popular in other countries as well. The Development of Higher Education as a Field of Study in the United States Most writers, when considering the history of the development of higher education as a field of study, believe it started at the end of the nineteenth century and that it had as a major component the establishment of professional courses in the field of higher education. Burns Byron Young was apparently the pioneer in historical studies of higher education as a field of study. Young (1952) had no previous studies on which to base his dissertation, entitled "The Rise and Development of Instructional Courses in Higher Education." He found most of his data in original documents, minutes of meetings, and college and university catalogues. Young reviewed the work of early pioneers, which he referred to as the first phase, and then described the rise and development of the contemporary situation in the field, referred to as the second phase. A third phase in the historical evolution of higher education as a field of study emerged 12 years later when Ewing (1963) advanced Young's work. He investigated the proliferation of graduate courses in higher education and the emergence of institutes and centers for the study of higher education. In his findings, Ewing -—maintained the first phase without change, terming it "the development of Higher Education prior to 1920." 35 --carried the second phase to 1945 (the end of World War II), calling it "the development of Higher Education from 1920 to 1945." --introduced a third phase after noting a remarkable growth of the field of Higher Education in the post-war era and labeled it "Development of Higher Education after 1945." Thus, based on the work of Young and Ewing, the two major historians of higher education as a field of study, the historical development of the field consists of the following three phases: Phase One: Development of Higher Education prior to 1920 Phase Two: Development of Higher Education from 1920 to 1945 Phase Three: Development of Higher Education after 1945 Development of Higher Education Prior to 1920 According to Ewing, the period from 1890 to 1920 was character- ized by intense activity in education. Major events were the founding of professional schools of graduate education at Harvard, Chicago, Columbia, and George Peabody College; the development of I.Q. and Army Alpha tests; the beginning of the junior college; and the initia- tion of the general education movement. It became obvious that there were weaknesses in the higher education system. Concern over these weaknesses stimulated instruction and research in the field. These early efforts were led by individuals who created unique courses of study based on their experience and concerns. These efforts did not spread but died out entirely when their originators left the scene. Young (1952) pointed out that probably the first course exclusively devoted to higher education in any American university 36 was taught by Grenville Stanley Hall in 1893 at Clark University, where he continued his teachings in higher education until 1912. Charles H. Turber (1895-1896 at the University of Chicago) and Dean James (1908-1909 at the University of Minnesota) were the second and third pioneers in this field. Edmund Clark Stanford began teach- ing higher education courses at Clark University in 1910 and remained in that position for 11 years. Franklin Buchner taught courses in higher education at Johns Hopkins University from 1915 until 1929 (Young, 1952). The concern of those pioneers was the preparation of teachers for college and university level work. Others viewed colleges and universities as important social institutions and offered courses designed to study them in that context. These two factors, as well as the post-World War I expansion of colleges and universities, pre- cipitated an increase in the number of courses and programs in higher education during the 19205 (Travelstead, 1974). Development of Higher Education From 1920 to 1945 By 1920, not only had American higher education advanced con- siderably over its state in 1890, but it marked the beginning of an unprecedented period of growth at every level of education. This constant growth of higher education intensified problems in the sphere of college administration, making the study and research of the prob- lems of higher education more significant than ever before. In response to the expansion of higher education, course offerings were initiated in diverse institutions. 37 Whereas Young (1952) pointed out that 17 colleges and universi- ties had started offering higher education courses between 1920 and 1945 and were still doing so in 1949-1950, Ewing (1963) found that 27 insti- tutions were offering such courses during the same period. This dif- ference was attributed mainly to Ewing's use of different criteria to define "offering a course in higher education." Nevertheless, the important thing is that in just a short time a considerable number of the best universities in America began offering courses and/or majors in the field of higher education. Higher education as a field of study was institutionalized in this way. Development of Higher Education After 1945 The end of World War II forms a natural division in the develop- ment of higher education as a field of study. Before the war, the num- ber of institutions offering courses in higher education grew at a rate of about one per year. The growth rate quadrupled after the War (Ewing, 1963). Travelstead (1974) pointed out some factors explaining this phenomenon: The knowledge explosion resulted in expanded curricula and further fragmentation and specialization. The emphasis on research was magnified. The junior college and graduate education, the polar ends of the structure of higher education, experienced the great- est development. Colleges and universities extended themselves into public service. The tremendous rate of growth further intensified problems of organization, and this was accompanied by a shortage of administrators. (p. 24) Not all of the colleges and universities that initiated courses in the field of higher education remained involved in this field. Johns Hopkins University, Boston University, and Harvard University, for example, no longer offer such courses. Those institutions preferred not 38 to continue teaching this field, suggesting that higher education may have already attained its maturity. When introducing their work on "Training University Administrators: A Program Guide," Henderson et a1. (1974) stated that: The institutes and schools located in major universities are now well established and successful in the United States of America and in many other countries. These programmes have helped to advance both the art and the science of administra- tion, have raised the ethical tone and the professional char- acter of the services and have produced a welcome flow of persons with superior qualifications for administrative ser- vices and leadership. (p. 25) The efforts of the pioneers in the study of higher education have been well rewarded. The need for self-study and analysis of institutions of higher education was present before World War I. Yet it took the phenomenal growth of higher learning following the World Wars to ensure the development of higher education as a field of study. Its full institutionalization has not yet been accomplished, however, as reflected in Dressel's (1974) assessment of the development of higher education as a field of study: What emerges then is an active, confused field, lacking many of the attributes of a discipline, yet demanding more disciplined effort. Its future is obscure; but if the present lines of development are strengthened and if the many perplexities are resolved, it may join the band of established specialties, such as history, sociology, and medicine, which once were in similar limbo. (p. 1) The Nature of Administrative Preparation The idea of training academic administrators is a revolu- tionary one because the conventional route into academic administra- tion is established scholarship in a discipline. Not all authorities have supported such training. Barzum (1968) was less than complimentary 39 about professional training of top administrators. He wrote that the essence of "university administration defies analysis; it is a branch of the black art" (p. 114). He opposed the concept of a professional university administrator because "if preparation succeeded, action would fail; because the very thought of deliberate management, aimed and trained for, would concentrate the spirit of resistance in faculties and bring about the defeat of the certified administrator even before he framed his diploma" (p. 114). On the other hand, an examination and understanding of the awe- some list of responsibilities demanded of the college and university administrator emphasizes the importance of the training he receives for the job. According to Philips (1969), "a good administrator is a professional in his own right" (p. 39). To support this assertion, he cited Flexener's (1915) classic criteria of a profession, which he felt also apply to modern college and university administration: 1. intellectual operations coupled with large individual responsibilities; raw materials drawn from science and learning; practical application; an educationally communicable technique; tendency toward self-organization; and increasingly altruistic motivation (p. 39) 050'!wa As early as 1946, Day listed the basic responsibilities of administrators; these ranged from adding to the institution's resources to identifying and expressing the general philosophy of the institu- tion. Davidson (1949) included finance, philosophy, and political ability among ten items that should be considered in training univer- sity administrators. More recently, Stroke (1966) pointed out that "good administrators depend upon a wide knowledge of education“ and 40 that the role of training programs for university administrators is to shape trainees' educational philosophies. "Perhaps the most important qualification an administrator can bring to his job is a philosophy of education, i.e., some clear ideas as to why the institution exists, for whom it is trying to provide. Such a philosophy is in the foreground of almost every educational decision" (p. 21). Stroke also emphasized the importance of internship types of experiences. He stated, "Admin- istrative effectiveness grows not through knowledge of organization and bylaws so much as through experience and skill in the intangible factors of human relations" (p. 28). This perception of the importance of practical experience in the preparation of college and university administrators has been a constant feature in studies and surveys on this subject. In 1972, the Journal. — p e uppnsamm ecosaopm>ou Pocomuau — coupom we .mmcg -Pumcv ecu mcwxue au*_oa . scab mu:_oaa< we a as: so memo> uwconuz< —uu%”u opom mcowupmoa _m>mg ammuocm acoEucwo a< 71 that those differences might influence administrators' perceptions. Thus, comparisons were made among respondents associated with the four areas. Choice of Questionnaire as the Survey Instrument The survey is a method of data collection in which direct contact is made with the individuals under study. Questionnaires and interviews are the most common methods of gathering data for survey research. A questionnaire solicits the information through questions leading to structured responses relating to attitudes, perceptions, and behavior. It is usually administered by an interviewer in the presence of the respondent, by telephone, or is filled out in private or in group sessions by the respondents (Warwick & Lininger, 1975). In contrast, an interview is a "form of verbal interaction designed to obtain information . . . involving constant communication between the interviewer and respondent, and sometimes other parties as well" (Warwick & Lininger, 1975, p. 182). The interview is usually less structured than a questionnaire, allowing the interviewer to probe for elaboration and clarification of answers provided by the respond- ent. Often, both questionnaires and interviews are used in the same study. In this study, the researcher decided to use a mailed ques- tionnaire because personal interviews would require enormous travel and maintenance costs, not to mention problems related to estab- lishing contact with subjects, ease of completion, contamination, and uniform presentation of questions. Given the size of the survey 72 population as well as the physical distance between the researcher and the subjects, an interview survey for the present study would have been costly. In addition, the Universidade Federal de Minas Gerais assured its cooperation in overseeing the administration of the ques- tionnaires. This would ensure a reasonable response rate that would cover a representative portion of the survey population. Official support of the questionnaire distribution would lessen problems associated with impersonalization and prejudice against this kind of data-collection instrument. Hence, for the present study, a mailed questionnaire survey was deemed an effective and efficient means of gathering the information. Questionnaire Design This investigator sought information on the personal and pro- fessional characteristics of the respondents, as well as their per- ceptions of preparation needed for administration and crucial problems in Brazilian higher-education administration. This information was reasonably specific and familiar to the respondents, and comprehen- sive sets of response alternatives could be constructed for most of the questions. Thus the questions could be presented to the respond- ents in a standardized questionnaire and be self-administered. Structuring the responses allowed for standardization and thus ease of quantification. Care had to be taken, however, to ensure the completeness of response alternatives for each question. The eight-page questionnaire, in Portuguese (Appendix A), was developed to elicit information of concern in the present study. Some 73 of the items on the questionnaire were modeled after an instrument developed by Sunlay (1974) to investigate the need for graduate courses in higher education in Thailand. The items on the present question- naire were divided into two main areas: (1) respondents' background and (2) respondents' perceptions about the appointment process, train- ing of administrators, and administrative problems. These items are translated and described in the following sections. Re5pondents' Background Questions 1 through 6 related to the respondents' background. The first question sought biographical information and position held in the university: 1. What is your position, sex, age, rank and contract status? POSITION SEX/AGE RANK CONTRACT STATUS Chefe de . departamento ____ Male .___. Full Professor____ Exclus1ve Coordenador de Female Associate Ded1cat1on____ curso ge ——- Professor ____ 40 hours posgra ”6930 Assistant per week ‘___ Diretor ' Professor ____ Pro-Reitor ____ Age Instructor ggrhaggi ___- Vice-Reitor ____ Reitor ' ____ In Brazilian public universities, faculty members are contracted in the following ways: Exclusive dedication: a full-time faculty member who is forbidden by contract to have any other work contract outs1de the university 74 40 hours per week: a full-time faculty member who is allowed to have other contracts outside the university 20 hours per week: a part-time faculty member contracted to work for 20 hours a week It was possible, although unlikely, that some administrators did not hold faculty ranks; thus the category "Other" was included to ensure completeness of response. The second question concerned the academic experience of the respondents. It included the degrees obtained, granting institution, major, and the calendar year in which the degree had been obtained. 2. When, where and in what major did you receive your academic degrees? ACADEMIC DEGREES YEAR INSTITUTION MAJOR Undergraduate Specialization Master Doctorate Other "Specialization" refers to a minimum of 360 hours of course work in formal settings. Although specialization is not recognized as graduate study, it is very common in Brazilian universities. Question 3 inquired about experience in administration and teaching at all levels of the educational system as well as adminis- trative experience outside the educational system. 75 3. How many years of experience have you had in the following fields? Fill in appropriate spaces. EXPERIENCE IN EDUCATION EXPERIENCE OUTSIDE EDUCATION EDUCATION Adm. Teaching OTHER FIELDS Adm. Primary education Business _____ Secondary education Government _____ College Military _____ University Other Other The category "Other" under the heading "Experience in Educa- tion" was intended to include such possibilities as religious educa- tion at seminaries, which is not recognized as regular post-secondary education. Question 4 related to the number of times and years the respondents had been appointed to offices in university administration and training before their present assignment: 4. How many times and for how long have you been in the fol- lowing positions? Please include a brief description of preparation or training received before each assignment. Fill in appropriate spaces. POSITION No. of No. of Times Years TRAINING RECEIVED BEFORE EACH ASSIGNMENT Chefe de Departamento Coordenador de curso do pés-graduacao Diretor Membro de conselho Pro-Reitor Vice-Reitor Reitor Membro de conselho, while not considered to be an administra- tive position, was included in Question 4 because it represents an important kind of experience related to university administration. Questions 5 and 6 were concerned with the respondents' work load: the number of hours per week spent on different activities and the average percentage of time devoted to different administrative tasks. 