ABSTRACT A PILOT EXAMINATION OF DECISION - MAKING IN THE SMALL COLLEGE SETTING By Annette R. TenElshof The present study was designed to determine whether or not there is a single overall decision making process at the University of Michigan at Flint and to discover who is making which decisions. It was an additional purpose to determine whether students, faculty and student services were involved in the decisions affecting them or related to their respective area. Further, the study would determine how the groups saw themselves and others in the decision making pro- cess. The data was collected in the spring of 1970 by means of a questionnaire designed to provide a method for measuring the decision making process at the Flint campus of the University of Michigan. The questionnaire contained a list of thirty-six decisions which are ‘made on the Flint campus and eighteen possible decision makers. The subjects for the study were faculty, students and admin- istration at the University of Michigan at Flint. All members of the faculty and administration received copies of the questionnaire and students were selected randomly from the student government, student organizations, and student committees and from students who Annette R. TenElshof were not involved in campus groups. By selecting the students from these groups, it could be determined how they saw the role of their group and the role of other groups in the decision making process. Each reaponding subject was assigned to a group for the analysis. It was hypothesized that no difference would be found in the responses for the eighteen possible decision makers and for the thirty-six decisions of the model. It was also hypothesized that there would be no difference in the responses of the faculty, stu- dents and student services as they are involved in the decisions related to faculty and student matters and the area of student ser- vices. A three way analysis of variance was used to identify those who made the decisions at the University of Michigan at Flint. The analysis of variance was also used to test the hypotheses. In ad- dition means and variances of the possible decision making groups were compared. A sociogram was used to observe where the subjects would go to bring up suggestions and new ideas in the university. The results of the study supported the rejection of the first five hypotheses. This suggests that there is a single overall decision making process which can be measured by the analysis of "variance. In addition the investigation shows that the faculty and the academic dean are the most important groups in the decisions related to faculty matters. The study also indicates that students feel that they are the group most involved in the decision related to students and student organized activities. However, the faculty Annette R. TenElshof and administration felt that the office of student services is also important in the decisions which are related to students and their activities. Also, it was found that the office of student services was the group most involved in the decision related to services for students. Finally, in the last hypothesis, the analysis indicated that there was no significant difference in the way that the groups saw themselves in the decision making process and the way that they were seen by others. The ranking of the groups suggests that there is a perceived power structure in the University of Michigan. The power structure is supported by the results of sociogram. A PILOT EXAMINATION OF DECISION - MAKING IN THE SMALL COLLEGE SETTING By k 4 Annette R? TenElshof A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Higher Education 1970 ACKNOWLEDGMENTS I would like to thank and acknowledge those people who have encouraged and supported me through the experience of writing this paper. First I would like to thank those from the University of Michigan at Flint who responded to the questionnaire. I would also like to thank those who cooperated in the research. In addition I would like to acknowledge Dean David French, Associate Dean of Aca- demic Affairs Robert Glenn, and Associate Dean of Student Services Marvin J. Roberson, who directed my thinking in develOping insights in the research and who also supported and gave permission to do the study. Also, particular acknowledgment is given to Dr. LaVern Collet, Associate Professor of Educational Research at the Univer- sity of Michigan who assisted in working out the technical design and the statistical analysis. A For direction and critical evaluation I thank Dr. walter F. Johnson. Special acknowledgment is given to Dr. Eldon Nonnamaker and Dr. Laurine E. Fitzgerald who encouraged me to finish the degree. Particular thanks is given to Dr. Fitzgerald who served as chair- ‘woman of my committee and major advisor for this research and who helped me through the difficult times. Finally, I wish to thank Terry Colvin who did the typing. TABLE OF CONTENTS Chapter I 0 TE ROBLm O O O O O O C O O O O O O O O O The Importance of the Problem . . . . . . Hypotheses for the Study of Governance . Definitions of Terms . . . . . . . . . . An Outline of the Study . . . . . . . . . II. BACKGROUND AND REVIEW OF THE LITERATURE IN THE STUDY OF GOVERNANCE . . . . . . . . . Background in the Study of Governance . . A Historical View of the Role of Admin- istration, Faculty and Students . . . Students, Faculty and Administration in Governance Today . . . . . . . . . The University of Michigan at Flint . . Review of the Literature in Organization and Administration . . . . . . . . . . General Models of Organization and Administration . . . . . . . . . . . Educational Theories of Administration in Higher Education . . . . . . . . . Review of the Literature Related to the Present Study . . . . . . . . . . III. DESIGN OF THE STUDY . . . . . . . . . . . . Sample for the Study . . . . . . . . . . The DeveIOpment of the Questionnaire . . The Development of the Decisions in the Questionnaire . . . . . . . . . . The DeveIOpment of the Decision Making Model for the Questionnaire . . . . . The.Administration of the Questionnaire . The Hypotheses of Study . . Methods of Analysis . . . . Limitations of the Study . seroooooooooo Page I-l O‘O‘UIH 18 30 - 43 43 50 53 57 57 57 58 64 82 85 85 90 91 Chapter IV. V. BIBLIOGRAPHY APPENDICES Appendix A. B. ANALYSIS OF RESULTS . . . . . . Examination of the Hypotheses Hypothesis 1 . . . . . . . Hypothesis 2 . . . . . . . Hypothesis 3 . . . . . . . Hypothesis 4 . . . . . . . Hypothesis 5 . . . . . . . Hypothesis 6 . . . . . . . The Analysis and Observations of the Groups . . . . . . Sociogram Results . . . . . . Frequency Count Results . . . Who Is Making the Decisions . CONCLUSIONS AND IMPLICATIONS . . Sunmary........... Findings and Conclusions . . The Importance of the Results melications of the Results . Page 92 92 92 93 94 104 116 129 129 133 135 137 139 139 140 144 147 151 158 163 10. 11. 12. LIST OF TABLES Correlation of Preliminary and Final Questionnaire . . . . . . . . . . . . . . . . Prestudy e Responding Groups Mean Score for each Perceived Maker: Ranking of Groups . . . Measure of Variance for the Reaponding Groups in the Preliminary Questionnaire . . . . . . . Analysis of Variance of Mean Scores on the Possible Decision Makers of the Model . . . . Analysis of Variance of Mean Scores on the Decisions in the Questionnaire . . . . . . Analysis of Variance of Mean Scores of the Cells of the Questionnaire for Responding Groups 0 O O O O O O O O O O O O O O I O 0 O 0 Decision No. 1, Faculty Tenure, Response Mean score 0 O O O O O O O O O O O O O O O O 0 Decision: Faculty Tenure -- The Differences Between Means Using the "T" Test with Faculty Chairmen as the Base Group . . . . . . . . . . Decision No. 2, Faculty Appointments, Response Mean Score 0 O O O O O O O O O O O O O O O O 0 Decision: Faculty Appointments -- The Dif- ferences Between Means in the "T" Test Using the Faculty Department Chairmen as the Base Group N-64 . . . . . . . . . . . . . . . . . . Decision No. 12, Teaching Load of Faculty, Response Mean Score . . . . . . . . . . . . . Decision 12: Teaching Load of Faculty - The Differences Between Means Using the "T" Test 'with Departmental Faculty as the Basic Group N-64 O O O O O O O O O O O O O O O O O O O O 0 Page 84 87 9O 93 93 94 96 95 98 97 100 99 Table 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Page Decision No. 13, Teaching Assignments of Faculty, Response Mean Score . . . . . . . . . 101 Decision 13: Teaching Assignments of Faculty -- The Differences Between Means Using the "T" Test with Departmental Faculty as the Basic Group N864 . . . . . . . . . . . . . . . 102 Decision No. 17, Teaching Methods in the Class- room, ReSponse Mean Score . . . . . . . . . . 103 Decision 17: Teaching Methods in the Class- room--the Differences Between Means Using the "T" Test with Departmental Faculty as the Base Group N-64 . . . . . . . . . . . . . 104 Decision No. 22, Faculty Promotions, Response Mean Score 0 I O O O O O O O O O O O O O O O O 105 Decision 22: Faculty Promotions -- The Dif- ferences Between Means Using the "T" Test with the Departmental Faculty as the Basic Group . . . . . . . . . . . . . . . . . . . . 106 Decision No. 5, Recognition of Fraternities and Sororities, Response Mean Score . . . . . 107 Decision 5: Recognition of Fraternities and Sororities -- The Differences Between Means Using the "T" Test with SGC as the Base Group N-64 O O O O O O O O O O C O O O O O O O O O O 1 09 Decision No. 14, Recognition of Student Organ— izations, Response Mean Score . . . . . . . . 108 Decision 14: Recognition of Student Organiza- tions -- The Differences Between Means Using the "T" Test with SGC as the Base Group . . . . . 110 Decision No. 20, Membership on Student Com- mittees, Response Mean Score . . . . . . . . . 111 Decision 20: Membership on Student Committees -- The Differences Between Means Using the "T" Test with SGC as the Base Group . . . . . . . 112 Decision No. 26, Choosing Club Advisors, Res- ponse‘Mean Score . . . . . . . . . . . . . . . 113 vi Table 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. Page Decision 26: Choosing Club Advisors -- The Differences Between Means Using the "T" Test with Student Clubs as the Base Group N.64 O O O O O O O O O O O O D O O O O O O O O 1 1 2 Decision No. 29, Club Rules and Regulations, Response Mean Score . . . . . . . . . . . . . 115 Decision 29: Club Rules and Regulations -- The Differences Between Means Using the "T" Test with SGC as the Base Group N864 . . . . . . . 114 Decision No. 31, Use of Student Funds, Res- ponse Mean Score . . . . . . . . . . . . . . . 117 Decision 31: Use of Student Funds -- The Differences Between Means Using the "T" Test with SGC as the Base Group N-64 . . . . . 116 Decision No. 4, The Status of Deficient Stu- dents, Response Mean Score . . . . . . . . . . 119 Decision 4: The Status of Deficient Students -- The Differences Between Means Using the "T" Test with Student Services as the Base GroupN‘64...o.............. 118 Decision No. 6, Financial Aids and Scholar- ships, Response Mean Score . . . . . . . . . . 121 Decision 6: Financial Aid and Scholarship -- The Differences Between Means Using the "T" Test with Student Services as the Base Group N-64 . . . . . . . . . . . . . . . . . . 120 Decision No. 7, Special Service Programs for Students, Response Mean Score . . . . . . . . 122 Decision 7: Special Service Programs for Students -- The Differences Between Means Using the "T" Test with Student Services as the Base Group N-64 . . . . . . . . . . . . . 123 Decision No. 15, Student Discipline, Res- ponse Mean Score . . . . . . . . . . . . . . . 124 Table 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. Decision 15: Student Discipline -- The Dif- ferences Between Means Using the "T" Test with Student Services as the Base Group N=64 O O O O I O O C O O C O O O O O O O 0 Decision No. 28, Student Rules and Regula- tions, ReSponse Mean Score . . . . . . . . Decision 28: Student Rules and Regulations -- The Differences Between Means Using the "T" Test with Student Services as the Base Group . . . . . . . . . . . . . . . . . . Decision No. 32, Admission Standards, Res- ponse Mean Score . . . . . . . . . . . . . Decision 32: Admission Standards for Stu- dents -- The Differences Between Means Using the "T" Test with Student Services as the Base Group . . . . . . . . . . . . Responding Groups Mean Score for each Per- ceived Decision Maker: Ranking of Groups Responding Groups Mean Score for Each Per- ceived Decision Maker: Ranking of Groups Responding Groups Mean Score for Each Per- ceived Decision Maker: Ranking of Groups Groups or Individuals Listed as Being Able to Change a Policy, or Start a New Program Frequency Counts in Percentages for Role in Decision Making and Number of Decisions for Each Perceived Decision Maker . . . . Decision No. 3, Addition of New Courses to the Curriculum, Response Mean Score . . . Decision No. 8, Selection of Department Chair- man, Response Mean Score . . . . . . . . . Decision No. 9, Allocation of Secretaries, Response Mean Score . . . . . . . . . . . Decision No. 10, Faculty Salary, Response Mean Score . . . . . . . . . . . . . . . . my. Page 125 126 127 128 127 130 131 132 134 136 163 164 165 166 Table 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. Decision No. 11, Allocation of Equipment, Response Mean Score . . . . . . . . . . . . . Decision No. 16, Selection of Academic Dean, Response Mean Score . . . . . . . . . . . . . Decision No. 18, Off Campus Speakers, Res- ponse Mean Score . . . . . . . . . . . . . . . Decision No. 19, Departmental Budgets, Res- ponse Mean Score . . . . . . . . . . . . . . . Decision No. 21, Membership on Faculty Committees, Response Mean Score . . . . . . . . . . . . . Decision No. 23, College Budget, Response Mean score 0 O O O O O O C C O O O O O O O O O O 0 Decision No. 24, Allocation of Rooms and Space, Response Mean Score . . . . . . . . . . . . . Decision No. 25, Choosing Academic Advisors, Response Mean Score . . . . . . . . . . . . . Decision No. 27, Planning for Campus Expan- sion and Growth, Response Mean Score . . . . . Decision No. 30, Travel Budgets, Response Mean Score . . . . . . . . . . . . . . . . . . Decision No. 33, The College Calendar, Res- ponse Mean Score . . . . . . . . . . . . . . . Decision No. 34, Degree Requirements, Response MeanScore...c.............. Decision No. 35, The Kinds of Programs, Res- ponse Mean Score . . . . . . . . . . . . . . . Decision No. 36, Financing Special Projects, Response Mean Score . . . . . . . . . . . . . Page 167 168 169 170 171 172 173 174 175 176 177 178 179 180 LIST OF FIGURES Figure Page 1. University of Michigan - Flint Structure withAnnArbor............... 