71-2068
FINK, Frederick Thornton, 1931AN ANALYSIS OF THE INTERNATIONAL DIMENSION OF
MICHIGAN PUBLIC COMMUNITY COLLEGE EDUCATION.
Michigan State University, Ph.D., 1970
Education, general

U niversity M icrofilm s, A XEROX C o m p a n y , A n n A rbor, M ichigan

AN A N A L Y S I S O P T H E I N T E R N A T I O N A L
DIMENSION OF MICHIGAN PUBLIC
COMMUNITY

COLLEGE EDUCATION
By

Frederick Thornton Fink

A THESIS
S u b m i t t e d to
Michigan State University
p a r t i a l f u l f i l l m e n t of t h e r e q u i r e m e n t s
for t h e d e g r e e of
D O C T O R OF PHILOSOPHY.
D e p a r t m e n t of A d m i n i s t r a t i o n
and H i g h e r E d u c a t i o n
197 0

ABSTRACT
AN A NA L Y S I S O F T HE I N T E R N A T I O N A L
D I M E N S I O N OF M I C H I G A N P UB L IC
COMMUNITY COLLEGE EDUCATION
By
Frederick Thornton Fink

D u r i n g the past tv/enty y e a r s b o t h p o w e r and r e s p o n s i ­
b ility

came t o the U n i t e d S t a t e s b e f o r e e i t h e r t he g o v e r n ­

m e n t or the p e o p l e we r e p r e p a r e d for it.

T h e r e has a l s o

b e e n a t e n d e n c y to vi e w e d u c a t i o n as a c lo s ed s y s t e m w i t h
no r e l a t i o n to the p o li t ic a l,
con t ex t

so ci al,

in w h i c h e d u c a t i o n o pe r a t e s .

e c o n o m i c or w o r l d
The a bi l it y

to

d e v e l o p a r a t i o n a l s t r a t e g y f o r i n c r e a s i n g the i n t e r ­
n a t i o n a l d i m e n s i o n of c o m m u n i t y
on a co h e r e n t

college education depends

a n a l y s i s of c ur r en t i n t e r n a t i o n a l a c t i v i t ie s .

Twenty-four environmental variables
leadership variables were

and t wenty

i d e n t i f i e d w h i c h w e re p e r c e i v e d

to r ef l ec t an I n t e r n a t i o n a l bi a s.

E a c h v a r i a b l e was

m e a s u r e d for each of the t en c o m m u n i t y c o ll e g e s
sample.

In the

The e n v i r o n m e n t a l v a r i a b l e s w er e t r a n s f o r m e d to

s t a n d a r d scores an d the l e a d e r s h i p v a r i a b l e s w e r e a s s i g n e d
a d o u b l e w e i g h t to i nsure s i m i l a r d i s t r i b u t i o n s t a n d a r d
deviations.

Frederick Thornton Fink
A r.eries of c o r r e l a t i o n s w e r e
hypotheses.

T h e r e s u l t s of the c o r r e l a t i o n s

following conclusions:
has

(1)

foreign student

not p r o g r e s s e d r a t i o n a l l y

munity

colleges;

as the c o l l e g e s
emphasis;

(3)

(2)

l i brary

h a ve

activities

are equally

led t o the
enrollment

in M i c h i g a n p u b l i c

com­

resources have been developed

conditions which

of the e n v i r o n m e n t a l

foster

in f o u r - y e a r c o l l e g e s

Important

d i m e n s i o n of c o m m u n i t y

predictors

the

increased their international

institutional

international
si t i e s

computed to test

an d u n i v e r ­

to t h e i n t e r n a t i o n a l

college education;

and

and l e a d e r s h i p v a r i a b l e s

(4)

some

are g o o d

of the t o t a l i n t e r n a t i o n a l d i m e n s i o n o f the

institutions

studied.

T h e e n v i r o n m e n t a l v a r i a b l e s w h i c h ha d s i g n i f i c a n t
correlations with the total
include:
teers

(l)

the p e r c e n t a g e of f o r m e r

on the f a c u l t y ;

in the c o m m u n i t y
to
and

(2)

college

catalog which

The
tions

co u r s e s

listed

include references
or institutions;

i n t e r n a t i o n a l d i m e n s i o n o f the c u r r i c u l u m .

leadership variables with significant

included:

o b l i g a t i o n to

(1)

attitudes of responsibility

foreign students;

r e s o u r c e s to h a n d l e
students.

activities

dimension

Peace Corp volun­

the number of

international programs,
(3) the

international

and

(2)

the u n i q u e p r o b l e m s

correla­
and

the a b i l i t y an d
of f o r e i g n

Frederick Thornton Fink
Ka ch c o mm u n i t y

co l le g e In the sa m p l e w a s a s s i g n e d a

p a r t i c u l a r cell on a m a t r i x d e s i g n e d to c o m p a r e
I ns t i t u t i o n s w i t h r e f e r e n c e to the d e g r e e that

the
the i n t e r ­

n at i on a l d i m e n s i o n had b e c o m e I n s t i t u t i o n a l i z e d .
matrix

The

cells r ef l e c t the i n t e r s e c t i o n of f a v o r a b l e a n d

unfavorable

l e a d e r s h i p and e n v i r o n m e n t .

l eaders h ip d e n o t e s

Favorable

l e a d e r s h i p c o m m i t t e d to th e i n n o v a t i o n s

b e i n g a t t e m p t e d and f a v o r a b l e e n v i r o n m e n t d e n o t e s
e n v i r o n m e n t w h i c h is c ha ng e pr o ne and c o n t a i n s
available

an

forces

for m o b i l i z a t i o n in f av or of p r o p o s e d i n n o v a l

tions.
The r e s u l t s
environment

ob t ai n e d

i n d i c a t e that l e a d e r s h i p a n d

apparently develop simultaneously.

case but one t h es e two v a r i a b l e s

In e v e r y

sh a r e d the same cell.

R e s u l t s of a n a l y z i n g the i n t e r n a t i o n a l d i m e n s i o n
o f the c o m m u n i t y

c o l l e g e s s t u d i e d cl early i n d i c a t e s that

3 o m e c o l l e g e s ar e m u c h m o r e v i g o r o u s t h a n o t h e r s in t h e i r
a t t e m p t s to

incre as e t h e i r i n t e r n a t i o n a l di m en s io n .

The

p r e s e n c e of f o re i gn s tu d e n t s o n th e c o m m u n i t y c o l l e g e
cam p us

is n e i t h e r a n e c e s s a r y no r a s u f f i ci e nt c o n d i t i o n

for c o n c l u d i n g that the i n t e r n a t i o n a l d i m e n s i o n o f t h a t
c o l l e g e is large.
i nc r e a s e

If a c o m m u n i t y c ol l e g e d e s i r e s to

Its i n t e r n a t i o n a l d i m e n s i o n t h er e a r e a l t e r n a ­

t i v e s o p e n w h i c h do not r e q u i r e a la rge f o r e i g n s t u d e n t
enrollment.
Q u e s t i o n s c o n c e r n e d w i t h t he o p t i m u m I n v o l v e m e n t
o f the c o m m u n i t y c o l l e g e in i n t e r n a t i o n a l a c t i v i t i e s are

Frederick Thornton Fink
outside

the s c o p e o f t h i s p a p e r .

Additional research

e s s e n t i a l to t h e i n v e s t i g a t i o n o f q u e s t i o n s o f t h at
A d d i t i o n a l r e s e a r c h on a n a t i o n a l

scale

i n d i c a t e d p r i o r to g e n e r a l i z i n g a b o u t t h e

of t h i s

type.

is a l s o

international

dimension of c o m m u n i t y college e d u c a t i o n nationwide.
results

is

The

s t u d y m a y be g e n e r a l i z e d to the p o p u l a ­

t i o n of M i c h i g a n p u b l i c

c o m m u n i t y c o l l e g e s only.

TABLE OP CONTENTS
P ag e
LIST OF

T A B L E S ........................................

ill

LI ST O P

F I G U R E S ........................................

lv

LIST OP

A P P E N D I C E S ....................................

v

T H E P R O B L E M ................................

1

Chapter
I.

N e e d .........................................
P u r p o s e .....................................
H y p o t h e s i s .................................
T h e o r y .....................................
O v e r v i e w .................................
II.

III.

IV.

V.

1
7
9
12
17

R E V I E W O P L I T E R A T U R E .....................

18

S u m m a r y .....................................

33

D E S I G N O F T H E S T U D Y .........................

35

Sample
......................
M e a s u r e s .................................
D e s i g n .....................................
T e s t a b l e H y p o t h e s e s ......................
A n a l y s i s .................................
Summary
......................

35
36
51
53
5**
56

A N A L Y S I S OF R E S U L T S .........................

57

D i s c u s s i o n .................................
S u m m a r y ..................

63
75

S U M M A R Y A N D C O N C L U S I O N S ..................

76

S u m m a r y .....................................
C o n c l u s i o n s .............................
D i s c u s s i o n .................................
Implications for Future R e search
.
.

76
78
82
84

B I B L I O G R A P H Y ............................................

86

A P P E N D I C E S ............................................

91

11

LIST OF TABLES

C h r o n o l o g i c a l s u mm a ry o f s e l e c t e d s tudies
r e l a t e d to e d u c a t i o n a n d the world.

2

C o m p a r i s o n of c u r r i c u l a r c h a r a c t e r i s t i c s

44

Comparison of financial

45

characteristics.

C o m p a r i s o n o f s t udent c h a r a c t e r i s t i c s

47

C o m p a r i s o n of fa c u l t y c h a r a c t e r i s t i c s

48

Comparison of other characteristics

49

.

Comparison of international characteristics

50

Correlations between curricular character­
i stics . . . . . . . . . . . .

64

Correlations

between financial

64

Correlations

between student characteristics

65

Correlations between faculty characteristics

66

Correlations between other characteristics.

69

Correlations between international character­
istics .............. ... .....................

70

Correlations

72

characteristic

between leadership variables

.

Env i r o n m e n t , l e a d e r s h i p and i n t e r n a t i o n a l
d i m e n s i o n t o t a l s .............................

73

I n s t I t u t i o n a l i t y t ot a l s

74

iii

......................

LIST OP FIGURES
Fi g ur e

Page

1.1

M a t r i x o f i n s t i t u t i o n a l i t y ...................

16

2.1

C o m p a r i s o n of t he f i n d i n g s of s o m e o f the
......................
studies reviewed

34

G e o g r a p h i c l o c a t i o n o f t h e ten c o m m u n i t y
c o l l e g e s in the s a m p l e ..................

37

S c a t tergram of correlations between
e n v i r o n m e n t a n d l e a d e r s h i p ...............

55

3.1
3.2

Iv

CHAPTER I
THE

PROBLEM

Need
Since
become

the end of W o r l d W a r II th e U n i t e d S t a t e s has

Increasingly

t he n i n e t e e n

involved in world affairs.

si x t i e s ,

h a v e t a k e n a cl o se

look at b o t h

the responsibilities
with other American

American universities

During

and colleges

the o p p o r t u n i t i e s

in w o r l d a f f a i r s w h i c h t h e y
institutions.

and
s hare

It is n o l o n g e r tr ue

that t h e d i p l o m a t a n d the m i l i t a r y m a n h o l d w o r l d
affairs

in t h e i r p r i v a t e d o m a i n .

A g r o w i n g c o n c e r n for

t he c o u r s e of w o r l d a f f a i r s a n d the p l a c e
in i n t e r n a t i o n a l a c t i v i t i e s ha s
studies which
Table

li s t e d

prompted a number of

r e l a t e e d u c a t i o n to t h e w o r l d at

1.1 l i st s ,

major studies

in c h o r n o l o g i c a l o r de r ,

o f the past t e n y e a r s .

directly applies

to the

community

for s t r e n g t h e n i n g the

d i m e n s i o n of A m e r i c a n e d u c a t i o n .
the Ac t ,

at the u n d e r g r a d u a t e

large.

s o m e o f the

N o n e of the s t u d i e s

T h e p a s s a g e of the I n t e r n a t i o n a l
1966 p r o v i d e d

of t hi s n a t i o n

college,1

E d u c a t i o n Ac t of

International

The m a i n thrust of

le v el ,

is to p r o v i d e a

The t e r m " c o m m u n i t y c o l l e g e " w i l l be u s e d
designate community and/or junior colleges.

to

TABLE 1.1.— Chronological summary of studies which relate education and world affairs?
Year

Study

Study Director

Study Sponsor

I960

The University and World
Affairs

J. C. Morrill

Ford Foundation and U. S.
Department of State

1963

The College and World Affairs

John W. Nason

Edward W. Hazen Foundation

1964

Non-Western Studies in the
Liberal Arts College

F. L. Wormald

Association of American
Colleges (AAC)

1965

The University Looks Abroad:
Approaches to World Affairs at
Six American Universities

William W. Marvel

Education and World
Affairs, Inc. (EWA)

1966

International Education in the
Developing State Colleges and
Universities

Fred Harcleroad
and
Alfred Kilmartin

Association of State
Colleges and Universities
(ASCU)

1967

The Professional School and
World Affairs

Irwin T. Sanders

Education and World
Affairs, Inc,

1967

Baseline

Harold Taylor

American Association of
Colleges for Teacher
Education (AACTE)

1968

Higher Education and World
Affairs

Allen A. Michie

Education and World
Affairs, Inc.

1968

The Teacher and the World

Harold Taylor

American Association of
Colleges for Teacher
Education

Chronological summary of nine studies which relate education to world affairs.

wide segment of students a ch ance to learn m or e about the
world and the cultures,

customs,

a n d v a lu e s of ot her

countries.
H ea rings were held by co m mi t te e s of the House and
Senate prior to the p as s ag e of the
Act.

I n t e r na t io n al E d u c a t i o n

E vi dence fu r ni s h e d at the he a r i n g s

shows that the

i nt e rnational d i m e n s i o n of A m e r i c a n e d u c a t i o n is i n a d e ­
quate.

The committees found that:

191 state colleges and u n i v e r s i t i e s
offered a course

(1) only 50% of the
s u rv e ye d in 1966

in n o n - W e s t e r n studies;

(2)

less than

one- half of one per cent of the 1500 u ni v e r s i t i e s and
four y e ar colleges

in the U n it e d St ates r eq u i r e c a n d i ­

dates for the b a c c a l a u r e a t e to take even a single course
d ea ling pr imarily wi t h n o n - W e s t e r n areas;

(3)

less t ha n

10$ of the students w h o a tt e nd four year c o lleges and
universities o f fe r i n g n o n - W e s t e r n courses

took such

courses.
D uring the past twenty years both po w er and r e s p o n s i ­
bility came to the U n i t e d States b e f o r e e ither the g o v e r n ­
ment or the people w e r e prepar e d for it.

This

society

and the e du c a t i o n a l s ystem of the society

c ould be

fairly c ha r a c t e r i z e d as p a r o c h i a l In Its p r e o c c u p a t i o n
with the h e ritage of W e s t e r n civiliz ation.
In creasing r e s p o n s i b i l i t y

S t eadily

in I n t e r n a t i o n a l affairs since

World W a r II has not had mu c h effect on the U.S.
tional system.

T h e r e has be e n a te n de n cy

educa­

in this country

to v i ew e d u c a t i o n as a c l o s e d
the p o l i t i c a l ,

social,

education operates.
meaningful

s y s t e m w i t h no r e l a t i o n to

economic

or w o r l d

context

If th e U n i t e d S t a t e s

l e a d e r s h i p in t he

in w h i c h

is t o e x e r c i s e

i n t e r n a t i o n a l a r e n a it is

e s s e n t i a l that the p e o p l e of the U n i t e d St a t e s

become

m o r e i n t e r n a t i o n a l l y o r i e n t e d by r e m o v i n g the b l i n d e r s
of p a r o c h i a l i s m t h r o u g h a c o n s c i o u s
n a t i o n a l i z i n g the
If it is
people

curriculum.