5. Estimate the number of hours spent in your current position per week on each of the following activities. Fill in appropriate spaces. EMPLOYMENT ACTIVITIES HOURS SPENT PER WEEK Administration Teaching Research and publication Extension Other lllli 6. Of your total administrative load, please estimate the average percentage of your time per week devoted to the following categories of work. CATEGORIES OF WORK AVERAGE PERCENTAGE OF HOURS PER WEEK Faculty affairs Financial matters Program (curriculum) Student affairs Facilities Other 77 The purpose of these two questions was to obtain information on how much of their time administrators used in performing adminis- trative tasks and to analyze those different categories of activities considered as administration, such as faculty affairs, finance, pro- gram, facilities, and student affairs. Respondents' Perceptions Questions 7 through 15 related to three different areas of respondents' perceptions. They were concerned with the respondents' Opinions about the qualifications and the training of administrators and the administrative problems confronting Brazilian universities. The qualifications of university administrators.--Questions 7 and 8 related to administrators' perceptions of the actual and ideal importance of academic degrees and academic experience in the process of appointing administrators. Both questions asked the respondents to indicate the importance of different types of degrees and experi- ence on a five-point scale, with 1 indicating minimum importance and 5 indicating maximum importance. 78 7. In your opinion what is the importance that academic degrees and professional experience of candidates have in the present process of appointment of university administrators? IMPORTANCE Mark with one "X" the number that in your 5 opinion corresponds with the importance E E :5 of each item. 3 g 4; '2 '§ '2 °!- (U O 2 Z O 1. Doctoral degree (any major) 1 5 O 2. Master's degree (any major) 1 5 O 3. An undergraduate degree in DEGREES specialty area and a gradu- 1 5 0 ate degree in administration 4. No graduate degree at all 1 5 O 5. Undergraduate degree 1 5 0 (any major) 6. Experience in university 1 5 0 teaching . 7. Experience in university 1 5 0 EXPERIENCE administration 8. Other 1 5 O 79 8. In your opinion what is the importance that academic degrees and professional experience of candidates should have in the future process of appointment of university administrators? IMPORTANCE GENERAL QUALIFICATIONS 3 (Degrees and Experience) 2 E E >4 :3 3 E E .u E '§ 'E r- ‘U 0 Z 2 D l. Doctoral degree (any major) 1 2 3 4 5 O 2. Master's degree (any major) 1 2 3 4 5 O DEGREES 3. An undergraduate degree in specialty area and a gradu- 1 2 3 4 5 0 ate degree in administration 4. No graduate degree at all 1 2 3 4 5 O 5. Experience in university teaching 1 2 3 4 5 0 6. Experience in university administration 1 2 3 4 5 0 EXPERIENCE 7. Other (please specify) 1 2 3 4 5 O Question 9 addressed the importance of personal qualifications of university administrators, which respondents rated on a five-point scale: 80 9. Please indicate what are the most important qualities and capacities for the efficient administration of universities, from minimal importance (1) to maximum importance (5). PERSONAL QUALIFICATIONS OF ADMINISTRATORS IMPORTANCE Impartial and objective 1 2 3 4 5 o Broad education, experience and interests 1 2 3 4 5 0 Ability to understand problems in areas other than own specialization 3 4 Capacity to plan and foresee the future 3 4 Ability to lead and solve problems 3 4 3 4 3 4 3 4 3 4 3 4 3 4 Good communication skills and human relations Broad political relationship Ability to supervise personnel Leadership Capacity to plan and execute budgets Other _.t_.|_a_.|._l_t._l._t_a NNNNNNNNN mmmmmmmmm OOOOOOOOO Question 12 was an open-ended item soliciting perceptions of the qualifications required for specific offices in the university administration. The position of pro-reitor was further broken down according to the specific areas of responsibility. 81 12. If you think that there are some specific qualifications and experiences needed for the different offices in the univer- sity administration, please list those you consider most important for each of the following positions. POSITIONS QUALIFICATIONS AND EXPERIENCES Reitor Vice-Reitor Diretor Chefe de Departamento Coordenador de curso de p65-graduacao Undergraduate studies Graduate studies L 3 Research 8 ‘1‘ 8 Extension O. Administration Planning The final question in this section, Question 14, allowed respondents who were not satisfied with the present system of appoint- ment to offer suggestions for improvement. 82 14. If you think that the present system of appointing university administrators (internal recruiting, composition of lists, fixed period, etc.) is not an ideal one, please indicate your suggestions for improving or changing it. Perceived needs for the training of university administra- por§.--Questions 10, 11, and 13 related to special preparation of university administrators. Question 10 concerned the perceived needs for special prepara- tion of administrators. A list of different possible formats for such preparation was provided for the respondents. 10. If you think that special preparation should be provided for Brazilian university administrators, please indicate how this preparation should be provided. FORMAL PROGRAMS INFORMAL PROGRAMS .___ Post-doctoral programs ___ On-the-job training ____ Doctoral programs ____ Short-term courses ___ Master's programs AND/0R ____Intensive workshop ___ Specialization programs ___ Internship ____ Other ____Other Topics that might be included in such programs to train future administrators were presented in Question 11. Column two in Question 11 related to respondents' perceived need for their own training. The researcher speculated that the respondents might have different opinions about their own needs than those for other future administrators. ll. Column 1. In your opinion, what are the topics (if any) that administrators should study? with your answer to Question 10. Column 2. If formal or informal programs were available in the following topics, indicate those in which you would like to participate. Respond in accordance TOPICS Column 1 Column 2 Formal Informal Formal Informal Theory of Administration Public Administration Academic Administration Organizational Behavior Budget Planning & Execution Finance of Higher Education Foundations of Education Sociology of Education Personnel Evaluation Project & Program Evaluation Introduction to Research Methods Advanced Statistics 81 Research Computer Use 81 Data Processing Student Personnel Services History of Higher Education in Brazil Internship and Field Experience Other Other 84 Perceived administrative problems confronting Brazilian universities.--Question 13 was open ended. It asked the respondents to report, in ranked order, the four most crucial problems confronting Brazilian public universities: 13. In your opinion, what are the four most crucial adminis- trative problems confronting Brazilian universities at the present time? Please rank those problems from the "most important" (1) to the "least important" (4). 1 2. 3. 4 Finally, Question 15 asked respondents to list any other pos- sible issues they believed should have been addressed in this study: 15. Do you have any other suggestions to present in order to improve the preparation of university administrators, not presented in this questionnaire? Procedures Pretest The questionnaire was pretested with a group of nine Brazilian university administrators enrolled at Michigan State University. The purpose of the pretest was to determine the appropriateness and the content validity of the items and the time needed to complete the questionnaire. Pretest respondents were asked to fill out the ques- tionnaire by putting themselves in the role of administrators. They 85 noted the time required to complete the instrument. Afterward, the researcher interviewed each of the pretest respondents about the questionnaire. The interview focused on the clarity and completeness of each item, the coverage of the questionnaire, the clarity of the instructions, and the format of the questionnaire. Suggestions for modification were considered and incorporated in the instrument. The average time needed to complete the questionnaire was about 25 minutes. Delivery and Administration The questionnaire was sent to the Universidade Federal de Minas Gerais, where it was then duplicated and distributed through the Conselho de Pos-Graduacao-UFMG (Council of Graduate Studies). The questionnaire with complete instructions, including statement of con- fidentiality and place of remittance, was given to all administrators at UFMG in Brazil. The council distributed the questionnaire by university mail along with a cover letter (Appendix B). Each ques- tionnaire was given an identification number to facilitate later follow up attempts. Twenty days following the mailing of the ques- tionnaire forms, telephone follow ups were made to nonrespondents. A second telephone follow up was made one month later. In cases in which respondents had misplaced the forms and declared their willing- ness to cooperate, duplicate copies were sent. The researcher assured respondents that the confidentiality of their responses would be pre- served. Table 4 summarizes the survey response rate according to respondents' administrative positions. 86 Table 4.--Response rate. Administrative Questionnaires Questionnaires Response Position Sent Received Rate Reitor, vice-reitor, o and pro-reitores 8 7 87‘ Diretores 19 11 58% Chefes de departamentos 89 56 63% Coordenador de cursos a de pdsgraduacao 32 24 75% Total 148 98 66% The completed questionnaires received by the Council of Gradu- ate Studies were then photoc0pied and returned to Michigan State Uni- versity for data processing. Each questionnaire was coded according to code groupings (Appendix C) and punched on 80-column cards. A 10 percent quality check of accuracy on transcribing data from ques- tionnaires revealed 98.2 percent agreement. Coded data were key punched and verified. Because this investigator did not set out to test any specific hypotheses but rather attempted to discern patterns that may be inherent in the data, descriptive statistics and measures of central tendency were appropriate to much of the analysis. Means, frequency distribution, and cross-tabulations allowed comparison and analysis of the entire population as a group and as different subgroups. 87 Summary The method and procedure for data collection were described in this chapter. The researcher decided that a mailed questionnaire would be the most effective way of soliciting the information sought in this study. A detailed description and translation of the ques- tionnaire items were also presented. Finally, the procedure for data collection and analysis was described. The results of the survey are summarized and discussed in Chapter IV. The five research questions formulated before collecting the data were used as the organizational framework for the chapter. CHAPTER IV ANALYSIS OF DATA Introduction Results from the survey of administrators at Universidade Federal de Minas Gerais (UFMG) are presented in this chapter. Data were collected according to the procedures outlined in Chapter III. Because of the low return rate after the second telephone follow up (45%), the deadline for questionnaire returns was extended and a third telephone follow-up was conducted. The final response rate was 66% or a total of 98 questionnaires received. Comparisons of the respondents with the total population of UFMG administrators in terms of sex, age, academic rank, and contract status revealed no significant differences. As shown in Table 5, the respondents were representative of the total population with respect to these biographic characteristics. Thus, it is reasonable to \assume that, if there was bias as a result of nonresponses, the bias would be minimal. In other words, the conclusions that could be drawn from the questionnaire respondents could safely be generalized to the whole population of administrators at UFMG. After the completed questionnaires were duplicated and returned by mail to the researcher at Michigan State University, they were coded, key punched, and analyzed using the Statistical Package for the Social Sciences (Nie et al., 1975). The analysis was performed 88 89 Ame Apmv Awmv AFV Acme Acme AF_V Am_v ANNV ANNV Ae_v “may Amav moeeueoamme NN.¢ ae.Fm am.mm No.F um.em a~._o N~.F_ am.e~ nm.oe am.~m am.o_ Rh.mm RN.mo susom Ae_v Aamv Away A_V Ammv Acme Ammv Aoev Acme Amev Acme AFNFV Amepv mtooetomw am.o_ am.mm um.om an. RN.Am am.me $0.0, RO.NN No.oe ue.Nm am.w_ “5.2m goo. -em59e _P< xmoz goo: .uwumo gmcuo .wogm .moea .woca mcmm> mamm> mcmm> m—msmd ope: .e;-o~ .2;-oe ._uxm .em_mm< .uomm< _F=u em>o ae-oe mm-om _eeoe maumum Honeycoo xcmm oweovmu< mm< xmm .muzum on» we mucoucoammg one ecu mcopmgamw:PEum Fpm to :owpmpznoa as» cmmzumn comwcmasouuu.m mpamh 90 on the CDC Cyber 750 system at the Michigan State University Computer Laboratory. The results of the analyses are summarized in four sections: 1. 2. Characteristics of administrators Administrators' perceptions of the process of appointment Administrators' perceptions of the preparation of administrators Administrators' perceptions of the problems facing Brazilian university administrators Where appropriate, comments are made about the results. A summary of the results is presented at the end of the chapter. Characteristics of Administrators The following characteristics are discussed in this section: 1. Biographic characteristics: sex, age, academic rank, contract status, and academic degrees earned Professional experience: teaching and administrative experience obtained at various levels of education and outside education; experience gained through university administration Job-related characteriStics: average hours per week dedi- cated to different types of professional activities; per- centage of time spent in different administrative activi- ties, i.e., faculty affairs, student affairs, financial matters, and facility-related activities 91 Biographic Characteristics The average age of the respondents was 44.7 years; 84% (or 82 out of 98) were males. Eleven percent of the administrators held the rank of full professor, 61% associate professor, and 27% assistant professor; one administrator was not a faculty member. Ninety-one percent of all administrators were contracted to work full time. The remaining 9% were contracted to work only 20 hours per week. Although all administrators held at least a bachelor's degree, only 21% had an advanced specialist certificate, 25% had a master's degree, and 36% had a doctoral degree. These results are summarized in Table 6. In terms of academic discipline, as shown in Table 6, there was a higher percentage of female administrators in the area of humani- ' This differ- ties and social sciences than there was in other areas. ence was statistically significant. Humanities and social sciences traditionally attract more female students at Brazilian universities, and this may explain the difference of 38% female administrators in these fields compared to 11% for all other areas combined. The dis- tribution of male and female administrators was not significantly related to administrative positions, however. There were no signifi- cant relationships in the distributions of age, academic rank, and contract status. In terms of highest degree earned, there was a significant difference among the administrative positions.2 As shown in Table 6, 1 .0278. 2Chi-square cance = .0325. Chi-square 7.16475 with 2 degrees of freedom; significance = 18.24120 with 9 degrees of freedom; signifi- 92 .ee*ume:e m_gu ea neeemoc we: ewe Aeueee»ceeee we ewezuv mueeeeeemec any me e:» .eeeepuev uee meeeuwee-eceu e .mpeueu see we emeueoeceee Ame Ace Ame AN“ A.v Ame A__v Ace Ree AF_V A~V Ame Am. Ace Am~.o_v Ame Am_v .N mmuceeum _e_uom u..em ue.m~ um.m~ am.m ae.e ua.~e ue.~m - n_.em ue.~m um.m u~.mm u~.mm ue.m~ me.me n_.em um.pe new mo_»_e~s== Awpv Rev Ame Am. 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These differences could be a result of the fact that personnel in the position of coordenador are required to hold a graduate degree. Almost all of the administrators (91%) had received their bachelor's degree from UFMG. There were no significant differences among the advanced degrees with respect to the granting institution. About half of the advanced degrees had been granted by UFMG (see Table 7). Significant differences were found among the different discipline areas: all of the doctorate degrees held by administrators in the health and medical area had been granted by UFMG, whereas only 17% and 38% of the degrees in the engineering and humanities/social 3 In the last sciences areas, respectively, had been granted by UFMG. two areas, about two-thirds of the degrees had been granted by insti- tutions outside Brazil. The fact that all doctoral degrees in the health and medical discipline area had been awarded by UFMG might be partially explained by the different academic structure of medical education in Brazil. The medical degree is awarded at the under- graduate level, and graduate studies are available to those interested in obtaining masters and doctoral degrees. 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I N IO .meeee wee—ewum_e eee ee_uwmee e>wueeum_e_5ee xe .me_eee3e ee muepe eu me_eceuue movemee u_emeeue eeecem1-.