39 2. Flint Line - Staff Chart . . . . . . . . . . . . 41 CHAPTER ONE THE PROBLEM The purpose of this study is to determine if there is a single overall-process for decision making in the small college and to discover who is making which decisions. The decision making process is a complex system with many different individuals in the college having a voice in the process. THE IMPORTANCE OF THE PROBLEM The problem of decision making is one that is of concern in higher education. At this time a theory of decision making or govern- ance, which is applicable to the small college or university, has not been developed. As Richard Peterson says, "What we need is a theory of higher education, or better still, a theory grounded in facts, to serve as a basis for authority."1 Since research is needed to formulate theories, those in higher education must do research. However, very little research has been done in the areas of governance to discover what is happening in the college, and "governance is problematic at the present time first of all because the rapidity of growth keeps probleme ahead of the c0ping mechanisms, formal and informal, that a campus traditionally possesses or can create 1Richard Peterson, "Reform in Higher Education--Goals of the Right and of the Left," Association of American Colleges, 55th Annual Meeting (January 15, 1969), 1. and make effective in a few months or years."1 Research is needed in the area of governance, in colleges and universities; the most important area seems to be descriptive research. "The research that most needs to be done at this time, in my view, is essentially descriptive and analytical, rather than evaluate or exper- imental; and research on broader problems, even with relatively crude methods of investigation, is more important now than on narrower issues susceptible to greater methodological control."2 Further, then, what are some of the basic questions which need to be answered about the governance of higher education? Logan Wilson lists some of the basic questions, "Who Egg decides what? Which facets of governance are sources of dissatisfaction, and for whom? What changes are being proposed, and why? How can their feasibility and desirability be assessed? What are the implications for prOposed changes?"3 Wilson continues, "It is my guess that on the average cam- pus few persons can answer this first question. If anyone has ever made a thorough-going empirical study of how decisions are now reached on a single American college or university campus, I am unaware of it."4 This need to identify the decision makers is supported by Roger Heynes when he says, "We must identify the major decision making points."5 1Kerry Smith Ed., Stress and Campus ReSponse (San Francisco: Jossey-Bass Inc., Publishers, 1968), 197. 2Terry Lunsford (Ed.), The Study of Academic Administration (Boulder, Colorado: Western Interstate Commission for Higher Education, 1963), 4. 3Logan Wilson, "Changing University Governance," Educational Record, L (Fall 1969), 388. 4Ibid,, 389. 5Kerry Smith (Ed.), Op.cit., 170. Various peeple have tried to compare the college system of governance to other processes of administration to better understand the decision making process of the college and university. To define the administration of the university, they have turned to business, government and public services. Wallis discusses the college as carrying out its functions "through a system of caste status and tradition, as in a beehive or a feudal society; or through a system of orders from an individual at the t0p by way of a hierarchy of ranks, as in an army or an authoritarian government or through a network of directions and regulations, as in a bureaucracy or a mercantilist state or through individuals following their own judgements, as in a traditional university or a laisse-faire economy."1 More general observations relate to a centralized or decen- tralized system. Anderson and Stroup call the university a bureaucracy. They feel that "Colleges . . . meet the conditions . . . for bureaucra- cies."2 Max Weber also calls the university a bureaucracy, but qualifies it by saying that the college is a Special form of bureaucracy because the faculty has an influence on the administration in the decision mak- ing process. The form of bureaucracy related to the college is called "Collegial" by Weber. John Millett, however, feels that "ideas drawn from business and public administration have only very limited applicability to colleges 1Robert Morrison, The Contemporary University: USA (Cambridge: Houghton Mifflin, 1966), 39. 2Herbert Stroup, Bureaucracy in Higher Education (New York: The Free Press, 1966), 38. and universities."1 Further he states that "the colleges and universi» ties have built up a practice of community as the fundamental basis of organization."2 Millett is trying to define a theory of organization and administration which is limited to the college. There is little agreement on the nature of the governance of the academic community. Many believe the colleges and university are "a log rolling anarchy within which various interest groups--facu1ty, students, administrators, alumni-work out compromises and accommoda— tions at points of contact in order to be left free to invest most of their time in various forms of privatism.”3 In spite of the divergence, "the various groups in academe still have enough in common to provide the basis for a meaningful community, and this can be achieved without the sacrifice of diversity."4 Historically, colleges and universities had two different origins for governance. The French colleges had the central premise "that the academic government belongs in the hands of professors and only profes- sors."5 The English and the Germans followed this pattern also. However, in the Italian universities the students held all the administrative posts in the late middle ages. "Eventually . . . the civil authorities took 1John Millett, The Academic Community (New York: McGraw Hill Book Company, Inc., 1962), 4. 21bid., 61. 3Warren Martin, "The University as Community," Educational Record XLVIII (Fall 1967), 322. 4Ibid. 5Nielson, Oswald, University Administration in Practice (Stanford: Graduate School of Business, 1958), 7. over by appointing what we would today call boards of trustees."1 The American colleges followed both patterns to a limited extent. Most American colleges have a governing faculty and a board of trustees. HYPOTHESES FOR THE STUDY OF GOVERNANCE Generally stated the hypotheses for the study of governance in a small college would be first that a measurable process exists in the decision making process and secondly that certain individuals or groups in the academic community make certain decisions. The second general hypothesis is subdivided into three general subhypotheses. These sub- hypotheses would be: 1. If the decisions are related to the faculty, the faculty will be most active in the decision making process. 2. If the decisions are related to the students, the students will be the most active group in the decision making process. 3. If the decision involved services to students or students, the student services division will be most active in the decision making process. Another general consideration in the study is the way one group perceives another group in the decision making process. The hypothesis to be considered is that a group perceives itself as having less influence in decision making than other decision makers. A basic supposition of this study is that the analysis is a method of measuring the decision making process of a small college. In addition, the students, faculty, and administration of the college have a role in the decision making process. 11bid., 8. DEFINITIONS OF TERMS A number of terms will be used through the paper. These terms will be defined. According to Webster, "governance is equated to gov- ernment, which is defined as "the body of persons that constitutes the , governing authority of a political unit or organization." For governance in education the word political should be deleted. "Administration," which is closely related to governance and will be used interchangeably, is defined as "a body of persons who administer." To "administer" is "to manage affairs of." Since decision making is one of the important facets of the study, there is a need to understand how it relates to administration and thus also to governance. Lester does this by stating, "The forms, mechanisms, and acts of making decisions are commonly called administra- tion."1 Therefore, when the study mentions administration, it means decision making and governance. AN OUTLINE OF THE STUDY In chapter one the problem is presented, the importance of the problem is discussed, the hypotheses for the study are stated, and the terms used in the study are defined. The second chapter examines the historical background and sociological information, the University of Michigan at Flint and the literature relevant to governance in higher education and the present study. Chapter three outlines the method for analysis of the data, the deve10pment of the list of decisions and the model for the questionnaire, and other information relating to sample, -—_ 1Lunsford, op. cit. validity, reliability, and the initial questionnaire. In chapter four the data are analyzed through the examination of the hypotheses. The results made it possible to analyze the data to determine who is mak- ing process. The final chapter suggests the conclusions and the impli- cations of the study. CHAPTER TWO BACKGROUND AND REVIEW OF THE LITERATURE IN THE STUDY OF GOVERNANCE This chapter has two basic parts, the first is the background information in the study of governance and the second is the review of the literature. BACKGROUND IN THE STUDY OF GOVERNANCE To begin the study of academic governance, background historical and sociological information is necessary. The important background in- formation will be given through the study of the historical background in the roles of administration, faculty, and students; an analysis of the present situation on the college and university campuses; and an examination of the University of Michigan at Flint where the study orig- inates. This historical background shows what roles the faculty, students and administration have had in the deve10pment of the patterns of govern- ance up to the present. In the second section the present goals of the students, faculty and administration are discussed as they relate to the governance of the college and university. Since the pilot study has been done at the University of Michigan Flint Campus, it is important that a descriptive picture of the campus be presented to encourage an under- standing of the nature of the institution. A HISTORICAL VIEW OF THE ROLE OF ADMINISTRATION, FACULTY AND STUDENTS The colleges in the United States used the patterns of the colleges in England in develOping their structure, Specifically Oxford and Cambridge. A charter for the early colleges was needed from the throne of England. Although the colleges were strongly based on the English system, the need for colleges arose out of a need for trained men in the ministry and an educated peOple: "The two cardinal principles of English Puritanism . . . were not religious tenets but educational ideals: a learned clergy, and a lettered pe0p1e."1 Although the faculties were desirous of the academic freedom of the German universities, it would be some time before they were to realize this dream. For along with the religious origin came a strong Puritan ethic and relationship to the church. The separation of the college from the church took many years to accomplish, even though a few of the early universities were able to function separately. Thus, the faculty were strongly controlled by the Puritan heritage and did not achieve true academic freedom until the twentieth century. The role of the student, faculty and administration changed dur- ing the development of the college. After considering the religious origins, we will look at the role of faculty, students and administration as it has develOped to the present. The Religious Origins The original purpose of the colleges was to train men for the ministry, for "A world that lends the deepest expression of its purposes 1Samuel Eliot Morison, The Founding of Harvard College, (1936), 45. 