, .7. . 3,... ... - n.9,.“ n‘ . 9 . .;_..,...‘.... . .,.-.~ . I .n (fin. .Iv {Irrawflfl :EMRWLMEMI' ' men Infill. _ THE [ROLE OF THE asrr NIVE 14b Y, [CI-II ‘N'AST-ATE U AT I‘ll n 'D.‘ A’ a PE [OO‘O Dog Tfiesis for III. :...»...533 MICHIGAN STATE UNIVERSITY «7 Eden: ke in L I'r annam‘a Ray N — .I . ‘ . C I ' - ch I n t V I I I . . . II . . I I . I , . l I .ADII . . .. . :......1 fix. v.3. “:...vh’tzlgl . :...»..orcb III III II II "I”*III'“‘"* 293 10539 2041 This is to certify that the thesis entitled THE ROLE OF THE ENROLLMENT OFEICER; AT MICHIGAN STATE UNIVERSITY presented by Eldon Ray Nonnama ker has been accepted towards fulfillment of the requirements {or II . 68 in mew/KIWI,-n/[qu’rfizwlv‘z Ph, DI d ._____. ~ ~- , $13M mm :1"'.;1v.-.c. nix/mm." (SEE/\(V. C65 [)I" fl ’ aqu/ fiaWJMLV Maior nrofe‘ésor DateW 0-169 THE ROLE OF THE ENROLLNENT OFFICER AT MICHIGAN STATE UNIVERSITY By Eldon Ray Nonnamaker AN'ABSTRACT Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administrative and Educational Services Guidance and Counseling Year 1959 Q ' ) [/1 , , f . If)?” '1, J": / Approved QLLLLLam "'1/ . 3/414? v Eldon Ray NOnnamaker ABSTRACT The Problem The major null hypothesis tested in the study was: There is no significant difference in the expectations that enrollment officers, professional counselors and students hold for the role of the enrollment officer at Michigan State University. Two minor null hypotheses, related to the major null hypothesis, were: a. There is no significant difference in the expecta- tions students of different disciplines hold for the role of the enrollment officer. b. There is no significant difference in the expecta- tions enrollment officers from different disciplines hold for the role of the enrollment officer. Methods and Procedures A random sample of seven campus groups was chosen for the study. The groups, representing a cross section of the University were (1) education, (2) social science, and (5) mathematics and physical science enrollment officers; (4) education, (5) social science, and (6) mathematics and physical science students; and (7) professional counselors. An instrument concerning various expectations for the enrollment officer's role was constructed. The instrument contained six sub-scales of ten items each, or a total of 60 items. The sub-scales were as follows: Eldon Ray Nonnamaker l. Enrollment officer's need to be familiar with the University student personnel services. 2. Enrollment officer's need to be familiar with inform- ation about enrollment. 3. Enrollment officer's need to be familiar with inform- ation about enrollees. 4. Expectations for the enrollment officer to perform student personnel services. 5. EXpectations for the enrollment officer to perform enrollment services. 6. Expectations for the enrollment officer to perform personal services. The instrument was submitted to 189 persons in the fall term, 1958. A total of 162, or about 85 per cent were returned. Reliability for the instrument was tested by Hoyt's analysis of variance technique and ranged from .44 to .95 on the sub- scales. Reliability for the total instrument was estimated at .897. Arbitrary values were assigned to the five responses that could be made to each item. Scores were computed for each item, for each sub-scale, and for the total instrument. Differ- ences among the seven groups were tested by analysis of variance. Goulden's technique was used to determine which means actually differed. Findings and Recommendations No significant differences by the analysis of variance technique were found on the sub-scale concerning expectations for the enrollment officer to provide enrollment services. Differences at the one per cent level of significance were -5- Eldon Ray NOnnamaker found on the total instrument and on the other five sub- scales. No significant differences were found among student groups on any sub-scales or the total instrument, indicating that students tended to have similar expectations for the role. Education enrollment officers obtained higher scores and differed significantly from social science enrollment officers on the sub-scale concerning the enrollment officer's need to be familiar with University student personnel services. Education enrollment officers expressed significantly greater expectations for the enrollment officer to provide student personnel services than did professional counselors. From the study it may be concluded that there is no one set of expectations for the enrollment officer at Michigan State University. Generally however, all groups expressed relatively high expectations for the enrollment officer's need to be familiar with enrollment information, his need to be familiar with information about enrollees, his need to be familiar with the University student personnel services, and expectations for the enrollment officer to perform student personnel services and services of a personal nature. Since there does appear to be significant differences among the expectations of the enrollment officers and counselors, it is recommended that a faculty committee define the duties of the enrollment officer and then initiate an in- service education program consistent with the job definition. THE ROLE OF THE ENROLLMENT OFFICER AT MICHIGAN STATE UNIVERSITY by Eldon RsiNonnamaker A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administrative and Educational Services 195 9 Eldon Ray Nonnamaker candidate for the degree of Doctor of Philosophy Final examination: .April 27, 1959, 2:00 p. m. Dissertation: The Role of the Enrollment Officer at Michigan State University Outline of Studies: Major Subject: Administrative and Educational Services (Guidance) Minor Subjects: Sociology Higher Education Biographical Items: Born, October 2, 1928, Bluffton, Ohio Undergraduate Studies: Ohio Northern University, Ada, Ohio, 1914-6-50, AOB. Graduate Studies: Bowling Green State University, Bowling Green, Ohio, 195h-55, M.S. in Ed., The Ohio State University, Spring, 1956. Michigan State University, 1956-59 Experience: Military: United States Army, 1951-53 Education: High School Teacher, Vanlue, Ohio, 1950-51. Director of Admissions, Ohio Northern University, 1953-5h and 1955-56. Graduate Assistant, Bowling Green State University, l95u-55. Graduate Assistant, Michigan State University, 1956-57. Assistant Director of Student Affairs (half-time appointment), Michigan State University, 1957-58. Guest Counselor, Michigan State University Counseling Center, Summer, 1958. Head Adviser, East Shaw Hall, Michigan State University, Fall, 1958. Assistant Director of Student Affairs, Michigan State University, 1959. ACKNOWLEDGMENTS The author expresses his sincere appreciation to the members of his Guidance Committee, Dr. William Farquhar, Chairman, Dr. Walter Johnson, Dr. Max Smith and Dr. Orden Smucker, for their criticisms and suggestions. He is especially grateful to Dr. William Farquhar for his pains- taking review of the rough draft of the study, and for his constant encouragement throughout its preparation. He also wishes to thank Dr. David Krathwohl and Mr. John Paterson of the Bureau of Educational Research for their suggestions concerning some of the statistical aspects of the study. To his wife, Ellen, and his family, whose constant encouragement and understanding made the study possible, he expresses his deepest gratitude. TABLE OF CONTENTS CHAPTER 'I. THE PROBLEM: ITS NATURE AND IMPORTANCE .... Statement of the Problem............... Importance of the Study ............... Definition of Terms ................... Outline of the Study .................. II. REVIEW OF THE LITERATURE Background Information ................ Development of Faculty Advising .. Early History ............... The German Influence ........ The Twentieth Century ....... Faculty Advisers and Personnel Specialists ................. Adviser - Specialist Cooperation . Establishing a Faculty Adviser System....................... The Matter of Objectives .... Initiating the Program ...... Selecting Faculty Advisers .. In-service Education ........ PAGE \OODCDCDCDNO‘:UJI—' g...- 0 ll 12 11+ in 15 16 17 CHAPTER Role Theory ........................... Role Expectancy and Role Theory .. Related Research ...................... Role Theory in Education Research. Role Theory in Related Areas ..... Role Theory and Research ......... Faculty Advisers at Michigan State University ....................... Organization ..................... Summary ............................... III. DESIGN OF THE STUDY ........................ The Null Hypothesis ................... The Sample ............................ Enrollment Officers .............. Counselors ....................... Students ......................... Sample Returns ........................ Statistical Analysis .................. Description and Difference Statistics .................. Assumptions of Analysis of Variance ............... Goulden's Technique ......... PAGE 18 19 22 22 27 28 29 29 3o 32 32 33 33 3h 3h 35 35 35 37 38 CHAPTER Assumptions of Goulden's Technique .............. Analysis and Sample Returns ...... Summary ............................... IV. INSTRUMENTATION ............................ Selection of Items and Construction of the Instrument ................ Initial Pool ..................... Formulation of the Instrument .... Scaling .......................... Administration of the Instrument ...... Scoring the Instrument ................ Validity .............................. Reliability .................,......... Summary ............................... V. ANALYSIS OF THE DATA ....................... Analysis Format ....................... Brief Review'of the Nature of the Data. Brief Review of the Instrument ........ Brief Review of the Scaled Values ..... Analysis of Enrollment Officer's Need to be Familiar with Student Personnel Services: Sub-Scale 1 .. vi PAGE 38 no no he #3 A3 us I6 I16 1+7 so 51 51 51 52 52 53 vii CHAPTER PAGE Individual Items: sub-Scale I .... 53 Total: Sub-Scale 1 ............... 57 Analysis of the Enrollment Officer's Need to be Familiar with Enroll- ment: sub-Scale.2 ................ 58 Individual Items: Sub-Scale g_.... 58 Total: Sub-Scale g ............... 61 Analysis of Enrollment Officer's Need to be Familiar with Information About Enrollees: Sub-Scale 3,..... 62 Individual Items: Sub-Scale 3 .... 62 Total: Sub-Scaleqfi ............... 65 Analysis of Expectations for the Enroll- ment Officer to Provide Student Personnel Services: Sub-Scale g,.. 65 Individual Items: Sub-Scale Q .... 65 Total: Sub-Scale h ............... 69 Analysis of Expectations for the Enroll- ment Officer to Provide Enrollment Services: Sub-Scale 5 ............ 69 Individual Items: Sub-Scale 5 .... 69 Total: Sub-Scale 5_............... 72 CHAPTER ‘ ,Analysis of Expectations for the Enrollment Officer to Provide Personal Services for Enrollees: Sub-Scale 6 ...................... Individual Items: sub-Scale'é .... Total: Sub-Scale‘é ............... Analysis of Total Instrument .......... Summary ............................... VI. SUMMARY AND RECOMMENDATIONS ................ Summary ............................... ‘The Problem ...................... The Design and Procedure of the Study ....................... The Analysis and Conclusions ..... Recommendations ....................... Implications for Further Research ..... ‘ SELECTED BIBLIOGRAPHY ............................ APPENDIX A ........................................ APPENDIX B ........................................ viii PAGE 73 73 77 77 82 8h 8h 8h 8h 86 91 93 9A 101 108 TABLE 3.1 h.1 5e]. 5.2 5-3 5.1+ LIST OF TABLES The Nature of the Sample and the Per Cent of the Sample Returning the Instrument ............................ Reliability Coefficients for the Sub-Scales and the Total Instrument .............. Analysis of Items in sub-Scale 1: Need for Enrollment Officers to be Familiar with University Student Personnel Services .................... Analysis of Items in sub-Scale 2: Need for Enrollment Officers to be Familiar with.Enrollment Information and Procedures ........................ Analysis of Items in Sub-Scale 3: Need for Enrollment Officers to be Familiar with Information about Enrollees ............................. Analysis of Items in Sub-Scale h: Expectations for the Enrollment Officer to Provide Student Personnel Services . PAGE 36 1+9 5h 59 63 66 TABLE PAGE 5.5 Analysis of Items in Sub-Scale 5: Expectations for the Enrollment Officer to Provide Enrollment Services ........ 70 5.6 Analysis of Items in Sub-Scale 6: Expectations for the Enrollment Officer to Perform Personal Services for V Enrollees ............................. 7A 5.7 Analysis of the Total Instrument Expectations for the Role of the Enroll- ment Officer at Michigan State University ............................ 78 5.8 Ranked Mean Scores of sub-Scales-and Total Instrument ...................... 8O CHAPTER I THE PROBLEM: ITS NATURE AND IMPORTANCE Many college teachers find themselves assigned as faculty advisers, with the responsibility of advising and counseling a given number of students each year. And, while the matter of being a faculty adviser is not new, recently there has been a greater emphasis on the role the faculty adviser may play in helping meet the individual student's needs. In some institutions, where personnel services have largely supplanted faculty advising, new ways are now being sought to integrate the faculty adviser into the total student personnel program. In some cases, where the faculty adviser had previously performed only the most routine tasks, he is now seen as one of the ways of making instruction and advisement more individualized. New programs are being devised that will include his services, and he is being educated through in-service programs to assume more and greater responsibilities. The term.'faculty adviser” is therefore taking on new meaning, and the adviser's role as educator is seen extending far beyond the confines of the class room. 2 With the increasing attention given to faculty advising however, a number of conflicts have arisen concerning what the faculty adviser's role or roles might be. Those in student personnel work, who are at least to some degree committed to the “student personnel point of view" (1), contend that for the student to be served adequately the adviser, as well as the personnel specialist, must be involved. In this way the student may more nearly receive the assistance required to bring him.to the realization of his full potential. Many writers in the personnel field have discussed the problem of integrating the activities of advisers and professional personnel workers. Arbuckle (2), Bergstresser (u), Brower (12), Hardee (38), Lloyd-Jones (50, 51), and wrenn (82, 83) have proposed numerous solutions to the problem of better communication and c00peration for the two groups. The problem.of obtaining better communication and cooperation between the groups is hardly identified and certainly not solved. Such questions as how much advisement the faculty adviser should provide, what kind of counseling situation should exist, and what and how much referral should be made are far from answered. Some colleges have been able to work out rather satisfactory solutions to the .above, particularly in smaller institutions where often 3 no clear lines of division exist between personnel workers and faculty (uh: 36-37). In larger institutions however, where the personnel staff, professional counselors, and faculty each have their own areas of responsibility the student may be exposed to too much, too little, or con- tradictory types of advisement and personnel philosophy. Part of the problem is probably due to differences on the part of students, professional personnel workers, and advisers regarding their expectations for the role of the faculty adviser. It would seem that the problem of role expectations for the adviser might well be investigated, in an effort to better understand any conflicts that may exist among students, faculty, and personnel workers. Perhaps the faculty adviser may view his role in an entirely differ- ent manner than either the professional counselor or the student views it. The problem of this study develops out of the expecta- tions different campus groups at a large university may have for the role of the faculty adviser. Statement of the Problem The general problem of this study is to determine the expectations and differences in expectations that faculty advisers, professional counselors, and students have for the faculty adviser's role at Michigan State University. The A research is based on the premise that the above groups hold different expectations, and that because of the different expectations, there is a generalized confusion and misunder- standing regarding the duties and responsibilities of the faculty adviser. The primary hypothesis may be stated as l _ follows: Faculty advisers, professional counselors, and students hold different expectations for the role of the faculty adviser. Inherent in the above hypothesis, and also subject to investigation are the following secondary hypotheses: (a) Students from different academic disciplines hold different expectations for the role of the faculty adviser. (b) Faculty advisers from different academic disciplines hold different expectations for the role of the faculty adviser. Importance of the Study The general problem of the study has been indicated in the preceding introduction. It was suggested that because of conflicting expectations, the studentznight not receive the advisement he needs during his college career. This presupposes a commitment on the part of educators to 1 The working null hypotheses are stated in Chapter III, DESIGN OF THE STUDY. 