~ eFeep 95 Professional Experience To determine the extent of professional experience of present administrators, respondents were asked to report the number of years of experience they had in teaching and administration at different levels of the educational system (primary, secondary, college, and university level) as well as experience in other areas such as busi- ness, government, and the military. The results revealed that the present administrators had little experience outside the university. Consequently, experience outside the university was combined and pre- sented in Table 8. (For a detailed breakdown of these outside experi- ences, refer to Appendix D.) As shown in Table 8, almost all respondents (97) reported experience in teaching at the university level, with an average of 15.5 years. Only 39 respondents had teaching experience at other educational levels, with an average of 9.5 years. Although most of the respondents had administrative experience at the university level (88 respondents had an average of 5.9 years of experience, with a standard deviation of 5.5), administrative experience at other educa- tional levels was more limited. Only 10 respondents reported experi- ence at other educational levels, with an average of 9.2 years; 28 respondents reported administrative experience outside education, with an average of 11.1 years. The respondents reported an average of 10.3 years of administrative experience at all levels. In addition, although the average number of years of experi- ence in university administration was 5.9, the distribution of the number of years of administrative experience was positively skewed; 96 .eeee—ue. uee wee: meceuweeueeeu .meoce segue eee .wgeuwpwe .ueuEego>em .mmeewmee meeepue.e .mewgueeu Po>e—-eme—peu eee .wgeeeeuem .wueewee meeepu:_e 83 5. .8 9.. E 9: 3: ... :3 9e. 3: Z: :3 9: .N mwuuemmumumm a. as 2. E 9.. 3 9m :3 9m :2 9.: :5 9m :3 9.... a “www.mwnmwfimum :3 9: :5 9m. 3 9m :2 9m 3.: 9m. .2. N... 83 9.... Ne mwwuemwhwfiwu E 3 - -- - - E 3 E 9: E 9. E 92 e 3.22.: mew.- ee: .35 e E 9a .8 9e 3 9. E 9. .3 9: 3 9m .3 .8. . 23.9.5: 2: 9: .3 9m. .3 9m 2: 9... :5 98 .8 9: :3 9e. : 288.5 a: 9... E 9: E 9. 8: 9... $2 9: .3 .8 :3 mm. a shun-wow” . $3 92 a: 92 .3 9: :3 9... $3 92 :3 9o. 2.3 9.: 8 Sedmemwmfi meewuwmmn 2:23.52 m 89 9.: .9: ..: 8: 9m .8. 9m :3 9: 82 9.. :3 9... e... 3528...? .2 .5 =8: .5 e8: .5 :8: c: :8: .5 :8: c: 5...: .5 :8: meme.- m_e>e4 empo>o4 s . 8...: e .93 .23 a 3.2:. pocozmusvu pouch pace—uouaum O 0 ensue e~ eezuo xuwmem>we= segue xuwmgo>.e= mw-e 3.5209.“ 3.252553 35:35.. 9:53.. «5+ we mceew we geese: omece>< we ween» we geese: emcee>< .meoce mew—e.umwe eee eewuwmee e>wuecum.:.5ee.§..eueoweeexm e>wueeumwew5ee use mewsueeu we meme» we cease: oueco><-.m opeew 97 the largest number of years reported was 35 and the median was 3.7 years. The ten administrators with the most experience accounted for 31% of the total number of years of experience in administration (i.e., 160 of the 523 years). No significant differences were found for the different admin- istrative positions in terms of years of experience in teaching and administration, either inside or outside the educational setting. In contrast, administrators affiliated with the various discipline areas differed in terms of the average number of years of teaching in the university environment. Administrators in the fine arts area averaged 19 years of teaching experience, whereas those in health and medical sciences and engineering and physical sciences averaged 16.9 and 15.7 years, respectively. Administrators in humanities and social sciences had the smallest number of years of experience: ll.8 years. These differences were significant at the .05 level.4 Respondents were asked to indicate how many times they had been appointed for different administrative positions within the university, the number of years that they had been in such offices, and the kind of training or preparation they had received before assuming each office. Table 9 presents the results according to the different administrative positions and discipline areas. None of the respondents reported having received any Specific preparation or training for their positions. 4F = 3.7482 with 3 and 87 degrees of freedom; p = .0276. 9E3 .eeee—eew we: wee: meceuwe:-eee a .eewumeee mwge eeuuwse maceeeeemeg ezwe :9. e.m e.: ::. o.m o.N :m: e.¢ e.: :e. N.m :.: :e:: e.N N.: :N mwunawwwewuwumm . . . . . . . . mu x. :e:. m e e N :o. -- -- :e: m N e : :::. o N m : :e:. o N e : 2N m euw:mm:WMWhMauw ::N. e.m e.: ::: e.e o.: :a: ¢.N :.: :NN. e.N e.: :em. m.m m.: N. ammu~MWW:uw9mwn :N. o.N o.: :e: -- -- :o. -- -- :o. -- -- :2. m.m :.: e m:.< a::. mom.» m=:: :um:a m :e. N.m m.: :N: o.m N.: :e. -- -- ::. o.: 9.: :cv :.m :.: : .o::m¢-o.. :m: e.m :.N :e. -- -- :::: m.: o.: :m. N.m e.N :m: c.: e.: :: .o:e.:a :m: e.m N.N :N. m.¢ m.: :2: :.m N.: :eN. m.N e.: :m. o.e N.: eN .aewwmwwcww . . -u u- . . . . . . euceEeegeeeo ::N. e m N : :e: :m. e N o : :m:. e N N : :qm: N m e : em we meage mcewewmee e>wuecumwcwee< .e>< .e>< .e>< .o>< .e>< .e>< .e>< .e>< .e>< m m. eiemeeu . emcee we Seesteeee n we cease: seawez ewe geaogwa :eeeeoeceeu we ewegu mac:::moa o>:ee.:m:=:se< eeu=:oaa< .meeLe eewpewumwe ece :ewuwmee e>wue:»m_ewsee an .meewuwmee e>wuegum:=_5ee meewce> eu ucmsueweeee we «Lee» use magma we geese: emege><--.m e_eew 99 As shown in Table 9, 72 respondents had been or presently were appointed to the chefe de departamento position, 18 to the diretor position, 7 to the pro-reitor position, and 43 to council membership. Although membro de conselho was not considered an administrative posi- tion, it was included because it represented an important kind of experience related to Brazilian university administration. Hence, a total of 214 positions (past and present) were held by all adminis- trators, with an average of 2.18 appointments per administrator. This amounted to an average of two years per appointment. In terms of the different administrative positions, the highest frequencies of reappointment were among the present diretores (average of 1.81 per administrator); averages of 1.35, 1.29, and 1.43 were found for the chefes de departamento, coordenadores, and pro-reitores, respectively. It is interesting that none of the pro-reitores had been appointed as diretores before or after their appointment to pro— reitorships. Similarly, the same can be said for appointees to the diretorship. Almost all of the present diretores (9 out of 11) had held the position of chefe de departamento before the present appoint- ment. Coordenador is the only position in which the respondents had been previously appointed to all of the four positions. In terms of the different discipline areas, respondents in the fine arts area were the only group who had never been appointed to any positions other than chefe de departamento. Since the area of fine arts does not offer any graduate courses, it is reasonable to expect that no coordenador would be appointed from that area. It 100 should be noted that the study respondents included only four of the seven administrators from the fine arts area. The two present diretores did not respond to the survey, but the four administrators who did respond reported no previous experience in diretor and pro- reitor positions. Job-Related Characteristics Administrators' tasks.--To characterize the administrator's task, respondents were asked to report, in hours, the amount of time they spent each week on various activities. Besides the administra- tive activity per se, three other categories of activities were included: teaching, research, and extension. The university charter defines these three categories as the main functions of the univer- sity. Because 11 of the respondents were on part-time contract, they were excluded from the analysis. The majority of the respond- ents reported the amount of time spent on various tasks, based on a 40-hour work week. However, some estimated their working time to be more than 40 hours and some estimated less than 40 hours. The total number of hours reported ranged from 20 to 63 hours. For consistency, the amount of time spent on various tasks was converted to a percentage of the total amount of time spent. The respondents spent an average of 55% of their time on administrative activities, 20.6% on teaching, 16% on research, and the remaining time on extension and other activi- ties. The results are summarized in Table 10. 101 .eee::ucw we: wee: mmgeuweguese ce>em a .eeez:ecw we: wee: mgeewu pgeee meecewem :eweem o.P m.m m.m— 0.0N m.w¢ ON new mmwuwce531 meece:e ee:m> o.m m.¢ N.e: m.:N m.Nm NN e:e.mw:wmme:mum . . . . . meecewem ze:ee: : N m N o N: N m: m :m we ecu :eu:emEO:m ¢.¢m an In o.Fm m.¢m v muL< mcwm Temem2< m=::ewuw:a 2m w.mp n: I: In _.¢w m Lepwwmuoga m. N.N N.m m.m N.mw FF Loumgwo . . . . . emgsu we : m o m m mN N «N o 02 :N .oeecme.ooe . . . . . encesepceeeo m m m m m mp v mm m Pm me mu mwmcu mcewewmea e>:ee.em:=:5e< an P.m ~.m o.op m.o~ m.¢m mm mucmucoammg FF< .855 55:33 geceemem m: Eeemw cewuebm .E.E__e< m. w” mm:2:>:eu< .m 0 U I: D. .Ameeeum ueegecee gee; Lee mgee; oe ce nemeev meeee mew:e:emwe use cowewmee e>wuegum:::see an .mewuw>wuee «cegewwwe ce meeeegumwcwsee an xeez Lee “seem mew: we emeuceegeeu-.O: e:new 102 As shown in Table 10, there were significant differences in terms of the percentage of time spent on administration, teaching, and research among the administrative positions. The most apparent differences were between local and central administration. Whereas chefes de departamento and coordenadores spent 51.3% and 40.1%, respectively, of their time on administration, the central adminis- trators, diretores and pro—reitores, spent 83.2% and 84.1% of their time on administrative activities. These differences were significant at the .05 level.5 Chefes de departamento and coordenadores reported spending significantly more time on teaching and research than diretores.6 Chefes de departamento, coordenadores, and diretores all reported spending 3-4% of their time on extension. In contrast, pro-reitores reported Spending no time on research or extension. (See Table 10 for details.) Pro-reitores reported spending the balance of their time (16%) on activities related to policy development, community contacts, and other miscellaneous activities. This is generally similar to respondents in other positions.7 Administrators in the fine arts area reported spending one-third of their time on miscellaneous activities.8 They reported dividing almost evenly the remainder of their time between 5 F = 30.2851 with 1 and 85 degrees of freedom; p = 0. 6F = 7.7095 with 3 and 83 degrees of freedom; p = 0. 7F = 1.9119 with 3 and 83 degrees of freedom; p = .1340. 8F = 16.63 with 3 and 77 degrees of freedom; p < .0001. 103 administration and teaching, while spending no time on research or extension. This is quite different from administrators in other dis- cipline areas, who devoted slightly more than half of their time to administration, 20% to teaching, 20% to research, and the remaining 4-7% of their time to extension and other activities. To clarify further the amount of time devoted to administra- tion, the respondents were asked to report the percentage of time they spent on various administrative activities. The 80 respondents on fu11-time status reported spending an average of 29.2% of their time on scheduling/program activities (curriculum), 22.5% on faculty affairs, 18.7% on student affairs, 16% on financial affairs, 6.9% on management of facilities, and 6.5% on other administrative activities. (See Table 11.) As shown in Table 11, there were significant differences between central and loca1 administrators in terms of the amount of time they spent on scheduling/program activities (curriculum), student affairs, and management of facilities. The local administrators (chefes de departamento and coordenadores) spent, on the average, significantly more of their time on scheduling/program activities (curriculum) and on student affairs than did the central administra- tors (an average of 31.8% versus 17.3% on scheduling/program activities9 10). and an average of 20.3% versus 11.2% on student affairs 0n the other hand, central administrators devoted, on the average, 9 10 .0036. .0370. F 9.0029, with 1 and 78 degrees of freedom; p F 4.5053, with 1 and 78 degrees of freedom; p 1(34 .eee::eew we: age: museuwesiece ee>em e .eee=:e:w ego: meueum eewui:::w :e muceeeeemeg apcoe meecewum :eweem e.m N.e e.m: N.N: e.mN m.eN m: eee mo:e:eee== . . . . . . meeeewum peuwmxge . . . . . . meecewum ge:eez N e e N e e: a m: N :N 2 mm Nm eee :eo:ee§e:m m.m 0.0 e.e e.eN o.mN e.eN m mes< oe:. bmflmkig oe::e:oW:a Ne e.0: m.e: «.mm o.m N.NN o.m e .ee:om-o.e e.:: N.m: N.e: N.m: N.NN m.ON e: .eeoe:e . . . . . . emseu me e m e e N m: 2 MN : m: N we a: .eeeeeeseee . . . . . . euceseugeeea e m e m N e: o m: e mN N on Ne we owoee seruwmee o>:ee.:m:e:5e< Ne m.e m.e o.e: N.e: m.NN N.mN ow emeeoeeoemo. ::< uON mo:e:>:.o< mo_::::oe. m.:eww< m..ewe< m.:eww< :53huwwuuue. .m e segue e me:e::=m :e:oeee:. Neeeeem xe:=oe. Nae::=eeeom m.m. md:e:>::o< . .meeLe e:_:ewem:e eee :ewuwmee e>wuesumwcwsee we .mewpw>weee e>wuesumwcwsee eceeewwwe :e peeem es:u we emeuceegeeii.—: m:eew 105 significantly more of their time (14.6%) to management of facilities than did the local administrators (5.3%).11 For respondents in different discipline areas, the only sig- nificant difference was in the average amount of time spent on faculty affairs. Respondents in the fine arts (25.0%) and humanities and social science (29.6%) areas tended to spend more time on faculty affairs than did the respondents in health and medical sciences (21.7%) and in engineering and physical sciences (17.0%).12 Administrators' Perceptions Process of Appointment Importance of academic degrees in the appointment_process.-- The respondents were asked to rate the importance of an academic degree in the present process of appointing administrators. They rated the different types of academic degrees of a five-point scale ranging from "minimum importance" (1) to "maximum importance" (5). Separate ratings were requested for the present process of appointment (see Chapter III, p. 78) and for the future process of appointment (see Chapter III, p. 79). To facilitate analysis, the respondents were classified according to the highest academic degree that they rated as important (3 or higher on the five-point scale). The cate- gories were: "doctoral degree in any area," "master's degree in any area or a graduate degree in administration," and "no graduate degree at all or undergraduate degree in any area." The results for the 11 F 19.4256, with 1 and 78 degrees of freedom, p==<.0001. 12 F 3.0761, with 3 and 72 degrees of freedom; p = .0329. 106 present process of appointment are presented in Tab1e12. Table 13 contains the results for the future process of appointment. For the present process of appointment, 41.2% of the 97 respondents rated doctoral degrees 3 or higher, 19.6% rated master's degrees 3 or higher, and 30.9% rated "no graduate degree" or "under- graduate degree" 3 or higher. There were no significant differences among respondents in the different administrative positions or disci- pline areas. Similarly, 44.6%, 38.0%, and 6.5% of the respondents, respec- tively, rated the doctoral, master's, and "no graduate degree" or "undergraduate degree" 3 or higher for the future process of appoint- ment. Again, there were no significant differences among respondents in the different administrative positions or discipline areas. The opinions of the respondents shifted from 60.8% rating graduate degrees as having some importance for the present process of appointment to 81.6% rating graduate degrees as important for the future process of appointment. This shift in opinion, as shown in Table 14, was statistically significant.13 In particular, of the respondents who rated the undergraduate degree as having some impor- tance in the present process of appointment, the majority of them indicated that the master's degree or graduate degree in administra- tion should receive more importance in the future process of appoint- ment. 13A two-tailed sign test was significant at the .004 level (Seigel, 1965, pp. 68-75). 107 meeeewum :eweem o.mm o.mm 0.9m om ece mewuweeszz . . . meecewem :eewmxge w om m om : em em use mcwgeecwmcm . . . meeeewem sp:eez N mm m m m we me use :eeweeeewm o o.mn o.mN w muw< mew; mees< oe::e:om:o an ¢.Fn o. o.w~ n Louwmmioga N.wp m.hN m.¢m PF Loquwo . . . emcee me o mm m N: m mm em :eeecweseeu m.om e.mN N.Nm mm oeeoEeeeeeeo mu mwmzu mcewpwmee m>wuespmwcw2eweesee emsmmo umegmwz .meeee m:::ewumwe ece :ewuwmee e>weesemweweee he .mmeeese acespcweeee pummese ecu :: euceuseeewe me meesmee ewseeeue ucegewwwe mcwues muceeceewe: we emeuceegeeii.~: e:eew 108 meesewem Neweem o m.Nm m.m~ m: use mewuwsessx . . . meesewem Neewmzss m u N mm m mm mm use mswseeswmsm . . . weesewem sHNee: N m : em m we :s use Neewueeewm o o.mN o.mm e mes< esws mees< ee::e:om:s Ne u.o: m.o: o.om o seawemiees o m.em e.m¢ N: seeeswo . . . emssu eu : u m mm : em em seueseuseeu . . . eeseseeseseo : N u mm s mm mm eu ewesu msewewmes e>:ee.em:e:susixm e.u o.mm u.ee mm museuseemes ::< eesmeo eeesuesm seweesemwswsg eesme meow. 1.395 :0 :< we E. @9300 3.2695 95 um Mu. . eesmea euesuesw ez so eesmeo eleemez : u o w m. p ARV ueusesseeem eeemeo emesmwz .meese eszQPemwu use sewuwmes e>weesemwswsue as .mmeeese usesusweeee eszusw es» s: eeseuseeswe me meesmeu ewseueee usesewwwu mswees museuseemes we emeeseesesii.m: eNQeN 109 No.oO::NNV Nm.e :m. 2:.22 :em: 22.32 :mm: :eeee ee=:ee eesmeu eeesuesm Nm.eN :NN: Ne.NN :m: 2N.ee :m:. No.3 :N: -seee: so ::e we eesmeu eueeuesm ez M a sewuesemwswsue m so.NN :N:. -- :o. Ne.Ne :e:v Ne.N: :N. ”w wwumww memwwmum .. . eesme Ns.mu Nwmv .. Nov Nm.m: Amy Nw.mm Ammv :eseeeem eesmeo eeeeuesm sewpespmwsw5u< :mwew iseus: se ::< we sw eesmeo ewesuesw ewwwwwo m eesmeo epesueso ez se eesmeo w.seumez N a essusw .pseaesweeee we mmeeess essesw use usemese es» s: easeuseeewe me meesmeu eweeueee posesewwwu ueees es: mpseusesmes we sewee:=see1mmesuii.s: e:sew 110 Importance of professional experience in the appointment process.