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I' It; III-fl .,I,I~II'II . 3.151;” I‘;I #' 1: 1w». _ “‘Iflfl‘ %% MII’ ~.IIH I : H IIWVI “181%“, IIII ,I $.11??th ‘.‘I:II\‘£‘II N Van“. IIIJI" ”$be li“"1;1':?] IIILLII'IIIIy I rI-I, « .. III”? II I. :5 \. mggfi '. JI‘" 'gfl ' 'I. ‘ 'I" . Willi/1111!!!! HUI/Ill!HI!IIIHIIIllll/INUII/IIH/Illl/l 3 1293 10459 3441 [/ This is to certify that the thesis entitled An Examination of the Orientations of Faculty Members Toward the Role of the Collegiate Dean: An Exploratory Study presented by Bruce Neil Weitzel has been accepted towards fulfillment of the requirements for Ph.D. degreeinAdministration & Higher Ed Major professor Date M7521 WI / / ’ 0-7639 v- . ”f "i‘ flr-cs' vi? .. .4 4 _. "‘3‘ It‘ll-Laminar...— MSU LIBRARIES RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. AN EXAMINATION OF THE ORIENTATIONS 0F FACULTY MEMBERS TOWARD THE ROLE OF THE COLLEGIATE DEAN: AN EXPLORATORY STUDY By Bruce Niel Weitzel 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 1980 A K \I-J s. 74 \ ~ .211 Ww ABSTRACT AN EXAMINATION OF THE ORIENTATIONS 0F FACULTY MEMBERS TOWARD THE ROLE OF THE COLLEGIATE DEAN: AN EXPLORATORY STUDY By Bruce Niel Weitzel Purpose The purpose of this research study was to investigate the orientations of college faculty members toward the role of the collegiate dean. Secondarily, the study attempted to apply Talcott Parsons' "action system" paradigm to the description, analysis and comparison of faculty orientations toward the role of the dean. The following questions served to guide this study: l. What are the major elements of the dean's role upon which faculty members base their orientation toward the college deanship? 2. What are the differences in orientational patterns toward the role of the dean, as exhibited by the different groupings of faculty within the college? 3. What is the relationship between the selected characteristics of the faculty and their orienta- tional patterns toward the role of the dean? Methodology This study utilized Q-methodology in determining faculty orientations toward the collegiate deanship. As such, thirty-six Bruce Niel Weitzel faculty members of a large, mid-western, college of education rank- ordered fifty-six item-statements, concerning aspects of the role of the collegiate dean, from most to least important. The faculty Q-sorts were analyzed via a Q-analysis computer program and types of faculty orientations were identified and compared. Summary of Findings This study found that there was no singular or homogeneous faculty orientation toward the role of the collegiate dean. Rather, four distinctive patterns of orientation were identified and resulted in the projection of four ideal types of deanships: l. The Integrative Dean: Internally, the integrative dean was seen as the developer of a stable, well-run and faculty-centered organization. Moreover, the type one dean was perceived as a major force in the development of an organizational climate marked by faculty trust and confidence in the purpose and organizational solidarity, as well as cooperative, democratic, and consensual governance processes. 2. The Purposive Dean: The type two dean was projected as a practical, realistic, and purposeful administra— tor who was primarily concerned with the goal-attain- ment functions of the dean's role. 3. The Adaptive-Intellectual Dean: The projected type three dean was described as a scholarly and intellec- tual leader capable of academically motivating and challenging the faculty. 3. The Internal Dean: Type four projections of the deanship produced a dean concerned with creating a strong and stable internal organization, true to its academic traditions and dedicated to academic excellence. The study found no significant relationship between any of the selected faculty professional characteristics and the four patterns of faculty orientation toward the role of the dean. Bruce Niel Weitzel Overall, the college faculty perceived the dean's ideal role as chiefly concerned with the internal, integrative, and faculty-oriented aspects of the college's administration and processes. Dedicated to Audrey, Ryan and Nicole ii ACKNOWLEDGMENTS There can be little doubt that a doctoral dissertation and the graduate program from which it stems are of no greater caliber than the quality of the individuals who provide the foundational support for such efforts. I feel most fortunate in having had the support, fellowship and immense expertise of a cadre of individuals of the highest personal and academic caliber. Most know of their significance to me personally and professionally and that my appre- ciation and concern for them go well beyond the bounds of the follow- ing few lines, but for the sake of tradition and pattern maintenance, let me formally acknowledge and thank the following friends and conspirators: Audrey, who provided the strength to keep the family on an even-keel and the love and counseling to keep each new crisis in perspective. Ryan and Nicole, who proved how really elastic and adven- turous the human spirit can be as well as how little time and place really change the nature of love. Dr. John Schulz, whose proddings, guidance, and constant counseling provided the impetus for pursuing a doctoral degree and for his ongoing concern and friendship. Dr. Keith Goldhammer, for his continual giving of time, assistance and opportunity, and most importantly, for his personal and professional modeling. Dr. Keith Anderson, to whom I extend my deep appreciation for his long hours of support, intellectual insights and stimulation, and personal friendship. Dr. Richard Featherstone, for his constant concern, counsel, and open door. Dr. Robert Muth, for his timely questions, support and professional insightfulness. Dr. Fred Ignatovich, for not only his much needed scholarly assistance, but for his commitment in going that extra mile whenever it was needed. Dr. John Useem, for his introduction into the world of masterful teaching, scholarship and theoretical models. iv TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . vii Chapter —I I. INTRODUCTION . Men in the Middle . . 2 The Contracting College 6 Purposes of the Study 7 Need for the Study . . 7 Significance of the Study. 9 Exploratory Questions 9 Limitations . . l0 Overview of the Dissertation . ll II. REVIEW OF THE LITERATURE . . . . . . . . . 12 Introduction . . . . . . . . . . 12 The Role of the Dean . . . . . . 13 Recent Studies on the Role of the Dean . . . 26 Conceptual Framework . . . . . . . . . 29 Summary . . . . . . . . . . . . . . 33 III. METHODS AND PROCEDURES Introduction . . . . . . . . . . 35 Methodology Employed . . . . . . . . . 35 Selection of the College . . . . . . . . 37 Selection of the Participants . . . . . . 37 Selection of the Q-Sort Items . . . . . . 38 Demographic Data and Questions . . . . . . 40 Administration of the Q-Sort . . . . . . . 40 Treatment of the Data . . . . . . . . . 42 Summary. . . . . . . . . . . . . 43 IV. ANALYSIS OF THE DATA . . . . . . . . . . 45 Introduction . . . . . . . 45 Item Typal Orientation Patterns . . . . . . 48 Descriptive Titles . . . . . . 49 Type One. The Integrative Dean . . . . . 49 Chapter Type Two: The Purposive Dean Type Three: The Adaptive- Intellectual Dean. Type Four: The Internal Dean Analysis: Within the Parsonian Action- System. Type I: The Integrative Dean Type II: The Purposive Dean . Type III: The Adaptive- -Intellectual Dean Type IV: The Internal Dean . . . Consensus Items . . Characteristics of Participants Introduction . . . Intro- College Unit Affiliation . Age of Participants Sex of Participants . . Professional Rank of Participants . Highest Degree Held by Participants Date of Receipt of Highest Degree . Years Associated with the College . Academic Level of Association Tenure Status of Participants . Importance of the Instructional Mission . Importance of the Service Mission . Importance of the Research Mission Summary V. SUMMARY AND CONCLUSIONS The Problem Research Procedures Summary of Findings . . Faculty Orientational Patterns . Selected Characteristics . Conclusions . . The Overall College Orientation Recommendations . . BIBLIOGRAPHY . APPENDIX vi 133 T36 T42 Table 10. ll. 12. l3. 14. LIST OF TABLES Study Participants . Type One (Integrative Dean) Item Orientation Pattern . . . . . . . . . Items on Which Type One Z-Scores are Significantly Greater or Less Than All Other Typal Z-Scores . Type Two (Purposive Dean) Item Orientation Pattern Items on Which Type Two Z-Scores are Significantly Greater or Less Than All Other Typal Z-Scores . Type Three (Adaptive- Intellectual Dean) Item Orientation Pattern Items on Which Type Three Z-Scores are Significantly Greater or Less Than All Other Typal Z-Scores . Type Four (Internal Dean) Item Orientation Pattern Items on Which Type Four Z-Scores are Significantly Greater or Less Than All Other Typal Z-Scores . Type One (Integrative) Faculty Placement of Most and Least Important Items Within the Action- System Model . . . . Action- -System Placement of Items Ranked Significantly More or Less Important by Type One (Integrative) Faculty than by All Other Types . Type Two (Purposive) Faculty Placement of Most and Least Important Items Within the Action- -System Model . . . . . . Action- -System Placement of Items Ranked Signficantly More or Less Important by Type Two (Purposive). Faculty than by All Other Types . Type Three (Adaptive-Intellectual) Placement of Most and Least Important Items Within the Action- -System Model . . . . . . . . . . vii Page 38 52 56 59 63 66 7O 73 77 82 84 87 88 91 Table 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. Action- -System Placement of Items Ranked Significantly More and Less Important by Type Three (Adaptive- Intellectual) Faculty Than by All Other Types . Type Four (Interal) Faculty Placement of Most and Least Important Items Within the Action- -System Model . . . . . . . . . . Action—System Placement of Items Ranked Significantly More and Less Important by Type Four (Internal) Faculty Than by All Other Types . Consensus Items and Average Z-Scores . Action-System Placement of Consensus Items . Intra- College Unit Affiliation of Participants by Type . . . Age of Participants by Type . Sex of Participants by Type . Professional Rank of Participants by Type Highest Degree of Participants by Type Date of Highest Degree Received by Type . Years Associated with College by Type Academic Level of Association by Type Tenure Status of Participants by Type Ranking of Instruction Mission by Type Ranking of Service Mission by Type Ranking of Research Mission by Type Relationships Between Faculty Orientations Toward the Ideal Role of the Collegiate Dean and Selected Characteristics of Faculty Members Summary of Faculty Placement of Most Important Items Within the Action-System Model, by Type . . viii Page 92 95 96 98 100 102 105 106 107 108 109 110 112 113 114 116 116 123 130 Table Page 34. Summary of Faculty Placement of Least Important Items Within the Action-System Model, by Type . . . l3l 35. Action-System Placement of Consensus Items . . . . l32 ix CHAPTER I INTRODUCTION In his analysis of the nature of teaching within elementary and secondary schools, Willard Waller (l965) makes the following statement: "The school is a unity of interacting personalities. The personalities of all who meet in the school are bound together in an organic relation . . . . The school is a social organism" (p. 6). Colleges, like Waller's depiction of schools, are interactive networks of social beings. Thus, they too are social systems formed by the patterned interactions of individuals fulfilling particular functional roles within the college's organized effort to offer its clientele instruction, research, and service. Structurally, the college as a system of interacting roles, can be considered an organizational sub-unit within the larger uni- versity setting. Nonetheless, each college, and especially those professional schools and colleges having direct ties to an organized field of practicing professionals within the larger society, can be seen to form structural organizations which are forced to adapt to societal as well as university demands and change, integrate and organize their faculty into productive units, maintain common avenues of interaction and traditional bases of understanding and communica- tion within the specific professional field, and develop and attempt to achieve specific missions and goals. 1 Further, the college as a structured social organization is not only a purposive and goal-directed unit, but also a "consciously planned, deliberately structured" (Etzioni, 1964, p. 3) unit whose organizational roles are assigned to its membership, via "divisions of labor, power, and communication responsibilities, divisions which are not random or traditionally patterned, but deliberately planned to enhance the realization of specific goals" (p. 3). Hence, colleges as organizations can be considered "social units (or human groupings) deliberately constructed and reconstructed to seek specific goals" (Etzioni, 1964, p. 3). Or, in the words of Talcott Parsons, a college as an organizational unit may be "defined as a social system oriented to the attainment of a relatively specific type of goal, which contributes to a major function of a more compre- hensive system, usually the axfiety" (1956, p. 63). Men in the Middle Within the social and organizational contexts of the university, deans of particular colleges have been primarily viewed as middle- managers. "Most deans in charge of individual faculties and schools are now middle managers, and quite a few seem to really function as lower-level managers and junior executives" (Richman and Farmer, 1974, p. 245). Moreover, in the popular phrase surrounding the literature of the deanship, deans are known as the "men in the middle" (Wicke, 1963; Meeth, 1971; Richman and Farmer, 1974). As such, deans are ensconced within the university's bureaucratic structure, or hierarchy of authority, just beneath the central administrators of the university, i.e., the president's, vice-presidents', and provost's offices, and above the departmentalized administrators and technical core of the college, the faculty. This hierarchical “line" placement within the university's hierarchy of control, positions the office of the dean at the top of the authority structure for the college, i.e., making the dean the chief administrative officer of the college, but at the middle manage- ment level of a division or unit manger within the total university administrative order. Thus, deans face inward, or downward, in their role as the administrative head of the college, and, correspondingly, they represent the college as they face outward, or upward, toward the rest of the university and the society beyond. As Scott has stated, the dean occupies a multi-dimensional position merely by his/ her placement within the university's organizational structure and hierarachy of control. . . . it is important to understand the full dimensions of the dean's role and his relations with his faculty, which sees him as colleague, symbol, and protector; with the university's central administration, which provides his resources and expects accountability; and with staff, which provides him with both information and a management struc- ture. ‘In a complex university, the dean is the major link between the stratified collegiate structure of his college, in which his staff comprises only a small bureaucracy, and the primarily bureaucratic structure of the central administration . . . (1978, p. 2). College deans find themselves organizationally positioned at the boundaries of their collegiate organizations and, as such, their role as an academic administrator is inextricably involved with the internal affairs of the college as well as the external forces, issues, and diverse groups which may affect the college. Succinctly, deans are by the very placement of their organizational office, "men in the middle" of various and often divergent role expectations. However, collegiate deans are not merely academic administra- tors caught between the pressures, issues, and expectations of the university and the college. They are, likewise, positioned between the diverse and often conflicting expectations that reside solely within the college itself, amongst the faculty, departments, and administrative staff--or more precisely, within the "constellations of roles or role-expectations" (Parsons, 1951, p. 95) which make up the college social system. Moreover, because the dean does act, regardless of his/her position within the total campus' hierarchy of control, as the "chief executive of a large operation" (Scott, 1978, p. 1), the dean has to be involved with the basic operations of a com- plex academic organization. Thus, deans occupy a central role posi- tion within an organized collegiate social system and, as such, are the targets of various and often conflictive patterns of role expectations on the part of the members and groups within the college. As Eble (1978) maintains, the intra-college ambiguity and conflict which surround the role of the dean, stem largely from the fact that the dean is viewed as either the servant of the faculty, its master, or both by the membership of the college. Indeed, as Meeth (1971) points out in describing the dean, "in the simplest vernacular he is the man with two hats but hopefully not two heads. The dean must balance necessary faculty authority and desirable administrative efficiency (p. 45). To the members of the college, the dean may be described as having not only two heads but several faces, as traditionally the dean has been called a "prophet, prime mover, keeper of the status quo, skull collector, servant of the faculty, trailblazer, weather vane, builder, housekeeper, maverick, and lackey" (Gould, 1964, p. 7). Further, as Eble states in his discussion of academic leadership and administrative service to the college: "Leaders who truly serve will neither abuse the exercising of authority nor avoid it. Finding a course between these extremes, and between the views held by many faculty that only these extremes are possible, is not easy" (1978, p. 116). Indeed, finding an administrative role acceptable to all or even the majority of faculty members within the college-~given the range of individual and professional orientations possible within that membership-—is a serious and foundational problem for every dean, regardless of the specific nature, size and type of college a dean may inhabit and administer. Previous studies concerned with defining the role of the collegiate dean have relied almost solely upon the use of survey technique applied to a sample consisting of all types of collegiate deans, and representing all sizes and orientations of schools and colleges. This amalgamating approach to the study of the deanship, especially to the basic duties and functions of the dean's organiza- tional role, have usually resulted in the creation of a role typology of the most general and empirical kind. Hence, the dean is universally depicted in terms characteristic of the particular duties of the office, e.g., supervisor, recruiter, change agent, coordinator, planner, etc. These listings of functional and/or personal character- istics have little or no theoretical underpinnings and offer little in the way of a systematic view of the dean's role. Secondly, since these previous studies have focused upon all types of college deans-~liberal arts, science, professional, etc.-- the underlying assumption has been that all colleges are alike in their needs, size, structure, functions, and growth patterns. It follows, therefore, that a "dean in the middle," as described by these prior studies, could be a dean in the midst of any number of different types and/or sizes of colleges. The Contracting7College In the past few years, the expansku1in undergraduate and graduate student enrollments in colleges of education that had existed for nearly twenty-five years has come to a predicted halt; colleges of education are now on the decline in size and enrollment. Deans within theselrnlcontracting organizations have suddenly been confronted by a new set of problems, issues, forces, and duties; deans of colleges of education have become even less typical of all deans across all institutions of higher education than they were a decade ago. More precisely, the role of college of education dean has changed from what it was at the beginning of the 1970s, and the underlying faculty expectations for and orientations toward the role of the hean have likewise changed. Deans of colleges of education are in the midst of different organizations--and, therefore, social systems--from the ones they have previously been employed to admin- ister. As such, they are the incumbents of an administrative position and role not shared by all other deans across their respective campuses--deans whose colleges are yet expanding or maintaining a steady rate of enrollment and growth. Purposes of the Study The primary purpose of this research project is to examine the role of the dean of a college of education as perceived by the faculty within the college. Secondarily, the study will attempt to apply Talcott Parsons' theoretical conceptualization of "action systems" in describing, analyzing, and comparing the various faculty orientations toward the dean's role within a collegiate organization. Need for the Study By the mid-1970's, the North American university was confronted with new problems. Declining student enrollments, shrinking funds for research, reduced operating budgets, and cynicism with regard to its products provided the ingredients for what March (1974) has called a "period of neglect" or decline. University organization has just begun to reflect the impact of these trends. Little is known about the impact on governance and decision making as yet. Even less is known about the role of academic administra- tors and about the effects of current issues and strains on that role (Ryan, 1977, p. l). Ryan's statement above, outlines in detail the situation currently confronting colleges of education and their chief administra- tors, i.e., deans, as they struggle with the problems of "decline." This lack of information and research concerning the dean's role in such contracting organizations has created a significant gap in our knowledge-base on academic administration. This void in the research connected with academic administration is, further, accentuated by the fact that there has been little theoretical research on the specific aspects of the dean's role at any time during the past decade. In fact, when Peterson (1974) reviewed over 500 reports on colleges and universities presented within the previous ten years, he concluded that the role activities, attitudes, and values of crucial officers in universities and colleges have not been well researched. . . . Very few studies have examined the causes and consequences of congruent and/or conflicting role expectations, and complex models of role behavior which utilize empirical data and multivariate analysis techniques have not been attempted. Studies of academic administrators . . have made little use of conceptual variables or theoretical models (Ryan, 1977, p. This current deficit in knowledge concerning the role of the dean is emphasized also by Cyphert and Zimpher: . both the university president and the university professoriate have been the object of numerous studies. However, university "middle management," the deanship, represents a void in our data base, even though its cruciality is increasingly recognized (1977, p. 2). The role of the dean, especially within colleges of education, is not only poorly documented, but what little research there is on the topic lacks a theoretical frame of reference from which to explain the role and the orientations toward it in a more complete and systematic fashion. Moreover, for the dean within a college of education in the 19805, the need for a conceptual framework from which to view and better understand the expectations and orientations of the college faculty toward the functions and role of the deanship, is fast becoming a critical requirement of the office. Perhaps Eble (1978) said it best in his assessment of the dean's need for knowl- edge concerning faculty expectations and value orientation when he said ". . . he must understand the values and expectations of his followers. Unless he does he will be unable to win their consent. Without consent, he cannot lead" (p. 125). Significance of the Study The significance of this study is encompassed within the following four statements: First, the study addresses a research need as recognized within the literature associated with college admini- stration and the collegiate deanship. Second, the study will attempt to apply a powerful set of theoretical concepts in order to systematically delineate and analyze an administrative role within an educational organization. Third, by the successful application of these theoretical concepts, the study will provide foundational data for the selected college's administrators and faculty members, relative to the orientation and perspectives of the faculty toward the role of the dean. Last, such basic data could be of significant importance to incoming and incumbent faculty members and administra- tors within the focal college, as they examine and prepare for their future functioning and interacting with the college's organized social system. Exploratory Questions The following exploratory questions served to guide this study: 10 1. What are the major elements of the dean's role upon which faculty members base their orientation toward the college deanship? 2. What are the differences in orientational patterns toward the role of the dean, as exhibited by the different groupings of faculty within the college? 3. What is the relationship between the selected characteristics of the faculty and their orienta- tional patterns toward the role of the dean? Limitations 1. This study was concerned solely with the orientations of the faculty toward the role of the dean within one mid-western college of education. Therefore, while the findings of the study may have some meaning for the specific college involved, the generalization of the findings to other schools and colleges of education should be attempted with the greatest caution. 2. The faculty involved in the study included only those individuals housed in or closely tied to the college itself. Members of the separately housed health and physical education department were not included in the study. 3. The study did not purport to establish or evaluate faculty orientations according to an ideal role of the dean of a college of education. 4. Because the nature of this study was exploratory, its general purpose was the generation of questions, theoretical struc- tures and approaches, and profitable areas for further study. 11 Overview of the Dissertation In Chapter II the literature is reviewed in relation to the historical development of and contemporary definitions assigned to the role of the dean. In Chapter III the Q-methodology and techniques employed in this study are explained. Chapter IV contains the listings and clusters of items, as sorted by members of the faculty. These data are analyzed both collectively and typologically. The interpretation, conclusion, and recommendations of the study are presented in Chapter V. CHAPTER 11 REVIEW OF THE LITERATURE This review of the literature has two general objectives: (1) to survey the research and publications concerned with the role of the academic and collegiate dean; and (2) to present a general overview of Talcott Parsons' theoretical conceptualization of action systems, which has served as the guiding and conceptual framework for this study of the collegiate deanship. Introduction Since the creation of the mocbrn American deanship by President Eliot of Harvard in 1870, there have been several major studies and analyses of the role and functions of the deanship in American colleges and universities. Nonetheless, as a preface to this review of the literature concerned with the role of the dean, two points should be noted: (1) The definition of the "deanship" has not been a consistent or well defined one. Almost all of the major studies concerned with the deanship have focused upon what has tra- ditionally been referred to as the "academic deanship," a term which has encompassed a host of administrative positions in a variety of institutions of various sizes and orientations. (2) The literature surrounding the role of the dean is basically of two types:, there are primarily large survey studies of deans at a variety of 12 13 institutions; and there are articles and chapters of administrative texts which have been generated from either personal reminiscences or through a prolonged association with campus administration. Whatever the limitations imposed by these two aspects of the literature, the literature does provide an historical review of the major changes within the dean's role as documented and noted over the past 110 years. The review of such functional changes in the role of the dean further provides for a basis from which to analyze the role of a contemporary collegiate dean. The Role of the Dean As noted, the initial statement of the modern, American, dean's role and functions was presented in 1870 by President Eliot of Harvard: It is his duty to preside at the meetings of the faculty in the absence of the president; to administer the discipline of the college; to take charge of all petitions from under- graduates to the faculty; and to keep records of admission and matriculation; to furnish such lists of students as may be required by the faculty or the several teachers; to prepare all scales of scholarship, and to preserve the records of conduct and attendance; to submit each year to the faculty lists of persons to be recommended for scholar- ships and beneficiary aid, and likewise a list of those who appear, from the returns made to his office, to have com- plied with all the regular conditions for the degree of Bachelor of Arts; and in general to superintend clerical and administrative business of the college (p. 12). In this primal definition of the American deanship, it is easy to identify the initially strong emphasis placed upon the clerical nature of the functions assigned by Eliot to the position. For Harvard, in the 18705, the deanship was concerned primarily with the internal activities of the college and in assisting the president. 14 The deanship's early functional emphases, therefore, concerned assisting the president in two primary areas of academic responsi- bility--the clerical and the student body. However, by 1908 the deanship at Harvard, as well as other colleges, had changed significantly. In his book, University Administration, Eliot describes the functions of the academic dean-- one of several deans now in place within the college: At the head of each department a dean is ordinarily placed, who is its chief administrative officer. In most cases he is also a professor and an active teacher, who gives part of his time to administrative work . . . p. 241). Further, Eliot describes the academic dean's primary functions and responsibilities in relationship to his particular school: He is the chief advisor of the president concerning the instruction given in his school, and is responsible for the preparation and orderly conduct of its faculty business and for the discipline of its students (p. 242). At this stage in its development, the deanship of the early 19005 had broadened its range of functional concerns. The dean had become more academic, as he concerned himself with the instructional aspects of his school, as well as retaining his responsibility for student behavior and routine administrative duties. By the early 19305, the studies of Reeves and Russell (1929) and that of Clyde A. Milner (1936) began to reveal that the role of the dean had continued to expand, to include greater involvement in the academic areas of faculty and personnel affairs, as well as further concern for curricular matters. Reeves and Russell produced an all encompassing list of functions which illustrated this 15 increase in the dean's area of administrative concern. The dean, for Reeves and Russell, would provide: 1. 2. 3. The direction of the educational activities of the college. Service as chief adviser to the president in matters pertaining to the policies of the college. The formulation of policies and the presentation of them to the faculty or to the president for considera- tion. - Directing the attention of the faculty to changing educational thought and practice, with particular reference to present trends in higher education. The transmission to the president of the budget recom- mendations of the college; the details of the budget are to be worked out in conference between the dean and the heads of departments. Making reports relating to the work of the college. The supervision of curricula, courses, and methods of instruction. The supervision of the progress and the academic welfare of students. The classification and assignment of students to classes. The keeping in touch with the disciplinary problems of the college. Service as a member of the administrative council. Representing the college at meetings of educational associations. In cooperation with the departments concerned, nominating members of the teaching staff (1929, pp. 73-74). In their survey of sixteen church colleges, Reeves and Russell had noted three significant points concerning the deanship. First, they observed that "the academic administration of colleges and universities centers largely in the offices of deans and registrars" (1929, p. 70). At the time of Reeves and Russell's study the position of registrar had only recently evolved from a clerical post within the dean's office which was often filled by the same person who acted as the dean. Hence, the deanship had become the chief administrative post in charge of the academic affairs of the campus. 16 Second, Reeves and Russell noted that the deanship appeared "to be still in the stage of evolution in a majority of colleges and universities" (p. 70). Therefore, they pointed out that no one, clear definition could serve to define the role of the dean across all institutions of higher education, and that even in 1929 there was evidence to the effect that the role of the dean would be essentially determined by the specific nature of the institution in which he served. The writers are not prepared to suggest any hard and fast rules with respect to the allocation of the functions of academic administration that will be applicable to all institutions of whatever size. The size of an institution must be given consideration in dealing with the allocation of administrative functions. Also, the type of college, its control, location, traditions, and needs, as well as its peculiarities of personnel, must all be taken in consideration (pp. 71-72). From the study of Reeves and Russell, it is apparent that by the 19305 the institutions of higher education had grown in size and complexity, and that the dean's role, likewise, had become more expansive and diversified. Seven years after Reeves and Russell had published their findings, Milner conducted his own study of 100 small colleges, the results of which he published in his book, The Dean of the Small College. Milner reinforced the general findings of Reeves and Russell in concluding that the dean's duties, within small colleges, were also expanding to include new areas of responsibility. Identifying sixty functions assigned to deans of small colleges, Milner listed the following thirteen as those most often reported as areas of frequent involvement by the deans in his study: 17 To interview students on all academic matters. To advise failing students. To correspond with parents on all matters of student welfare. To give counsel on all academic problems. To grant permission for changes in courses of study. To supervise the college curriculum. To give general advice on all college policies. To help estimate the teaching ability of faculty members. To make annual reports on the academic work of the college. To estimate the constructive influence of the faculty members on campus life. —I OQWVO‘va) DON-H 11. To recommend all changes in curriculum. 12. With heads of departments to make all changes in courses. 13. To improve instruction (1936, pp. 96-97). Here again, as in Reeves and Russell's study, the dean was seen as being increasingly involved in faculty and curricular affairs within the college. In one of the first major reviews of the deanship after World War II, Earl J. McGrath in his article entitled, "The Office of the Academic Dean," noted the impact of the rapidly changing condi- tions within colleges and universities on the role of the dean. McGrath subsumed the functions of the post-war deanship into three fundamental categories, suggesting for the first time a less student- oriented role for the dean. McGrath felt that, first and foremost, the dean should be an intellectual leader and scholar. In the following passage, McGrath states the major problem he detected in the coming of the modern, managerial deanship: More than any other administrative officer, the dean, until very recently, could be considered primus inter pares. Now, however, even in the smaller liberal arts colleges, this officer is rapidly ceasing to be an intellectual leader. More and more he is devoting his time and energy to 18 managerial duties, public relations activities, and the minutiae of routine administration (1947, p. 41). From the perspective of McGrath, not only should the dean be an intellectual leader and scholar, but he should, likewise, be knowledgeable of educational processes and theory. McGrath felt strongly that: He who would come to grips with educational problems cannot be ignorant of such classics as Plato's Republi , Qunitilian's Institutes of Oratory, Milton's essay Qfl Education, Rousseau's Emile, Rashdall's The Universities of Europe in the Middle Ages, John Stuart Mill's Inaugural Address, as well as the writings of leading educational thinkers today such as John Dewey, Ortega y Gasset, Robert Maynard Hutchins, Howard Mumford Jones, Sidney Hook (p. 45). Further, as McGrath believed, the dean must attempt to impart his scholarly interests and broad understanding of the ends and means of the educational process to his faculty. 1 The second responsibility which McGrath envisioned as an essential function of the dean was the selecting of qualified faculty members. As Gerald Dupont states in his re-emphasis of McGrath's position on this point: The quality of the program will follow the quality of the men selected to put it in operation and the quality of the dean's leadership. Intellectual competence, interest in the improvement of education, recognition of the crucial mission of higher education today can be instilled at least to a certain measure in even the dullest of faculty members by a patient and persistent dean. But, where possible, these qualities should be sought in the selection of new faculty members (1968, p. 21). For McGrath, the dean's third most important function was the preparation of the college budget. McGrath noted that the basis of a dean's control over the college was his control of its 19 expenditures; or to quote McGrath, the dean "cannot delegate budgetary responsibility and expect to retain his educational leadership" (1947, p. 46). In comparison to the previous two decades, the number of articles and studies concerning the deanship increased substantially during the 19605. John J. Corson, in his book, Governance of Colleges and Universities (1960), set forth one of the first attempts of that period to define the role of the dean. Corson stated that he was interested in specifically defining the role of three types of academic deans: "(1) of the colleges of arts and sciences; (2) of the professional schools and colleges; and (3) of the graduate, evening, and extensivion divisions" (p. 74). In describing the role of the deans of professional schools, Corson states that their role is simpler, in one sense, from that of other collegiate deans, because of the "greater unity of purpose" (p. 80) and because of a common disciplinary background shared by the faculty and staff of their colleges. Corson also cites that "professional deans can make (or at the least participate in) decisions affecting most of their disciplines with far greater insights than their liberal arts counterparts" (p. 80). Further, Corson states that this disciplinary unity "contributes to the relatively close-knit relationship that enables the dean to exercise a greater leadership in educational programing, faculty selection, and budgeting (p. 80). However, for Corson, the professional dean's role is compli- cated by the "variety of demands which arise from outside commitments" 20 (p. 80). Specifically, Corson lists these external demands upon the dean's time as (l) consulting, (2) fund raising, (3) contacts with employers involving student placement, and (4) contacts with pro- fessional groups and organizations: This concern for outside involvements, as Corson points out, is less of a consideration for liberal arts and other non-professional school deans. Hence, because most descriptions of the deanship until this time had primarily been concerned with these latter types of deans, Corson's inclusion of this externally-oriented aspect of the dean's role marks its first actual appearance in the literature surrounding the deanship. Closely following Corson's description of the dean's role, Myron F. Wicke and David G. Mobberley published a small tract entitled, The Deanship of the Liberal Arts College (1962). In it they expand upon five major areas of responsibility of the academic dean, to offer more than thirty specific duties of the deanship within liberal arts colleges. Their five basic categories of responsibility are as follows: "(1) objectives and campus tone, (2) personnel, (3) curriculum, (4) student welfare, and (5) institu- tional research" (p. 32). In their book, and in a separate article written by Wicke (1963), Wicke and Mobberley point out that the dean's primary prob— lems are those of a "middle manager." Wicke, particularly, goes on to cite the fact that the dean is the pivotal administrator within the university of campus organization. To quote Wicke: 21 This 'man in the middle' terminology has positive as well as negative connotations. Positively, the phrase repre- sents precisely the dean's function--to be a potentially creative link between faculty and administration. Nega- tively, the term suggests a person who is a member of the 'out' group so far as the faculty is concerned--since he has 'joined' the administration--and equally of the 'out' group to the president if he identifies himself too closely with the faculty. John Erskine's figure may be para- phrased to make the point. A college dean, said Erskine, is like a small boy walking a high picket fence, thrilled but in constant danger of being impaled. Nevertheless, once the dean moves out of the middle position, he is no longer)useful. Deans are men in the middle by definition p. 58 . As mentioned previously, the phrase, "man in the middle,“ reappears consistently throughout the literature of the deanship from this point on, marking a current awareness of the complexity and role-conflictive nature of the contemporary deanship. Of the major modern studies of the American deanship, the most cited and referred to is that of John W. Gould's, the results of which he published in his book, the Academic Deanship (1964). Gould, in his study, however, did not include deans of colleges of education or of other professional school. Nonetheless, what Gould did find from his survey of 268 academic deans of non-professional schools and colleges was that the selected deans spent the greatest amount of their time and effort on faculty concerns. Specifically, Gould ranked his findings according to which responsibilities were the "most demanding of the dean's time and skill," as reported by the deans (1968, p. 42). Gould's findings are listed below, with each responsibility ranked in order of descending importance to the academic deans. 22 1. Faculty relations and morale 2. Recruitment of faculty 3. Curriculum work 4. Budget work, promotions, evaluation of personnel 5. Committee work 6. Routine administrative duties: correspondence, scheduling, catalog, reports, questionnaires 7. Student counseling 8. Work with other administrators, advising the president, relations with other colleges in the university 9. Work with department heads 10. Policy making, planning, goal setting, institutional studies, study of other institutions 11. Public relations, alumni relations, speaking engagements, professional association meetings, college functions 12. Admissions problems, registration problems, foreign students 13. Seeing parents, students 14. Enforcing regulations, discipline (1964, p. 27). In the 19705, contributions to the literature on the dean- ship continued to focus upon the dean's relationship to the faculty and upon his abilities to help the college adapt to externally generated issues and forces. Meeth, in his 1971 statement on the deanship and its role in relationship to the faculty, listed four ~ types of deans: the autocrat, the servant of the faculty, the academic leader, and the change agent (pp. 46-47). For Meeth, the change-agent dean was the most appropriate role, as it allowed the dean to move beyond being either an assistant to the president of the university or a total servant of the faculty. From Meeth's perspective, the dean should . play a catalytic role in achieving harmony within the faculty and the administration and at the same time . . exercise some direction over the movement of the institution toward specific and clear-cut goals devised through long range planning. Hence, Meeth believed that "The change agent role is a combination of the best of the faculty servant and the academic leader roles." 