5 the philosophy that a college education should serve to help the student develop and realize his full potential. Likewise it presupposes that the philosophy of leaving the student to his own devices when outside the classroom is not the best education. If the position is accepted that a college education should provide a student with the opportunity of realizing the potential that he has, and that the staff and faculty of the university alike should do all they can to help him.rea1ize this potential, then the importance of this study becomes clear. If there is friction between the professional personnel staff and the general faculty, if neither knows or cares about what the other is doing, and if there is mutual distrust, it is difficult to conceive that all may work together for the common good of the student. The study does not attempt to solve all the problems of disagreement among the groups, and to bring counselors, students and faculty advisers into one harmonious whole. Indeed, it is questioned whether this would be desirable. What the study does attempt is to provide all groups with a better understanding of how they agree, and how they differ in the concept of the faculty adviser's role. The importance of the study rests upon such understanding. Definition of Terms Role. Although role will bernore fully discussed in Chapter II, for the purposes of the study role is broadly defined as follows: Accordingly, to include all aspects of role requirements, we must define social role as an organized pattern of expectancies that relate to the tasks, demeanors, values, and reciprocal relationships to be maintained by persons occupying specific membership positions and fulfilling desirable functions in any group (MO: h86). By altering Hartley's definition slightly, role, as it pertains to faculty advisers may be defined as: . . . the organized pattern of expectancies on the part of the advisers, professional counselors and students that relate to the tasks, demeanors, values, and reciprocal relationships to be main- tained by persons occupying the position of faculty adviser. Professional counselor. A person regularly employed in the Michigan State University Counseling Center and engaged in counseling students. Faculty adviser. A person appointed by a dean, or his representative to advise a given number of students in the preparation of their academic schedules. At Michigan State University the term."enrollment officer" is used in place of faculty adviser. For the purposes of this study "enroll- ment officer" will be substituted for faculty adviser. Student. A regularly enrolled, full time student with junior or senior status. Outline of the Study Chapter II contains a review of the literature. Particular emphasis is placed on (1) the development of faculty advising and background information, (2) role theory and its development, (3) related research in educa- tion and allied areas, and (h) the faculty advising system at Michigan State University. In the third chapter the methodology and procedures used in conducting the study are presented. In addition, the statistical design and basic assumptions underlying the design are discussed in the chapter. The fourth chapter includes a description of the instrument used in securing the data for the study. The methods used to determine the reliability and validity of the instrument are outlined and the reliability coefficients for the instrument are presented. The fifth chapter contains the analysis of the data. The data are presented in tabular form, and the results of the analysis are discussed. The sixth chapter contains the summary and conclusions of the study. CHAPTER II REVIEW OF THE LITERATURE Background Information The first part of this chapter is devoted to a review of the literature on the faculty adviser and his role in the development of American higher education. Development 2; Faculty Advising Early history. The faculty adviser system has its roots deep in the history of American education. The colleges that were first founded in.America used English institutions as models in which the faculty and students lived, worked, and ate in close association (15). . . . the distinguishing feature of the American college was its communal character. The college was, so to speak, a large boarding school for pupils of more mature age. Responsibility for moral oversight, as well as academic instruc- tion devolved upon the officers of the college for all in residence there (13: M65). The homogeniety of the student body and the cdmmen curriculum in these institutions contributed to the early structure of student-faculty relations, and it was natural that the faculty should serve as advisers to their respec- tive students. The idyllic setting did not last however, 9 and by late in the nineteenth century, powerful influences had all but destroyed the close student-teacher relation- ship. The German influence. One of the basic reasons for the change was the influence of the German universities upon American education. These universities were particularly noted for their use of the scientific method as a way of attacking problems. Thus, many Americans who studied in the German universities returned imbued with the importance of research and the pursuit of scientific experimentation. Teachers so educated ”left students to their own devices. They no longer had time to be interested in them" (17: 183). In addition to the German influence and the tremendous emphasis on research, there were other factors at work destroying the collegiate way of living of the earlier universities. One such influence was the expansion of knowledge and corresponding mechanical skills growing out of invention and industrialization. In the educational world these influences brought, according to Shank: . . . larger and larger institutions, new teaching material to be mastered, constantly expanding research results to be comprehended, and new pressures for and against the place of science in the university and college curriculum. Consequently, members of science faculties became increasingly absorbed in new data, while those in the non-scientific, traditional subject matter fields felt the necessity for defense of their former undisturbed supremacy. Those of both 10 groups had less time for and therefore less interest in, the individual student (66: 2-3). From the close student-faculty relationship existing in the eighteenth century almost a complete reversal was made, with the student left generally to his own devices while outside the classroom. The faculty adviser, even in the clerical sense of the word, nearly ceased to exist. The twentieth century. At the beginning of the present century a number of new influences began to affect American education, and acted to reverse the philosophy and practice of impersonalization. Out of these influences emerged the field of student personnel work. Contributing to the movement were such influences as the ascendency in elementary and secondary schools of individualized instruction; increased knowledge of the problems and capabilities of adolescents resulting from research in psychology and education; develop- ment of tests and testing; and changes in political, edu- cational and social philosophy (78: 1290-1292). The student personnel movement, developed out of the above influences, filled a void created by the adoption by many institutions of the elective system. It began to gain wider and wider acceptance until, by the end of World War II, it was firmly established as an integral part of most institutions of higher education (18: 12-15). Although the movement began primarily with vocational ll guidance, it soon expanded to include educational and personal guidance as well. Personnel specialists began to work with all types of problems the student was likely to encounter (18: 15). In many cases this1mevement bypassed the faculty adviser. The services which he had performed as a part of his job in early American colleges were assumed by personnel specialists. Faculty Adviser 52g Personnel Specialist Like some new programs in education however, the student personnel services met a great deal of opposition in being accepted as a part of the total educational program. Faculty, regardless of how little or how greatly they were involved in advising students, opposed relinquishing the matter of advisement to a group of "specialists.“ Foerster, in 1937, wrote: Close to the minds of his students and in constant association with them, the liberal teacher naturally becomes the friendly adviser to his students concerning their work, their life in the university community, and the life to which they look forward. If the college faculty is indeed liberal, there is scant need for the provision of courses in adjustment to university life or to vocational problems, or for the mechanism of a non-teaching bureau of advice, or for a system.of faculty advisers composed of specialists living in a groove-- all of them simply ameliorative devices resulting from unsound education (25: 272). 12 The coming of personnel specialists threatened tradition and were opposed on the grounds that: ”After all, have not students for many generations managed to get along without such professional assistance? Have we not as faculty people taken care of the needs of students without professional assistance?" (62: h82). - Much of the criticism of taking advisement away from. the faculty may be justified, for in some cases personnel specialists have attempted to assume too many responsibilities in an effort to gain a firm and lasting foothold in .American education. In this play of forces the student often lost the most. Cowley states: Established primarily to overcome imper- sonalization and forces of disintegration, personnel work is coming perilously close to falling into these same errors. We are chop- ping up the student into parts, each bit assigned to a different individual on the personnel staff (16: 231.) The controversy between the respective roles of the faculty adviser and the personnel specialist is still far from resolved. Some faculty advisers accuse specialists of dividing the student into so many parts that any integration'of the total student seems impossible. Sonm personnel specialists believe that the faculty adviser is not educated to handle many of the student's problems, and contend that he is often too preoccupied with other things, or too disinterested to take a sincere interest in his students. A middle ground between the two groups has not 13 been easy to find, with the result that services are often duplicated, advice is controversial and the student is either confused or forgotten. Adviser-Specialist Cooperation The distance between the adviser and the specialist may not be as wide as it may first appear however, and reconciliation on both sides is becoming more and more apparent. Both groups are beginning to recognize their need for each other. One personnel worker expressed it as follows: . . . the classroom teacher, who has the most to do with shaping of the student's learning experiences, must be infinitely conversant with his needs, desires, and consequent purposes, and must be in a large part responsible for assisting him in the formulation of his goals (AS: 5). Likewise Davis, in 1955, wrote: . . . the teacher is a potential counselor, whether he likes it or not. He is in a strategic position, in terms of his status and in terms of his contacts with students; his interest in students makes him the natural source to which they may turn (20: 285). Thus, many personnel specialists, who were so eager to assume the duties of advising and counseling earlier, and who pre-empted many of the duties originally from.the faculty adviser in an effort to establish themselves as a necessary part of education, have begun to look to the faculty adviser as a source that would complement their 11+ own activities. Possibly because faculty advisers as a whole had accepted the personnel specialist as an integral part of the educational program, or possibly because per- sonnel specialists were well established in most institutions, most of the recent literature with.respect to involving faculty in advisory programs has come from.personne1 sources. This situation presents a paradox, as it has now become the purpose and job of personnel workers to convince faculty that advising students is one of the faculty's responsibilities. And, allowing for the fact that perhaps many personnel people have underestimated the interest of faculty in advising students, the matter of involving teachers in faculty advisory systems has become a matter of considerable concern, and one to which a great amount of current literature is devoted. Establishing a Faculjcy Adviser System The matter 22 objectives. There has been a trend in higher education toward a cooperative faculty adviser program which consists of a nucleus of trained personnel workers who work with selected faculty advisers (80: 329-30). Woolf outlines the objectives of such a program as follows: 1. To ensure that every student will receive information concerning the offerings of the school or college and aid in comparing his potentialities with the opportunities offered by the institution. 15 2. To provide individual help for the student in understanding himself, defining his goals, and making progress toward them. 3. To provide every student some associa- tion with outside the classroom. . h. To help the student become self directive. 5. To increase understanding between student and faculty. 6. To acquaint the faculty and students with personnel services available to them. 7. To facilitate early identification of students' problems. 8. To encourage the referral of students who need clinical counseling. 