In t he b es t

to e d u c a t e o u r y o u t h

a changing world,
w i t h i n the

munity

college

interests
to m e e t

of th e A m e r i c a n
the requirements

then a major change must

educational

Because

e f f o r t at I n t e r ­

of

take place

system.

of Its c o m m i t m e n t

to I n n o v a t i o n t h e c o m ­

is m o r e s u s c e p t i b l e to c h a n g e t h a n m a n y

four year colleges and universities.
national commitments
only n a t u r a l t h at

of the government

community

As

the I n t e r ­

i n c r e a s e it s e e m s

colleges develop a service

f u n c t i o n e x t e n d i n g to a " c o m m u n i t y ” b e y o n d the b o r d e r s
of its

local c o n s t i t u e n c y ,

e v e n b e y o n d t h e b o r d e r s o f the

S t a t e a nd N at i on .
A recent

i s s u e of t he J u n i o r C o l l e g e J o u r n a l

Included

an a r t i c l e d e v o t e d to t h e d i l e m m a o f f o r e i g n s t u d e n t
2
admissions.
At l e as t p a r t of th e d i l e m m a is th e r e s u l t
2

P. G e o r g e E l l i o t t , "The D i l e m m a o f F o r e i g n S t u d e n t
A d m i s s i o n s , " J u n i o r C o l l e g e J o u r n a l , V ol . 40, No. 2
( Oc t o b e r , 1969), 17-20.

5
of a f a i l u r e
b oa r ds

on t h e p a rt

of s o m e c o m m u n i t y

and a d m i n i s t r a t o r s

college

to e x t e n d the d e f i n i t i o n of

" c o m m u n i t y ."
Community

c o l l e g e s h a v e the o p p o r t u n i t y

f or w ar d in i n t e r n a t i o n a l i z i n g t h e i r

to move

curricula.

Th e 1 , 0 0 0 p l us t w o - y e a r c o l l e g e s in the U n i t e d
States can m a k e a singular c o ntribution to world
u n d e r s t a n d i n g by s t r e n g t h e n i n g t h e i r i n t e r n a t i o n a l
e d u c a t i o n d i m e n s i o n s a n d b y b u i l d i n g th i s e m p h a s i s
into t h e i r ge n er a l
education
programs.
As last
r e s o r t s for f o r m a l
education
or
as s o u r c e s of
c o n t i n u i n g e d u c a t i o n for t h o u s a n d s of y o u t h s a nd
adults, c o m m u n i t y c o l l e g e s m a i n t a i n a u n i q u e
p o s i t i o n to h e l p A m e r i c a n s k no w m o r e a b o u t t h e i r
f e l l o w e a r t h l i n g s a n d t h e i r o w n p l a c e s in t h e
s u n .3
What

kinds

munity colleges

of a c t i v i t i e s

are a p p r o p r i a t e

for c o m ­

in the a r e a o f i n t e r n a t i o n a l e d u c a t i o n ?

T he M o r r i l l R e p o r t

p o i n t s o ut a n u m b e r of a c t i v i t i e s

w h i c h are p e r t i n e n t to c o l l e g e s a n d u n i v e r s i t i e s .
Recommendations

o f the

Committee

World Affairs which have relevance
c ol l e g e

on

th e U n i v e r s i t y a n d

to the c o m m u n i t y

i n c l u d e t he f o l l o w i n g .

1.
All A m e r i c a n i n s t i t u t i o n s o f h i g h e r l e a r n i n g
s h o u l d m a k e s t u d i e s of w o r l d a f f a i r s a n i m p o r t a n t
and p e r m a n e n t d i m e n s i o n o f t h e i r u n d e r g r a d u a t e
programs.
2.
Most universities and colleges have students
and s c h o l a r s from o t h e r c o u n t r i e s .
These institu­
t ions n e e d t o d e v e l o p s p e c i a l e d u c a t i o n a l p r o g r a m s
f i t t i n g the needs o f t h e i r f o r e i g n g u e s t s .

■3

W i l l i a m 0. S ha n no n , "T h e S t o r y is B e g i n n i n g to
U n f o l d . " J u n i o r C o l l e g e J o u r n a l . V o l . 40, No. 2 (O c to b er ,
1969), 9-TTI----------- -----------

6
3.
M a n y u n i v e r s i t i e s a nd c o l l e g e s w o u l d b e n e f i t
from u n d ertaking cooperative activities with
e d u c a t i o n a l i n s t i t u t i o n s in o t h e r c o u n t r i e s .
A
f ew s h o u l d u n d e r t a k e p r o g r a m s of a s s i s t a n c e to
educational institutions overseas.
U n i v e r s i t i e s that u n d e r t a k e a w i d e r a n g e of
p r o g r a m s in w o r l d a f f a i r s , at h o m e and a b r o a d ,
f ac e c o m p l e x p r o b l e m s o f m a n a g e m e n t .
Their
f a c u l t i e s , a n d a d m i n i s t r a t i o n a l i k e n e e d to
d e v e l o p l o n g r a n g e p r i o r i t i e s an d p l a n s in o r d e r
to m a k e p o s s i b l e the b a l a n c e d , yet f l e x i b l e ,
g r o w t h of th e t o t a l u n i v e r s i t y e d u c a t i o n a l p r o g r a m .
R e s e a r c h h as p r o g r e s s e d in u n i v e r s i t i e s

k

a n d four

ye ar c o l l e g e s d i r e c t e d

toward these recommendations.

The a i m of this

is to i n v e s t i g a t e t h e s e r e c o m m e n d a ­

tions

thesis

and o t h e r d i m e n s i o n s

the c o m m u n i t y
of c o m m u n i t y

of i n t e r n a t i o n a l a c t i v i t i e s

college c a m p u s .
colleges

The international concerns

h a v e not b e e n s y s t e m a t i c a l l y

s t u d i e d fo r the p u r p o s e of p r o v i d i n g c o m m u n i t y

college

a d m i n i s t r a t o r s w i t h the to o l s n e c e s s a r y to a s s e s s
current status
particular

the

of i n t e r n a t i o n a l e d u c a t i o n w i t h i n a

community

In the w o r d s

college.

o f one

community

college administrator:

. . . tw o y e a r c o l l e g e s are o n th e t h r e s h o l d ,
d u r i n g the next d e c a d e , of a p o t e n t i a l e x p l o s i o n
f r o m f o r e i g n s t u d e n t s o u r c e s th a t w i l l b e one of
t he m o s t d r a m a t i c a n d s i g n i f i c a n t c h a l l e n g e s to
h i g h e r e d u c a t i o n , n a t i o n a l l y a nd i n t e r n a t i o n a l l y ,
s i n c e the e s t a b l i s h m e n t in t h e U n i t e d S t a t e s of
l a n d - g r a n t c o l l e g e s o v e r 100 y e ar s ago a n d the

U

on

J. L. M o r r i l l , T h e U n i v e r s i t y a nd W o r l d A f f a i r s
(New York:
T h e F o r d F o u n d a t i o n , 19o0) , pp .
.

7
G.I. s t u d e n t w a v e
War I I . 5

immediately

following World

Purpose
T he p u r p o s e

of this

study

is to d e v e l o p a t e c h n i q u e

fo r m e a s u r i n g the

i n t e r n a t i o n a l d i m e n s i o n of c o m m u n i t y

college education

in M i c h i g a n a n d to a n a l y z e t h e

s ta t us
The

of i n t e r n a t i o n a l e d u c a t i o n in c o m m u n i t y

i n t e r n a t i o n a l d i m e n s i o n of c o m m u n i t y

t io n is d e f i n e d as the a g g r e g a t e

of the

c o n t r i b u t i o n to w o r l d u n d e r s t a n d i n g .
foreign students
national course
an i n t e r n a t i o n a l

current

colleges.

college

educa­

community

This

college

includes

and foreign scholar programs, interI
o r i e n t a t i o n a n d a ll o t h e r a c t i v i t i e s w i t h
character.

Specifically,

th is

study will be concerned with

f o l l o w i n g v a r i a b l e s w h i c h a r e p e r c e i v e d to r e f l e c t

the

an

international dimension.
1.

Th e n u m b e r of f o r e i g n s t u d e n t s e n r o l l e d
each

2.

community

c o l l e g e s tu d i e s .

The e x t e n t of l i b r a r y m a t e r i a l s
a p p l i c a b l e to i n t e r n a t i o n a l
segments

3.

In

primarily

courses,

or

of c o u r s e s .

A t a b u l a t i o n of c o u r s e d e s c r i p t i o n s m e a s u r e d
on c r i t e r i a d e s i g n e d to e v a l u a t e

International

content.
e
■'Douglas E. M a t t h e w s o n , Jr ., A N a t i o n a l S u r v e y of
I n t e r n a t i o n a l S t u d e n t s a n d P r o g r a m s in C o m m u n i t y J u n i o r
C o l l e g e s in the U n i t e d S t a t e s , N a t i o n a l A s s o c i a t i o n o f
Foreign Student Affairs
( W a s h i n g t o n , D. C.:
The
A s s o c i a t i o n , 1968), p. 1.

8
4.

E x t r a - c u r r i c u l a r a c t i v i t i e s of i n t e r n a t i o n a l
c on s eq u en c e.

5.

A d m i n i s t r a t i v e s t a t e m e n t s and p o l i c i e s w h i c h
r ef lect an a t t i t u d e t o w a r d I n t e r n a t i o n a l i z i n g
the c u r r i c u lu m .

6.

Community

c o l l e g e m e m b e r s h i p in a s s o c i a t i o n s

primarily geared to activities

of a n i n t e r ­

n a t i o n a l nature.
These v a ri a b l e s w i l l b e c o r r e l a t e d w i t h the c o m m u n i t y
college a t t r i b u t e

fa c t o r s d e s c r i b e d by R i c h a r d s ,

and Ra n d ^ and w i t h the o t he r v a r i a b l e s
are d es i g n e d

to m e a s u r e e n v i r o n m e n t

F i v e s pe c i f i c

Rand,

of the study w h i c h

or leade rs h ip .

institutional conditions

f or i n t e r ­

n at ional e d u c a t i o n w i l l b e w e i g h e d as t h es e a p p l y to
each co m munity c o l l e g e in t he sample.

These conditions

include:
1.
2.
3.
4.
5.

Leader s hi p .
Co m mi t me n t,
Compet e nc e .
Budget. Feedback.
F in a ll y ,

the c on c e p t

of i n s t i t u t i o n b u i l d i n g w i l l

be used as a m o d e l for c o m p a r i n g the c o m m u n i t y c o l l e g e s
^James M. R i c h a r d s , Jr.,
L o r r e i n e Rand, and
Leonard Rand, " D e s c r i p t i o n of J u n i o r C o l l e g e s , " J o u r n a l
of E d u c a t i o n a l P s y c h o l o g y , Vol. 57* No. 4 (1966).
7
'Allen A. M i c h i e , H i g h e r E d u c a t i o n an d W o r l d
Affairs (New York:
E d u c a t i o n a n d W o r l d A f f a i r s , I n c .,
1 9 ^ 8 ) , pp. 32-34.

9
Irt the s a m p l e w i t h ea c h o t h e r on the d i m e n s i o n s
environment

and

of

l e a d e r sh i p.
Hypotheses

A number

of a s s u m p t i o n s h a v e b e e n m a d e

the d e v e l o p m e n t
p ub l ic

of a n i n t e r a n t i o n a l d i m e n s i o n i n M i c h i g a n

community

co l le g e s .

section will include
s er i es

concerning

of b r o a d l y

T h e o r g a n i z a t i o n of t hi s

statements

of a s s u m p t i o n s a n d a

c o n c e i v e d h y p o t h e s e s w h i c h w i l l be

r e f i n e d to test the a s s u m p t i o n s .
It is a s s u m e d t h a t

the coherent

international dimension will
some s t u d e n t s

Where

d e v e l o p e d an d a c o m m i t m e n t
of the c u r r i c u l u m e xi s ts ,
the p e r c e n t a g e

foreign student

placed

possibly just a

long r a n g e p l a n n i n g h a s

reviewed

enrollment

been

to t h e i n t e r n a t i o n a l i z a t i o n
it s e e m s r e a s o n a b l e to e x p e c t

of f o r e i g n s t u d e n t s to i n c r e a s e .

M a t t h e w s o n stud y,

of a n

i n c l u d e t h e a d m i s s i o n of

from foreign countries,

few to b e g i n w ith.

community

development

in C h a p t e r

II,

as o pt i mu m .

T he

suggests

Further,

a 3%

as t h e

college matures a higher priority will be

on f o r e i g n s t u d e n t

admissions

to reflect the c o n ­

t i n u e d g r o w t h o f an i n t e r n a t i o n a l c o m m i t m e n t ,
u nt i l the p e r c e n t a g e

of foreign students

at

reaches

least
356 -

The

following hypotheses are suggested bas e d on these a s s u m p ­
tions.

10
H y p o t h e s i s 1 . T h e r e Is n o p o s i t i v e r e l a t i o n s h i p
b e t w e e n the p e r c e n t a g e o f f o r e i g n s t u d e n t s e n r o l l e d
a nd the age o f the c o m m u n i t y c o l l e g e .
H y p o t h e s i s 2 . T h e r e is n o p o s i t i v e r e l a t i o n s h i p
b e t w e e n the p e r c e n t a g e o f f o r e i g n s t u d e n t s e n r o l l e d
and the size of t h e c o m m u n i t y college.
The m i n i m u m c o n d i t i o n s

for effective institutional

i n v o l v em e n t i n i n t e r n a t i o n a l e d u c a t i o n r e f l e c t t h e e x p e r i ­
ence of major, u n i v e r s i t i e s
arts colleges.

an d a s m al l n u m b e r o f l i b e r a l

An a s s u m p t i o n is m a de that t he s e

conditions

will be eq u a l l y e s s e n t i a l as the c o m m u n i t y c o l l e g e d e v e l o p s
its i n t e r n a t i o n a l d im m en s io n .
H y p o t h e s i s 3 . A h i g h p o s i t i v e r e l a t i o n s h i p e xists
b e t w e e n the i n t e r n a t i o n a l d i m e n s i o n o f c o m m u n i t y
c ol lege p r o g r a m s and the i n s t i t u t i o n a l c o n d i t i o n s
d e s c r i b e d by Michie.
It is a s s u m e d that

there w i l l b e d i f f e r e n c e s

i n t e r n a t i o n a l d i m e n s i o n of the

community colleges

Some w i ll be m o re a c t i v e t h a n others.
oped c o u r s e - s e g m e n t s o r en t ir e
tance of w o r l d affairs.

of these

or c o u r s e - s e g m e n t s w i l l r e q u i r e a d d i t i o n a l
to p ro v i d e

studied.

Some w i l l h a v e d e v e l ­

co u rs e s to s tress

The d e v e l o p m e n t

in the

the i m p o r ­
co ur ses

l ib r ar y r e s o u r c e s

s t ud e nt s w i t h n e c e s s a r y s tu d y m at e ri a l s .

l ibrary is not a p r e r e q u i s i t e

f o r the a d d i t i o n o f i n t e r ­

n a t i o n a l l y o r i e n t e d co urses but
are es s en t i a l .

A la rge

adequate

T h es e a s s u m p t i o n s

course m a t e r i a l s

l e a d t o the n ex t h y p o t h e s i s .

Hypothesis
. T h e ex t en t of l i b r a r y m a t e r i a l s
p r i m a r i l y a p p l i c a b l e to i n t e r n a t i o n a l co urses o r
c o u r s e - s e g m e n t s w i l l not have a h i g h p o s i t i v e
r e l a t i o n s h i p w i t h o v e r a l l l i b r a r y size.

