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WHAQHUL&H® \\\\ 3112533 0798 iii ii iliiill\\\\\\iiiii\il LIBRARY Michigan State University This is to certify that the dissertation entitled THE PERCEPTIONS OF SAUDI MALE FACULTY MEMBERS AT COLLEGES OF EDUCATION IN SAUDI ARABIAN UNIVERSITIES TOWARD PUBLIC SERVICE ACTIVITIES presented by Mohammed M. Al-Nuzeinany has been accepted towards fulfillment of the requirements for Ph.D. Educational Administration degree in MM Major professor // Date ///7/F; / / MSU is an Affirmative Action/Equal Opportunity Institution 0-12771 MSU RETURNING MATERIALS: Place in book drop to L15RAR155 remove this checkout from w your record. FINES will be charged if book is returned after the date stamped below. ,fi:~w-_J'4j :2 lvirvg 2 (8‘) :ssepwixlr) tog . nit/89 .bgtfi ma plain W e; , 't ‘ 1039-9? <;‘+\‘ mmo9‘ » THE PERCEPTIONS 0F SAUDI MALE FACULTY MEMBERS AT COLLEGES OF EDUCATION IN SAUDI ARABIAN UNIVERSITIES TOWARD PUBLIC SERVICE ACTIVITIES By Mohammed M. Al-Wuzeinany A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Educational Administration 1987 Copyright by MOHAMMED M. AL—WUZEINANY 1987 ABSTRACT THE PERCEPTIONS OF SAUDI MALE FACULTY MEMBERS AT COLLEGES OF EDUCATION IN SAUDI ARABIAN UNIVERSITIES TowARD PUBLIC SERVICE ACTIVITIES By Mohammed M. Al-Nuzeinany This study was conducted to determine Saudi male faculty members’ perceptions of and participation in public service activities at six Colleges of Education at four Saudi Arabian universities. A survey method using a questionnaire was employed to collect the data for this study. Out of 22l questionnaires distributed, l87 usable responses were collected. Statistical methods used in data analysis included descriptive statistics, multivariate analysis of variance, analysis of variance, Tukey’s post-hoc test, and correlational analysis. The major findings indicated that the respondents’ characteristics that were Significantly related to participation in academic public service activities were rank, highest degree, source of highest degree, age, years of college teaching, and teaching load. In addition, most of these characteristics also appeared to influence faculty members’ perceptions of public service activities. Age and years of college teaching were found to have no influence on respondents’ perceptions of such activities. Mohammed M. Al-Wuzeinany The amount of participation in academic public service activities was generally low for faculty from all six Colleges of Education. However, the majority of faculty members felt professionally prepared to carry out such service. They believed that tangible and intangible rewards such as consideration for promotion were necessary. They also agreed that public service was needed and that centers for public service Should be established within universities. Public service activities could be carried out through formal requests by external agencies, and written policies with regard to public service might encourage faculty to participate more in such service. Faculty members who participated more in public service activities were those who felt professionally prepared to participate in such service and those who believed there was a pressing need outside the college or department for public service activities in areas related to their academic majors. However, they believed that academic freedom and opportunities for participation in public service activities were limited. Although some faculty indicated that no portion of their work load was allocated to public service activities, they indicated they would choose to participate in such activities between l6% and 30% of their working time. DEDICATION To the memory of my father (may Allah in His mercy rest his soul in peace) and to my beloved mother, I dedicate this modest work. ACKNOWLEDGMENTS Thanks and praise to Allah; His help we seek and His guidance we search for. And the peace and blessings of Allah be upon His servant and messenger, Muhammad, who conveyed the mission, performed the honesty, advised the nation, and lighted the way for mankind. I wish to take this unique opportunity to express my deep appreciation and gratitude to the many people who have contributed their time and knowledge to the completion of this study. I am deeply indebted to my Inajor advisor and committee chairman, Dr. Kenneth Neff, whose valuable advice, generous help, and support have been a faithful and professional source of encouragement. I am also deeply grateful to the other members of my doctoral committee, Drs. Howard Hickey, Ben Bohnhorst, and James Snoddy, for their willingness to serve on my doctoral committee and for their valuable comments and suggestions. Sincere thanks and appreciation are expressed to all of the faculty members who participated in this study. Special thanks are extended to Umm Al-Qura University, which financially facilitated the completion of my doctoral program. I am grateful to the following friends for their help during the process of collecting data in the participating Colleges of vi Education: Drs. Mahroos Ghaban, Abdulaziz Alsunbul, Ali Alkarni, Mohammed S. Karami, and Khalid Al-Haider. I would also like to express my appreciation to Abdulrazak Habib for his assistance with the data analysis and to Susan Cooley for her professional editing and word processing. Deepest gratitude is extended to my mother, Nuweer; my brothers, Eid and Aied; my sisters, Idah, Nashwa, and Aiedah; and others members of my family for their love, prayers, and continuing encouragement. Finally, Sincere thanks and appreciation are given to my wife, Idah; my daughter, Basmah; and my sons, Bassam and Fares, for their love, sacrifice, patience, and continuing support throughout my doctoral program. vii TABLE OF CONTENTS LIST OF TABLES ....................... Chapter I. INTRODUCTION TO THE STUDY .............. Statement of the Problem ............. Purposes of the Study and Research Questions . Research Hypotheses ................ Importance of the Study .............. Limitations and Delimitations of the Study . Definition of Terms ................ Organization of the Dissertation ......... II. REVIEW OF LITERATURE ................ Functions of the University ............ The Concept of Public Service .......... The Meaning of Public Service in Higher Education Institutions ............ Types of Public Service Activities ....... Faculty Members’ Perceptions of and Involvement in Public Service Activities .......... Policies Related to Public Service ........ Summary ...................... III. THE SAUDI INSTITUTIONAL CONTEXT AND THE SETTING FOR THE STUDY . . . ................ Background .................... Public Service Centers in the Participating Universities .................. King Saud University .............. King Abdulaziz University ............ King Faisal University ............. Umm Al~Qura University ............. The Colleges of Education Included in the Study . . King Saud University .............. King Abdulaziz University ............ viii —1 «comments—- ll 13 19 21 25 39 King Faisal University ............. Umm Al-Qura University ............. Public Service Objectives of the Colleges of Education Included in the Study ......... King Saud University .............. King Abdulaziz University ............ King Faisal University ............. Umm Al-Qura University ............. The Educational Research Centers ......... Educational Training Centers for School Principals ................... Summary ...................... METHODS AND PROCEDURES ............... The Target Population ............... Instrumentation .................. Development of the Instrument .......... Validity .................... Reliability ................... Translation and Pretesting of the Research Instrument .................. Data-Collection Procedures ............ Statistical Techniques Used in Data Analysis Summary ...................... RESULTS OF THE DATA ANALYSIS ............ Characteristics of Respondents .......... Results of the Descriptive Analyses ........ Extent of Participation in Public Service Activities .................. Perceptions of Faculty Members About Academic Public Service Activities ........... Faculty Members’ Awareness of Institutional Policies Related to Academic Public Service Activities .............. Proportions of Faculty Members’ Working Time Devoted to Academic Public Service Activities . Differences in the Amount of Participation Differences in Faculty Members’ Perceptions of Public Service Activities ......... Relationship Between Faculty Members’ Participation in Public Service Activities and Their Perceptions of Such Activities Summary ...................... ix 77 79 80 86 96 98 VI. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS . 100 Summary ...................... lOO Characteristics of Respondents ......... 102 Methodology ................... 103 Major Findings .................. lO3 Conclusions .................... 113 Recommendations .................. 117 Recommendations for Program Implementation . . . 117 Recommendations for Further Research ...... ll8 APPENDICES A. CORRESPONDENCE ................... l20 B. THE SURVEY INSTRUMENT ................ l3l BIBLIOGRAPHY ........................ 144 Table LIST OF TABLES Distribution of Faculty Members and Colleges of Education by University and City .......... Frequency and Percentage of Usable Responses From Each College of Education ............. Distribution of Respondents by Academic Rank ..... Distribution of Respondents by Highest Academic Degree ....................... Distribution of Respondents by Source of Highest Degree ........................ Distribution of Respondents by Age .......... Distribution of Respondents by Number of Years of College Teaching Experience ............ Distribution of Respondents by Hours of Teaching Per Week ...................... Distribution of Respondents by Department ...... Mean Frequency for Each Academic Public Service Activity Carried Out by Faculty Members in Various Departments ................ Mean Frequency for Each Academic Public Service Activity Carried Out by Faculty Members in Colleges of Education at Four Saudi Universities . . Faculty Members’ Perceptions of Public Service Activities ..................... King Saud College of Education Faculty Members’ Awareness of Universities’ Policies Related to Public Service Activities ............. xi Page 56 63 66 67 67 68 68 69 70 72 73 75 78 14. 15. 20. 21. 22. 23. 24. 25. King Saud and King Faisal College of Education Faculty Members’ Awareness of the Existence of Public Service Centers in Their Universities . Current and Ideal Proportions of Faculty Members’ Working Time for Public Service Activities ..... ANOVA of Faculty Members’ Actual Amount of Participation in Public Service Activities During 1986, According to Their College ...... ANOVA of Faculty Members’ Actual Amount of Participation in Public Service Activities During 1986, According to Their Department ..... ANOVA of Faculty Members’ Actual Amount of Participation in Public Service Activities During 1986, According to Their Rank ........ ANOVA of Faculty Members’ Actual Amount of Participation in Public Service Activities During 1986, According to Their Highest Degree . . . ANOVA of Faculty Members’ Actual Amount of Participation in Public Service Activities During 1968, According to the Source of Their Highest Degree ....................... ANOVA of Faculty Members’ Actual Amount of Participation in Public Service Activities During 1986, According to Their Age ............ ANOVA of Faculty Members’ Actual Amount of Participation in Public Service Activities During 1986, According to Their College Teaching Experience ..................... ANOVA of Faculty Members’ Actual Amount of Participation in Public Service Activities During 1986, According to Their Teaching Hours Per Week . . Results of MANOVA and ANOVA Tests for Overall Differ- ences in Faculty Members’ Perceptions of Academic Public Service Activities, According to Demo- graphic Characteristics .............. Significant Differences on Statistical Test of Mean Perceptions, According to Faculty Members’ Colleges ...................... Page 78 79 81 82 83 84 84 85 85 86 87 90 26. 27. 28. 29. 30. 31. Significant Differences on Statistical Test of Mean Perceptions, According to Faculty Members’ Department ..................... Means for Statistically Significant Results, According to Rank ................. Means for Statistically Significant Results, According to Degree ................ Means for Statistically Significant Results, According to Source of Highest Degree ....... Means for Statistically Significant Results, According to Teaching Hours Per Week ........ Correlation Between Faculty Members’ Amount of Participation in and Perceptions of Public Service Activities ................. xiii Page 92 94 94 95 96 97 CHAPTER I INTRODUCTION TO THE STUDY Statement of the Problem Universities have been viewed as the designers of the future and centers of service for their surrounding communities. Thus, promoting the continual interaction between higher education institutions and the surrounding environment has been a preoccupation of educators and planning bodies alike. The necessity for universities to become involved and participate in solving society’s problems in various ways has become apparent because these institutions are an integral part of society. Although the mission statements of most higher education institutions reflect a commitment to three related activities (teaching, research, and public service), the emphases placed on these three roles are unbalanced and varied. Martin (1977) stated: Faculty members in American colleges and universities sit on the three—legged stool of teaching, research, and service. But they rest uneasily there because the legs of their stool are uneven. Teaching and research tend to balance out. Service, however, is short--poorly conceptualized and erratically expressed. Not until these bases of the profession are more nearly equal will the profession stabilize and straighten itself. (p. vii) Although faculty members are usually considered the logical ones to carry out such activities, their duties and responsibilities concerning the public service role remain vague. As Blackburn (1974) pointed out: In many respects the faculty service role remains taboo. It has not been studied, and faculty seldom raise the topic or request official guidelines about it. But administrators extol its importance and relate it to faculty responsibility and institutional accountability. So, in some undefined way, faculty are expected to devote a certain fraction of their work effort to what is vaguely called service--whatever it may be. (p- 89) In addition, the public service mission itself has been given little attention by many higher education institutions. "The service mission at many colleges and universities has not been perceived as an important function of the institution’s role and mission and has not received adequate support" (Genseer, 1987, p. 4). In developing nations, one of the most important factors in promoting advancement is higher education institutions’ attempt to alleviate the society’s problems and to meet the community’s needs. Yet in most developing nations, the higher education system has had little success in improving society. Universities have engaged primarily in their own internal programs and have not effectively expanded their social responsibilities (Court, 1980). In the Arab world, especially in developing nations, faculty members are supposed to devote a large proportion of their time to community service, but they often do not fulfill this task (Massialas & Jarrar, 1984). In the last 15 years, Saudi Arabia, as one such developing country, has drastically expanded and reformed her educational system. The number of universities in the country has grown from three to seven. Yet Saudi higher education has been accused of not being fully committed to the country’s developmental process. Hammad (1973) analyzed the higher education system in Saudi Arabia and concluded: The university is often a self-contained entity, having little interaction with the larger society. . . . Rather than taking an active part in research or in developing diversified programs to meet local needs, Saudi Arabian universities and colleges have been content only to transmit existing knowledge. (pp. 130—31) Another Saudi educator stated that: Academics not only failed to assume the leadership role to help the society make wise decisions about changes and social transformation, but . . . they betrayed their profession by not applying their academic methods and discipline in analyzing the social ills and problems of society. (Faheem, 1982, p. 123) The Saudi press and media recently have discussed Saudi universities’ contribution to and involvement in solving the society’s problems. Critics have claimed that Saudi universities do not respond to the society’s needs but instead waste her economic wealth. Some writers have claimed that, although 2,000 factories have been established, there is a lack of Specialists for industrial and retail marketing and transportation administration and a dearth of serious applied research, as evidenced by the crowded ports and theoretical programs that are far removed from real life (Alyamama, January 1986). According to these critics, the seven Saudi universities are not performing their real role, although they are continuously being asked to expand their services (Alyamama, July 1986). A critical question that has been posed concerning the universities’ involvement in solving societal problems is what contribution the nation’s doctoral-degree holders have made to Saudi society (Al-Yamamah, May 1986). In an attempt to address the issue of Saudi higher education institutions’ lack of involvement in the larger society, this study was designed to identify faculty members’ attitudes toward and participation in academic public service activities. Study participants were college of education faculty members in four Saudi Arabian universities. Purposes of the Study and Research Questions The primary purpose of this study was to investigate the perceptions of academic public service activities held by faculty members of six Colleges of Education in four Saudi Arabian universities and the degree to which they participated in such activities. Specifically, the writer intended to answer the following research questions: 1. What are the scope and extent of academic public service activities carried out by Saudi male faculty members in various departments and Colleges of Education? 2. What are the perceptions of Saudi male College of Education faculty members about academic public service activities? 3. To what extent are Saudi male College of Education faculty members aware of institutional policies concerning academic public service activities and centers for such activities? 4. What proportion of Saudi male College of Education faculty members’ working time is currently spent on public service activities? What would be the ideal proportion of time? 5. Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activities, according to their colleges? 6. Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activities, according to their departments? 7. Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activi— ties, according to their personal characteristics (e.g., rank, highest degree, source of highest degree, age, years of college teaching, and hours of teaching per week)? 8. Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, accord— ing to their colleges? 9. Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, accord- ing to their departments? 10. Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, according to their demographic characteristics (e.g., rank, highest degree, source of highest degree, age, years of college teaching, and teaching hours per week)? 