10 and its goals in the scripture cannot afford to ignore the training of its Biblical expositors."1 The only men who would be able to lead the young men in the religious life would be pastors. Thus, in the early years of the colleges most of those who were on the faculty were min- isters who considered their position in the college to be the call of God. Therefore, "each group (religious) sought to set up an institution of higher learning to provide godly leaders in the church and state."2 The reSponsibility of the faculty was to help the men find God. Therefore, morning prayer, evening prayer and chapel were a very important part of the day. The nature of the early college with its Puritanism and strict discipline made it a paternalistic institution, for "The agency that best served the purposes of the collegiate way was paternalism, whether in conscious ordering of the college regimen or in the informal relationships that grew up between faculty and student in the smaller colleges."3 The students were subject to the watchful eye of the faculty and the president in matters of behavior and academic competency. As ' many of the students in the early college were very young, this does not seem unusual. The students were in their early teens and their parents were often many miles away. Transportation being what it was, made it rather difficult for the parents to visit the students often. The pater- nalism of the early college is the foundation of the present doctrine of injloc0parentis.4 1Frederick Rudolph, The American College and University (New York: Alfred A. Knopf, l962),6 . 2Earl Cairns, Christianity through the Centuries (G. R. Zondervon, 1958), 400. 3Rudolph, Op. cit., 103. 4Rudolph, Op. cit., 104. 11 The faculty were subject to the college president and the board. They were employed and fired often by the whim of the president and the board; therefore, they had to stay in the good graces of the president and the board to maintain their position. Thus, the faculty had to avoid issues which were not in line with the Protestant Ethic or they could be fired. Their freedom of speech was only applicable where it did not interfere with the religious affiliation of the college. The administration of the colleges were different, but most of them maintained the structure of the president and a very powerful board. Using the pattern of Oxford and Cambridge, they formed a corporation.1 Thus, "from the very beginning of higher education in American shores the principal agencies of administration were a president and board of control."2 In order to understand the structure better let us look at Specific examples in the early colleges. Yale was instituted as a corporation by the board of trustees. Then the board selected the president. However, the power rested with the board. "Yale was not the only college to mistrust the potential power of its principle academic administrator."3 Princeton and Harvard were based on a similar pattern. The board wanted to maintain a strong hand in the affairs of the college to insure that the president would adhere to the fundamental teachings of theology and have the students disciplined in a moral way. Although Harvard began with the strong board of control, by 1826 the faculty had gained control over admissions, student discipline, and —¥. 1John S. Brubacker and Willis Rudy, Higher Education in Transition (New York: Harper & Row, 1968), 31. 31bid., 27. Ethics... 26- 12 cOnduct of instruction.1 While Harvard had to evolve into this admin- istrative structure, William and Mary gave the faculty 8 more prominent position from the beginning, as the "Founders of William and Mary kept EurOpean tradition of a self-governing faculty more clearly in view."2 When the University of Virginia was founded by Jefferson in the 1820's, Jefferson clearly thought through the principles of governance and tried to give the faculty and the students a voice. This position was unique at the time, but again in university deve10pment, as in so many other areas, Jefferson was ahead of his time. The corporation of the University of Virginia accepted Jefferson's recommendations; however, after Jefferson's death they reverted to the patterns of the other colleges. "While in general the control of higher education in America be- came lodged in a president and a board of governors, there can be little doubt that, as between the two, ultimate control lay with the board."3 The president's position, even with strong control of the board, should not be underestimated. As the president was the only administrative officer, he therefore had control over most of the immediate decisions of the college. As Schmidt says in the Old Time College President, the president was the greatest single force in college life. In order to stay in office the president and the board had to think very much alike. If they did, the president became a very power- ful force in the Operation of the college. In fact, when looking back at early presidents, they stand out more clearly than any other group. The students feared the president and the faculty looked to him for authority. Thus the president could become a very powerful figure. —‘ 1;b1d,, 30. Ibid., 26. 31bid., 27. l3 Reform in the Colleges As reform came to the colleges, the position of the students began to change. The students were older and were no longer willing to accept the strong hand of the president over them. By the 1870's "the vigor of the extracurriculum was proof that the undergraduates had succeeded in assuming significant authority over college life and that as a result they had become a remarkably important element in the power structure of the American college."1 The students had moved away from the early religious societies to debtaing clubs or literary societies. In the societies they prized reason and as a result published their own literary magazines and also built large libraries for their societies. In fact, many of the literary society libraries were larger than the college libraries. Soon after the literary societies, the social fraternities were formed. The first fraternities were formed in the late 1820's but did not become a strong force until the 1850's. The fraternities gave institutionalized escapes for drinking, smoking and card playing. All activities, which were frowned upon by the boards, presidents and faculties, became the center of fraternity life. Eventually the students formed their own student governments. They initiated honor societies, honor codes and student judiciary systems. The students were ready to make their own decisions and to participate in the activities of their own choosing. They used organizations outside of the college control to bring about change, but, nevertheless, they were building their own system. fl 1Rudolph, op. cit., 156. 14 Although the president was losing control over the students, "he was gaining his power over the faculty."1 The faculty during this period was probably at its all-time low in power. According to Rudolph, in some colleges two-thirds of the faculty were clergy who were willing to sub- mit to authority and felt little need to gain power. The president be- came the authoritarian head and was the locus of prestige, pride, and power in the college. During this period a major curriculum change occurred. In some cases the change was brought about by the president and the board, as was the case at the University of Virginia. In other colleges and universities the faculty decided that they wanted to see a curriculum change. The students were disgruntled with the trivium and quadrivium and felt the need to have a more practical academic program. Thus, the sciences were added to the curriculum and the elective system was initiated. Probably the democratic feeling of participation and relevance in the Jackson administration increased the need for change. While in some cases the faculty were instrumental in bringing about the change in curriculum, in many cases they objected strongly to the new form of curriculum. This illustrates that in some universities the faculty were achieving strength in decision making about curriculum and in others they were under control of the president and the board. However, it was this change of educational attitude in curriculum which would bring the faculty to its strongest position. During the years 1890-1920 "faculties found they were almost powerless."2 At this time a number of faculty were relieved of their positions for their views on creation, on the war, and on theology. _‘ 1Rudolph, Op, cit,, 165. 2Brubacker, Op. cit., 368. 15 Faculty_Finds,l§s Position in the College With the change in curriculum came changes in the faculty struc- ture. The faculty began to develop a departmental structure and there- fore departmental loyalties. Whereas previously the faculty had been expected to teach all the courses in the college curriculum, now they were Specializing in a field because of the increase in knowledge. They began to feel more loyalty to those who were in the same field than they did to those in the college. Contact was necessary with those in their own field in order to stay well informed on the new developments and research. As the need to keep abreast in the field became important, learned societies were formed. These societies provided the faculty with Oppor- tunities for discussion with other faculty members. The first such organization was the American Philological Association formed in 1869, and the second was the American Chemical Society, formed in 1877.1 The professor was becoming a professional. Pressure was being placed upon the individual faculty members to "publish or perish." At the turn of the century the recruiting of faculty became important. The basis of choice was the person's reputation in his field and particularly what he had published. In 1915, with the formation of the American Association of University Professors, the professor had arrived as an academic man. He was a professional. The purpose of the AAUP was to develop and protect a standard which the faculty had defined. The organization would also be able to protect the individual professor from the rest of the college 1Brubacker, Op, cit, 16 organization and to help him develop his rights on the campus. Thus, a basis of professorial authority had arisen. The first matter that the AAUP had to consider was the matter of orthodoxy versus academic freedom. The first declaration of the AAUP "asserted the prime nature of the academic calling is to deal first hand . . . with sources of knowledge. To discharge this function pro- perly professors must be free to come to conclusions about knowledge unaffected by factors which are irrelevant to the validity of the know- ledge."1 The second statement of the AAUP was that "the professor's main responsibility is to society and not to the governing board."2 Finally it stated that "the professor should be free to broadcast the fruit of experimental ideas both inside and outside the classroom and both inside and outside of his academic chair."3 These were momentous assertions for the AAUP at this time. It had taken positions on the most important policies of the nineteenth century college. The problem now was to stand by its statements and to implement them in the colleges. For a number of years these assertions were not enforced; but, as the need for faculty grew, the faculty members could teach at the college of their choice. Thus, academic men were able to exert pressure on the college which did not conform to AAUP guidelines. Tenure soon became important to the AAUP. For, once the pro- fessor had tenure, it would be difficult for the college to remove him. Tenure insured the faculty members position even if the view were con- trary to the orthodoxy of the puritan ethic. When the colleges accepted tenure, they had in effect accepted the statements of the AAUP; for the * 2 1Brubacker, Op. cit., 320. Brubacker, Op. cit. 3Brubacker, Op. cit. 17 faculty would then have the academic freedom of the German university and the protection of tenure. Meanwhile, the students continued in the collegiate way. More activities were develOping and more organizations were forming. Athletic events were growing into interschool rivalries. At some colleges com- munity governments of students, faculty, and administration were being developed--for example at Antioch. Antioch initiated a program of practical experience to reinforce the classroom learning. The students continued to participate in the system of extracurriculum. Students began looking at the Operation of the college and trying to discover their position in it. The administration was becoming more diversified. In addition to the president, a number of new positions were being added to the administration. The academic dean and the business manager became aids to the president. Because the colleges were growing and strong pater- nalism could no longer be exerted, the principle of in locggparentis existed in the form of counseling centers, student services of housing, cafeterias, placement and financial aid. The student personnel division began to care for the needs of the students. The administrative staff was growing to keep up with the growth of the college and the new func- tions that it had to carry out. Growth of the college gave new responsibility to the students, the faculty and the administration. They all became occupied with the 1 growth and their own system. The integration of the three did not come about, however, for they all functioned in their own Sphere. Each Broup was beginning to see directions for itself. 