9. To enhance the faculty member's knowledge of personality, effective methods of group leader- ship, and the use of clinical test results and counseling processes (80: 297). Involving faculty in a program to meet these objec- tives and bringing faculty advisers and personnel specialists together on common ground often proves difficult. The distrust that may exist between the two factions is expressed by wrenn: Faculty advisers and trained counselors must cease being afraid or contemptuous of each other. The trained man is there to help the untrained one or to relieve him.of a burden of responsibility, not to prove that the latter is incompetent and unworthy (81: 508). Initiating the pppgram. How can such a program.be initiated? Stehr suggests that: 16 "fundamentally, the practice of having the faculty itself develop policies, rather than the administration, is basic to the success of the faculty adviser plan." (70: 195) Woolf outlines the steps that he feels are necessary if the personnel specialist is to secure the cooperation of the faculty in a faculty adviser system. Essentially these steps are: (a) involve the faculty in a study of student problems and permit them to participate in the development of a personnel plan, (b) recognize the emotional problems of resistance, hostility and fear among the faculty, and (c) establish administrative procedures which.will motivate the faculty and permit the system to work (79: A90). If members of the personnel staff and faculty advisers are to cooperate, the importance of the role of the faculty adviser should not be underestimated; at least the role as the personnel specialist would have it performed. Selecting faculty advisers. Much has been written in recent years regarding the selection of faculty advisers. Blaesser, in a review of the literature, lists several pertinent sources (7). Many people in the personnel field, such as Wrenn (81), Woolf (79), Stehr (70), Koile (A6), and others, seem to agree that not all faculty members are apt to make good faculty advisers. This means that some selection process 17 must take place. Stehr suggests that advisers be selected on the basis of their willingness to participate and on their personal qualities that would seem to make them.good counselors (70: 195). Woolf would involve as many faculty nmmbers as are interested on a level of more routine advising, and select the more promising faculty advisers for additional training so that they may more adequately- deal with student problems of a more severe nature (79: 506- 508). One personnel worker, Koile, has devised an interest scale for use in the selection of faculty advisers (A6: A7- 50). Regardless of the method used, selection still remains a complex problem. In-service education. Some colleges and universities have attempted to educate faculty advisers to greater competence through in-service training programs. Gilbert, for example, has written about training faculty advisers at the University of Illinois (30). Other universities have also given the matter serious attention in recent years, and much emphasis has been placed on its value. Feder states: It is reasonable to predict . . . that the educational pioneering of the next twenty-five years will occur in those institutions that will give many or all of their faculty training in understanding and working with individual students through the counseling process (23: 288). 18 Several different approaches have been made regarding the construction of such an educational program. Woolf, for example, expresses the following opinion: In-service training should provide that faculty members choose many of the subjects for discussion. Among the topics recommended are understanding the human personality, individual differences and how to measure them. test.inter- pretation, vocational information, methods of counseling, reading skills and study habits, problems of general motivation, professional literature in the field, how and when to make referrals, etc. (77: 329-330). Hardee agrees with Woolf but would also include topics on interpreting the student's high school test scores and grades, in addition to the above (38: h50). Hardee further suggests that the program.be largely informal, and should proceed with an instructional tempo which allows the faculty to absorb the ideas rather than meet them head on. In any event, in-service education of faculty advisers would seem to enhance the faculty adviser system to a great degree. Such training can be utilized at any level at which the adviser works, and can aid greatly in resolving the students' problems. Role Theory The history, development, and problems of faculty advising have been discussed. Because the study is con- cerned with the role expectations of faculty advisers, it 19 is also important to review some of the literature con- cerning role theory, particularly as applied to this research. There are a number of comprehensive reviews of the literature in role theory. One of the latest dealing with role analysis in an educational setting is a study by Gross and his associates. Although the study is not ' particularly designed as a review, it nevertheless contains many helpful bibliographic references (35). Another source is Sarbin's article in the Handbook gf Social Psychology, which covers the development of and research in role theory (6h). Brookover has published several articles on role theory and research on the role of teachers and administrators (8, 9, 10). Sucheirticles contain numerous references to work that has been done in the field. In addition to the above, Nieman and Hughes have reviewed the historical development of role theory from 1900 to 1950 (56), and Hedahl has included a comprehensive review of the literature in her doctoral thesis on role expectancies for counselors in college counseling centers (A1). Role Expectangy and Role Theogy An understanding of role expectancy must rest, neces- sarily, on the:research and thinking that has been done in 20 the area of role theory. Such concepts as status or position, and 3212, as related to individual personality and behavior, stem.primarily from the early conceptualiza- tion of the problem by Linton (AB), and Head (53). However, until just recently such concepts have remained highly abstract, and difficult to conceptualize to the extent that they might be used in research. Sarbin (6h), Newcomb (57), Brookover (8), and Gross (35) have helped develop concepts pertaining to role into practical research tools. Particularly, in applying role to problems of an educational nature, Brookover divides the concept "role" into seven categories: General status -- others' expectations of any actor in a broadly defined position, i.e. teacher. Status 12 situation -- others' expectations of any actor in a particular situation. Role -— others' expectations of a particular actor in a particular situation. Actor -- the individual as he enters the situation with his previous experience in related situations, personality needs, and the meaning of the situation for him. Self involvement -- actor's image of the ends antiprated from participation in the status as he projects his self image in the role. Definition -- actor's definition of what he thinks others expect of him in the role. Behavior 12 interaction -- actor's behavior in interaction with others. This is determined by definition and role but also continually redefines them (8: 3f. 21 While Brookover defines role in terms of status and status in situation, Newcomb describes role in terms of positions. He states: "each position carries with it definite perceptions for behaving toward other persons in related posi- tions . . . Such ways of behaving toward others which are defined for different positions are called roles." (51: 298) Newcomb, in carrying the concept a step further, states: The ways of behaving which are expected of any individual who occupies a certain position constitute the role associated with that position. A position . . . is something static; it is a place in the structure recognized by members of the society and accorded by them.to one or more individuals. A role, on the other hand, is something dynamic; it refers to the behavior of the occupants of a position -- not all their behavior, as persons, but what they do as occupants of the position (57: 280). Gross's definition of role is much like Newcomb's. In a recent study of school executives Gross defines role as a "set of expectations . . . or a set of evaluative standards applied to an incumbent of a particular position" (35: 60). Position is defined as "a location of an actor or class of actors in a system of social relationships" (35: 60). By drawing the above material together, role, for the purposes of this study, is defined as expectations which others have for any actor in a particular position, or the expectations that any actor may have for his own position. 22 Assuming that faculty advisers, or enrollment officers, operate in a broad system.of social relationships with students, and counselors, all three groups will have certain expectations for the enrollment officer's role. Following Gross's work, these expectations for the enrollment officer's behavior, attributes and need for familiarity with a body of information are an expected part of the enrollment officer's role (35: 63). Related Research Rplg Theory in Educational Research There have been a number of studies dealing with the application of role theory to expectations for actors in various educational positions. Waller (73) analyzed the role of the teacher as related to students and community expectations, and based his study on observation and insight, rather than upon statistical methodology and the conceptualization of role as it is viewed today. Greenhoe (3h) studied the social role of the teachers by conducting a poll of school board members, teachers and students in an effort to determine what social behaviors the three groups considered appropriate for members of the teaching profession. Her results were reported in percentages of each group considering each type of behavior listed on the 23 questionnaire as appropriate or not appropriate. Wash- burne (76), at Michigan State University, worked primarily with the concepts of actor involvement and self image, as pioneered by Brookover (8), and concentrated his study on the stress on teacher personality when conflicting expectancies are held by the community, teaching associates, and the administration. .Although Washburne's sample was small, his data indicated that others' expectations for an actor in a particular situation can cause the actor sufficient concern, particularly when the expectancies are in conflict. Doyle (22) studied the expectancies which elementary teachers, administrators, school board members and parents have of the elementary teachers' roles. The study was limited to three school districts in north- western Michigan, and was conducted by submitting a check list to elementary teachers, administrators, board members, and parents. Significant differences were found in the elementary teacher's role, as defined by the teacher, and as defined by administrators, parents, board members and students. Rank correlation and chi-square techniques were used in the study. Terrien has done considerable investigation of teacher roles (71, 72, 73). Basically, he hypothesized that: . . an occupation could act to channel the behavior of its adherents with a recognizable system both on and off the job, and correlatively, 21L could determine an occupational type among those adherents" (73:1h). His sample, in testing the above hypothesis, was extremely small. A depth interview was used to obtain the data used in the research. .Another study, somewhat of the nature of Doyle's cited above, was conducted by Valenti (7h). He constructed a scaled instrument covering 23 areas of teacher relationships. After using a sample of 515 teachers and administrators in Al schools from.lh systems, he concluded that attitudes between teachers and administrators in a single school agree more closely than those pervading in the system as a whole. The instrument appeared to be well standardized and the statistical techniques appropriate to the data gathered. Getzels and Guba report one study (29) dealing with role conflict among public school teachers. They designed an instrument based on interview data to measure feelings of role conflict in three areas: the socio-economic role, the citizen role, and the professional role. The instrument was submitted to 3AA elementary and secondary school teachers in 18 schools from six systems. Returns were small, but indicated that the teacher is defined by both common core expectations, and by varying expectations that are a function of local school and community conditions. Further, some expectations attached to the teacher role are 25 inconsistent with expectations attached to other roles the teacher may occupy. Such role conflict indicates that the teacher role is imperfectly integrated with other .roles (29: MO). Seaman (65), in a study of principals and superin- tendents in Ohio, also investigated role conflict. By using a check list he found differences between adminis- trators' and teachers' definitions of the administrator's role. Likewise, he found differences among the adminis- trators regarding expectations for the administrator's role. Bidwell (5, 6) studied teacher role expectations and administrator role perceptions. He hypothesized that teachers' role expectations, as they converged or diverged toward an administrator and their perceptions of his behavior, would be related to their job satisfaction. From his study of 368 teachers, of which only slightly over half returned his questionnaire, he concluded that when teacher expectations and perceptions of the administrator's behavior converged, teachers experienced greater job satisfaction than when expectations and perceptions diverged. The above studies were concerned primarily with role analysis as applied to teachers and administrators. Several studies at the high school level have been concerned with the role of the high school counselor. Grant (33), in 26 studying the high school counselor's role, presented typical situations in a high school to a sample of adminis- trators, counselors, teachers, and students. He found disagreement among the groups on the counselor's role in personal-emotional areas, and agreement on the counselor's role in educational and vocational planning. Hitchcock (AZ), in studying high school counselors in the United States, found that the role expectations they hold for their jobs differ from the administrator's expectations of the roles. Hedahl (A1) studied role expectations of counselors and counseling center directors at the college level. She devised an instrument to check congruence and divergence, or discrepancy between director's expectations and counselor's expectations of the counselor role, director's expectations and counselor's predictions, and director's. predictions and counselor's expectations. She found a surprising similarity in the extent to Which counselors and directors in the counseling centers she studied indicated the same response on the inventory she used to collect the data. She suggests that this closeness of responses may be due to the smallness of the groups in the three centers and the fact that the directors and counselors alike work in close contact, somewhat apart from the rest of the university. Her sample is very small, but 27 the study is well planned and executed, and points the way for further research in this area. Gross (35) studied the role expectations for high school superintendents. By using a depth interview he questioned 102 school executives about their positions. In addition, a total of 517 school board members were inter- viewed about the same position. Contained in the inter- views were questions concerning expectations for (l) the superintendent's performance in his job, (2) his personal attributes, (3) his participation in activities, (A) his friendships, and (5) his use of the school board in helping him perform his job. Respondents were asked to answer in terms of absolutely must, preferably should, may or may not, preferably should not, or absolutely must not. A value of five,ibr absolutely must, down to a value of one, for absolutely must not, were assigned to these responses. By using such values differences in expectations for a given item could be tested by a "t" test of significance (35: 110-111). Role Theory gngelated Areas Not all research in role theory has been done in the educational area. Reissman (61) studied the role conceptions of civil servants in a midwestern state government. Using data gained from interviews with 263 individuals he defined four types of civil servants. 