23 Meeth's emphases upon the dean's ability to create a stable and harmonious college climate and to lead the college toward becoming more externally attuned to the forces and issues beyond its control were reiterated by Richman and Farmer in their critique of the dean as an academic middle manager. Richman and Farmer suggested that to be the change agent Meeth had described, the dean would, first, have to have the respect and confidence of the faculty: If the new dean is not viewed by his faculty as a scholar or academic, then--regardless of how big or prestigious his previous job was--he could run into serious problems on academic matters. If he tries to impose new goals and priorities on the faculty or tries to make major changes involving academic matters--such as programs, curriculum, courses, and academic personnel evaluation--without adequate consultation and effective salesmanship and leadership, there may well be a huge outcry from the faculty (1974, p. 251). However, Richman and Farmer place the need to externally relate to groups outside the organization and to attain funds for the college as the primary responsibility and functions of the dean, followed closely by "budgets, personnel decisions, general administra- tion, and academic programs" (p. 253). Richman and Farmer also emphasize the anticipatory functions and abilities of the dean in dealing with what Cyphert and Zimpher (1978) term "the management of decline" in institutions of higher education. Specifically, Richman and Farmer state: The truly effective dean will anticipate . . . cutbacks through some meaningful contingency planning, if there is a significant chance that they will arise in the foresee- able future. He will let the faculty know adequately in advance that there may have to be cuts, and then he will establish priorities for cutbacks, should they be needed, in a calm atmosphere rather than in a crisis setting (1974, p. 255). 24 Overall, the dean as a middle manager needs to be alert to the functionings of the college's and university's particular informa- tional systems, political and governance system, social system, and most importantly, from Richman and Farmer's perspective, be aware of the environmental constraints and contingencies that have the poten- tial to affect the college. In a series of recent contributions to the literature, authors have made mention of the dean's increasing role in collective bargaining (Cyphert and Zimpher, 1978); the dean's need to anticipate \ future trends and to be a "futurist (Buchen, 1974); and in a follow- up study to Gould's 1961 survey, Meisel (1979) reported that, of current deans . . more than one- -third no longer teach, more than one- half have discontinued research in their field with about one- -third publishing in their field. They admit that managerial and administrative duties demand the largest percentage of their time and personnel matters the dean's greatest skill. They complain of too little time for informal talks with colleagues or students, visits to other colleges or visits to faculty members in their offices, reading or reflecting on the job (1979, p. 4919A). Meisel further catalogued the current set of constraints impinging upon the role of the dean as economic reversal and budgetary restraints, the need to reduce course proliferation, the stress on accountability, the requirements of affirmative action, the decline in enrollment, the pressures to decentralize autonomy, over- expansion, student activism and collective bargaining (p. 4920A). As Ryan (1977, 1978) has observed, the dean's role has increasingly become a role-conflictive position. Eble, likewise, in his recent book, The Art of Administration (1978), lists the 25 following duties and responsibilities as the basis for successful college administration in the coming decade: Choosing the right priorities. Identifying one's own strengths and weaknesses, inclinations, and aversions. Developing skill and care in dealing with people. Choosing faculty. Delegating authority. Getting the work done. Getting and using and communicating information. Supporting and motivating oneself and others. Planning and involving others in planning. Maintaining a philosophical center. Keeping the doors open. Taking risks. Making decisions (pp. 71-72). _.a._a_.a_.l WN-JOOWVO‘U'I-hw N-J Eble suggests that these general duties and responsibilities of college administrators, such as collegiate deans, are of such diversity that their successful handling requires an "artist"; someone capable of intuitively balancing and integrating his/her own skills with those demands and needs of the college. Specifically, Eble states that As administration is an art, it draws upon everything one encounters, everything one is, in arriving at praiseworthy achievements . . . . But one can also become deranged in pursuit of an art--the artist gone mad because his con- ceptions ever run beyond his skills. Administrators must guard against the derangements that come slowly from years of having people not behaving as they should, of finding institutions even worse than they were envisioned (pp. 78-79). The "artistic" dean of a contemporary college, according to Eble, works not so much in the clerical, curricular, or scholarly elements of the position, but, rather, the dean's primary medium is the faculty. For Eble, collegiate administration in the 19805 will require a sensitive, creative, and motivating "artist" in the dean's 26 chair. In defining his conception of the current college administra- tor as an artist, Eble states: If calling administration an art exalts the activity more than it deserves, it does so for good cause. Surely the complexities and subtleties of working with people, the skill and sensitivity necessary to doing it well, and the fulfillment of one's vision largely through other people deserve to be regarded as an art (p. vii). Recent Studies on the Role of the Dean In 1963, T. R. McConnell stated that the studies concerned with academic administration were so few in number that he felt warranted in stating that "the field has not been touched" (p. 113). Since McConnell made that statement, a variety of studies on the role of the dean in American colleges and universities have been published. In 1963, a study of sixty-seven graduate professional school deans, by Edward E. DiBella, found that the deans surveyed, perceived their role primarily as administrative in nature. As such, their chief responsibilities were reported as budget preparation and public relations activities. In 1970, a study of role expectations and perceptions of academic deans in private liberal arts colleges was conducted by Sister Elizabeth Ann Schneider. Surveying the expectations and per- ceptions of presidents, deans, and department chairpersons of colleges and universities within forty-seven colleges in the North Central Association, she found that the academic dean was considered and expected to be, above all else, "an academic leader." 27 Alphonse Rene Lewis, in 1973, studied the role of American medical school deans. Lewis found that medical school deans felt their primary administrative responsibilities fell within the general areas of faculty relations, the preparation of the college budget, fund raising, and relating to external governmental and private foundational groups. In 1973, Melvin Douglas Call examined the role-expectations, leader behavior and leadership ideology of thirteen academic deans in public and private four-year colleges in West Virginia. Surveying the academic deans, their presidents, division and department chair- persons, Call reported that the chief responsibilities of the academic dean were perceived as being (1) curricular matters, and (2) faculty recruitment and selection. Peterson, in a 1974 review of these and other studies concern- ing various aspects of the academic deanship, states: Yet this role, which has existed since the turn of the century and which is now being redefined by forces of supply and demand, by calls for academic accountability, and by collective bargaining, is the subject of only very limited and descriptive research (p. 326). In assessing the findings of these prior studies he further states: Although no common instruments are used and differences in constituencies' perceptions occur, there is a general con- sensus of the obvious: The chief academic officer is priamrily responsible for faculty staffing, faculty growth and development, and supervision of the educational program, and either is or should be the second most important officer in the institution (p. 326). Peterson ends his review of the research on the deanship and academic administration in general by noting: 28 . complex models of role behavior which utilize empirical data and multivariate analysis techniques are untried. . . . the study of administrators has made little use of conceptual variables or theoretical social- psychological role models . . . . Further, no study of an administrator was identified that attempted to use any personality dimensions: . . In general the research reflects little develop- ment or testing of theoretical models and only limited applications of diverse concepts borrowed from other academic perspectives (p. 327). Since Peterson's review of the research on academic administra- tion and, specifically, the academic deanship, several studies con- cerning the dean's role have been published. In 1977, Swaran Aatish examined the role of deans and department chairpersons in graduate education at Michigan State University. Of the four deans surveyed, Aatish found that the principal assets of the dean's role were (1) academic leadership, and (2) experience and knowledge. The chief limitations of the dean's role were the lack of time for scholarship and for cooperative planning. In a 1977 comparative study of role prescriptions, percep- tions, and performances of provosts, deans, and department chair- persons, Steven Glenn Olswang surveyed 417 academic administrators and found that each of the groups of administrators had different perceptions of every other administrative group's communication pro- cedures and abilities, and of their areas of influence and effective- ness. Each group, correspondingly, ranked themselves highest in both of these functional areas. Sharon Clare Smith, in a 1978 examination of the administra- tive knowledge of collegiate deans as perceived by the faculty 29 found that the faculty did consider expertise as the basis of the dean's power within the college. The faculty members surveyed per- ceived their deans to have exceptionally high expertise in the areas of finance and budgetary concerns, and in matters relating to the overall university campus. In nearly all cases, deans rated them- selves more expert than did the faculty respondents. In 1978, Paula Michelle Rooney investigated faculty percep- tions of the influence of school of education deans on faculty and school activities, in forty-two separate institutions. Rooney found that the greater the dean's tenure, the less his/her influence level over the school and faculty. New deans were reported to be perceived as being more influential, particularly in the areas of fund raising and in affecting changes within the school. Janice Baker Corzine, in 1978, examined the social power base of six liberal arts college deans as perceived by cosmopolitan and local faculty members. Using Gouldner's cosmopolitan-local typology and French and Raven's social power theory as the conceptual bases for the study, Corzine found that more local and local-cosmopolitan faculty members rated the dean's legitimate, reward, and coercive power as the primary bases for effecting faculty compliance, than did cosmopolitan and indifferent faculty types. Conceptual Framework In an attempt to identify and analyze the role of the collegiate dean, as perceived by the faculty members of a large mid- western college of education, this study has relied upon Talcott 30 Parsons' theoretical conceptualization of action systems. Using Parsons' action system model, the role of the dean was divided into four primary, functional categories: (1) pattern maintenance; (2) integration; (3) goal-attainment; and (4) adaptation. Further, each of these primary categories was sub-divided, according to Parsons' action system model, into instrumental and consummatory dimensions of the role of the dean. Thus, each of the four functional categories was quartered according to (l) the instrumental--personal and professiona1--characteristics demanded by the role; (2) the consummating normative functions and responsibilities of the role; (3) the instrumental understandings and perspective of the dean required in viewing and assessing external objects and issues (out- side the college); and (4) the overall, consummational effect of the dean's role on the college. Using these four primary categories and four role dimensions, an action system model was constructed in the form of a 4 x 4 matrix. The action system model shown below represents the deanship as it relates to and is viewed from a more inclusive action system of the college, i.e., the college faculty. As such, the model below was employed as the conceptual framework for this study of the dean's role within a college of education. The four primary functional categories of Parsons' action system model have their conceptual roots in the work done by Parsons and Bales (1953). In their monograph, the Working Papers, Parsons and Bales identified four basic problems that confront all action systems. In Parson's own words, these functional imperatives, as he 31 Pattern Maintenance Goal (Latency) Integration Attainment Adaptation L I G A Characteristics Responsibilities and Functions View of External Objects Overall Effect later called them "must be met adequately if equilibrium and/or con- tinuing existence of the system is to be maintained" (1956, p. 16). The following primary functional imperatives, as described in Parson's action theory framework, served as the basis for identifying and describing the various faculty views of the dean's role: 1. Adaptation is the functional imperative concerned pri- marily with the relationship of the action system to the system's environment. As such, the adaptive aspects of the dean's role con- cern (a) the attainment of external resources for the college; (b) the anticipation of future external effects upon the college; and (c) the maintenance of the college's boundaries, to allow for the flow of information and resources into the college. 2. Goal-Attainment, as a functional imperative of the dean's role in relation to the college, addresses the need to set and establish the priorities of the specific production goals of the 32 college, to solve problems inhibiting the attainment of such goals, and to establish an order and organizational structure appropriate to the attainment of the selected goals. 3. Integration is the functional area of the dean's role concerned with the internal cohesiveness and solidarity of the college. Moreover, the integrative aspect of the dean's role deals with the need to coordinate the activities of the internal groups of the college, and allow for stable, harmonious, and consensually- established relations to exist within the college. 4. Latency, or Pattern—Maintenance as it is also referred to by Parsons, is the functional concern of the deanship that involves actuating commitments from, and motivating the faculty to dedicate their efforts to the college and the missions and purposes it serves. Further, pattern-maintenance, as its name implies, encompasses the need to preserve and maintain the traditional pat- terns of the college and the culturally legitimated role it plays within the larger society. Because the faculty within a college is not composed of a singular (n: unitary set of needs-dispositions, values and beliefs, experiential backgrounds, or role expectations, no one single view of the role of the dean can hope to represent the potential variety of perspectives held by the faculty units and individual faculty members within the college. Hence, in order to provide a classifica- tory and theoretical dimension to the identification of the faculty's view of the dean's role, Parsons' functional imperatives and their 33 instrumental and consummatory dimensions were used as a basis for categorizing and analyzing the variety of faculty perspectives found within 'this particular mid-western college of education. mi The role of the dean has changed over the past century, as has the organizational placement of the deanship within institutions of higher education. From a clerical and administrative assistant to the president in 1870, the dean has become a semi-autonomous middle-manager whose responsibilities have grown to include student and curricular concerns; faculty and personnel affairs; public relations; budgeting and economic planning and forecasting; policy formulation, implementation, and evaluation; personal scholarship; and the general administrative duties of the college. This process of change in the nature of the dean's role has been poorly documented with only a scattering of survey studies and personal reminiscences attempting to cover a wide array of deanships, within an even greater variety of institutions. Most recently, the specific study of college deans, and even more specifically-~deans of colleges of education--has begun to describe and identify the functions and problems confronting current occupants of the collegiate dean's role. However, as both McConnell (1963) and Peterson (1974) have pointed out, what little research and literature there is con- cerning the deanship, is lacking in any theoretical basis and is of such scant proportions that the role, for all practical purposes, would have to be considered undefined. 34 One theoretical basis for the study of the dean's role within a college is that of Talcott Parsons' action system paradigm. The action system model as described, affords a theoretical framework for the identification, analysis, and comparison of perceptions of the dean's role within specific colleges. CHAPTER III METHODS AND PROCEDURES Introduction As noted in Chapter I, the general purposes of this research were (1) to examine the ideal role of the dean as perceived by the faculty of a large mid-western college of education; and (2) to apply Talcott Parsons' action system paradigm to the description, analysis, and comparison of the various faculty orientations toward the ideal role of a collegiate dean. This chapter will present a description of the methods and procedures employed in the study. This descriptive overview is pre- sented in the following order: methodology employed, selection of the colege, selection of the participants, selection of the Q-sort items, demographic data and questions, administration of the Q-sort, and treatment of the data. Methodology Employed Q-methodology and techniques were employed in this study to identify and analyze the orientation toward the role of the dean of selected faculty members within a college of education. The faculty members were selected and grouped according to their affiliation with one of the five departments within the particular college of educa- tion under study. Further, additional information concerning 35 36 professional and organizational characteristics were obtained on the sample of faculty members selected for inclusion in the study from available public records kept on file in the college of education, and from two questions asked of each participant subsequent to completion of the Q-sort procedure. Q-methodology and technique were developed by Stephenson (1953) and are basically "a sophisticated way of rank ordering objects" by individuals (Kerlinger, 1973, p. 582). In this study, statements on cards were rank ordered concerning the various aspects of the dean's ideal role. Statistical treatment of this data then established clusters of individuals with similar orientational patterns toward the role of the dean. The study utilized Q-methodology for two basic reasons. First, because this study was concerned with perceptions of the ideal role of the collegiate dean, Q-methodology which "can be particularly valuable in studies of attitude, value, belief, and perception" (Kerlinger, 1973, p. 593), was well stuited to the particular subject matter. Second, as Kerlinger also points out: "Two related strengths of Q are its heuristic quality and its usefulness in exploratory research. Q seems to be helpful in turning up new ideas, new hypotheses . . . (with Q) one can start to get an empirical purchase on slippery problems like the abstractness of attitudes and values" (p. 594). Hence, Q-methodology was well suited to this exploratory and descriptive study, which has attempted to identify and delineate the 37 perceptions and orientations of faculty members toward a particular role within a collegiate social system. Selection of the College The college selected for the proposed study was a proto- typical college of education, which had over 200 faculty members and served 1600 undergraduates and 2000 graduate students. Also, of even greater importance, the selected college was involved with an ongoing search for a new dean during the period in which this study was conducted, allowing for the issue of the role of the dean to have been a more personally and professionally debated and considered matter than perhaps at any other time during the course of a normal academic year. Selection of the Participants As Tiller points out, "in Q-methodology the selection of the participants is not usually done randomly but rather they are chosen to represent identifiable divisions of the population with which the study is concerned" (1971, p. 3). Since this study was concerned with the faculty of a particular college of education, the divisions employed were the five centrally-housed departments and the major research institute within the college. The intra-college units were Administration and Higher Education; Counseling, Personnel Services, and Educational Psychology; Elementary and Special Education; Secondary Education and Curriculum; Student Teaching and Professional Development; and the institute concerned with instructional research. From these six organizational units within the college, thirty-six 38 subjects were selected. Table 1 offers a more detailed view of the number of participants selected from each of the six intra-college units. TABLE 1.--Study Participants. Approximate Number in Intra-College Unit Number in Unit Study Administration and Higher Education 40 5 Counseling, Personnel Services 38 5 and Educational Psychology Elementary and Special Education 47 7 Secondary Education and Curriculum 54 9 Student Teaching and Professional 26 4 Development Research Institute __39 _6_ TOTAL 244 36 Selection of the Q-Sort Items Since faculty perceptions of the ideal role of the college dean were the focal concern of this study, a set of items (statements) was developed to test for differences between the faculty members within each of the six intra-college units. Specifically, using Parsons' action system paradigm as a guiding framework for the con- struction of items concerned with the functional aspects of roles within a social system and after a full review of the literature concerning the role of the dean, a population of 148 items was 39 generated to cover the universe of possible role characteristics and responsibilities inherent in the action system of the dean.* From this population of items, which was representative of all sixteen action system sub-categories, a sample of eighty-four items was selected. This reduction and a subsequent second reduction were each accomplished after pilot sorts had been administered to individuals within the college of education, and after the researcher and assisting faculty members had analyzed and examined the items for redundancies and confusing conceptual and verbal usages. Both reductions were the product of a desire on the part of the researcher to "(1) increase the sample's proportionality; (2) remove possible redundancies; (3) remove items which could easily be misinterpreted; and (4) reduce the number of items to a more manageable size" (Tiller, 1970, p. 30). Therefore, after the second sample reduction, fifty-six items remained as part of the Q-sort. Overall, these fifty-six items were considered to be representative of Parsons' theoretical framework, as well as valid aspects of the role of the collegiate dean by those members of the faculty and staff who considered them. As such, this final sample of fifty-six items included fourteen items from each of the functional-imperative categories (see Appendix A for a total listing of all fifty-six itemsl- * It should be noted that in Q-methodology the item-statements, and not the participating individuals, form the population and sample(s) of the research. Thus, in Q-method studies, a representa- tive sample of items is drawn from a universe of relevant item- statements. 40 Demographic Data and Questions In an attempt to explore possible relationships between various patterns of orientation toward the role of the dean and particular organizational and professional characteristics of the participants involved, information was collected on each participant via a short post-sort questionnaire and from public records available in the college of education. The demographic data and professional characteristics considered in the study were as follows: Age Sex Professional rank (professor, associate professor, or assistant professor) Degree held Date of degree receipt Number of years associated with the college of education Primary area of association (graduate or undergraduate) Tenure status Departmental assignment within the college Participant's ranking of the college's major missions (instruction, service, and research). oooowaimn- (JON-l c—l Administration of theg9350rt The fifty-six items, each concerning an aspect of the ideal role of the dean within a college of education, were placed on cards for easy handling and sorting by the participants. The cards were then randomly numbered and bound into identical decks prior to their presentation to the participants. Each participant, during the actual sorting procedure, was asked to read through the entire deck of fifty-six items and sort the items into three piles according to whether they ascribed to each item a great amount of importance, a moderate amount, or a relatively small amount of importance. Subsequent to this initial sorting, the 41 participants were instructed to further differentiate the three piles into eleven stacks ranging from most to least important. Correspond- ing to each of the eleven stacks were eleven envelopes, in which the participant was further instructed to place a set number of cards as represented by the eleven stacks. Thus, the participant placed the two cards of greatest importance into the envelope marked "A", the three next most important cards into the envelope marked "8", and so on, until the last two cards were placed, as the least important of the items, into the envelope marked "K". After selecting and sorting the items into the eleven stacks, the sorter was free to rearrange any of the cards before he/she sealed the envelopes, however, the final distribution of the items had to coincide with the following format: Most Least Important Important Stack: A B C D E F G H I J K Cards per envelope: 2 3 4 6 8 IO 8 6 4 3 2 Each participant was given an instruction sheet which out- lined the above steps (see Appendix B for the full sorting instruc- tions). The Q-sort deck, eleven appropriately marked envelopes, the instruction sheet, and a short questionnaire, were delivered to each participant. The researcher orally instructed the participants on how to sort the deck of items, and answered any procedural questions. The materials listed above were left with the participants and picked up once the Q-sort and questionnaire were completed. 42 Treatment of the Data The study employed a Q-analysis computer program developed by N. Van Tubergen of the University of Iowa. The data was, thereby, processed as follows: 1. A Pearson product-moment correlation matrix was con- structed by correlating every person's sort of items with those of every other person's sort. 2. This matrix was evaluated for principal component factors and those factors were submitted to varimax rotation. The obtained factors then represented groups of persons who presented similar patterns of orientation toward the role of the dean. 3. The program then weighted each item response of each of ten persons by the factor loading of the factor with which he/she was most closely associated, summed these weighted responses across each item separately and produced an item array of weighted responses for each factor. These item arrays were then converted to z-scores. 4. The item arrays were then ordered from most accepted to least accepted on the basis of their z-scores to provide a hierarchy of item acceptance for each factor. 5. The acceptance of each item by each factor (grouping) was then compared to provide a basis for differentiating the factors from one another. A difference of 1.0 in z-scores for an item between factors was considered significant (Tiller, 1970, pp. 35-36). Thus, the five steps of the above computer program helped to define the distinctive perceptual profiles of the faculty, relative 43 to the ideal role of the dean in a college of education. These per- ceptual profiles, or projected types of deans, were defined via the relative importance ascribed by each faculty member to each of the fifty-six items concerned with the various aspects of the ideal role of the dean. The above program also assisted in comparing the dif- ferent perceptual profiles of the faculty in terms of the specific items that most distinguished each of the profiles from one another. With this information, the researcher was able to more fully identify, compare, and subsequently examine the different faculty perceptions of, and orientations toward, the ideal role of the collegiate dean. Summar Q-methodology, which is well suited to the exploration of perceptions, values, and beliefs, was utilized in this study of the orientations of faculty members toward the ideal role of the dean within a college of education. Statements concerning aspects of the ideal role of the dean were formed into a Q-sort deck of fifty-six items and distributed to thirty-six faculty members within a large mid-western college of education. Further, demographic and pro- fessional data were collected on each of the participants. The Q-sort procedure utilized in this study required each participant to rank-order the fifty-six statements concerning the ideal role of the dean into eleven stacks, across a continuum which ranged from "most important" to "least important." Hence, each participant generated a normally-distributed perceptual profile of the role aspects of the ideal deanship. Each profile was then 44 compared to all other participant profiles and factor analyzed by an appropriately designed Q-analysis computer program. The results of this Q-analysis are reviewed and discussed in the following chapter. CHAPTER IV ANALYSIS OF THE DATA Introduction The study examined faculty perceptions of the ideal role of the collegiate dean. The perceptions were those of faculty members within a large, mid-western college of education. The following questions served as the exploratory framework for this research. 1. What are the major elements of the dean's role upon which faculty members base their orientation toward the college deanship? 2. What are the differences in orientational patterns toward the role of the dean, as exhibited by the different groupings of faculty within the college? 3. What is the relationship between the selected characteristics of the faculty and their orienta- tional patterns toward the role of the dean? Using Talcott Parsons' action-system paradigm as a frame of reference, characteristics and functions of the dean's role were converted into a deck of fifty-six items. Each item within the deck represented an aspect of the dean's role. Thirty-six faculty members were selected from the particular college and asked to sort the deck of fifty-six items according to the following format: 45 46 Most Least Important Important Stack: A B C D E F G H I J K Cards per envelope: 2 3 4 6 8 10 8 6 4 3 2 The above format required each participant to place the two most important aspects of the ideal role of the collegiate dean, relative to all other items within the item-deck, in stack "A", the next three most important items associated with the role in stack "8", etc., until finally the two least important items, relative to all others within the deck, were placed in stack "K". The Q-analysis computer program then created an intercorrela- tion matrix by correlating every faculty member's sort of items with every other faculty member's sort of items. This matrix was then submitted to factor analysis so that faculty members were considered as variables and the fifty-six items concerning the role of the dean were considered as observations. A principal axis solution was then obtained and submitted to a varimax rotation which produced four orthogonal factors. Each of the four factors represented a grouping of faculty members around a common pattern of item sorts. The four common patterns of item sorts around which the actual faculty members clustered were estimated and represented ideal types for each of the four factors. This estimating process was accomplished by weighting each faculty member's item response most highly associated with one of the four factors, by the degree to which the specific faculty members were loaded on that factor. The higher a faculty member's loading on the factor, the greater was 47 the weight. These weighted responses were summed across each item separately, producing an item array of weighted responses for each of the four factors. The arrays of weighted responses were then con- verted by the computer program to z-scores. Thus, the arrays of item z-scores were ordered by the Q- analysis program from most important to least important for each of the four factors. This provided a hierarchy of item importance for each factor, or more precisely, for the groups of faculty members associated with each factor. Further, the program compared by subtraction, the particular z-scores for individual items in one factor against the average 2- scores for those items across the other three factors. This compari- son generated a listing of items, for each factor, that were valued significantly more kn~less) than by the other factors (Talbott, 1971, p. 6). In this study, differences between items, within as well as between factors, of 1 one z-score were considered to be significant. This followed the normal Q-analysis procedure for establishing dif- ferentiation between items. Monahan describes this procedural rule in the following statement: We have generally followed a widely accepted (though arbitrary) rule of thumb which holds that to establish differentiation there should be a difference of 51.00 z-score. Items for which there is not a one z-score difference (plus or minus), are typically defined as 'consensus items' (1971, p. 7). Thus, an item difference of 11.00 z-score between one factor and the average score for that item by all other factors provided a 48 basis for differentiating the nature of the orientational patterns as exhibited by the four different groupings of faculty within this study. Item Typal* Orientation Patterns In this study four particular orientations toward, or views of, the role of the collegiate dean were generated by the Q-analysis program outlined above. Specifically, using the Scree test for identifying and measuring the significance of each factor, four factors were identified as meaningful by the computer program. These four factors were subsequently used as the basis for determining the basic types of faculty orientations toward the ideal role of the dean and in determining the differentiating aspects of each of the orienta- tional patterns associated with the four types of faculty groupings in the study. Before proceeding with the analysis of the four factors or types of orientations, it should be noted that the terms orienta- tional pattern, perceptual profile, faculty type, and factor are all employed by the researcher in referring to the four, computer- identified arrays of items that distinguished each group of faculty respondents from every other group. Thus, the faculty orientations toward the dean, as determined by the participants' sorting of the items concerned with the dean's ideal role, are considered in this * "Typal" here refers to the four faculty types of orienta- tions as distinguished from one another by their unique rank- orderings of the fifty-six item-statements. 49 research to be synonymous with the faculty's ordered perceptions of the dean's role, and indicative and projective of a particular type of dean--as described by the role elements rank-ordered in each factor's array of weighted items. Descriptive Titles As a means of clearly identifying the four factors (i.e., the four types of projected deanships), each has been assigned a nominal title. The titles chosen for each of the four types of deanships are only generally representative of the theoretical and orientational characteristics of each cluster of faculty orientations toward the role of the dean, and are primarily meant to assist the reader in his/her identification and comparison of the projected types of deanships. The following descriptors have been selected by the four projected deanships: Type One (the Integrative Dean); Type Two (the Purposive Dean); Type Three (the Adaptive-Intellectual Dean); and Type Four (the Internal Dean). Type One: The Integrative Dean The most important, or major elements of the dean's role, as perceived by the faculty members associated with the type-one cluster of orientations toward the role of the dean are presented in Table 2. Table 2 specifically lists the "pure" item profile of type-one orientations from most important to least important. Further, Table 2 displays the z-score associated with each item, the sort reference number for each item, and the "action system" coordinates 50 for each item--these coordinates appear in parentheses following each item statement. Generally, those faculty members allied with the type one orientation toward the role of the dean projected the image of a dean heavily involved in providing an efficiently run, independently competent, and financially strong and viable organizational unit. The type one dean was perceived as providing the college and faculty with an open, accessible, and democratic communication and governance structure, which, correspondingly, involved the dean in producing a positive organizational climate, in creating a trust and confidence in his/her actions, and in developing a unified sense of purpose within the college. Type one deans were primarily viewed as pro- viders of a smooth-running and stable college organization, with a z-score of 1.836 signifying that, as stated in item thirty-three, they were expected to "engender in the faculty a trust and confi- dence in the integrity and merit of . . . [their] actions." The items deemed least important to the role of the collegi- ate dean by type-one respondents received a z-score of -1.0 or less. The items listed at or below this mark in Table 2 suggested that the type one dean was neither viewed as being relatively involved with providing strong leadership within the college, nor with developing the college into a nationally recognized leader in the field of education. As such, the item which received the lowest z-score within the type one array concerned the dean's attempts to "increase the size, stature, and performance capacity of the college.“ Type one deans also were not perceived as being selfless and dedicated 51 guardians of the college deanship. Furthermore, for type one deans, less relative importance was imputed to their providing the college with solutions to its problems, and to their providing the college with a sense of historical purpose and perspective. Overall, type one (integrative) deans were projected as not having an expansive administrative or leadership role within the college. Those items whose ranking by type one faculty produced a z- score which differed from the average z-score for that item by the other three faculty orientations by 1.0 or more are listed in the top portion of Table 3. The distinctive elements of the type one dean's role which identified and separated it by a +1.0 z-score from all other types, generally concerned the development of an independently competent, well supplied, and efficiently run college. The integrative dean was, likewise, distinctive in his/her role as the provider of information and management systems for the college and as an efficient handler of the college's administrative and budgetary affairs. Finally, type one respondents were significantly distinctive in the importance they assigned to the dean as the generator of a sense of "esprit de corps" within the college. The lower portion of Table 3 depicts those items of the dean's role, signified by type one faculty members as relatively less important (by -l.O z-score or less) and, thereby, distinctively different from their ranking by all other types. The particular items assigned less importance by type one respondents dealt with the need for leadership and the creation of new and expanded performance capacities within the college. The integrative dean, 52 A>-ee .ee a» eceeeeer emu. esemme Empeese Le semueepvm e smuwmseo use save: appeeesee upeesm seeu esp .Pm Am-ev .eme_Foa New. wee segue: Amesee eu pwsemev =awspem Seep: we mmsem e euecesem upeesm seeu esp .em A>1Hv .mmeoese Peemsmmsee use moo._ .oppeseeEeu .e>weeseeeee e we emeppee es» ee eesesge>em es» zew> upeesm seeu we» .NN . 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cw mum. e>wmweeu use esww mswes mapsewee use xwpeeswu msewsese pseswsee upeesm seeu esw .Nm Am1Hv .emeppee esp swspwz aswsseew use mswssez sew owe. epeewpe e>wpwmee use .e>wpeseeeee .epeepm e epesesem ep ewes upeesm seeu esw .up Amusv .msewpee ses\mws we pwses use emu. apwsmepsw esp sw euseuwwsee use pmesp e zppeeew esp sw seusemse uweesm seeu esw .mm meseemuN sewpewsemeo Eepp .ez sepH .eescwpcoe--.e eeeep 61 A>1wv .emeppee esp we m—m.- zpwoeeee eesessowsee use .esepepm .e~wm esp emeesesw ep seem upeesm seeu esw .m Ae1wmesee e we uenwsmeues emeppee e epeese ep ewes uweesm seeu esw .oe >1< wmw.- .seseemes use zswsesw ewwwpsewem we ssee me emuepzess zew> uweesmaseew esw .om A>1 upeesm seeu esw .Nm A>1Hw .emewpee esp swspw: msesses wppeeew use mpsespseeeu wmu.- meewse> esp spwz swweeu sw epsepweee use swew awasewwse es uweesm seeu esw .mp Amuwpespmwswsue use asepemues esp spw: uesseesee es upeesm seeu esw .mp Amuov .mseueew pesewpeeeue mme.- esepew we sewpeseeese esp se mpsewwe m.emeppee esp meeew uweesm seeu esw .mm Asusv .sewmmewese ou~.- owseueee esp we museusepm pmesmws esp ep peas, .sepesem e es upsesm seeu esw .om sa-sv .mseepo spwz meowpuesepcw ses\mw; cw ~e~.- ewpesewewu use pewpoep pea .sewpepsesemse ses\mws sw e>wme=msee es uweesm seeu esw .Np Asupv .sew>eses sesss ep omp.- e>wpwmsem use epseemuewzess mw es: .sepeeseso we emuen ueem e es upeesm seeu esw .mm Amupv .emeppee esp swspwz meeesm mmp.- msw>pe>sw mpewpwsee sw pseme mswpewues use mswmwsesesee e we pee uweesm seeu esw .ee As1HV .msespe spwz msewpepes ses\mws sw epeseuwmsee use .awusewsw wop.- .spwz swep ep amee mw es: .sepeewsessee wesemseesepsw ueem e es upeesm seeu esw .m Aeues upeesm seeu esw .me meseomuN sewpewsemeo sepp .ez EepH .eesewpcoe--.e eeeep 62 s>-ee www.m- ewsmseeu esp we eepmesp use sewuseem esp me wpemses\sws 3ew> uweesm seeu esw .mm se-ev .eeepsse; weu.w- use msewpwuesp ewseueee m.emeppee esp swepswes use peeemes uweesm seeu esw .um Aeusv .emepweo esp we mmeooem esp sew sewpeowwwpesm ueo.—- pesemsee euwme pea up mswppw: .weeuw>wusw mmewwpem e es uweesm seeu esw .m Amusv .e>wpeeemsee pmu.p- use upweswpseu peewsepmws we emsem e spwz emeppee esp euw>ese uweesm seeu esw .om Amuwe>sw zpweeew emeseeuse use pseeeem upeesm seeu esw .sm Amuu.pu Aeue es upeesmpseew esw .mN A>nuv .wpwmse>ws= use eaeppee esp umm.p- e>sem ep apwsepseeee use .xpeu .seeses se me ewsmseeu esp 3ew> uweesm seeu esw .um Amiov .msepsese use mswewwe sze mpw mswpuses xwpsepeesee we epseeee «mo.—1 .xpwmse>wse esp swspwz pwse pesewpeewseese se epeese ep ewes upeesm seeu esw .pe Amueu ep ewes u—eesm seeu esw .N s>- upeesm seeu esw .we se-1Hv .mmeoese weemsemsee use .ewpeseeseu mum.1 .e>wpeseeeee e we emep—ee esp we eusesse>em esp 3ew> uweesm seeu esp .NN meseemiN sewpewsomeo EepH .ez Eepp .eezswpcoe--.e eee