18 Because the faculty member was in demand, he could set up his own criteria for a job and if he were good, the law of supply and demand would keep his value high, for the supply was lower than the demand. STUDENTS, FACULTY, AND ADMINISTRATION IN GOVERNANCE TODAY Governance in the college and university today is in a dif- ficult position. Students, faculty, and administration seem to be getting in each other's way in the achievement of their goals. Faculty represent attitudes reflective of the community at large. The administration of a public college or university has the reSponsibility to the coulnunity, legislature, students and faculty to keep the university or college operating. The students on the other hand have many pressures upon them from their parents, from the faculty members, and from their own consciences as to what they feel should be. These and other forces are at work within the groups. In addition there is the interaction between groups. The most logical organization seems to be to consider and com- pare each group. Thus, the first group to be examined is the student group, the second the faculty group, and the third the administration. The Students In the student world today there are many forces in Operation: the radical students, the student middle--the silent majority--and the right wing. The groups may have similar goals, but their methods are different. In addition, various racial groups have their demands and desire for leadership positions in the college community. 19 The first group to be considered is the radical or left wing. The students for a Democratic Society will be observed as a repre- sentative group of the left. The movement's first statement was made in Port Huron in 1962 when Thomas Hayden stated, "Each person should share in those social decisions determining the quality and the direc- tion of his life."1 From the Fire Next Time some of the basic concerns of SDS can be noted: "There is a monster in this world. A monster whose wealth has been built by systematically gaining control over nearly every country, raping their resources, enslaving their peOples, and extracting their wealth for the profit of a few rich Americans . . . . We call this monster imperialism and we say it must be destroyed."2 Other state- ments include "The imperialist ruling class maintains its power by a network of miseducation and lies, the biggest of which is racism. We are taught in a thousand ways to be racist."3 Continuing on the author says, "In SDS we believe that the only solution to the problems of imperialism is a socialist revolution. Liberal reforms which do not change the basic structure of society will not end the exploitation of working peOple by the rich. If we are to be free, the imperialist monster which totally controls our economic and social lives must be totally destroyed and replaced with socialism."4 He eXplains that "by a socialist revolution we mean the complete reorganization of America. ‘Workers will control the goods and wealth they produce."5 1"Port Huron Statement," (New York: Students for a Democratic Society), 1969, 2. 2Editorial, "Who We Are and Where we're At" Fire Next Time (Chicago: Students for a Democratic Society), Vol. 1, No. 1, 2. 31m. 2. 4mm 2. 5m 2. 20 The SDS has sworn "its support for the Black Panther Party and their essentially correct program for the liberation of the black colony. Its commitment to defend the Black Panther Party and the black colony against the vicious attacks of the racist pig power structure. Its commitment is to join with the Black Panther Party and other black revolutionary groups in the fight against white national chauvinism and white supremacy. Its total commitment is to the fight for liberation in the colony and revolution in the mother country."1 SDS and other campus groups have led in the fight for students' rights in the decision making process of the college and the university. The first struggle came at Berkely in the form of the Free Speech Move- ment. Other struggles are taking place at many campuses throughout the country. Some campuses that have received national publicity include Columbia, Cornell, San Francisco State, University of Michigan, and Kent State. Various campus groups have led teach-ins on the Viet Nam.War, on social and campus issues. They have initiated marches on Washington. They have aligned themselves with black students for greater black en- rollment, black studies programs, and financial aid for non-whites. Curriculum reform has been demanded as one of the overdue changes. ROTC, recruiters, and research related to the military-industrial complex have all been attacked on many campuses. Harold Taylor summarizes the situation under the following three points: 1. "A refusal to accept any longer the social and intellectual control of those in the society who give them no part in making decisions about what society should be." 1Editorial, "The Black Panther Party," New Left Notes (Chicago: Students for a Democratic Society), April 4, 1969, 3. 21 2. "A demand that the obsolete university curriculum, con- trolled by the academic faculty and made in the interests of the faculty be subject to drastic reform." 3. "An assertion that freedom to think, to Speak, to act, to learn, to invest oneself in a new kind of life which Opens up the future, is the right of youth and the ientral values which must animate social and political change." Edward Salowitz divides the demands of the activist into three areas with more specific definitions. "The activist students are demanding that the corporate structure of institutions of higher education take positions on such subjects as relate to the war in Vietnam. Included in the question of the war is the concern with conscription, classified research, Dow Chemical recruiting, class rankings and the morality of war itself. "The second set of issues deals with the question of academic reform. Included under this heading are In Loco Parentis, drugs, living arrangements, impersonality of education, decision making, lack of attention from instruction- al staff, grades, evaluation of faculty including hiring, promoting and firing. Also included in this area of demands are concerns for relevancy in the curriculum. "The last set of issues dealing with race relations pro- vided the mechanisms and the current tempo of activism. Here one finds such issues as aid to the cultually and racially disadvantaged, discrimination in hiring, housing and social activities and the need to provide relevant course material for the black man so that he can learn about his cultural heritage in order to develop his own sense of cultural pride. "2 To Salowitz's last set of issues the consideration of social problems in general should be added, not just those which are related to race. This would include environmental control, land usage, abortion and others. The students are asking the university to take a stand: "They seek to draw the university as such officially into the endorsement, the 1Harold Taylor, Students Without Teachers: The Crisis in the University (New York: McGraw Hill, 1967), 25. 2Edward C. Salowitz, "Contemporary Student Activism,"‘Michigan College Personnel Association Journal, Winter 1970, VI, 2, 8. 22 teaching and organization of programs for social reform and/or revolution of the society on whose largesse and support the university ultimately de- pends."1 The university has a tradition of discussing the issues in a free manner. All points of view have been accepted and either reinforced or rejected. However, the students "are prOposing that universities cease making a fetish of objectivity and neutrality and become ideological in- stitutions."2 The student middle is a vital group in the college and the univer- sity. Often, however, it seems that this group is the silent majority. They are the students who wish to pursue their education; they seem to have vocational goals. This is the group of students who have traditionally been in student government and student activities. These students also are searching for a new kind of university. Their methods, however, are dif- ferent. They are the students who have been the leaders in giving students membership on faculty committees. As the students take their positions on faculty comittees, they find that the only result is that of boredom. Through the committee the students had hOped to form stronger relationships with the faculty member. Students "are demanding of administrators, and particularly of teachers, that they join with students to establish that 'community of scholars' one hears so much about and so seldomsees."3 They want to feel that they are part of the community, but they are finding it difficult when the faculty have many other interests, most of which are more important than students. 1Sidney Hook, "Conflict and Change in the Academic Community." Papers Prepared for NASPA 52nd Annual Conference, 1970, 12. 21bid., 12. 3 ‘Marvin B. Freedman, "Roots of Student Discontent," Beyond Berkeley (Cleveland: WOrld Publishing, 1966), 239. 23 The Yale News has recently had articles on the student position in the university which reflects the student middle: "While we should rightly participate in decision-making in our community; neither by background, nor expertise, nor interest are we equipped to oversee its day-to-day governance."1 He continues, "Yale offers us an Opportunity to reflect, to examine ourselves, to ask ourselves what we can do to overcome the wrongs we see around us. That is our obligation and privi- lege here--to pursue truth where we are now most free so that tomorrow we can work to liberate ourselves and our society where we are not."2 The student middle is not satisfied with the society as it stands. The students from the middle society want to have a place in and change it through the position they will eventually hold. Thus, in the college and the university setting, he is striving to develOp the skills which will make him able to bring the change about when he has the Opportunity. The altruistic soul of the student reflects a need for all men to par- ticipate in the wealth of the society. This same desire shows up in his own world where he wants to participate in the academic comunity which seems to have so much control over his life. The student is at the bottom of the hierarchy in the academic world with multitudinous regulations over his life and the possibility of failure ahead in the test he is to take. Therefore, he can feel for the Oppressed, for he sees himself as one of them even if it is only temporary. The student world is given its "challenge to duplicity; to their often intensely idealistic call for integrity; to their obvious distress 1Editorial, "For a Rational University," Yale Daily News, January 26, 1970, 2. 21121.4. 24 at the dissonance that they hear and encounter, in their lives at univer- sities."1 What the students hear ideologically and what they have exper- ienced does not fit with what they see in the real world. They cannot help but question the adult world which has not been able to cope with the problems. "There is no question that students resent being treated as adolescents when adults have not demonstrated their ability to resolve community and world problems."2 The desire for freedom rises strongly within the college student. He wishes to be able to say what he feels is right, to do those things which meet his needs and to participate in issues which affect his life. The students have challenged the society, the adult world, the faculty, and the university. The college and the university are searching for means to cope effectively with the challenges of the student. During the two-week strike during March and April in Ann Arbor, Robben Flemming was able to use the bargaining techniques which have been part of the union-management contract negotiations for many years. Court orders have been used on some campuses. Hewever, an adequate form of student partici- pation in the university has not been found. The power struggle, whether it is between student and administration or university, or generation and generation, continues on various campuses as new student demands are placed upon the university. The Faculty The faculty has established its position on governance. When 1Benson Snyder, "The Dissonance of Change," Papers Prepared for NASPA 52nd Annual Conference, 1970, 23. 