28 Mack (52) has done research on role of groups of salesmen, engineers, and bank clerks and officials. Oman and Thomasson (58) have investigated employee perception in store and sales personnel. Gullahorn (37), using the interview to devise a cumulative scale, measured role conflict among labor leaders. Brophy (11) investigated role expectations of nurses as related to their general and vocational satisfaction. In addition to the above, several investigations of role have been done in the Armed Forces. Gretzels and Guba (26, 27, 28) have investigated role, role conflict and effectiveness on Air Force officer instructors. Burchard (1h) studied role concepts of chaplains and ex-chaplains regarding military service. Davis (19) studied role con- cepts of military officers held by leaders and their followers. Epig’Theory and Research This study relies heavily on the work that has been done thus far in applying role theory to the expectations of persons in a position, and expectations that others have for a person in a position. Much of the research, as indicated above, has been conducted by using check lists ‘to determine what expectations various groups have for a jposition. The statistics that have been used in such cases 29 have been largely non-parametric and results have been reported in terms of percentages or chi-square tests of significance. Gross's study (35) is one of the few in which expectations for a role have been tested by other than non-parametric techniques. This study rests, in part, upon Gross's work, both for the formulation "role" and for the techniques used to study it. Faculty Advisers at Michigan State University Organization Michigan State University has always had some system of faculty advising. Its early history (3) indicates that it followed the same path as other large universities in the midwest, and in its infancy, maintained even a closer association between faculty and students than some of the other universities of the time. As the University grew and became more complex, the early close relationship gave way to the problems involved with an ever increasing number of students. This was particularly true following World War II, when the University grew from.7,000 in 1939 to 16,000 ten years later. The problem of advising, in this period of great expansion, was first taken over by faculty advisers, in the role of part time faculty -- part ‘time counselors. As the numbers grew, counseling and 30 advising became separate and in l9h6 a Counseling Center was established. The faculty adviser became, shortly afterward, known as an "enrollment officer," and it was his function to enroll his advisees in appropriate courses, while it became the responsibility of counselors in the Center to deal with such things as vocational guidance, change of majors, and problems of a deeper personal nature. There is now some indication that this trend is changing. A faculty committee is currently investigating ways in which the adviser may be used to better advantage, and is considering changing the name of enrollment officer back to faculty adviser. Suggestions have been made regarding in-service education programs, and the whole problem of counselor-advleer-student relationships is being investigated. The committee's report has not yet been released, but every indication points to some changes in the program.in the near future. Summary In this chapter a history of the faculty adviser system has been presented, together with a review of the literature concerning ways in which the adviser's role may be better defined, and ways in which the adviser and the personnel Ivorker may co0perate in providing a more coordinated and 31 integrated approach to serving the student. In this chapter a review of role theory and a review of role theory as applied to educational and related research have also been presented. Finally, a portion of the chapter has been devoted to faculty advising at Michigan State Univer- sity. This material provides the background for the current 'htudy in role expectations of and for the faculty adviser, and provides the depth for understanding the problem in its context. CHAPTER III DESIGN OF THE STUDY The purpose of the design of the study is to test differences in the expectations that counselors, enroll- ment officers and students hold for the role of the enrollment officer at Michigan State University. The Null Hypothesis The basic hypothesis for the study was stated in Chapter I. To be tested Statistically it must be formulated into an operational or, in this case, a null hypothesis. There is no significant difference in the expectations that enrollment officers, professional counselors and students hold for the role of the enrollment officer as measured by the instrument developed for the study. The two sub-hypotheses concerning the expectations of different groups of students and different groups of enrollment officers in the operational form are: a. There is no significant difference in the expectations students from different dis- ciplines hold for the role of the enrollment officer as measured by the instrument developed for the study. b. There is no significant difference in the expectations enrollment officers from 33 different disciplines hold for the role of the enrollment officer as measured by the instrument developed for the study. I The Sample The null hypotheses were tested on a sample of professional counselors, enrollment officers, and students of junior or senior standing in three areas of the Univer- sity. It was assumed that counselors would represent a professional personnel point of view. Enrollment officers were selected from the College of Education, from the area of mathematics and physical science, and from the area of the social sciences. These three areas were selected because it was assumed that they would best represent a cross-section of all university departments; students were likewise chesen from the same three areas based on an identical assumption. Enrollment Officers .. A list of 38 enrollment officers in the College of Education was secured from the Assistant Dean of that college. A list of 2A mathematics and physical science enrollment officers and 2A social science enrollment officers ‘was secured from the University Registrar's Office. These enrollment officers represented the total population of enrollment officers in these areas. 3h By using a table of random.numbers, 30 education enrollment officers were selected for the study. All enrollment officers in mathematics and physical science and in the social sciences were included. The instrument, which is described in the next chapter, was mailed to each enrollment officer. A minimum of 75 per cent return.was established as acceptable. Twenty-two of 2h, or about 91 per cent, of the mathe- matics and physical science enrollment officers responded. Twenty-four of 30, or about 80 per cent, of the education enrollment officers returned the instrument. Twenty-one of 2A, or about 87 per cent, of the social science enrollment officers responded. Counselors A11 full-time and part-time counselors in the Counseling Center were asked to respond to the instrument. Twenty counselors of 21, or about 95 Per cent, responded. Students Students in each of the three areas were selected at random.from the student directory. Individuals were selected until there was a sample of thirty in each group. Of these, 26, or about 81 per cent, of the education students responded, 25 or slightly over 80 per cent of the mathematics and 35 physical science students responded, and 2A or about 80 per cent of the social science students responded. Sample Returns The sample and the per cent returning the instrument are summarized in Table 3.1. As can be seen from.the table, a total of 85.6 per cent of thesample returned the instrument. Statistical Analysis To study any differences that the group might have with respect to expectations for the role of the enrollment officer, it was considered necessary to have several measures. One was that of central tendency, or an indica- tion of the average opinion of the group about various aspects of the role. Another was that of variance which would provide some insight into the degree of agreement a group had for a particular expectation. In addition, some measure or technique was needed to compare all seven groups and determine whether significant differences existed in their expectations. Finally, some technique was needed to determine what groups differed significantly. _D_escription and Difference Statistics The mean or arithmetical average was used to determine central tendency. Variance for each group was computed by 36 TABLE 3.1 THE NATURE OF THE SAMPLE AND THE PER CENT OF THE SAMPLE RETURNING THE INSTRUMENT Sample Number Returns Per Cent Education Enrollment Officers 30 2h 80.0 Math and Science Enrollment Officers 2h 22 91.7 Social Science Enrollment Officers 2h 21 85.8 Education Students 30 26 86.6 Math and Science Students 30 25 83.3 Social Science Students 30 2h 80.0 Professional Counselors 21 20 95.2 Total Sample 189 162 85.6 37 l a standard variance formula. Analysis of variance, as outlined in Guilford (36: 256-257) was used to test for differences among the groups. Assumptions 2; analysis 3; variance. The use of the analysis of variance model requires meeting four basic assumptions (A7: 73). They are: 1. Observations within sets or groups must be mutually independent and the "laws of chance" must be allowed to operate in an unrestricted manner. This is primarily a property of random sampling. In this study each group was so selected. Variance within experimentally homogeneous sets must be approximately equal. Research by Norton (R7: 78) however has indicated that this assumption need not be met as closely as had once been thought, so long as responses do not occur in a "J" distribu— tion. Visual inspection did not indicate any such distribution in the study, and therefore no tests were made for homogeneity of variance. Variations within experimentally homogeneous sets are from normally distributed popula- tions. Lindquist (A7: 81) states that this assumption may and is quite often violated with little effect on the validity of the technique. Again, visual inspection was used to check on distribution. The mean of the criterion measures is the same for each treatment population. This The variance formula for using raw scores is: ) = N(£X2) " (i202 NET 3 (variance 38 assumption is made when the null hypothesis is stated, so that a test may be made for significant differences. The null hypotheses were stated at the beginning of this chapter. 5. A fifth assumption, inherent in the above four, is the use of a metric or interval scale. In designing the instrument used in the study this assumption was made in assigning values to the responses an individual might make to each item. The scaling problem is more fully discussed in Chapter IV. Goulden's technique. .As mentioned above, the analysis of variance model tests only whether there is a significant difference among the means of the groups studied. It does not indicate which means are significantly different when differences are found. Goulden (31: 197) has developed a technique which involves using the "within mean squares" obtained in the analysis of variance as an error term to rank mean differences. The computational procedure to obtain the difference between any two means among those found significant follows: _ 2Wms D — t‘J‘fiy" in which D is the distance between the means required for significance, t is the value of the "t" test of significance at the desired level, Wms is the within mean squares, and N'is the number of a given group. Assumptions 3; Goulden's technique. If this technique is to be used, several assumptions must be made: 39 1. The data are in metric or interval units. 2. The groups are independent. 3. Variances of groups are approximately equal. A. Means of groups are equal (null hypothesis). 5. Groups are normally distributed. 6. Size of groups is equal. The first five assumptions have already been discussed in the section on analysis of variance. Since the groups used in this study are not equal, it was decided that 20, or the "N" of the smallest group would be used to compute the distance between means required for significance. In designing the study the 5 per cent level of significance was accepted as the standard at which the null hypotheses would be rejected. Since all assumptions underlying Goulden's technique were not perfectly met, there was a possibility of making a Type I error in the 5 per . cent level of significance value for a "t" test were sub- stituted into Giulden's formula. This would mean rejecting the null hypothesis when actually no difference existed. To compensate for this, a value somewhat higher than the 5 per cent level was chosen for "t". Instead of the 2.086 which is ordinarily used for 20 cases, 2.2 was used to give a conservative estimate. There was some possibility of accepting the null hypothesis when actually there were some no differences between the means, but in this case a Type II error was accepted in preference to a Type I error. Analysis 2; Sample Returns As the data were gathered the results were tabulated on work sheets. The sum.of the scores and the sum of the scores squared were computed for each item. for each sub- scale on the instrument, and for the total instrument. Fran these computations further calculations yielded means and variances. Once the fix and the 2X2 were computed, an analysis of variance test was conducted for each item. Goulden's technique was applied by substituting the required values into the formula. Analysis was done first item by item. Thereafter, each sub-scale of the total instrument was analyzed. Finally, analysis was done on the instrument as a whole. Summary The null hypothesis, the sample, the statistical design, and the analysis of sample returns have been dis- cussed. It has been stated that the general opinion of a group is indicated by the arithmetical mean of the group's response to an item or set of items. Agreement within a group is indicated by the variance within the group on an item or set of items. Any significant differences among 111 the groups are determined by analysis of variance. A technique devised by Goulden is used to determine actual differences between means. Since the study is primarily pilot in nature and the instrument used in the study is not designed for predictive purposes, the 5 per cent level is established as the point at which the null hypothesis is rejected. In Chapter IV the development of the instrument used to collect the data is presented. CHAPTER IV INSTRUMENTATION As stated in Chapter II, this study is, in part, patterned after Gross's study of school executives (37). It will be recalled that Gross administered an instrument to both school executives and school board members con- cerning various aspects of the school executive's role. A careful study of his items suggested that his approach might be used in this study. Selection of Items and Construction of the Instrument To obtain items that might be used in studying expectations for the role of the enrollment officer, faculty members, administrators, counselors and students were interviewed and asked what types of services they expected from the enrollment officer. Out of these interviews it appeared that not only certain services were desired, but also that if these services were to be performed, the enrollment officer needed to have a certain body of informa- tion about enrolling, about students, and about the university student personnel services. lI3 Initial pool A total of 86 items were obtained from these interviews. These were submitted to five persons in the College of Education involved in teaching or research in the student personnel area for comments and revision. Out of the suggestions made by these individuals, a final list of 60 items was selected. The 60 items, in pilot study form. were submitted to all counselors in the University Counseling Center. It was apparent, as the instruments were returned, that several changes needed to be made. Many items needed to be reworded and the instructions clarified. In addition several good suggestions for new items were made. Formulation 2; the Instrument The instrument was reformulated out of the above sug- gestions. It was composed of a total of 60 items, broken down into six sub-scales of ten items each. The sub-scales were as follows: 1. Enrollment officer's need to be familiar with the University student personnel services. 