wse esp uww.p- emu. Nmo._- swspwz pwse wesewpeewsemse se epeese op ewes upeesm seeu esw .ps A>1HV .mmeuese peemsemsee use .ewpeseeseu .e>wpeseeeee wuu.w1 mom. uuu.1 e we emepwee esp we eesesse>ea esp 3ew> uweesm seeu esw .NN Am1pe>sw wpweeew emeseeese use pseeeem uweesm seeu esw .sm sm-eu .mcowpae se;\mw; we esses ese sewseepcs esp es mow.w- wmw.~ omu. eeseuwwsee use pmesp e appseew esp sw seusemse uweesm seeu esw .mm Amue .mwmzwese esp peeswu uweesm seeu esw .me Asusv .emepwee esp swspwz appeeew mswpe>wpes use mpseEpwEEee qu.p uom.- mun. mswpeepee we epseeee .seueep uppeEmwsese e es uweesm seeu esw .me Asuuv .msewpee ses\mws sw e>wmweeu use ssww uuu.w omm.1 muu. mswes mxwxewee use appueswu weepsese pseswseu upsesm seeu esw .Nm s>-ev .eeepsoa esp swspwz useeeeu we swese uesepeespm wwez use ueswweu muu.w ome.- muN.p awseewe e .euw>ese use .sew uees esp eem uweesm seeu esw .up Asuuv .emeesee use sewpwswweu spwz msewpersemse som.p uuo. qu.P xepesee mswuw>ese sw ueosewseexe es uweesm seeu esw .us muu wwm.m uwu.p- pom.— .emepwee esp sew mpeem erpwsewss use sewe>eu upeesmwseew esp .OH eesesewwws eseemuN eseem1N sewpewsumeo EepH .ez emese>< esp eezw sepp .meseem-~ weeaw sespo wp< sesw wees se sepeesu xppseowwwsmwm ese meseem1~ ezw eezw sows: se mEepH11.u msmes pesp mpse>e esepew epeewewpse use pmeeesew upeesm seeu esw .ww Aeusv .emeppee esp ep psespwesee mum. use sewpeeeue sw ssez ses\mws sew .Appeoew esp he uepeeemes es uweesm seeu esw .mm Asu1 upeesm seeu esw .om Asuuv .emewpeu esp we me>wpoewse use msewmmwe esp was. .ssew wesse> use seppwsz sw spee .mmessxe ape>wpeewwe ep ewse es uweesm seeu esw .mu Amnpv .emewwee esp swspwz sewpeewsessee uep._ we ewessese seee swepswes use zpweeew esp ep epswmmeeee es upeesm seeu esw .wu sm-ev .mcowpue ses\ms; so esses use oup.p wpwsmepsw esp sw euseuwwsee use pmesp e spweeew esp sw seusemse uweesm seeu esp .mm sm-eu .sowpeesee cw uww.w ewes ewsmseueep mpw sew aw—esewpes szesx emewpeo e epeeso ep ewes uweesm seeu esw .wp Asues uweesm seeu esw .us sm- use .e>wpeeue .msespm apwewesesww e eepe>eu ep ewes uweesm seeu esw .w Amusv .eesewpeexe oweeueee we pwemsee esp sew wou.w sseesee e use .ep sewpeewueu e .xppeuew esp sw ppwpmsw ep ewes uweesm seeu esw .um Aeusv .sewmmewese muu.p eweeueee esp we museusepm pmesmws esp ep wezew .sewesem e es upeesm seeu esw .ou Aenuv .sewpersemse pewmmeeeem use e>wpeewwe se msweepe>eu we muu.p emsewpese esp se me>wssp es: seueew pesepes use ewsesau e es upsesm seeu esw .pm A>usv .sewpeeeue we emewwee esp mswoew msepeese use meemmw esp uoe.~ 3ew> ep sews; Eesw eesesewes we esesw weewseemepwse ueess e e>es upsesm seeu esw .up meseem1N sewpewsemeo EepH .ez Eepp .sseppes sewpepsewso sepH “sees weepeewpepspue>wpeeuwpepes m.emeppeo esp we mwo. mpsmeesp use mueee esp we maswuees psepmsee pea use .we eseze es upeesm seeu esw .wm s>-ev .pw op eswpuees swo. esewes sewsese we sewpeepwm e seuwmseu use sawez appeweseo upeesm seeu esw .wm Asupv .msespe spwz msewpeesepsw ses\mws sw uew. ewpesepewu use wewpeep pea .sewpepsesemse ses\mws sw e>wmeemsee es uweesm seeu esw .Nw Amupe>sw apweuew emeseeuse use pseeeem uweesm seeu esw .sm A>1Hv .mmeeese weemsemsee use uuw. .ewpeseeseu .e>wpeseeeee e we ese—wee esp we eesesse>em esp 3ew> uweesm seeu esw .NN A>1Hv .ewes: e we emewwee esp sespmsespm mewpwwwse use mewpwpeee peeuw>wusw uuw. ewes: .msepeoeue we xpwssesee e we wpweoew m.emepwee esp zew> uweesm seeu esw .um Amnpv .emewwee esp we mweem p—ese>e esp spwz xpweeew umw. esp we mpmesepsw use muees peeuw>wusw esp epesmepsw ep ewse es upsesm seeu esw .u Aenuv .emeesee use pun. sewpwswweu spwz msewpersemse xewesee mswuw>ese sw ueesewseexe es upeesm seeu esw .ue Amupv .emewwee esp swspwz mswssee— use mswxsez sum. sew epeswpe e>wpwmee use .e>wpeseeeee .epsepm e epesesem ep ewes upeesm seeu esp .uw se-eu .eeespoa uum. esp ep pseEpwEEee use sewpeewueu swesp sew appeeew ersmeees upeesm seeu esw .e Amuuv .emepwee esp swspwz psese>ewsee pesewmmewese use ems. psessmwweseeee we emsem pesewpersemse se msweeuese sw pmwmme uweesm seeu esw .um Amusv .sewpewemes mswuees mseweese upu. use meemmw spwz ueeew sesz eeepweo esp we apwsmepsw esp swepswes uweesm seeu esw .ws Am1eu ep ewes u—eesm seeu esw .N Amasv .e>wpeeemsee wuu. use apweswpsee peewsepmws we emsem e spwz emeppee esp euw>ese uweesm seeu esw .om meseemuN sewpewsemeo EepH .ez sepp .ueeswpsounn.u mpmpe>sw mpewpwseo sw pseme mswpewues use mswmwsesesee e we pee upeesm seeu esp .ss s> su .eoeppoo esp op .opmoo. sweep umu.1 we mwmes esp se mewewpee use meemmw uepesesem xppessepxe 3ew> upeesm seeu esp .ue Am1pv .sewpersemse ueu.1 meewsesses use e>wmeseu e we uersmeoes emeppee e epeese ep epes upeesm seeu esp .os sa14v .oooppoo opp owsppz sppoow oospo>ppos spu.1 use mpseEpwEEee mswpeepee we epseeee .seueep owpesmwsese e es upeesm seeu esp .me Am1uv .mseueep pesewpeoeue oms.1 esepew we sewpeseeese esp se mpsewwe m.emeppee esp meeew upeesm seeu esp .um Am1uv .emeppee esp sew mpeem Npm.1 emses1msep we mswssepe use .sewpeepe>e .mwmapese esp peeswu upeesm seeu esp .ms Am1uv .mmese>wpeewwe peepeesm mum.1 mpw sew zeppe ep emeppee esp ersemse ep xpwsespee esp e>es upeesm seeu esp .u A>1Hv .emeppee esp swspwz msesees appeeew use mpsespseeeu mum.1 meewse> esp spwz mswpeeu sw epsepweee use spew xpssewwse es upeesm seeu esp .mp sm1pv .oooppoo esp opepwz appeoospoo upm.1 pesewpeepsemse use emessee seesee we emsem e eeeuese ep epes upeesm seeu esp .p se1ese upsesm seeu esp .em Ae1pv .msespe spwz msewpepes ses\mws sw epeseuwmseu use .ppusewsw pop.1 .spwz spep ep pmee mp es: .sepeewsssseo pesemseesepsw ueem e es upeesm seeu esp .u A>1 upeesm seeu esp .Nu Aa1pv .sowseeoe oases op coo. e>wpwmsem use epseemuepzess mw es: .sepeesese we emueu ueem e es upeesm seeu esp .um Am1uv .meepsess use mswewwe sze mpw mswpuses appsepeeeeu we epseeee uuo. .xpwmse>wse esp swspw: ppse pesewpepwsemse se epeese ep spes upeesm seeu esp .pe meseem1N sewpewsemee EepH .ez sepp .ooosppooe--.u epeep 69 s>1pv www.m1 .ewsmseeu esp we eepmesp use sewuseem esp me wpemses\sws 3ew> upeesm seeu esp .mm Ae1sv .emeppee esp we mmeeeem esp sew sewpeewwwpesm mpN.~1 pesemsee euwme pew ep mswppwz .peeuw>wusw mmepwpem e es upeesm seeu esp .m A>1uv .apwmse>ws= use emeppee esp map.~1 e>sem ep apwsepseeee use .ppeu .seeses se me ewsmseeu esp 3ew> upeesm seeu esp .um mou.p1 Am1uv .emeppee esp sew mpeem erpwsewse use eepe>eu upeesm seeu esp .op A>1uv .emeppeo esp swspwz useEEeo we sweso uesepeespm oue.p1 ppez use ueswweu apseepe e .euw>ese use .sew uees esp eem upeesm seeu esp .up Aa1wpespmwswsue use asepemues esp spwz uesseosee es upeesm seeu esp .mp ss1op .moowpoe so;\ow; op oeo.p1 e>wmweeu use ssww mswes ”ppxewee use appeeswu weepsese pseswsee upeesm seeu esp .Nm sm1pu .oooppoo uum.1 esp swspwz Amesee eu pwsemev opwswem Eeep: we emsem e epesesem upeesm seeu esp .eu As1e es upeesmAseew esp .um Am1sv .emepwses mpp.1 use msewpwuesp ewseueee m.emeppee esp swepswes use peeemes upeesm seeu esp .uu A>1uv .emeppee esp we upp.1 xpweeeee eesessewsee use .esepepm .erm esp emeesesw ep seem upeesm seeu esp .m s1< emp.1 =.seEmpsesm= use semwes1usew pewmmeueem use epepme se es upeesmhseew esp .Ne meseem1N sewpewsemeo Eepp .ez eepp .eeooppooe--.u epe