11
Community colleges which have developed International
courses or revised
national

emphasis

existing courses to include more i n t e r ­
will concurrently develop library resources

to s t r e n g t h e n t h e s e c o u r s e s .
to e x a m i n e

Hypotheses

5 a n d 6 are d e s i g n e d

this a s s u m p t i o n .

H y p o t h e s i s 5 . T h e r e is a h i g h p o s i t i v e r e l a t i o n s h i p
b e t w e e n the s iz e o f the i n t e r n a t i o n a l l i b r a r y a n d
the n u m b e r o f i n t e r n a t i o n a l c o u r s e s o ff ered.
H y p o t h e s i s 6.
T h e r e is a h i g h p o s i t i v e r e l a t i o n s h i p
b e t w e e n the siz e of t h e i n t e r n a t i o n a l l i b r a r y a n d
the t o t a l e n v i r o n m e n t v a r i a b l e .
It is a s s u m e d t h a t
revised

community

c o u r s e s to r e f l e c t a c o n c e r n f o r w o r l d a f f a i r s

be i n c l i n e d to j o i n o t h e r
institutions
national

colleges which h ave ad d e d or
will

community colleges or four-year

in a s s o c i a t i o n to p r o m o t e

their common inter­

interests.

H y p o t h e s i s 7«
A high positive relationship exists
b e t w e e n the i n t e r n a t i o n a l d i m e n s i o n o f t h e c u r r i c ­
ulum and affiliation with internationally oriented
consortia.
T he t w o m a i n v a r i a b l e s ,
are a s s u m e d to be

independent

environment
predictors

an d

leadership,

of t h e t o t a l i n t e r ­

national dimension.
H y p o t h e s i s 8.
T h e r e is n o r e l a t i o n s h i p b e t w e e n t h e
e n v i r o n m e n t a l and l e a d e r s h i p v a r i a b l e s .
It Is a s s u m e d th at
the

community college

environment.

returned Peace

Corps volunteers

faculty will have an impact on the

The k i n d s o f c o n c e r n w h i c h p e r s u a d e d t h e s e

i n d i v i d u a l s to J o i n the

Peace Corps will have a positive

e f f e c t o n t h e i r a c t i v i t i e s as f a c u l t y m e m b e r s .

on

12
H y p o t h e s i s 9 . T h e r e is a r e l a t i o n s h i p b e t w e e n the
p e r c e n t a g e o f P e ac e Corps v o l u n t e e r s on the c o m m u n i t y
co llege f a c u l t y and the e n v i r o n m e n t a l variable'.
F in a l l y ,

it is a s s u m e d t ha t some o f th e s u b - v a r i a b l e s

will be g o od p r e d i c t o r s o f the m a i n v a r i a b l e s

a nd o f the

total i n t e r n a t i o n a l d i m e n s i o n o f the

in the study.

T he d e v e l o p m e n t

c o ll e g e s

o f an e x p e d i t i o u s t e c h n i q u e for m e a s u r i n g

the total i n t e r n a t i o n a l d i m e n s i o n r e q u i r e s
tion of such h i g h l y p r e d i c t i v e

the i d e n t i f i c a ­

variables.

H y p o t h e s i s 1 0 . Some o f th e s u b - v a r i a b l e s of
e n v i r o nm e nt an d of l e a d e r h s i p w i ll b e h i g h l y
p r e d i c t i v e o f the m a i n v a r i a b l e s o f e n v i r o n m e n t
an d leade rship.
H y p o t h e s i s 1 1 . Some of the s u b - v a r i a b l e s wi ll
be h i g h l y p r e d i c t i v e o f the t o t a l i n t e r n a t i o n a l
d i m e n s i o n o f the c o l l e g e s studied.
Theory
T he R i c h a r d s ,

Rand,

varia bl e s which r e f l e c t
c haracteristics.

and R a n d study i d e n t i f i e d

community college environmental

T h i r t e e n o f t h e s e v a r i a b l e s h av e b e e n

used to compare t h e c o m m u n i t y
A list o f the 36 v a r i a b l e s
Conclusions

36

c o ll e g e s

a ppears

in this study.

in A p p e n d i x A.

r e a c h e d by R i c h a r d s

i n d i c a t e d that there

is no c o n g r u e n c e b e t w e e n c om m u n i t y c o l l e g e e n v i r o n m e n t a l
c h a r a c t e r i s t i c s a n d the e n v i r o n m e n t a l

characteristics

fo ur y e a r c o lleges and u ni v er s it i es .

Some of the

of

13
variables

used in Ri c ha r d s '

st udy w e r e d e l i b e r a t e l y

c ho s en to c o r r e s p o n d w i t h v a r i a b l e s u s e d by A s t i n a n d
g

H ol l a n d
T he
used

in t h e j r

"Environmental Assessment Technique."

sc oring s y s t e m used by A s t i n and H o l l a n d was a l s o
in t h e

study

Richards

and in this

study.

A stin and H o l l a n d d e v e l o p e d the E n v i r o n m e n t a l
A s s e s s me n t T e c h n i q u e to a s s e s s

the e n v i r o n m e n t

of eight c h a r a c t e r i s t i c s of the s t u d e n t body:
average

i n t e l li g en c e,

R ea l is t i c ,

and six

Intellectual,

in terms
its

size,

" p e r s o n a l orientations"-—

So c ia l , C o n v e n t i o n a l ,

Enter­

pr ising, a n d A r t i s t i c — b a s e d on the p r o p o r t i o n of s t u d e n t s
in each of six c l as s es of m a j o r field.

The c o l l e g e

e n v i r o n m e n t was v i e w e d as a set of p o t e n t i a l st i m u l i ,

or

o b s e r v a b l e c h a r a c t e r i s t i c s w h i c h are c ap a b l e of c h a n g i n g
the a t t i t u d e of st u de n ts a t t e n d i n g the college.
o th e r e n v i r o nm e nt a l

a t t r i b u t e s the M i c h i e

c o n d i t i o n s are p e r c e i v e d to apply e qu a l l y
m un i ty

Unlike

institutional
to the c o m ­

c o l l e g e and the s e n i o r college.
B ri e f l y ,

effective

M i c h i e d e f i n e s the m i n i m a l c o n d i t i o n s

institutional

in v o l v e m e n t

for

In I n t e r n a t i o n a l

e d u c a t i o n as:
1.
assessment

Leadership

i n v o l v i n g l o n g - r a n g e pl a nn i ng ,

of the i n s t i t u t i o n ' s g o a l s a n d o b j e c t i v e s ,

and

d e c i s i o n s b as e d on p r i o r i t i e s a s s i g n e d t o i n t e r n a t i o n a l
Q
A. W. A s t i n and J. L. H o ll a n d , "The E n v i r o n m e n t a l
Assessment Technique:
A W a y to M e a s u r e C o l l e g e E n v i r o n ­
m e n t s , " J o u r n a l of E d u c a t i o n a l P s y c h o l o g y (1961).

m

e du c at i on .

"The role

of t h e l e a d e r s h i p Is

continually

c l e a r — i n w a r d to t h e u n i v e r s i t y

o ut w ar d to th e p u b l i c — t h at the
Is a p e r m a n e n t ,

i n t e g r a l part

to m a k e

it

community,

international dimension

o f the u n i v e r s i t y ' s

total

educational mission."'
2.
that

Commitment must be visible.

institutional commitment

t ru s te e s,

d ea n s ,

coll ege.

The

and

extend

It

is c r u c i a l

f r o m the p r e s i d e n t ,

involved faculty throughout

single r e s t r i c t i o n on commitment

s ho u ld be c o m m e n s u r a t e w i t h the

Institution's

the

Is t h at

it

strengths

and r e s o u r c e s .
3.

C o m p e t e n c e m u s t be w e i g h e d p r i o r to th e

tion of c o m p l e x

projects

that the e x p e r t i s e of the
be o v e r e x t e n d e d .

The

or p r o g r a m s .
Individual

capabilities

Initia­

It Is e s s e n t i a l
faculty

of some

m e m b e r not

large u n i v e r ­

siti es h a v e b e e n s e v e r e l y s t r e t c h e d by s o m e p a r t i c u l a r l y
c omplex

technical assistance projects.

>1 .

Budget

problems

p r o g r a m s a r e sta rted.

m u s t be c o n s i d e r e d b e f o r e

Plans m u s t b e m a d e

the i n s t i t u t i o n ’s ow n b u d g e t
Collaboration with other
c o m m i t m e n t s m i g h t be
b.

th e costs

institutions

to a b s o r b

Michie,

into

of the n e w p r o g r a m s .
In m e e t i n g b u d g e t

indica t ed .

F e e d b a c k m u s t be p u r p o s e l y w o r k e d at,

not h a p p e n by itself.

n ew

The analysis

o p . cit . , p.

32.

it d o es

of I n t e r n a t i o n a l

15
e x p e r i e n c e s , e v a l u a t i o n of the r e s u l t s
projects and an i n t e r n a l c o m m u n i c a t i o n s
o pe r at i ve ar e e s s e n t i a l s
Finally,

of v a r i o u s
system which

is

of the f e e d b a c k process.

the c o n c e p t

of i n s t i t u t i o n b u i l d i n g as

this has b ee n d e s c r i b e d by E s m a n a n d B l a i s e w i l l be us ed
as it a p plies
programs

to the i n s t i t u t i o n a l i z i n g of i n t e r n a t i o n a l

in c o m m u n i t y c o l l e g e s .

Th e E s m a n — B l a i s e concept

may b r i e f l y be c h a r a c t e r i z e d as
. . . the p l a n f u l e s t a b l i s h m e n t of new o r g a n i z a t i o n s
to serve p u r p o s e s w h i c h are t h o u g h t to r e q u i r e
a d m i n i s t r a t i v e I n t e r v e n t i o n a n d li n kages to the
larger s oc i al s y s t e m d i f f e r e n t f r o m t ho se w h i c h
can be p r o v i d e d by a n a l r e a d y e x i s t i n g a d m i n i s t r a ­
tive u n i t .10
I n s t i t u t i o n b u i l d i n g r e s e a r c h is f o c u s s e d on the
var i ables of c h a n g e that are part o f any i n n o v a t i v e p r o ­
g ra m i n t e n d e d to h av e an impact o n a l r e a d y e x i s t i n g
i ns titutions.

T h e r e a r e two c r u c i a l v a r i a b l e s

institution building.
the m a t r i x

of F i g u r e

Numerals

These variables

are i n c l u d e d in

1.1.

1 through

1 b e i n g the ea s i e s t

in

M i n d i c a t e types of case s,

type

for i n s t i t u t i o n a l i z a t i o n a n d typ e

the most d i f f i c u l t .

Favorable

leadership denotes

leader­

ship c o m m i t t e d to the

i n n o v a t i o n s b e i n g a t t e m p te d .

A

f av o rable e n v i r o n m e n t

is one w h i c h is c h a n g e p r on e and

10M i l t o n J. E s m a n an d Ha n s C. Bl aise, I n s t i t u t i o n
B u i l d i n g Resea r ch ;
The G u i d i n g C o n c e p t s (Pittsburgh:
U n i v e r s i t y of P i t t s b u r g h G r a d u a t e S c h o o l of Pu b li c and
I n t e r n a t i o n a l A f f a i r s , 1967), p. 2.

16

eadership
Favorable

Unfavorable

Environment
Favorable

Unfavorable

Figure

1 . 1 — -Matrix o f i n s t i t u t i o n a l i t y .

an d c o n t a i n s
of p r o p o s e d
The

forces available

f o r m o b i l i z a t i o n in f a v o r

innovations.

institutional conditions whi c h have been

described by Michie
The c o n d i t i o n s

s e e m to fit

of commitment,

f e e d b a c k are c l e a r l y p a r t

this m a t r i x

competence,

budget,

and

of the e n v i r o n m e n t a l v ariable

w h i l e the c o n d i t i o n of l e a d e r s h i p
of the

very well.

is a l s o c l e a r l y p a r t

leadership variable.
In

summary,

and R a n d s u r v e y

this

study will use

as a v e h i c l e

c ol l e g e s w h i c h ar e part

th e R i c h a r d s ,

f or c o m p a r i n g th e c o m m u n i t y

of the

stu dy.

The Esman-Blaise

c on c ep t of i n s t i t u t i o n b u i l d i n g w i l l b e u s e d
t i o n w it h th e M i c h i e

Institutional conditions

1ze e a c h of the c o m m u n i t y
the v i a b i l i t y

of t h e i r

Rand

colleges

studied

In c o n j u n c ­
to character

in t e rm s

International dimension.

of

17
Overview
In C h a p t e r
nent to this

II a s e l e c t i o n of the

s tudy

Is r e v i e w e d .

In C h a p t e r

d e t a i l e d d i s c u s s i o n of the s t u d y
Chapter

IV t h e r e s u l t s

Additional

III a

Is p r e s e n t e d and

In

of t h e s t u d y a r e a n a l y z e d .

i n f o r m a t i o n c o n c e r n i n g the

design and the m e asures u s e d
Included

literature perti­

sample,

the general

for e a c h v a r i a b l e a r e

in C h a p t e r III.

A g r e a t n u m b e r of b o o k s ,

pamphlets

articles have app e a r e d over the past
concerned with the
education.

and Journal

t e n y e a r s w h i c h a re

international character

of A m erican

A d e t a i l e d r e v i e w of some o f t h e s e

In C h a p t e r II.

is i n c l u d e d

CHAPTER II
REVIEW OP L I T E R A T U R E

There has b e e n a g ro w i n g awareness on the part of
some A me r i ca n educators that the i n t e r n a t i o n a l d i m e n s i o n s
of e d uc a ti o n are not ge tting su f fi c i e n t high le v el a t t e n ­
tion.

Most of the studies w h i c h h a v e d i r e c t e d a t t e n t i o n

to the r e l a t i o n s h i p b et w e e n e d u c a t i o n and w o r l d affairs
have be e n focused on the four year co l le g e and university.
This chapter will re v i e w some of t he stu dies of
four year colleges and un i v e r s i t i e s w i th the p r i m a r y
goal of r el a ti n g the sections w h i c h ha v e to do wi th
un dergraduate e d uc a t i o n t o the community college.
The Richar ds, Rand, and Rand study w h i c h w i l l be
used in Chap ter III, De s i g n of the Study, wil l be r e v i e w e d
with an eye to the use of comm on variables.
A study of fo reign students o n commun i ty co l le g e
campuses was conduc t ed by Douglas E. M a t t h e w s o n ,

Jr.

for

the Nation al A s s o c i a t i o n for F o r e i g n St udent A ff a ir s .
This

study surveys

inter n at i on a l p ro grams and a s p i r a t i o n s

and will be r e v i e w e d in r e l a t i o n s h i p to this thesis.
Finally,

a b r ie f r e v i e w of the pr ocess o f i n s t i t u t i o n

b ui lding as this is defined by Esman and B l a i s e and the
use of the concept of I n s t i tu t io n b u i l d i n g as a t o o l to

18

19
c h a r a c t e r i z e th e

community

colleges

of thi s s t u d y w i l l

be i ncl u d e d .
In 1959 the F o r d F o u n d a t i o n a n d the U n i t e d S t a t e s
Department

of S t a t e c r e a t e d a c o m m i t t e e

M o r r i l l a n d d e s i g n a t e d as the
and W o r l d A f f a i r s . " 1

"Committee

The report

c h a i r e d b y J . L.
o n the U n i v e r s i t y

of this c o m m i t t e e was

p u b l i s h e d by t h e F o r d F o u n d a t i o n in D e c e m b e r of
In the w o r d s

o f the M o r r i l l r e p o r t

is c h a l l e n g e d
far b e t t e r

to m e e t

the u n i v e r s i t y

the n e e d s of our o w n p e o p l e

the n ee ds

of e m e r g i n g n a t i o n s

rapid improvement

sy s t e m s

. .

f or a

".