2Williamk. Butler, "The Meaning of Community--One Point of View," NASPA Journal, VII No. 3 (January, 1970), 136. 25 the issue is raised, the faculty have the AAUP statement on governance which suggests the appropriate areas for faculty governance. However, the faculty members who have been in an institution for some time seem to know what powers they should have. The 1966 statement of the AAUP indicates that the faculty should have primary authority in "such funda- mental areas as curriculum, subject matter and methods or instruction, research, faculty status, and those aspects of student life which relate to the educational process."1 The statement continues, "The faculty sets the requirements of the degrees offered in courses, determines when the requirements have been met, and authorizes the president and board to grant the degrees thus achieved."2 The statement continues "the faculty status and related matters are primarily a faculty responsibility; the area includes appointments, reappointments, decisions not to reappoint, promotions, the granting of tenure and dismissal."3 Later the report states the "faculty should actively participate in the determination of policies and procedures governing salary increases."4 When a college or university does not meet the requirements of the AAUP, the case is discussed in the AAUP BULLETIN. A list of these institutions is maintained by the AAUP. Any faculty member considering an inatitution on the list should investigate the situation before going there. To determine what the faculty does when the institution is challenged let us examine what happened in the Berkeley situation. 1"Statement of Government of Colleges and Universities," AAUP Bulletin, LII (December 1966), 375. 21bid. 3Ibid. 4Ibis. 26 According to Nathan Glazer, "At the start the faculty for the most part looked on as detached and neutral outsiders."1 As the crisis at Berkeley developed, the faculty tended to side with the students against the administration. In an analysis by Paul WOodring he states that "when their demands bring students into conflict with administra- tive authority, the faculty is prone to side with the students--for professors everywhere are distrustful of administrators."2 A further problem rises when the students ask for control over academic policies, better teaching, more contact with faculty members and less emphasis on faculty research. These kinds of demands bring students into direct conflict with the faculty and the faculty's claimed areas of governance. For it is usually the governing faculty and faculty committees who determine academic policies and faculty status, not the administration. "If students are to have more influence over university affairs, faculty members will have less."3 As the students are making their demands upon the faculty, the faculty has not met the challenge for academic reform. "Faculty conservatism is everywhere in higher education an inhibitor of innova- tion. Not because they are incapable of change, but because they have led circumscribed lives--have you ever thought of the university as an intellectual monastery--and therefore, the faculty that government and industry have not yet exposed to the world of advanced technology and those sheltered from the nation's social malaise are likely to be in- 1Nathan Glazer, "What Happened at Berkeley," Beyond Berkeley, 02' Cit. , 59. 2Paul WOodring, "Who Makes University Policy?" Beyond Berkeley 02. Cit. p 147. 3mm. 148. 27 sensitive to the need for change."1 Until the faculty wake up and realize where the students are, for the colleges and universities are dependent upon the cooperation and support of the student, the univer- sities are endanger of losing their existence. Academic reform is one of the most important issues confronting the faculty. The struggle up to this time has been between students and administration; however, the faculty are becoming involved as they have failed to be innovative and experimental in their teaching methods and in their relationships with students. The more serious problem "is that the many faculty have no sense of the possible, no substantive acquaint- ance with what is already going on in innovation and experimentation."2 The Administration The administration is often considered to have most of the power in the university. However, its role is considered to be very different by different groups. During the Berkeley crisis Starobin stated, "In a literal sense, the administration is merely there to make sure the side- walks are kept clean. It should be the servant of the faculty and stu- dents."3 John A. Peoples states that "the primary function of the chief administrator is to establish and maintain standards and conditions underwhich others in the organization may make decisions."4 1Warren Byrsn Martin, "The Development of Innovation: Making Reality Change," NASPA Journal, VI No. 3 (January 1969), 118. 2m 119. 3"The Berkeley Affair," Beypnd Berkeley. 0 Cit . 35- 4John A. Peoples, Jr., "A Rationale for Decision‘Making," E2 Academic Administrator 1967 Proceedings, Sumner Semiar Texas AGM, 34. 28 Others have called the administration the consensus seeker and mediator. Roger Heyns disagrees with this by saying, "Educational leaders must be more than consensus seekers and mediators. Our problems about goals arises in part from the fact that our educational leaders have not had the authority to go with their ideas and many of them stOpped having ideas."'l Gary Walz considers that the new role of the administrator is to be that of conflict resolver. From the statements it seems that the administrator has many roles. The Berkeley free speech movement is an example of the position of a campus administrator. While Clark Kerr was gone, the Regents made and announced the decision about the Bancroft strip through the Dean of Students. When the campus went out of control the Dean of Students was asked to leave. Eventually, after the next crisis, Clark Kerr was asked to resign when the crisis was not settled. "Administra- tors, many of whom are but academics temporarily in different roles, have been subjected to worse strains, and yet they are often deemed expendable by their erstwhile colleagues. Deans are thrown to the wolves, but the wolves are beginning to understand that the real enemy is the professoriat, not the administrator."2 If a crisis on campus is not resolved adequately, a member of the administration may be asked to resign. Because of the pressure upon those in administrative positions, particularly the presidency in many institutions of higher learning, their positions are not filled. The demands of the responsibility cannot be compensated for by financial 1Roger Heyns, "Stress and Administrative Authority," Stress and W, on cit. , 172. 2Fitz Stern, "Reflection on the Internal Student Movement," Papers Prepared for NASPA 52nd Annual Conference, 1970, 36. 29 means. On April 1 and 2, 1970, after the Ann Arbor confrontation and demands, the Ann Arbor News and The Flint Journal were questioning whether Robben Flemming should remain in the presidency of the Univer- sity of Michigan because of the way he handled the BAM situation. With the students making the demands on most of the campuses in the country, the administration must do some careful evaluating. "University administrators increasingly must be careful not to confuse the demands of students that can lead to anarchy on the campus with the desire to participate freely in the great social movements of our time, and the request to contribute a responsible voice in university matters that concern themdirectly."1 The university administrator along with the faculty and students will have to make decisions about their roles in governance if the university is to continue. The students, the faculty and the administration are setting power goals, some consciously, some unconsciously and some situationally. The question will be: how can these individual goals be integrated into goals which are acceptable to the majority of college and university groups? As the power goals are related to how the decisions are pre- sently being made, it becomes important to know who is making which decisions in the college and the university. After the decision makers are known, then the process can be analyzed to determine if the decision is being made in the best place or if some further or more expanded decentralization should take place to provide more opportunity for more peOple to participate in the decisions affecting them. 1James Cass, "What Happened at Berkeley," Beyond Berkeley 020 Cit: , 24o 30 THE UNIVERSITY OF MICHIGAN AT FLINT The Flint College was established in 1956 as the sixteenth college of the University of Michigan and the first college outside of Ann Arbor. It was established in COOperation with the Flint Junior College to enable students to complete four years of college work in Flint. Flint College expresses the common desire of the University of Michigan and the community for an institution of high academic Standard which also meets the particular needs of the region it serves. Historical Background of the Flint College In the early 1950's a group of civic leaders began discussing the possibility of enlarging the college Opportunities in the Flint com- munity beyond what was already offered on a two year basis through the Junior College. Mike Gorman and Don Johnson were the two citizens of Flint who began the initial discussions with the University of Michigan. They had the backing of many other prominent Flint citizens, including Charles Stewart Mott and Roy E. Brownell. They felt that they should turn to the University of Michigan because of the strong extension pro- gram which was already present in the Flint area. David M. French was appointed Dean of the college in the year 1955 and came to Flint to begin preparation for the institution. Robert Plummer came to join him halfway through the first year. "During its initial year the Flint College used classrooms and offices made available to it by the Flint Junior College. The Mott Memorial Building was com- pleted and occupied in 1957."1 1Flint College Student Handbook, (Flint: Student Government and the Student Services Office, 1969), 1. 31 The college offered an upper division program with the third and fourth years. This would make it possible for a student to complete his college program in Flint, by doing his freshman and sophomore work at the Flint Junior College. When the college Opened in 1956, the initial class had 173 stu- dents and a faculty of ten members. A few statistics might indicate the type of students who were part of the first class. The first class had 100 men and 73 women, 25% of the students were veterans, 45% of the men and 47% of the women were married, 22% were making normal progress in their college program, 50% graduated from high school before 1950, 12% graduated from high school in the 1920's and 1930's, and the average age in the first class was over 29. The areas of concentration of the first students were elementary and secondary education 49%, social sciences and history 17%, business administration 16%, and science 11%. The students primarily were graduates from Flint and Genesee county high schools 68%, some came from other areas in the state of Michigan 14%, and the remain- ing students came from high school outside of Michigan 16%.1 The first ten faculty members who came to Flint College were members of the Ann Arbor faculty who wanted to participate in the found- ing of a new college. They were all PhD's who wanted to have close re- lationships with students on a small campus. They wanted to teach students; thus, from its inception the faculty of the University of Michigan at Flint were concerned about teaching. At various times in the history of Flint College the State Board of Education threatened to close all branches of state universities. The 1 Letter from Robert Plunmer to Dr. Bradner, October 12, 1956. 32 community of Flint and the Flint College alumnae became disturbed over the direction Of the state board and used political pressure to maintain the Flint College. The Flint College was very important to the city as it was the only liberal arts degree granting institution within 45 miles of Flint. General Motors Institute had been in Flint for 25 years; how- ever, it offered only a technical program. In 1965, in Spite of outside pressures, the first freshman class was added to Flint College and in 1966, all four classes were represented. This drOpped the average age of the students to 26 and 25 reSpectively.1 The Flint College was changing and growing. A new library was completed in 1960, and the college faculty grew to about 75. Presently, the University of Michigan at Flint has graduated 2150 students. A chancellor for the Flint Campus is about to be appointed. Mr. Charles Stewart Mott has given the college $1.2 million for the pur- chase of seventeen and one-half acres of land in the inner city for the purpose of building an urban university which will be serving the needs of an urban community. Three academic buildings, one administration building and a student center will be built in the next five years to house a projected student body of 6,500. A graduate program will be in- corporated into the Flint program with the extension service and the UM Flint under a chancellor for the college. The Influence of the University of Michigan in Ann Arobr on Flint College As Flint College is a part of the University of Michigan, the philOSOphy of the University of Michigan at Ann Arbor will be considered 1Enrollment Statistics Flint College. 