--Respondents were asked to rate the importance of university- 1evel teaching and administrative positions in the process of adminis- trative appointments. As in the previous question, they were asked to rate the importance on a five-point scale ranging from "minimum importance" (1) to "maximum importance" (5). The present and the future appointment processes were rated separately. Ratings were grouped in terms of "low importance" (ratings of 1 and 2) and "high importance" (ratings of 3, 4, and 5). The respondents overwhelmingly affirmed both teaching and administrative experience at the university level as important in both the present and future processes of appointment. Table 15 shows that for teaching and administrative experience, 90.1% and 85.0% of the respondents, respectively, considered such experience important for the present process of appointment. The comparable percentages for the future process of appointment were 97.8% and 95.7%, respectively. These shifts in percentages from present to future process of appointment were significant at the .05 level for both teaching and administrative experience.14 The overwhelming agreement among the respondents that profes- sional experiences were important in the process of appointment was supported by Finger's (1974) findings. In his interviews with 14For teaching experience, McNemar test for significant changes: chi-square = 4, with 1 degree of freedom; p < .05. For administrative experience, McNemar test for significant changes: chi-square = 5.81; p < .02. 111 :s. :e:: :N. :s:: :s: :N:: ::. :N:. messe:om :u:oem -- use: N:.:: ss.ee -- use: us.m uu.us use mo:u:susss ::: :NN: :u. :s:: :N: ::N. :N: :eN. meose:om :uo:msss NN.u Ne.ms Nu.N: us.Ne NN.e Nm.:m Ns.m: NO.Ne use ss:sees:sse :m. :em. :N: :mm. :s. :Nu. :m. :um. moose:om su:ee= Nm.N NN.Ns NN.u: am.ne -- use: NN.N: ne.Ne use :uo:uuss:s :s: :u. :s: ::. :s. :N: :s: :u: -- use: -- use: -- Nos: -- use: muss es:s mees< esw:e:emwo1xu :s: :s. :s: :N. :s. :m: :s. :u: e - -- Nos: -- use: -- ass: -- use: s u:es ess ::: :s:: :N: :e: :s. :s:. ::s :s:. N:.s as.ss us.sN as.ee -- Nos: 2:.s as.ss ssues:s :s: :uN. :m: :sN: :o. :uN: ::. :NN: smsse eu -- use: as.m: Ns.Ne -- use: um.u NN.ms seuuseuseue :m: :su: :e: :Nu: :N. :s:: :N. :mu. susesuusesou se.m NN.us NN.m: NN.ue us.m 2:.us Nm.N: um.se uu ewese use:u:mus e>wuesemwswsu< Nu :m:: :se: :m:: :eN: :N: :ee: :s: ::s: Nm.u NN.ms Nm.u: NN.me NN.NN Ne.Ns es.s: us.ss museusesmu. ::< mucmu mucmu wucmu macaw mucmu mucmu mucmu mos—mu -sees~ -seee_ isees: isees: -sees: -seeE~ -sees: -seee_ sou ss:= so. so:: so. ss:= see sm:s 0.5qu acmmwsm asses... ucwmmsa .swsu< Newmse>wsu sw eesewseexu mswseeew auwmse>ws2 s: eesewseexm .usesesweeee we mmeeese esseew use usemese es» sw eesewseexe Fesewmmewese we euseeseeew ese we mmswues .meseuseememii.m: e:eew 112 Brazilian university presidents, Finger found that "in terms of pro- fessional experience, presidents agree that it is extremely important . to have previous administrative experience as department heads, deans and so forth, and teaching at the university level" (p. 127). At the same time, however, a majority of the respondents in this study also expressed the belief that, in addition to professional experi- ence, some kind of graduate degree was important in the future process of appointment. (See Table 13.) Importance of personal qualifications.--In addition to the formal qualifications of university administrators--degrees and pro- fessional experience--respondents were asked to rate the importance of 10 additional qualifications on a scale from 1 (minimum importance) to 5 (maximum importance). These qualifications were: impartial and objective, broad education and interests, ability to understand problems in areas other than own specialization, capacity to plan and foresee the future; ability to solve problems, good communication and human-relations skills, broad political relations, ability for personnel supervision, leadership skills, and capacity to plan and execute budget. The responses on the five-point scale were grouped in terms of "minimum importance" (rating of 1 and 2) and "maximum importance" (rating of 3, 4, and 5). "Ability to solve problems" was the qualifi- cation selected most frequently as "important" (56.8%). “Personnel supervision" was the qualification least likely to be selected as "important" (29.5%). The 10 qualifications are presented in Table 16 in terms of their frequencies of selection as "important." 113 .ueu=:esw ues meseewesiess se>eme meesewem :eweem w.um o.0N m.mm u.Nu e.Nm o.om m.Nm N.me o.mu c.0N mp use mewuwsessx meese e ee » o.mN N.sN e.um e.mu e.em N.ms m.Ne m.Ne N.ee e.ON uN use:sm:wuehmsnm . . . . . . . . . . meesewem sHNee: o :m 0 cu o cu a mu m :u a mu m Nu m mu 0 Nu m we :u use Neewuesewm o.mN o.mN o o o o o o o o u mus< esws emees< us::e:om:s Ne N.o: m.mm 0.0m N.oe N.o: m.mm m.mm o.om o.ou 0.0m m seawemiess u.em m.um m.um u.mo o.oN w.:m u.mu N.NN N.NN m.:w :: seueswo . . . . . . . . . . emssu eu N :u N mN : mm m um m Nu N um N co m mm m mm m cm uN seueseuseeo . . . . . . . . . . susesuuseses : uN m mN o om 0 Nu N mm o mm o Nu N Nu : mu N Nm mm eu ewesu msewewmes e>wpespmwswsu< aw m.mN m.:m N.mm N.uu N.uu m.Nu m.om N.mm N.mm m.om mm museuseemes ::< .dSuV Odnuv 83.03 11 1.38 4.11.403 8.08 HSDJ 0.1. gjuv HON anq lJUq ”XILD. a UXJ nOILD. 301a n20 qw .4030. 30 dd l. U..0 pl. p3 9.0 D. 1.0 0 1....“ 9.0 ILILO m [.0 nl..d OIL? I: S. 531. 30.31.. 53H? p 339. ”BUD: psi—.9 91.0. 30.. qul... d OJL. .4114... an 3 a JJD. JS 3 1.10. 01 DJ 1.8 l. 00 wmh anm flaw“... e. w. 3 ame Mn. 85% mu .m... we. W... BS JSD. psA U. 19D. D...A Up. anew An... S D. 3 1.31. a U1. 1.. sun 1. SI. 1. w 8|. 1.. U 0 91.0.0 .4 .0 P3 0. 1. u. . . 0 1+ su o o a 0 1m“. no 5 .meese esw:ewemwu use sewewmee e>weesemwswsue as s.eesepseeaw Esewxees me mseweeewwwNeee see esp msweeepem museuseemes we emeeseesesii.e: eNeeN 114 In addition to "ability to solve problems," three other quali- fications also received more than 50% of respondents' endorsement as “maximum importance": "impartial and objective" (53.7%), "good communi- cation and human-relations skills" (53.7%), and "broad political rela- tions" (50.5%). Although not statistically significant, diretores were generally more likely to indicate all of the ten qualifications as "important" than were other position groups. Significant differences were found between central and local administrators for the qualifi- cation of "leadership skills"-—64.7% versus 40.3%, reSpectively.15 Administrators in the fine arts area rarely rated any of the qualifications as "important." Significantly more administrators in the engineering and physical sciences area than in other areas rated "capacity to plan and foresee the future" as important.16 And more administrators in medical and health sciences rated "ability to under- stand problems in areas other than own specialization" as important.17 Specific qualifications and experiences for the different administrative positions.--In addition to the list of ten qualifica- tions discussed above, the respondents were asked to list the most important qualification(s) and experience specific to each adminis- trative position in the university. The positions included were reitor, vice-reitor, diretor, chefe de departamento, coordenador de curso de pos-graduacfio, and the six pro-reitores responsible for 15Chi square = 6.06 with 2 degrees of freedom; p = .0484. 16Chi-square = 10.91 with 4 degrees of freedom; p = .0275. 17 Chi-square 9.62 with 4 degrees of freedom; p = .0474. 115 undergraduate studies, graduate studies, research, extension, admin— istration, and planning. The open-ended format of this question yielded a wide range of responses for each position. This required an exhaustive content analysis to present the results in a more coherent fashion. Thus the list of perceived qualifications and experiences for each specific position was grouped into the following areas: those related to personal characteristics, those related to formal qualifications of the individual, those related to acquired experiences of the individual, and others that did not fall into one of the foregoing categories. The frequencies of responses of these qualifications and experiences for each position are presented in Table 17. As shown in Table 17, nine qualifications or experiences were cited for at least 7 of the 11 positions. They are: The individual should .be loyal to the institution and imaginative, have been a member of the university council, be at least an associate professor and on full-time status, have an established reputation with the university, and be knowledgeable about the federal laws applicable to education. These items complemented the list of personal qualifications discussed in the previous section. In addition, the respondents also suggested the following specific qualifications and experiences for the different positions: 116 ,... ,— (\I I— F NO FLO sepeswo seawesiess .swsue ew:e=e\se:eesemwswsue sw eesmeu eeezueso mseweeewwwpeao :eEseN e sewpe=:e>e EesmesQNQeenese sw m::w¥m mseweewes News=EEee sw m::wxm ms:.o:u::ss s: m:::sm meessemes eeesesem e» New:ws< .2313. Ausewpes .uexepes .mse:=ewuee .ueee>wees .e:swmsesmes .uemsemiueem .ewEesxu .ueuwswemiseee .mswuseemseuss .ueszQwemwuv msespo eeseuseeeus: mew>wueeseNsewpeswmeEH se:ssu:ums: see us Nu:u»e:N»u:eNes mseweeewwwNeac :esemses w ld 6utuue uotneuq -SLULm . pv ixa UOlSUB saipnis anenpedg S n 'pmgigpafi uodeasaa mesepwemiess 'peufi-sgd OSJnj ap JOpPUBpJOOQ oquaweqaedag 3P 34390 donautg Joniad-BOLA 401183 meesewsesxm use msewueewwwNeeo .msewewmes e>wpesemwsw5ue usesewwwu es» sew meesewsesxe use mseweeewww:e=e ewwweeem we umweii.N: eNseN 117 ,— Nr-t—m NF-r—N ”Ff—q. MPMNO‘) Nr-m NPQ‘N \ONF-m NP mp NI—m m N— »ewmse>ws: esp we sewmw> mewsmsewueNes Neewew:ee ueesm suseemes sw seweeusees uesmw:seemm Newmse>wss esp swsewz sewueeaees uesmw:seemm seseemes sw eesewseexm mswseeeu eeeeuesm sw eesewsesxm mewusem eeesuesm sw eesewseexe soweses emeesewseexm ueswsee< emuesuesmimue eu emsse eu seueseuseeu ewsmsemmewese eeeweemme\::=w zupseew eswu-::=s esNemsee eu esseez easesepseeeu eu ewesu Nu.pseev mseweeewwwweso Nesses ld 6utuue uotneuq ‘SIULWPV uotsuaqxg uoueasaa saipnus anenpedg s l n 'peuglgpafi mesepwemiess °p936-sgd osung ap JOpPUBpJOOQ onuaweauedaa 6P 94390 Joqadtg 401133-33LA 401138 meesewseexm use msewpeewwwNeeo .uusssusse--.N: u:se: 118 .eesesewes xmee sew ueu::esw esez use mwmapese usepsee sw uems esez mmswueeseem eswe msewueussew :eseweesseesw use :esewues sew: mueeeseu Newmse>wss esp we muees essezw eu Nuw>wewmsem muees Newssseee e» auw>wewmsem sewmseexe we emueN3esg muees .meseusem ea apw>wuwmsemNmeseusum sew: swsmseweeNes ueeu eese esp we as: isuwssee use .eeweeese .Nseesu es» we emue:3es¥ Newmse>wse es» we sewuesese :esesem we emuewzesg Newmse>wss esu we e:=ewss=e ewesuesmseuss we emue:3es¥ wweum use .meseusem .Nu::eew Eesw useessm m:eem :eesem we sewmw> seweeesue ee eNseew:eee mze: :eseuew we emue:3esx Nu.eseev msesuo ld uotqeuq -SLULw 6u1uue pv 1X3 satpnqs aqenpedg u0Lsua usueasaa 531P01S 'pedfidapun meseewemiess 'peJB-sgd osung ap 30peuapdoog onuaweqdedaa 6P 34393 JOlaJtQ 401L38-BULA 401193 meesewseexm use msewpeewwwNezo .uess::sue--.N: u:su: 119 Reitor: Ability to generate resources, broad political rela- tionships, vision of the university, and previous experience in the position of vice-reitor or diretor. Vice-reitor: Ability to generate resources, broad political relationships, graduate degree in administration or public adminis- tration, and previous experience in the position of pro-reitor or diretor. Diretor: Independence, ability to generate resources, vision of the university, and previous experience in the position of chefe de departamento. Chefe de departamento: Vision of school's goals; support from faculty, students, and staff; and prior experience in the position of coordenador de curso de pos-graduacfio. Coordenador de curso de pés-graduacfio: Knowledge of the theory, practice, and curricula of the discipline area; good relation- ship with students; and sensitivity to students' needs. Pro-reitor--undergraduate studies: Knowledge of the under- graduate curriculum of the university and experience in the position of chefe de departamento or coordenador de curso de pés-graduacao. Pro-reitor--graduate studies: Foreign experience in graduate studies, experience in graduate teaching, and knowledge of the general operation of the university. Pro-reitor--research: Foreign experience in graduate studies, experience in research, established reputation as researcher, knowl- edge of the general operation of the universtiy, and contacts with national and international foundations. 120 Pro-reitor--extension: Skills in community relations, knowledge of the general operations of the university, knowledge of extension, and sensitivity to community needs. Pro-reitor--administration: Broad political relationships, knowledge of the general operations of the university, and a graduate degree in administration or public administration. Pro-reitor--p1anning: Ability to generate resources, skill in project and program evaluation, broad political relationships, knowledge of the general operations of the university, sensitivity to the future needs of the university, and a graduate degree in administration or public administration. Suggested changes in the process of appointing administrators.-- In Brazil, the top university administrators are appointed by the President of the Republic and the Minister of Education. The appointees (reitor and vice-reitor) are chosen from a list of six names elected by the University Council, and the diretores are elected by the unit (school or college) council. The University Council comprises all upper-level administrators at the university. The researcher sought to obtain the perceptions of adminis- trators about the adequacy of the present process of appointment. An open-ended question soliciting suggestions for improvement and changes was included for those not satisfied with the present appoint- ment process. Thirty-eight administrators responded to this question. Almost 40% of the survey respondents were not satisfied with the appointment process. Among proposed changes, the most popular was 121 "direct election by the entire university community of its own administration,1' which was mentioned by 23 of the 38 respondents (60.5%) . The second most popular suggestion, mentioned by 7 of the 38 respond- ents (18.4%) was to "increase the participation of the university community in the appointment process." Both suggestions stressed the need for more participation by the university community in the appointment process for its top administrative positions. In other words, a majority of the respondents felt that the appointment process should be more locally controlled. Preparation of Administrators Preparation format.--Respondents were asked to indicate the type of preparation, if any, that should be provided for Brazilian university administrators. Ninety-one (93%) of the respondents answered this question. The results clearly indicated that the pre- ferred type of preparation was informal in nature. 0f the 91 respond- ents, only 18 suggested preparation in formal programs (post-doctorate, doctorate, and master's level); the remainder preferred preparation by on-the-job training, short-term courses, intensive workshops, intern- ships, or specialization. As shown in Table 18, all categories included in informal programs were favored by more than half of the respondents (ranging from 50.5% to 64.8%), although there were no clear preferences among them. It should be pointed out that although specialization was included under formal preparation, the nature of the program in the Brazilian system distinguishes it from the others. A specialization program involves a definite program of course work 122 meosewom Newoem o.mu 0.0m o.mm o.mm o.ON o.oN o.m .. oN use mewpwsessz meose:o eo:mx s.sm s.os s.ou s.me o.sm o.sN 0.0: s.s: sN usu.ow:hoes:sum meose:o ee u.mN s.me u.me s.mu N.:m s.u N.N u.N :u use :ew:uw&u:fl o.oo: N.ue N.ue N.eu o.oO: .. -1 -1 m mes< esws mees< eswpewomwo an e.mN e.wN e.mN u.:N o.mN m.u: i- i- N seawemioss o.om o.oN o.oN o.om o.oN o.O: o.ON .. o: soueswo . . . . . . . . omssu eu 0 mm 0 on o mN o om o cm 0 o: o m o m: 0N soueseusoou . . . . . . . -1 epseEeuseeeo u oN N am N mm N mm u Nm m m e m um eu ewesu sowewmes e>weesumwswsu< am N.ue N.mm N.wm w.mm m.om m.m 0.0 m.m :m museusoemes ::< emssou a: wow .sm eese mswswesw uer . . :eseeoeo s. Esew . - i i m z :esopooo i .0 fusesm sseps: xsoz sou so Newoeem ewes Mm... :essows: :essew . .meese es::ewomwu use sewuwmee e>weesemwsw2ue as .soweeseeess soeesumwswsue sow meessow usesewwwu msweoe:em museusoemes we emeeseosesii.m: eNeew 123 that does not lead to a graduate degree. It is less formal than the graduate degree programs. Although not significant, it is interesting that the pro- reitores clearly preferred on-the-job training as the method of preparation (71.4%), whereas respondents in the other positions were receptive to all suggested types of informal preparation. The pref- erences of respondents in the different discipline areas were similar. The only significant differences found were among their preferences for specialization.18 Only 30% of the respondents in engineering and physical sciences indicated a preference for specialization as the format of preparation. Content ofgpreparation programs.--Respondents were given a list of 16 topics and asked to suggest which, if any, of the topics should be included in a formal or informal program for training and preparation of university administrators. Among the 85 respondents to this part of the questionnaire, the five preferred topics were: academic administration (77.6%), program and project evaluation (63.5%), public administration (63.5%), budget planning (62.4%), and personnel evaluation (58.8%). These five topics are all closely related to the daily functioning of universities, and all are "practice oriented." A summary of the results is presented in Table 19. Significant differences in the selection of the topic "aca— demic administration" were found among respondents in different admin- istrative positions. Although it was the most popular choice among 18Chi-square = 9.2549 with 3 degrees of freedom; p = .0261. 