11. Is the amount of Saudi male College of Education faculty members’ participation in academic public service activities related to their perceptions of such activities? Research Hypotheses The following seven hypotheses, stated in the null form, were formulated to test the data collected in this study: Hypothesis 1: Saudi male faculty members in the Six Colleges of Education will not differ in their amounts of participation in academic public service activities. Hypothesis 2: Saudi male faculty members in various depart- ments will not differ in their amounts of participation in aca- demic public service activities. Hypothesis 3: Saudi male faculty members of varying ranks, highest degree, sources of highest degree, ages, years of college teaching, and teaching hours per week will not differ in their amounts of participation in academic public service activities. Hypothesis 4: Saudi male faculty members in the six Colleges of Education will not differ in their perceptions of academic public service activities. Hypothesis 5: Saudi male faculty members in various depart— ments will not differ in their perceptions of academic public service activities. Hypothesis 6: Saudi male faculty members with varying ranks, highest degree, sources of highest degree, ages, years of college teaching, and teaching hours per week will not differ in their perceptions of academic public service activities. Hypothesis 7: The amount of Saudi male faculty members’ par- ticipation in academic public service activities will not be related to their perceptions of such activities. Importance of the Study This investigation of faculty members’ perceptions of and participation in academic public service activities is important for several reasons. There often exists a gap between society and the intellectual community (faculty members). By investigating faculty members’ roles at the universities and their participation in and perceptions of public service, an attempt can be made to minimize that gap. "We must bridge the gulf between the intellectual community and the surrounding society" (Kerr, 1982). The ambiguous position of higher education service is a matter of utmost concern today, when institutions of higher education increasingly are being called upon to play an effective role in economic development and to serve societal objectives. Once higher education institutions are not separate entities but integral parts of their surrounding communities, certain social responsibilities to these communities are imperative. As Wefford (1968) stated, "Any university at all worthy of that name is inevitably, whether it wants to be or not, whether it admits to being or not, an agent of social change" (p. 15). Universities and public agencies have tremendous potential for conducting cooperative research projects and diversified training programs that can benefit the public. Cooperation with public agencies may yield increased respect and support by governmental personnel for university activities. In addition, universities’ credibility can be enhanced through public work, thereby benefiting the academic community in general through greater flexibility in the range of acceptable scholarly activities. Many writers have investigated the university’s mission with regard to academic public service activities in the United States and other developed nations. However, to this writer’s knowledge, research on Saudi faculty members’ perceptions of and involvement in such activities has not been conducted. The present study is not only a response to this deficit but also an attempt to provide scientifically derived baseline data about faculty perceptions of academic public service activities. Once these perceptions are identified, it is expected that educational leaders in Saudi Arabia’s higher education system will be in a better position to implement or adapt policies that support and encourage participation of faculty members in academic public service activities. This could be a first step in higher education institutions’ fulfilling their social responsibility. Limitations and Delimitations of the Study Only six colleges of education currently existing in four Saudi Arabian universities were included in the study. The study participants were Saudi male faculty members assigned to teaching positions in colleges of education at the time of data collection. Data were obtained by means of questionnaires. The results of this investigation Should not be generalized beyond faculty members of the Six colleges of education at Saudi Arabian universities. Generalization of the findings to other colleges, particularly to colleges of science, should be undertaken with extreme caution. In addition, application of the findings to female faculty members would be inappropriate. mm The following terms are defined in the context in which they are used throughout this dissertation. Academic public service. Any organized program of the institution to bring its resources to bear on the identification, understanding, and resolution of public problems (Alm et al., 1977). Faculty members. Saudi males assigned to teaching positions at colleges of education in Saudi universities at the time data were collected. Facultv participation. Faculty members’ involvement in academic public service activities. Institutional public service policies. The institution’s guidelines consistent with its objectives that would guide faculty members’ decisions regarding participation in academic public service activities. Perceptions. Faculty members’ opinions and cognitions concern- ing a particular topic or question. Organization of the Dissertation This dissertation is divided into Six chapters. Chapter I included the statement of the problem and purpose of the study, research questions and hypotheses, the importance of the study, delimitations and limitations, and definitions of key terms. A review of related literature is presented in Chapter II. The functions of the university are discussed, with emphasis on the concept, meaning, and types of public service activities; faculty members’ perceptions of involvement in public service activities; and institutional policies related to such activities. In Chapter III, the Saudi institutional context and the universities that were the setting for this study are described. The study design and procedures used in collecting and analyzing the data are discussed in Chapter IV. Chapter V contains the results of the data analysis. A summary of the study, major findings, conclusions based on the findings, and recommendations are included in Chapter VI. CHAPTER II REVIEW OF LITERATURE The review of literature pertinent to the topic under investigation is divided into the following sections: (a) functions of the university, with emphasis on public service, its meaning, and types of public service activities; (b) faculty members’ perceptions of and involvement in public service activities; and (c) policies related to public service activities. Because of the dearth of research on this subject in Saudi Arabia, the literature review primarily covers writings by western authors and reports of research conducted in the United States. Functions of the University Several writers have indicated that there is a general consensus that universities should perform three major interrelated functions: teaching, research, and public service. Among the colleges and universities of this country, there may be universal agreement about little, but it is clear that the blessed trinity of academia has three parts: teaching, service, and research. . . . These three functions are not seen as separate and distinct enterprises but rather, because of the way in which they have evolved, as complementary phases of the same general activity. (McAllister, 1976, p. 471 Deppe (cited in Smith, 1982) confirmed the interrelated and complementary nature of the three functions of institutions of higher education. He wrote, "All three functions are equally 11 12 indispensable to any organization claiming the designation college or university. An institution devoted solely to any one of the functions is something less than a viable institution of higher education" (p. 39). One of the university’s three major roles is teaching, through which it "provides the opportunity to direct attention to the explanation and understanding of the structure and dynamics of social, economic, and political characteristics of the urban community within an interdisciplinary context" (Hearn, 1978, p. 14). Teaching also provides opportunities for the discussion and dissemination of explanatory, descriptive, and analytic information, which can be used to facilitate central research activities. Hearn argued that without an organized and systematic teaching component, it is unlikely that public service centers can develop an intellectual framework through which to address the issues that arise in performing policy-oriented research and public service functions. Another major function of universities is research. According to Dressel (1978), the meaning of research is "often restricted to the pursuit of new knowledge and to the publication of works which extend the frontiers of knowledge" (p. 360). Research is inseparable from teaching because it provides important feedback for instructional purposes that can help public service centers apply theoretical approaches to problem solving in socially useful ways. According to Coleman (1973), university urban centers promote two kinds of research: (a) theoretical research designed to advance 13 the state of knowledge, characterized by no external time constraints and moving forward from known to unknown; and (b) policy- or problem-oriented (applied) research, which focuses on various substantive issues or problems with a view toward using research findings in policy-making or problem-solving activities. Policy-oriented research is by no means limited to issues, concerns, and problems yith the city or community where the university is located. The audience for such research may be local policy makers, government officials, or the segment of the scholarly community that is interested in applying policy analysis to problem solving. McAllister (1976) maintained that both applied and theoretical research have reached a state of relative parity. The Concept of Public Service The third major function of universities, and the one with which the present study is concerned, is public service. The concept of the higher education institution as an agency of public service dates back to the nineteenth-century educational movements, which started outside the university. For instance, in 1789 the Sunday Society of Birmingham, England, was established to teach mechanics to factory workers. The London Mechanics Institute was opened in 1823 to perform the same function (Knowles, 1977). In the United States, the public service function of universi— ties began with the Morrill Act of 1862, which established the land- grant colleges and universities. According to the Carnegie Commis- sion on Higher Education (Sponsored Research, 1975), the land-grant 14 movement was an indigenously American creation. It made such subjects as agriculture and engineering available in the university and "diluted the traditional elitism of American higher education by attracting the children of farmers and lower-middle-class families to the campus" (p. 8). The Morrill Act of 1862 is considered one of the most important milestones in the development of the public service function of American higher education institutions. Because of their unique position as centers of knowledge, higher education institutions have a responsibility to be involved in public service and to disseminate knowledge beyond their own students and faculty members (Crosson, 1983). As Chambers (1959) noted, The university does not exist for its faculty nor even for its students alone. It is a servant of society, and each of its individual agents, of whatever class or level, is in essence a servant of the public. (p. 324) In the early 19005, an important development that followed the land-grant movement was the Wisconsin Idea, which asserted that university activities could and Should be extended outside the campus (Sponsored Research, 1975). The Wisconsin Idea was a rational progression from the land-grant idea of institutional service, extending the benefits of education beyond students who were pursuing degree programs on campus. As Long (1977) stated, "This service mission emerged out of a conviction that knowledge is useful beyond the classroom and that the university has a responsibility to the society to extend the benefit of learning to the larger public" (p. 76). 15 Generally Speaking, higher education institutions have a social responsibility to impart knowledge that is important to the larger society. As Kerr (1982) stated, Knowledge is now central to society. It is wanted, even demanded, by more people and more institutions than ever before. The university as producer, wholesaler, and retailer of knowledge can not escape service. Knowledge today is for everybody’s sake. (p. 114) Various writers have expressed divergent viewpoints and perspectives on the nature and appropriate function of public service to be undertaken and delivered by higher education institutions. Martin (1977b) argued that service is the nature of the educational enterprise and is conducted through ideas of value. The most important service of higher education institutions is to help an individual develop ideas of value and cope with contending ideas. For Martin, teaching and research are the most important services of higher education. He stated, It is this grappling with issues of value, this determination not to simply reflect the tensions existing in society but instead to somehow provide useful response to them that makes college and university teaching and research an essential service to the nation. This task, in which ideas of importance are dealt with, criticized, refined, reordered, and brought to the attention of individuals and other institutions, is perhaps the core service of higher education. (p. 13) Another perspective of service is service through social criticism. Johnson (1968) claimed that social criticism as a university function has been growing for almost a century. He said that "the university is becoming more willing to put down its wall, to be where the action is, to criticize public policy and even to risk confusing power with influence" (p. 41). Powell (1974) took a similar position, arguing that "the university is still the only institution which is capable of generating well—informed social criticism and of providing an environment within which students can acquire both the attitudes and the knowledge which responsible criticism demands" (p. 154). Keniston (1968), too, emphasized that criticism is a function of higher education institutions, which involves examining the purposes, practices, meanings, and goals of the society. He further stated that criticism "entails not only ’objective’ analysis of existing institutions, values, and practices, but the evaluation, judgement, rejection, and acceptance of what exists, coupled frequently with a commitment to alternatives to the status quo" (p. 160). If criticism is a function of colleges and universities, it is likely, then, that faculty members will be engaged in social criticism. Ashby (1971) pointed out that: The Wisconsin Idea . . . bartered the German concept that the faculty of a university Should remain independent and objective critics of the state for a new concept that they should be regarded as employed servants of the state. . . . It is only recently that American universities have been faced with the costs of the barter: A servant cannot be an independent and objective critic, and just now the nation needs criticism from its faculty members more than it needs service. If the boundaries which contain, and to some degree isolate, the university dissolve, the university will do less well its unique job for society. (p. 106) Another viewpoint toward service is service through social problem solving. According to this view, faculty members become engaged in social problem solving by examining the issues of concern 17 in their local communities and facilitating programs oriented to identifying and solving local problems (Schweber, Kaswan, Sills, & Hackel, 1976). The view of service that Johnson (1972) emphasized is based on applied teaching and research, whereby many university services are performed through multidisciplinary institutions or centers concerned with urban problems, schools, labor relations, the environment, and overseas activities. Nathan (1972) stressed that the collective skills and techniques acquired through academic disciplines should be used to solve public problems, and that these skills should be "implemented" through cooperative work within public agencies to effect beneficial change. The Carnegie Foundation for the Advancement of Teaching (1967) articulated the task of service in the context of social problem solving and recommended that higher education institutions participate in public service activities that are a direct outgrowth of their regular teaching and research programs and that, in turn, feed back into and strengthen those programs. Service through social activism is yet another perspective. According to Lowi (1970), this view of service extends beyond service to social problem solving, in which higher education institutions’ faculty members and students become involved as direct participants in real-world controversies. According to Bok (1982), some social activists have suggested that universities sever their ties with governmental agencies and organizations that allegedly are engaged in harmful exploitative activities, whereas others have suggested ways to mobilize the university to achieve social reform. 18 The latter view of university service tends to involve action in terms of reforming and shaping societal affairs. Crosson (1983) said that insight into service can be gained from discussions of the philosophy and purposes of higher education and, most directly, from debates about the relationship between higher education and society. She also noted that discussions of service do not involve theorizing about pure "service." Rather, they involve an ongoing debate focused on the role of service in higher education institutions. Crosson wrote, We are a long way from theory of service whether we use theory in the formal sense of theory as explanation, or theory as conceptual framework, or even theory as ideology, or general consensus about what we should do. (p. 9) The various perspectives on service indicate that higher education institutions have an orientation to social responsibility through their academic function. As Bok (1982) put it, "universities have an important responsibility to address social needs through their normal academic functions, such as teaching programs, research, or technical assistance" (p. 304). However, he cautioned that "universities that go beyond their normal educational functions in an effort to influence events are likely to jeopardize their autonomy in academic affairs" (p. 304). In summary, the service function of higher education institutions can be viewed from numerous perspectives. However, when analyzed in the broader context of university functions and increasing involvement with the larger society, the expansion of university service has the potential of further eroding the autonomy 19 of the university or of strengthening its status as a central public service institution. The Meaning of Public Service in Higher Education Institutions Many writers have defined public service, and these definitions have ranged from general to specific ones. A general definition of public service is those activities of higher education institutions that do not involve either teaching or scholarship--"the residual activities that are left over after traditional instruction and research programs are accounted for" (Long, 1977, p. 82). Perkins (1966) viewed public service as the "application of knowledge," reasoning that knowledge is the soul of the university. Knowledge has to be gained, shared, or transmitted and put to use. In relation to the three missions of the university, Perkins noted that “The acquisition of knowledge is the mission of research; the transmission of knowledge is the mission of teaching; and the application of knowledge is the mission of public service" (pp. 9- 10). Thus, putting knowledge to use is the essence of the public service mission. Harper and Davidson (1981) pursued a Similar line of reasoning, stating that service is the application of knowledge by faculty members to a problem or need over and beyond other duties of teaching and research. It is usually characterized as community or public service Since it is often provided on behalf of organizations or individuals external to the academic institution. (p. 7) 20 Corson (1975) defined the term "service function" as "those activities carried on by university faculty members that are supported, in whole or in part, by agencies other than the university" (p. 129). According to Saunders (1983) and Florestana and Hambrick (1984), service falls into three spheres of application: (a) service to support the goals and objectives of the department and the college, which are identified as contributing to the academic community; (b) professional services for societal needs, which reflect the faculty members’ areas of expertise; and (c) nonprofessional services, which do not require application of the faculty members’ expertise. The American Association of State Colleges and Universities (1977) defined academic public service as "any organized and ongoing program of the institution to bring its resources to bear upon the identification, understanding, and resolution of public problems" (p. ii). From the preceding definitions of public service activities, it can be seen that higher education institutions generally undertake two main kinds of activities: 1. Internal service activities other than those related to teaching or research, which are done within the academic institution. 2. External service activities, which can be professional (i.e., based on the area of expertise) or nonprofessional (i.e., the area of expertise is not required); both are done outside the academic institution. 21 The present study was concerned with the external professional activities that institutions can organize to bring their resources to bear on identifying, understanding, and resolving societal problems. Such activities are discussed in the following section. Types of Public Service Activities Several distinct types of services college and university faculty members can offer to state and local government entities have been identified in the literature. According to Phillips (1977), these services include research, reference service, assistance in drafting legislation, testimony at hearings, training sessions, seminars, and exchange of personnel. Faculty members’ professional expertise is used to benefit the communities surrounding the institution. Public service can also be carried out in more direct and practical ways, some of which Hearn (1978) enumerated: Research on local problems, sponsorship of community conferences, seminars for local, elected officials, technical assistance and advice to municipal agencies and private business, assistance to local citizens interested in the study of particular problems and staff participation involving public affairs forums. Such services range from "one shot" assistance to prolonged involvement and usually involve the provision of advice, consultation, technical assistance, and short-range information appraisals. (p. 19) Hearn suggested that in providing these services, a university center should not be tempted to become a substitute for the agencies and institutions that carry out public service in more direct ways. Faiman and Oliver (1972) claimed the terms "service" and "extension" are ambiguous and inconclusive. Instead they used the 22 term "outreach programs," which they divided into two main activities: (a) educational, including formal instruction to nonregular students; and (b) service, including problem solving such as consulting, advising, technical/professional assistance, and program development and management using faculty expertise in the operation of Special projects or programs with the public and private sectors. Dressel (1976) identified three types of public service: (a) "national mission," which uses the agricultural extension model of the land-grant universities; (b) continuing education; and (c) assistance to community groups. Public service activities carried out by faculty involve expanding their teaching and research capabilities in making public presentations, appearing on radio and/ or television, and leading discussions on community development and problem solving (Haberman & Quinn, 1977). According to Dunn, Gibson, and Whorton (1985), "university service programs can be delivered in three major ways: applied research, technical assistance [consultation], and training or non- credit instruction" (p. 506). These three public service areas are discussed in the following paragraphs. Continuing education. Gessner (1987) stated that continuing education functions are dispersed throughout the institution, and individual colleges are given responsibility to develop and conduct their own programs. For service to be effective, the purposes must be defined and legitimized by the institution as the sponsor. Kleis 23 (cited in Florence, 1980) saw continuing education as the deliberate effort of persons who are not principally students to develop their potential or resolve personal, institutional, or community problems. Faculty members