. . help

c r e a t i n g and
o
of t h e i r e d u c a t i o n a l s y s t e m s . "
It

Is e s s e n t i a l t h a t m o r e f o r e i g n
countries

".

k n o w l e d g e a n d u n d e r s t a n d i n g of o t h e r s . "

W h i l e at the s a m e t i m e the U n i v e r s i t y m u s t
m e et

I960.

for the

students

from those

w h i c h are b u i l d i n g u p t h e i r o w n e d u c a t i o n a l

to m e e t

the n e e d s

of n a t i o n h o o d

should be recruited

for A m e r i c a n u n i v e r s i t i e s .
American universities have traditionally
f o r e i g n s t u d e n t s as n o d i f f e r e n t

regarded

from American students.

C u r r i c u l a r o f f e r i n g s m u s t be r e d e s i g n e d to m e e t t h e s p e c i a l
needs of f o r e i g n s t u d e n t s
they
which

come.

and of the n a t i o n s

"A high p r i o r i t y

improve

the q u a l i t y

1M o r r i l l ,

op. clt.

2 I b i d . , p.

1.

3 I b i d ., p.

2.

from which

s h o u l d be g i v e n t o m e a s u r e s

of t h e e d u c a t i o n a l e x p e r i e n c e

20
of f o r e i g n s t u d e n t s . "
international
".

4

T o m e e t the c h a l l e n g e s

emphasis

. . transcend

•

the A m e r i c a n u n i v e r s i t y m u s t

the t r a d i t i o n a l l y d o m e s t i c

o r i e n t a t i o n of s c h o l a r s h i p a n d t r a i n i n g ,
and c o l l e g e s ,
and

a n d the

l i m i t e d aims

'n ational d e f e n s e ' ,

international component.

into r e g u l a r c o u r s e w o r k ,

sb e i a l s c i e n c e s
cu lties
".

sufficient

reflect

"Appropriate materials

i n the h e a v y - t r a f f i c

another."

7

programs have been

i n a d e q u a t e l y r e l a t e d to o ne

C o o p e r a t i o n f r o m w i t h i n the

of i n t e r n a t i o n a l d e v e l o p m e n t m u s t
O n e of the c o m m u n i t y

the sa mpl e u s e d

in this

**I b i d . , p.

30.

5 Ibld. , p.

3.

6 I b i d . , p.

17.

7 I b i d . , p.

3^.

diffi­

in w o r l d a f f a i r s h a v e

college

sity and c o o p e r a t i o n a m o n g i n s t i t u t i o n s
ends

i n the

Al l t o o m a n y

. . a r i s e n f r o m the fact tha t m a n y
and

an i n t e r n a t i o n a l

freshmen and sophomores

a nd h u m a n i t i e s . "

ad hoc,

t o si mpl y

also must be incorporated

especially

in u n i v e r s i t y p r o g r a m s

sp ora dic ,

in the s e c o n d

include an effective

It is not

or t w o w h i c h m i g h t

co urs es t a k e n by m o s t

in u n i v e r s i t i e s

*t e c h n i c a l a s s i s t a n c e '
C
in g o v e r n m e n t . " 3

ha lf of the t w e n t i e t h c e n t u r y m u s t

flavor.

and W e s t e r n

of

An e d u c a t i o n for A m e r i c a n s t u d e n t s

add a co u r s e

of g r e a t e r

or u n i v e r ­

to a c h i e v e the
be r e a l i z e d .

c o l l e g e s w h i c h is a p a r t

of

stu dy has r e c e n t l y b e e n a w a r d e d a

i

21
a federal grant
colleges

in b r i n g i n g a n e x p e r t

their c a m p u s e s .
the m o s t

to J o i n w i t h t h r e e

This

other

community

in f o r e i g n s t u d i e s

t y p e of a r r a n g e m e n t

e f f i c i e n t way

that

community

to

is p r o b a b l y

c o l l e g e s h a v e for

attracting expert assistance.
Th e u n d e r g r a d u a t e p r o g r a m i n u n i v e r s i t i e s h a3
close p a r a l l e l i n t he c o m m u n i t y

college

transfer program.

It should b e c l e a r l y u n d e r s t o o d h o w e v e r ,
thrust

of this

total,

not J u s t

p o s s i b l e that
greatest

study

t h a t the m a i n

is t o w a r d the c o m m u n i t y

to t r a n s f e r e d u c a t i o n .

the c o m m u n i t y

college

college might make

its

c o u n t r y by i n t r o

d u c i n g and d e v e l o p i n g the c o m p r e h e n s i v e c o m m u n i t y
of t h e n a t i o n ' s

Such c o n s i d e r a t i o n s ar e o u t s i d e the
which focuses

on c u r r e n t

community

in

It is J u s t

c o n t r i b u t i o n to a d i s a d v a n t a g e d

as an i n t e g r a l p a r t

a

college

e d u c a t i o n a l sys t e m .
scope

of t h i s p a p e r

college programs.

In 1963 the E d w a r d W. H a z e n F o u n d a t i o n f o r m e d a
c o m m i t t e e w h i c h was

c h a i r e d b y J o h n W.

the c o l l e g e and w o r l d a f f a i r s .
mittee,

r eleased In Fe b r u a r y

College and World Affairs ^

Nason,

The report

to s tud y

of thi s

1964 w a s d e s i g n a t e d T he
a n d w a s d i s t r i b u t e d b y the

H a z e n F o u n d a t i o n and E d u c a t i o n a n d W o r l d A f f a i r s ,
rated.

The

com­

N a s o n c o m m i t t e e r e v i e w e d the

Inoorpo

international

c h a r a c t e r of l i b e r a l e d u c a t i o n in t he A m e r i c a n c o l l e g e .
Q

York:

J o h n W. N a s o n , T h e C o l l e g e a n d W o r l d A f f a i r s
E d u c a t i o n a n d W o r l d Af"f a i r s , inc., 1963).

(New

22
K n o w l e d g e of
liberal
re p o r t

the c h a n g i n g w o r l d w a s d e e m e d e s s e n t i a l to

learning.

The most

f or th e p u r p o s e s

of a n u m b e r

valuable

of this

study

of s t r a t e g i e s w h i c h m i g h t

fa culty an d t e a c h i n g r e s o u r c e s
strategies

of t h e

1.

Is the d i s c u s s i o n
s t r e n g t h e n t he
college.

s e e m as a p p r o p r i a t e t o the c o m m u n i t y

as they do for f o u r y e a r c o l l e g e s
strategies

section of the Nason

These
college

and universities.

The

include:
On-campus

faculty

seminars

in i n t e r n a t i o n a l

education.
2.

Teaching,

r e s e a r c h an d s t u d y a b r o a d by

faculty m e m b e r s .
3.

Visiting foreign

faculty members.

4.

Foreign students

as r e s o u r c e s

5.

E x p a n d i n g the

6.

Development

7.

Cooperative approaches

for t e a c h i n g .

l ibrary.

of i n t e r n a t i o n a l t e a c h i n g m a t e r i a l s .

sharing expenses

t h r o u g h c o n s o r t i a fo r

of st udy

and research

in

international education.
Questions

concerning some of these points

incorporated

in the v a r i a b l e s

To guard against

excessive

Nason committee recommends
n i n g to a d d to the
riculum,

should

of this

have been

study.

course proliferation,

that any

college which

the

is p l a n ­

i n t e r n a t i o n a l d i m e n s i o n of its c u r ­

f irs t m a k e a s e a r c h i n g e x a m i n a t i o n

relationship b etween the existing courses

a n d the

of the

c u r r i c u l u m in g e n e r a l .
existing courses

The faculty might

" . . .

by u t i l i z i n g n e w a n d d i f f e r e n t m a t e r i a l s

and by i n t r o d u c i n g n ew a p p r o a c h e s , e s p e c i a l l y
g
a n a l y s i s ."
The
concerned

faculty might

also add new courses

w h i c h a n a l y z e the p r o c e s s e s

of c u l t u r a l

s t u d e n t s to d e v e l o p t h e a b i l i t y
in p e r s p e c t i v e a n d to j u d g e

t h e m with, s o m e o b j e c t i v i t y .

32 of the 685 i n s t i t u t i o n s
library h o l d i n g s
f o u n d th at

controlled.

in n o n - W e s t e r n fie lds.
of t h e

Almost

surveyed

on e-

offered
Just

The study also

685 i n s t i t u t i o n s

f o r e x p a n d i n g or i n t r o d u c i n g n o n - W e s t e r n

T his

community

c o l l e g e s w h i c h is d e t a i l e d

Twenty

685 i n s t i t u ­

in the c u r r i c u l u m .

studies.

study.

conducted

surveyed reported adequate

o v e r 35 p e r cent

claimed plans

involved

institutions which were

in n o n - W e s t e r n s t u d i e s

(AAC)

in the L i b e r a l Arts

The AAC study

of w h i c h 79 w e r e p u b l i c l y

t h i r d of the A A C

Courses

t o see c u l t u r a l t r a i t s

Non-Western Studies

C o l l e g e 10 in 1964.

no w o r k

and programs

interaction help

The A s s o c i a t i o n of A m e r i c a n C o l l e g e s

ti ons ,

comparative

specifically with non-Western a r e a s .

a s u r v e y of

redesign

c o m p a r e s w i t h the

of t h e 685

25 n o n - W e s t e r n c o u r s e s
9 I b l d . , p.

17 p e r cent r e s p o n s e by
in the M a t t h e w s o n

institutions

throughout

o f f e r e d as m a n y

as

their entire curriculum.

32.

10F. L. W o r m a l d , N o n - W e s t e r n S t u d i e s in t h e L i b e r a l
Arts C o l l e g e s ( W a s h i n g t o n , D. C .;
A s s o c i a t i o n of A m e r i c a n
C o l l e g e s , 1964).

24
C o n s i d e r i n g that

this

figure

dealt w i t h the g e o g r a p h y ,
literature,

language,

or c o n t i n e n t
that

outside

Included all courses which

politics,

or h i s t o r y

government,

of a ny

c oun t r y ,

of t h e W e s t e r n w o r l d ,

offerings were very

culture,
region,

it is o b v i o u s

l imi ted .

In 1966 the A s s o c i a t i o n o f S t a t e C o l l e g e s a n d
Universities
AAC s u r v e y

(ASCU)

conducted a survey

of 1964.

The ASCU study was

s i m i l a r t o the
called Inter­

n a t i o n a l E d u c a t i o n i n the D e v e l o p i n g S t a t e C o l l e g e s an d
U n i v e r s i t i e s .11
tions

all

The

st udy

involved

of w h i c h w e r e p u b l i c l y

six of the

191 i n s t i t u t i o n s

191 m e m b e r i n s t i t u ­

controlled.

reported non-Western courses

b e i n g o f f e r e d e x c l u s i v e of l a n g u a g e s .
c o ll e g e s

and u n i v e r s i t i e s

library h o l d i n g s
per c ent

T he

17 o f the

adequate.

of the i n s t i t u t i o n s r e p o r t e d p l a n s
throughout

to expand

Inc.

completed

Professional School and World A f f a i r s ^

T h e E W A stu dy

committee

Thirty

the c u r r i c u l u m .

Education and Wor l d Affairs,
of

Just

surveyed considered their

in non-W e s t e r n fields

non-Western studies

Ninety-

formed task forces

a study

i n 1967.

to i n v e s t i g a t e

the i n t e r n a t i o n a l d i m e n s i o n o f the f o l l o w i n g p r o f e s s i o n a l
schools.
■^Fred Harcl e r o a d and Alfred Kilmartin, International
E d u c a t i o n in th e D e v e l o p i n g S t a t e C o l l e g e s a n d ttniver^
3ltles ( W a s h i n g t o n . D. C.:
ASCU, 1966)7
12
I r w i n T. S a n d e r s , T h e P r o f e s s i o n a l S c h o o l and
W o r l d A f f a i r s (New York:
E d u c a t i o n an d W o r l d A f f a i r s ,
I n c ., 1 9 6 7 ).

25
1.

Business

Administration and Public

Administration
2.

Agriculture and Engineering

3.

Law
Medicine and Public Health

5.

Education.

Generally,
found w a n t i n g

all

of the p r o f e s s i o n a l

in t h e i r

schools were

international dimension.

Fewer

th an 20 p e r cent of t he p r o f e s s i o n a l s c h o o l s

studied

offered special courses

to p r o b l e m s

introducing students

o u t s i d e the U n i t e d S t a t e s .
O n e of the m o s t
task for ces

pressing needs

identified by the

is the p r e p a r a t i o n of t e a c h e r s w i t h a d e q u a t e

k n o w l e d g e a nd b a c k g r o u n d

in w o r l d a f f a i r s

p r e p a r a t i o n of s u c h t e a c h e r s d e m a n d s

".

education.

. .a

effort b y t e a c h e r e d u c a t i o n i n s t i t u t i o n s
lines r e l a t e d to c r o s s - c u l t u r a l s t u d e n t

Th e

major

to p r o v i d e g u i d e
experiences."

13

In 1962 a test w a s g i v e n in 175 c o l l e g e s

and u n i v e r s i t i e s

to 1,958 sen i o r s .

to r e f l e c t

ed ge i n the f i e l d
te ac h e r s r a n k e d

The

tes t w a s d e s i g n e d

of f o r e i g n a f f a i r s .

lowest

1 3 I b l d . , p.
1 /j

Prospective

of a l l th e g r o u p s

also r a n k e d at the b o t t o m i n t h e n u m b e r
ill
in f o r e i g n a f f a i r s .

knowl

t ested.
of c o u r s e s

They
taken

312.

Percy W. B i d w e l l , U n d e r g r a d u a t e E d u c a t i o n in
F o r e i g n A f f a i r s (New York:
K i n g ' s C r o w n Pre ss, 1 9 & 2 ) ,
p. 1^9.

26
Without

te ach ers ,

the o t h e r p r o f e s s i o n a l sc hoo ls

have l ittle h ope of i n c r e a s i n g the i n t e r n a t i o n a l d i m e n s i o n
of their p r o g r a m s .

S e v e r a l p r o p o s a l s w e r e m a d e by the

task force on e d u c a t i o n w h i c h w e r e d e s i g n e d to i n c r e a s e
the c o m p e t e n c e of p r o s p e c t i v e te achers.

“A t t e n t i o n

should be g i v e n to the u n d e r g r a d u a t e c o u r s e r e q u i r e m e n t s
of p r o s p e c t i v e

tea ch e r s to see that some study of a n o n ir;
W es t e r n c u l t u r e is i n c l u d e d . " ^
The ta sk force on e d u c a t i o n als o s t r o n g l y r e c o m ­
me n d e d that

".

. . every

s c h o o l p r e p a r i n g tea c h e r s

initiate some r e s e a r c h on s e l e c t e d as p e c t s
citizens'

knowledge,

o pin ions,

rest of the world.

sh oul d

of the U. S.

and a t t i t u d e s about the

S u c h r e s e a r c h is w i t h i n the

capacity of every s c h o o l of e d u c a t i o n in the U n i t e d
States.

Pos sibly

through so many

the cry for r e l e v a n c e w h i c h

echos

ivy c o v e r e d h a l l s m a y lead some col le g e s

of e d u c a t i o n t o w a r d such research.
In 1968 E d u c a t i o n and W o r l d Aff ai r s ,
Hi g h e r E d u c a t i o n an d W o r l d A f f a i r s .
Mlchie

“at the u n d e r g r a d u a t e

17

Inc.

published

A c c o r d i n g to

level the gr o w t h of c o u r s e s

w i t h an i n t e r n a t i o n a l c o n t e n t has b e e n u n s y s t e m a t i c
h eavily W e s t e r n - o r i e n t e d . "

18

1^
''Sanders, o p . c i t . . p.
1 6 I b i d ., p.
17M ich i e ,

335.

op.

l 8 I b i d ., p.

cit.

18.

and

A m e r i c a n e d u c a t o r s h a v e not
315.