1224 .ueu::osw ees meseewes-osse meosewom Newoem m.s: e.m: N.sN :.:N s.:m u.Nu :.Nu :.em e.um e.em u.Nu s.Ne N.MN u.eu N.Nu N.ue s: use mo:s:susss N u.:m e.sm :.Nu m.Nm :.Nu e.um e.Nm e.mu e.Nm N.Ne u.Nm N.Ns s.Ns u.Ne s.Nm s.eN s: mewnw:mw:hmw“Moum u.m: N.eN e.se u.mu N.eu N.eu m.:s u.Nm u.ss u.sm s.sm :.uu m.:u N.su N.mu :.Ne an swuquWW:uwhmwn -- -- -- -- -- -- -- s.oo: -- -- o.oO: -- -- s.ss: -- o.oo: : mess os:s emees es:: :om:s s N.u: m.u: s.eN u.eN s.Nu s.eN e.u: m.Nu e.eN u.eN s.Nu u.eN :.Nm m.mu :.Nm e.eN N sou:es-uss -- -- N.NN s.mm N.NN N.uu e.mm m.mu u.uu N.us u.mm N.ue N.ue e.NN e.NN o.oo: s seses:s N.s: N.mm e.NN o.em s.mm s.em «.3: «.mm N.se «.mm :.:e :.:e N.NN N.NN N.NN u.us e: ssummuwwemw s u.:N u.sN N.mm N.sm N.:u :.mu s.su e.:m :.mu s.em s.Ns e.su e.em e.oe e.em e.uN :e essoMMHMHemw su:::mes e>:ousum:s:su< Ne e.N: s.mN e.:m s.ou u.Nu m.mu s.mu m.mu N.eu u.sm :.um e.em u.Nu e.mu m.me u.NN me museusssmos ::< av 03 SS 3” HI 35 80 V1 H3 441 o a: 3d 9.8 Vd dd vv 8" up 90 31.. pl... au p0 add us 1|... ls.“ I30 A3 un pn .J pg 30 - Pd Apr 31? am a Is. 99 [.0 use la 3U '55 6 Irl 6c. I..p d a n [.9 .0 E 9.0 A“ “J 3“ pm pp no 33 "It. I43 "3 00 as .61. Du J JD. 3|. 1...... [LA J3 ho. Pu X1 .13 9.3 l.w u... 5.4 Na 81. 1.5 an 1:0 02 S a 35 31. 3U a 5 m3 SL. 0. an. .4 s u “:3 05 JD. 30 3 VA“: 9...... I93 and 1 193 a 21? 3 d o 3 UK 1* Jl’ p0 die. 10 Oil. "l J 39 J u J1. an a 81: N1. 1.. D. "1.. 3.6 l.“ U 1.9. D. AU 9. 3 as SS J J 30 o o 1 D J 05 Is.“ 19 DP 1? s ".1? sa 5 9H .1." n4. u IL. 9.. If? u on ls. l I... I: l. 0 ll. u. D. o 1.. 3“ UL. O o 0 3 up. u [.6 01.. l u l. up u u u S 6” u l“. 0.0 o 3 6 .meese esp—ewomwu use . sowewmee e>weesemwswsue Ne .mseeesemws:5ue we seweeseeese ese sew moweeu usesewwwu mswuoe:em museuseemes we emeeseoseeti.m: e:eew 125 all respondents, only 28.6% of the pro-reitores selected this topic,19 but it was overwhelmingly selected by the other administrators. In general, there was less consensus among the pro-reitores about which topic should be included in a formal or informal program (the strongest preferences were for "project and program evaluation" [57.1%] and "budget planning" [S7.l%]). When preferences of topics for formal and informal programs were cross-tabulated with the number of years of experience in univer- sity administration, it was found that administrators with more than two years of experience were more likely to select the topic of "academic administration" than those with two years of experience or less. Respondents were divided into three groups: those with two years of experience or less (28 respondents), those with three to six years of experience (28 respondents), and those with more than six years of experience (29 respondents). The preference percentages of these three groups were 57.l%, 92.9%, and 82.8%, respectively, for the topic of “academic administration." These differences were sig- 20 No significant differences were found nificant at the .05 level. for the other topics. The same question asked respondents to indicate which topics, if any, should be included in a formal or informal pro- gram specifically for future administrators and, if available, in which topics they themselves would be interested. The percentages of ‘9 .0014. Chi-square l5.52, with 3 degrees of freedom; p .0042. ZOChi-square 10.95, with 3 degrees of freedom; p 126 of respondents selecting each of these topics are summarized in Table 20. Preference percentages across all categories and all topics ranged from 3.5% to 43.5%, with an average of 19.14%. Such low per- centages indicated a lack of consensus among respondents about which topics would be appropriately included in a training program. Con- sistent with their preference for an informal format for training programs (refer to Tab1e 21), more respondents, on the average, selected topics for informal programs than for formal programs (28.6% vs. 16.7% and 19.2% vs. 12.0%). Respondents were more likely to select a topic for formal or informal programs for future adminis- trators than a topic for a formal or informal program in which they would participate (22.65% vs. 15.61%). Nonetheless, there were some commonalities among the five topics most likely to be selected for future administrators in a formal or informal program and for the respondents themselves in a formal or informal program. As shown in Table 21, among the five most preferred topics for each category, the topics "academic admin- istration" and "program and project evaluation" appeared in all selections. "Foundations of education," "theory of administration," and "public administration" were selected for formal programs, whereas "personnel evaluation" and "internship and field experience" were selected for informal programs. "Budget planning/execution" and "sociology of education" were selected for informal programs to train future and present administrators, respectively. General suggestions for_preparation of administrators.--Another open-ended question was included to obtain additional comments from 127 Table 20.--Percentage of respondents selecting different topics for formal and informal preparation of present and future administrators. Future Present Administrators Administrators Topics Should Study Would Study Formal Informal Formal Informal Programs Programs Programs Programs Theory of administration 29.4 20.0 22.4 10.6 Public administration 28.2 32.9 18.8 20.0 Academic administration 32.9 38.8 25.9 29.4 Organizational behavior 15.3 29.4 10.6 15.3 Budget planning & execution 16.5 43.5 12.9 20.0 Finance of higher education 12.9 34.1 4.7 15.3 Foundations of education 23.5 25.9 16.5 20.0 Sociology of education 16.5 22.4 10.6 22.4 Personnel evaluation 20.0 36.5 14.1 27.1 Project & program evaluation 21.2 38.8 16.5 32.9 Introd. to research methods 11.8 25.9 9.4 16.5 Advanced statistics & research 5.9 9.4 3.5 5.9 Computer use & data processing 5.9 15.3 3.5 10.6 Student personnel services 7.1 21.2 4.7 16.5 History of higher education 7 1 29 4 9 4 2] 2 in Brazil ° ° ' ' Internship & field experience 12.9 34.1 9.4 23.5 16.7 28.6 12.0 19.2 Average percentage of responses 22.6 15.6 128 “Ne.-v eoeeeu. -aum we xmopomuom Aem.mev cowuaumxm new mcvccepq ammuam agommueu uwmwomam Low nouumpmm uwgoh Axm.mmv mace -wgmaxm upmww a awcmccmch Au_.nmv comp umzpe>m chcomcma Axe.emv cowpmuzum cosmF; eo mocecwm\mu:m -_Lmaxm umee w awzmcgmucH Aam.omv eoepez |~m>w Fm::0mgma agommgeu Fmscowcw com umuumme uwaoh Rem.o_v eoeeeueee we meowpeccsom Axw.wpv cowueep -meePEUe e._e=e A&¢.-v coeuecumw ucwsum mo agomgp Aam.m~v eowpeeaee mo mcowpmvcsou A&~.wmv cowumcu -m.e.5ee eepeee flee.mmv coweeeem. -cche mo xgomcp agommueu pesto» co; wouompwm uwaoh Axm.~mv cowpmape>m Emcmoga a powwoca Aav.mmv cowuecu -mwcwEum owswumu< Amm.mpv cowvespe>m Emgmoga a pounce; Aam.mmv :o_pegp -m_:wsum owEmvmu< “Rm.mmv cowpm:_m>m Emgmoga w powwocm Aam.mmv cowpeeu ImwcwEUm UwEmUmU< Ax~._~v cowpezpe>m segmoca a powwogq Aam.va seepage -mwcwsue owemceu< mWWWbmmpeo —mELom wee Fesgoec? com umuumpmm uwaoh Eegmoca FmecoecH Emcmoga Peace; Eecmoca FmELomcH Ememoem FmELom xeeem e_=o3 mcopegamwcw5u< ucwmoga was: xvzam upzozm mgogmcumwcvsu< mcapzm was: .mgoumgpmwcmsue we cowumgmqmcg cow mowaou umggwmmgauu.Fm mpamh 129 respondents regarding options to improve the preparation of univer- sity administrators. Fifteen percent of the administrators surveyed responded to this question. Most of the suggestions referred to training programs for university administrators, such as the creation of a national school for Brazilian university administrators, the reopening of internship programs sponsored by the Brazilian Council of University Rectors (CRUB), and the creation of other systematic processes to prepare university administrators. Problems Faced by Brazilian University Administrators Respondents were asked to list, in order of importance, the four most crucial problems presently confronting the administrators of Brazilian universities. A wide range of differing answers (79) was obtained. This diversity of responses required an exhaustive content analysis to obtain a consistent and understandable set of problem areas. The five most frequently cited areas are presented in Table 22. The problem areas are listed in descending order of response frequency. The major problem perceived by administrators was related to financial matters and concerned various aspects of the financial life of the institution. Eighty-nine respondents mentioned this problem. Whereas 61 respondents specifically mentioned "lack of financial resources," other responses included such concerns as "bad or insufficient salary" (12), "lack of equipment or physical space" (7), and, simply, "financial problems" (9). 130 Table 22.--Average ranking of perceived crucial problems confronting Brazilian public university administrators. Average Number of Problem Areas Rank Respondents Percent Related to finance 1.61 89 90.8 Related to government admin- istrative centralization 1‘96 65 66'3 Related to personnel 2.26 60 61.2 Related to faculty 2.57 38 38.7 Related to planning process 2.61 42 42.8 Others 3.13 19 19.3 aPercentage of all respondents. Sixty-five respondents reported problems related to the struc- ture of higher education in Brazil and its recurrent themes. The most frequently cited problems, attributed by respondents to government interference, included: lack of general autonomy (28), excess of bureaucracy (20), inadequate institutional structure (8), excessive centralization (3), and lack of autonomy for specific decisions, i.e., academic, political, and financial decisions (6). Staff inadequacy (21), lack of training (19), lack of leader- ship (11), and lack of interest (7) were the most common responses in "problems related to personnel." There was a total of 60 responses in this category. The fourth most frequently cited problem, with 38 mentions, was in the facu1ty area. This represented an assessment of the 131 faculty: lack of interest (7), poor selection (5), lack of prepara- tion (11), excessive politics in academic life (5), and lack of professionalism as a teacher (6). Finally, "problems related to the planning process" included items related to institutional planning and the local level of deci- sion making. From the total of 42 responses, major items included: inadequate planning (14), lack of planning (10), lack of integration (9), problems of coordination between various academic areas (6), and administrative disorganization (3). Among other problems reported were inadequate objectives of the institution in relation to the needs of the country (7), isola- tion from the community (8), and excessive number of students (3). These concerns were noted, but they could not be meaningfully grouped for analysis. The problems identified here were similar to those reported by Finger (1978), who surveyed Brazilian university reitores. He reported that in the opinion of Brazilian university presidents, the largest problems [faced by universities] were: (1) Limited human resources, (2) Meager material resources and (3) Lack of univer- sity autonomy. Other problems mentioned were: inadequately prepared faculty, lack of an educational and administrative philosophy, quality of academic programs, excessive bureaucracy, mass education. . . . (p. 139). Sunlay (1974), when investigating the need for higher education administrative courses in Thailand, reported that the ten most crucial problems listed by the rectors included (a) insufficient system of financing higher education, (b) system of administration (rigid rules and regulations). .. ,(c) shortage of highly qualified staff 132 and faculty, (d) lack of clear-cut objectives and long-range plan for universities at the national level, (e) inadequate salary and compensations for university staff and faculty, (f) lack of adequately prepared administrators, (9) poor uni- versity environment. . . . Although the population of Sunlay's study was of a different cultural background than the respondents in the present study and Finger's study was completed in 1978 rather than 1981, both of these studies were nevertheless consistent with the present study. This might suggest this set of problems transcends time and geographic boundaries, but it does not imply that local solutions to the problems are the same. Summary and Discussion In the preceding sections of this chapter, the major findings were presented and statistically significant relationships between variables were noted. In this section, the findings are summarized and implications are discussed. Summaries of findings and comments are presented in the following order: Characteristics of Administrators - Biographical Characteristics - Professional Experience - Job-Related Characteristics Administrators' Perceptions - Process of Appointment - Importance of Academic Degrees and Professional Experience - Importance of Personal Qualifications - Specific Qualifications and Experiences for the Different Administrative Positions - Suggested Changes in the Process of Appointing Administrators - Preparation of Administrators: Format, Content, and General Suggestions - Problems Faced by Brazilian University Administrators 133 Characteristics of Administrators: Biographical Summary.--The typical administrator at UFMG is a male (84%) with an average age of 45 years, holds the rank of associate profes- sor (61%), and is contracted to work full time (91%). All adminis- trators hold the bachelor's degree, 21% have specialized post- bachelor's training below the master's level, 25% have the master's degree, and 36% have doctoral degrees. Coordenadores de curso have the highest percentage of doctoral degrees (71%) among administrative positions. Most of the academic degrees awarded to respondents were granted by UFMG (the institution where they currently work). These degrees are as follows: bachelor's degree (90.6%), specialization level (48.8%), master's degree (47.4%), and doctoral degree (57.1%). Discussion.--The preponderant number of male administrators at the university is expected. Only recently has a balance of enroll- ment, in terms of students' sex, been achieved at Brazilian universi- ties. Within each discipline area, however, an overall balance has not yet been reached. The humanities and social science disci- pline area traditionally attracts more female than male students; hence, the same trend appears in the university administration, where females within the humanities and social science area constitute 31% of the administrators. This is the largest percentage of female administrators of the four discipline areas. In Brazil, a full professorship can be considered a terminal rank attained at maturity of the teaching career. The academic rank 134 system is not a tenure system but rather a system closely related to the degree held and the age 0f the faculty member. Since the average age of administrators is 45, one might expect the predominant rank to be at the middle level. Although 11% of the respondents reported ranks of full professor and 26% of assistant professor, the largest group of administrators (61%) was at the associate professor rank. Ninety-one percent of the respondents are contracted to work full time, of whom 34% are contracted to work 40 hours per week in a nonexclusive-dedication status. The latter contract status allows them to have additional employment outside the university, and this is common in Brazilian universities. Four trends seem to be clear when analyzing the academic degrees of UFMG administrators: 1. Faculty and administrators follow a fixed direction in terms of discipline areas at the various academic levels of their professional lives. For example, an administrator holding an under- graduate degree in engineering is likely to obtain a master's degree and a doctoral degree in this same field of specialization. This predictability can be credited to two major factors: the very broad definition of discipline areas used by the university and the tradi- tional, less-specialized scope of majors granted by Brazilian univer- sities. Thus, it can be stated that an administrator working in a discipline area at UFMG probably will obtain all of his academic degrees in that discipline area, and, in many instances, all degrees are from the same school and department in which he is currently employed. 135 2. The higher the degree, the less likely it is that an administrator will hold it. 3. The higher the degree, the more likely it is that a for- eign university granted it. 4. The phenomenon of inbreeding is found at all degree levels, ranging from 88% at the bachelor's level to 57% at the doctoral level. Luce (1978) stated that "the mobility of Brazilian scientists is much lower than the European and American counterparts, bringing excessive 'inbreeding' [to the university]" (p. 110). Characteristics of Administrators: Professional Experience Summary.--Respondents reported having greater experience in teaching than in administrative activities. Furthermore, the teaching experience at the university level (97 respondents with an average of 15.5 years' experience) was greater than the experience in all other educational levels combined (39 respondents with an average of 9.5 years). Administrative experience at the university level was reported by 88 respondents (5.9 years average), whereas only 10 respondents reported an average of 9.2 years in administration outside the univer- sity. Diretores had more years in teaching experience at the univer- sity level (16.9 years) and at other educational levels (11.3 years) than did individuals in any other administrative position. At the same time, diretores presented the highest frequencies (1.81) of reappointment for different positions in university administrative offices of all the administrative groups. None of the respondents 136 in any of the university positions studied reported having received special preparation for their administrative assignments. Discussion.