1uv .emeppoo esp swspwx usessoo we sweso uesepoespm umm.p1 uuu. ouu.p1 1ppe3 use ueswweu apseepe e .euw>ose use .sow uees esp eem upeosm seeu esp .up sm1pu .ooeppoo esp spspsz spssoospom mpp.—1 umm.p upm.1 pesowpeewsemso use emoesoe seesoo we emsem e eoeuose op apes upeosm seeu esp .p A>1uv .xpwmse>ws: use one—poo esp umu.—1 umu.1 mop.~1 e>sem op appsepsoeeo use .zpeu .seosos se me ewsmseeu esp 3ew> upeosm seeu esp .um sm-_u .oooppoo esp ums.p1 mus. uum.1 swspwx Awesoo eu pwssmev opwswem Seep: we emsem e epesesem upeosm seeu esp .uu As1pv .emeppoo esp we mmeooem esp sew sowpeowwwpesm upm.p1 pmm.1 mp~.~1 pesomsee euwme pee op aswppwz .peeuwswusw wee—w—em e es upeosm seeu esp .m A¢1wpespmwswsue use asepemues esp spwz uesseosoo es upeosm seeu esp .mp cpp.p1 mm¢.1 mou.p1 Am1uv .emeppoo esp sow mpeoa e~wpwsowse use eope>eu upeosm seeu esp .e— As1po>sp appeoew eoessouse use psossom upeosm seeu esp .um m1pv .eoseppeoxe oweeueoe we pwomsee esp ¢u~.p omw. mou.p sow sseosoo e use .op sowpeuwueu e . ppeoew esp sw p—wpmsw op apes upeosm seeu esp .um As1uv .sowperseaso pewmmeooem use e>wpoewwe se msweope>eu Nmm.p pmm. muu.p we emseppeso esp so me>wssp es: seueep pesepes use owsesxu e es upeosm seeu esp .pm “m1eu op apes upeosm seeu esp .~ a>1pv .soppeoeuu we emeppou esp mswoew weepsose use meemmw esp Nuu.p emu. uou.~ 3ew> op sows: eosw eosesewes we eeesw peowseomopwse ueoss e e>es upeosm seeu esp .up As1pv .sowmmewose omu.p umo.1 ouu.p owEeueoe esp we museusepm pmesmws esp op pepop .se—osom e es upeosm seeu esp .ou o_u.p umu.1 sum. A>1 upeosm seeu esp .om Am1pv .e>wpoeomsee umm.~ umu.p1 puu. use apweswpsoo peopsopmws we emsem e sppz emeppoo esp euw>ose upeose seeu esp .om eosesewwws mesoom1~ mesoom1~ sowpewsomeo sepp .ez emese>< eessp eepp sep— .mesoom1~ peQAp sespo pp< sesp weep so sepeesu appseowwwsmwm ese mesoom1N eessp eexp sows: so weep—11.p upm