27
t

been sufficiently
on U . S.

aware

campuses.

Foreign students

r e g a r d e d as p r o b l e m s ,
internationalism,

of the v a l u e of f o r e i g n s t u d e n t s

novelties,

are

exotic

" . . .

too often

evidences

or t r e a t e d as no d i f f e r e n t

of

f r o m U.

S.

st ud e n t s .
In the a c a d e m i c y e a r

1967-68,

110,315 foreign
t

students were

s t u d y i n g at U. S.

institutions.

O n e of

the few plans w h i c h t ake a d v a n t a g e of the f o r e i g n
student

in the U n i t e d S t a t e s

operates

in P h i l a d e l p h i a .

fied by a d u a l pur pos e.

is the O g o n t z P l a n w h i c h

Basically

the p l a n is

F i r s t to p r o m o t e

identi­

international

u n d e r s t a n d i n g by s h a r i n g e d u c a t i o n a l e x p e r i e n c e s w i t h
students

fr om f o r e i g n c o u n t r i e s a n d s e c o n d l y ,

the s a m e n e s s o f peo p l e w h i l e
va lue s

that a r e the p r o d u c t

Ogontz plan makes

s c hools.

The

explaining the different
of varied environments.

use o f s e l e c t e d s t u d e n t s

c o u n t r i e s as t e a c h e r s

in American primary

their

The

from foreign
a nd s e c o n d a r y

p r i m a r y a i m is to e n c o u r a g e A m e r i c a n s t u d e n t s

to t a k e a m o r e a c t i v e i n t e r e s t
through

to teach

in the r e s t

interaction with individuals

of t h e w o r l d
from other

countries.
Harold Taylor

in The W o r l d as T e a c h e r

O g o n t z p l a n as a m o d e l

19
20

lb i d . , p.

20

used

the

for r e f o r m in t e a c h e r e d u c a t i o n

25.

H a r o l d T aylor, T h e W o r l d As T e a c h e r
D o u b l e d a y and C o., 1 9 6 9 TI

(New York:

28

with a w o r l d a f f a i r s

erriphasis.

Taylor believes

that

we s h o u l d be t h i n k i n g , in o ur c u l t u r a l a n d
e d u c a t i o n a l p o l i c i e s f or i n t e r n a t i o n a l i s m , not
of a few s t u d e n t s h e r e a n d a few t e a c h e r s there,
but of 2 5 , 0 0 0 to 5 0 , 0 0 0 s t u d e n t - t e a c h e r s sent
a b r o a d e a c h y e a r for c o o p e r a t i v e l e a r n i n g w i t h
t h e i r f o r e i g n c o u n t e r p a r t s , t h o u s a n d s of f e l l o w ­
sh ips for v o l u n t e e r s to t h e t e a c h i n g p r o f e s s i o n . ±
Taylor's book

is c l e a r l y a n i n d i c t m e n t

p r a c t i c e in t e a c h e r e d u c a t i o n .

of c u r r e n t

I n T a y l o r ' s w ord s:

St u d y a n d a c t i o n h a v i n g to d o w i t h the e d u c a t i o n a l
p r o b l e m s o f th e d e v e l o p i n g c o u n t r i e s l e a d s d i r e c t l y
to a m o r e s e n s i t i v e a w a r e n e s s o f the c h a r a c t e r and
s c o p e of s i m i l a r p r o b l e m s in this c o u n t r y , or,
c o n v e r s e l y , r e s e a r c h a n d a c t i o n in t h e a r e a s of
e d u c a t i o n a l a n d s o c i a l c h a n g e i n t he U n i t e d S t a t e s
has d i r e c t b e a r i n g on the d e v e l o p m e n t o f e d u c a ­
tional ideas and attitudes w i t h i n the wid e r con­
text of a w o r l d s y s t e m of e d u c a t i o n . 22
In the m o d e r n w o r l d ,
hu man p r o b l e m s
In t h e i r

t h e r e a r e no s o c i a l p r o b l e m s ,

only

shared by all societies.
"Description of Junior Colleges"

Richards, Rand and Rand identified
which were Intercorrelated.

23

36 m a j o r a t t r i b u t e s

The purpose

of t h e study w a s

to a s c e r t a i n w h e t h e r th e J u n i o r c o l l e g e e n v i r o n m e n t a l
characteristics were identical with environmental charac­
t e r i s t i c s o f t he

four year college and university.

c o n c l u s i o n o f the R i c h a r d s

2 1 I b i d . , p.

35.

2 2 I b i d . , p.

53.

2*3

^R i c h a r d s ,

The

s t u d y w a s t h a t t h e r e w a s no

a n d R a n d a n d Ra nk,

op.

cit.

29
c o n g r u e n c e b e t w e e n the s e n i o r a n d j u n i o r c o l l e g e
e n v i r o n m e n t a l a t t r i b ute s.

The

36 i n s t i t u t i o n a l v a r i a b l e s

us ed in the R i c h a r d s study w e r e

s e l e c t e d to i n c l u d e some

d a t a for all m e t h o d s w h i c h are c u r r e n t l y u s e d in c h a r ­
acterizing institutions

and a l s o to i n c l u d e as m a n y

v a r i a b l e s as p o s s i b l e w h i c h w e r e c o m m o n to the A s t i n
study of s e n i o r c o l l e g e s a nd u n i v e r s i t i e s .
v a ria b l e s ,
m unity

the s c o r i n g system,

The

36

a nd the n u m b e r of c o m ­

c o l l e g e s r e s p o n d i n g to e a c h m a y be f o u n d in

A p p e n d i x A.
T h i r t e e n of the v a r i a b l e s w h i c h w e r e u sed by
Ri ch a r d s w e r e a l s o use d to c h a r a c t e r i z e the e n v i r o n m e n t
for each of the c o m m u n i t y c o l l e g e s
for this

study.

In a d d i t i o n ,

in the s a m p l e u s e d

eleven other environmental

factors w i t h a s t r o n g r e l a t i o n s h i p to t he i n t e r n a t i o n a l
dimensions

of the c o m m u n i t y

colleges were

i d e n t i f i e d and

measured.
In A pril of 1968, Mr. D o u g l a s M a t t h e w s o n c o m p l e t e d
a survey of I n t e r n a t i o n a l s t u d e n t s an d p r o g r a m s

i n co m-

2 21

m u nit y c o l l e g e s

in the U n i t e d S t a t e s .

The M a t t h e w s o n

study c o n s i s t e d of a q u e s t i o n n a i r e o n t o p i c s p e r t i n e n t
to f or e i g n s t u d e n t s and r e t u r n e d
co mmunity col leg es.

410 r e p l i e s

M a t t h e w s o n f o u n d that

f r o m 850

(1)

67% of

the A m e r i c a n c o m m u n i t y c o l l e g e s w h i c h r e p l i e d h a v e

24

Matthewson,

op.

cit.

30
f o r e i g n s t u d e n t s but
or s t a f f

for them;

procedures,

few h a v e

(2)

special programs,

2b% r e q u i r e d

qu ota s

for f o r e i g n s t u d e n t s a n d

orientation course
Most

separate admissions

19% g a v e a n E n g l i s h p r o f i c i e n c y

56% helped with housing problems;

(3)

te s t ,

and

4% h a d a d m i s s i o n s

1856 g a v e a s p e c i a l

for f o r e i g n s t u d e n t s .

community

questionnaire

o ff i c e ,

c o l l e g e s w h i c h r e p l i e d t o the

i n d i c a t e d t hat

foreign students wh i l e many

they were wi l l i n g
noted that

to a c c e p t

t h e d e m a n d for

th e i r f o r e i g n t e c h n i c a l g r a d u a t e s w a s

dramatically

in c r e a s i n g .

that

S i x t y - f i v e p e r c e n t felt

st ude nts w e r e a c a m p u s

asset.

foreign

Seventeen per

cen t p l a n n e d

to e x t e n d t h e i r p r o g r a m for f o r e i g n s t u d e n t s .
In M a t t h e w s o n ' s wo rds :
The n e e d for c o m m u n i t y c o l l e g e l e a d e r s h i p to
become familiar with and influence U n ited States
p a r t i c i p a t i o n in i n t e r n a t i o n a l e d u c a t i o n is
mandatory.
T h e m a g n i t u d e o f the e d u c a t i o n a l
v a c u u m , w o r l d w i d e , is a l m o s t b e y o n d c o m p r e ­
h e n s i o n . 25
Approximately

70%

of th e p e o p l e

or no e d u c a t i o n w h i l e

less t h a n

in the world

There

little

10% of a l l t h o s e w h o a r e

fortunate enough to enter secondary
eventually

receive

educational programs

enter a u n i v e r s i t y .
is o ne m a j o r d i f f i c u l t y w i t h

ings of the M a t t h e w s o n s t u d y .

2 5 I b i d ., p.

6.

the s u r v e y

Matthewson assumes

find­

that

31
. . . most institu tio ns e n r o l l i n g f o r e i g n s tudents
returned the q u e s t i o n n a i r e in c o m p l e t e d fo rm and
the b ala nce either r e t u r n e d the q u e s t i o n n a i r e
without response, or did not r e t u r n it at all
be cau se they may not have had f o r e i g n students
e n r o l l e d . 26
This seems an u n w a r r a n t e d assumption.

T he findings of

the survey w o u l d have b e e n s t r e n g t h e n e d if a t t e n t i o n
had been g i v e n to a c ar e f u l ana lys is of tho se community
colleges w h i c h did not r e t u r n the q u e s t i o n n a i r e and an
attempt made to assess the v a l i d i t y of the sample.
"The concept of i n s t i t u t i o n is w i d e l y used to
de scribe the m ore g e n e r a l i z e d or m o d e l aspect of an
o r g a n i z a t i o n . " 2^

The use of the concept of i n s t i t u t i o n

is a con ven ien t m e t h o d to c h a r a c t e r i z e the community
colleges in this study.
I n s t i t u t i o n a l i z a t i o n c a n be m e a s u r e d by:
1.
2.

An o r g a n i z a t i o n ’s ability to survive.
The extent to w h i c h an i n n o v a t i v e p a t t e r n
in a new o r g a n i z a t i o n be com es n o r m a t i v e
for other soc ial units in the larger
social s y s t e m . 28

The "-innovative pattern" w h i c h is u n d e r c o n s i d e r a t i o n in
this study is the i n t e r n a t i o n a l d i m e n s i o n of com munity
college education.

In terms of the a bi l i t y of such a n

innovation to survive, a t t e n t i o n mu st first be d i r e c t e d
26I b i d . , p.

8.

2^ Joseph W. Eaton, The I n t e r - U n i v e r s 1ty R e s e a r c h
Pr ogram in I n s t i t u t i o n B u i l d i n g (Pittsburgh:
University
of Pittsburgh, 1968), p . 3~PQ

J i r i N ehn eva jsa , In s t i t u t i o n Building:
E lem ent s
of a R e s e a r c h O r i e n t a t i o n (Bloomington:
Ind i a n a U n i v e r sity Press, 1968), p p . 3-5•

32
to the

four y e a r c o l l e g e a n d u n i v e r s i t y .

international activities

of t h e s e

survived and p r o s p e r e d — albeit
the s t u d i e s

previously

s u r v e y e d by W o r m a l d
to e x p a n d
per cent

of the

state

indicated

in

they were planning

international
colleges

As

35% o f the 685 c o l l e g e s

i n d i c a t e d that

or i n t r o d u c e

the

institutions have

slowly.

discussed

Clearly,

studies.

Thirty

and universities

surveyed

by H a r c l e r o a d a n d K i l m a r t i n h a d the s a m e i n t e n t i o n .
S e v e n t e e n p er ce nt

of the c o m m u n i t y j u n i o r c o l l e g e s

s u r v e y e d by M a t t h e w s o n

i n d i c a t e d a d e s i r e to e x t e n d t h e

d i m e n s i o n of i n t e r n a t i o n a l
an index of s u r v i v a l ,
tion

is b e i n g

education.

the i n t e r n a t i o n a l

have b e c o m e t he

It Is t r u e t h a t s e r v i c e

and other community

to d e v e l o p p r o g r a m s
foreign students

clubs,

organizations have begun

in c o m m u n i t y a c t i v i t i e s .

t o stu dy

The q u e s t i o n r e m a i n s , h o w e v e r ,
co l l e g e is r e a c t i n g to the

of

these
to

I n t he U n i t e d S t a t e s .

o f w h e t h e r the

community

s o c i a l s y s t e m or w h e t h e r t h e

is f o l l o w i n g the

As E s m a n h as

Further,

s t a r t e d to o f f e r s c h o l a r s h i p s

deserving foreign students

is a n i n h e r e n t

Is m o r e d i f ­

to e n c o u r a g e a c t i v e p a r t i c i p a t i o n

same s o c i a l u n i t s h a v e

college.

of e d u c a ­

th e i n n o v a t i v e p a t t e r n s

n o r m for o t h e r s o c i a l u n i t s

ficult to a n s w e r .

social system

aspect

Institutionalized.

The q u e s t i o n of w h e t h e r

ch urc h e s ,

If e x p a n s i o n is

lead of t h e c o m m u n i t y

so c o g e n t l y p o i n t e d

dilemma between

(a)

out:

"There

I n s t i t u t i o n a l i z i n g an

33
o r g a n i z a t i o n and

(b)

to i n n o v a t e — its

29
i n n o v a t i v e t h r u s t . 11

to r e d u c e
truly

the

i n s u r i n g its

innovative thrust

institutionalize

price to pay.
fied an

The

c a p a c i t y -to c o n t i n u e

of the

its a c t i v i t i e s

community college

one of the m o s t

If it is n e c e s s a r y
I n s t i t u t i o n to
that

s eem s

is n o r m a l l y

Innovative elements

a high
classi­

of t he

A m e r i c a n e d u c a t i o n a l sys t e m .
Summary
A number

of s t u d i e s

of the

four y e a r

u n i v e r s i t i e s h a v e b e e n r e v i e w e d in t h i 3
2.1 is d e s i g n e d

section.

to i l l u s t r a t e t h e f i n d i n g s

studies and to c o m p a r e the

colleges

and

Figure

of t h e s e

s t u d i e s w i t h the aims

of this

survey.
Th e c o n c e p t

of i n s t i t u t i o n b u i l d i n g w a s r e v i e w e d

for t he p u r p o s e

of u s i n g at

to c h a r a c t e r i z e

the v i a b i l i t y

grams w i t h an

least part

of this

of c o m m u n i t y

concept

college pro­

international dimension.

M i l t o n J. E s m a n , T h e I n s t i t u t i o n B u i l d i n g C o n c e p t An I n t e r i m A p p r a i s a l (Pittsburgh^:
U n i v e r s i t y of P i t t s bu rgh P r e s s , 1 9 6 7 ) » p • 63.

Item

Study

0

10

20

30

Percentage
*10 50 60

70

80

90

Courses offered
In non-Western
studies
AAC
ASCU
Prof. School &
World Affairs
NAFSA
Planning to expand
non-western
studies
AAC
ASCU
NAFSA
Adequate Library
AAC
ASCU

Findings of This Study
bourses offered In non-Westerr:
Studies
Planning to expand non-Western
Studies
Adequate Library

Legend:

AAC ■ Association of American Colleges
ASCU ■ Association of State Colleges and Universities
PSWA ■ The Professional School and World Affairs
NAFSA - National Association for Foreign Student Affairs

Figure 2.1— Comparison of the findings of some of the studies reviewed.

100

CHAPTER III
D E S I G N OP THE STUDY

This study has b e e n d e s i g n e d to a c h i e v e two goals.
First,

to a n a l y z e the i n t e r n a t i o n a l d i m e n s i o n of M i c h i g a n

public co mmu nit y college e d u c a t i o n and second,

to d e v i s e

an e xpe dit iou s tec hni que for this type of ana lys is b a s e d
on the findings of the s t u d y .
T w o m a i n variables wer e i d e n t ifi ed w h i c h are p e r ­
ceived to be independent m e a s u r e s
dimension.
ship.