can also play a major role in providing regular university coursework to individuals who cannot come to the campus, but who seek academic credit (Shannon & Schoefeld, 1965). Continuing education may include nondegree courses, workshops, seminars, and other instructional experiences tailored to meet the intellectual, cultural, and/or vocational needs of persons who may not have been exposed to much formal education, as well as to college graduates who seek periodic refresher experiences (Long, 1977; Munro, 1980). Continuing education may also include the dissemination of knowledge and delivery of instructional programs beyond the campus by taking the resources of the campus to active professionals who are interested in improving their current practices. Applied research. Applied research is problem-oriented research that directly applies to public needs within the community. Such research often results in the "creation of new, substantive agencies within the university, sharply attuned to emerging public needs and the . . . encouragement of new agencies outside the university, focused on public problems" (Shannon _& Schoenfeld, 1965, p. 205). According to Dressel (1976), research efforts in higher education institutions have the special purpose of Solving industrial, community, and social problems. These efforts are 24 related to the external service function of the institution. Examples of such research efforts are those of agricultural experiment stations of land-grant universities, in which research is aimed toward solving specific problems; and of colleges of education, which provide staff to conduct school-system surveys to solve local educational problems. Consultation. Consultation is viewed as a natural extension and application of one’s professional or scholarly experience outside the academic institution. This important form of public service activity has long been recognized as a legitimate expression of faculty members’ roles and responsibilities (Boyer & Lewis, 1984). Consultation includes services offered directly by university professors in an essentially consulting capacity to schools, libraries, state agencies, communities, industries, and other organizations (Shannon & Schoenfeld, 1965). In summary, the types of professional activities related to public service include "professional continuing education and training, applied problem-oriented research, consultation, technical assistance, and client service in various fields" (Florestano & Hambrick, 1984, p. 81). Phillips (1977) determined that the most effective public service programs have one common characteristic: they were conceived to meet the unique political, social, and technological needs of the areas they serve. Higher education institutions can play a decisive role in public service 25 activities by providing resources, including facilities and personnel. Faculty Members’ Perceptions of and Involvement in Public Service Activities "The boundaries between university activities and those on the outside have become increasingly vague" (Volope, 1968, p. 81). Higher education institutions have great potential for meeting the challenges of public service activities through the efforts of their faculty members to provide such service. Wallis (1964) emphasized that public service activities Should be delegated to the individual faculty members: "The university itself, not an outsider, sets its own goals, establishes its own standards, charts its own paths; and it does this most effectively by delegation to the professors, not even to the faculty as a group, but to the professor individually" (p. 1073). Bess (1975) argued that universities can reinstill in faculty the belief in the responsibility of social change for a better world. However, moving faculty members out of their traditional habits and engaging them in public service activities engenders problems in at least three areas: psychological, sociological, and technological. Psychologically, faculty members are reluctant to move out of their current roles at colleges or universities because of their present comfort with academic life. Faculty earn honor and prestige by performing these traditional roles; consequently, they continue in this lifestyle, even if it no longer satisfies them. Sociologically, there is, in the academic world, a tradition that 26 the university is somehow separated from society (Gardner, 1967). Therefore, moving from this type of career or occupation to another may involve a change of status and be considered by one’s colleagues as an indication of failure. Technologically, although faculty members may know their subject matter, applying that professional knowledge may require pragmatic skills that they lack. In spite of their broad vocational interests, faculty tend to feel technologically ill-prepared to enter outside occupations (Bess, 1975). Because of such problems and others, comparatively few faculty members become involved in public service activities. Murphy (1973) found that most respondents in his survey "reported spending less than 15% of their time in public service activities" (p. 121). After studying the service function of faculty of the University of Mississippi, Partridge (1985) indicated that 93% of the respondents would donate time to service on a free or expense-only basis if certain incentives were offered. The incentives respondents mentioned most frequently were consideration toward salary and tenure and creating a clearly defined policy regarding university service. Johnson, Pascale, and Yiannaki (1984) surveyed faculty members at five state universities concerning mobilizing faculty members for service. More than 50% of the participants responded favorably to cormnitting five hours per week to service activities, but they thought such activities conflicted with other academic responsibilities. Bess (1975) argued that 27 moving faculty members out of their traditional habits and into new ones requires bold new organizational arrangements that directly and imaginatively meet their needs for self-renewal and growth. By creating new structure, institutional mission can be addressed more directly and efficiently. (p. 314) According to Penniman (1979), faculty members in public universities and community colleges have a special responsibility to state and local governments and should provide them a certain amount of assistance and service. Yet the amount of time required within the organization often limits one’s opportunity to participate in public service activities. Bok (1982) believed that the institution has a publicly proclaimed mission of service, and faculty members are expected to help fulfill that mission. How they do so is left intentionally vague and is determined only by individual negotiation within various academic departments and other units. Murphy (1974) found that, for the most part, faculty members are free to determine when and how they will engage in public service. Most of the faculty he surveyed claimed they did not consider their involvement in public service to be part of their institutional responsibility, but that it was often stimulated by civic concern instead. In one of the few studies on this topic that was conducted in a developing country, Al-Zahrani (1985) examined institutional goals in Saudi Arabian universities. The study was designed to determine if Significant differences existed among faculty members, administrators, and counselors at three Saudi universities concerning their perceptions about 20 goal areas, one of which was public service. The study findings indicated that 28 significant differences existed in perception of this goal area between faculty and administrators. Administrators gave it a medium rating, while faculty gave it a low rating. The three groups agreed that this goal area should be of higher importance to their institution, although it was not found to be preferred as a higher priority. (p. 150) Weathersby (cited in Kelly, 1983) concluded that "academic institutions must abandon their internal, status-quo focus (how to fill up classes; what are the needs of faculty?) to an external, future-oriented focus (what services the public needs)" (p. 1). Through formal institutionalization of public service, an organizational unit or center is established and fully staffed for the express purpose of achieving this end. The creation of task-oriented, special purpose institutions and centers provides many granters additional assurance that their resources will be used to pursue their oals rather than the general objectives of the university. (I enberry & Friedman, 1972, p. 14) Bess (1975) expressed a Similar view, pointing out that "the creation of strong separate units of public service within each institution would provide unique opportunities for faculty to move into new roles" (p. 315). He also argued that a public service unit within each institution is a natural vehicle for faculty, particularly those of middle age, to achieve social involvement; such a unit forms a bridge between the academic world and the nonacademic. Another advantage of a center or unit is that it can bring together faculty members from a variety of disciplines, resulting it: a better fit between academic resources and public service needs (Bok, 1982). 29 Israel (1984) concluded that services performed should be related to faculty members’ professional duties and responsibili- ties. In addition, faculty contributions should be identified as part of the solution to the problem. Boyer and Lewis (1984) said the benefits of faculty consulting to outside agencies are self- evident. Faculty can provide public and private agencies with access to a great pool of ideas, inspiration, and, most important, external confirmation of the quality and relevance of faculty members’ special experience, which can be applied to a wide range of problems affecting society. Among the respondents in Murphy’s (1974) study, the majority of those who participated in service activities were typically older, male, tenured members of graduate faculties. They frequently were engaged in instructional research or consulting rather than administrative aspects of programs, except where Special projects were involved. Somewhat conflicting findings emerged from Katzer’s (1973) study of attitudes of faculty members in selected community colleges toward community service. He found that age was not related to the perceived relevancy of any of the functions of community services. Cross (1981) claimed that colleges and universities need to learn how to be more responsive to the needs of the private sector. According to Lynton (1981), many opportunities for education and training programs have been lost, particularly those in cooperation with business and industry, because of inflexibility on the part of institutions and their faculty members. 30 Various writers have considered some of the factors that might hinder faculty members’ community service outreach. One possible detractor could be time constraints. Katz (1967) stated that the pressing demands of classroom teaching and laboratory research leave little time for additional activities. Blackburn (1974) concurred, pointing out that faculty members typically work between 55 and 60 hours every week and are subject to stress from their workloads. 0n the other hand, Murphy (1974) found that faculty members’ teaching loads did not seem to be related to their participation in public service activities. He also discovered that there was relatively little difference among faculty from all higher education institutions in Baltimore, Maryland, in terms of their involvement in public service activities. In a study of linkages between universities and governmental agencies, Worthley and Aptel (1978) enumerated the following barriers to such linkages: 1. A lack of compatibility between the more urgent needs of legislators and executives for practical and applied solutions and the university norm of emphasis on the basis of research and theory building. 2. A reluctance on the part of state officials to believe that universities are capable of providing meaningful assistance and a reluctance on the part of universities to believe that their contributions would be valued and implemented. 3. The lack of an effective information network for the identification of areas in which universities might be of assistance and an inability on the part of universities to identify and marshal a team of qualified personnel within the response time required by government. 4. Difficulties with the availability of faculty released time to work on a particular project. 12. 31 The segmented nature of university organization which makes interdisciplinary research difficult. A reluctance on the part of university faculty to become embroiled in the "world of politics" based on the assumption that such involvement would violate their professional norms of objectivity and independence. A faculty reward system that bases tenure and promotion on criteria that generally exclude applied research and consulting with state government. A lack of agreement on whether universities’ faculty should work for state government as a service or for a reasonable consulting fee; i.e., as a means of supplementing faculty income or as part of the public service mission of the university. The lack of recognized publishing outlets for scholarly writings based on applied research. The conflict between the frequent need of government for confidentiality of studies and results and the values of the university to generate and disseminate knowledge and to remain non—political. A lack of understanding by academics and government officials of the environments and procedures of the other. The concern of government staff that university faculty might supplant them. (pp. 611-12) Various researchers have indicated that if service activities are compatible with the professional interests of faculty members, participation might be enhanced. Blackburn (1974) confirmed that service can nurture classroom teaching and generate new research projects. Academics who perform public service return to their institutions after the activity wiser than when they left. Lynton and Elman (1987) suggested that the more faculty become involved in the external application of knowledge through technical assistance, policy analysis, and other extension activities, the easier it will be for them to make the necessary changes in the curriculum and the more 32 qualified they will be to teach students returning to the classroom with workplace experience. (p. 3) Long (1977) underscored this point by stating that service must be kept congruent with teaching and research and should not be permitted to detract from faculty members’ functions. Other writers have also indicated that the use of reward systems could encourage faculty participation in public service. McKeachie (1979) questioned the influence of external rewards on faculty when intrinsic rewards are absent. However, Votruba (1978) and Hanna (1981) suggested that because faculty efforts tend to be focused on areas in which pay, promotion, and tenure are offered as extrinsic rewards, similar incentives should be provided in the case of continuing education and public service. In Murphy’s (1974) study of faculty in the Baltimore, Maryland, area, 98% of the sample thought that alteration of the formal reward structure would encourage faculty involvement. These responses showed that nonparticipants would encourage the expansion of service programs if rewards existed. Norren and Stambo (1982) found the reason faculty members cited for their reluctance to become involved in public service research was the failure of the university reward structure to provide incentives. Promotion and other rewards were usually based on publication and other marks of academic success, with little or no regard for ongoing public service work. The researchers cited universities’ failure to incorporate public service into their reward systems as partially responsible for faculty members’ lack of enthusiasm for public service. 33 Paton (1979) pointed out that academics who engage in paid consulting tend to be more active in academics than their colleagues who don’t consult for fees. Paid consultants spend more time teaching and advising, more of them are engaged in research and they have written more books and articles. (p. 175) Consulting, whether paid or unpaid, helps institutions fulfill their public service responsibilities and enhance faculty members’ competence (Allard, 1982). Some empirical studies have dealt specifically with faculty participation in external service programs. ,Kanun (1975) surveyed 2,346 faculty members at the University of Minnesota. Seventy—three percent of the respondents perceived that helping solve community problems was a professional obligation. Dunn et a1. (1985) investigated selected universities’ commitment to public service for state and local government. The study findings revealed that respondents from institutions with and those without programs for state and local government perceived applied research to be performed more than technical assistance/consultation and training/nonevident instruction. In a survey of 225 state higher education institutions, Smith (1982) asked faculty members to indicate the percentage of their working time they devoted to three types of public service programs (training, technical assistance, and applied research) during 1979— 1980. Among all institutions surveyed, faculty members devoted more than 60% of their time of training, 25% or less to technical assistance, and 15% or less to applied research. 34 Boggs and Michaels (1980) examined community college faculty members’ perceptions of and participation in community service. No significant difference was found in faculty members’ perceptions of and involvement in community services, based on their age, preferred educational level, degree classification, method of compensation, or academic rank. However, faculty with previous experience in service projects had more positive views about community service than did nonparticipants. Connolly (1972) conducted research on faculty involvement in community service programs. The study was designed to determine the relationship between faculty and institutional characteristics and involvement in community services. The findings indicated that those characteristics which demonstrated a significant relationship to involvement in community services were the division or department chairman, status of the faculty members, and the faculty members’ length of service at the institution. . . . The other characteristics under examination were not found to be significantly related to involvement. These included age, sex, degree held, teaching field, previous employment, experience, attitude toward the community service function, tenure status, teaching load, and institutional size. (pp. 160—61) Shuib (1983) investigated the perceptions and belief patterns of College of Education faculty members at Michigan State University regarding public service. She concluded that the independent variables departmental affiliation, age, rank, interests toward public service, and experience teaching at private/public schools were not significant predictive variables which could affect the way faculty sorted the items. (p. 134) She also noted that faculty members expressed interest in becoming more involved in public service. 35 Johnson et a1. (1984) concluded that "analysis of the academic organization and of the norms, values, and motivation of its professional members suggested that service is not well-integrated into the work role of faculty members." In Smith’s (1982) study, 55% of 255 survey respondents reported that academic public service was an "integral" function, whereas 45% described it as being "subordinate" to teaching and research. Noreen (1981) stated that the scarcity of institutionalized channels for collaboration and cooperation leaves would-be participants facing a seemingly impenetrable bureaucratic maze. He also believed that the influence of media (particularly television and journalism) may affect the relationship between the university and other governmental agencies. Al-Badr (1972) conducted research on public relations activities at two Saudi universities. Three groups--facu1ty members, students, and laymen-—were surveyed concerning the university use of different media (including issuing pamphlets, producing television and radio programs, writing news releases and newspaper articles, and concentrating on personal contacts) to obtain better relations with the public. He found that the most popular media with all three groups in the two universities were television and radio programs. It has become apparent that institutions of higher education could assume a more direct and positive approach to addressing the practical needs of the surrounding community. Many believe that 36 these institutions should focus their attention on concerns that are valuable to the entire social system. Policies Related to Public Service Most colleges and universities have proclaimed a commitment to public service as part of their formal mission statements. The policies concerning public service are also stated in a variety of other documents such as faculty personnel policies and governmental policies, and in institutional rules and regulations regarding such matters as work load, salaries, academic credit, use of facilities, and so on (Crosson, 1983). Dillon and Bane (1980) examined 98 institutional policy statements and found that about 70% contained provisions regarding faculty time limitations, approval of outside consulting activities, and noninterference of such activities with regular university responsibilities. Teague (1982) found that most of the 230 institutional policy statements he examined began with an acknowledgment of the benefit of faculty consulting to both the individual faculty member and the institution. A majority of the statements also stipulated that such activity "(a) not interfere with the faculty member’s institutional obligation, (b) enhances the faculty member’s professional development, and (c) is consistent with institutional goals and objectives" (p. 182). Brindley (1977) found that only 65% of the institutions he surveyed had written policies to guide community service program development. Yet every institution reported having institutional 37 goal statements. Among the institutions that Smith (1982) surveyed, those that emphasized academic public service as an institutional responsibility usually had a policy to guide decisions about involvement in academic public service. Smith concluded that a considerable gap existed between the emphasis placed on academic public service as an institutional responsibility in formal mission statements and the emphasis given in actual practice. Crosson (1983) argued