ewsoe pesowmmewose pup. use psessmwpesoooe wo emsem pesowpersemso se mswoeuoss sw pmwmme upeosm seeu esp .mN s>1pu .pp op oswpoeos uup. esowee sepsose so sowpeepwm e seuwmsoo use sawez appeweseo upoosm seeu esp .pm sm1pu .eooppoo esp spsppz appsooppoo omp. pesewpersemso use emoesee sosEoo wo emsem e eoeuose ep apes upeosm seeu esp .p A>1 upeosm seeu esp .Nu As1pv .sowmmewose uom. owEeueoe esp wo museusepm pmesmws esp op peaop .seposom e es upeosm seeu esp .Ou A>1HV .emeppoo esp swspwz msesses Appeoew use mpsespseeeu pmm. meowse> esp spwz mswpeeu sw epsepwsoe use spew ppEsowwse es upoosm seeu esp .mp Am1pv .eoseppeoxe owseueoe wo pwomsee esp sow mNN.p sseosoo e use .op sowpeowueu e .pppeoew esp sw ppepmsw op epes upeosm seeu esp .um A>1HV .mmeoose peemsemsoo use uom.p .owpesooEeu .e>wpeseoooo e we emeppoo esp wo eosesse>om esp 3ew> upeosm seeu esp .NN Am1pv .emeppoo esp swspwz mswsseep use mswxsoz sow uum.p epeewpo e>wpwmoe use .e>wpeseeooo .epsepm e epesesem op apes upeosm seeu esp .up A>1Hv .eposz e we emeppoo esp sespmsespm mewpwpwse use mewpwpeeo peeuw>wusw ppo.p ewes: .msopeoeue wo ppwseeeoo e we appeoew m.emeppoo esp zew> upeosm seeu esp .um A>1pv .sowpeoouu wo emeppou esp mswoew weepsose use meemmw esp ems.p 3ew> op sows: Eosw eosesewes wo esesw peowseomopwse ueoss e e>es upeosm seeu esp .up Aa1pv .emeppoo esp swspwz sowpeowseEEoo mus.p we mpesseso seeo swepswee use Appeoew esp op epswmmeooe es upeosm seeu esp .pm puu.p Am1pv .emeppoo esp sow ewsmseueep peowspe use pesos euw>ose upeosm seeu esp .sm ps1pu .eoeppoo esp op psesppssoo pus.p use sowpeoeue sw sso: ses\mws sow .appeoew esp pa uepoeemes es upeosm seeu esp .mm Am1pv .msowpoe ses\mws wo pwses use mpp.~ ppwsmepsw esp sw eoseuwwsoo use peesp e appeoew esp sw seusemse upeosm seeu esp .mm mesoom1~ sowpewsomee Eepp .oz Eepp .sseppes sowpepsewso EepH Aseeo pessepspv seem ee>p11.m upm