T h e s e variabl es

Measures

of an i n t e r n a t i o n a l

are e n v i r o n m e n t

and l e a d e r ­

of com mu n i t y col leg e e n v i r o n m e n t w i l l be

computed based on the scores of the c olleges on 24 s u b ­
variables.

M ea sur es

of l e a d e r s h i p w i l l a l s o be c o m p u t e d

based on a d m i n i s t r a t i v e r e s p o n s e s

to an o p i n i o n n a i r e

which included 20 sta tem e n t s r e l a t e d to leadership.

A

series of corre lat ion s w i l l th en be c a l c u l a t e d b e t w e e n
the s ub- var iab le s of e n v i r onme nt and lea der s h i p and
between all var ia b l e s and the t ota l int er n a t i o n a l
dimension.

H ypo the ses w i l l be te s t e d w i t h r e f e r e n c e to

the correlations.
Sample
The sample used in this study consi sts of ten of
Michigan's

28 public co mmu n i t y colleges.

35

The sample was

36
ra nd o m l y

selected

from the population excluding thoae

community colleges

that had b e e n in existence

for fewer

than f i v e ye a r s .
T h e r e are

some difficulties

with s u c h a s m a l l s a m p l e
b e t w e e n the v a r i a b l e s
noted,

however,

ti on of s i z e

that

correlations

t e n d to b e u n s t a b l e .
a sample

c a u t i o n w i i l be e x e r c i s e d

computed
It s h o u l d be

from a sample

large population.

correlations might

in w o r k i n g

of s i z e t e n f r o m a p o p u l a ­

28 Is q u i t e d i f f e r e n t

same s i z e a n d a very
that the

since

inherent

It

of the

is r e c o g n i z e d

t e n d to be u n s t a b l e

and e v e r y

in the i n t e r p r e t a t i o n of the

resuIts .
The process
the use

of s e l e c t i n g the r a n d o m s a m p l e

of a ta ble

Figure
community

of r a n d o m numbers.'1'

3.1 s h o w s

colleges

involved

the geographic

in the

l o c a t i o n o f the t e n

sample.

Measures
This
to r e f l e c t
al so

study
the

Includes

to m e a s u r e

the

includes

environment

of t h e c o m m u n i t y

colleges.

It

twenty variables which have been designed
leadership variable.

T h i r t e e n of t h e
selected

24 variables which are perceived

24 e n v i r o n m e n t a l v a r i a b l e s

f r o m the R i c h a r d s stu dy.

have been

A d e s c r i p t i o n of t h e s e

1Si r R o n a l d A. F i s h e r a n d F r a n k Y a t e s , S t a t i s t i c a l
T a b l e s for B i o l o g i c a l , A g r i c u l t u r a l a n d M e d i c a l R e s e a r c h
(New York:
H a f n e r , 19&3) •

37

Figure 3 . 1 — Geographic

location of the ten community colleges
in the sample.

38
variables

and the s y s t e m u s e d to s c o r e eac h v a r i a b l e

follows:

1, 2,

3,

5, 7,

8,

20, are f r o m t he R i c h a r d s '
V a ri a b l e
Em pha sis

1:

10,

11,

12,

15,

17,

1 8 , and

study.

L i b e r a l Ar ts

M e a s u r e d w i t h r e f e r e n c e to the d e s c r i p t i o n s
c o mmunity

college departments

p r o s p e c t i v e s tud ent s.
pr ogram s co r e d
programs

scores

only s c o r e d

and m a j o r s a v a i l a b l e to

C o l l e g e s w i t h no

0, c o l l e g e s w i t h
1, co ll e g e s

of

with

l ib e r a l arts

l i b e r a l arts

and o the r

liberal arts programs

2.

V a r i a b l e 2:
Teacher
Training Emphasis
M e a s u r e d w i t h r e f e r e n c e to the d e s c r i p t i o n s
co mmu nit y c o l l e g e d e p a r t m e n t s a n d m a j o r s
prospective students.

available

the co l l e g e s c o r e d

to

If t e a c h e r t r a i n i n g was not

in clu d e d as a p o s s i b l e m a j o r the c o l l e g e sco r e s
te ac h e r t r a i n i n g w a s

of

0, If

Included w i t h other possible majors

1, a n d If t e a c h e r t r a i n i n g wa s

only m a j o r a v a i l a b l e to s t u d e n t s

the

the c o l l e g e s c o r e d

■

2.

V a r i a b l e 3:
Technical
T r a i n i n g .Emphasis
Community

c o l l e g e s w h i c h o f f e r e d no t e c h n i c a l

training programs

s c o r e d 0 on th is variable.'

which o f f e r e d t e c h n i c a l p r o g r a m s
scored

1,

only sc o r e d

and
2.

Colleges

along with other programs

c o l l e g e s w h i c h o f f e r e d t e c h n i c a l pr ogr ams

39
Varlable

4:

Tuition

District

resident

fees w e r e u s e d e x c l u d i n g s p e c i a l

fees .
Variable

5:

Tuition

Michigan resident
excluding special
Variable

6:

Out
used,

Tuition

of s t a t e fees

7:

The

fees w e r e u s e d

fees.

whichever was

Variable

out of d i s t r i c t

or fees

highest,

for f o r e i g n

students were

e x c l u d i n g s p e c i a l fees.

For Cen t M a l e s

t o t a l n u m b e r of o n - c a m p u s

students

a nd th e

to tal n u m b e r of o n - c a m p u s m a l e s w e r e u s e d i n c o m p u t i n g
this

variable.

su mm a r y

S t a t i s t i c s w e r e t a k e n fr om the e n r o l l m e n t

of I I c h i g a n c o l l e g e s

and universities,

Pall

1969.2
V a r i a b l e 8:
Per Cent
Foreign Students
Numbers

of f o r e i g n s t u d e n t s w e r e o b t a i n e d

admissions departments

of the c o m m u n i t y

colleges

f r o m the
in the

study .

2

M i c h i g a n A s s o c i a t i o n of C o l l e g i a t e R e g i s t r a r s an d
Admissions Officers.
Committee on S t a t i stical I n f o r m a t i o n
and R e s e a r c h ( m i m e o g r a p h ) .

40

V a r i a b l e 9:
Foreign
St ude nt A d v i s o r
Community

colleges with no foreign student advisor

sc ore d 0 on thi s v a r i a b l e .

C o l l e g e s w i t h at

part-time foreign student advisor scored
a full

time

Variable

foreign

10;

Total

student

enrollment

sities wan

used

1, c o l l e g e s w i t h

scored

2.

Enrollment

The t o t a l n u m b e r
in the

advisor

least o n e

of o n - c a m p u s

summary

students

of M i c h i g a n

for this v a r i a b l e .

as r e p o r t e d

colleges

and u n i v e r ­

Th e s q u a r e root

of the

total n u m b e r of s t u d e n t s w a s u s e d in o r d e r to o b t a i n a
more n o r m a l d i s t r i b u t i o n .

Enrollment

f ig u r e s

were

r o u n d e d to the n e a r e s t o n e - h u n d r e d .
V a r i a b l e 11;
Per C e n t of
Faculty with Doctorate
T h e t o t a l n u m b e r of f a c u l t y w i t h t h e d o c t o r a t e a n d
the t o t a l n u m b e r of f a c u l t y w e r e u s e d to c o m p u t e this
variable.

Both figures were

t a k e n f r o m the c o l l e g e

catalogs.
V a r i a b l e 12:
Per C ent
Faculty with Masters

of

The t o t a l n u m b e r of f a c u l t y w i t h the m a s t e r s
was u s e d w i t h the total

number

of f u l l - t i m e f a c u l t y

r e p o r t e d in the c o l l e g e c a t a l o g .

degree
as

Ml

V a r i a b l e 13:
Per Cent of
Foreign Educated Faculty
The
all

number

or p a r t

of f u l l - t i m e f a c u l t y w h o h a d r e c e i v e d

of t h e i r f o r m a l e d u c a t i o n in a f o r e i g n c o u n t r y

was u s e d

to c o m p u t e this v a r i a b l e .

obtained

f r o m the c o l l e g e

This

information was

ca talo g.

V a r i a b l e lM:
Per Cent of P e a c e
Co rps V o l u n t e e r s o n t he F a c u l t y
I n f o r m a t i o n used
obtained

from the

Variable
Rat 1 o

15:

to c o m p u t e thi s v a r i a b l e w as

college administration.

Faculty-Student

N u m b e r of f u l l - t i m e
of f u l l - t i m e
Variable

f a c u l t y d i v i d e d b y the n u m b e r

students.

16:

I n t e r n a t i o n a l Club

C o l l e g e s w i t h no i n t e r n a t i o n a l club
this v a r i a b l e ,
oriented

club

colleges with a single
scored

internationally
Variable
The

17•

t w o or m o r e

s c o r e d 2.

Library Size

n u m b e r of b o o k s

V a r i a b l e 18:
L i b r a r y S ize

internationally

1 and c o l l e g e s w i t h

oriented clubs

s c o r e d 0 on

in the

library

(In t h o u s a n d s ) .

Relative

N u m b e r of b o o k s
total e n r o l l m e n t .

In t he

l i b r a r y d i v i d e d b y the

42
V a r i a b l e 19:
International
D i m e n s i o n of t h e L i b r a r y
A random sample
b i b l i o g r a p h y wa s
838 boo ks

in a
3
u s e d to d e t e r m i n e t h i s v a r i a b l e .
The

from which

of 100 o f the

838 t i t l e s

the s e l e c t i o n w a s m a d e w e r e

d e s c r i b e d by t h e p u b l i s h e r s
international programs.

as

"essential"

A list of t h e

to v i a b l e

100 t i t l e s u s e

Is i n c l u d e d as A p p e n d i x B.
V a r i a b l e 20:
A g e of t h e
Community College
Colleges

founded since

fo unded b e t w e e n 194 5 a n d
b e t w e e n 1930 a n d
1930 sc o r e d
Variable

1954 s c o r e d 0,

1954 s c o r e d

1945 s c o r e d

colleges

1 , colleges

2 , colleges

founded

founded before

3.

21:

Number

of C o u r s e s

Th e n u m b e r of c o u r s e s
ca tal og ex c e p t

physical

l i s t e d i n the c o l l e g e

education and technical division

courses.
V a r i a b l e 22:
N u m b e r of
International Courses
A count

of a 3 1 t h e

courses

listed in the

college

catalog which

i n c l u d e d any r e f e r e n c e to i n t e r n a t i o n a l

institutions,

programs,

3

or a c t i v i t i e s .

American Universities F i e l d Staff, Inc., A Select
Bibliography:
Asia. Africa. E a s t e r n Europe. Latin
A m e r i c a ( N e w York:
V a n c e W e a v e r , Inc ., 1960; w i t h t he
1 9 6 1 , 1963, 1965 a n d 1 9 6 7 S u p p l e m e n t s ) .

V a r i a b l e 23:
Foreign
Language Courses
A count
listed i n the

of a l l of t h e f o r e i g n

language

courses

college catalog.

V a r i a b l e 24:
International
D i m e n s i o n of t h e C u r r i c u l u m
Each

course description which

national d i m e n s i o n was rated

on the

Included an I n t e r ­
f o l l o w i n g scale.

Co urs es w i t h n o i n t e r n a t i o n a l r e f e r e n c e s
courses w i t h onl y

incidental references

national dimension scored
descriptive
s c ore d

1,

s c o r e d 0,
to a n i n t e r ­

courses with references

international institutions

to

or l a n g u a g e s

2 an d c o u r s e s w i t h c o m p a r a t i v e e m p h a s i s b e t w e e n ,

cu ltures,

institutions,

lite r a t u r e or other areas

scored

3.
In a d d i t i o n to the v a r i a b l e s w h i c h a r e
the R i c h a r d s
been included
follows:

study

an additional eleven variables have

in t h i s

4, 6, 9,

common with

13,

study.
14,

These variables

1 6 , 19,

21,

22,

Al l of the e n v i r o n m e n t a l v a r i a b l e s

a r e as

23,

have been

organized in tables which c o mpare the community
in the s a m p l e w i t h

colleges

each other and wit h n a t i o n a l norms

wh en t h e s e are a v a i l a b l e .

Table

organization follows

environmental characteristics which each
measure.

24.

of the

the

variables

44
Tables
measure

(1)

3.1 to 3.6 c o m p a r e the v a r i a b l e s
curricular characteristics;

ch a r a c t e r i s t i c s ;

(3)

student

faculty c h a r a c t e r i s t i c s ;
(6)

(2) f i n a n c i a l

characteristics;

(5) o t h e r

as they

(4)

characteristics;

and

international characteristics.
Ta ble

3.1 s how s a c o m p a r i s o n of c u r r i c u l a r c h a r a c t e r ­

istics for eac h c o m m u n i t y
shows n a t i o n a l m e a n s
c h ara ct e r i s t i c s

college

in t he s a m p l e a nd a l s o

and s t a n d a r d d e v i a t i o n s

for the same

as t h e s e w e r e m e a s u r e d by R i c h a r d s 1 study.

There is a c lose r e l a t i o n s h i p b e t w e e n the s a m p l e m e a n s a n d
the means

of the n a t i o n a l study.

TABLE 3 . 1 . — C o m p a r i s o n of c u r r i c u l a r c h a r a c t e r i s t i c s .
Variable
1
Liberal
Arts

2
Teacher
Training

3
Technical
Training

1
1
1
1
1
1
1
1
1
1

1
0
0
1
1
0
0
1
0
1

1
1
1
1
1
1
1
1
1
1

Sample M e a n s

1.0

in
•
o

Colleges

1.0

Sample S t a n d a r d
De via t i o n s

0.0
N-3 0

0.5
N=O0

0.0
N-10

Nationa l Means

0.75

0.58

0. 91

Na tional S t a n d a r d
De via t i o n s

0.47
N= 5 7 4

0.49
N-574

0.38
N-574

A
B
C
D
15
F
Q
H
J
K

45
Table

3.2 c o m p a r e s

of ea ch c o m m u n i t y

the f i n a n c i a l c h a r a c t e r i s t i c s

college

and w i t h n a t i o n a l n o r m s .

in t h e s a m p l e w i t h
The very

standard deviation which appears
results

f r o m the

large national

under Variable

i n c l u s i o n of C a l i f o r n i a i n t he

sample.

No

tuition charges

Variable

5 is a m e a s u r e

are made

college

5
national

in California.

of t u i t i o n for r e s i d e n t s

state in w h i c h the c o m m u n i t y
Variable

each other

is

of the

located.

6 w i l l be g i v e n a n e g a t i v e w e i g h t

in

c o m p u t i n g t h e t o t a l of the e n v i r o n m e n t a l v a r i a b l e .