2. Enrollment officer's need to be familiar with information about enrollment. 3. Enrollment officer's need to be familiar with information about his enrollees. h. Expectations for the enrollment officer to perform student personnel services. 5. Expectations for the enrollment officer to perform enrollment services. 6. Expectations for the enrollment officer to perform.personal services for enrollees. Each sub-scale was limited to the ten items that were judged most appropriate to the scale. Once the items had been assigned the instrument was again submitted to the same five persons in the College of Education for evalua- tion. After their final criticisms the instrument was 1 developed into its final form. Scalipg In developing the instrument some means of scaling the responses to the items needed to be devised. 0n the first three sub-scales dealing with expectations for the enrollment officer's need for familiarity with certain information, it was decided that respondents would be asked to answer in terms of (a) absolutely needs to be, (b) preferably needs to be, (0) may or may not need to be, (d) preferably need not be, and (e) absolutely need not be familiar with the information indicated in the statement of the item. On the next three sub-scales concerning the enrollment officer's providing services, it was decided to ask the respondents to answer in terms of (a) absolutely must, (b) preferably should, (c) may or may not, (d) prefer- l The instrument may be found in Appendix A. LIE ably should not, and (e) absolutely must not do or perform the service indicated. For each item the respondent could select one of five responses indicating the degree of need an enrollment officer had to be familiar with certain information, or the importance of an enrollment officer's performing some service. All items were scaled in such a way that the “absolutely needs" or "absolutely must“ category indicated the respondent's belief that the enrollment officer needed to be familiar with more information or was expected to provide more service. Arbitrary values were assigned to each of the responses. A weight of five was assigned to the absolutely needs or absolutely must response, four to the preferably needs or must category, three to the may or may not position, two to the preferably need or preferably shouldnot position, and one to the absolutely need or absolutely must not position. The middle position assumed a neutral position, the five a mandatory must position, and the one a mandatory must not position. The items were carefully worded so that it would be possible for a respondent to use any of the five responses. Administration of the Instrument The instrument was administered in the eighth week of the fall term, 1958. All replies were received by the he eleventh week of the same term. Scoring of the instrument began immediately thereafter. Scoring the Instrument Scoring has also been discussed in the preceding chapter. The values assigned to each of the response categories were entered on work sheets and then calculated in terms of the sum of the scores and the sum of the scores squared. From these sums it was possible to compute means, variance and to use the techniques to test the null hypotheses. It is recognized that the values assigned to the response categories were made arbitrarily, and that it cannot be assumed in actuality that equal intervals exist in the one to five scale that was used. Even.with this limitation, the method of assigning values or scores to the responses appeared to be the best method of evaluating the expectations different groups had for the enrollment officer's role. This decision was based upon a like assignment of values by Gross, whose work has already been cited (37). Validity Content validity, which is the usual type of validity cited in survey studies, can be claimed for the instrument. LL? Experts in the area of student personnel work were consulted in the design of the instrument, and the items were drawn from their experience in the field. Students and enrollment officers were likewise consulted and con- tributed suggestions for items. In addition to content validity, face validity can be claimed for the instrument as the items deal directly with duties and responsibilities of enrollment officers. Reliability Reliability for the instrument was computed by Hoyt's technique (A3: 756-58). This technique is a two way analysis of variance. Variance is computed among items and among individuals. Theoretically, this procedure should account for all variance in the instrument. In actuality, however, once the variances are computed, there is still variance that is unaccounted for. Hoyt assumes that the unaccounted for, or residual variance, is due to incon- sistency on the part of the respondents. Thus reliability, or consistency, can be computed by the formula: A' .0: rtt = A: in which rtt is the reliability coefficient, A' is the variance among individuals estimated by the mean squares, and C' is the residual variance. Reliability, using this h8 technique, indicates to what extent the respondents view the items consistently. Reliability for the total instrument as well as for the sub-scales was computed by the above technique. The coefficients are summarized in Table h.1. As indicated in the table, reliability coefficients for the sub-scales range from.a low of .AA to a high of .96. Ordinarily .80 is cited as an acceptable reliability coefficient. It will be noted that three of the sub-scales do not meet this standard. Sub-scalejh with a reliability coefficient of .AAA and Sub-scale 5 with.a reliability coefficient of .567 are considerably below .80. Sub-scale 6 with a reliability coefficient of .723 approaches the standard. Certainly scales four and five must be interpreted with care if any decisions are to be based on them. Since the study is not primarily predictive in nature, Sub-scale 6 can be used to a greater degree. In all other sub-scales and the total instrument reliability is high enough that reasonable analyses may be made. TABLE h.l RELIABILITY COEFFICIENTS FOR SUB-SCALES AND THE TOTAL INSTRUMENT H9 Part of the Instrument Reliability Coefficient Total instrument Sub—scale sub-scale Sub—scale sub-scale Sub-scale Sub-scale l O‘W-F‘WN .897 .958 .951I ~8LI7 .LILIb. .567 .723 50 Summary The development of the instrument, including the selection of items, administration, scoring, validity and reliability have been discussed in this chapter. The instrument was developed from a pool of items suggested by professional counselors, students, and enrollment officers. Five experts in the area of student personnel work in the Michigan State University College of Education judged the items and assisted in assigning them to the six sub-scales of a 60 item instrument. The experts also assisted in wording the items so that arbitrary values of one to five could be used for scoring purposes. Validity for the instrument is based upon its content. Reliability was esthmated by Hoyt's technique. Except for two sub-scales reliability was found to be high enough for reasonable analysis. In the following chapter the data obtained from the instrument are analyzed and reported. CHAPTER V ANALYSIS OF THE DATA An analysis of the data collected in the study is presented in this chapter. .Analysis Format For the purposes of testing the hypotheses in the study, analysis was conducted in three steps: 1. 2. 3. Analysis of the individual items in the sub-scales of the instrument Analysis of the sub-scales of the instrument Analysis of the total instrument. Brief Review of the Nature of the Data As indicated in the preceding chapters, seven groups are included in the study. They are: l. 2. Professional counselors in the University Counseling Center Education enrollment officers from the College of Education Mathematics and physical science enrollment officers Social science enrollment officers Education students of junior or senior standing 52 6. Mathematics and physical science students of junior or senior standing 7. Social science students of junior or senior standing Brief Review of the Instrument The seven groups were asked to respond to a series of items concerning their expectations for the role of the enrollment officer at Michigan State University. The total instrument of 60 items contained six sub-scales of ten items each. Each sub-scale reflected some aspect of the enrollment officer's role. Sub-scale 1. Enrollment officer's need to be familiar with the University student personnel services. Sub-scale 2. Enrollment officer's need to be familiar with information about enrollment. Sub-sca1e_3. Enrollment officer's need to be familiar with information about his enrollees. Sub-scale_g. Expectations for the enrollment officer to perform student personnel services. Sub-scale 5. Expectations for the enrollment officer to perform enrollment services. sub-scale 6. Expectations for the enrollment officer to perform.personal services for enrollees. Brief Review of the Scaled Values On the first three sub-scales respondents were asked to answer on a five point scale concerning the enrollment (officer's need for familiarity with certain information. 53 On the next three sub-scales respondents answered on a like five point scale concerning the enrollment officer's responsibility to perform certain services. The scale follows: Scale value 5_-- absolutely needs or absolutely must Scale value A -- preferably needs to or preferably must Scale value 3 -- may or may not need to or may or may not perform Scale value 2 -- preferably need not or preferably must not Scale value.; -- absolutely need not or absolutely must not Analysis of Enrollment Officer's Need to be Familiar with Student Personnel Services: Sub-Scale l Individual Items: sub-Scale l The items included in Sub-scale 1 are presented in 1 Table 5.1. As noted in the table, analysis of variance indicated significance at the l per cent level in eight of the ten items, and significance at the 5 per cent level in one of the ten items. No significant differences were found in one item. 1In the tables included in this chapter the means are not ranked, but are arranged so that mean scores obtained by a given group can be compared over the individual items. The mean scores for each group, for each item,aare ranked in Table B.l in Appendix B. From.this table it is possible to determine the relative position of each group on a given item.more easily and to determine which groups differ significantly as indicated by Goulden's technique. 5h as mo.H :p.a m:.a mm. mm. m:. mo. 5:. m hopnoo Ame. 00.0 0m.m 00.m 0:.m ma.m m0.m 0m.m sm.m m0.: 2 senses we meeaeeem .m ** mm. mm. mm. 0:. m1. om. an. 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In all of these items a significant difference was found between professional counselors and social science enrollment officers. In eight of the ten items social science students obtained higher mean scores and differed significantly from the social science enrollment officers. Math and science enrollment officers obtained higher mean scores and indicated a greater need for familiarity with the services of the Health Center than did math and science students. Math and science students expressed a signifi- cantly greater need for the enrollment officer's need to be familiar with.the services of the Scholarship Office than did their enrollment officers. Education enrollment officers and education students differed significantly on one item. Education students expressed more need for the enrollment officer to be familiar with the services of the Alumni Office than did their enrollment officers. Generally, all groups obtained higher mean scores on items dealing with need for familiarity with the services ' of the Counseling Center, the Placement Bureau, the Improve- 57 ment Services, the Health Center, the Student Loan Office and the Scholarship Office. The items on information about social rules and regulations and the student activity program received the lowest mean scores. Variance, which indicated the amount of agreement within a group was generally greater for students than for enrollment officers and counselors, indicating less agree- ment among the students. In one case the social science enrollment officer was the exception, and variedlnore than any other group. Total: Sub-Scale 1 All items on sub-scale 1 are summarized in Table 5.1. Analysis of variance indicated differences among the groups at the 1 per cent level of significance. Education enrollment officers and counselors obtained significantly higher mean scores than did social science enrollment officers in their expectations for the enrollment officer's need to be familiar with the University student personnel services. Students had higher variance scores on the sub-scale than did either enrollment officers or counselors. On Sub-scale 1, the major hypothesis that there are no significant differences among groups can be rejected at the l per cent level. The two minor hypotheses concerning 58 differences among students and among enrollment officers in the same disciplines can be rejected for individual items in the sub-scale, but must be accepted for the sub- scale as a whole. Analysis of Enrollment Officer's Need to be Familiar with Enrollment: Sub-Scale 2 Individual Items: Sub-Scale 2 The individual items in sub-scale 2 are presented in Table 5.2. In five of the ten items differences were found at the l per cent level of significance, and in one of the items a difference at the 5 per cent level of significance was found. No significant differences were found in four of the ten items. All groups obtained relatively high.mean scores on all items, indicating general opinion that the enrollment officer needs to be familiar with information about enroll- ment and enrollment procedure. 