use .e>wpeeue .msospm appewosesww e eope>eu op epes upeosm seeu esp .p 2.: .ooozs poo. esp op pseEpwEEoo use sowpeowueu swesp sow appeoew eewsmooes upeosm seeu esp .s Am1pv .sowpeewsemso ouo. meowsosses use e>wmesoo e we uersmooes emeppoo e epeeso op epes upeosm seeu esp .oe Ae1uv .emeppoo esp wo me>wpoewso use msowmmws esp ump. .Esow pesse> use seppwsz sw spos .mmesexe ape>wpoewwe op epse es upeosm seeu esp .mu Ae1pv .msespo spwz msowpepes ses\mws sw epeseuwmsoo use .ppusewsw upN. .spwz spep op Amee mp es: .sopeowssesoo pesomseesepsw uoom e es upeosm seeu esp .u Am1uv .msepsoso use mswewwe szo mpw mswpuses appsepeesoo wo epseeeo mum. .ppwmse>ws= esp swspwz pwse pesowpersemso se epeeso op opes upeosm seeu esp .pe so1pv .osespo sppz osowpoosopsp sos\ows op mom. owpesopewu use pewpoep pep .sowpepsesemse ses\mws sw e>wmeemses es upeosm seeu esp .Np A>1uv .ppwmse>ws: use emeppoo smm. esp e>sem op apwsepsoeeo use .Apeu .seosos se me ewsmseeu esp 3ew> upeosm seeu esp .um As1uv .sowpersemso pewmmeooem use e>wpoewwe se msweope>eu mum. wo emseppeso esp so me>wssp es; seueep pesepes use owsesau e es upeosm seeu esp .pm As1pv .emeppoo esp wo mmeooem esp sow sowpeowwwpesm pps. pesomsee euwme pee op mswppw: .peeuw>wusw mmepwpem e es upeosm seeu esp .m Ae1es upsosm seeu esp .ue Am1pv .emeppoo esp wo upeom ppese>o esp spwz xppeoew mpu. esp wo mpmesepsw use muees peeuw>wusw esp epesmepsw op epse es upoosm seeu esp .u Ae1pv .sow>eses sesss op Npu. e>wpwmsem use epseemuepzoss mp osz .sepoeseso wo emuen uoou e es upeosm seeu esp .wN Am1sv .sowpepomes mswuees weepsoso NNp. use meemmw spwz ueoew sesz emeppoo esp wo xpwsmepsw esp swepswee upeosm seeu esp .pu mesoom1~ sowpewsomes Eepp .oz EepH .oeosppsoo--.e epesp 75 se1