33 in its relationship to the Flint campus. This philOSOphy of the Univer- sity of Michigan in Ann Arbor cannot be fully understood without looking at its early years. The man most influential in develOping the philOSOphy which was to govern the campus to the present was U of M's first president Henry Philip Tappan. Tappan was from the east and came to the University of Michigan to be its first president because he had a theory of university education which he wished to develOp in an institution which did not al- ready have a directional philOSOphy. When Tappan made the move to Ann Arbor, his friends in the east questioned his going to the new frontier. However, he was a man with a dream which seemed to be ahead of his time. It was this dream which caused the Board of Regents to ask him to leave after eleven years of service. Tappan's goal for the university closely followed the model of the German University. In his first commencement speech he announced what the plans for the university would be under his direction: "He recommended the lecture system . . . And he would institute a scientific curriculum."1 His approach to undergraduate and graduate education was explained in the following way: "The undergraduate course, after all that can be done to perfect it, is still limited to a certain term of years, and nec- essarily embraces a limited range of studies. After this must come pro- fessional studies and those more extended studies in science, literature and the arts, which alone can lead to profound and finished scholarship. 1Howard Peckham, The Making of the University of Michigan 1817 - 1967 (Ann Arbor: The University of Michigan Press, 1967), 36. 34 A system of education established on the Prussian principles of education cannot discard that which forms the culmination of the whole."1 As the university was to be an investigating institution as much as a teaching institution, Tappan advocated ”That a university professor should engage in research as well as teaching, and indeed that his students Should participate to some degree in his research."2 Although Tappan was never to carry out his plans to the extent that he dreamed, the man who did begin to realize the dream of Tappan was James Burrill Angell who became the president of the university in 1871, for "It was the work of Dr. Angell to build, and to build well, upon the foundations already laid."3 In an analysis of the Situation Wilfred Shaw noted, "While it has come to be no reproach upon the fame of Dr. Tappan that he failed in just this particular, it is the great achievement of Dr. Angell that he succeeded. He made Michigan the model for all suc- ceeding state universities."4 ' Because the Prussian or German model was so important to the American colleges, "there was a fundamental attachment to the graduate faculty of arts and sciences, to the idea of a body of scholars and stu- dents pushing forward the frontiers of pure knowledge."5 The desire for pure knowledge was one of the most important goals for the University of lBurkeA. Hinsdale, Historygof the University of Michigan (Ann Arbor: Published by the University, 1906), 43. 2Howard Peckham, op. cit., 36. 3Wilfred Shaw, The UniverSity of'Michigan (New‘York: Harcourt, Brace and Howe, 1920), 65. 4Ibid., 65. SFrederick Rudolph, 02. cit., 334. 35 Michigan. The scholarly approach and the research of the faculty emulated the model of the Germans first envisioned by Tappan and brought into being by Angell. It is this scholarly concern and departmental interest in research that Dean David French sees as the philOSOphy of University of Michigan Ann Arbor which overlays the philOSOphy of the Flint College. As many of Flint's first faculty members came from Ann Arbor, they too desired to extend UM's atmOSphere and philOSOphy to the new campus. A selected group of students who will work closely with the faculty in research and in the classroom is the vision of Flint College. As is stated in the Flint College Catalogue, "from its beginning in 1956 it has represented the combined efforts of the University and Flint community to develOp a distinguished educational program for young peOple and adults of out- standing ambition, ability and potential for future leadership."1 The catalogue continues "students increase the knowledge of a particular discipline by concentration in a chosen subject or group of subjects.”2 The Ann Arbor catalogue shows a similar vain: "As one of the nation's major institutions, the college is able to offer to a large, yet select, number of young men and women an unparalleled Opportunity to develOp their intellectual capabilities."3 The statement continues, "In all these activities the faculty and students who comprise the College are committed to the pursuit of excellence."4 1The University of Michigan Flint College Catalogue (Ann Arbor: The University of Michigan, 1969-70), 10. 2Ibid. 3The University of Michigan College of Literature, Science, and the Arts (Ann Arbor: The University of Michigan, 1969-70), 5. 4Ibid. 36 Thus, the desire for superior scholarship and academic excellence has become a part of the University of Michigan at Flint as it tries to follow the University of Michigan in Ann Arbor, in the tradition of the German University. Although the graduate extension center has never been fully integrated with Flint College, the faculty look forward to the time when graduate education will be integrated in the curriculum. The faculty see the university as did Tappan who placed much emphasis on graduate education. The Administrative Structure The original institution had two administrators, the Dean of the College and the Director of Student Affairs and Services. The next addi- tion was the business manager. The woman faculty member was appointed Dean of Women. During the first several years of the college the faculty felt that the Dean of the College was authoritarian in his relationship with them and that he did not share the decision making with them. An exe- cutive committee was appointed to share in the decision making with the Dean of the College. Six faculty members were appointed to be executive committee. The first executive committee had five Ann Arbor faculty members and only one Flint College faculty member. The executive committee is formed in the following manner. Each year two members are appointed by the dean to a three year term on the executive committee. The dean chooses the faculty members from a list of four names presented to him by the faculty. The Faculty votes to arrive at the four names. The person with the highest number of votes 37 does not necessarily receive the appointment; however, up to this time the dean has always chosen the faculty with the highest number of votes. During the fall of 1969 the younger faculty members did not feel that they had enough influence in the decision making process. They felt that the older members of the faculty made all of the decisions. AS a result of their concern, a committee of the whole was set up to discuss with the administration the desires of the younger faculty. The younger faculty members viewed the executive committee as an in group of faculty who made all the decisions and the dean of the college as a figure head having very little power over the institution. The faculty members pre- sented a prOposal that new executive committee members not be department chairmen. This prOposal was passed by the governing faculty. Before this time almost all executive committee members were department chairmen. The Dean of the college has set up a number of ad hoc committees to consider problems as they arise. Presently, the institutional planning committee is an important group as it is recommending action for the ex- panding role of the University of Michigan at Flint. A citizens advisory committee has been established in Flint to recommend to the college the direction it Should take. However, much of their role has become that of a pressure group both on the state legis- lature and the board of regents. The purpose is to bring about the growth of the college and to enhance its image. Three of the initial strong supporters of the college are on the board, Don Johson, C. S.‘Mott, and Roy E. Brownell. The University of Michigan's basic policies about faculty and students govern the campus at Flint, but most of the day-to-day decisions 38 are made in Flint. Until the end of 1969 these decisions had to pre- sented to the university regents and Allan Smith, the Vice President of Academic Affairs. (See Figure 2) Recently, the Dean of the Graduate School, Spurr, was made a Vice President in charge of Rackham, Flint and Dearborn. Although most decisions concerning Flint College are now presented to him, budget matters pertaining to the Flint Campus are still routed through the Vice President for Academic Affairs. With the expansion of the Flint College and the purchase of a new campus a chan- ‘cellor will soon be appointed, and the hierarchical structure will pro- bably change again. Flint's new status will also be reflected in its financing; which has previously been based on an allocation from the Ann Arbor budget. This year Flint will be given its own line item.in the budget coming from the state legislature. The Faculty Structure The faculty includes the members of the teaching staff, the prin- cipal administrative officers and the librarian of the Charles Stewart Mott Library. Any of these people may be given the privilege of attend- ance at the faculty meetings, but they must meet the requirements of the governing faculty in order to vote. "The governing faculty of the Flint College shall be in charge of the affairs of the Flint College . . . It shall provide the necessary courses of instruction in the several branches of learning within the jurisdiction of the college. It shall prepare suitable requirements for admission, curriculums and graduation, which shall become effective when approved by the Board of Regents."1 1The University of Michigan Faculty Code, 25.02 39 wuouumzvuowosmu u u n . ucfiah usflHm .auooumoa .Eanxomm pom uaooamoum moa> muammm< oasmomo< pom usooaaoam ooa> ona< cc< ucooamoum muammom mo oumom mom”? 22¢ EH3 méoagm HzHHm .. 253:9": ho :HmEHZD H NMDUHM 40 The governing faculty of the Flint College includes the members of the staff who are professors, associate professors, and assistant professors. (See Figure 2, page 41) Only those faculty who have PhD and EdD degrees are eligible for a vote in the faculty and these faculty members are the only faculty members who are eligible for ranks of pro- fessor, associate professor, and assistant professor at Flint College. The officers of the governing faculty include the chairman and the secretary. The Dean of the College chairs the meetings of the governing faculty. The faculty elects one of its members to serve as secretary for a term of one year. The secretary is responsible for the minutes, the elections, special reports, and all official actions of the faculty. He also sets the agenda for the meetings. The faculty has eight standing committees which help to carry out the business of the governing faculty. These include committees on academic standing, admissions and scholarships, curriculum, the library, student affairs, public affairs and publications. The summer interim committee acts for the governing faculty during the period of the summer program. Students have five members on the student affairs committee and two vot- ing members on the other committees. The present full-time faculty has 54 PhD's or EdD's and 18 members with MA's. Areas of evaluation for faculty are good teaching, involvement ‘with students and publications. Good teaching at Flint College is rewarded by promotion. The Student Structure The student government has four officers, six standing committees, an independent election commiSSion and a student judiciary. The student 41 muu< Hoummne Doc—Owuow mocoaum Hauauaaom muom one Hmwoo m mwoao;ummm Suwanee uonmcsoo ucoaoumam mowmsmcmq mowaoaoom mowfiomasoo >MMumHm amaawcm HOHOMCDOO mUH< HmHUGMEwh COVHNODVM mmocwmsm MOHOmcsoo mfiowmmwao< zaumeonu mwoaoam ou unmumamm< coahfimsu .ueoo mammoSDm mo ammo amen anmomo< g wouuHEEoo o>wu=ooxm #1 : amen mouuHEEou \ \ muomw>o< maouwuao \ x \ wcawmaouam one Ho::0mwom mo wmuooaan mmow>umm awoawam mo nouooufin Humane: mwoawmnm unnumfimm< umwmcmz mascumam xufisomm wawcuo>oo HM¢EU hhom pompouw mm.o cowumaoauoo maoouu omufiammuooo zuasomm mo asouu :H moouuHEEoo poopOum moofiu uoomouw mammoOom zuHoomm wcaouo>ou oouquEou huaoomm oouuHEEoo o>wuoomxm mowmmo mmoowmom suspense .uamm unmanno>oo ucoooum moow>uom ucomoum .umon zuHsOmm coon owEommo< cowumuumwcwam< omoaaoo mo coon monuoe m.cmEumoem HHmuo>o zuaoomm mm.o oowumflounoo mooouo mouwcmwuoc: xufisomm mo esouu cH moouuHEEoo ucooOum mucoooum moofio uoopoum oowmmo mmoofimsm uaoficuo>ou “Condom oouuaasoo muaoomm muasomm .umon muaoomm wcwcuo>ow moow>nom pompoum cowumuumwo«8m< ooehwmzo .uaoo mouuHEEoo o>wuoooxm coon owaoomo< oonHoo mo coon cosmos m.:mEumomm cowumuumeaEmm mo.o cowumaouuoo mesouw nonacmmuoca >uaoomm mo ozone CH mOOuuHEEoo ucopoum mnoau ucopoum muoovouw cowumuumwofi5m< wouuAEEoo zufioomm muaoomm wcfiouo>ou oowmmo woodwmom ucoEouo>oo odomSum zuaoomm .umoa coshwmzo .uaon mouowEEoo o>wu=ooxm coon owEommo< moow>uom ucomoum omoHHoo mo anon Hzmzzmm>ou HZMQDHm mmDOmU mo quMZHmommm moo .84 3. 