0n four of the items social science students indicated a significantly greater need for the enrollment officer to be familiar with the policy on academic probation, with the policy on transferring from one University college to another, the policy on changing majors and the policy on readmission to the University than did the social science enrollment officers. 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Social science en- rollment officers obtained higher scores and differed significantly from social science students in their expecta- tions for an enrollment officer to keep in touch with an enrollee after graduation, No differences were found among enrollment officers. Education enrollment officers did obtain higher scores and differed from counselors concerning expectations for the enrollment officer to help an enrollee solve family problems, interpret orientation test scores, and help solve vocational problems. Students generally tended to obtain similar scores; however, math and science students scored higher and differed significantly from social science students in their expecta- tions for the enrollment officer to help enrollees secure Jobs after graduation. Variance tended to be relatively uniform.throughout all items for all groups with the exception of social science students. They tended to agree less than the other groups on the items dealing with study habits, orientation test scores, and vocational problems. 69 Total: Sub-Scalegg As indicated in Table 5.u, all groups tended to obtain low mean scores on the scale, indicating that most of the groups favored a neutral position or a position of not expecting a great deal of the enrollment officer in this area. Analysis of variance indicated a difference among the groups at the l per cent level of significance. Goulden's technique did not yield a significant difference between any two groups, but was close enough that it appeared educational enrollment officers and education students differed significantly from.counselors on the scale. Educa- tion students and enrollment officers obtained the highest scores, indicating greater expectations for the enrollment officer to provide student personnel services than did counselors. The major null hypothesis can be rejected for the sub-scale. The minor null hypotheses must be accepted for the scale as a whole, however, differences between enroll- ment officers were found on individual items. Analysis of Expectations for the Enrollment Officer to Provide Enrollment Services: Sub-Scalegfi Individual Items: Sub-Scale 5 Analysis of variance, as indicated in Table 5.5, produced significant differences at the l per cent level in four of 7O Ho.a ho.a H:.H m:.a mm. Nb. Ho. mu. m acnwfi opmwnmonmmm Gm am.a mm.m mm.m :0.m mo.m mo.m :o.m ma.m oH.m s omooco condense game .m: as as. no. me. am. ea. m:.H mm. mm. m mmewsw 30H cps: mooaaon owe. mm.: 00.: 00.: om.m ma.: ma.: mo.: oa.: o:.m a use toe «sweeps pagan .3: om. m:. :N. am. pm. om. wo.a mm. m candoo w macho ho apps mm.a mo.m :0.: no.3 mm.m am.m Ho.m :0.: mm.m s on cos: ooaaopuo com .m: :m. si.i so. am.c em. ::. we. mm. . ox.“ awe .oaaopq. :e.H 0:.m mm.m om.m sm.m am.m om.m mm.m oo.m a as mo>apomao omooco .m: U] as mm. 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Education enrollment officers and social science enrollment officers obtained higher scores and differed significantly from.math and science enrollment officers on expectations for the enrollment officer to help an enrollee plan courses to meet graduation requirements. Counselors obtained lower scores and differed significantly from all groups in expectations regarding limiting the credits an enrollee with low grades may take Variance tended to be high on the items in Sub-scale 5. This was particularly true of student responses. Tgtal: Sub-Scale‘S As indicated in Table 5.5, no significant differences were found on the total sub-scale. All groups tended to score relatively high on the scale, indicating a need for 73 the enrollment officer to provide services in the area of enrollment. The major null hypothesis, and minor null hypotheses must be accepted for the sub-scale, as no significant differences were found. Analysis of Expectation for the Enrollment Officer to Perform Personal Services for Enrollees: Sub-Scale 6 Individual Items: Sub-Scale 6 Four items on the sub-scale were found to contain significant differences among groups at the l per cent level and three items significant differences among the groups at the 5 per cent level. As indicated in Table 5.6, no significant differences were found in three items. Education students obtained a higher mean score and differed significantly from their enrollment officers in expectations for the enrollment officer to accept pay for tutoring an enrollee. Education enrollment officers obtained a higher mean score and differed significantly from.education students on expectations for inviting enrollees to their homes. 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Q3. 3m. m3. om. m 0503 m3s 03m. wo.a so.m mo.m 33.m mm.m mm.m 3o.m 3~.m O3.m a on mmm33onqo op3>c3 .mm ** me. am. mm. mm. mm. 0:. m3. 0:. m coaaomac mum. oo.m m3.m m3.m em.m o3.m No.3 m».3 as.3 o3.m s as mouse .3m e o a mmm was mm mmm mm: mm o op Recahwo pccEHHoHQo 33 03 o w a o m 3 m m 3 03p soc mc03pmpoocam “bccwcq 75 ** 03.3 33.3 03.3 00.3 00. 00.3 0m.3 30.3 0 In: 0 03000 N00. m0.3 00.m m0.m 00.m 00.m 00.m 30.m 00.m 00.m s -000 so 0s003 330 0* 33.3 03.3 mm.3 ms. 00. 00.3 30. 0m. 0 003000 00000000 wo amen mp pnofipwopp 0N0. mm.m oonm 0m.m 00.m m0.m 03.m 30.m 03.m m0.m a 03000: 00 023030 30030 .00 s 30. 0m.3 30.3 00. m3. 0m. 30.3 mm. 0 0030000 00 000s00000 ~30. m3.m 00.m 03.m 30.m 00.m mm.m 0m.m m0.m 00.m s 030000 00 0s3030 s0030 .0m 0 N3. 30. 03. 03. 33. 00. mm. m3. 0 033000300300 . m0m. 30.m 33.3 0m.3 00.3 00.3 03.3 00.m mm.3 0m.3 5 03000300 003300000 .0m N0. 00. 3m. 0m.3 mm. m0. me. 30. 0 003000c0sso000 03.3 0m.m 0m.m 0m.m mm.m 00.m 0m.m 00.m m0.m a 00 0000003 003s: .0m 00. m3.3 00. 30. 0m. mm. mm. 0m. 0 0005330000 can» amnpo muowm 30000 no EHQ pccE on 0m.3 03.m 0m.m 33.m 0m.m mm.m m3.m 30.m mm.m e 000330000 000300000 .00 0 0 a 000 mm: mm 000 mm: mm 0 00 Hoofimmo pcoeaaomnm 33 03 0 0 0 0 m 3 m m 3 030 000 0003000000am Anofinflpfloov 00m mumde l 1'” HI 76 Counselors obtained higher scores and differed significantly from all but social science enrollment officers in their expectations for the enrollment officer to invite advisees to his home. Counselors and social science students obtained higher scores and differed significantly from all other groups in their expectations for enrollment officers to go on coffee breaks with enrollees. Math and science enrollment officers obtained lower scores and differed significantly from all but education students in their expectations for the enrollment officer to establish a friendly relationship with his enrollees. Social science enrollment officers and social science students obtained higher scores and differed significantly from.math and science enrollment officers in their expecta- tions for the enrollment officer to check on enrollees' claims of unfair treatment by both another faculty member or the Dean of Students Office. On the latter item.social science students differed significantly from counselors, math and science enrollment officers and education students. Variance among the groups was relatively uniform. High variance, indicating less agreement, was found in the items on unfair treatment by faculty or the Dean of Students Office and on accepting pay for tutoring an advisee. 77 Total: Sub-Scale 6 Although analysis of variance as presented in Table 5.6 indicated significant differences among the groups at the l per cent level of significance, Goulden's technique yielded no actual differences. Assuming that differences actually do exist, it would appear that social science students obtained the highest mean scores and differed significantly from.math and science enrollment officers on the scale. On the basis of the analysis of variance test the major null hypothesis can be rejected for the sub—scale. Although differences among students and enrollment officers were found in individual items, the minor hypothesis must be accepted for the sub—scale. Analysis 22 the total instrument An analysis of the sub-scales and the total instrument appears in Table 5.7. It may be noted that differences were found among the groups on the total instrument at the 1 per cent level of significance. The major null hypothesis that there are no differences among groups in their expecta- tions for the role of the enrollment officer, as measured by the instrument, can be rejected at the l per cent level of significance. 78 *$ mm.3 0m.3 05.3 :m.3‘ 03.3 mm. M5.3 53.3 0 3505550053 005. 30.5 03.0 30.0 03.0 mm.m 00.0 03.0 00.0 m3.m 5 30005 0* 03.3 33.3 53.3 00.3 00. 50.3 50.3 30.3 0 000. 05.3 00.0 00.0 00.0 05.0 00.0 30.0 05.0 00.0 e 0 03000-000 00.3 00.3 30.3 03.3 m5. 50.3 00.3 00.3 0 00.3 03.0 53.0 00.0 53.0 30.0 33.0 53.0 00.0 s w 03000-000 *0 00. 33.3 00.3 m0. 55. 30. 00. 30. 0 000. 03.0 00.0 00.0 00.0 00.0 35.0 m5.m 00.0 30.0 e 3403000-000 00 30.3 00.3 00.3 03.3 00.3 N5. 50. 05. 0 000. 00.03 50.0 33.0 00.0 00.0 00.0 00.0 03.3 mm.m re 0.03000-000 *0 mm. mm. mm. 03. 03. 03. mm. 00. 0 030. 03.33 50.3 05.3 05.3 05.3 33.3 30.3 00.3 00.3 a 003000-000 *0 30.3 00.3 03.3 30. 00.3 50. N0. 50. 0 000. 00.03 m3.m mm.m 00.0 50.0 00.0 00.0 00.0 50.0 s 3 03000-000 0 5 a 000 002 00 000 .005003935w30 503 00535005 05005 5003309 00500030 05» 03 33 555300 .050350000 033 hp 3500 505 3 050 50350300 050 he 000003053 03 005003335w30 0500 505 0>3m .0050350> 30 03053050 53 00530000 :5: 050 03 03 555300 .0050350> 030500 0 050 5005 030500 5 555300 00535 05p 53 .055o5m 330 503 30300 B 050 .03500500 0050300 303000 000 000500500 0050300 050 5005 002 .03500500 503000500 mm .05003550 0505330550 0050300 050 5005 mmz 005003330 3505330550 0050300 303000 mmm 005003530 3505330550 503000500 mm 00503005500 030500 0 «050m03 hp3050>35b 05030 50w3503z 30 5003330 050533055m 05p 50 030m 050 505 05030000055m BZMEDmBmZH 35908 WEB mo mHmHH¢Zd 50m mqm¢a 79 Goulden's technique does not yield a significant difference between any two groups. Using the results found in analysis of variance, then the only conclusion that may be drawn is that the groups at either extreme differed significantly. Education enrollment officers obtained the highest mean scores and social science enrollment officers the lowest. If these groups are assumed to be significantly different, the minor null hypothesis concerning differences among enrollment officers of different disciplines may be rejected. Since no differences were found among students of different disciplines, the minor null hypothesis concern- ing this aspect of the study must be accepted. A In Table 5.8 the mean scores are ranked for each group on both the sub-scales and the total instrument. On the total instrument education enrollment officers, education students and social science students ranked in the upper half of the ranked means. Counselors ranked in the middle position, and math and science students, math and science enrollment officers, and social science enrollment officers in the lower half. All scores on the total instrument were considerably above 3, or the neutral middle position, on the scale of responses. All groups responded to the instrument as a whole positively, indicating a general expectation for the enrollment officer to be familiar with 80 TABLE 5.8 RANKED MEAN SCORES 0F SUB-SCALES AND TOTAL INSTRUMENT Legend: C equals counselors, EE education enrollment officers, MSE math and science enrollment officers, SSE social science enrollment officers, ES education students, MSS math and science students, SSS social science students, and T total for all groups. Significance at the l per cent level is indicated by two asterisks and at the 5 per cent level by one asterisk. W Sub-scale i. Need for familiarity with.personnel services EE 0 ES 555 MSE mss SSE T 3.69 3.67 3.57 3.55 3.38 3.06 2.92 3.AS Sub-scale 3. Need for familiarity with enrollment information- MSS ES sss EE MSE c SSE T n.76 n.75 n.73 n.68 h-éh u.59 u.u1 n.78 Sub-scale }. Need for familiarity with information about enrollees EE MSE SSE ES 0 M33 sss T u.12 3.80 3.69 3.59 3.55 3.50 3.u1 3.67 Sub-scale Q. EXpectations for enrollment officer to provide personnel services EE ES ESS SSS SSE MSE C T 3.05 3.02 2.89 2.80 2.75 2.7M 2.6h 2.85 Sub-scalegfi. Expectations for enrollment officer to provide enrollment services mss SSE EE ES 383 MSE c T 3.59 3.50 3.u7 3.u7 3.u7 3.u1 3.29 3.56 Sub-scale 6. Expectations for enrollment officer to perform personal services SSS C SSE MSS EE ES MSE T 3.05 3.00 2.99 2.86 2.78 2.78 2.61 2.86 Total instrument. EE ES SSS C MSS MSE SSE T 2056 3053 3°51 3-86 30”; 3°u3 3'38 3088 81 the information and to provide the services outlined in the instrument. Sub-scale 2 had the highest mean score (n.67), indicating that all groups expected the enrollment officer to be quite familiar with information about enrollment and enrollment procedures. Sub-scale }, with a mean score of 3.67,ranked second, indicating a need for the enrollment officer to be familiar with information about his enrollees. Sub-scale 5 ranked third with a mean score of 3.h6 indicating expectations for enrollment officers to provide enrollment services. .§gg- £22l2.i: with a mean score of 3.h5, ranked fourth. The score was still sufficiently high to indicate a need for enroll- ment officers to be familiar with University student person- nel services. Two sub-scales had mean scores below 3, or the middle position response. Sub-scale‘é, concerning expectations for the enrollment officer to perform personal services for the enrollee, had a mean score of 2.86, and Sub-scale Q, concern- ing expectations for the enrollment officer to perform student personnel services had a mean score of 2.85. These scores indicate the respondents, as a whole, tended to believe that the enrollment officer should not provide student personnel services and should not perform personal services for his enrollees. 