wmweeu use Esww mswes uppseweo use xppeeswu weepsose psoswsoe upeosm sees esp .Nm As1wpeewwe peepeesm meu.1 mpw sow zeppe op emeppoe esp eewsemso op ppwsospee esp e>es upeosm seeu esp .u se1ev .eooppoo esp sow ope.1 mpeom eases1msop wo mswssepo use .sowpeepe>e .mwmppese esp peeswu upeosm seeu esp .ms Am1uv .mseueep pesowpeeeue umm.1 esepow wo sowpeseeese esp so mpsowwe m.emeppoe esp meeow upeosm seeu esp .um sm1ep .soppeoooo sp mum.1 epos ewsmseueep mpw sow appesowpes szoss emeppoe e epeese op epes upeosm seeu esp .pp As1po>sw appeeew emeseoese use psoeesm upeosm seeu esp .om se1

es pesp mpse>e esepew epeewewpse use pmeeesow upeosm seeu esp .pp “>1uv .emeppoe esp swspw: useeeoe wo swese uesopeespm pop.1 ppez use ueswweu upseepe e .euw>ose use .sow uees esp eem upeosm seeu esp .up As1uv .emoesoe use omo.1 sowpwswweu spwz msowpersemso xepseoe mswuw>ose sw ueesewseexe es upeosm seeu esp .us Am1pv .emeppoe esp swspwz mososm mmo.1 msw>po>sw mpewpwsoe sw pseme mswpewues use mswmwsosesoe e we pee upeosm seeu esp .se sm1pp .oooppoo umo.1 esp swspwz Awesoe eu pwsomev spwspem seep= wo emsem e epesesem upeosm seeu esp .uu mesoem1N sowpewsemes sepp .oz sepH .ooosppsoo--.e usesp 76 p>1 upeosm seeu esp .ue e1< uup.~1 =.sesmpsesm= use seepes1usew pewmmeeeem use epepme se es upeosmpseew esp .No Am1p .e>wpeeemsee cup.p1 use ppweswpsoe peewsopmws wo emsem e spwz emeppoe esp euw>ose upoosm seeu esp .om pmu.p1 A¢1uv .emeppoe esp sow mpeom erpwsowse use eope>eu upeosm seeu esp .op ss1e es upoosm seeu esp .um >14 ouo.p1 .swsmseeu esp wo eepmosp use sewuseem esp me wpemses\sws 3ew> upeosmpseew esp .mm Am1wpespmwswsue use psepemues esp spwz uesseesoe es upeosm seeu esp .mp p>1ep .oooppoo esp oeo.p1 wo ppweeeee eeseesowsee use .esspepm .eNpm esp emeesesw op seem upeosm seeu esp .m pmm.1 A>1 upsosm seeu esp .om Am1sv .emepwses pum.1 use msowpwuesp ewseueee m.emeppoe esp swepswes use peeemes upeosm seeu esp .uu ss1pu .oooppoo esp swspws sppooow osppeoppos mmm.1 use mpsespwseoe mswpeepee wo epseeee .seueep ewpesmwsese e es upeosm seeu esp .mo Am1eu op apes upeosm seeu esp .N mesoem1N sowpewsemeo Eepp .oz EepH .ooosppsoe--.e usesp Am1wpe—es m.eme__oe esp wo mou.p1 muo. puu.p1 mpsmeosp use muooe esp wo mmswuees psepmsoe pea use .wo esexe es upeosm seeu esp .pN .s-1