1.3. .34 .24 Ta. 3. o 84 84 .34 o S. 2. 2353 449.88 .84 24 S. S. .24 on. o o 84 S4 84 2. 4m. 2. 3833 3 4m .3. .3. 8. 2. me. am. .3. o 2. o 3:8 3... .84 as. .3. 1:4 .24 84 o 2. m4. m4. 58 22.3... S. S. S. .34 3.4.24 0 o 3. 2. .38 233... u.. . .. . n. . .. . .. an. O mm. mm. munovflum .84 mm 3. fl 3. .24 o o mm o o ages... 44825 .24 fl 2. .914. .3. 84 o o 34 o 2. .uawv «Baas... 2. Mod. 0 .34 2. .24 2. o malflfn4 on. o o o .RNAOSE .84 mad... o m3. 4... 84 2. o 84 fl an. o o 2. 80.xuaaodaon .544 a m... 3 on. me. o o M94 fl mm. o o o 83834553 cm W m Wu m We m W W W W... m m. m... «95.5 mamocamoa mm,,. 2:2. 1 1:1 3 u u u m. u -408 8383.. meoom zen: mmzommme amazes 3.53m NHNHMaoouom I moaxmz nouuaoon ca nouaamooo wagon mo vo>woouom I s 8. .84 R. 8'4 2. .34 2. o .24 .24 .8. o o 2. as; .98 .omm Hamuo>o mm. 2mm. mm. .No.4 24a. .HO.H 44. o 23m.4 «mn.4 2mm.4 o o 34. uaovoum Haouo>o me. .w4.4 *oo.4 .m3.4 2mm. *3a. m4. 0 *w4.4 ¥w4.4 *om.4 o o o uuaovsum on an 48. .3m. 48. .on.4 no. .88. mm. o 48. 28.4 .eo.4 84. o .4. .3540 sum .24 .84 .3. .24 on. .24 o .2. .24 .24 .24 o 2. 2. 58 “Scam «m~.4 no. 33. *No.4 sm¢.H Hm. o o ¥N0.H ann.4 «mm.4 ms. 0 ma.. u.>ou u60e5um .m~.4 .oo.4 .Ne.4 .No.4 .oo.4 .oo.4 o o .om.4 .Ne.4 .on.4 o 84. o .uaoeaam .8. mm 2. 8.2 8. .84 2. o 31o..~..2.4 8. 2. o 2. 2338.4 44896 48. .812. 8. fl 8. NH O o “4.84 2. 2. o 2. .sgv 8288.4 .8. $4M 2. fl 2. 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W W W meaouo mumps—3634 a m Mi 2... a m. m g m m M. m. -..a....w........umm i a s mmoom z4oouom I 0a4xqz oO4m4ooo n4 0ou4=msou 0:400 mm vo>4oouom I 2 an. 200.4 00. 205.4 200.4 2mN.4 0 44. 200.4 20N.4 mm. 0 0 0 600.0 .aum .umm 44muo>0 00. mm. 00. 240.4 200.4 240.4 0 04. 204.4 200. 20~.4 0 0 m4. ucomoum 44muo>0 04. 00. 200.4 204.4 2n~.4 204.4 04. 0 200.4 40. 200. 0 0 0 uuaovaum on 4M 204.4 mm. 00. 200.4 00. 204.4 .0 0 200.4 2n~.4 200.4 0 m4. 04. 00:40 sum 0 0 00. 200.4 00. 200.4 0 «a. 200.4 40. 240.4 0 0 0 aaoo uconoum 40. mm. mm. 00.~ 240.4 n0.4 04. 04. 200.4 204.4 200.4 0 0 04.. u.>ou unavaum 00. 00. 250.4 250.4 240.4 200.4 0 0 200.4 200.4 200.4 0 0 m4. mucovaum 200. 2mm.4 mu. 00.4 200.4 200. 0 cu. 40.4 200.4 0N. 0 0 0 80¢.0 ooh 44ouo>0 mo. .84.4 mm. 28.2; no. .oo.4 84. n2. m2.4 4m. 48. o o o .22 N v «cum 8 0.4 48. 82.4. 84. .om.4 o .28.4 o o n~.~ .28.4 33. o o o ..2 N A 00.. 240.4 2N0.4 04. 50.4. 00. m0. 0 40. 204.4 04.0 0 0 0 0 Eco .xu 0 .50 .uaon 40. 200.4 00. 00.0. n~.4 40. 0 mm. 200.4 200.4 mm. 0 0 0 :O4umuum4c4am< .... a a. m m. m .... m. w m w .... e ..... .22. 2.2.2... as a o .O A .d n s a s m n n n a no no mm .a nu a. n. I, u u. no no a. no so a a m o m. a a a a m .. o u .2... .. 1.1 m o M u w M n -4000 02.43.34 88m 282 820.482 .3488 ac 98.4 8458.4. .2 62 2054040 44 m4m4oouom I 0:4xmz aO484oo0 a4 mou4=8ooo 0:4om 8m vo>4oouom I 2 8 84. 88. 444m 83. .82.4 8 8 .24.4 88. 88. 8 8 24. 888.8 .888 .084 44ouo>0 84. 8 .88. 4444 88. .22.4 8 8 .28.4 38. 22. 8 8 82. 88.8888 44ouu>8 8 88. 33. .88.4 82. .84.4 .8 8 82. 48. 88. 8 8 8 88888888 88 48 84. 84. 82. 48.2 88. 4844 .8 8 .24.4 48. .88. 8 8 88. .8848 888 84. 82. .28.4 .82.4 .88. .mmum 84. 84. 82. .38. 88. 8 8 48. 8888 88o8888 0 0 00. m~.N 00. 200.4 0 0 200. mm. 00. 0 0 04.. u.>oo unavOum 82. 8 .84.4 .83.4 .82.4 .88.4 8 8 .48.4 88. 88. 8 84. 84. 88888888 8 88. 34. 88.2 84. 88.4 8 8 .32.4 83. 8 8 8 8 888.8 .82 44828.8 8 33. 8 444m 8 .88.4 8 82. .88. 84. 8 8 8 84. .u» 2 v 88.2 8 882 8 84. 84. 884m 48. .88.4 8 8 88. 84. 84. 8 8 8 .H8 2 x 28.2 82. 84. 82. 4844. 8 88.4 8 8 .88.4 48. 8 8 8 8 ace ..8 8 .88 .uaon 8 88. 84. 8844 82. .24.4 84. 84. 88.4 .24.4 8 8 8 8 88.88.88482588 . 81181 8 . 8 8 8 4... 2.. he... 82888 8388 28888822 .2488... 88 8228828483 82488382 .84 .82 28484828 04 04009 102 TABLE 14 DECISION 13: TEACHING ASSIGNMENTS OF FACULTY -- THE DIFFERENCES BETWEEN MEANS USING THE "T" TEST WITH DEPARTMENTAL FACULTY AS THE BASIC GROUP N=64 GROUP MEAN T Departmental Faculty 1.85 Business Office and Student Services 0 13.40* Students 0 13.50* Academic Dean 1.24 1.58 Faculty Chairman 2.93 -5,24* iJI the teaching assignments of the faculty members. The next decision that will be considered is teaching methods in the classroom. From the table it can be noted that the faculty members luave the right to decide what teaching method they wish to employ.. (See Treble 15, Page 103) The faculty chairmen seem to have a role in consul- tation but even that seems relatively low. In testing the difference lletween means of the departmental faculty and all other groups, the dif- ference is significant for all groups. (See Table 16, Page 104) Another decision related to faculty is faculty promotions. (See Table 17, Page 105) From this table it seems that the executive committee and the academic dean are involved in the decisions relating to faculty promotions. The Dean of the college and the department chairmen are per- <=4oouom I 0:4xmz a0484oo0 c4 0884:8ooo 0:480 88 vo>4oouom I 2 8 82. 28. .24.4 32. 4440 8 8 88. 88. 22. 8 8 28. 888.8 .888 .oom 44muo>0 04. 00. 200. 200.4 200.4 00.4 0 0 00. 43. 00. 0 0 30. ucuvsum 44muo>o 8 88. 88. .88. .88.4 88.2 ‘84. 8 84. 8 48. 82. 82. 88. 88888888 88 48 04. 00. 204.4 203.4 230. 80.4 .0 0 230. 00. 00. 0 0 00. 80:40 sum 04. 00. 200.4 00.0 204.4 00.4 00. 04. 00. 40. 00. 04. 04. 33. £300 unocnum 0 0 33. 230. 200.4 .Mmdm 0 0 00. 00. 00. 0 0 04.. u.>ou unavaum 04. 04. 200.4 204.4 204.4 200.4 04. 0 40. 04. 00. 0 0 00. mucovaum 0 00. 84. 200. 03. 03.0 0 0 03. 00. 0 0 0 00. 50¢.0 ooh 44ouo>o 84. 8 84. .88.4 88. mmqm 8 84. 84. 84. 8 8 8 88. .08 2 v 48.8 8 884 8 88. 8 .88. 48. 0040 84. 8 48. 84. 8 84. 8 33. .88 2 x 88.2 0 40. 0 40. 04. 04.0 0 0 00. 33. 0 0 0 04. 800 .xu a .£0 .umon 04. 00. 00. 204.4 00. 40.0 04. 0 200.4 00. m4. 0 04. 00. cO4uouua4a450< cm W m m m8 W8 W... W W W W”. m. m. m... 80:95 044.448.38.834 W. W. 8 m. l m... .4 . -.....82..48 82888 238: 88.48.4882 4288288348 284. 24 88884.8: 0 4 04044.4 82488384 .24 .82 28484888 104 liigher means than the students, the business office, and the student searvices office. The academic dean has a significantly greater mean tlman the departmental faculty. (See Table 18, Page 106) This indi- czates that academic dean has more power than the departmental faculty. TABLE 1 6 DECISION 17: TEACHING METHODS IN THE CLASSROOM -- THE DIFFERENCES BETWEEN MEANS USING THE "T" TEST WITH DEPARTMENTAL FACULTY AS THE BASE GROUP N=64 GROUP MEAN ' T Departmental Faculty 2.40 Business Office & Stu Services 0 13.48* Students .30 12.35* Academic Dean .42 13.71* *significant at .01 level From these statistics as examined in the above decisions the null hYpothesis can be rejected. The faculty and academic dean appear to be tnOSt active in decision making related to faculty. .IEZJEchesis 4 4. f o c stu- .‘ * Q 5" :0" a : : o. :: q- : - q o ‘I . 1‘ 0- : on: - : ‘ o jituidgnns. Following a similar process as stated before the null hypothesis ‘Vifill be tested. The decisions to be considered for students are: 5. The r'ecognition of student organizations, 20. Membership on Student Committees, 2‘5. Choosing club advisors, 29. Club rules and regulations, and 31. The ‘lse of student funds. 105 60484009 onu 0243a: 88 00>4oouom I 0:4xuz ao484oon c4 0044:8aoo 0:400 88 vo>4oouom I 2 42. 288.4 22. 282.4 42. 28. 24. 44. 222.4 242.4 28. 8 8 8 888.8 .828 .084 44ouo>o 24m. 00. 00. 200.4 00. 40. 84. 0 40. 200.4 200.4 0 0 0 2:00:20 44ouo>o 28. 282.4 82. 22. 22. 42. 8 8 22. 222.4 284.4 8 8 8 82888828 88 48 8 22. 82. 282. 82. 28. 24. 8 82. 282.4 222.4 22. 8 82. 28848 828 208.4 00. 00. 200.4 204.4 204.4 40. 04. 200. 04.0 200.4 0 0 0 8500 uaovnum 28. 288.4 8 222.4 82. 48. 8 24. 224.4 248.4 48. 8 8 8 2.>88 2888828 200.4 200.4 220.4 200.4 280. 00. 04. 0 00. 200.4 240.4 0 0 0 84:00:40 22. 88.2 84. 222.4 22. 28. 84. 22. 0040.288.4 8 8 8 8 888.8 882 4482888 82. 0040 8 282.4 8 82. 8 24. 222.4 242.4 8 8 8 8 .22 2 v 2828 8 884 288. 0040 88. 0040 22. 224.4 42. 42. 0040 284.4 8 84. 24. 24. .22 2 2 2822 8 0040. 8 0040 82. 222.4 8 84. 0040. 88.2 24. 8 8 8 888 .28 8 .88 .2888 28. 0040. 42. 288.4 42. 82. 24. 22. 88.2 24.2 24. 8 8 8 88428228484882 8W W m... m m8 M m m8 M W W”. m. mu m... 20440.40 04244242024834 .. a s 04000 2402 00200000 .0204002000 2040000 .00 .8z.z0400000 2 4 0400.4. 106 TABLE 18 DECISION 22: FACULTY PROBDTIONS -- THE DIFFERENCES BETWEEN MEANS UsmG THE "T" TEST WITH THE DEPARTMENTAL FACULTY AS THE BASIC GROUP GROUP MEAN T Departmental Faculty .83 Business Office and Student Services .22 5.75* Students 0 7.98* Academic Dean 1.96 -13.32* *significant at .01 level The decision about the recognition of fraternities and sororities Shows that the students, the faculty and the administration have a very (iihfferent view of the role of student services and faculty committees. (See Table 19, Page 107) The faculty feel that student services makes the decision about the recognition while students feel that student gov- erl'uuent does. The students see student services in a consultive role ra ther than a decision making role, while the faculty and administration see students in a consultive role and student services as making the de"~'=:i.sion. In the differences between means this shows up very clearly. (See Table 20, Page 109) The next decision to be considered is the recognition of student c=1ubs and organizations. (See Table 21, Page 108) Although this time tlwe faculty and the students agree that Student Government has decision making power, the faculty see that student services also has decision making power while the students see the Office of Student Services in a 107 50424800 0442 04242482 88 025488.425 I 04242482 420484000 5 42344484200 042400 848 42022409400 I 2 8 28. 222. 24. 82. 24. 288.4 8 28. 222. 228. 28. 228.4 22. 588.8 .822 .8824 448.495 8 48. 82. 24. 42. 84. 288.4 84. 28. 228. 282.2 88. 28.4 22. 2888822 44828>8 8 22. 8 84. 42. 24. 28. 8 22. 288. 224.2 88. 22.4 288. 82588822 88 48 8 22. 42. 82. 82. 22. 224.4 22. 84. 88. 288. 88. 42.4 82. 88848 822 8 24. 88. 24. 42. 24. 282.4 8 22. 288. 228. 288. 88.2 228. 5588 2588822 22. 88. 24. 8 8 84. 82. 8 82. 28. 22. 42. 28.2 82. 2.888 2888822 24. 88. 84. 8 22. 8 88. 22. 42. 228. 222. 88. 222.4 88. 82588822 8 28. 228.4 24. 228.4 82. 48.4 8 82. 22. 82. 22. 222.4 82. 588.8 888 4482888 8 82. 224.4 8 42. 22. 228.4 8 28. 288.4 224.4 222. 224.4 288. .22 2 v 2828 8 884 84. 82. 22.4 84. 242.4 8 228.4 8 22. 88. 24. 82. 24.4 82. .28 2 2 2828 24. 24. 282.4 84. 24.2 22. 82.4 24. 22. 28. 288. 42. 88.4 288.4 588 .28 8 .88 .2888 8 88. 222.4 24. 288.4 84. 22.2 84. 84. 222. 88. 22. 28.4 82. 58428228484588 .0. m w. 0 0 m m m. w 0 w. n. .2.. 4.... 288828 8848588888 00 a a d A d n 8 B B m n n n a 3 3 II D I. .P u D 0 / J / S O M u 0 O a .4348: 42048 3 O my 8 .d a I. 1 O u s m m u. a w M I. 2...... 82” M n -4880 42224894024 @0000 2302 44402024054 .mmHHHmOMOm Dz< mmHHHZMMHE .440 ZOHHHZGOUmm .m .02 m4 mum/42.4. 204 04000 108 scamaomn an» mcaxmz mu vm>8oouum I mawxmz 50888889 :2 888252500 magma 88 vm>2ouuum I « 84. 22. 22. 8 22. 42. 288.4 24. 22. 288. 288. 22. 84.2 82. .588.8 .822 .8um Hawuw>o 82. 82. 22. 8 22. 24. 288. 44. 22. 288.4 222.4 82. .quM 88. 2888822 4482888 8 8 22. 24. 42. 24. 288. 8 42. 284.4 288. 28. 888.4 82. 82888822 88 48 8 84. 88. 8 42. 22. 284.4 24. 22. 288. 242.2 22. N848 88. 88848 822 84. 84. 42. 42. 42. 84. 288.4 42. 84. 288.4 22. 222.4 mmqm. 288.4 5588 2888822 8 8 8 84. 84. 84. 82. 8 24. 24. 242.4 42. .qum 82. 2.888 2888822 288. 88. 24. 8 22. 8 88. 8 22. N888. 28.4 48. 128.4 82. 82888822 8 28. 82. 8 88. 22. mmqw 82. 82. 48. 82. 88. 8488. 22. 588.8 888 4482888 84. 22. 88. 24. 88. 82. mmqfl 22. 28. 288.4 88. 48. 22.4 88. .22 2 v 8828 8 888 8 28. 88. 8 48. 42. 288.4 84. 22. 48. 88. 288. $82.4 82. .28 2 2 2828 8 84. 24. 8 82. 8 282.4 24. 84. 288. 42. 84. mmqm. 88. 588 .28 8 .88 .2888 8 42. 24. 22. 24. 84. 8qu 22. 42. 82. 24. 88. mmqm 82. 