that because public service is not rewarded, faculty members are reluctant to engage in such pursuits. For instance, policies governing faculty involvement in continuing education may not permit inclusion of such teaching as part of faculty members’ assigned load and may be very restrictive about extra compensation for that instruction (Queeney, 1984). Determining the work load of faculty members in terms of public service in a wide range of disciplines and professional areas is another crucial issue. Crosson (1983) concluded that once most institutions of higher education have established general policies for graduate and undergraduate teaching loads, decisions about work load are left to academic units. The amount of public service is usually determined by faculty members, department heads, and deans. For this reason, Crosson said it is difficult to obtain a clear picture of a public service policy for any one institution or to generalize across institutions. She concluded, Even where a distinct organizational unit for public service exists, the delineation of roles, responsibilities, functions, and relationships with other units is largely a matter of institutional traditions, norms, and personalities rather than a reflection of policy. (p. 102) 38 Yeager (1956) surveyed colleges of education in 17 large universities in an attempt to determine the total service load of staff members. Concerning faculty members’ participation in community (public) or professional service activities, he found that practice varies widely in the extent to which individual staff members participate in these activities, and in the school policies encouraging them. . . . The policy of schools of education, except in rare instances, is to exercise no control over such activities of staff members, on the assumption that they are the individual’s own responsibility and preference. It is the policy of some schools to encourage all staff members to participate, to some extent, in community activities as a part of their professional responsibilities, but more specifically, as a means of public relations. (p. 154) Bonnen (cited in Phillips, 1977) conducted a study on the role of universities in public affairs for the Carnegie Institute. He found that few universities sufficiently combined research and outreach programs to cope with societal problems. Bonnen concluded that "there is no simple formula for what a university should do in the area of public service and advised each university to adapt to the situation it faced" (p. 172), Allard (1982) summarized institutional policies affecting outside and overload employment for faculty at Maryland public higher education institutions as follows: All policies tend to have certain essential characteristics in common. First, virtually every policy specifies that a full- time faculty appointment is a full-time commitment to the institution involving components of instruction, advising, research, institutional, and public service responsibilities. Second, external or overload responsibilities may not interfere with the individual’s full-time assignment. Third, there is some procedure at the institutional level for monitoring external or overload employment, either through prior approved requirements or end-of—term or annual reporting requirements. (p. 18) 39 To recapitulate, basic changes in institutional policies are essential in order to integrate public service into the missions of higher education institutions and to encourage and reward faculty who participate in such activities. Votruba (1978) emphasized that universities, colleges, and departments will encourage faculty participation in outreach activities to the extent that they see these activities as consistent with their own goals and priorities. SUbstantial changes in policies and procedures concerning faculty activities will have to be made if higher education institutions are to assume a greater role in providing and delivering public service activities. Summary The review of literature was focused on three major topics. First, the three major functions of the university were discussed, with emphasis on the public service function and the various types of public service activities in which faculty members engage. Next, research on faculty members’ perceptions of and involvement in public service activities was examined. A vast majority of the research in this area was conducted in the United States. Finally, institutional policies related to public service activities were presented. In the next chapter, the Saudi institutional context for this study is described, as are the six Colleges of Education that were the setting for the research. The research and training centers 40 established by the Colleges of Education of these universities and their major objectives are discussed in detail. CHAPTER III THE SAUDI INSTITUTIONAL CONTEXT AND THE SETTING FOR THE STUDY This chapter contains a background of the development of higher education in Saudi Arabia, a discussion of objectives of the public service centers established by the universities at which the study was conducted, a description of the six Colleges of Education that were the setting for the study, and an examination of the public service objectives of Colleges of Education in Saudi Arabia. The objectives of the educational research centers and educational training centers for school principals are also set forth. Background Education is considered the cornerstone and a fundamental key in developing the human and natural resources of Saudi Arabia. Saudi authorities have long recognized the need to establish educational agencies to be in charge of opening schools and colleges and providing the required facilities to promote and attain the desired goals. The General Directorate of Education was established in 1924. In 1953 it became the Ministry of Education, with responsibility for male schools at all levels including junior colleges, which intend soon to grant bachelor’s degrees to provide 41 42 teachers for elementary schools. The General Presidency of Girls’ Schools was established in 1960. It is responsible for female schools including colleges of education at the university level. In 1975 the Ministry of Higher Education was formed as a result of the expansion of higher education institutions throughout Saudi Arabia. It is responsible for coordinating the universities and has authority over them. The first postsecondary institution in Saudi Arabia was the College of Shari’a (law) and Islamic Studies, which was established in 1949. However, the modern concept of higher education began with the opening of King Saud University in 1957 (Hammad, 1974). Because of the growing number of secondary school graduates in Saudi Arabia, seven universities have been established within the last two decades. These universities and the dates of their establishment are as follows: King Saud University (1957), Islamic University (1961), King Fahad University for Petroleum and Minerals (1963), King Abdulaziz University (1967), Imam Mohammed ibn Saud Islamic University (1974), King Faisal University (1975), and Umm Al—Qura University (1981). In 1985/86, 85,109 students were enrolled in Saudi universities. Staff members numbered 8,659. The higher education budget rose from 75 million riyals (U.S. $22.1 million) in 1969-70 to 11.8 billion riyals (U.S. $3.25 billion) in 1984/85 (Kingdom of Saudi Arabia, 1986). 43 Public Service Centers in the Participating Universities King Saud University The Continuing Education and Public Service Center, established in 1982, is considered the most active of all centers at the participating universities. The Center is an agency that links the university with all sectors of society and various institutions through a variety of programs. The Center is working to attain the following objectives: 1. Establishing a good relationship between the society and the university and facilitating a suitable scientific atmosphere for citizen activities and institutes. 2. Making programs available to citizens, regardless of their age or previous schooling. 3. Recognizing the society’s needs and establishing a scien— tific policy to meet these needs, as well as delivering scientific, cultural, and social awareness (King Saud University, 1982). To accomplish these objectives, the Center is providing the following three types of services: (a) general services--presented to all members of the society, regardless of their educational or occupational levels. These services take the form of lectures, meetings, seminars, and so on, on such topics as Islamic heritage, safety and traffic, health, culture, family, and agriculture; (b) specialized services--intended for certain Specialized groups or other external agencies of the society, to provide them with new information and to develop their previous experiences in their areas of specialization. These programs are offered in the areas of 44 education, medicine, engineering, pharmacy, agriculture, computers, communication, and so on; and (c) applied research-—preparing and performing research that is related to the society’s needs and that is expected to reflect the university’s concern for meeting these needs (Alsunbul, 1986; King Saud University, 1982). Alsunbul (1986) described four procedures that faculty members follow in conducting public service programs in the Continuing Education and Public Service Center at King Saud University. These are as follows: 1. Identifying educational activity. The procedure begins when faculty members of different colleges desire to present training programs based on their academic field or interests. Then, an official request order or petition—-including a program—content outline, objectives, and types of audience--is presented to the department council for permission to conduct the program. After the department grants approval, the request is sent to the Center administration for permission to conduct the program. 2. Identifying the content. Having agreed on the suggested program to be conducted, the Center staff inform faculty members to prepare the program materials in writing and send them to the Center office. 3. Administrative procedure. Before the program is conducted, Center personnel inform the faculty members of official agreement to conduct the program, type and copy the materials to be used in the program, identify the requirements for those to be trained, market 45 the program through mass media to attract a large number of partici- pants, identify the time and dates of the program, and prepare all necessary equipment. 4. Performing the program. This step includes informing the trainees of the program objectives, distributing the program plan to the trainees, identifying the curricula and extracurricular activities fitted to the program objectives, selecting the teaching method(s) suitable to the Center’s objectives, and evaluating the trainees’ performance. According to Alsunbul (1986), the Center pays the participating faculty members 3% of those individuals’ monthly salary for each attendance hour. The Center has presented many short training programs in general and specialized services during the past two years (Al-Jazerah, 1984). King Abdulaziz University No public service center has been established at King Abdulaziz University. However, a Research and Development Center was established in 1974 for the purpose of promoting scientific and economic research, linking scientific research with the society, and contributing to the country’s development by conducting training programs in the areas of administration, economics, accounting, and computer science. A series of studies has been conducted specifically in the area of socioeconomic development (King Abdulaziz University, 1985). 46 King Faisal University The Public Service Center at King Faisal University was established in 1984. The Center’s objectives are very similar to those of the Continuing Education and Public Service Center at King Saud University. The Center is intended to present both general and specialized services (King Faisal University, 1985). Umm Al-Qura University A decree issued by the Umm Al—Qura University Council on December 20, 1986, provided for the establishment of the Public Service Center at the university. The objectives, structure, and policies of the Center are currently undergoing a process of sophisticated study. The Colleges of Education Included in the Study King Saud University The College of Education at the main campus of King Saud University in Riyadh was established as a joint project between the Kingdom and UNESCO in 1966-67 and became an official part of the university in 1968. The College has eight departments, of which five present graduate studies to grant master’s degrees. These departments are Educational Administration, Educational Psychology, Islamic Studies, Teaching Methods and Curriculum, and Educational Media and Technology. The other three departments are at the undergraduate level and grant bachelor’s degrees in art, physical education, and special education. The College also grants 47 bachelor’s degrees in educational science, in which required science courses in the areas of physics, chemistry, biology, and math must be taken from the College of Sciences, and in educational literature, in which the courses required for the major are taken from the College of Literature in the areas of Arabic or English language, history, and geography. The College has a Center for Educational Research and an Educational Training Center for School Principals_(King Saud University, 1985/86). The College of Education at the Abha branch of King Saud University, in the southern region, was established in 1981. The College includes the following departments: Educational Psychology, Arts, English, Arabic, Teaching Methods and Curriculum, Physics, Math, and Biology. The College presents undergraduate programs and has a Center for Educational Research (King Saud University, 1985/86). Kinq Abdulaziz University The College of Education at King Abdulaziz University was established in 1977/78 and is located in Medina, about 200 miles from the main campus of the university. The nine departments for undergraduate programs and the years in which they were established are as follows: Islamic Studies and Arabic Language (1977/78), Foreign Language (1977/78), Natural Science (1977/78), Physics and Math (1979/80), Art Education (1979/80), Physical Education (1979/80), Social Studies (1978/79), Family Education (1979/80), and Vocational Education (1978/79). The College offers master’s degree 48 programs in the following areas: Islamic and comparative education, educational administration, educational psychology, and teaching methods and curriculum (King Abdulaziz University, 1985/86). King Faisal University The College of Education at King Faisal University was established in 1980 and is located in Hufof, in the eastern region of Saudi Arabia. The College includes 13 departments: Islamic Studies, Arabic Language, Foreign Languages, Social Studies, Educational Administration, Education, Special Education, Art, Physical Education, Natural Science, Chemistry, Mathematics, and Biology. ‘The college grants bachelor’s degrees ‘hi the following majors: Islamic culture, Arabic language, special education, art, geography, history, society and social work, English language, and physical education. The College has four Educational Centers, which specialize in educational media and technology, counseling and guidance, educational evaluation and measurement, and continuing education (King Faisal University, 1985/86). Umm Al-OuragUniverSity Umm Al-Qura University also has two Colleges of Education. The first is in Makkah, the main campus of the university. When this College was established in 1952, it was known as the College of Teachers. Ten years later it became the College of Education and was supervised by the Ministry of Education until 1971. This College was made part of King Abdulaziz until 1980; it became part of Umm Al-Qura when that university was established in 1981. The 49 College consists of four departments for graduate studies (Islamic and Comparative Education, Teaching Methods and Curriculum, Educational Psychology, and Educational Administration) and two undergraduate departments (Art and Physical Education). The College has a Center for Educational Research and an Educational Training Center for School Principals (Umm Al-Qura University, 1985/86). Umm Al-Qura’s second College of Education is located at the Taif branch, 50 miles from the main campus. It was established in 1981/82. The College has six undergraduate departments (Islamic Studies, Arabic Language, Biology, Math, English Language, and Educational Studies (Umm Al-Qura University, 1985/86). Public Service Objectives of the Colleges of Education Included in the Study One of the main objectives of Colleges of Education in Saudi universities is to provide qualified teachers for intermediate and secondary schools. However, among the College of Education objectives, it is worthwhile to select for discussion those that pertain specifically to public service activities. King Saud University The Riyadh College of Education Directory (King Saud University, l985/86b) lists the following public service objectives: (a) contributing to the enhancement of general education teachers by means of special training programs, (b) cooperating with the Ministry of Education in studying the educational problems of schools and institutes using scientific research methods, (c) 50 confronting the educational problems that face Saudi society in general and vocational institutes in particular by means of practical studies, (d) undertaking projects and research to improve and develop teaching methods for general and special education, and (e) disseminating educational awareness among the public by means of lectures and symposia through continuing education and public service centers. Emphasizing research aimed at solving the educational problems of Saudi Arabia in general and the southwestern region in particular, and suggesting appropriate solutions to these problems cooperatively with educational institutions throughout the country are public service objectives of the Abha College of Education (King Saud University, 1985/86a). King Abdulaziz University In its directory, the Medina College of Education lists the following public service objectives: (a) making different opportunities available to adult teachers and others working in the education field to pursue their undergraduate and graduate studies and (b) presenting inservice training programs to refresh and develop educators’ experiences (King Abdulaziz University, l985/86). King Faisal University A public service objective of the Hufof College of Education is to contribute to public service in different educational areas 51 through the various programs presented by the College Centers (King Faisal University, 1985/86). Umm—ALMMLV Among the public service objectives of the Makkah College of Education are (a) extending the training of teachers and all individuals who work in the educational field, such as school principals and supervisors, by providing them with current information in various educational areas; and (b) participating with other educational institutions in performing scientific consultations (Umm Al-Qura University, 1985/86a). The College of Education at Taif has no published public service objectives. However, its implicit objectives are similar to those of the Makkah College of Education, and it is subject to the regulations of that College. The Educational Research Centers During the last decade, educational research centers have been organized and supervised by the Colleges of Education in Saudi Arabia. Four of the six Colleges of Education included in this study have particular centers for educational research. Two of them are considered the most functioning centers. The first, in Makkah, is the Educational and Psychological Research Center in the College of Education at Umm Al-Qura University, which was established in 1975/76. The main objectives of this Center are (a) to conduct scientific theoretical, practical, and experimental research in educational and psychological areas in 52 particular, and in the social area in general; (b) to cooperate with the Ministry of Education and other local educational districts in conducting research aimed at solving educational problems; (c) to exchange information with other research centers within and outside Saudi Arabia; and (d) to disseminate research findings through various mass media. The Center has carried out a number of educational research projects, such as (a) the Research in the Teacher’s Service Series, which is concerned with teaching moral values and understanding relationships between groups; (b) the Educational Research Series, a comparative study of traditional and programmatic methods of teaching at the university, school administration problems, and first-year teachers’ problems; (c) the Psychological Research Series, which deals with group testing, verbal intelligence tests, and colored intelligence tests; (d) the Social Research Series, which concerns health services in Makkah and diseases prevalent among pilgrims visiting the holy Sites; and (e) the Science Research Series, which deals with preservation and disposal of meats used for sacrificial offerings (Umm Al-Qura University, 1985/86b). Second is the Educational Research Center of the College of Education at King Saud University in Riyadh, which was established in 1976-77. The Center is supervised by the College of Education. Its objectives are very similar to those of the Educational Research Center in Umm Al-Qura’s College of Education in Makkah. The Center has supervised and carried out several educational research projects 53 in the field of educational psychology, such as an analysis of errors Saudi secondary school students make in the English language, a comparative study of the effects of traditional and programmatic education, and reasons behind people’s undesirable perception of the teaching profession in Saudi Arabia. The other two educational research centers were recently established in the Colleges of Education at Abha (King Saud University) and Medina (King Abdulaziz University). Educational Training Centers for School Principals In addition to the four educational research centers, there are two educational training centers for school principals. One was established in 1975 in the College of Education at Umm Al-Qura University in Makkah. The other training center was established in 1976 in the College of Education at King Saud University in Riyadh. The program lasts one semester and is offered twice a year. Program participants are general education principals, who are admitted to the program according to the nomination of their supporting (sponsoring) agency, the Ministry of Education. The educational training centers for school principals are working to achieve the following objectives: (a) to raise the level of principals’ educational leadership, (b) to develop and refine principals’ skills and experience in and attitudes toward dealing with the entire educational process, including students, teachers, curriculum, parents, environment, and school facilities; (c) to reinforce principals’ affiliation with the profession and to make 54 them realize the importance of their roles and responsibilities; and (d) to provide principals with the information necessary for school- planning analysis and evaluation. w This chapter began with a brief history of the development of higher education in Saudi Arabia. Next, the writer discussed objectives of the public service centers established by the universities at which the study was conducted. The six Colleges of Education that were the setting for the study were described, and the public service objectives of Colleges of Education in Saudi Arabia were discussed. The objectives of the educational research centers and educational training centers for school principals were also set forth. CHAPTER IV METHODS AND PROCEDURES The primary purpose of this study was to investigate the perceptions of academic public service activities held by faculty members of six Colleges of Education in four Saudi Arabian universi— ties and the degree to which they participated in such activities. The methods and procedures employed in conducting the study and in collecting and analyzing the data are described in this chapter. Specifically, the writer addresses the target population of the study; development, translation, and pretesting of the research instrument; and data-collection and data—analysis procedures. The Target Population The target population for this study comprised all Saudi male faculty members who were teaching in Colleges of Education at four Saudi Arabian universities during the 1986/87 academic year. The study included the entire target population. Thus, no sampling procedures were used. This method was adopted for several important reasons. The target pepulation was relatively small (221 faculty members), and the Colleges of Education participating in this study ranged in size from 14 to 76 faculty members. Therefore, taking proportional samples from the Colleges would have yielded a small 55 56 number of respondents representing each college, which would have limited group comparisons. The population of this study came from six Colleges of Education currently existing in Saudi universities. Table 1 shows the name of the university to which each college belongs, the city in which the college is located, and the total number of faculty members in each college. Table l.