82 Summary The major null hypothesis that there were no differences among the groups in their expectations for the role of the enrollment officer as measured by the instrument may be rejected at the l per cent level of significance. The minor null hypothesis that there were no differences in expecta- tions of enrollment officers of different disciplines, as measured by the instrument may, by the analysis of variance test, be rejected at the l per cent level of significance. The minor null hypothesis concerning differences among students of different disciplines must be accepted. On Sub-scale l education enrollment officers and professional counselors obtained higher scores and differed significantly from social science enrollment officers in their expectations for the enrollment officers to be familiar with student personnel services. Math and science and education students obtained higher scores and differed significantly from social science enroll- ment officers on sub-scale g, dealing with expectations for the enrollment officer to be familiar with enrollment informa- tion and procedures. On Sub-scale 2 education enrollment officers obtained higher scores'and differed significantly from social science 83 students in their expectations for the enrollment officer to be familiar with information about enrollees. Education students and education enrollment officers obtained higher scores and differed significantly from counselors on Sub-scale 4, concerning expectations for the enrollment officer to provide student personnel services. No significant differences were found on Sub-scale 5 concerning expectations for the enrollment officer to provide enrollment services. On Sub-scale 6 social science students obtained higher scores and differed significantly from math and science enrollment officers in their expectations for the enroll- ment officer to perform.personal services for enrollees. The major null hypothesis can be accepted?on all but the fifth sub-scale. The two minor hypotheses must be accepted on all but the first sub-scale. On that sub-scale education enrollment officers differed significantly from social science enrollment officers regarding expectations for the enrollment officer's need to be familiar with student personnel services. CHAPTER VI SUMMARY'AND RECOMMENDATIONS Summary Th3 Problem The primary purpose of the study was to determine whether seven different campus groups held different expecta- tions for the role of the enrollment officer at Michigan State University. The groups, representing a cross-section of the University, were (1) education, (2) social science, - and (3) math and science enrollment officers; (h) education, (5) social science and (6) math and science students; and (7) professional counselors. The study was conducted the Fall Term, 1958. The instrument used to measure role expectations was mailed to a randomly selected sample of each group. Eighty-five per cent of the instruments were returned and the results obtained constitute the data of the study. The Design and Procedure 2; the Study A sixty item instrument, consisting of six sub-scales of ten items each was designed to measure expectations for 85 the enrollment officer's role. The first three sub-scales concerned the enrollment officer's need to be familiar with student personnel services, enrollment information, and information about his enrollees. The next three sub-scales concerned expectations for the enrollment officer to provide student personnel services, enrollment services, and to perform.personal services for his enrollees. Reliability of the instrument was tested by Hoyt's analysis of variance technique. By this method the internal consistency reliability of the total instrument was estimated at .897. Sub-scale reliability ranged from .hhh to .958. All but two sub-scales were judged to have high enough reliability coefficients for reasonable analysis. Arbitrary values from one to five were assigned to the responses that could be made on each item. The items were worded so that the higher the responses, the greater the expectations for need to be familiar with information or the greater the expectation to provide services. The expectations for the role of the enrollment officer for the different groups were indicated by the mean scores the groups obtained on the items, the sub-scales and the total instrument. The analysis of variance model was used to test for significant differences among groups on the individual items, the sub-scales and the total instrument. Actual 86 significant differences between groups was estimated by Goulden's technique. Agreement within a group was indicated by the variance for a given group on an item, a sub-scale, or the total instrument. The.Analysis and Conclusions The major null hypothesis tested in the study was as follows: There is no significant difference in the expectations that enrollment officers, professional counselors and students hold for the role of the enrollment officer as measured by the instrument developed for the study. sub-hypothesis A was: There is no significant difference in the expectations students from different disciplines hold for the enrollment officer as measured by the instrument developed for the study. sub-hypothesis B was: There is no significant difference in the expectations enrollment officers from different disciplines hold for the role of the enrollment officer as measured by the instrument developed for the study. In testing the hypotheses, the confidence limit was set at the 5 per cent level of significance. The null hypotheses were rejected at that point. Analysis of variance indicated differences at the l per cent level of five of the six sub-scales and on the total instrument. No significant differences were found on 87 one sub-scale. Thus, the null hypothesis could be rejected for five sub-scales and for the total instrument. The sub-scales upon which the major null hypothesis could be rejected were: Sub-scale l Need for the enrollment officer to be familiar with student personnel services. Sub—scale g Need for enrollment officer to be familiar with enrollment information and procedure. Sub-scale 1 Need for enrollment officer to be familiar with information about enrollees. Sub-scale Q Expectations for the enrollment officer to provide student personnel services. Reliability on this scale was so low (.uhu) that care must be taken in interpreting it. Sub-scale 6 Expectations for the enrollment officer to perform.eervices of a personal nature for enrollees. As indicated above, no significant differences were found on Sub—scale 5 concerning expectations for the enroll- ment officer to provide enrollment services. Reliability (.567) was also low for this sub-scale. On sub-scale l and on the total instrument sub-hypothesis B, concerning expectations of the enrollment officers, could be rejected. In both the sub-scale and the total instrument education enrollment officers differed significantly from social science enrollment officers. Sub-hypothesis A, concerning differences among students, could not be rejected on any of the sub-scales or on the total instrument, as no significant differences were found. 88 The conclusions that may be reached from the above are that the different groups, with the exception of students, do differ significantly on their expectations for the enrollment officer's role. This would tend to indicate that role, as measured by five sub-scales and the total instrument, is defined differently by the different groups and that no one set of expectations exists for the role of the enrollment officer. This supports the original rationale of the study, in that it was suspected that one of the difficulties with the enrollment system lay in the fact the role of the enrollment officer is not clearly defined, and that because of the hazy definition conflict situations develop. This conclusion also points to the need for a better definition of the enrollment officer's role. In analyzing the mean scores of the sub-scales it may also be concluded that, as a whole, all respondents had: a. relatively high expectations for the enrollment officer's need to be familiar with enrollment information and procedure as indicated by a mean score of n.67. This conclusion needs little interpretation, as it certainly falls within what is commonly believed to be the role of the "enrollment officer." b. relatively high expectations for the enrollment officer's need to be familiar with information about 89 enrollees as indicated by a mean score of 3.67. This likewise is a conclusion that could be readily anticipated. c. relatively high expectations for the enrollment officer's performance of enrollment services as indicated by a mean score of 3.h6. This conclusion follows that of a, above, although it would appear that the respondents had considerably higher expectations for the need for information about enrollment than for the actual performance of enrollment services. This may be an indication that, by and large, enrollment officers are not as familiar with information about enrollment as they should be. d. relatively high expectations for the enrollment officer's need to be familiar with student personnel services as indicated by a mean score of 3.85. While this conclusion may be made on the basis of the data, it is relatively hard to interpret. It may indicate a need for familiarity with the services so that adequate referrals may be made. It may also indicate that enrollment officers are not as familiar with this area as they ought to be; thus, there is a great need for familiarity. By analyzing the means still further it may be concluded that enrollment officers as a group tend to have higher expectations for the enrollment officer's need to be familiar with information about enrollees than do enrollees themselves. 90 Conversely, it may be concluded that enrollees as a whole tend to have higher expectations for the enrollment officer's need to be familiar with enrollment information and pro- cedure than do enrollment officers themselves. This may reflect a belief on the part of the students that enrollment officers are not actually as familiar with the information as they ought to be. Likewise it may express a belief on the part of enrollment officers that enrollees are not as willing to provide the necessary information about themselves as they ought to be and thus make "good" enrollment more difficult. In any event, it would appear that students expect the enrollment officer to be familiar with enrollment information, but believe that information about themselves is not so important. In analyzing the instrument as a whole, it may be concluded that education students and education enrollment officers express a greater need for familiarity with informa- tion bearing on enrollment and a greater expectation for the enrollment officer's performance of services than do other groups. This would tend to support the idea, commonly express- ed, that educators tend to be more protective, and more willing to work with students than are other groups. Recommendations Several recommendations may be made on the basis of 91 the above conclusions. .They are: a. Since there does seem to be a lack of definition of the enrollment officer's role, a University committee should study the problem thoroughly and define the role of the enrollment officer. The committee should include members of all colleges, and once the role is better defined, should distribute the information to all enrollment officers. Perhaps a "job analysis" might be made for the enrollment officer. b. Since students express a greater need for enroll- ment officer familiarity with information about enrollment and about student personnel services than do enrollment officers, there would appear to be a need for providing enrollment officers with information about enrollment proced- ure and student personnel services. An in-service education program might provide a solution to this problem. c. Students seem to be somewhat reluctant to have enrollment officers become familiar with information about them. Perhaps this is an indication of poor rapport between student and enrollment officer. Students might be informed of the necessity of providing enrollment officers with information about themselves during the orientation program. An in-service education program for enrollment officers might stress the need for good rapport. 92 d. Since enrollment officers of different discipline tend to disagree in many instances, more interaction of enrollment officers of different disciplines is recommended. This might also be a function of an in-service program, in which the role might be better defined. Implications for Further Research The study points out the need for further research in how well enrollees are actually satisfied with the services enrollment officers provide. The expectations for the role, as seen by the enrollment officer, might well be compared with how well satisfied the enrollee is with the role. The role of the counselor, or other student personnel workers might be investigated in a study similar to the one cited here. Students and faculty might be asked to respond to an instrument regarding expectations for the role of the student personnel worker or counselor. Further research might be done on counselor and enrollment officer expectations for the student role. This would be an investigation of the students’ responsibility to be familiar with certain information and services. If an in-service training program is established, another study might be conducted to determine whether it was successful in bringing enrollment officer expectations 93 closer than indicated in this study. Likewise a study might be made of student satisfaction before and after an in-service program. Since this study was conducted on expectations for the role of the enrollment officer at the junior and senior levels only, another similar study might be made of the role of the enrollment officer in the Basic College. Expectations of and for the two groups could then be com- pared. 1. 9. 10. ll. SELECTED BIBLIOGRAPHY American Council on Education. The Student Personnel Point g£_View. 8, No. 13, SeriesIE. Washington, D. 0.: American Council on Education, September, 19u9. 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New York: Ronald Press, 1951. . "Status and Roles of the School Counselor." Personnel and Guidance Journal. 36: 175-839 1957- /._.. APPENDIX A Letter and Instrument Used in the Study 102 Dear I am currently conducting a study of expectations that various groups have for the role of the enrollment officer at Michigan State University. Enclosed is a questionnaire concerning several aspects of the role. I would appreciate it very much if you would complete the questionnaire at your earliest convenience and return it to me in the enclosed envelope. Sincerely yours, Eldon R. Nonnamaker Head Adviser, East Shaw Hall Michigan State University ENROLLMENT OFFICER 105 INVENTORY There are two main parts to this inventory. On the first part you are asked to express your expectations regard- ing facts and information that an enrollment officer need or need not be familiar with. On the second part you are asked to express your expectations regarding services that an en- rollment officer may or may not provide. In both cases, please respond in terms of expectations for an enrollment officer in the Upper Division of Michigan State University. Part I In responding to these items please choose one of the following: ANT absolutely needs to PNT preferably needs to MMN' may or may not need PNN preferably need not ANN absolutely need not Begin each item with, "The enrollment officer." Then, choose the response you think best expresses the need an enrollment officer has for the information contained in the item., Respond in terms of your actual expectations, not in terms of your ideal expectations for the need. Circle the response you select. The enrollment officer: 1. ANT PNT MMN PNN ANN be familiar with the services pro- vided by the Counseling Center and Mental Hygiene Clinic. 2. ANT PNT MMN PNN ANN be familiar with the social rules’ and regulations of the University. 3. ANT PNT MMN PNN.ANN be familiar with the services pro- vided by the Improvement Services. 4. ANT PNT MMN PNN ANN’ be familiar with the services pro- vided by the Placement Bureau. 5. ANT PNT MMN PNN ANN be familiar with the services pro- vided by the Health Center. 6. ANT PNT MMN PNN ANN be familiar with the services pro- vided by the Alumni Office. 7. ANT PNT MMN PNN ANN be familiar with the services pro- vided by the Housing Office. Responses: The enrollment officer: 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 25. ANT PNT MMN ANT ANT ANT ANT ANT ANT ANT ANT ANT ANT ANT PNT PNT PNT PNT PNT PNT PNT PNT PNT PNT PNT PNT PNT PNT PNT MMN MM N MMN MMN MMN MMN 1711:: TN MMN MM N MMN MM N MMN PNN ANN PNN PNN PNN PNN PNN PNN PNN PNN PNN PNN PNN PNN PNN PNN PENN ANN ANN ANN ANN ANN ANN ANN ANN ANN ANN ANN ANN ANN 104 ANT absolutely needs to MMN'may or may not need PNT preferably needs to PNN preferably need not ANN absolutely need not be familiar with the services pro- vided by the student loan program. be familiar with the services pro- vided by the Scholarship Office. be familiar with the student activ- ity program. be familiar with the graduation re- quirements in his area. be familiar with the graduate programs in his area at Michigan State Univ. be familiar with the policy governing academic probation. be familiar with the University grade point system. be familiar with the policy governing transfer from one MSU college to another. be familiar with the policy governing change of major. be familiar with the policy concern- ing adding and dropping courses. be familiar with policy governing the repeating of courses. be familiar with the policy governing re-admission to the University. be familiar with all-university graduation requirements. be familiar with an mmilee's orient- ation test scores. be familiar with an enrollee's extra- curricular activities. be familiar with an enrollee's home background. 