--Brazilian public university administrators are primarily faculty members, and by the very nature of the Brazilian system of administrative appointments, faculty appointments to admin- istrative positions rotate across the different administrative posi- tions. However, as observed in the review of the literature, only after the 1968 University Reform Law were most of the present adminis- trative positions created (chefe de departamento and pro-reitor, for example), thus extending the range of opportunities for administra- tive experience to a larger number of faculty members. In contrast, teaching experience at the university could be readily accumulated by professors before the 1968 Reform Law. The system of appointing a diretor of a school at UFMG, although formalized through election and governmental participation, seems to be consistent with the "faculty seniority system." Diretores present more years of experience in teaching at the university level and higher frequencies of reappointment for different administrative positions than any other administrator group. The fact that diretores are never appointed for the position of pro-reitor is not in conflict with the system. The pro—reitor posi- tion is a personal appointment of the reitor, who generally chooses younger professionals with high potential in their fields whom he thinks would enhance his administration and not create political conflicts with his policies. Consequently, the reverse is also true; 137 i.e., present pro-reitores were never appointed to the position of diretor. The fact that none of the administrators received special preparation for their administrative assignments strongly suggests that "learning on the job" is the most likely process by which present administrators are prepared to cope with their responsibili- ties. This is one of the important findings in this study. It is likely, however, that some of the respondents had participated in seminars or workshops on university administration. It might be that they did not consider this kind of experience as a form of preparation to cope with their responsibilities. Characteristics of Administrators: Job Related Summa y.--Respondents reported that more than half of their time (54.9%) is dedicated to administrative activities. One-fifth (20.6%) of their time is dedicated to teaching activities and 16% is used for research. Extension and other activities demand only small amounts of time (3.1% and 5.1%, respectively). Chefes de departamento and coordenadores spent far less time on administrative activities (51.3% and 40.1%, respectively) than did diretores and pro-reitores (83.2% and 84.1%, respectively). In terms of teaching and research activities, the situation was reversed. Teaching activities repre- sented 25.4% of chefes' de departamento time and 24.2% of coordenadores' time, whereas diretores dedicated only 3.8% of their time to teaching and pro-reitores reported spending no time on teaching. Research activities represented 13.7% of chefes' de departamento time and 138 29.3% of coordenadores' time, whereas diretores declared that they dedicated only 9.2% of their time to research and pro-reitores did not do research at all. Respondents from the fine arts area reported spending 34.4% of their time on activities other than administration, research, teaching, and extension. This was quite different from administrators in other areas. The breakdown of time dedicated to administration by diverse activities showed that administration of program (curriculum) received the highest percentage of respondents' time (29.2%). Faculty affairs (22.5%), student affairs (18.7%), and financial affairs (16.0%) were the second, third, and fourth most time-consuming activities, respectively. A higher portion of admin- istrative time was dedicated to programs (curriculum) by chefes de departamento (30.2%) and coordenadores (35.7%). However, diretores reported 22.7% of their time was dedicated to faculty affairs, and pro-reitores reported 35.4% of their time was dedicated to financial affairs. Discussion.--The results suggested that university adminis- trators at UFMG at the level of chefe de departamento and coordenador function as half-time administrators and half-time faculty members. This seems reasonable for the position of coordenador because the scope of this role is limited to coordination of administrative and academic efforts in one specific graduate degree program. However, such is not the case with chefes de departamento. The departmental chairman is involved in the administration of diverse activities, such as program (curriculum), research, and faculty and student affairs. Results previously presented show that 48% of the chefes de 139 departamento are contracted in nonexclusive dedication or part-time contract status, and they dedicate only half of their contract time to administrative activities. As discussed in the literature review, many authors have pointed out the inefficiency of Brazilian public university adminis- tration. The present finding suggests that the chefe de departamento devotes little attention to administrative responsibilities. This finding seems to support the notion that administrative inefficiency of Brazilian universities is most serious at the local level. It could also support the contention that inefficiency might be a function of a disorganized central administration that allows such conditions to exist. As previously noted, results for the fine arts area were not typical for UFMG. However, it should be mentioned that the question- naire used in this study was designed for the scope of the total university, and this may have contributed to the nature of the results obtained. Perhaps it did not accommodate the very specific activities unique to that area (concerts, expositions, and other artistic events). Administrators' Perceptions of the Process of Appointment: Importance of Academic Degrees and Profes- sional Experience Summary.--As a group, administrators perceive that academic degrees and professional experience are important in the present appointment process. This is reflected in the following percentages of respondents rating each item important: experience in teaching (90%), experience in administration (85.7%), doctoral degree (41%), 140 master's degree or a graduate degree in administration (19.6%), and no graduate degree at all or an undergraduate degree (30.9%). In terms of the future process of appointment, respondents' ratings shifted, but there were no changes in the original sequence (importance of academic degrees and professional experience). The following ratings were obtained: experience in teaching (97.8%), experience in adminis- tration (95.7%), doctoral degree (44.6%), and master's degree or a graduate degree in administration (38.0%). Perceptions of importance of academic degrees and professional experience in the present and future processes of appointment were analyzed separately in this study. However, a consistently higher value was given to profes- sional experience than academic degrees in both the present and future processes of appointing administrators. Discussion.--Administrators' preference for professional experience is no surprise. When interviewing Brazilian university presidents, Finger (1974) found somewhat similar results. Also Luce (1978), in assessing criteria to evaluate graduate education pro- grams in Brazilian universities, found that "there is a striking coincidence among the most-valued academic credentials and the attri- butes actually exhibited by the Brazilian facu1ty. . . . The profes- sors are stronger in terms of professional and academic experience than in earned advanced degrees" (p. 110). Although Luce's study was not concerned with the qualifications of administrators, it did point out that faculty in general had greater strength in and valued more highly experience than formal training. Similarly, relatively few respondents in this study held doctoral degrees (36.5%) and master's 141 degrees (25.0%), and they were stronger in total teaching experience (19.4 years average) and total administrative experience (10.3 years average). Thus findings suggest that respondents with comparatively limited graduate academic degrees and comparatively extensive profes- sional experience tend to perceive and value professional experience as more important than academic degrees. Administrators' Perceptions of the Process of Appointment: Importance of Personal Qualifications Summary.--In terms of personal qualifications for a university administrator, "ability to solve problems" was the qualification selected most frequently as "high importance" (56.8%). Three other personal qualifications also received more than 50% of the respondents' endorsements as of "high importance": "impartial and objective" (55.7%), "good communication and human—relations skills" (53.7%), and "broad political relations" (50.5%). Discussion.--These findings are consistent with the earlier- stated finding that the respondents do not see themselves as prepared for the job in the formal sense, i.e., through some systematic process of preparation. For this reason the respondents may have seen these abilities as important in order to be effective in university administration . Administrators' Perceptions of the Process of Appointment: Specific Qpalifications and Experiences for the Different Administrative Positions Summa y.--Re5pondents selected nine qualifications or experi- ences for the administrative positions studied (see page 81). Loyalty 142 to the institution, imagination, membership in the university council, rank of at least associate professor, full-time status, reputation in the university, and knowledge of federal educational laws were the most common qualifications, as shown in Table 17. In addition, respondents suggested some specific qualifications for different positions in the university administration. Among those most commonly cited were the following: Reitor: Broad political relations and general vision of the university Vice-Reitor: Broad political relations and ability to generate resources Pro-reitor (undergraduate study): Knowledge of theory, practice, and curriculum of the area; good relationships with students; and sensitivity to students' needs Pro-reitor(graduate study): Foreign experience in graduate study and experience in graduate teaching Pro-reitor (research): Foreign experience in graduate study and experience in research Pro-reitor-(extension): Skills in community relations, skills in determining community needs, and knowledge of extension Pro-reitor (administration): Graduate degree in administra- tion and broad political relations Pro-reitor (planning): Graduate degree in administration and sensitivity to future needs of the university Diretor: Independence and ability to generate resources Chefe de departamento: Previous experience as coordenador de curso Coordenador de curso: Knowledge of theory, practice, and curriculum of the area; good relationships with students; and sensitivity to students' needs 143 Discussion.--The qualification of "broad political relation- ships" was indicated only for the reitor, vice-reitor, and pro- reitores of administration and planning. Those are the administrative positions that require broad contact with the "external" environ- ment of the university. For most administrative positions, the quali- fication of "being full-time faculty" was indicated. This agrees with Ribeiros's (1974) assessment of Latin American universities, in which faculty appointments are sought "first and foremost as an indication of qualification and prestige . . . rather than a career demanding total dedication" (p. 316). Administrators' Perceptions of the Process of Appointment: Suggested ' Changes in the Process of Appointing Administrators Summa y.--Despite the agreement regarding the importance of degrees and professional experience in the process of appointment, 38% of the respondents were not satisfied with the present appointment process. They suggested that "there should be direct election by the entire university community of its own administrators." Their second most frequent suggestion was "to increase the participation of the university community in the appointment process." Discussion.--Both suggestions reflect respondents' desire for more active participation in the selection process of administrators. This perception of independence in the choice of their own leaders was emphasized by Montandon (1980), who pointed out that "state interfer- ence in the nomination of university administrators brings dysfunc- tional consequences to the university" (p. 20) and "causes dispersion 144 of necessary systematic coordination, which results in disorganiza- tion, dissipation of efforts and waste" (p. 88). Administrators' Perceptions of the Prgparation of Administrators: Format, Content, and General Suggestions Summary.--More than 50% of the respondents suggested that administrators should receive specialized training in terms of short- term courses (64.8%), intensive workshops (58.2%), internships (58.2%), on-the-job training (53.8%), and specialized courses (50.8%). Formal training (graduate courses) was accepted by only a small segment of respondents as an appropriate way to prepare administrators: master's degree (9.9%), doctoral degree (6.6%), and post-doctoral degree (3.3%). In suggesting topics that should be included in pro- grams to prepare administrators, respondents as a group favored "academic administration"(77.6%), "program and project evaluation" (63.5%), "budget planning" (62.4%), and "personnel evaluation" (53.8%). Consistent with their preference for informal programs to prepare administrators, more respondents generally selected topics for informal programs rather than formal programs. Also, respondents were more likely to select a topic for the training of future administra- tors than a topic for preparation in which they themselves would participate. Of the 16 topics that were presented to respondents in the questionnaire, the following were selected most frequently (see Table 19 for more details): 145 Academic administration Project and program evaluation Public administration Budget planning Personnel evaluation Foundation of education Internship and field experience Among the general suggestions respondents offered to improve the preparation of university administrators were the creation of a national school for Brazilian university administrators and the reopening of internship programs sponsored by the Brazilian Council of University Reitores (CRUB). Discussion.--As early as 1973, the Brazilian Ministry of Education, through the Technical Assistance Program, had as one of its goals the development of university administration in the public system. Lanski (1977) reported that one of the phases of the program consisted in selecting one "initial contingent of administrators who should obtain abroad a Master's degree in university administration" (p. 7). Such a need was not yet perceived by this study's respondents. The preparation of university administrators at the master's or doc- toral level was perceived as appropriate by only 9.9% and 6.6%, of the respondents, respectively. Similarly, short informal courses for administrator preparation received more favorable ratings, as did practical t0pics directly related to daily administrative concerns of the university. The suggestion to create a "national school for university administrators" may seem to be in conflict with the general findings. However, as previously reported, at least 9.0% of the respondents 146 perceived the master's or doctoral degree as appropriate preparation for university administrators. The suggestion of creating a national school undoubtedly came from this minority. Administrators' Perceptions of the Problems Faced by Brazilian University Administrators Summary.--Administrators perceived the following problems to be the major roadblocks to public higher education institutions in Brazil: problems related to the finance of public higher education (90.8%), excessive government centralization (66.3%), inadequately trained staff (61.2%), problems related to faculty (38.7%), and problems related to planning (42.8%). Discussion.--These findings (as reported on pages 130-132) are similar to the results encountered by Sunlay (1974) and Finger (1978), and some of the findings are similar to those reported by Dias (1973) and Montandon (1980). In this chapter, the results from the survey were presented in four areas: characteristics of administrators, perceptions about the process of appointment, perceptions about the preparation of university administrators, and perceptions of crucial problems facing Brazilian university administrators. In addition, administrators were compared by administrative positions and academic disciplines. Sta- tistically significant differences were noted. Finally, results were discussed and summarized. Conclusions and recommendations are pre- sented in Chapter V. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS In this chapter, the study purpose, methodology, instrument, and findings are summarized. Conclusions and recommendations based on the findings of the study are also presented. Summar Purpose The main purpose of this study was to investigate the characteristics of administrators at Universidade Federal de Minas Gerais and their perceptions regarding professional training for present and future university administrators and the importance of preparation and experience in the appointment process. Their percep- tions of crucial problems confronting administrators of Brazilian public universities were also investigated. Research Questions Five major research questions were examined in the study. The first concerned biographic and professional characteristics of UFMG administrators. The second dealt with the distribution of administrators' time among different activities in the work place. The third related to respondents' perceptions about the administrative 147 148 appointment process with respect to the importance of degrees, experience, and personal characteristics. The fourth question inquired about the perceived importance of special administrative training, and the fifth related to administrators' perceptions about crucial problems in Brazilian public university administration. Review of Literature The review of literature included the following topics: origin and development of administration in higher education institu- tions, development of higher education as a field of study in the United States, pertinent research studies on higher education admin- istration, history of Brazilian higher education, and implications of the foregoing topics for the development of higher education adminis- tration in Brazil. Methodology The study population was the administrative personnel of the Universidade Federal de Minas Gerais. Administrative personnel included reitor, vice-reitor, pro-reitores, diretores, chefes de departamento, and coordenadores de curso de pos-graduacao (population N = 148). A mailed questionnaire was chosen for data collection because it would provide the necessary information in a parsimonious manner. Among the reasons for using a mailed questionnaire were: assurance of UFMG's cooperation in overseeing administration of the question- naire, the enormous travel and maintenance costs associated with personal interviews, problems related to establishing contacts with 149 subjects, and contamination and difficulties in uniform presentation of questions by interview. An eight-page questionnaire (15 questions in Portuguese) was developed to elicit information of concern in the present study. Items on the questionnaire were divided into two major areas: (1) respondents' background and (2) respondents' perceptions about the appointment process, training of administrators, and admin- istrative problems. UFMG's Council of Graduate Studies administered the instru- ment. Completed questionnaires were later photocopied and returned to Michigan State University for data processing. Because no specific hypotheses were set up to be tested, descriptive statistics and meas- ures of central tendency were used as the primary means of data analysis. Findings The findings are organized and presented in two major group- ings central to the study: administrators' characteristics and administrators' perceptions. These observations represent generali- zations drawn from this study population. For ease in reading, a breakdown of each major area is provided. Profile of UFMG administrators.--The typical administrator at UFMG is male, 45 years old, an associate professor, contracted to work full time with exclusive dedication to the university, and has a graduate degree that was usually awarded by UFMG. This "typical" administrator has an average of 15 years of teaching experience at the university level and six years of adminis- trative experience at the university level. The administrative 150 experience was largely obtained through the position of chefe de departamento (average appointment of three years reported). Finally, the "typical" administrator had no special training or preparation for his administrative work. Half of the administrative time of the "typical" administrator is spent in administrative activities, and the other half is distrib- uted among teaching, research, extension, and other activities. The portion of time dedicated to administration is spent primarily on program administration (curriculum), faculty affairs, student affairs, and financial affairs. Very little time is dedicated to physical facilities and other activities. Administrators' perceptions.--Experience in teaching and administration was perceived as more important than graduate degrees in the present process of administrators' appointments. The same general relationship held for the future process of appointment, although graduate degrees were perceived as more important in the future than at present. Perceptions of the importance of personal qualifications revealed the four most important personal qualifications for a uni- versity administrator to be the "ability to lead and to solve prob- lems, impartial and objective," "good communications and human relations skills," and "broad political relationships." Different sets of qualifications were perceived as important for different administrative positions in the university. In terms of personal qualifications, "loyalty to the institution" and "imagination/creativity" were perceived as important for almost all 151 administrative positions. "Political skills" (skills in politicking), "full-time status," "full professor or associate professor rank," "membership in the University Council," and "established reputation within the university" were perceived as important qualifications for offices in the university. There was relatively strong dissatisfaction with the present process of administrative appointment. More than one-third of the administrators suggested direct election of administrators or increased participation in the selection process by the university community. This reflects a desire for more local control of the appointment process. There was a generalized perception that programs for prepar- ing administrators should be of an informal nature. Short-term courses, internships, workshops, training on the job, and specializa- tion courses were perceived as more appropriate alternatives for pre- paring administrators than were masters, doctoral, and postdoctoral programs. Major topics that were perceived to be appropriate for admin- istrative preparation were "academic administration," "project and program evaluation," "public administration," "budget planning," "personnel evaluation," "educational foundations," and "internship." Training for university administrative work was perceived more favor- ably for future administrators than for the respondents themselves. Problems related to the finance of public higher education, excessive government centralization, inadequately trained staff and faculty, and inadequate planning of university operations were 152 perceived as the major problems confronting administrators of public higher education in Brazil. Conclusions The following conclusions drawn from the study are presented in two major sections: (1) conclusions based upon study data directly responding to research questions (see page 21) with major implications and (2) additional conclusions. Conclusions Responding Directly to Research Questions 1. In terms of biographic, professional, and academic-degree qualifications, the administrator at UFMG is a mid-career male and has full-time status, with a graduate degree from UFMG. He has had no special preparation for his administrative position but has sub- stantial experience in university teaching and administration, largely obtained through the position of chefe de departamento. His profes- sional experience outside the university has been limited. 2. UFMG administrators dedicate more than half of their time to administrative activities and one-third to teaching and research, with almost no time given to extension and other activities. 3. Administrators at UFMG perceive that professional experi- ence and graduate degrees, in that order, are important in the present and future processes of administrative appointment and that graduate degrees should be more important in the future than they are now. The most important personal qualifications of administrators are per- ceived to be ability to solve problems, objectivity and freedom from 153 bias, loyalty to the institution, and imagination. More local control of the process of appointment is also perceived as appropriate. 4. Administrators at UFMG perceive that short, informal, and practical learning experiences are more appropriate for training university administrators than are long, formal programs. They per- ceive the need and content of this preparation differently for them- selves than for future administrators. UFMG administrators are concerned primarily with practical topics like academic administra- tion, project and program evaluation, personnel evaluation, budget planning, and internship and field experience. 5. Administrators at UFMG perceive the most crucial problems for Brazilian public universities to be the system's financing, gov- ernmental centralization, unprepared staff and faculty, and inade- quate planning. Major implications.-- l. The administrative work being performed at UFMG is prob- ably limited by the following factors: - insufficient and fragmented time dedicated to adminis- trative tasks (particularly chefes de departamento). - inappropriate preparation or training of administrators. - lack of acceptance and support for the system of administrator appointment. 2. In planning and implementing preparation programs for UFMG administrators, attention should be given to the following facts: - UFMG administrators have expressed a comparatively weak interest in program participation for themselves. 154 - Incumbents of different administrative positions expressed different interests in topics for prepara- tion programs. - These differences should be kept in mind in preparing future administrators and training present administra- tors. 3. Some of the problems perceived by administrators as crucial in the process of Brazilian university administration can be ameliorated, if not solved, at the local level. For example, faculty and staff preparation can be significantly improved at each university with minimal constraint by the federal government. Additional Conclusions l. The Brazilian network of higher education comprises almost one thousand institutions serving approximately two million students. The existence of only one program leading to a graduate degree in university administration in all of Brazil seems to indicate a need for the development of new programs. Although sporadic efforts are made to up-date administrators, a more institutionalized and syste- matic process is needed. It seems evident that there is a need to establish and expand efforts to improve the preparation of univer- sity administrators. 2. Some of the shortcomings in preparing university adminis- trators might be eliminated by means of short courses and systematically structured internships. Present administrators and new appointees should be given priority in attendance. The cooperation and experi- ence of private organizations such as the Conselho de Reitores da Universidades Brasileiras (CRUB) and the Associacio Nacional dos 155 Professores em Administracao Educacional (ANPAE) should be used in defining and implementing program policies. Findings from the present study may provide basic information and new insights for planning and implementing programs to better prepare Brazilian university administrators. Recommendations The following recommendatidns are advanced to improve the preparation of administrators for public higher education in Brazil. Adoption of these recommendations might stimulate new insights and promote greater efficiency in the system. More substantial studies in the field of higher education administration should be conducted. Suggestions for such research are: 1. Additional studies like the present one and others focused on: - other groups internal and external to the university, e.g., faculty, legislators, state and federal educa- tional councils, and members of private organizations (CRUB, ANPAE). - other universities, public and private, situated in different geo-political locations of the country (to further validate conclusions drawn from this study and to establish a more extensive data base). 2. Surveys concerning the upgrading of university administra- tors in order to define minimum requirements for nomination, e.g., special training, experience in university administration, and degrees earned. 3. Inquiries into the lack of financial incentives for administrative positions and the impact of academic duties upon the 156 performance (If administrators. These factors may negatively influ- ence the institutionalization of university administration as a pro- fessional career. Thus, studies should be undertaken to discover ways to improve the current situation. 4. Studies to determine and evaluate consequences of uni- versity administrators being appointed by the government vs. elected by their peers. Similarly, consequences of "permanent" and "rotating" leadership of the university, schools, and departments should be studied. 5. A long-range project designed to train university admin- istrators should be implemented. Accordingly, one should closely study some similar attempts already made in related areas. The experience of the Brazilian Finance Ministry could provide a model. (It consisted of a master's degree program in financial administra- tion for a select group. Ministry personnel are chosen annually from the entire nation and sent to the national center in Brasilia.) This project should be studied to draw comparisons and to analyze the feasibility of a similar course designed for university administra- tion. If regional characteristics of the country make it difficult to establish a common model, experimental projects in higher educa- tion could be designed to meet different regional needs. 6. At UFMG, programs for preparation of administrators might appropriately include topics selected from the following: - Academic Administration - Project and Program Evaluation - Public Administration - Budget Planning 157 - Personnel Evaluation - Foundation of Education - Internship and Field Experience The following recommendations, although not specifically based on this study's findings, are presented because they relate directly to the problem of preparing Brazilian university administrators. 1. Although large numbers of persons are not involved, the training of Brazilian university administrators in foreign countries gives rise to a series of interrelated problems. In addition to pro- hibitive costs, cultural adjustments, and language problems encountered by participants, their absence from Brazil insulates students from pressing national problems. Educational objectives and processes studied abroad are largely inapplicable in Brazil. Therefore, the preparation of university administrators in Brazil might prove to be more authentic because training would be directed toward conditions reflecting the Brazilian reality. _ 2. A survey should be conducted to facilitate the use of former administrators as resource persons, capitalizing on their talents and experience in training new administrators. 3. For any preparation program that might be established, a systematic follow—up procedure should be adopted wherein recent trainees would provide regular feedback and evaluation concerning the training received. "Alumni" of training programs, chefes de departamento, coordenadores de curso, pro-reitores, and others would periodically be consulted for suggestions and proposals to improve and revise programs. APPENDICES 158 APPENDIX A QUESTIONNAIRE 159 160 "SURVEY" REFERENTE A PERCEPCAO QUE ADMINISTRADORES UNIVERSITARIOS TEM SOBRE A PREPARACAO E QUALIFICACOES GERAIS PARA 0 CARGO DE ADM; NISTRADOR UNIVERSITARIO. - UM ESTUDO DE CASO DA U.F.M.G. CONTROLE CARGO UNIDADE CODIGO Objetivos Este estudo objetiva investigar a percepgfio que administradores universitirios (Reitor, Vice-Reitor, Pr6-Reitores, Diretores de Escolas, Faculdades e Institutos e Chefes de Departamentos Acadé- micos) tém sobre a formagio e qualificacio necessirias para 0 d5 sempenho de cargos na administragfio da universidade. Objetiva tag bém caracterizar o administrador universiririo em termos de sua qualificagao, tarefas. dados demogréficos e percepgio de proble - mas gerais na administragio da universidade brasileira. Instrugfies Todas as questées apresentam espago para resposta (preenchimento .de espago pr6prio ou indicacio do grau de importfincia). Solicita- ,se que seja usado o verso de cada folha para complementagio das respostas, caso se mostre necessirio. O tratamento destes dados g bedeceri estrita confidencialidade sendo que a identificagio do loca1 de resposta se faz necessiria em fungfio do controle de recg bimento dos questionirios. POR FAVOR RESPONDA A ESTE QUESTIONARIO E REMETA-O PARA O "CONSELHO DE POS-GRADUACAO DA UFMG" - REITORIA — 29 161 1. Qual é o seu cargo, sexo. idade, nivel e regime de trabalho? (Marque com 1) CARGO SEXD/IDADE NIVEL REGIME/IRAS. Chefe Depart' ___ Tituler ___ Ded.Exc. ___ Coordenador Curso ___ Masc. ___ Adjunto ___ 40 horas ___ Diretor Escola ___ Fem. .___ Assistente ___ 20 horas ___ Pré-Reitor ___ Idade ____ Aux.Ensino ___ Uutro ___ Vice-Reitor ___ Reitor _ Z. Quando, onde e em que area (diploma) vocE obteve seus titu- los académicos? (Marque com x) NIVEL AND UNIVERSIDADE DIPLOMADO EH Greduegao Especializacao Mestredo Doutoredo Dutro 3. Quantos anos de experiéncia vocé tem nas seguintes areas? (Preencha espagos apropriados) 2:52:22?” .. 53253253.” - Primiria Comércio e IndGstria - SecundSrie Governo - Esc.Sup.Isolede _____ Militar ‘ - Universidade _____ Dutra ‘ | - Dutra _____ 4. Quantas vezes e por quanto tempo vocé foi encarregado dos sg guintes cargos? Inclua breve descrigéo de treinamento recebi do antes de assumir cada cargo.