—-Distribution of faculty members and Colleges of Education by university and city. Total Number of University City Faculty Members King Saud University Riyadh 76a Abha 17b Umm Al-Qura University Makkah 63C Taif l4b King Abdulaziz University Medina 31b King Faisal University Hufof 20 Total 221 aKey source: Individual department of the College. bKey source: Dean’s office. CKey source: College directory. Instrumentation Development of the Instrument No appropriate instrument existed with which to gather data for this study. Thus, the researcher constructed a questionnaire for use in this investigation. The following procedures were employed. 57 To discover faculty members’ perceptions of academic public service activities (the major dependent variable), the researcher examined existing questionnaires in an effort to identify items designed to measure such perceptions. Nine items were borrowed directly or adapted from questionnaires developed by Colligan (1972), Murphy (1974), Shuib (1983), and Johnson et a1. (1984). The researcher also constructed eight items to suit the Saudi context. The actual amount of faculty members’ participation in public service activities (the second major dependent variable) was measured with nine items. The researcher adapted five items from instruments constructed by Murphy (1974) and Smith (1982) and developed four items to suit the Saudi context. In the last part of the questionnaire, two items were related to respondents’ awareness of institutional centers and policies related to public service activity. Two other items were adapted from Shuib’s (1983) instrument and concerned the current and desired proportions of faculty members’ working time devoted to academic public service activities. Participants responded to the perception items using a Likert- type scale ranging from Strongly Disagree through Undecided to Strongly Agree. For participation items, respondents indicated the frequency with which they participated in each public service activity as follows: Never (0 times), Seldom (1 to 3 times during the year), Often (4 to 6 times during the year), and Most Often (more than 6 times during the year). 58 The items concerning institutional centers and policies had three response options: Yes, No, and Don’t Know. The items concerning current and desired proportions of faculty members’ working time devoted to public service activities had four response options: 0%, 15% or less, 15% to 30%, and More Than 30%. Respondents were also asked to provide information on the following personal characteristics (independent variables): rank held (professor, associate professor, assistant professor, lecturer, demonstrator, or other), degree held (Ph.D., specialist, master’s, or bachelor’s), source of highest degree (United States, Europe, Saudi Arabia, other Arab country, or a country other than those listed), department (Educational Administration, Curriculum and Instructional Methods and Media, Educational Psychology, Physical Education, Comparative and Islamic Education, or other), age (under 30, 30-39, 40-49, or 50 and over), years of college teaching (under 1, 1—4, 5—9, 10-14, or 15 and over), teaching hours per week (fewer than 6, 6-9, 10-12, or more than 12), and college (King Saud University [Riyadh], King Saud University [Abha], King Abdulaziz University [Medina], King Faisal University [Hufof], Umm Al-Qura University [Makkah], or Umm Al-Qura University—-[Taif]). Every effort was made to avoid vague response alternatives for the respondents. For example, alternatives like "seldom" or "often" were followed by numeric limits, like 1 to 3. 59 Validity According to Ary, Jacobs, and Razarieh (1972), "validity refers to the extent to which an instrument measures what it is supposed to measure" (p. 190). They continued, Content validity is essentially and of necessity based on judgement. The test maker may ask a number of experts to examine the items systematically and indicate whether or not they represent sufficiently well the theoretical universe from which they were drawn. (p. 192) To enhance the validity of the questionnaire, the researcher frequently consulted with his advisor and committee members, seeking their critical comments. For the same purpose, a research consultant in the College of Education at Michigan State University reviewed the questionnaire. Based on these suggestions and comments, some items were modified. Reliability Cronbach’s alpha statistical technique was used to determine the reliability of the survey instrument (Ary et al., 1972). Reliability testing of the instrument resulted in a Cronbach alpha of .83, indicating that the questionnaire items had an acceptable level of reliability for use in this study. Translation and Pretesting of the Research Instrument The researcher initially translated the questionnaire from English into Arabic, the native language of the respondents. In addition, he gave nine Saudi doctoral students at Michigan State University the two versions of the questionnaire and asked them to 60 compare the versions. Five days later, these individuals gathered in the researcher’s home and discussed the questionnaire and its translation. This discussion led to the modification of some items. After making these amendments, the researcher gave five Saudi doctoral students at Michigan State University the revised Arabic questionnaires and asked them to identify confusing or difficult items. Their responses indicated the questionnaire items were clear. To gain more insight and to ensure the clarity of the questionnaire items, upon his arrival in Saudi Arabia the researcher distributed both Arabic and English versions of the questionnaire to 18 faculty members whom he selected randomly from the target population. Based on their comments, minor revisions were made in the wording of some items. In addition, English Department faculty in the College of Social Science at Umm Al-Qura University were given both versions and asked to compare the Arabic translation with the original English version to ensure that both versions conveyed the same meaning. Then the translated version was revised and checked against the English version. (See Appendix A.) A cover letter was attached to the questionnaires before they were distributed to the target population. This letter defined academic public service activities and stressed the importance of the respondents’ contribution and assured them of complete anonymity. (See Appendix B.) 61 Data—Collection Procedures The proposal for this study was approved by the researcher’s doctoral committee in June 1986. The University Committee on Research Involving Human Subjects (UCRIHS) was provided with a copy of the proposal and asked to review the material and grant approval to conduct the study. That approval was granted. (See Appendix A.) The researcher’s academic advisor sent an explanatory letter to the Saudi Arabian Educational Mission to obtain permission to conduct the study. (See Appendix A.) In addition, Umm Al-Qura University, the researcher’s sponsor, gave its permission to conduct the study. (See Appendix A.) On December 17, 1986, the researcher arrived in Saudi Arabia and contacted the College of Education at Umm Al—Qura University. To conduct this study, the investigator had to have a letter from the Dean of the College of Education at Umm Al-Qura to the Deans of the other Colleges of Education that were participating in this study. (See Appendix A.) This letter introduced the researcher and requested the Deans’ assistance during the course of data collection. After giving these letters to the Deans of participating Colleges of Education, the researcher made arrangements to distribute the research instrument. Because the researcher stayed in each city in which data were being collected, respondents were asked to return completed questionnaires directly to him or to their respective department secretaries. This ensured a high return rate of completed questionnaires. 62 Data for the study were collected from December 17, 1986, to March 15, 1987. Research instruments were distributed at Umm Al- Qura University College of Education in Makkah on December 22, 1986; at King Abdulaziz College of Education in Medina on January 3, 1987; at Umm Al-Qura University College of Education in Taif on January 12; at King Saud College of Education in Riyadh on January 31; at King Faisal College of Education in Hufof on February 8; and at King Saud College of Education in Abha on February 13. Through the efforts of the researcher, department secretaries, and the faculty-member respondents, a high response rate of 84.6% was obtained by March 15, 1987. Table 2 shows the frequencies and percentages of usable responses from each College of Education whose faculty members participated in the study. Statistical Tecnpigggs Used in Data Analysis The data for this study were analyzed at the Michigan State University Computer Center, using statistical techniques from the Statistical Package for the Social Sciences (SPSS). Descriptive statistics in the form of frequencies and percentages were used to analyze the distributions for each independent variable (personal characteristics). Frequency and percentage distributions, means, and standard deviations were used to analyze the data related to faculty members’ perceptions of public service activities, the extent of their participation, awareness of institutional centers and policies, and 63 oo.¢w mw— wNN FNN wepew oo.oow om om om :ewpeezem we emu—wee wows: em.mm om _m _m :ewpeezem we emew—eu ecweez ww.mw N— «w ew :ewueezem we ewe—woo wwew om.wm mm mm mm :ewpeezem we emew—eu cexxez N—.¢m m— w— NF cowpeezem we ewe—woo eze< oe.~w mm on on :ewpeezem we emu—wee seezwm 288a ewmmfium BANE.“ .5 88st .3 38... 28 F :8 mecweccewpmeao we Lenssz weuew we Lees:z wepew .cewpeezem we emu—woe some Eecw memceemec eweems we emepceecee ece aecezeecmun.m eweew 64 the proportion of faculty members’ working time devoted to academic public service activities. Analysis of variance (ANOVA) was used to determine if statistically significant differences in the actual amount of participation in public service activities existed among faculty members of various departments, colleges, ranks, ages, degrees held, years of college teaching, and teaching loads. Multivariate analysis of variance (MANOVA) was used to test the hypothesized differences in overall perceptions of academic public service activities among faculty members of various departments, colleges, ranks, ages, degrees held, years of college teaching, and teaching loads. Tukey’s test was employed to determine where Significant pairwise differences existed in perceptions when the ANOVA Showed a significant result. Pearson correlations were used to indicate the degree of association between the amount of participation and faculty members’ perceptions of academic public service activities. The .05 alpha level was set as the criterion for Significance. Ml The procedures and methodology used in conducting the study were explained in this chapter. The target population of the study was described, as were the development, translation, and pretesting of the research instrument. Data-collection and statistical- analysis methods were also discussed. The results of the data analysis are presented in Chapter V. CHAPTER V RESULTS OF THE DATA ANALYSIS In this chapter, the results of the data analysis are presented. The primary purpose of the study was to determine the amount of participation in academic public service activities by Saudi male faculty members at Colleges of Education in Saudi Arabian universities. Participants’ perceptions of such activities were also of interest. In this chapter, the results are presented in the form of descriptive statistics (e.g., percentages, frequency distributions), findings of multivariate and univariate analyses, and correlations. Data used in the analyses were derived from responses of 187 faculty members to a questionnaire distributed personally to the target population. The 187 questionnaires included in the data analysis comprised 84.6% of the total number of instruments distributed to faculty members teaching at these Colleges of Education. This chapter is divided into two parts. The first part presents personal characteristics of the respondents, such as rank, highest academic degree, source of highest degree, department, age, years of college teaching, and hours of teaching per week. In the second part, data related to the research questions and null hypotheses are presented. 65 66 Characteristics of Respondents The 187 Saudi male faculty members who responded to the questionnaire differed in terms of rank, highest degree held, source of highest degree, department, age, years of college teaching, and hours of teaching per week. These independent variables were important to the study because of their suggested relationship to and effect on the dependent variables: amount of participation in academic public service activities and perceptions of academic public service activities. Distribution of respondents by academic rank is shown in Table 3. Of the total number of respondents, 110 (58.8%) were assistant professors, 46 (24.6%) were demonstrators, 25 (13.4%) were lecturers, 5 (2.5%) were associate professors, and l (0.5%) was a professor. Table 3.--Distribution of respondents by academic rank. Academic Rank Number Percent Assistant professor 110 58.8 Demonstrator 46 24.6 Lecturer 25 13.4 Associate professor 5 2.7 Professor 1 0.5 Total 187 100.0 67 Table 4 shows the academic degrees held by the respondents. It indicates that 116 (62%) of the respondents had doctoral degrees, 26 (13.9%) has master’s degrees, 40 (21.4%) had bachelor’s degrees, and 5 (2.7%) had specialist degrees. Table 4.--Distribution of respondents by highest academic degree. Highest Academic Degree Number Percent Doctorate 116 62.0 Bachelor’s 40 21.4 Master’s 26 13.9 Specialist 5 2.7 Total 187 100.0 The sources of the respondents’ highest degrees are shown in Table 5. Of all the respondents, 118 (63.2%) had graduated from American universities, 58 (31%) from Saudi universities, 7 (3.7%) from other Arab universities, and 4 (2.1%) from European universities. Table S.--Distribution of respondents by source of highest degree. Source of Highest Degree Number Percent American universities 118 63.2 Saudi universities 58 31.0 Other Arab universities 7 3.7 European universities 4 2.1 Total 187 100.0 68 Table 6 shows the age distribution of the respondents. AS indicated in the table, 101 (54%) of the respondents were 30 to 39 years of age, 45 (24.1%) were under 30 years old, 38 (20.3%) were 40 to 49, and 3 (1.6%) were 50 and older. Table 6.--Distribution of respondents by age. Age Number Percent Under 30 years 45 24.1 30 to 39 years 101 54.0 40 to 49 years 38 20.3 50 years and older 3 1.6 Total 187 100.0 Table 7 Shows the number of years respondents had taught in college. It reveals that 80 (42.8%) had taught from 1 to 4 years, 49 (26.2%) had taught 4 to 9 years, 45 (24.2%) had taught less than 1 year, and 13 (7%) had taught 9 or more years. Table 7.--Distribution of respondents by number of years of college teaching experience. Years of College Teaching Number Percent Less than 1 year 45 24.2 1 to less than 4 years 80 42.8 4 to less than 9 years 49 26.2 9 years or more 13 7.0 Total 187 100.0 69 The hours of teaching per week are shown in Table 8. The table reveals that 69 (36.9%) of the respondents were teaching 10 to 12 hours a week, 51 (27.3%) were teaching 6 to 9 hours a week, 46 (24.6%) were teaching fewer than 6 hours a week, and 21 (11.2%) were teaching more than 12 hours a week. Table 8.--Distribution of respondents by hours of teaching per week. Hours of Teaching/Week Number Percent Fewer than 6 hours 46 24.6 6 to 9 51 27.3 10 to 12 hours 69 36.9 More than 12 hours \ 21 11.2 Total 187 100.0 Distribution of respondents by departments is Shown in Table 9. Most of the respondents (58 or 31%) were from the Curriculum and Instructional Methods and Media Department, 34 (18.2%) were from Comparative and Islamic Education, 25 (13.4%) were from Educational Administration, and 23 (12.4%) were from Educational Psychology. Forty-seven (25%) respondents were from other departments, including Science and Math, Languages (Arabic and English), Physical Education, Art, and Special Education. 70 Table 9.--Distribution of respondents by department. Department Number Percent Curriculum and Instructional Methods and Media 58 31.0 Comparative and Islamic Education 34 18.2 Educational Administration 25 13.4 Educational Psychology 23 12.4 Other 47 25.0 Total 187 100.0 Results of the Descriptive Analvses In this section, each research question is restated, followed by the data-analysis results for that question. Extent of Participation in Public Service Activities Research Question 1: What are the scope and extent of academic public service activities carried out by Saudi male faculty members in various departments and Colleges of Education? Respondents were asked to indicate the number of times they participated in each of nine academic public service activities in 1986. For analysis purposes, frequency of participation was divided into four categories with the following values: 0 times was given a value of 1, 1—3 times was given a value of 2, 4-6 times was given a value of 3, and more than 6 times was given a value of 4. The mean response was interpreted according to the following scale: means between 1.0 and 2.0 were interpreted as low participation, means tmtween 2.0 and 3.0 were interpreted as moderate participation, and rneans between 3.0 and 4.0 were interpreted as high participation. 71 Table 10 shows the extent and scope of participation in each public service activity in 1986 by faculty members in various departments. These departments were Educational Administration, Curriculum and Instructional Methods and Media, Educational Psychology, Comparative and Islamic Education, Science-Math, Languages (English and Arabic), Physical Education, Art, and Special Education. Some departments had an adequate number of respondents for comparison purposes, but others did not. Therefore, the departments whose size was relatively small were combined. The Art, Physical Education, Math-Science, Languages, and Special Education Departments had small numbers of faculty and were thus denoted as "other departments" in this study. As shown in Table 10, during 1986 there was moderate participation by faculty members in Educational Administration (mean = 2.25) and Educational Psychology (mean = 2.00) in teaching courses directed toward such nondegree groups as teachers, administrators, or governmental employees. A moderate amount of participation in writing for national newspapers and magazines about societal issues was evident for faculty members in Educational Administration (mean = 2.12). The amount of participation in the remaining public service activities by faculty in all departments was considered low. Table 11 shows the extent and scope of participation in each academic public service activity by faculty in various Colleges of Education during 1986. 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To facilitate group comparison, the Umm Al- Qura Colleges of Education at Makkah and Taif were combined, and the King Saud Colleges of Education at Riyadh and Abha were combined. The two remaining Colleges of Education were at King Abdulaziz University (Medina) and King Faisal University (Hufof). As shown in Table 11, the amount of participation of faculty members from all Colleges of Education was low. The mean participation in each public service activity ranged from above 1.00 to less than 2.00. Perceptions of Faculty Members About Agademic Public Service Activities Research Question 2: What are the perceptions of Saudi male College of Education faculty members about academic public service activities? To answer this question, frequency and percentage distributions of faculty members’ responses to statements regarding academic public service activities were employed. For analysis purposes, Strongly Agree and Agree responses were combined, as were Strongly Disagree and Disagree responses. Statements are listed in order from highest to lowest agreement. The results are shown in Table 12. Most of the respondents (92.5%) felt professionally prepared to participate in academic public service activities. 