105 Responses: ANT absolutely needs to MMN’may or may not need PNT preferably needs to PNN preferably need not ANN absolutely need not The enrollment officer: 24. ANT PNT MMN PNN ANN be familiar with an enrollee's ' vocational objectives. 25. ANT PNT MMN PNN ANN be familiar with any health problems an enrollee may have. 26. ANT PNT MMN PNN ANN be familiar with an enrollee's high school background. 27. ANT PNT MMN PNN ANN be familiar with each enrollee's academic program to date. 28. ANT PNT MMN PNN ANN be familiar with an enrollee's grade point average. 29. ANT PNT MMN PNN ANN be familiar with any emotional problems an enrollee may have. 50. ANT PNT MMN PNN ANN be familiar with any social problems the enrollee may have. Part II In responding to the items in Part II, please choose one of the following: AM absolutely must PS preferably should MMN'may or may not PSN preferably should not AMN absolutely must not Begin each item with the subject, "The enrollment officer." Then, choose one of the above responses that best expresses to what extent you expect the enrollment officer to perform the services mentioned in the item. Respond in terms of actual, not ideal expectations. Circle the response you select. ' The enrollment officer: 51. AM PS MMN PSN AMN work directly with enrollees in solv- ing family problems. 52. AM PS MMN PSN AMN work directly with enrollees in academic difficulty in improving study habits. Responses: AM PS The enrollment 55. 54. 55. 36. 37. 58. 39. 44. 45. AM PS MMN AM AM AM AM AM AM AM AM AM AM AM AM AM PS PS PS PS PS PS PS PS MMN RH!» I N , mm MMN MMN MM N MMN PS Li PS J. P3 PS PS PS PS MMN MMN MMN 1‘.le N 106 absolutely must MMN may or may not preferably should PSN preferably should not AMN absolutely must not officer: PSN AMN work directly with enrollees in secur- ing jobs upon enrollees' graduation. PSN AMN work directly with scholastically quali- fied enrollees in securing scholarships. PSN AMN work directly with enrollees in solving financial problems. PSN AMN interpret orientation test scores to enrollees. PSN AMN keep in touch with enrollees after their graduation. PSN AMN provide enrollees with information about social rules and regulations. PSN AMN work directly with enrollees in help- ing them solve vocational problems. PSN AMN work directly with enrollees in help- ing them find suitable housing. PSN AMN see each enrollee personally for each enrollment. PSN AMN choose elective courses an enrollee may take. PSN AMN see each enrollee personally when an enrollee wants to add or drop a course. PSN AMN limit the credits an enrollee in academic difficulty may take. PSN AMN help uncertain enrollees choose approp- riate majors. PSN AMN help an enrollee plan courses to meet graduation requirements. PSN AMN help an enrollee in scheduling course sections. PSN AMN provide an enrollee with information about withdrawal procedure. Responses: AM PS The enrollment 49. 50. 51. 58. 59. 60. 61. AM PS L'B‘AN AM AM AM AM AM AM AM AM AM AM PS PS PS PS PS PS PS PS PS PS PS MMN MM N MM N 1va N Tiff/IN MMN MMN MMN MMN MMN absolutely'must 107 MMN'may or may not preferably should PSN preferably should not officer: PSN PSN PSN PSN PSN PSN PSN PSN PSN PSN PSN AMN AMN AMN AMN AMN AMN IRATTJ AMN AMN AMN AMN AMN absolutely must not discuss strengths and weaknesses of teachers teaching courses an enrollee plans to take. encourage an enrollee with low grades to change to an easier major. tutor an enrollee if enrollee asks. invite enrollees to his home. go on coffee breaks with enrollees. accept gifts and presents from enrollees. accept pay for tutoring an enrollee. encourage enrollees to meet with him on occasions other than enrollment. write letters of recommendation for an enrollee. establish a friendly relationship with enrollees. investigate if an enrollee claims to have been treated unfairly by another faculty'member. investigate if an enrollee claims to have been treated unfairly by the Dean of Students' Office. In what way or ways do you feel that the enrollment system might be best improved at Michigan State University? APPENDIX B Table of Ranked Mean Scores for Individual Items on the Instrument 109 Table 8.1 Ranked Mean Scores for Individual Items on the Instrument Legend: Mean scores for each item on the instrument used in the study are ranked in this table. Following the rank- ing significant differences among the various groups, as measured by Goulden's technique, are listed. In the table C equals counselors, FE education enrollment officers, MSE math and science enrollment officers, SSE social science enrollment officers, ES education students, MSS math and science students, SSS social science students, and T total. In the last column d is the distance between any two means required for'significance. The symbol ). means significantly greater than. Enrollment officer's need for familiarity with: 1. Services of University Counseling Center SSS 0 EE :33 M88 M33 SSE T ' d 4.47 4.40 4.40 4.15 6.88 5.80 5.77 4.12 .411 C MSS EB 2> MSE SSS SSE 2. Social rules and regulations C EB SSS 'ES MSE SSE MSS T d 5.50 6.29 3.25 3.15 2.91 2.76 2.76 5.06 .477 c SSE EE :> MSS SSS 5. Improvement Services of the University C EB SSS SSE MSS ES MSE T 4.95 4.54 4.46 4.24 4.20 4.08 4.05 4.29 No significant differences Table B.1 (Continued) Ranked Mean Scores for‘ Individual Items on the Instrument M ‘ - -.--.~--——— 110 Enrollment officer's need for familiarity with: 4. Services of Placement Bureau ES 'EE MSS SSS ‘C ' MSE SSE T 4.55 4.55 4.16 4.04 4.00 5.75 5.58 4.02 ES SSS ES > MSE IE 0 > SSE . EE SSE 5. Services of Health Center 0 EE MSE ES SSS SSE MSS T 4.05 5.67 5.50 5.12 5.08 5.05 2.46 5.26 c MSE c SSS ES EE Es > MSS,’ HE SSE- c ) SSS MSS MSS ’ SSE 6. Services of Alumni Office Es SSS C 1583 MSE LE SSE T 5.51 5.29 2.95 2.68 2.59 2.42 1.76 2.75 ES MSS ES EE NSS SSS MSE > SSE SSS > SSE J. ES > NSE SSE GEE ’ . MSE. m 7. Services of the Housing Office EE MSE 0’ ES SSS MSS SSE T 5.27 5.05 2.95 2.92 2.62 2.40 1.95 2.75 m ES MSS MSE SSS > SSE. E > SSE 0 M83 ’ SSS d .495 .621 .651 .662 111 Table B.1 (Continued) Ranked Mean Scores for Individual Items on the Instrument Enrollment officer's need for familiarity with: 8. Services of the Student Loan Office EE 0 MSE ES SSS MSS SSE T ‘ d 5.75 5.65 5.64 5.56 5.55 5.52 2.76 5.44 .405 E SSS . , M88 0 MSS > SSE; IE > SSE MSE 9. Services of Scholarship Office MSS SSS ES m c SSE MSE T ‘ d 4.40 4.17 4.12 5.65 5.60 5.52 2.66 5.96 .455 MSS 12E MSS SSE c SSS c > MSE, SSS > MSE, MSS ) SSE EE ES SSE J ES ) MSE 10. Student activity program ‘EB C ES SSS MSE MSS SSE T d 5.08 5.00 2.96 2.87 2.75 2.72 2.05 2.78 .545 EE ES MSE C SSS MSS > SSE 11. Graduation requirements MSS SSS SSE ES EE MSE C T 5.00 5.00 5.00 4.96 4.95 4.95 4.90 4.97 No significant differences Table B.1 (Continued) Ranked Mean Scores for Individual Items on the Instrument 112 Enrollment officer's need for familiarity with: 12. Graduate programs in his area ES MSS SSS 'EE SSE MSE C 4.92 4.92 4.87 4.75 4.61 4.59 4.55 4.75 ES SS S > C , ES > MSE MSS ) MSS C 15. Policy governing academic probation C ‘EE MSS SSS ES MSE SSE 4.75 4.62 4.60 4.54 4.46 4.41 5.40 4.49 C MSS ES FE SSS MSE > SSE 14. University grade point system SSE EE SSS C MSE MSS ES 5.00 4.95 4.87 4.85 4.82 4.76 4.65 4.84 No significant differences .517 .505 15. Policy governing transfer of colleges within the University MSS ES MSE SSS C :EE SSE T 4.76 4.69 4.64 4.62 4.40 4.25 5.81 4.60 M83 SSS MSS ES 0 > SSE . ES MSE HE J MSE EE SSE d .585 115 Table B.1 (Continued) Ranked Mean Scores for Individual Items on the Instrument Enrollment officer's need for familiarity with: 16. Policy on changing majorS‘ ”ES' MSS SSS C MSE EE SSE T ' d 4.85 4.80 4.71 4.70 4.64 4.46 4.58 4.65 .516 ES ES EB 17. Policy on adding and dropping courses ZEE SSS C MSE ES MSS SSE T 5.00 4.85 4.85 4.82 4.80 4.72 4.71 4.82 No significant differences 18. Policy on repeating courses EE 833‘ C MSE ES MSS SSE T 4.87 4.85 4.80 4.78 4.75 4.72 4.71 4.78 No significant differences_ 19. Policy on readmission to the University ES MSS SSS EE ESE c SSE T d 4.56 4.40 4.21 4.21 5.95 5.65 5.00 4.06 .565 ES EE ES SSS 0 Es MSE ' \‘ SSS c 1133 MSE > SSE . 1163 LE > SSE . MSS >0 . ES / LE SSE SSS C ) J SSE ) MSE 20. All-University graduation requirements MSS SSE MSE ES HE SSS C T ‘ d 4.96 4.95 4.91 4.89 4.75 4.75 4.55 4.78 .569 M83 ESE EE :> c SSE Es SSS Table B.1 (Continued) Ranked Mean Scores for Individual Items on the Instrument .. 114 Enrollment officer's need for familiarity with: 21. Enrollees' orientation test scores EE ES MSE MSS SSE SSS C T 4.42 4.12 3.87 3.78 3.76 3.67 3.60 3.90 No significant differences 22. Ehrollees' extra-curricular activities ET; ES P'TSE FTSS C SSE SSS T 3.54 3.23 3.18 3.12 3.10 2.95 2.79 3.14 No significant differences 23. Enrollees' home backgrounds SE C USE ‘ HSS SSE ES SSS T d 3.42 3.05 2.95 2.72 2.71 2.69 2.46 2.85 .422 HE \ ES PISS . EE 0 / SSS: > SSS SSE 24. Enrollees' vocational objectives IE ::.-ES 3::SE ES SSS C SSE T 4.71 4.64 4.50 4.42 4.42 4.15 4.10 4.43 No significant differences 25. Enrollees' health problems EE USE SSE LS C SSS MSS T d 4.04 3.68 3.67 3.35 3.55 3.29 3.08 3.49 .550 LEE 9 «fig . w SSS C ..SE SST > 1‘0 ) L” > TESS ES Table B.1 (Continued) Ranked Mean Scores for Individual Items on the Instrument 115 Enrollment officer's need for familiarity with: 26. Enrollees' high school backgrounds SSE EE ES M88 M83 SSS C T 3.81 3.54 5.50 5.44 3. 41 3.37 3.25 3.48 No significant differences 27. Enrollees' academic programs SSE EE MSE MSS' Es SSS c T 4.95 4.80 4.75 4.60 4.58 4.42 4.40 4.64 SSE fl \ SSS c LSE . SE EB L / C ~) S ‘>m SSS M38 28. Ehrollees' grade point averages BE SSE MSE ES SSS MSS C T 4.71 4.71 4.64 4.58 4.50 4.44 4.35 4.56 EE EE MSS SSE ”SE > C ‘ SSE c 29. Enrollees' emotional problems EE MSE SSE C SSS 1E3 MSS T 4.13 3.68 3.43 3.25 3.14 3.03 2.76 3.33 E3 SSE >MSS. ‘>E . m) SSS MSS MSE ) USE T7 S S J 30. Enrollees' social problems ‘EE MSE C SSE ES SSS MSS T 3.88 5.50 5.00 2.95 2.69 2.46 2.44 2.98 £3: SSS , . C ES ‘ NSE > MSS ES HE > SSE SSS M33 .507 .264 .398 d .625 116 Table B.1 (Continued) Ranked Mean Scores for Individual Items on the Instrument a: "' —_- Expectations for the Enrollment Officer to: 31. Help enrollee with family problems 12E MSE ES SSE c MSS SSS 'I‘ d 2.54 2.52 2.19 2.00 1.90 1.88 1.67 2.07 .502 ES . c MSE ) SSS E > MSS SSS 32. Help enrollee improve study habits EE ES SSE MSE MSS C SSS T 3.37 3.31 3.14 3.09 3.08 3.05 2.80 3.12 No significant differences 33. Help enrollee secure employment after graduation MSS ES MSE 128 SSE c SSS T d 5.28 5.25 5.05 2.92 2.86 2.75 2.58 2.96 .519 ' MSS ES > SSS 34. Help enrollee secure scholarships ES MSS SSS EB C SSE MSE T 3.96 3.84 3.75 3.67 3.50 3.38 3.36 3.65 No significant differences 35. Help enrollee solve financial problems EE MSS SSS ES MSE SSE C T 3.00 2.68 2.67 2.62 2.55 2.52 2.25 2.62 No significant differences 117 Table B.1 (Continued) Ranked Mean Scores for Individual Items on the Instrument Expectations for the Enrollment Officer to: 36. Interpret enrollee's orientation test scores MSS SSS ES EE SSE MSE c T d 3.84 5.67 5.54 5.42 2.95 2.77 2.55 5.28 .752 M38 ES 0 MSS MSE SSE SSS E > SSS > c MSS > MSE C 37. Keep in touch with enrollees after graduation SSE EE 0 MSS ES MSE SSS T d 5.19 5.12 2.90 2.88 2.77 2.75 2.62 2.89 .494 SSE EE ) SSS 38. Provide enrollee with information about social regulations SSS CE C EB SSE MSE MSS T 2.62 2.54 2.50 2.50 2.19 2.18 2.12 2.38 No significant differences 39. Help enrollee solve vocational problems ES EE SSS MSS SSE MSE C T d 3.73 3.46 3.42 3.28 3.14 3.09 2.80 3.30 .594 ES BE SSS > c 40. Help enrollees find suitable housing EE ES MSE SSS C MSS SSE T 2.46 2.38 2.32 2.25 2.15 2.04 2.00 2.23 No significant differences 118 Table B.1 (Continued) Ranked Mean Scores for Individual Items on the Instrument EXpectations for the Enrollment Officer to: 41. See each enrollee for each enrollment MSS SSS ES C SSE , MSE E T d 4.84 4.67 4.58 4.45 4.45 4.27 4.21 4.50 .492 MSS . MSE SSE SSS > EE MSS > MSE RE 42. Choose electives an enrollee may take MSE SSE ES MSS SSS EB C T 2.59 2.57 2.57 2.36 2.33 2.29 2.00 2.40 No Significant differences 43. See enrollee personally when he adds or drops a course M83 ‘38 SSS MSE ES C SSE T 4.08 4.04 4.04 3.91 3.88 3.85 3.57 3.92 No Significant differences 44. Limit credits an enrollee with low grades may take SSE EE ES MSE SSS MSS C T d 4.19 4.16 4.15 4.05 4.00 3.96 3.40 4.00 .420 SSE ES SSS > C 45. Help an enrollee choose an appropriate major EE M33 M83 SSE ‘ES SSS C T 3.79 3.64 3.64 3.62 3.62 3.25 3.10 3.53 No significant differences 119 Table B.1 (Continued) Ranked Mean Scores for Individual Items on the Instrument Expectations for the Enrollment Officer to: 46. Help an enrollee plan to meet graduation requirements MSS SSS EB SSE ES C MSB T d 4.88 4.79 4.75 4.71 4.61 4.50 4.05 4.62 .233 TESS ”BE ES>MSE. TESS c ) SSS SSE c 333 53 > M335 p MSS > ESMSE 47. Help an enrollee schedule course sections EE SSE MSS MSE ‘ ES 0 .7 SSS T 3.38 3.14 3.08 2.95 2.81 2.80 2.75 2.99 No significant differences 48. Supply enrollee with information about withdrawal EE C MSS ZES SSS SSE MSE T 3.75 3.70' 3.68 3.65 3.62 3.47 3.32 3.60 No significant differences 49. Discuss other teachers with enrollees SSS MSS SSE Es MSE 0 13.13 T * d 2.75 2.72 2.45 2.27 2.25 2.20 1.92 2.56 .552 SSS 0 M83 > E SSS > m 50. Suggest enrollee with low grades change major ESE SSE 0 M33 ES SSS TEE T 3.09 2.95 2.85 2.68 2.54 2.46 2.42 2.70. No significant differences 120 Table B.1 (Continued) Ranked Mean Scores for Individual Items on the Instrument Expectations for the Enrollment Officer to: w 51. Tutor an enrollee ES SSS C ' MSS EE 113E SSE T d 2.46 2.42 2.40 2.56 1.79 1.75 1.62 2.12 .528 ' ES 0 TE ,. SSS 1133 > 113E 303 52. Invite an enrollee to his home C SSE BE MSE SSS MSS ‘ES T d 3.10 2.95 2.71 2.64 2.62 2.44 2.38 2.67 .349 c 4 . ‘ c MSS ESE 11S , SSEIE >33) SSE 7 ES 333} C 7 SSS ESSEE 53. Go on coffee breaks with enrollees 0 SSS [ SSE EE MSS MSE ES T d 5.15 5.12 2.95 2.69 2.68 2.55 2.46 2.79 .418 C r 0 EE ES SSE ES. SSS > 2 SSS 7 MSB MSS 54. Accept gifts from enrollees SSE ES SSS C MSE MSS EE T 1.95 1.92 1.87 ' 1.85 . 1.77 1.68 1.50 1.79 No significant differences 55. Accept pay for tutoring an enrollee ES MSS C SSS SSE MSE BE T d 2.34 2.28 2.25 2.21 2.05 1.77 1.38 2.04 .722 ES 0 _ MSS SSS > FE 121 Table B.1 (Concluded) Ranked Mean Scores for Individual Items on the Instrument Empectations for the Enrollment Officer to: A 56. Encourage enrollee to meet him other than at enrollment ‘EE ES C SSE MSS SSS MSE T 3.71 .3.58 3.55 3.52 3.44 3.29 3.13 3.40 No significant differences 57. Write letters of recommendation for an enrollee SSE HE C MSE SSS MSS ES T 3.86 3.67 3.65 3.59 3.58 3.56 3.23 3.58 No Significant differences 58. Establish a friendly relationship with enrollees c SSS‘ EE SSE MSS ‘ES MSE T d 4.50 4.29 4.25 4.19 4.08 4.00 5.68 4.11 .565 SSS SSE C EE MSS ‘>' M33 59. Check claims of unfair treatment by other teachers SSS SSE MSS EE 0 ES MSE T d 3.46 5.55 5.04 2.92 2.90 2.77 2.59 5.00 .642 SSE: MSE ; SSS y 323 60. Check claims of unfair treatment by Dean of Students Offc. SSS SSE EE MSS C MSE ES T d 3.58 3.47 3.17 3.08 2.85 2.64 2.62 3.06 .727 SSS MSE c SSE ES 333 7 MS]; 33 —-—- o—c—.——...—— -- --o- -g.“ —— ROOM USE ONLY ROOM 133E ONL‘E; ,-