T A E L E 3 . 2 . — C o m p a r i s o n of f i n a n c i a l c h a r a c t e r i s t i c s .
Variable
Colleges

A
B
C
D
E
P
G
H
J
K
Sa mple M e a n s
Sample S t a n d a r d
Deviations
National Mean
National Standard
Deviation

4
5
Tuition
Tuition
( D i s t r i c t ) • (Michigan)

6
Tuition
(Out S t a t e )

279 .0
38 7 . 0
270 .0
300 .0
24 0.0
30 0 . 0
270 .0
30 0 . 0
36 6 . 0
270.0

396.0
495.0
360.0
450 .0
400 .0
540 .0
54 0 . 0
540 .0
46 2 . 0
540 .0

39 6.0
531.0
510. 0
600 .0
45 0.0
54 0 . 0
75 0 . 0
540.0
702.0
54 0 . 0

298 .2

472.3
65.6
N-10

555.9
10 0.6
N-10

43 .16
N-10

394.57*
383.90
N - 533

Table

3.3

each c o m m u n i t y

compares
college

the s t u d e n t

in the

Variable 7 and 8 are very
Questions
percentages

s am p le .

arise.

on p e r c e n t a g e s

Each community

when total percentages

are

c o l l e g e in the

The means which

are

Grave difficulties arise

calculated

of m e a n p e r c e n t a g e s .

study d oe s n o t I n c l u d e the
percentages.

of

I n s u r e t h a t e a c h c o l l e g e is g i v e n

on t h e s e v a r i a b l e s .

on c a l c u l a t i o n s

for

c o n c e r n i n g the c a l c u l a t i o n of m e a n s

might

eq ual w e i g h t

Sample means

of

c l o s e to the n a t i o n a l m e a n s .

sample has b e e n t r e a t e d e q u a l l y .
computed

characteristics

for the s a m p l e b a s e d
T h e d e s i g n of this

c a l c u l a t i o n of t o t a l s a m p l e

Mean percentages

have been used

only

(1) f a c i l i t a t e th e c o m p u t a t i o n of s t a n d a r d s c o r e s
(2) to f o l l o w the p a t t e r n t h a t w a s u s e d

to
and

in th e R i c h a r d s

study.
T he m e a n of V a r i a b l e

10

(total enrollment)

c o m p a r e d to the n a t i o n a l m e a n i n d i c a t e s t h a t
of M i c h i g a n

community

c ol leges w i t h
community

colleges used

enrollments

colleges.

standard deviations
Is s m a l l e r t h a n

above the m e a n while

includes

larger than most

C o l l e g e K fo r e x a m p l e ,

the n a t i o n a l m e an .

the s a m p l e

in t h i s s t u d y

substantially

when

is t h r e e

only

College C

47

T ABLE 3 . 3 - — C o m p a r i s o n of s t u d e n t

characteristics.

Variable
Col leges

7

Per Cent
Males

Total
Enrollment

0.5
0.8
0.6
0.5
0.3
0.4
0.1
0.4
0.9
0.4

0.0
1.0
0.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0

84 .26
38.73
22 . 40
54.77
51.96
72.10
90.55
71.41
60 .83
1 09 . 5 4

62.8

0.8

65. 6

0.4
N= 10

24 .27
N=10

8.77
N= 1 0

in

Samp le S t a n d a r d
Deviations

"
Adv?ISr

68.0
59.0
48.0
59.0
56.0
58.0
65.0
53.0
70.0
82.0

•

Sample M e a n s

1Q

c

A
B
C
D
E
P
G
H
J
K

£
Students

9

0.7
N=10

National Means

58.8

00
•
o

30 .10

National Standard
Deviations

23 .1
N=571

1.64
N=578

2 2.07
N=579

Table

3.4 shows

the c o m p a r i s o n o f f a c u l t y

characteristics.

Sample means

not s u b s t a n t i a l l y

different.

and n a t i o n a l means are

TABLE 3.4.— Comparison of faculty characteristics.

Variable
14
Per Cent
PCV on
Staff

Colleges

11
Per Cent
Faculty
Ph.D.

12
Per Cent
Faculty
Masters

13
Per Cent
Foreign
Faculty

A
B
C
D
E
p
G
H
J
K

7.0
1.0
7.0
1.0
6.0
5.0
8.0
3.0
3.0
5.0

65.0
72.0
74.0
74.0
71.0
76.0
81.0
74.0
80.0

2.0
4.0
2.0
1.0
1.0
3.0
1.0
1.8
6.0
3.0

1.0
1.0
0.5
1.0
1.0
1.0
0.0
0.6
0.0
1.0

0.01
0.05
0.08
0.03
0.03
0.03
0.03
0.03
0.03
0.01

Sample Means

4.6

74.8

2.46

0.71

0.03

Sample Standard
Deviations

2.37
N=10

1.52
N=10

0.23
N=10

0.02
N*10

National Means

6.9

61.3

0.07

National Standard
Deviations

8.4
N—575

20.6
N»575

0.07
N-575

81.0

4.75
N=10

15
Facuitj
Student
Ratio

49
Table
of V a r i a b l e

3.5
17

compares

other

( l i b r a r y siz e)

characteristics.
is s u b s t a n t i a l l y

this s a m p l e t h a n for t h e n a t i o n a l s a mp l e.
that M i c h i g a n p u b l i c

community

in t h e i r

However, Variable

libraries.

library size)
total

i n d i c a t e s that,

li b ra r y r e s o u r c e s

per s t u d e n t
The
averages

The mea n
greater

This

for

indicates

colleges have more books
18

(relative

although there are more

the amount

of l i b r a r y m a t e r i a l

is l o w e r t h a n the n a t i o n a l a v e r a g e .

c o m p a r i s o n of s a m p l e c o l l e g e a g e to n a t i o n a l
indicates

that t h e r e

is no s u b s t a n t i a l d i f f e r e n c e

T A B L E 3 . 5 . — C o m p a r i s o n of o t h e r

characteristics.
Variable

C ol leges

16
Intn 1:
Club

17
Library
Size

1.0

F*

2.0

0
H
.T

0.0
1.0
2.0

K

1.0

S ample M e a n s

0.9

41.7

Sample Standard
Deviations

0.7
N-3 0

38 . 53
N-10

1.0
0.0
1.0
0.0

19
I n t n ’l
Library

20
A g e of
College

5.1
17.3
29 .0
6.0
6.3
11.5
18.3
5.9
4.1
4.0

26.0
12.0
9.0
23.0
29.0
31.0
21.0
27 .0
18.0
23.0

0.0
1.0
0.0
0.0
3. 0
0.0
3.0
0 .0
3.0
2.0

in
t*«
o
H

K

36.0
26.0
15.0
20 .0
17.0
60.0
150 .0
30 .0
18.0
45.0

A
B
C
D

18
Relative
Library
S iz e

21. 9
6.78
N-10

1.2

7 .8 8
N-10

1 .2 6
N — 30

National Means

21.18

27.7

1.86

National
Standard
Deviations

11.2
N-570

44.1
N-569

1. 19
N-581

Table

3.6 c o m p a r e s i n t e r n a t i o n a l c h a r a c t e r i s t i c s .

None of t h e s e v a r i a b l e s w e r e u s e d in the R i c h a r d s
so no c o m p a r i s o n s

study

c a n be m a d e to n a t i o n a l a v er a g e s .

TABLE 3 - 6 . — C o m p a r i s o n of i n t e r n a t i o n a l

characteristics.

Variable
21
Colleges

A
B
C
D
E
F
G
H
J
K
Sample M ea n s
Sample S t a n d a r d
Deviation

Variables

N u m b e r of
Courses

22
Number
Intn'l
Courses

23
Foreign
Language
Courses

387.0
197.0
14 3.0
185.0
231.0
362.0
292.0
319 .0
225.0
3 17.0

56.0
46.0
28.0
46.0
54 .0
53.0
37.0
53.0
43.0
50.0

12.0
9.0
8.0
12.0
12.0
16.0
6.0
22.0
16.0
12.0

9 9. 0
83.0
47 .0
84 .0
113.0
105.0
64 .0
96. 0
78.0
86.0

2 65.8

46.6

12.5

85.5

77.0

8.3

1 through

included in A p p e n d i x C.

4.36

18.8

24 a re p e r c e i v e d t o r e f l e c t

e n v i r o n me n ta l a t t r i b u t e s .
compare the a t t r i b u t e s

24
International
D i m e n s i o n of
Curriculum

A series

of c o r r e l a t i o n s w h i c h

f r o m the R i c h a r d s

st u dy are

C o r r e l a t i o n s betv/een all

variables w i l l be c o m p u t e d and are r e p o r t e d i n C h a p t e r IV
of this

study.

T h e v a r i a b l e s w h i c h we r e u s e d t o c o m p u t e the to t al
le adership v a r i a b l e w e r e o b t a i n e d t h r o u g h t h e use o f ah

51

I

opinionnaire.

U s i n g the

d e f i n i t i o n of l e a d e r s h i p d e v e l o p e d

by M i c h i e th e

opini o n n a i r e was d e s i g n e d to meas u r e

ities, g o a l s ,

and objectives;

and

(4) p o l i c i e s
Twenty

opinionnaire.
tions

relevant

college.

commitment;

(3) a c t i v i t i e s

to i n t e r n a t i o n a l a c t i v i t i e s .

statements were

u s e d in t h e

design of the

Some of these statements were direct

from other authors

to i n c r e a s e d

(2)

(1) p r i o r ­

concerned with

specific

i n t e r n a t i o n a l i n v o l v e m e n t b y the

quota­

attitudes

community

Oth e r statements were addressed to more general

c on c e r n s w h i c h w e r e d e e m e d i m p o r t a n t
ure o f a d m i n i s t r a t i v e

commitment.

Respondents were

a s k e d to r e a c t

indicating strong agreement,

to the stat e m e n t s by

agreement,

agreement

or strong disagreement.

indicates

the r e s p o n s e s

The o p i n i o n n a i r e

for a r e a s o n a b l e m e a s ­

Page

no opinion,

dis­

123 o f A p p e n d i x E

from each college to the

is i n c l u d e d as A p p e n d i x C,

statements.

s h o w i n g the

number of responses.

Design
The two main
and e n v i r o n m e n t .

variables

of this

In k e e p i n g w i t h t h e

t i o n a l i z a t i o n th e e f f e c t s w h i c h t h e s e
international

dimension of the

study

are

concept

leadership
of institu­

variables have

community

colleges

on the

in t h e

samp le w i l l b e m e a s u r e d .

The environmental variable will be computed using the
scores of the community colleges on 2*4 separate measures of
environment.

The mean and standard deviation of the

colleges on each of the 24 variables will then be computed

52
to make possible, the use o f s t a n d a r d scores.

The

formula

used for f i n d i n g th e s t a n d a r d score is as f o l l o w s :
■ where z = the s t a n d a r d sc ore
X = a unit o f m e a s u r e m e n t

on a v a r i a b l e

X = the m e a n o f the d i s t r i b u t i o n o f s cores
variable

on t h at

s = the s t a n d a r d d e v i a t i o n o f the d i s t r i b u t i o n
s co r es on that variable.

of

A f t e r c o m p u t i n g s t a n d a r d s cores on e a c h v a r i a b l e
weights w e re a s s i g n e d to the v a r i a b l e s t o stress t h e i r r e l a ­
tive i mportance.

T h e w e i g h t s w er e a s s i g n e d a p r i o r i

insure that r et u rn s
process.

to

of the d a t a did not af f e c t th e w e i g h t i n g

A p p e n d i x E i n d i c a t e s the w e i g h t s

v i r o n m e nt a l v a ri a b l e .

u s e d for e a c h e n ­

Th e s u m o f the w e i g h t e d v a r i a b l e s

wil l t h e n be c a l c u l a t e d to a r r i v e at a s i n g l e v al u e f or e n ­
v ironment

for ea c h c o m m u n i t y c o l l e g e in the sample.

T h e o t h e r m a i n v a r i a b l e is leaders h ip .
naire was d e s i g n e d to m e a s u r e
college studied.

An opinion­

l e a d e r s h i p i n e a ch c o m m u n i t y

Hoyt's analysis of variance

for reliability

was used to c a l c u l a t e the r e l i a b i l i t y o f t h e o p i n i o n n a i r e
since it wa s d e s i g n e d s p e c i f i c a l l y f or thi s

study an d no

r e l i a b i l i t y e s t i m a t e s we re a va i la b le .
To calculate reliability

it is n e c e s s a r y to fi n d a

good e s t i m a t e o f the tr ue s c o r e varian c e.
e qu ation I n d i c a t e s the
m
n

Th e f o l l o w i n g

f o r m o f r e l i a b i l i t y estima t es .

tr u e s c o r e v a r i a n c e
obtained variance

53

Where true

s c o r e v a r i a n c e is the v a r i a n c e of t h e s c o r e s

with a r e l i a b i l i t y
variance

of 1.0.

Hoyt's

e s t i m a t e of t r u e

score

is c o m p u t e d b y s u b t r a c t i n g t h e m e a n s c o r e of

error f r o m the m e a n s c o r e of the i n d i v i d u a l s .

If...

Obtained variance ® true score variance + error variance
then

...

a obtained variance - error variance
n “
obtained variance
The r e l i a b i l i t y
which c o m p a r e s

of th e o p i n i o n n a i r e w a s

c o m p u t e d as 0.77

favorably with other such instruments.

Testable Hypotheses
1.

T h e r e is no p o s i t i v e r e l a t i o n s h i p b e t w e e n the
p e r c e n t a g e of f o r e i g n s t u d e n t s e n r o l l e d a nd
the a g e of t h e c o l l e g e .

2.

T h e r e is no p o s i t i v e r e l a t i o n s h i p b e t w e e n the
p e r c e n t a g e o f f o r e i g n s t u d e n t s e n r o l l e d an d
the s i z e of th e c o m m u n i t y c o l l e g e .

3.

T h e r e is a h i g h p o s i t i v e r e l a t i o n s h i p b e t w e e n
the I n s t i t u t i o n a l c o n d i t i o n s d e s c r i b e d by
Michie and the total International dimen s i o n
of the c o m m u n i t y c o l l e g e .
T h e r e is no r e l a t i o n s h i p b e t w e e n the n u m b e r of
b o o k s i n the l i b r a r y a n d t h e n u m b e r of b o o k s
w h i c h a r e p r i m a r i l y of a n i n t e r n a t i o n a l na t ur e .

5.

T h e r e is a h i g h p o s i t i v e r e l a t i o n s h i p b e t w e e n
the s i z e of the i n t e r n a t i o n a l l i b r a r y a n d the
n u m b e r of i n t e r n a t i o n a l c o u r s e s o f f e r e d .

6.

T h e r e is a h i g h p o s i t i v e r e l a t i o n s h i p b e t w e e n
the s i z e of the i n t e r n a t i o n a l l i b r a r y a n d th e
total environment variable.

5*J
7.

There ia a positive relationship between the
International dimension of the curriculum and
membership in international associations.

8.

There is no relationship between the
environmental and leadership variables.

9.

There is a relationship between the percentage
of Peace Corps volunteers on the community
college faculty and the environmental variable.

10.

Some of the sub-variables of environment and
of leadership will be highly predictive of the
main variables of environment and leadership.

11.

Some of the sub—variables will be highly
predictive of the total international dimension.
Analysis

Pearson product-moment correlation coefficients
will be computed to test the hypotheses.

The use of

this correlation requires a linear relationship between
the variables of interest.

Figure 3.2 graphically

exhibits the scores of the community colleges in the
sample on the two variables .

A second condition for this

correlation is homoscedasticity; that the standard devia­
tions of the columns and rows tend to be equal.

The

standard deviation of the leadership variable for the
analysis of this sample has been computed as 15-78 while
the standard deviation of the environmental variable is

14 .37.*1
4

The final assumption is that the distributions for
each variable are normal.
A c t u a l l y , probably no distribu­
tion ever takes on the absolute form of a normal distribu­
tion.
To the extent that the distributions of the
variables in this study differ from normal, error enters
the study.
The standard scores which are used are assumed

CO

VO

cm

rj

I* I

cm

I

CM
CM

I

O
I

QO

CM

VO

CM

o
r-*

I

CO

I

VO

I

CM

I

CM

VO

QO

O

CM

i-4

rH

—

VO

co

88
87
86

84

Q
S
c
o
u
•rt

83

o

85

c

82

o

81

c

ctf
0)

80

79

-=r
00

78

CM

VJl

77
76

VJI

75.5 - mean of leadership

75
74

I

73
72
71
70
69

68
67

66
65
64

I
Igure 3.2— Scattergram of correlations between environment and leadership

56
The

c h a r a c t e r i z a t i o n of e a c h

the s a m p l e

in te r ms

c o m p u t i n g the m e a n of the d i s t r i b u t i o n

of th e m a i n v a r i a b l e s

its a p p r o p r i a t e

c o l l e g e in

of the i n s t i t u t i o n a l i t y m a t r i x w i l l

be a c c o m p l i s h e d by
on each

community

a n d p l a c i n g e a c h c o l l e g e in

cell w i t h r e f e r e n c e

to its

to t a l s c o r e on

the v a r i a b l e s .
Summary
Using a random sample
Michigan community

colleges

24 e n v i r o n m e n t a l v a r i a b l e s

of 10 of t h e

28 p u b l i c

scores h ave b e e n computed
a n d 20

on

leadership variables.