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Almost all of the respondents (87.7%) agreed that there is a pressing need for academic public service activities outside the college or department in areas related to their academic field. Intangible and tangible rewards were perceived to be essential elements in participation in academic public service activities (93% and 86.6% agreement, respectively). Faculty members agreed that academic public service activities should be carried out through television and radio programs (92.5%) or that the university should have its own channel for public service (86.7%). Of all the respondents, 77% agreed that public service activities should be considered in the promotion process. Further, 73.8% of the respondents perceived such activities to be a portion of faculty members’ teaching load. Overall, the participants tended to respond favorably concerning their participation and involvement in academic public service activities. The faculty members’ responses to statements regarding teaching load, available opportunities and academic freedom to participate in academic public service activities, cooperation between the college and television and radio stations and other external agencies tended to be negative. Thus, these factors could be influencing faculty not to participate fully in academic public service activities. It also seems that participation of faculty members in public service can be encouraged through formal policy. Of the respondents, 72.8% agreed that they would be unlikely to participate in academic public service activities unless it was stated as college or department 77 policy, and 56.7% of them were unlikely to participate in such activities unless it was formally requested by external agencies. Faculty Members’ Awareness of Institutional Policies Related to Academic Public Service Activities Research Question 3: To what extent are Saudi male College of Education faculty members aware of institutional policies concerning academic public service activities and centers for such activities? It should be noted that only King Saud University had both an institutional policy concerning academic public service activities and a center for public service. King Faisal University had only a center for public service. The other participating universities had neither a policy nor a center for public service activities. However, all of the participating universities and their Colleges of Education had general statements of goals and objectives regarding the universities’ involvement with and contribution to the public. To answer Research Question 3, faculty members of the College of Education at King Saud University were asked whether their university had a written policy regarding academic public service activities. As shown in Table 13, 70.4% of the faculty members were aware that their university had such a policy. However, 29.6% were not aware of the existence of this type of policy. Concerning awareness of the existence of a university center for public service, Table 14 indicates that 88.8% of the faculty members of the College of Education at King Saud University were aware that their university had a center for public service and 78 11.2% were not aware of the existence of such a center. At King Faisal University, only 30% of the College of Education faculty members were aware that their university had a public service center; 70% were not aware of the existence of such a center. Table l3.--King Saud College of Education faculty members’ awareness of universities’ policies related to public service activities. Yes No Don’t Know Statement No. % No. % No. % Does your university have a written policy 50 70.4 4 5.6 17 24.0 regarding public service activities? Table l4.——King Saud and King Faisal College of Education faculty members’ awareness of the existence of public service centers in their universities. Yes No Don’t Know Statement No. % No. % No. % Does your university have a center for public service? King Saud 63 88.8 2 2.8 6 8.4 King Faisal 6 30.0 7 35.0 7 35.0 79 Proportions of Faculty Members’ Working Time Devoted to Academic Public Service Activities Research Question 4: What proportion of Saudi male College of Education faculty members’ working time is currently spent on public service activities? What would be the ideal proportion of time? Frequencies and percentages were tabulated to answer this question. Table 15 Shows the current and ideal proportions of the faculty members’ working time devoted to academic public service activities. The results indicate that 41.2% of the faculty members devoted none of their working time to academic public service activities, 36.4% assigned 15% or less of their working time to such activities, 13.3% spent 16% to 30% of their time on these activities, and just 9.1% devoted 31% or more of their working time to academic public service activities. Table 15.--Current and ideal proportions of faculty members’ working time for public service activities. Current Ideal Percentage No. % No. % 0% 77 41.2 2 1.1 15% or less 68 36.3 37 19.8 16% to 30% 25 13.4 87 46.5 31% or more 17 9.1 61 32.6 Total 187 100.0 187 100.0 80 Faculty members indicated they would ideally choose to engage in academic public service activities a larger percentage of their working time (see Table 15). Of all the faculty members, 19.8% said they would like to dedicate 15% or less of their working time to public service, 46.5% preferred to spend 16% to 30% of their time on such activities, and 32.6% preferred to spend more than 31% of their working time in public service. Differences in the Amount of Participation Research Question 5: Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activities, according to their colleges? Hypothesis 1: Saudi male faculty members in the six Colleges of Education will not differ in their amounts of participation in academic public service activities. To test this hypothesis, analysis of variance (ANOVA) was used, with the criterion for significance set at the .05 level. The results of the ANOVA on the actual amount of participation of faculty members in academic public service activities during 1986 are shown in Table 16. No significant differences were found among faculty members from the various Colleges of Education with regard to the actual amount of participation in academic public service activities. The means ranged from 1.38 to 1.61. Further analysis indicated that faculty members at the King Saud College of Education in Riyadh and those at the Umm Al-Qura College of Education in Makkah did not differ significantly in amount of 81 participation (ANOVA = .355), even though King Saud had a center for public service activities and Umm Al-Qura did not. Table 16.--ANOVA of faculty members’ actual amount of participation in public service activities during 1986, according to their college. College of University Education n Mean S.D. F p King Saud Riyadh 71 1.61 .59 Abha Umm Al-Qura Makkah 67 1.58 .48 Taif _ 1.37 .25 King Abdulaziz Medina 29 1.38 .52 King Faisal Hufof 20 1.52 .58 Research Question 6: Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activities, according to their departments? Hypothesis 2: Saudi male faculty members in various departments will not differ in their amounts of participation in academic public service activities. ANOVA was used to test this hypothesis, with significance set at the .05 level. As shown in Table 17, significant differences were found between faculty members in Educational Administration and those in Comparative and Islamic Education and between faculty in Educational Administration and those in other departments (including Science and Math, Languages, Physical Education, Art, and Special 82 Education). Tukey’s test revealed the amount of participation of faculty members in Educational Administration (mean = 1.84) was significantly greater than that of faculty in Comparative and Islamic Education (mean = 1.42) and in other departments (mean = 1.41). Table l7.--ANOVA of faculty members’ actual amount of participation in public service activities during 1986, according to their department. Department n Mean S.D. F p Educational Administration 24 1.84 .71 Curriculum & Instructional Methods & Media 58 1.60 .51 3.38 .01* Educational Psychology 24 1.64 .47 Comparative & Islamic Educ. 34 1.42 .50 Other departments 47 1.41 .51 *Significant at the .05 level. Research Question 7: Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activities, according to their demographic characteristics (e.g., rank, highest degree, source of highest degree, age, years of college teaching, and hours of teaching per week)? Hypothesis 3: Saudi male faculty members of varying ranks, highest degrees held, sources of highest degree, ages, years of college teaching, and teaching hours per week will not differ in their amounts of participation in academic public service activities. ANOVA was used to test this hypothesis, with significance set at the .05 level. Statistically significant differences in amount 83 of participation were found between professors and lecturers, as well as between professors and demostrators. (See Table 18.) Professors, associate professors, and assistant professors (mean = 1.75) participated in public activities more than did lecturers (mean = 1.30) and demonstrators (mean = 1.20). Table 18.--ANOVA of faculty members’ actual amount of participation in public service activities during 1986, according to their rank. Rank n Mean S.D. F p Professora 116 1.75 .57 Lecturer 25 1.30 .33 25.6 .00* Demonstrator 46 1.20 .27 aIncludes assistant professors and associate professors. *Significant at the.05 level. Table 19 Shows the ANOVA results for the actual amount of participation of faculty members in academic public service activities, according to their degree. The actual amount of participation of faculty members with doctoral degrees was higher (mean = 1.75) than that of faculty with Specialist or master’s degrees (mean = 1.28) and those with bachelor’s degrees (mean = 1.19). 84 Table 19.-—ANOVA of faculty members’ actual amount of participation in public service activities during 1986, according to their highest degree. Degree n Mean S.D. F p Doctoral 116 1.75 .57 Specialist, master’s 31 1.28 .31 25.53 .00* Bachelor’s 40 1.19 .28 *Significant at the .05 level. As Shown in Table 20, the amount of participation of faculty members who received their highest degree from universities in Europe or the United States was higher (mean = 1.71) than that of individuals who received their highest degree from Saudi/Arabic universities (mean = 1.27). Table 20.--ANOVA of faculty members’ actual amount of participation in public service activities during 1968, according to the source of their highest degree. Source of Highest Degree n Mean S.D. F p European/United States universities 121 1.71 .57 33.73 .00* Saudi/Arabic universities 66 1.27 .34 *Significant at the .05 level. The results shown in Table 21 indicate that faculty members between 30 and 39 years old (mean = 1.59) and those 40 years and 85 older (mean = 1.80) had higher rates of participation in public service activities than did those who were under 30 (mean = 1.26). Table 21.—-ANOVA of faculty members’ actual amount of participation in public service activities during 1986, according to their age. Age n Mean S.D. F p Under 30 years of age 45 1.26 .37 30-39 years 101 1.59 .52 11.89 .00* 40 years and older 41 1.80 .63 *Significant at the .05 level. Faculty members with more years of college teaching experience participated in academic public service activities more than did those individuals with fewer years of college teaching (mean for faculty with 4 or more years of experience = 1.84; mean for those with 1-4 years of experience = 1.53; mean for those with less than 1 year of experience = 1.20). (See Table 22.) Table 22.——ANOVA of faculty members’ actual amount of participation in public service activities during 1986, according to their college teaching experience. College Teaching Experience n Mean S.D. F p Less than 1 year 45 1.20 .29 l to less than 4 years 80 1.53 .50 21.69 .00* 4 or more years 62 1.84 .59 *Significant at the .05 level. 86 The results in Table 23 indicate that faculty members whose teaching load was from 6 to 9 hours per week (mean = 1.71) and those with a teaching load of 10 hours or more per week (mean = 1.61) participated in public service activities more than did those with teaching loads under 6 hours per week (mean = 1.26). Table 23.—-ANOVA of faculty members’ actual amount of participation in public service activities during 1986, according to their teaching hours per week. Weekly Teaching Hours n Mean S.D. F p Fewer than 6 hours 46 1.26 .38 6-9 hours 51 1.71 .54 10.36 .00* 10 or more hours 90 1.61 .56 *Significant at the .05 level. Differences in Faculty Members’ Perceptions of Public Service Activities Research Question 8: Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, according to their colleges? Hypothesis 4: Saudi male faculty members in the Six Colleges of Education will not differ in their perceptions of academic public service activities. Multivariate analysis of variance (MANOVA) was used to test this hypothesis at the .05 significance level. Table 24 shows the results of the test for overall differences in the perceptions of faculty members concerning academic public service activities, according to their college, department, rank, highest degree, source 87 «owe—>wuee oew>gom .mo. mw.m we. mw.~ «N. mm.— pp. ~m.~ we. vm.~ cue. m_.e co. wv.~ nw. mo._ uwwozo cw ouomwewucoo ou as Low z>ooc oou ow one. e:_;eoou »: . mowuw>wuee mow>com ow. on. wN. mm.w ow. «m.~ we. ww. mm. ow. me. me. _~. av.— om. ow. ow_o=o cw ocweoowewuceo g. ecosowo wowuoomme co mw ocezec owowmcoucw acouuowmwuom mw mcowaeum mm. mm. me. on. ow. me.— me. mm. av. mm. pm. me. _~. m<._ mo. «N.~ oweos ecu cowmw>uwou ecu emu—woo we coexuoo cowuoceoooe ocuccsu azw wow—on acoEuLeoov no man ou me o e m o: ecu so mm. em. .n. m_.— mN. we.— mo. ow. m—. NN.— mm. o<.— ow. we.w «no. ow.m ww mWHuw>wuow WoH>LWm owwoso “w ouoowewucoo ou xwoxww “mow ow use one. xco: .mcooeoe mm. mm. m_. we.~ ow. w~.. an. we. 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Nwo. e¢._ ave. mv.— new. ww.w .oo. mm._ <>oz ouczom u z .: mcwuceuee .mewuw>wuoo ouw>cem ewwoae .mowumwceueoceau uwzoocmoEoo ou eweooeeo we acowueoocoo .mcooeee howsoow ow neococowwwe wweco>o Low momma <>oz< use <>ozo_ mo. ago on ecaowwwcowm. mm. —co. mwp. mm._ mm. mv.w om.~ mw.w we.— ow. mm.— Nm. mm. mm. mm.w mewucomo wacgouxo an eoemozeoc x__oEsow ue: use aozu ww mowu.>wueo eew>cem o_—o=o cw oueowewuceo o» a-exw— mmo— so w mowow>wuoo oew>gom uwwoao . mowecomew mEecmoco ewes» «somoco we ea gown: =o mweccoge :owmw>owou :zo cwezu e>og ewsogm mowewmce>w=2 acouoowmwoem m— mo.o mowucomo Fuzhouxo coo woe—woe we coozuoo cowuocooooe «cocgzu ozw mowuw>wuuo oew>gem ew.w uwwozo cw eaeowewuceo ea Eooeocw uwsoeouo o>mg mceoeee >u_=oew zuwmce>w=3 ezu cw em.m eecmw_ooumo on e—zocm Leecou mow“ -w>wueo oew>com uwwoeo ewaoeaoo =< mowuw>wuee oow>Lom ewwoso :. ouoo ee.e_ -wewucoo ou mowaceoLoooo mwew>oco ucwsucuoou as» we owe—woe ocw mowuw>waoo ouw>com owwoso ow. :— ocwueowowuceo cw noose—o wewucommo co mw ecexoc owowmcew mowuw>wueo ouw>com ewwozo . use Accoo op auwmco>wc= one om N Low mEoLeoco oweoc eon cowmw>o_ou cwguwx nauseo__~ on ewaogm oe_w mmoueco :owuoEoLn on» :w eecoowmcou wm. we e—zogm mewew>wueo oew>com owwoso ewseemue cw cowpeowewuceo a a gem: coo mcooz mcwceoow a w newcooow owe—woo we meow» om< a w cocoon omegowz we eeczem a w oecmoo omegowz xcom geesuceoee eeo__oe w cacaoeaem .ea==_o=oo--.wm apnaw 89 of 'highest degree, age, years of college teaching, and teaching hours per week. MANOVA was used to control the probability of making Type I error while simultaneously testing the equality of means of multiple outcome measures. The differences among means of each outcome measure are significant only when the MANOVA result is significant. However, if the mean of only one outcome measure is significant according to ANOVA, this result can be considered significant even though the MANOVA result is not Significant because the probability of making Type I error is already controlled by the ANOVA. It can be seen that the MANOVA F-value was significant at the .05 level only for respondents’ college and rank. This means that Significant differences in perceptions were found among faculty members from different colleges and of different ranks. To determine which statements concerning public service activities were perceived significantly differently by faculty members from various colleges, ANOVA was employed. Tukey’s test was used to determine significant pairwise differences in perceptions when the ANOVA showed a significant result. As shown in Table 25, Tukey’s test indicated there were significant pairwise differences between respondent subgroups on the following statements concerning public service activities: 90 Table 25.--Significant differences on statistical test of mean perceptions, according to faculty members’ colleges. College of Education at: KSU UAQU KAU KFU Statement One is less likely to participate in public service activities if they 3.70 3.99 3.48 4.25 are not stated as college or depart— ment policy The college or the department provides opportunities to participate in public 3.34 2.39 2.55 2.84 service activities An academic public service activities center should be established in 4.25 4.61 4.45 4.75 the university The current cooperation between my college and external agencies is 2.96 2.52 2.31 2.25 satisfactory Key: KSU King Saud University UAQU = Umm Al-Qura University KAU = King Abdulaziz University KFU = King Faisal University 1. Faculty members in the King Faisal College of Education (mean = 4.25) had stronger beliefs than those at King Abdulaziz (mean = 3.48) that one would be less likely to participate in public service activities if those activities are not stated as college or department policy. 2. Faculty members in the King Saud College of Education (mean = 3.34) had a stronger belief than those at Umm Al-Qura (mean = 2.39) and King Abdulaziz (mean = 2.55) that opportunities were 91 available through colleges or departments for faculty members to participate in public service activities. 3. Faculty members in the King Faisal and Umm Al-Qura Colleges of Education (means = 4.75 and 4.61, respectively) had stronger beliefs than those at King Saud (mean - 4.25) that an academic public service activities center should be established in their university. 4. Faculty members in the King Saud College of Education (mean = 2.96) had a stronger belief than those in the King Abdulaziz and King Faisal Colleges of Education (means = 2.31 and 2.25, respectively) that the current cooperation between their College of Education and external agencies was satisfactory. Research Question 9: Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, according to their departments? Hypothesis 5: Saudi male faculty members in various depart- ments will not differ in their perceptions of academic public service activities. MANOVA was used to test this hypothesis, with the Significance level set at .05. (See Table 24.) No significant difference was found in the perceptions of faculty members toward public activities according to their department. However, Tukey’s test was used to determine significant pairwise differences in the means of perceptions if the ANOVA Showed significant results in the outcome of only gpg item. AS Shown in Table 26, Tukey’s test indicated Significant pairwise differences as follows: Faculty members in the Department of Educational Administration (mean = 4.63) had a stronger belief 92 than did those in the other departments (Science, Math, Languages, Physical Education, Art, and Special Education) (mean = 4.04) that there was a primary need outside the college or department for public service activities related to their academic field. Table 26.--Significant differences on statistical test of mean perceptions, according to faculty members’ department. Statement: There is a pressing need outside the college or the department for public service activities in areas related to my academic field. Department Educational Curriculum & Comparative Other Adminis— Instructional Educational & Islamic Depart- tration Methods & Media Psychology Education ments 4.63 4.28 4.38 4.41 4.04 Research Question 10: Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, according to their demographic characteristics (e.g., rank, highest degree, source of highest degree, age, years of college teaching, and teaching hours per week)? Hypothesis 6: Saudi male faculty members with varying ranks, highest degree, sources of highest degree, ages, years of college teaching,and teaching hours per week will not differ in their perceptions of academic public service activities. MANOVA was used to test this hypothesis, with the significance level set at .05. (See Table 24.) Faculty members of various ranks differed Significantly in their perceptions of public service activities. No Significant differences in perceptions were found 93 according to the remaining demographic characteristics (highest degree, source of highest degree, age, years of college teaching, and hours of teaching per week). Tukey’s test was used to determine significant differences among means of perception if the ANOVA showed a significant result on only gpe item. As Shown in Table 27, Tukey’s test indicated Significant pairwise differences in faculty members’ perceptions on the following items, according to their rank: 1. Professors, assistant professors, and associate professors (mean = 4.46) had stronger beliefs than did lecturers (mean = 4.08) that they were professionally prepared to participate in academic public service activities. 2. Professors, assistant professors, and associate professors (mean = 3.97) did not have as strong beliefs as did demonstrators (mean = 4.98) that an academic public service unit should be established in each college within a university. 3. Professors, assistant professors, and associate professors (mean = 3.41) had stronger beliefs than did demonstrators (mean = 2.78) that their teaching load was too heavy for them to participate in public service actiVities. As shown in Table 28, Tukey’s test also indicated significant differences existed in faculty members’ perceptions on the following item, according to their degree: Faculty members who held a doctoral degree (mean = 4.46) had a stronger belief than did those who held master’s and Specialist degrees (mean = 4.10) that they 94 were professionally prepared to participate in public service activities. Table 27.