(Preencha espacos apropriados) N9 de N9 de 9 CARGDS V8285 anos TREINAMENTO REC PARA CADA CARGO Chefe Depert' Coordenador Curso Diretor Escola Membro Conselho Pré-Reitor Vice-Reitor Reitor 5. Estime o nfimero de horas g 6. De sua carga horiria semanal total dedicada 5 $50, estime o percentual mg dio de tempo dedicado is plicadas por semana em cg ,da uma das seguintes ativi dades (PreenCha espagos g 162 administrg 5: p propriados) guintes categorias: Atividades no cargo Horas Categoria de trabalho % de Hs. semanais ~ semanais Administracéo Assuntos refe.Profs. Magistério AssOntos finaneiros Pesquisa e Publica- ‘Assuntos refs.Ensino gao Assuntoa refs.Alunos Extensao Prédios e Instalacées Outra Outra 7. Na sua opiniio qual 6 a importfincia da titulagio académica e experiEncia profissional dos candidatos no atual processo de nomeagio de administradores universitirios? IMPORTANCIA , Marque com um 'x' o algarismo que na aua opiniSo corresponda ao grau 'de g g £1 importincia g a 2 t z. z 1) Diploma de Doutor (qualquer Srea] 4 O 2) Diploma de Mestre (qualquer area) 3) Diploma de pés-graduagéo em admi TITULACAO nistracéo l 2 3 4 5 O 4) Nenhum diploma de pés-graduacéo necessariamente l 2 3 4 5 O S) Diploma de graduacéo tqualquer . ‘ éreal 1 2 3 4 5 O 6) Experiéncia de Magistério Super; or 1 2 3 4 S O 7) Experiéncia em Administracéo do EXPERIENCIA Ensino Superiq; 1 2 3 4 s o 8) Dutra l 2 3 4 5 O 163 8. Na sua opiniio qual a importincia que a titulagio académica e oxperiéncia profissional dos candidatos deveria ter em futu- rospprocessos do nomeagio de administradoras universitirios? Marquo com um 'x' o algarismo que no one IHPDRTANCIA opiniio corroaponda ao grau do importinoia 1‘. £5; '2 s: g E! 'E z 1) Diploma do Doutor (qualquor iroa) 2 4 S O 2) Diploma do flostro (quarquor iroa) 2 4 5 0 TITULACAO 3) Diploma do graduacao om iroa oops cffioa o diploma do péo-gradua - qio om administragio l 2 3 4 S O 4] Nonhum diploma dé'oGa-graduagio ' nocoaaariamonto l 2 3 4 5 O 5) Exporiincia do Magiatério Suporior 1 2 3 4 5 O 61 Exporiancia om Administracio do 62 EXPERIENCIO oino Suporior 2 3 4 5 7) Outta 2 3 4 5 9. For favor, indique quais 550 as qualidades e capacidades inportontes para a aficiente administragio do universidades. Desda o'honos importanta" (1) ate? 0 "unis importante" (5). mais r. QUALIFICACOES PESSOAIS DE ADHINISTRADORES IMPORTANCIA Imparcialidado o objotividado l 2 3 4 5 O Ampla oxpori3ncia o intoroaaoa l 2 3 4 5 O Habilidado para tratar problomaa om outraa Sroao do oop. l 2,3 4 5 D Capacidado para planejamonto o proviaio para o futuro 1 2 3 4 S O Habilidada na aolucio do problomaa l 2 3 4 5 0 Habilidado om comunicaqio o rolaqéoa humanas l 2 3 4 S 0 Amplo rolacionamonto politico l 2 3 4 5 D Habilidada para ouporvioSo do poasoal 1 2 3 4 S 0 Habilidado do lidoranga '1 2 3 4 s o Capacidado om planojamonto o oxoougio orcamonti- ria l 2 4 S 6.... 2 4 o 164 10. Se vocS pensa que preparagio especial deveria ser oferecida para administradores universitfirios. indique como tal prepa- ragio deveria ser oferecida. PROGRAMA FORMAL PROGRAMA INFORMAL Pés-Ooutorado Treinamento em Se; ‘ vigo _ ' Doutorado e/ou Cursos de Curta Op ragao , Meatrado Seminérios Especializaqao Eetégios Outro Outro 11. A) COLUNA 1 - Na sua opinifio quais seriam as ireas (se algu- ma) que administradores em programas formais ou sua resposta 3 pergunta B) COLUNA 2 - Se programas de universidade deveriam cursar informais? (Responda de acordo c/ 10) de estudo de cariter formal on 12 formal fossem oferecidos nas areas abaixo discriminadas , em quais programas e Ereas vocé teria interesse em parti- cipar? A R E A S CIiCOLUNA 1 EURMAL INFORM COLUNA 2 FORMAL INFORM Teoria da Administraggo Administraqzo PUblica Administragso Aoad§mica Comportamento Organizaoional Planejamento e Execucio Orcamentos Finances da Educagio Superior Fundamentos da Educaclo Sociologia da Educagao 'Avaliapio de Pessoal Avaliagio de Projetos e Programas Introdugao aos M5todoe da Pesquisa Pesquisa e Eetatistica Avancada Processamento de Oados- Computacio Servicos Gerais ao Estudante Histéria do Ensino Superior no Brasil Estégio o experiéncia em campo Outra ‘ Outra \ 165 12. Se vocé pensa que existiriam algumas QualificaQBes e habilida dgs especificas segundo diferentes cargos dentro da univesida- de, por favor descreva aquelas mais importantes para cada car go. CARGO EXPERIENCIAS E OUALIFICACOES REITOR VICE-REITOR DIRETOR ESCOLA CHEFE DE OEPARTAMENTO COORDENADOR DE CURSO GRADUACAO pas- GRADUAcAo PESQUISA DE EXTENSAO REITOR ADMINIS- TRAcAo PRO — PLANEJAMENT 13. Na sua opinifio, quais 550 05 quatro problemas administrativos mais importantes que a universidade brasileira confronta. Reg ponda em ordem de importancia, do "mais importante" (1) ac "menos importante" (4). 1. 2. 3. 4. 14. 15. 166 Se vocé aceita que o presente sistema de nomeagfio de adminig tradores universitirios (recrutamento interno, eleicéo de listas, periodo fixo de mandato, etc) n50 seja o ideal, qual seriam suas sugest6es para melhorielo ou alteré-lo? Vocé possui alguma outra sugestéo para melhorar a preparacio de administradores universitirios n50 referida neste questig nirio? b APPENDIX B COVER LETTER 167 168 MINISTERIO DA EDUCACAO E CULTURA UNIVERSIDADE FEDERAL DE MINAS GERAIS CONSELHO DE POS-GRADUACAO 30.!!!) - BELO HORIZONTE -— MG OF/CIRC/CPG/UFMG/OOl/Bl Em 06 de m a r g 0 de 1981 Do Pr6-Reitor Ao Reitor, Vice-Reitor, PrS-Reitores Diretores de Unidades, Chefes de Departamentos Coordenadores de Cursos de P55-Graduacio Ao encaminhar a V.Sa. o presente questig nfirio, solicito sua especial atengéo e valiosa contribuigfio peg soal para o respectivo preenchimento. Trata-se de um levantamento preliminar , com vistas a uma tentative deste Conselho em favor da definigfio de linhas mestras para os cursos de p65-graduagio da UFMG e das demais universidades brasileiras. E, por constituir este questi onario etapa inicial de nosso projeto, pediria que a sua devolg cio se fizesse dentro do prazo maximo de duas semanas. Aproveito para antecipar-lhe o meu agrg decimento, na certeza de que sua colaboragio 6 parte essencial deste trabalho. Cordialmente, Prof.Ar r José £1 ida Diniz Pr5-Rei or de P55 aduagio da UFMG nmc/ APPENDIX C CODE GROUPINGS 169 170 Coding for Post-partum Class Data (All missing values = blank) VARIABLE LABEL VALUES 10 Identification xxx COLUMN 1-3 V 1 Level of Administration 1 2 V 2 Position l=Chefe de departmento 2=Coordenador de curso de posgraduacdo 3=Diretor 4=Vice-reitor 5=Pro-reitor 6=Reitor V 3 Area of Pro-reitor l=Research 2=Extension 3=Grad. Study 4=Undergrad. Study 5=Administration 6=Planning & Dev. V 4 School (Fine Arts) l=Belas Artes =Musica Ciencias Biologicas Educacao Fisica Enfermagen Veterinaria Farmacia . Medicina . Odontologia . Ciencias Exatas . Geo-Ciencias . Arquitetura . Engenharia (Biomedical & Health Sci.) \OCONO’SU‘l-hw N II II II II II II II 'TI'TI'I'I'I'II'TI'T'I I'T'II'T'IHH 'I'I'TIW'IMU'II'T'IH O C O O C O O 0 (Phys. Sci. & Engineer.) . Filosofia C. Humanas Biblioteconomia . Ciencias Economicas . Direito Educacao Letras (Social Sci. & Human.) __n_.n_a_I.—a_.a ._a._a._a_.a OWNO‘U'I-b (JON—JO 7-8 V 5 Departments l=Artes Plasticas 2=Desenho 3=Cinema 4=Canto e Instrumento 5=Teoria Geral Musica 9-10 VARIABLE LABEL 171 VALUES COLUMN 6=Biologia Geral 7=Imunologia 8=Botanica 9=Bioquimica lO=Farmacologia ll=Fisiologia 12=Microbiologia l3=Morfologia l4=Parasitologia 15=Patologia Geral l6=Zoologia l7=Educacao Fisica 18=Esportes l9=Enfermagen Aplicada 20=Enfermagen Basica 21=Cli. Cirugia Vet. 22=Veterinaria Preventiva 23=Tec. Inspecao Prod. Orig. Ani. 24=Zootecnia 25=Biologia Aplicada 26=Quimica Aplicada 27=Tecnologia Farmaceutica 28=Medicina Legal 29=Aparelho Locomotor 30=Clinica Medica 31=Cirurgia 32=Ginecologia 33=Medicina Social 34=Oftalmologia 35=Pediatria 36=Psiquiatria 37=Cirurgia Odontologica 38=Reabilitacao Oral 39=Odontologia Social 40=Odontopediatria 41=Computacao 42=Estatistica 43=Fisica 44=Matematica 45=Quimica 46=Cartografia 47=Geografia 48=Geologia 49=Hist. de Arquitetura 50=P1anejamento Arquitetonico 51=Representacao Grafica 52=Urbanismo 53=Construcao Maquinas 54=Eng. Estruturas 55=Eng. Construcao Civil VARIABLE LABEL 172 VALUES 56=Eng. 57=Eng. 58=Eng. 59=Eng. 60=Eng. . Industrial . Metalurgica . Quimica . Sanitaria . Termica COLUMN Minas Estradas Eletrica Eletronica Hidraulica 66=Ciencia Politica 67=Comunicacao Social 68=Filosofia 69=Historia 70=Psicologia 71=Sociologia 72=Documentacao 73=Biblioteca 74=Administracao 75=Contabilidade 76=Economia 77=Introducao Direito 78=D. Comercial e Civil 79=D. Penal e Internacional 80=D. Publico 81=Administracao Escolar 82=Ciencia Aplicadas Ed. 83=Met. e Tec. Ensino 84=Linguas Classicas 85=Linguas Germanicas 86=Linguas Romanicas 87=Linguas Vernaculas V 6 Grad. Degrees l=Bioquimica 11-12 2=Fisiologia 3=Microbiologia 4=Morfologia 5=Parasitologia 6=Medicina Veterinaria 7=Ciencia Alimentos 8=Cirurgia Abdominal 9=Dermatologia lO=Ginecologia ll=Medicina Tropical 12=Oftalmologia l3=Patologia l4=Odontologia 15=Administracao Bibliotecas l6=Administracao l7=Economia VARIABLE LABEL 173 VALUES 18=Direito l9=Educacao 20=Ciencia Politica 21=Filosofia 22=Lingua-Letras 23=Computacao 24=Fisica 25=Matematica 26=Quimica 27=Ciencia Nuclear 28=Eng. Eletrica 29=Eng. Sanitaria 30=Engenharia Termica 31=Eng. Metalurgica COLUMN 7A Grad. De ree Courses (by level) MASTER l=Yes 2=No 13 7B DOCTORAL l=Yes 2=No 14 Sex l=Male 2=Female 15 Age XXX 16-17 < 10 Rank l=Titular 2=Adjunto 3=Assistente 4=Aux. Ensino 18 11 Contract Status l=Dedicacao Exclusiva 2=4O horas 3=20 horas 4=Outra 19 < 12 Year Undergraduate XXX 20-21 < 13 Institution-Undergrad. 1=Same 2=Other Brazil 3=USA 4=Other 22 14 Major Undergraduate l=Artes 2=Biomedicas 3=Exatas 4=Sociais 23 174 VARIABLE LABEL VALUES COLUMN V 15 Year Specialization xxx 24-25 V 16 Institution - Specialization (Iden 13) 1.2.3.4 26 V 17 Major Specialization (Iden 14) 1.2.3.4 27 V 18 Year Master xxx 28-29 v 19 Institution - Master (Iden 13) 1.2.3.4 30 V 20 Major Master (Iden 14) 1.2.3.4 31 V 21 Year - Doctorate xxx 33 V 22 Institution - Doctorate (Iden 13) 1.2.3.4 34 V 23 Major - Doctorate (Iden 14) 1.2.3.4 35 V 24 Year - Other xxx 36-37 V 25 Institution - Other (Iden 13) 1.2.3.4 38 V 26 Major - Other (Iden 14) 1.2.3.4 39 V 27 Primary Educ. - Administration xxx 40-41 V 28 Primary Educ. - Teaching xxx 42-43 V 29 Secondary Ed. - Administration xxx 44-45 V 30 Secondary Ed. - Teaching xxx 46-47 V 31 College Ed. - Administration xxx 48-49 V 32 College Ed. - Teaching xxx 50-51 V 33 University Ed. - Admin. xxx 52-53 V 34 University Ed. - Teaching xxx 54-55 V 35 Other level - Administration xxx 56-57 V 36 Other level - Teaching xxx 58-59 V 37 Business - Administration xxx 60-61 V 38 Business - Nonadministration xxx 62-63 V 39 Government - Administration xxx 64-65 175 VARIABLE LABEL VALUES COLUMN V 40 Government - Nonadministration xxx 66-67 V 41 Military - Administration xxx 68-69 V 42 Military - Nonadministration xxx 70-71 V 43 Other - Administration xxx 72-73 V 44 Other - Nonadministration xxx 74-75 Card ID x 80 IDENT. xxx 1-3 V 45 Chefe de departamento - Times xxx 4 V 46 Chefe de departamento - Years xxx 5-6 V 47 Chefe de departamento - Exp. l=Yes 7 2=No V 48 Coordenador de curso de posgraduacao - Times xxx 8 V 49 Coordenador de curso de posgraduacao - Years xxx 9-10 V 50 Coordenador de curso l=Yes 11 de posgraduacao - Experience 2=No V 51 Diretor - Times xxx 12 V 52 Diretor — Years xxx 13-14 V 53 Diretor - Experience l=Yes 15 2=No V 54 Membro de conselho - Times xxx 16 V 55 Membro de conselho - Years xxx 17-18 V 56 Membro de conselho - Exper. l=Yes l9 2=No V 57 Vice-reitor - Times xxx 20 V 58 Vice-reitor - Years xxx 21-22 V 59 l=Yes 23 Vice-reitor - Experience 2=No 176 VARIABLE LABEL VALUES COLUMN V 60 Pro-reitor - Times xxx 24 V 61 Pro-reitor - Years xxx 25-26 V 62 Pro-reitor - Experience l=Yes 27 2=No V 63 Reitor - Times xxx 28 V 64 Reitor - Years xxx 29-30 V 65 Reitor - Experience l=Yes 31 2=No V 66 Hours/week - Administration xxx 32-33 V 67 Hours/week - Teaching xxx 34-35 V 68 Hours/week - Research xxx 36-37 V 69 Hours/week - Extension xxx 38-39 V 70 Hours/week - Other xxx 40-41 V 71 Adm. time - % for faculty xxx 42-43 V 72 Adm. time - % for finance xxx 44-45 V 73 Adm. time - % for teaching xxx 46-47 V 74 Adm. time - % for students xxx 48-49 V 75 Adm. time - % for buildings xxx 50-51 V 76 Adm. time - % for other xxx 52-53 V 77 Actual Degree - Doctor 1,2,3,4.5,0 54 V 78 Actual Degree - Master l,2,3,4,5,0 55 V 79 Actual Degree - Grad. Adm. l,2,3,4,5,0 56 V 80 Actual Degree - No degree 1,2,3,4,5,0 57 V 81 Actual Degree - Any undergrad. l,2,3,4,5,0 58 V 82 Actual Experience - Teaching l,2,3,4,5,0 59 V 83 Actual Experience - Admin. l,2,3,4,5,0 60 177 VARIABLE LABEL VALUES COLUMN V 84 Actual - Other l,2,3,4,5,0 61 V 85 Ideal Degree - Doctor l,2,3,4,5,0 62 V 86 Ideal Degree - Master l,2,3,4,5,0 63 V 87 Ideal Degree - Grad. Adm. l,2,3,4,5,0 64 V 88 Ideal Degree - No degree l,2,3,4,5,0 65 V 89 Ideal Experience - Teaching l,2,3,4,5,0 66 V 90 Ideal Experience - Administering l,2,3,4,5,0 67 V 91 Impartiality/objectivity l,2,3,4,5,0 68 V 92 Experience l,2,3,4,5,0 69 V 93 Ability in other area l,2,3,4,5,0 70 V 94 Planning l,2,3,4,5,0 71 V 95 Solve problems l,2,3,4,5,0 72 V 96 Communication and human rel. l,2,3,4,5,0 73 V 97 Political relation l,2,3,4,5,0 74 V 98 Personnel supervision l,2,3,4,5,0 75 V 99 Leadership l,2,3,4,5,0 76 V 100 Budget planning l,2,3,4,5,0 77 V 101 Other ability l,2,3,4,5,0 78 CARD ID x 80 IDENT. xxx 1-3 V 102 Post-doctoral l=Yes 4 2=No V 103 Doctoral l=Yes 5 2=No V 104 Master l=Yes 5 2=No 178 VARIABLE LABEL VALUES COLUMN V 105 Specialization l=Yes 7 2=No V 106 Other l=Yes 8 2=No V 107 Training on Job l=Yes 9 2=No V 108 Short-Term Courses l-Yes lO 2=No V 109 Intensive Workshop l=Yes ll 2=No V 110 Internship l=Yes 12 2=No V 111 Other l=Yes 13 2=No V 112 Teoria de Admin. Col. 1 Formal l=Yes 14 2=No V 113 Teoria de Admin. Col. 1 Informal l=Yes 15 2=No V 114 Teoria de Admin. Col. 2 Formal l=Yes 16 2=No V 115 Teoria de Admin. Col. 2 Informal l=Yes 17 2=No V 116 Adm. Publica Col. 1 Formal l=Yes 18 2=No V 117 Adm. Publica Col. 1 Informal l=Yes 19 2=No V 118 Adm. Publica Col. 2 Formal l=Yes 20 * 2=No V 119 Adm. Publica Col. 2 Informal l=Yes 21 2=No V 120 Adm. Academica Col. 1 Formal l=Yes 22 2=No V 121 Adm. Academica Col. 1 Informal l=Yes 23 2=No 179 VARIABLE LABEL VALUES COLUMN V 122 Adm. Academica Col. Formal l=Yes 24 2=No V 123 Adm. Academica Col. Informal l=Yes 25 2=No V 124 Comport. Org. Col. Formal l=Yes 26 2=No V 125 Comport. Org. Col. Informal l=Yes 27 2=No V 126 Comport. Org. Col. Formal l=Yes 28 2=No V 127 Comport. Org. Col. Informal l=Yes 29 2=No V 128 Planej. Orcam. Col. Formal l=Yes 30 2=No V 129 Planej. Orcam. Col. Informal l=Yes 31 2=No V 130 Planej. Orcam. Col. Formal l=Yes 32 2=No V 131 Planej. Orcam. Col. Informal l=Yes 33 2=No V 132 Fin. Ed. Sup. Col. Formal l=Yes 34 2=No V 133 Fin. Ed. Sup. Col. Informal l=Yes 35 2=No V 134 Fin. Ed. Sup. Col. Formal l=Yes 36 2=No V 135 Fin. Ed. Sup. Col. Informal l=Yes 37 2=No V 136 Fund. Ed. Col. Formal l=Yes 38 2=No V 137 Fund. Ed. Col. Informal l=Yes 39 2=No V 138 Fund. Ed. Col. Formal l=Yes 4O 2=No 180 VARIABLE LABEL VALUES COLUMN V 139 Fund. Ed. Col. Informal l=Yes 41 2=No V 140 Sociol. Ed. Col. Formal l=Yes 42 2=No V 141 Sociol. Ed. Col. Informal l=Yes 43 2=No V 142 Sociol. Ed. Col. Formal l=Yes 44 2=No V 143 Sociol. Ed. Col. Informal l=Yes 45 2=No V 144 Avaliacao Pess. Col. Formal l=Yes 46 2=No V 145 Avaliacao Pess. Col. Informal l=Yes 47 2=No V 146 Avaliacao Pess. Col. Formal l=Yes 48 2=No V 147 Avaliacao Pess. Col. Informal l=Yes 49 2=No V 148 Aval. Proj. Prog. Col. Formal l=Yes 50 2=No V 149 Aval. Proj. Prog. Col. Informal l=Yes 51 2=No V 150 Aval. Proj. Prog. Col. Formal l=Yes 52 2=No V 151 Aval. Proj. Prog. Col. Informal l=Yes 53 2=No V 152 Introd. Met. Pesq. Col . Formal l=Yes 54 2=No V 153 Introd. Met. Pesq. Col. Informal l=Yes 55 2=No V 154 Introd. Met. Pesq. Col . Formal l=Yes 56 2=No V 155 Introd. Met. Pesq. Col . Informal l=Yes 57 2=No 181 VARIABLE LABEL VALUES COLUMN V 156 Pesq. Est. Avan. Col. Formal l=Yes 58 2=No V 157 Pesq. Est. Avan. Col. Informal l=Yes 59 2=No V 158 Pesq. Est. Avan. Col. Formal l=Yes 6O 2=No V 159 Pesq. Est. Avan. Col. Informal l=Yes 61 2=No V 160 Proc. Dados Col. Formal l=Yes 62 2=No V 161 Proc. Dados Col. Informal l=Yes 63 2=No V 162 Proc. Dados Col. Formal l=Yes 64 2=No V 163 Proc. Dados Col. Informal l=Yes 65 2=No V 164 Serv. Estud. Col. Formal l=Yes 66 2=No V 165 Serv. Estud. Col. Informal l=Yes 67 2=No V 166 Serv. Estud. Col. Formal l=Yes 68 2=No V 167 Serv. Estud. Col. Informal l=Yes 69 2=No V 168 Historia Educacao Col. Formal l=Yes 70 Superior no Brasil 2=No V 169 Historia Educacao Col. Informal l=Yes 71 Superior no Brasil 2=No V 170 Historia Educacfio Col. Formal l=Yes 72 Superior no Brasil 2=No V 171 Historia Educacao Col. Informal l=Yes 73 Superior no Brasil 2=No 182 VARIABLE LABEL VALUES COLUMN V 172 Estagio Column 1 Formal l=Yes 74 2=No V 173 Estagio Column 1 Informal l=Yes 75 2=No V 174 Estagio Column 2 Formal l=Yes 76 2=No V 175 Estagio Column 2 Informal l=Yes 77 2=No CARD ID x 80 APPENDIX D TEACHING AND ADMINISTRATIVE EXPERIENCE 183 184 Teaching and Administrative Experience Respondents reported the number of years of teaching and administrative experience at different levels of the educational sys- tem (primary, secondary, college, and university levels) and in other areas such as business, government, and the military. A summary is presented below. As shown in Table 01, very few respondents had teaching experience in educational levels other than the university; 7 had teaching experience in primary education (average 2.0 years), 30 in secondary education (average 7.7 years), 15 in college education (average 7.7 years), and 2 in other educational settings (average 5.0 years). In contrast, at the university level, 97 administrators had experience in teaching, with an average of 15.5 years. As for administrative experience inside and outside educa- tional institutions, results were similar to teaching experience. No respondents had administrative experience in primary education, only three had experience at the secondary level (average of 17.3 years), six at the college level (average 6.5 years), and one in another edu- cational setting, with one year of experience. Thirteen had an average of 5.9 years of experience in business, 7 in goverment, 4 in the military, and 11 in other areas. 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