e .mwmxpese esp peeswu upeosm seeu esp .ms “>1 upeosm seeu esp .Nu opo.p mpo.~1 ouo.p1 A>1pv .ewsmseeu esp we eepmesp use sewuseem esp me wpemses\sws zew> upeosw seeu esp .mm As1pv .emeppoe esp op umo.p one. puu.p psespwesoe use sowpeeeue sw xso: ses\mws sow .appeeew esp xs uepeeemes es upeosm seeu esp .mm s>-pu .eoeppoo esp spspp; esesses sppooew ese puo.p omp.1 pmm. mpsespseoeu meowse> esp spw: asp—eeu sw epsepweoe use spew ppssowwse es upeosm seeu esp .mp A>1~V .eposx e we ewe—pee esp sespmsespm mewpwpwse use mewpwpeeo oep.p ppm. ppu.p peeuw>wusw ewes: .msopeeeue we ppwsessoe e we xppeeew «.emeppoe esp zew> upeosm seeu esp .um A>1HV .mmeeoso peemsemsoe use ue—.p moo. uum.p .ewpeseoEeu .eewpeseeooe e we emeppoe esp wo eesesse>om esp 3ew> upeosm seeu esp .NN mmo.p umo. puo.p A¢1pv .emeppoe esp sow swsmseueep peewspe use pesos euw>ose upoosm seeu esp .em A>1uv .xpwmse>wse use emeppoe epu.— oeu.p1 umm. esp e>sem op ppwsspsoeoo use .xpeu .seosos se we ewsmseeu esp sew) upeosm seeu esp .u~ Ae1pv .eaeppoe esp wo mmeeesm esp sow sum.~ Nou.p1 ppo. sowpeewwwpesm pesomses euwme pem op mswppwz .peeuw>wusw mmepwpem e es upeosm seeu esp .m eesesewwws mesoeu1N mesoem1N sowpepsemeo eepp .oz emese>< sees espp sep— .mesoem1N pesxp sespo pp< sesp weep so sepeesu Appseewwwsmwm ese mesoem1N seeu espp sews: so msep~11.a upm

msoppessu use mepppppspmsesmes moppmpsepeesesu 81 As can be seen, the role dimensions concerned with the properties and views of the dean deal primarily with the individual- ized characteristics of the particular occupant of the deanship, while the dimensions preoccupied with describing the particular role responsibilities and the overall service provided to the college by the dean deal primarily with the institutional norms and expectations ascribed to the position. In effect, these normative dimensions describe more directly the nature of the task related to the dean- ship, while the former dimensions define the nature of the indi- vidual occupying the deanship. Both, however, serve to describe the institutionalized characteristics and expectations of the particular organized social system in which the role of the dean exists--the college. From this model, therefore, sixteen possible classificatory cells act to further identify and define the four particular types of orientations, as represented by the item arrays of the study's four generated clusters of faculty respondents. Type I: The Integrative Dean Due to the fact that the aspects of the dean's role which were viewed as significantly important by type one faculty members clustered heavily in the two functional columns of integration and adaptation, the term "integrative" was chosen as a descriptive title for type one deans. As Table l0 shows, eight of the eleven most important items for type one fell within these two categories (four in the integrative quadrant and four in the adaptive quadrant). 82 N e o e A-V e N e p s+v N m + + + + + Amv e o + s>s N m + + + + “as N o Ass 3 E 3 s8 3 A: pepop soppepseu< pseEspepp< soppesmepsp Azesepesv peow eusesepspez sseppes ssem ppese>o zep> use e>ppueomses msopposss epom weppseooss .peeos sepmpm-so_ee< esp spsppz mEepH psepsosep pmees use pmoz po pseseeeps zppsoee Ae>ppesmepspv eso eopp--.op msm

sem ppese>o zep> use e>ppeesmses msoppesse epom meppsesoss so psepsooep .meoap sespo pp< xs sesp appooes Ae>ppesmepspv eso esxp ewes so esoz appseepppsmpm uessem maepp eo pseeeoeps sepmxmusoppe<--.pp msm

sem ppese>o 3ep> use e>ppeesmses msoppessu epom meppseooss sespe: msepp .peeos Seemse-so_pe< esp psepsosep pmees use pmoz po pseeeeeps appooeu Ae>pmoosssv ozp es» u-.mp msm

sem ppese>o zep> use e>ppeeomses msoppesos epom meppsesoss .mespp sespo pp< ps sesp appsoes Ae>pmoos=sv ozp eopp pa psepsooep mmes so ego: xppseopepsmpm uessem meepp po pseseoeps Eepmxwlsoppev N p + Ass m m + + + Aev s-v A+v Ass see App Ass pepep soppepeeu< psesspepp< soppesmepsp Axesepesv peou eesesepspez sseppee ssem ppese>o zep> use e>ppeeemsee msoppesee epom meppseeoss .peeoz seemsm-soppe< esp sesppz meepH psepseesp pmees use pee: we pseEeeepe Apeepeeppepspue>ppeeusem ppese>o zep> use e>ppeeemses mseppesem epea meppseoese .meexp sespo pp< as sesp pppsoes apespeeppepspue>ppeeuV e N + + see p p + see s-v s+v Asp see spy see pepep soppepeeu< pseEspepp< soppesmepsp Apesepesv peou eesesepspez sseppee ssem ppese>o 3ep> use e>ppeeemses msoppeses epom meppseeese .peeoz sepmxm-seppe< esp spsppz meepp psepseeep pmees use pee: we pseeeoeps xppeues apespepspv sees eexp--.mp msm

V m p + 9: H N + + E I 3 E as E :V pepop seppepeeu< pseEspepp< sewpesmepsp Axesepesv peew eesesepswez sseppee ssem ppese>o 3ew> use e>wpeeemsee msoppesss epom mewpsesoss .meexp sespo pp< ms sesp appoeee Apessepspv sees eexp es psepseosp wees use ese: xppseewwwsmwm uessem maepp we pseseoepe Eepmzmisewpee es upoosm seeu esp .mN Amuov .mseueep pesowpeooue mme.- esepow we sowpeseoeso ess so mpsowwe m.emeppoe esp mooow upoosm seeu esp .mm Amupv .soppeepseoso pum.- poopsosses use e>wmesoo e we uersmoees emeppoe e epeeso op epes upoosm seeu esp .oe Amupv .emeppoo esp swspw: mooosm pmm.- msw>po>sw mpowpwsoo sw pseme mswpewuee use mswmwsosoeoe e we pee upsosm seeu esp .ee Amuwv .mmese>wpoewwe pmepeesm map.- mpw sow zeppe op emeppoo esp ersemso op pppsospoe esp e>es upoosm seeu esp .e Ae-pv .msespo spw; msowpoesepsw ses\mws sw owpesopewu pNo.- use powpoep pea .soppepsee=mse ses\mws sw e>wmeomseo es upoosm seeu esp .Np Aeupv .sop>eses sesos op e>pppmsem pep. use epseemuepzoss mp es: .sepoeseso we emuon uoom e es upeosm seeu esp .mN Aeupv .msespo spw: msowpepes ses\mps sw epeseuwmsoo use .ppusepsw .spw: wsp. spep op Amee mp es: .sopeewsoesoo pesomseosepsw uoom e es upoosm seeu esp .m ss-ss eeeppee pmp. esp op pseEpwEEoo use sowpeowueu spesp sow appsoew eewsmooes upsosm seeu esp .e Am-pv .emeppoe esp we mpeom ppese>o esp spwz pppoeew esp wo pom. mpmesepsw use muees peouw>wusw esp epesmepsw op epse es upoosm seeu esp .m A>isv .pp op msppoees pom. esowes sepsoso so sowpeoppm e seuwmsoe use sawez appoweseo upoosm seeu esp .pm pansy .sowpspomes mswuees weepsose use mom. meommw spwz ueoew sesz emeppoo esp wo ppwsmepsw esp spepswee upoosm seeu esp .Ne Amuov .eme—poe esp swspwz psese>ewsoe pesowmmewoso use mme. pseEsmppoEoooe we emsem pesowpeepsemso se espeouoso sw pmwmme upoosm seeu esp .mN N sowpewsomes sepp .oz eeese>< sepp .mmxoumlN wmmcpw>< Ucm mEmHH mzmcmmCOUII. mp wsm

v xsv xsv ssem ppese>o 3ew> use e>wpoeomses msowposos epom meppseoose .meHH mzmcmmcou $0 HcmEmumpm Empmhmlcowpusem sowpespmwspeu< pseusoeem pessemses pesoppeoeum .mswpemsoou .esxp xs mpsespeppses we seepe___ww< ppss eeeppoo-eepsp--.oN usesp 103 faculty members from the college's research institute, the Department of Student Teaching, and the Department of Educational Administration and Higher Education. The adaptive-intellectual orientation toward the role of the dean, type three, was made up primarily of members from the Department of Elementary and Special Education, the college research unit, and the Department of Secondary Education and Curriculum. The internal dean orientation of type four respondents was composed of faculty from all units except the research institute. When broken down by intra—college unit, this data, as presented in Table 20, revealed the following: (1) All of the faculty affiliated with the Department of Educational Administration and Higher Education had either purposive or internal orientations toward the role of the dean. (2) Four of the five faculty members affiliated with the Department of Counseling, Personnel Services, and Educational Psychology fell within the orientational domain of the internal dean. (3) Six of the seven Elementary and Special Education affiliated faculty registered as either integrative or adaptive-intellectual in their orientations toward the ideal role of the dean. (4) 0f the nine Secondary Education and Curriculum faculty participants in the study, six fell within the integrative and internal orientational sectors of Table 20. (5) Three of the five faculty affiliated with the Department of Student Teaching had purposive orientations toward the dean's role. (6) 0f the faculty affiliated with the college's major research 104 institute, all registered as either purposive or adaptive- intellectual in their orientational patterns toward the role of the collegiate dean. The phi-prime (or Cramer's V) coefficient for this data was .49 and indicated a moderate degree of relationship between the intra-college unit affiliation of the participants and the type of orientational pattern they held toward the role of the dean, as identified by this study. Age of Participants Table Zl presents the age distribution of the faculty asso- ciated with each of the four types of orientational patterns identified by this study. The majority of type one and type four faculty were fifty years of age or older. Six of the eleven faculty identified as internal in their orientation toward the role of the dean were between the ages of fifty and fifty-nine. The majority of the purposive (type two) and adaptive-intellectual (type three) oriented faculty were less than fifty years of age. The phi-prime coefficient tabulated for the data was .33 and indicated a slight degree of relationship between the variables of age and typal orientation pattern. Sex of Participants Table 22 depicts the sex of the four orientational types defined by this study. The greatest number of males were associated with purposive (type two) and internal (type four) orientations. The largest number of females were associated with adaptive-intellectual l05 N m mp p m cm s upo mseep upo mseep upo mseep upo mseep sessoz eopp mp-ON melon mmuom melee mmuom .eopp as mpseopowpsee wo emsem ppese>o zep> use e>wpoeomses msopposoe epom meppsesoss .eoxp As .peuoz Eepmamnsoppo< esp spsppz msepp psepsooep pee: we pseeeoepe Appooes wo aseEE=mun.mm msm

se ese> m N N N N E . m: o N p pl. p m e e e e m m s mm m p>v zep> use N N N N e>ppoeomsee e p p pp, p e e es e e N m m m msopposo e o N N N N c: . u. pp. N p p p p e e N m m m mep seoo N N N N s: .p ss N p p p .ez meexp xsv xev xpv Asp pepop soppepoeu< psesspepp< soppesmepsp phosepesv -peou eesesepspez sseppee .eoxp Ne .peuoz sepmxmusoppo< esp spspp: meepp psepsoosp pmeep wo pseeeoepe xppooew wo Nse253muu.¢m usm

sem ppese>o zep> use x x>v e>ppeeomsee x x x x x x xsv esoppesss epoe x x x xsp wepesesess xsv sop xpv Asp soppepoeu< pseEspepp< soppesmepsp Aposepesv -peoe eosesepspez sseppes .msepp momsemsou wo pseseoepe Eepmamusoppe-> . Richard L. Featherstone Bruce weitzel Professor Graduate Student College of Education Higher Education Higher Education 144 SORTING INSTRUCTIONS Arrange the eleven (11) envelopes in alphabetical order, from left to right, as follows: A B C D E F G H I J K Most Moderately Least Important Important "Important 2 ‘3 ’4 6 8 10 8 -6 4 -3 2 Canx; Cant; Cant; Cant; Cant; Cant; Cant; Cant; Cant IKE Cant Read through the deck of cards, sorthing them as you go, into three primary groups: (1) those statements you believe to be of the greatest importance to the role of the dean; (2) those statements you feel are of moderate importance; and (3) those statements you believe to be of the least importance to the role of the dean. Starting with the pile you have selected as of the greatest importance to the role of the dean, further sort the cards, rank- ordering them from most important to least important by placing the stated number of cards into each of the eleven envelopes. You may at any time change the placement of the cards, but make sure that each envelope contains the required number of cards once you have completed the sort. (NOTE: It may be of some help in expediting the final sorting process if, once you have worked through the cards you had initially selected as being of the greatest importance to the role of the dean, you'then begin sorting through those cards selected as the least important. This will allow you to work from both extremes toward the center and complete the sort quicker.) Having completed the sort, you now have placed the two (2) most important statements in envelope A, the three (3) next most important cards in envelope 8, the four (4) next most important cards in envelope g, and so on, with the two (2) least important cards in envelope 5. Finally, check to make sure that you have the assigned number of cards in each envelope and place the envelopes together with a rubber band. 145 "11111111111111.1711l“