--Means for statistically significant results, according to rank. Rank Statement Asst. Prof. Assoc. Prof. Lecturer Demon- Professor strator I feel professionally prepared to participate in academic 4.46 4.08 4.17 public service activities An academic public service activities unit should be 3.97 4.12 4.98 established in each college within a university My teaching load is too heavy for me to participate in 3.41 3.36 2.78 public service activities Table 28.-—Means for statistically Significant results, according to degree. Degree Statement Master’s & Doctoral Specialist Bachelor’s I feel professionally pre- pared to participate in 4.46 4.10 4.18 academic public service activities 95 As shown in Table 29, Tukey’s test indicated that significant differences existed in faculty members’ perceptions on the following item, according to the source of their highest degree: Faculty members who received their highest degree from European and American universities (mean = 4.42) had a stronger belief than did those from Saudi and Arabic universities (mean = 4.18) that they were professionally prepared to participate in public service activities. Table 29.--Means for statistically significant results, according to source of highest degree. Source of Highest Degree Saudi Arabia & Statement Other Arab Europe & the Countries United States I feel professionally pre- pared to participate in 4.18 4.42 academic public service activities As shown in Table 30, Tukey’s test indicated there were significant differences in faculty members’ perceptions on the following item, according to their hours of teaching per week: Faculty members who taught 10 or more hours per week (mean = 3.46) had a stronger belief than did those who taught fewer than 6 hours per week (mean = 2.83) that their teaching load was too heavy for them to participate in public service activities. 96 Table 30.--Means for statistically significant results, according to teaching hours per week. Teaching Hours Per Week Fewer Than 6-9 10 or More Statement 6 Hours Hours Hours My teaching load is too heavy for me to participate in 2.83 3.25 3.46 public service activities Relationship Between Faculty Members’ Participation in Public Service Activities and Their Perceptions of Such Activities Research Question 11: IS the amount of Saudi male College of Education faculty members’ participation in academic public service activities related to their perceptions of such activities? Hypothesis 7: The amount of Saudi male faculty members’ participation in academic public service activities will not be related to their perceptions of such activities. The Pearson correlation coefficient was used to indicate the degree of association between the amount faculty members participated in academic public service activities and their perceptions of such activities. The correlation analysis indicated that the relationship between the amount of participation and perceptions was Significant for five perception items. The results are shown in Table 31. Significant relationships between faculty members’ amount of participation and perceptions existed on the following items: (a) I feel professionally prepared to participate in public service activities (r = .2758), (b) An academic public 97 service activities unit should be established in each college within a university (r = .1410), (c) There is a pressing need outside the college or the department for public service activities in areas related to my academic field (r = .1671), (d) The current cooperation between my college and television and radio stations is satisfactory (r = .1440), and (e) I am less likely to participate in public service activities if they are not formally requested by external agencies (r = .2189). Table 31.--Correlation between faculty members’ amount of partici- pation in and perceptions of public service activities. Statement r P I feel professionally prepared to participate in academic public service activities .2758 .00* An academic public service activities unit should be established in each college within a university .1410 .03* There is a pressing need outside the college or the department for public service activities in .1671 .01* areas related to my academic field Academic public service activities should be a portion of faculty members’ work load —.0801 .14 One is less likely to participate in public service activities if they are not stated as -.0196 .40 college or department policy The current cooperation between my college and television and radio stations is satisfactory .1440 .03* Intangible reward is an essential element in participating in public service activities -.0146 .42 My teaching load is too heavy for me to participate in public service activities -.0245 .37 98 Table 31.--Continued. Statement r p Participation in academic public service activities should be considered in the -.0207 .38 promotion process Time should be allocated within television and radio programs for the university to -.0496 .25 carry out public service activities Tangible reward is an essential element in participating in public service activities .0688 .18 The college or the department provides oppor- tunities to participate in public service .0785 .14 activities An academic public service activities center should be established in the university .0162 .41 Faculty members have academic freedom to participate in public service activities .0833 .13 The current cooperation between my college and external agencies is satisfactory .0225 .38 Universities Should have their own television channels on which to present their programs .0415 .29 regarding public service activities I am less likely to participate in public service activities if they are not formally -.2189 .00* requested by external agencies *Significant at the .05 level. Summary The results of the data analyses were presented in tabular and narrative form in this chapter. A summary of the study, major 99 findings, conclusions based on the study findings, and recommendations for further research are included in Chapter VI. CHAPTER VI SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS ml The major purpose of this study was to investigate the amount of participation in academic public service activities by Saudi male faculty members in Colleges of Education at Saudi Arabian universities and to identify their perceptions of such activities. Specifically, the writer intended to answer the following research questions: 1. What are the scope and extent of academic public service activities carried out by Saudi male faculty members in various departments and Colleges of Education? 2. What are the perceptions of Saudi male College of Education faculty members about academic public service activities? 3. To what extent are Saudi male College of Education faculty members aware of institutional policies concerning academic public service activities and centers for such activities? 4. What proportion of Saudi male College of Education faculty members’ working time is currently spent on public service activities? What would be the ideal proportion of time? 100 101 5. Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activities, according to their colleges? 6. Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activities, according to their departments? 7. Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activi— ties, according to their demographic characteristics (e.g., rank, highest degree, source of highest degree, age, years of college teaching, and hours of teaching per week)? 8. Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, accord- ing to their colleges? 9. Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, accord- ing to their departments? 10. Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, according to their demographic characteristics (e.g., rank, highest degree, source of highest degree, age, years of college teaching, and teaching hours per week)? 11. Is the amount of Saudi male College of Education faculty members’ participation in academic public service activities related to their perceptions of such activities? 102 The target population comprised Saudi male faculty members who were teaching at six Colleges of Education in Saudi universities during the 1986 academic year. One hundred eighty-seven faculty members participated, representing 84.6% of the total population. Characteristics of Respondents A majority of the respondents (116 or 62%) were professors who held doctoral degrees, 13.4% were lecturers with master’s or Specialist degrees, and 24.6% were demonstrators with bachelor’s degrees. Most of the respondents (122 or 65.3%) had obtained their highest degree from European or American universities; 34.7% had obtained such degrees from Saudi/Arabic universities. Of all the respondents, 75.9% were 30 years old and above, and 24.1% were under 30. Regarding the years of college teaching, 24.1% of the faculty members had taught less than a year, 42.8% from 1 to 4 years, and 33.2% more than 4 years. The majority of respondents (120 or 64.2%) were teaching 6 to 12 hours per week, 24.6% were teaching fewer than 6 hours a week, and 11.2% were teaching more than 12 hours per week. Concerning respondents’ departments, 13.4% were from Educational Administration, 31% from Curriculum and Instructional Methods and Media, 12.3% from Educational Psychology, 18.2% from Comparative and Islamic Education, and 25% from "other" departments (Math, Science, Languages, Art, Physical Education, and Special Education). 103 Methodology The survey questionnaire used in this study was designed to determine faculty members’ perceptions of and amount of participation in academic public service activities. The researcher administered the questionnaire personally to all faculty members in the participating Colleges of Education. Frequency and percentage distribution and ANOVA were used in analyzing the data. Tukey’s test was employed to determine significant pairwise differences among group means. The Pearson correlation procedure was used to determine the degree of association between faculty members’ amount of participation in academic public service activities and their perceptions of such activities. The .05 alpha level was established as the criterion for significance. Major Findings Research Question 1: What are the scope and extent of academic public service activities carried out by Saudi male faculty members in various departments and Colleges of Education? The results indicated that there was moderate participation by faculty members in the Departments of Educational Administration and Educational Psychology in teaching courses directed toward such nondegree groups as teachers, school principals, and governmental employees. Moderate participation in writing for national newspapers and magazines concerning societal issues was evident for faculty members in the Department of Educational Administration. The amount of participation in the remaining public service 104 activities by faculty from all departments was rather low. Similar results were found in Smith’s (1982) study, in which most faculty members in higher education institutions devoted a higher proportion of their working time to teaching noncredit courses than to other public service activities. The amount of participation of faculty members from all six Colleges of Education in each academic public service activity was also found to be low. Research Question 2: What are the perceptions of Saudi male College of Education faculty members about academic public service activities? Most respondents agreed that (a) they were professionally prepared to participate in academic public service activities, (b) an academic public service activities unit/center should be established within the college/university, (c) academic public service activities outside the department/college are needed, (d) intangible and tangible rewards are essential in encouraging participation in academic public service activities, (e) academic public service activities should be carried out through university- owned/public television and radio stations, (f) academic public service activities Should be considered in the promotion process and should be a portion of faculty members’ work load, and (9) one is less likely to participate in academic public service activities if they are not stated in the department/college policy or formally requested by external agencies. On the other hand, respondents disagreed that (a) the cooperation between their college and television and ratio stations 105 and external agencies was satisfactory, (b) they had too heavy teaching loads to participate in academic public service activities, (c) opportunities to participate in academic public service activities were available, and (d) academic freedom to participate in academic public service activities was assured. Research Question 3: To what extent are Saudi male College of Education faculty members aware of institutional policies concerning academic public service activities and centers for such activities? . Most of the faculty members from the King Saud Colleges of Education were aware of the existence of the Center for Public Service Activities and of institutional policies related to such activities. However, only one-third of the faculty members from the King Faisal College of Education were aware of the existence of the Center for Public Service Activities. Research Question 4: What proportion of Saudi male College of Education faculty members’ working time is currently spent on public service activities? What would be the ideal proportion of time? The results revealed that 41% of the faculty members indicated no portion of their working time was currently allocated to academic public service activities. However, they showed positive responses in their choice to participate in such activities between 16% and 30% of their working time. AS for the proportion of time allocated to current and ideal participation, it was apparent that the faculty members were in favor of increasing the proportion of working time over the current proportion. Similar results were found by Shuib (1983), who stated that faculty members preferred to increase their 106 proportion of time devoted to academic public service activities over the current allocation. Research Question 5: Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activities, according to their colleges? No significant differences in amount of participation were found among Saudi male faculty members from various Colleges of Education. Further, no significant differences in amount of participation were found between faculty members from the King Saud College of Education in Riyadh and those from the Umm .Al-Qura College of Education in Makkah. Although King Saud University had a Center for Continuing Education and Public Service, Umm Al-Qura University did not have such a center. It seems that a lack of coordination between the King Saud College of Education in Riyadh and the Center led to the low participation of faculty members in public service activities. Partridge (1985) found that a clearly defined policy concerning university service was one of the incentives that encouraged faculty members to participate in academic public service activities. . ResearchsLOuestion 6: Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activities, according to their departments? Significant differences in the amount of participation in academic public service activities were found between faculty members in the Educational Administration and Comparative and Islamic Education Departments. Specifically, faculty members in the Educational Administration Department participated more in academic 107 public service activities than did those in the Department of Comparative and Islamic Education. The results also indicated that there were differences in amount of participation between faculty in the Department of Educational Administration and those in "other" departments (Science, Math, Languages, Art, Physical Education, and Special Education). Faculty members in the Educational Administration Department participated more in academic public service activities than did faculty in the other departments, perhaps because faculty in Educational Administration had opportunities to teach courses in the training program for general education school principals. Research Question 7: Do Saudi male College of Education faculty members differ in the amount of participation in academic public service activities, according to their demographic characteristics (e.g., rank, highest degree, source of highest degree, age, years of college teaching, and hours of teaching per week)? In terms of rank, Significant differences in the amount of participation in academic public service activities were found between professors and lecturers and between professors and demonstrators. Professors participated more in academic public service activities than did either lecturers or demonstrators. Concerning the highest degree held, significant differences in the amount of participation in academic public service activities were found between respondents with doctoral degrees and those with Specialist, master’s, or bachelor’s degrees. Respondents with doctoral degrees participated more in such activities than did those with specialist, master’s, or bachelor’s degrees. Perhaps 108 participation by lecturers and demonstrators was low because they were involved in doctoral or master’s degree programs, or were preparing to travel abroad to pursue their academic degrees. However, it should also be noted that faculty members with higher degrees were better prepared professionally to become involved in public service activities. Boggs and Michaels (1980) and Connolly (1972) had different results. In their studies no differences were found between faculty members with different degrees or classifications, in terms of involvement in community service. Regarding source of highest degree, significant differences in the amount of participation in academic public service activities were found between faculty members who had obtained their highest degrees from universities in Europe or the United States and those who had obtained their degrees from Saudi/Arabic universities. Faculty members who had obtained their highest degree from European or American universities participated more in public service activities than did those who had obtained their degrees from Saudi/Arabic universities. In terms of age, Significant differences in the amount of participation in academic public service activities were found between respondents over 30 and those under 30 years old. Faculty members 30 years of age and above participated more in public service than did those who were under 30. Most of the respondents who were over 30 years old had doctoral degrees, which might account for their greater participation in these activities. Murphy (1974), too, found that older faculty members appeared to 109 engage in public service activities more frequently than did younger ones. In contrast, Boggs and Michaels (1980) and Connolly (1972) did not find that age was related to faculty members’ involvement in community service. Concerning college teaching experience, significant differences in amount of participation in academic public service activities were found between faculty members with varying experience in college teaching. Faculty members with more years of college teaching participated more in public service than did those who had taught fewer years. Similarly, Connolly (1972) found that length of service at the institution was related to faculty members’ involvement in community service. In terms of teaching hours per week, Significant differences in amount of participation in academic public service activities were found between faculty members who taught more than Six hours a week and those whose work load was fewer than six hours per week. Faculty members whose teaching load was six hours and above participated more in public service activities than did those who taught fewer than six hours a week. A closer look at the data indicated that most, if not all, of the respondents whose teaching load was less than six hours a week were demonstrators who, for the above-mentioned reasons, could not perform academic public service activities. Hence, the difference in participation can be explained in terms of faculty members’ rank. This result disagrees with those of Murphy (1974) and Connolly (1971), who did not find a 110 relationship between faculty members’ involvement in public service activities and their hours of teaching per week. Research Question 8: Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, according to their colleges? The results indicated that there were significant differences in perceptions of academic public service activities among faculty from various Colleges of Education. Faculty members at King Faisal had stronger beliefs than those at King Abdulaziz that one is less likely to participate in public service activities if they are not stated as college or department policy. Faculty members at King Saud had a stronger belief than those at Umm Al-Qura that the college or department provided opportunities for faculty members to participate in public service activities. Faculty members at King Faisal had a stronger belief than those at King Saud that public service activities centers should be established in each university. Faculty members at King Saud had a stronger belief than those at King Abdulaziz that the current cooperation between their college and external agencies was satisfactory. flgggarch Question 9: Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, according to their departments? The MANOVA showed no significant differences in perceptions of academic public service activities among faculty members from various departments. However, the ANOVA showed a significant result on one item. Faculty members in the Department of Educational Administration had a stronger belief than those in "other" departments (Science, Math, Languages, Physical Education, Art, and 111 Special Education) that there was a pressing need outside the college/department for public service activities related to their academic field. Research Question 10: Do Saudi male College of Education faculty members differ in their perceptions of academic public service activities, according to their demographic characteristics (e.g., rank, highest degree, source of highest degree, age, years of college teaching, and teaching hours per week)? Significant differences in perceptions of public service activities were found between the following academic-rank subgroups: (a) professors, associate professors, and assistant professors had stronger beliefs than did lecturers that they were professionally prepared to participate in academic public service activities; (b) professors, associate