88228228282588 .8. m. 8.8 m m2 m w m8 w m w. 28.. n. m 288828 8828888888 .8 a 8 .m. A .m. n s m. m m. n n m. 8 8 2 8 2 8 2 8 8 u 2 2 2 2.2.8 52. s m m u. a n M 1. w 8m M a -8802— 3308808 22882 2828 8228222 22848824228888 82288.42 88 2848428888 .84 .82 228.8% Hm mam<fi 109 TABLE 20 DECISION 5: RECOGNITION OF FRATERNITIES AND SORORITIES -- THE DIFFERENCES BETWEEN MEANS USING THE "T" TEST WITH SGC AS THE BASE GROUP N=64 GROUP MEAN T Students Perceived Student Services 1.00 5.47* SGC 1.93 Faculty Committee .26 9.82* Faculty And Administration Perceived Student Services 1.96 4.57* SGC ' 1.32 Faculty Comittee 1.48 1.60 *Significant at .01 level consultive or advisory role. (See Table 22, Page 110) The differences between means shows there is no significant difference in the role of 8 tudent government and student services as perceived by the faculty and administration but there is a significant difference in the role of s tudent government and student services as perceived the students. The next decision to be considered is the decision of membership of students on student committees. (See Table 23, Page 111) The stu- den ts and the faculty view the student government as having the decision malting power in this area. Students, student clubs, and student committees are seen as having a voice in the matter according to the students. 110 TABLE 22 DECISION 14: RECOGNITION OF STUDENT ORGANIZATIONS -- THE DIFFERENCES BETWEEN MEANS USING THE "T" TEST WITH SGC AS THE BASE GROUP GROUP MEAN T Students Perceived _m_ Student Services .88 8.06* SGC 2.25 Faculty And Administration Perceived _ _;s'r' Student Services 1.93 .95 SGC 2 . l 2 Governing Faculty .48 11.71* *Significant at .01 level I?£iculty and administration feel the office of student services also Ilaive a consultive role. In this matter there is a significant difference 31:; the means between student government and all other groups. (See Table 3243 , Page 112) Choosing club advisors is a matter which is perceived as the res- F><>tlsildlity of the clubs according to the students. (See Table 25, Page 113) However, the faculty and the administration consider that the of- 151—<=o 22. o mu. mm. 22. «a. 22. o 22. as. as. 222.2FN2.2 22. .uaocsum on 22 o 22. a2. 22. 22. 22. .20. mm. 22. as. 22. 222.2 cm. as. .as2o sun on. 2m. 22. 22. 22. as. soo.2 2m. 22. 22. 22. m~.~ as. 222.2 aaoo anonzum o o «s. cm. m2. 2m. 22. o 22. c an. mmam on. 22. 2.>ou unassum 22. 0 m2. 2m. 22. $2. on. 22. o nu. ma. 222.2 cm. soo.2 .uauusum o s2. 22. on. o as. .22.2 o o o o 22o.2 22. am. 362.2 0.2 22uuu>o o 22. o me. o on. soo.2 o o o «2. 2». ms. mu. .2» N v «can a uu2 o 22. 22. m2. 22. 22. an. o o o o .22.2 22. «22.2 .22 N A 2°22 o o o 22. c an. .22.2 o o o o mmamims. sea. son .22 2 .2o .2292 o a2. 22. a2. 22. 22. 22.2 0 mm. mm. mm. 222.2H22.2 .so.2 co2uuusu2c2ae< m m m .M m2 M m. W W W W. m m M. 22220.20 mcmvcoauom m. 0 0 / w. M 2% m. N u 0 0 a sou—u: so: 3 m w my a w u I. m cm W m .200: 229500.225 mmoom 23H: mmzommmm mfiOmH>Q< gnu UZHmoao 2cm .02 ZOHMHQNQ m N ”Sufi. 114 and administration where there appears to be no significant difference in the means of student clubs and the student services office. In the area of club rules and regulations the students see the student government as having the decision making role with the consul- tation of the clubs and the administration. However, the faculty and the administration perceive the student government, the student clubs and organizations, and student services to have the same role in deter- ndng the club rules and regulations. (See Table 27, Page 115) In Table 28 (See Table 28) it can be noted that the students have a significantly different mean in this area than the faculty and the administration. TABLE 28 DECISION 29: CLUB RULES AND REGULATIONS -- THE DIFFERENCES BETWEEN MEANS USING THE "T" TEST WITH SGC AS THE BASE GROUP N=64 GROUP MEAN T Students Perceived Student Services 1.10 6.18* SGC 2.15 Faculty And Administration Perceived Student Services 1.56 .82 Dept. Faculty & Adm. .24 8.45* SGC 1.42 *significant at the .01 level The faculty and the administration seem to feel according to the differences be'ZWeen means that there is not a significant difference in the roles of 115 :02m2oon as» madam: an co>2uouom I wcaxnz coauwoon :2 wouasmaoo wagon um vo>2ouuum I « o o 2. o 2. 32. .22 o 2. 23. 2. .522 2.2 .2. a3... .3... .uum Huuuu>o o o 22. o 22. 2. .3. 2. 2m. 2. 22.2 .2. fl .2. 2.252 22325 c o 22. 22. 22. o 2.. 22. no. mo. 22. .30. 20.2 mo. .2aouaum an 22 o o o o 2. 2. .2. 2. o 2. .2. 22.2242. .222 .2520 3... 2. 2. 2. 2m. 2. 2. «8.2 2. 2. 2. .32. 2.22.2 22.2 38 28an o o o o o o .3. o 2. 2. 2m. aflfl 2.. 2.25 3.83... o 2. 2. o 2. 2. 2. o 2. «222 artm.2w$.2 2. 35252 c o 2. o 2. 2. .220 o 222. 2. .22—232 .2. 22.4.2.2 22826 o o o o 2. o .2222 o o 2. 82.2.. 2. Ja~v~82¢uu2 2. o 2. o .3. o 22.. c o c 2. 222.22 «82 2.22.282 o o o o 22. 2. 23.2.2 0 2. 2. 23222.44 2. 280.22.52.28 o 2. 2. 2. 2. 2. 2&2. o .3. 2. .222qu «2222 82.82.22.254 . 2 km . . 2 m . .2.. m .3. 2....-. 282 242: 228252 52895822 92 $2.52— $50 .2 2.2 2329mm RN mqncfi 116 student government, student services and the student clubs. The decision about the use of student funds shows that the stu- dent government has the decision making role. (See Table 29, Page 117) Student clubs and student services seem to have an influential role in the decision making process. There seems to be a significant difference in the decision making power of the student government and all other groups. (See Table 30) TABLE 30 DECISION 31: USE OF STUDENT FUNDS -- THE DIFFERENCES BETWEEN MEANS USING THE "T" TEST WITH SGC AS THE BASE GROUP N=64 g —_ GROUP MEAN T Student Services 1.08 7.76* Faculty Comittee .11 13.47* Administration .27 12.53* Student Government 2.40 *significant at the .01 level From a student perception the null hypothesis is rejected for 81.1 groups. Students felt they have a significant role in decisions reslated to students. From a faculty and administration perception the m111 hypothesis can not be rejected for the office of student services. Hzgothes is 5 5. o d r c :1 d . Faculty and administration feel 117 2323009 on» 222me as 2202/2325 I 22.382 2202339 :2 2203222200 madam mm 229500.322 I a. 32. 2. 2. o o 2. .2. 2. 2. m3. 2. .2. 232 2. 22 a :3 Jam 392.25 2. 2. 32. 2. .2. 2. 2. .3. 32. 2. .22 .2. fl .2. 22.3... 229.296 22. 2. 2. 2. 2. o . 2. 2. 2. .22 .22 2. 2.2 .3. 382.3... 2.2.2 222 o 2. 2. 2. 2. 2. .2. 2. 2. 2m. 2. 3a. .oloam. 2. 22:20 :2 2. 2m. 2m. 2m. 2m. 2. .22 22.2 2. 2. £32 222 .242. 3a. 58 282.3... 0 o o o o o 2. 2. o o 2. 222 «I342. 2.. 2.25 28252 2. 2. o o o o 22.. 2. 2. .32. .22 2. fl 2. 382.3... o 2. 22. o o o .22 2. 2. 2. 2. .2. odd. 2. an... a 8.2 22226 o 22. 2. o o o .32. .3. 2m. 2m. 2. 2. .842. o 2.2 N v 28.2 a 8.2 o 22. o o o o 2. 2. 2. 2.... 2. .3... fl 2». .82 N A 28.2 o 2. o o 2. o *2. 2. o 2.2. o .2. 22.242. 2. 68 .2 a .5 .228 o 2. 2. 2. 2. 2. .22 .22 2. 2. 2. .22 84m 2. 82.22.22.253 a 2... 2.. .2. m m m m. w w w .2... 2... 2... 385 2.2.8.32 2.. a a .m. A 2.. n 9 fl 2.. m. n n m. m a a w u. u a. m w u m m. m .3232 82. 8 hm. hm’ u. o n M I. m cm m. n :22qu 2205092022 mmoom zfiwz mmzommmm .szPm .55an mo mm: Tan .02 ZOHmHomQ mm @1822. 118 students and the office of student services have a significant role in decisions related to students. To test the null hypothesis the decisions related to students and student services will be considered. These de- cisions include: 4. The status of deficient students, 6. Financial aids and scholarships, 7. Special service programs for students, 15. Student discipline, 28. Student rules and regulations, and 32. Admis- sion standards for students. The first decision to be considered in this section is that of the status of the deficient student. (See Table 31, Page 119) The re- sults suggest that the faculty and administration feel that the faculty committee makes the decision with the consultation of the office of the student services. The students feel that the academic dean is making the decision about the deficient students with consultation from a faculty committee and the office of student services. The means used in deter- mining the "T" Test were those of the faculty and the administration. From Table 32 it can be noted that there is a significant difference in TABLE 32 DECISION 4: THE STATUS OF DEFICIENT STUDENTS -- THE DIFFERENCES BETWEEN MEANS USING THE "T" TEST WITH STUDENT SERVICES AS THE BASE GROUP N=64 GROUP MEAN T Student Services 1.78 Students .43 9.92* Faculty Committee 2.43 -3.20* Academic Dean .75 6.16* *significant at the .01 level 119 acqmwoon osu wcwxnz no wo>woouom I mcaxmz coaoaoon a“ vouaaucoo waaom an vo>woouom I # o «q. .om.H 22. mm. 25. .Na. oH. mmqw an. mm. o «H. as. an¢ a .sum .ooh Hauuo>o 2H. me. oh. mm. mm. «m. .22. mg. Nmam. «2. #2. o mm. on. uaocsum Hfiauu>o 2H. mm. saw. mm. mm. ac. 22. GH. on.~ .mo.fi ssm. o es. mm. mucousum on Hm o «c. .2o.H es. H2. #2. .H2. 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M 3:95 mam—Eamon m a a x N. a N. m. m u m m. m .3... .2. s m WI mm a w u 3. w a...“ m. n Loon vogue»: mmoom 2&2 mmzommmm .mZHAmHUmHQ Han—Pam m m mama. .mg .02 onmHumn 125 TABLE 38 DECISION 15: STUDENT DISCIPLINE -- THE DIFFERENCES BETWEEN MEANS USING THE "T" TEST WITH STUDENT SERVICES AS THE BASE GROUP N=64 GROUP MEAN T Student Services 2.21 Student Government 1.01 7.64* Faculty Committee .56 10.00* Dean 1.26 5.49* *significant at the .01 level administration perceive the Office of Student Services to have the de- cision making position and the student government to be a consulting group in the process. Students on the other hand gave the power to no group but divided consultive roles between the student government, the administration, the dean of the college and the office of student ser- vices office does have a significantly different position. (See Table 40, Page 127) Also, the office of student services does have a signifi- cantly different role than the faculty. The final decision which will be considered is the decision concerning the admission standards for students. From Table 41, Page 128, one is defined as the decision maker. The dean of the college, the academic dean, the office of student services, a faculty committee and the governing faculty are all given consultive roles by the faculty and the administration. Overall the administration, the dean of the college and the office of student services are given a role of involvement in 126 c3325 9.3 95qu Am vofioouom I 95332 coumaoon a.“ wouaamcoo wagon Au vasoouom I a. AA. AA. AA. AN. AN. AN. AAA.H AH. AA. AAA.H AAN.H NA. ANA.H NA. 2AA A .AAA .03 3395 AA. AN. AN. AN. AA. HA. .HN.H AH. AN. AAN.H AAA.H HA. AAA.H AHA.H “AAAAHA HHAuopo AA. AH. AA. AH. AA. A HA. A AA. AAA.H ANA.H AA. AAA.H AA. AHAAAAHA AA HA A A A A AA. AN. .AA. AH. A AAA. ANA.H A AA. AA. AAAHA AAA HA. AA. AA. AA. AN. AN. AAN.H AH. HA. .AA.H ANA.H AA. AHA.H AAA. saou .aoAsuA AA. HA. AH. AH. AN. AN. AAN.H AH. 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AH. AA. AA. AA. AH. ANA.H AAN.H mmqfi HA. AA. AA. AuguAAuA AA. HA. AAA.H AA. AAA. NA. ANA.H A AAA.H AAA.H AA. A AH. NN. AAA.A AAA HHANA>A AA. AA. AA. AA. AN. HA. ANA.H AH. ANA.H AAA. AAA.H A A AN. .AA N v Noun A ooH AH. HA. ANH.H A AAA.H AA. AHA.H A AAA. AAA. AA. A AH. A .AA N N NANA AH. AH. AAA.H AA. AAH.H AA. AAA.H AH. AAA. AAA.H AA. A HA. AA. AAA .AA A .AA .AAAA AA. AAA.H AAA.H AA. AHA.H AA. Awam, A AA. AHA.H AA. A A AN. AAHAANNAHAHEAA Aw mu w. W... m m m. W W W W m m. M 2395 9.3.6233— onoA 2%: 2202mm .AAEEzfiA onAAHzAHA .NA .Az 22223 .3 mamfiu 129 However, in an overall score the student services office does have a significantly different mean than the faculty committee. In the decisions related to student services the null hypothesis can be rejected. The office of student services has a significantly different mean in all decisions except one. However, in some cases they share the authority with the SGC and in other cases with a faculty com- mittee. There seems to be no question that student services has a strong position in all of these decisions, but sometimes they share in making the decision. Hypothesis 6 6. No difference will be found in the overall decision making role that aggroup_gives itself and that is given to itgby otherfgroups. This test uses the overall means of each possible decision making group. From the calculations there is no difference in the means which suggests that the null hypothesis cannot be rejected. THE ANALYSIS AND OBSERVATIONS ON THE RANKING OF THE GROUPS The groups were given ranking by adding all of the scores for each group and dividing by the total number of observations. They were then correlated by the Spearman method. The formula for this method is 6802 .15—— p N (NZ-l.) ulty and the students correlated .66, and the students and the adminis- The faculty and administration correlated .94, the fac- tration correlated .55. These are significant correlations at the .001 level and the .05 level respectively. (See Tables 43, Page 130; 44; Page 131; and 45, Page 132) 130 mmsouo v0uwammuocp A0asomm mo 0:000 0H .5500 0c0vs0m Annao 0:00:0m 00kuo Am0chsm 00:00:0m .5500 0>H0500xm .5500 >0asomm A0ow>u0m 0a00=0m A0fisomm waaau0>00 0050A0£0 .0000 00m A0c0w0m z: >0H=omm .0000 000a 0w50000< 0m0HH00 mo 0000 0000000AH0A50< 0&5000 v0nacmmmoab A0asomm MO 03000 :H .5500 0000000 Anaao 000va0m 00:0w0m SD 00:00:00 :0A0000005H50< 0005000>00 0000000 Aufisowm mafiau0>00 00Ammo 000awmsm .5500 hufisomm A00N>u0m 0000:0m A0H500m .0009 .5500 0>H0500xu a050A050 .0m0n C000 0050000< 0w0HH00 mo 0009 Ammouu 00aa00mmocb .5500 000vs0m Auasowh mo 0:000 GH 00wwwo 0A0awmsm mnaao 0000000 m0oa>u0m 0:00:0m 00000300 0005500>00 0500000 .5500 0>Auso0xm .5500 >0Hsomm :050N050 .0000 A0H000m wchu0>00 00:0w0m_za >0H=omm .0000 :00: ow50000< 0w0HH00 wo 000a 0000000Ach50< moo. mam. «nu. omw. ohm. Nam. NAM. mac. mcn. 00m. 00m. Hum. 000. 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