professors, and assistant professors had less strong beliefs than did demonstrators that a public service activities unit should be established in each college within a university; and (c) professors, associate professors, and assistant professors had stronger beliefs than did demonstrators that their teaching load was too heavy for them to participate in public service activities. The MANOVA results indicated no significant differences in perceptions of academic public serVice activities, based on faculty members’ highest degree, source of highest degree, age, years of college teaching, or number of hours of teaching per week. However, the ANOVA showed the following significant results based on highest degree, source of highest degree, and number of teaching hours. Faculty members with doctoral degrees had a stronger belief than 112 those with master’s or specialist degrees that they were professionally prepared to participate in public service activities. Respondents who had received their highest degree from European or American universities had a stronger belief than those from Saudi/Arabic universities that they were professionally prepared to participate in academic public service activities. Faculty members who taught 10 hours or more each week had a stronger belief than did those who taught fewer than six hours a week that their teaching load was too heavy for them to participate in public service activities. No significant difference was found in the perceptions of faculty members toward public service activities according to their years of college teaching. Likewise, no significant difference was found in the perceptions of faculty members about academic public service activities according to their age. Boggs and Michaels (1980), as well, did not find a relationship between faculty members’ perceptions of public service activities and their chronological age. Research Question 11: Is the amount of Saudi male College of Education faculty members’ participation in academic public service activities related to their perceptions of such activities? Slight positive relationships were found between some perception items and the amount of participation in public service activities. Faculty members who participated more in academic public service activities were those who felt professionally prepared to take part in such activities, those who saw a pressing 113 need outside the college or department for public service activities in the area related to their academic field, and those who thought the current cooperation between their college and television and radio stations was satisfactory. However, slight negative relationships were found between the amount of participation in academic public service activities and some perception items. Faculty members who participated less in public service were those who believed an academic public service activities unit should be established in each college within a university and those who believed they were less likely to participate in academic public service activities if those activities were not formally requested by external agencies. Conclusions Based on the study findings, the following conclusions were drawn: 1. The amount of participation in academic public service activities by faculty from all participating departments was low. Exceptions were (a) teaching nondegree courses, in which there was moderate participation by faculty from the Departments of Educational Administration and Educational PsychologY; and (b) writing for newspapers and magazines, in which there was moderate participation by faculty members in the Educational Administration Department. 2. The amount of participation in academic public service activities was low for faculty from all six Colleges of Education. 114 3. The majority of faculty members felt professionally prepared to carry out public service activities. However, they believed that tangible and intangible rewards, such as consideration for promotion, were necessary. Because faculty members’ current work load was not heavy, they agreed that public service activities Should be included in their duties. 4. Faculty members agreed that public service was needed and that centers for public service Should be established within a university. Public service activities could also be carried out through formal requests by external agencies, and written policies with regard to public service might encourage them to participate more in such activities. 5. Faculty members indicated that the cooperation between their college and television and radio stations and external agencies was unsatisfactory, and that academic freedom and opportunities for participation in public service activities were limited. 6. Although some faculty members indicated that no portion of their work load was allocated to public service activities, they indicated they would choose to participate in academic public service activities between 16% and 30% of their working time. 7. The majority of faculty members from Colleges of Education at King Saud University were aware of the existence of the Center and policies regarding public service activities. However, at King Faisal University, only a small portion of the faculty members in 115 the College of Education were aware of the existence of the Center for Public Service Activities. 8. No significant difference was found with respect to the amount of participation in public service activities by faculty from all Six colleges. However, faculty members in the Department of Educational Administration participated more than those in the other departments. 9. Faculty characteristics that were related to participation in academic public service activities were rank, highest degree, source of highest degree, age, years of college teaching, and teaching load. Faculty members with higher rank, those who held doctoral degrees, those who had obtained their highest degree from universities in Europe or the United States, those 30 years old and over, those with more years of college teaching experience, and those who taught six hours a week or more indicated greater participation in public service activities. 10. Some aspects of public service activities were perceived differently by faculty members from the six Colleges of Education. These include the following statements: Faculty members participate less in public service activities if these activities are not stated as college or department policy, opportunities for service are made available through the college or department, and a public service center should be established at each university. 11. Faculty members in the Department of Educational Adminis- tration felt strongly that there was a pressing need outside the 116 college or department for public service activities related to their academic field. 12. Faculty members’ rank, highest degree, source of highest degree, and hours of teaching per week appeared to influence these individuals’ perceptions of public service activities. Among the statements that were perceived differently were: Faculty members feel professionally prepared to participate in public service activities, a public service unit should be established in each college within a university, and the teaching load was too heavy for them to participate in public service activities. 13. Age and years of college teaching were found to have no significant relationship to the faculty members’ perceptions of public service activities. 14. Faculty members who participated more in public service activities were those who felt professionally prepared to participate in such activities, those who believed there was a pressing need outside the college or department for public service activities in areas related to their academic field, and those who were satisfied with the current cooperation between their colleges and television and radio stations. 15. Faculty members who participated less in public service activities were those who believed a public service unit should be established in each college within a university and those who believed they were less likely to participate in public service activities if those activities were not formally requested by external agencies. 117 W Based on the findings of this study, the following recommendations are made for program implementation and further research. Recommendations for Program Implementation 1. Saudi universities, through their colleges and departments, should clarify their mission in the area of public service. The ambiguous references found in many mission statements seldom reflect a clear picture of such services. 2. Reward systems, both tangible and intangible, Should be sufficiently formulated to encourage faculty members to participate in public service activities. 3. Faculty members’ participation in public service activities can be enhanced by including these services as 16% to 30% of their work load and considering their participation in such activities in deciding on promotions. 4. Cooperation should be established between the universities and external agencies such as public radio and television stations. 5. Saudi universities Should have access to external sectors to develop and improve their programs through cooperative applied research. 6. Saudi universities should have their own television channels or be assigned a certain time within the public television schedule to broadcast their public service programs. 118 7. Policies related to public service activities should be made and clearly defined so that decisions on faculty members’ participation can be easily and efficiently guided. 8. Public service centers should be established within each university so that the colleges’ activities concerning public service can be efficiently coordinated and performed. 9. Colleges and departments should provide more opportunities for faculty members to participate in public service activities. More academic freedom should also be given to faculty members in performing their public service activities. 10. Information regarding public service policies and centers and the pressing need for such services should be disseminated to all faculty members. 11. Public service activities other than teaching nondegree courses and journal writing should be encouraged among faculty members. These other services should include consultation and applied and cooperative research. Recommendations for Further Research 1. This study was limited to_faculty members in Colleges of Education. AI similar study on public service activities might include faculty members from other colleges within a university. 2. A study could be conducted to determine if external agencies are aware of the public services offered by universities in their area. 119 3. A comparative study could be carried out to examine the status of public service programs scheduled for each university. 4. A comprehensive study could be undertaken to discover the factors that encourage and discourage faculty members’ participation in public service activities and the types of activities that are carried out. 5. This study was restricted to faculty members. It could be replicated to include both faculty members and university administrators. 6. Further research could be done to determine the perceptions of faculty members about the importance of public service as compared to research and teaching. APPENDICES APPENDIX A CORRESPONDENCE 120 MICHIGAN STATE UNIVERSITY COLLEGE Of EDUCATION EAST LANSING 0 MICHIGAN 0 «824-1034 DEPARTMENT Of EDUCATIONAL ADMINISTRATION ERICKSON HALL September 19, 1986 To: Henry Bredeck Chair, UCRIHS 238 Admin. Bldg. From: Neff oral Advisory Committee SUBJECT: MPTION FROM FALL COMMITTEE REVIEW FOR ATTACHED RESEARCH Attached is a cepy of Mohammed Al-Wuzeinany's research proposal which has been approved by his advisory committee. We are asking that you approve, exempting this proposal from fall committee review on the basis of paragraph 1C on page 3 of UCRIHS guidelines, and that you give Mohammed clearance to proceed with his research. MSULT an Aflimam ' .- ’I‘On/igflfl: Opportunity Inxta‘tun'on 121 MICHIGAN STATE UNIVERSITY L'NTV‘ERSITY COMMITTEE ON RESEARCH LV'VOLVING EAST LANSWG ' MICHIGAN I 48824-1046 vaxssumrcnlucmns usxbxnannanouauunmo “”’”*““ September 24, 1986 Mr. Mohammed Al—Wuzeinany 1545 D Spartan Village East Lansing, Michigan 48823 Dear Mr. Al—Wuzeinany: Subject: Proposal Entitled, "The Perception of Saudi Male Faculty Members at Colleges of Education in Saudi Arabian Universities Toward Public Service Activities" 1 am pleased to advise that I concur with your evaluation that_this project is exempt from full UCRIHS review, and approval is herewith granted for conduct of the project. You are reminded that UCRIHS.approval is valid for one calendar year. If you plan to continue this project beyond one year, please make provisions for obtaining appropriate UCRIHS approval prior to September 24, 1987. Any changes in procedures involving human subjects must be reviewed by the UCRIHS prior to initiation of the change. UCRIHS must also be notified promptly of any problems (unexpected side effects, complaints, etc.) involving human subjects during the course of the work. Thank you for bringing this project to my attention. If I can be of any future help, please do not hesitate to let me know. Sincerely. (L Henry E. Bredeck Chairman, UCRIHS HEB/jms cc: Dr. Kenneth L. Naif MSL' u an Af/mnunm Admin/Equal Oppnnu-uty Iltlrlulml l22 MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION EAST LANSING ' MICHIGAN I 0524-1034 DEPARTMENT OF EDUCATIONAL ADMINISTRATION ERICIGON HALL 6 August 1986 To Whom It May Concern: The purpose of this letter is to inform you of the fact that the dissertation proposal of Mohanmed M.J. Al—Nuzeinany has been approved by his guidance committee and its implementation will require travel within the U.S. in order to validate his instrumentation, and to, and within, Saudi Arabia in order to collect his data. I hereby request that you provide Mohammed M.J. Al-Nuzeinany all of the logistical support to which he is entitled as a scholar sponsored by your mission in order that he might accomplish his educational and training objec- tives at Michigan State University. He plans to complete his program in December _ Mohamned has been an excellent student and, I am sure, will prove to be an outstanding development resource for Saudi Arabia. Sincerely yours, enneth L. Professor, 430 Erickson Hall KLN/bh AHL' u an {flu-nan" A: um. , qul Criminal!) lumumn l23 )‘H\ “FJH'QH Ministry of Higher Education > GU'MLl/‘J Saud! Arabian Emotional Mission . ' I _ Oak-agoBr-ancb 4 )lt ‘/b"' _ {ta/"’bJD/x“ ' ’ v- ‘ Q: . “;¥%‘ 9/16/1986 =;;¢' =§Ly DEAR STUDENTzMOHAMMED M. WUZEINANY I AM PLEASED T0 INFORM YOU THAT YOUR REQUEST FOR RESEARCH TRIP HAS BEEN APPROVED BY YOUR SPONSOR. IF YOU HAVE ANY QUESTION CALL YOUR ADVISOR AT EXTENTION 562. \j \ DR. lED'SHAMEKH, ACADEMIC SUPERVISOR. 8700 West Bun .\l.|\\'r, Sullc 900 N. Chimgo, Illinois 6003] Tel; (312)693-3900 'I‘L'lcx185213-l ELMIAHCCC 124 Ejdf-g/ {:u’ll 35» fl‘fi‘» Agillglmla lit—{o “VDV' rye“ L215 2,3455!le r... KINGDOM OF SAUDI ARABIA MINISTRY OF HIGHER EDUCATION arm filrQUfih “NWIBSITY MAKKAH ALMUKARRAMAH College of Social Sciences Downtime" cling] Inn r—IJ‘ March 4, 1987 @w .qu Ugh .3 4.43.1! To whom it may concern This is to certify that the questionnaire prepared by Mr. Al-Wuzeinany Mohamed is authentically translated into Arabic. This letter is accorded to him upon request. Chairman of Department of English New Dr. Janal Sheshsha r.o. Box us i uvuu 3 0,51: V“ 4:). JJ-fi- cuuzumcu (mm AL - cum MAKKAH ”V1“! 35. 5,3“ |.1 LA.) L9,, 1121):): «ooze JAMMKA 51 Tel. 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U.S.: APPENDIX B THE SURVEY INSTRUMENT l3l UMM AL-QURA UNIVERSITY Dear College of Education faculty member: I am currently involved in gathering data for my doctoral dissertation at Michigan State University in the United States. The study deals with the perceptions of Saudi male faculty members of Colleges of Education in Saudi Arabian universities toward academic public service activities. Academic public service activities are any organized and ongoing program of the institution to bring its resources to bear on the identification, understanding, and resolution of public problems. Academic public service activities include different dimensions such as consultation, continuing education directed toward nondegree groups, and applied research aimed at solving the problems of external agencies. Enclosed is a copy of the questionnaire that will be used for research purposes in this study. Please read the questionnaire carefully and fill it out. Your participation, although absolutely necessary for the success of this study, is entirely voluntary; there is no penalty for not participating. Do not identify yourself, so that your anonymity will be preserved. Your return of the completed questionnaire constitutes your informed consent. Your cooperation in this study is greatly appreciated. Sincerely, Mohammed Wuzeinany Ph.D. candidate Michigan State University Background data: I. Your l32 PART I Please check ( present rank: Professor Associate professor Assistant professor Lecturer Demonstrator Other (please specify) 2. Highest degree held: IIIII Ph.D. Specialist Master’s Bachelor’s Other (please specify) 3. Source of highest degree: United States Europe Saudi Arabia Other Arabic country Other (please specify) department: Educational Adminis— tration Curriculum & Instruc— tional Methods & Media Educational Psychology Physical Education Comparative & Islamic Education Other (please specify) ) the appropriate response for each question below that best describes you at the present time. 5. Your age: Under 30 30-39 40-49 50 and over 6. Years of college teaching: IIII IIIII Under 1 -4 5-9 l0—l4 l5 and over teaching hours per week: Fewer than 6 6-9 lO-l2 Over 12 college is in: King Saud University (Riyadh) King Saud University bha) King Abdulaziz University (Medina) King Faisal University (Hufof) Umm Al—Qura University (Makkah) Umm Al—Qura University (Taif) Directions: How often have you participated activities during the past year? l33 PART II item. (N) Never (S) Seldom (l—3 times per year) (0) Often (4-6 times per year) in the following Please check ( J) one response per (MO) More often (more than 6 times per year) Teaching courses directed toward such nondegree groups as teachers, administrators, or governmental employees. Consulting to external agencies, based on your academic field. Writing for national newspapers and magazines concerning societal issues. Participating in symposia outside of the college. Presenting lectures or interviews to the public through television or radio. Presenting lectures to the public outside of the college. Working as a committee member with external agencies, local or national. Participating as a group member in conducting research aimed at solving the problems of external agencies. Individually conducting research aimed at solving the problems of external agencies. Other. Please specify: l34 PART III Directions: To what extent do you disagree or agree with each statement? Please check (VI) one response per item. (SD) Strongly Disagree (0) Disagree (U) Undecided (A) Agree (SA) Strongly Agree SD D U A SA l. I feel professionally prepared to participate in academic public service activities. 2. An academic public service activities unit should be established in each college within a university. 3. There is a pressing need outside the college or the department for public service activities in areas related to my academic field. 4. Academic public service activities should be a portion of faculty members’ work load. 5. One is less likely to participate in public service activities if they are not stated as college or department policy. 6. The current cooperation between my college and television and radio stations is satisfactory. 7. Intangible reward is an essential element in participating in public service activities. 8. My teaching load is too heavy for me to participate in public service activities. 9. Participation in public service activities should be considered in the promotion process. l2. 135 (SD) Strongly Disagree (D) Disagree (U) Undecided (A) Agree (SA) Strongly Agree SD SA Time should be allocated within television and radio programs for the university to carry out public service activities. Tangible reward is an essential element in participating in public service activities. The college or the department pro- vides opportunities to participate in public service activities. An academic public service activi- ties center should be established in the university. Faculty members have academic freedom to participate in public service activities. The current cooperation between my college and external agencies is satisfactory. Universities should have their own television channels on which to present their programs regarding public service activities. I am less likely to participate in public service activities if they are not formally requested by external agencies. l36 PART IV Directions: Please answer the following questions regarding institutional policies related to public service activities. Please check ( ) one response per item. I. Currently, how is your working time apportioned to public service activities? 0% 15% or less 16% to 30% 3I% or more IIII 2. How would you like to apportion your working time to public service activities? 0% l5% or less 16% to 30% 31% or more 3. Does your university have a written policy regarding public service activities? Yes No Don’t know 4. Does your university have a center for public service? Yes No Don’t know Thank you for your cooperation! I37 ewaJ-m—UIH 5J——3JI ‘el z—ldL? Lia—LII «wax—"Les 3—0JS‘JIZS.‘ owe-2" “ewes-ex uu- “45.x; LL" 19.» 95-:4‘ I'L-I-J' OL__._~..:.:... 3.41, but? vb IIJJSSAJI UL.) LL35... 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Mu aL—bm ”359.1,...“ MI 91”,}: L4,}...H 1,-3.1“... l.._.J|.$ h 0__a ms..." 3,,.'..JI L...“ 4,. 9:.” :5wa 8:...“ L9 gQJUJIg—QI [ho-N tl‘l—e J31; x1e _, X ,_.b_l ’15!un —a xtou-Hxn_a .,___.- h;..u,.-1....I 2.1m I I,,.-.J' I L...I_ - I 9L. .. u1......“ ,L._.;.syl 9.) (1 i.._...‘..IIJ,» 0,5148me. 3:4...” LéieLbL-‘QJWQUS-‘IQ' -_ 3.41;.“ ,_-.JL¢..2,L.-....n Ly..." tT-u-“X‘T—o? J—5UX\°-~r XJ-L—d—' ,_‘.5i,xn_a xiéw‘fl\—J '~——u-s$~=LbL—~".o-L-—v' '.. l-n" 3494-!" Lay-$1” 3-|—..- H—z-t-lnL-u" I-rdah' . 3.....L...J‘ 12.91! J,» 3.91, 3,...” eaJJ-u- ‘ 9.? cm, I 9.15” p.1- 3 :Hu,2fiu.gmwvu~quu Lw;,.dm»,.J.-(t . Law. Land,» HAY Fl-v Y (I! 1.1.4me IJS; llaHH-J‘Gw C" BIBLIOGRAPHY BIBLIOGRAPHY A1-Badr, Hamoud Abdu1aziz. "Pub1ic Re1ations Activities at Two Saudi Arabian Universities." Ph.D. dissertation, Michigan State University, 1972. A1-Jazerah (Saudi Arabian Dai1y Newspaper). 1984. (In Arabic.) A11ard, Sandra. 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