A n u m b e r of h y p o t h e s e s h a v e b e e n f o r m u l a t e d
the r e l a t i o n s h i p b e t w e e n s e l e c t e d v a r i a b l e s .

concerning
These

r e l a t i o n s h i p s w i l l b e t e s t e d by u s i n g the P e a r s o n p r od u ct moment c o r relation coefficient.

S o m e of t h e v a r i a b l e s

will be m o r e

of the i n t e r n a t i o n a l

accurate predictors

dimension than will others.
w i l l be i d e n t i f i e d

an d u s e d

The most

accurate predictors

as a c h e c k

list

of i n t e r ­

n at i on a l c o n c e r n .
Finally,

e ac h

community

c o l l e g e in the s a m p l e w i l l

be a s s i g n e d a c e l l on t h e i n s t i t u t i o n a l i t y m a t r i x
comparative purposes

for

only.

to be n o r m a l l y d i s t r i b u t e d w i t h a m e a n o f o a n d a
s ta ndard d e v i a t i o n o f 1.
T h e a s s u m p t i o n is t h a t t he
distributions approximate a normal distribution.

I

CHAPTER IV
ANALYSIS

The general
re state

f or m a t

the h y p o t h e s e s ,

state me n ts

of r e j e c t

OP R E S U L T S

f or t h i s
show

the d a t a w i t h

or a c c e p t ,

w hether the h y p o t h e s e s

c h a p t e r w i l l be to

and

finally

were rejected

probability
to s t a t e

or a c c e p t e d .

d i s c u s s i o n of the m e a n i n g o f t he d a t a w i l l b e
In a s e p a r a t e s e c t i o n o f this
Hypothesis

1.

T h e r e is no p o s i t i v e r e l a t i o n s h i p
b e t w e e n the p e r c e n t a g e of f o r e i g n
s t u d e n t s e n r o l l e d a n d the ag e of
the college.

-0.12.

foreign s t u d e n t s
munity

Included

chapter.

The correlation between variables
c om p ut e d as

A

Variable

8 and

20 has b e e n

8 is th e p e r c e n t a g e o f

and v a r i a b l e

20 is the a g e

o f t he

com­

c ol lege.
With an alpha

level

fr eedom the s i g n i f i c a n c e
If the c o m p u t e d
and +.60 t he r e

set at
l e ve l Is

.05 a n d

t a b l e d as

v a l u e o f the c o r r e l a t i o n
Is not a s t a t i s t i c a l l y

ship,.
Hypothesis

1 was accepted.

57

9 degrees

of

.60, t h a t

is,

Is b e t w e e n - .6 0

significant

relation

58
Hypothesis

2.

There is no p os i t i v e r e l a t i o n s h i p
b e t w e e n the p e r c e n t a g e of f o r e i g n
students e nr o l l e d and the size of
the community college.

The c o r r e l a t i o n b e t w e e n varia b le s
computed as -0.47.
foreign students

8 and 10 has b e e n

V a r i a b l e 8 is the p e r c e n t a g e of

and v a r i a b l e 10 is the s iz e of the

community college.
With a n a l p h a

level set at

freedom the s ig n i f i c a n c e

.05 and 9 d eg r ee s

level is ta bl ed as

of

.60, that is,

if the c om p ut e d value of the c o r r e l a t i o n is b e t w e e n -.60
and +.60 there is not a st a t i s t i c a l l y

s i gn i fi c an t

relationship.
H ypothesis
Hypothesis 3.

2 was accepted.

T h er e is a h i g h p os i ti v e r e l a t i o n s h i p
b et w ee n the i n s t i t u t i o n a l c o n d i t i o n s
d e s c r i b e d by M i c h i e and the total
i nt e rn a ti o na l d i m e n s i o n of the
community college.

The c o r r e l a t i o n b e t w e e n v a ri ables
been co m pu t ed as 0.84.

Variable

25 and

48 has

25 is the v a r i a b l e which

reflects all i n s t i t u t i o n a l e o n d i t l o n s as these h a ve b e e n
described by Mi chie.

Variable

48 is the total i n t e r ­

national d i m e n s i o n .
With the same alpha level the s i g n i f i c a n c e level
remains at

.60.

H y p o t h e s i s 3 was accepted.

59
H yp o th e s is

.

T h e r e js no r e l a t i o n s h i p b e t w e e n the
n u m b e r of b o o k s I n t h e l i b r a r y a n d th e
n u m b e r of b o o k s w h i c h a r e p r i m a r i l y of
an International nature.

The c o r r e l a t i o n b e t w e e n v a r i a b l e s
been computed as

0.15.

Variable

17 a n d 19 has

17 is l i b r a r y

s i z e and

variable 19 is the size of t h e I n t e r n a t i o n a l li b ra r y.
W i t h the
remains at

same a l p h a

5.

4 was

accepted.

T h e r e is a h i g h p o s i t i v e r e l a t i o n s h i p
b e t w e e n the s i z e of t h e I n t e r n a t i o n a l
l i b r a r y a n d t h e n u m b e r of I n t e r n a t i o n a l
c o u r s e s of fe r e d .

The c o r r e l a t i o n b e t w e e n v a r i a b l e s
b ee n c o m p u t e d as
library

0.78.

Variable

s i ze a nd v a r i a b l e

n at ional c o u r s e s
With the
r emains at

19 is th e

o f f e r e d by

the c o m m u n i t y

college.
level

.60.

6.

5 was a c c e p t e d .

T h e r e is a h i g h p o s i t i v e r e l a t i o n s h i p
b e t w e e n t h e s i z e of t h e I n t e r n a t i o n a l
l i b r a r y a n d the t o t a l e n v i r o n m e n t
variable.

b e e n c o m p u t e d as

0.68.

Variable

s i ze a n d v a r i a b l e

variable.

International

22 Is the n u m b e r o f I n t e r ­

T he c o r r e l a t i o n b e t w e e n v a r i a b l e s

library

19 a n d 22 has

same a l p h a l e v e l the s i g n i f i c a n c e

Hypothesis
Hypothesis

level

.60.

Hypothesis
Hypothesis

l e v e l th e s i g n i f i c a n c e

19 a n d 25 has

19 is t h e

international

25 Is the t o t a l e n v i r o n m e n t a l

60
With the same alpha level the significance level
remains at

.60.

Hypothesis 6 was accepted.
Hypothesis 7.

There is a p os i ti v e r e l a t i o n s h i p

between the international dimension
of the curriculum and membership in
international associations.
The correlation between variables 24 and 36 has
been computed as 0.27.

Variable 24 is the international

dimension of the curriculum and variable 36 is the
variable which reflects membership in international
associations.
With the same alpha level the s i g n i f i c a n c e
remains at

level

.60.

Hypothesis 7 was rejected.
Hypothesis 8.

There is no relationship between the
environmental and leadership variables.

The correlation between variables 25 and 26 was
measured to test the assumption that they are each inde­
pendent predictors of the total international dimension.
The c o r r e l a t i o n b e t w e e n these v a ri a bl e s has b e e n
computed as 0.48.

V a r i a b l e 25 is a m ea s u r e of total

environment and v ar i ab l e 26 is a m e a s u r e of total l e a d e r ­
ship.
The 0.48 c o r r e l a t i o n compares w i t h a c o r r e l a t i o n of
0.84 b e t w e e n variables
26 and 48.

Variable

25 and 48 a n d 0.87 b e t w e e n v a ri a b l e s

48 is the m e a s u r e

of total

;■■

61
international dimension.
ind i cates

This

that b o t h v a r i a b l e

p e n d e n t l y add t o the t o t a l
W i t h the
r emains at

same a l p h a

25 a n d v a r i a b l e

26 i n d e ­

international dimension.
l e v e l the s i g n i f i c a n c e

level

.60.

Hypothesis
Hypothesis

comparison clearly

9.

8 was accepted.

T h e r e is a r e l a t i o n s h i p b e t w e e n the
p e r c e n t a g e of P e a c e C o r p s v o l u n t e e r s
on t h e c o m m u n i t y c o l l e g e f a c u l t y and
the e n v i r o n m e n t a l v a r i a b l e .

The c o r r e l a t i o n b e t w e e n v a r i a b l e s
been c o m p u t e d as

0.54.

Peace Corps v o l u n t e e r s

Variable
on the

14 a n d

25 has

14 is the p e r c e n t a g e

faculty

and v a r i a b l e

of

25

is the e n v i r o n m e n t a l v a r i a b l e .
The s i g n i f i c a n c e
Hypothesis
H y p o t h es i s

T he

10.

le v el r e m a i n s

at

.60,

9 was rejected.

S o m e of t h e s u b - v a r i a b l e s o f e n v i r o n m e n t
and of l e a d e r s h i p w i l l b e h i g h l y p r e ­
d i c t i v e o f the e n v i r o n m e n t a n d l e a d e r ­
ship variables.

following correlations have been computed

b e t w e e n the e n v i r o n m e n t a l s u b - v a r i a b l e s
e n v ir o n m e n t a l v a r i a b l e .

and the total

62
»

Environmental
V a r i a b l e No. 25

Sub-variable
19-

International Library

0.68

21.

Number courses

0.60

22.

International courses

0.91

23.

Foreign Language

0 . 60

2^.

International dimension
curriculum

The

courses

following correlations

b e t w e e n the
l ea d er s h i p

offered

leadership

0. 88

have been computed

sub-variables

and the total

variable.
Leadership
V a r i a b l e No. 26

Sub-variable
27.

Foreign

29.

O b l i g a t i o n to foreign students

0

30.

Equipped

f o r FS

(g e neral)

0 .91

31.

Equipped

for F S

( s pe c if i c)

0 .6 8

38.

Similar problems

0.69

4U.

P r i o r i t y of I n t e r n a t i o n a l
dimension

O .69

accepted

0.6 3
0

10 w a s

responsibility

•

Hypothesis

student

63
Hypothesis 11.

Some of the s u b- v a r i a b l e s w i l l be
good predic t or s of the t ot a l i n t e r ­
n ational dimension.
T ot a l
Internatlonal
D i m e n s i o n No. *18

Su b — va r iables
14.

Per cent PCV's on staff

0 .60

22.

I n t e r n a t i o n a l courses

0.74

24.

International dimension
curriculum

0 .70

27.

F o r e i g n student r e s p o n s i b i l i t y

0.70

29.

O b l i g a t i o n to f o re i gn students

0 .65

30.

Eq u ip p ed for FS

(general)

0.80

31.

Eq u ip p ed

(specific)

0.61

Hypothesis

for FS

11 was accepted.
Discussi on

The f o l l o w i n g tables

show s ub - v a r i a b l e c o r r e l a t i o n s

where a c or r e l a t i o n of more t h an 0.60 resulted.

A dis­

cussion of these re l at i o n s h i p s p re ceeds each table.
o r ganization of the tables
Tables

T he

follows the same p a t t e r n as

3.1 to 3.6.
Table 4.1 indicates that there are no s ig n if i ca n t

correlations b e t w e e n the v ar iables w h ic h m e a s u r e d c u r ­
ricular c h a r a c t e r i s t i c s and any of the o t h e r v a r i a b l e s
of the study.

64
T A B L E 4 . 1 . — C o m p a r i s o n of* c u r r i c u l a r c h a r a c t e r i s t i c s .
Variables*
1

2
—

—

No significant
v a r i a b l e s 1, 2 or 3.

Table

the

variables which m e a s u r e d

Variable
out of s t a t e

of t h e

b e t w e e n the

financial characteristics

6 w a s w e i g h t e d to r e f l e c t
The

6 seems

for f o r e i g n s t u d e n t s
there are m o r e

correlations

former

and

study.

students.

14 and v a r i a b l e

—

correlations were found with

4.2 s h ow s

other v a r i a b l e s

3

low t u i t i o n for

correlation between variable

to i n d i c a t e

that

tuition costs

t e n d to r e m a i n at a l o w e r
Peace Corps

volunteers

level

if

o n the

faculty.

TABLE 4.2.— C o m p a r i s o n of

financial characteristics.
Variables

4
Tuition
District
14.J6PCV o n f a c u l t y

15
Tuition
Michigan

5
Tuition
Out-of-State

0.78

65
Table

4.3 sh o ws

the s i g n i f i c a n t c o r r e l a t i o n s b e t w e e n

the v a r i a b l e s of s tu d e n t

characteristics and other var i ­

ables of t h e s tudy .
The c o r r e l a t i o n of 0.77 b e t w e e n v a r i a b l e
variable

13 seems

8 and

to i n d i c a t e th at f o r e i g n fa culty

members and f o r e i g n s t u d e n t s

I n c r e a s e or d e c r e a s e

together.
The

c o r r e l a t i o n of 0.62 b e t w e e n v a r i a b l e 9 and

variable 46 is q u i t e s t r a i g h t

forward.

There would

probably be no f o r e i g n s t u d e n t a d v i s o r if t h er e w e r e not
a w i l l i n g n e s s to b u d g e t

for i n t e r n a t i o n a l pr ograms.

TABLE 4 . 3 . — C o m p a r i s o n of s tu d e n t

characteristics.
Variables

1
Males
(*)

13.

46.

Per cent
faculty

(SO

Total
Enrollment
(SO

0.77

4.4 shows

0.62

the s i g n i f i c a n t c o r r e l a t i o n s b e t w e e n

the faculty c h a r a c t e r i s t i c s
study.

(JO

10

foreign

W i l l i n g n e s s to
budg et for i n t e r ­
national programs

Table

8
9
p nre1trn
Foreign
Student
Students Advisor

a nd o t h e r v a r i a b l e s

of t hi s

TABLE 4.4.— Comparison of faculty characteristics.

Variables

32.

11

12

With
Doctorate

With
Masters

(56)

(56 )

Community colleges should
seek to add foreign
scholars

13
Foreign
Faculty

(56)

14
PCV’s on
Faculty

15
Student
Faculty
Ratio

(56 )

(56)

0.68

36.

Consortia membership

38.

Sensitivity to problems
in this country

0.69

Budget restrictions on
international dimension

0.63

Readiness to internation­
alize program given
sufficient budget

0.80

40.

45.

46.

48.

Willingness to budget for
international programs
Total international
dimension

0.62

0.68

0.60

.»

The
indic at e

correlation between variables
that

percentages
facu lty

of m a s t e r s

a n d 32 s e e m s to

faculties with greater

d e g r e e h o l d e r s t e n d to add

foreign

to t h e t e a c h i n g staff.

The
that

community college

12

correlation between variables

the a d v a n c e d d e g r e e t e n d s

Holders

to be m o r e a w a r e

a n d 36 i n d i c a t e s

to i n c l i n e the f a c u l t y

t oward c o n s o r t i a - l i k e a r r a n g e m e n t s
activities.

11

for i n t e r n a t i o n a l

of th e a d v a n c e d d e g r e e w o u l d

of the o p p o r t u n i t i e s

seem

fo r i n c r e a s i n g the

i n t e r n a t i o n a l d i m e n s i o n of th e c o l l e g e and a l s o o f t h e
availability

of a s s o c i a t i o n s w h i c h m i g h t

assist

in s u c h

an increase.
The c o r r e l a t i o n s
38,

40,

45,

and

between variable

48 s e e m t o show th at the

Corps v o l u n t e e r s m a k e a s u b s t a n t i a l
toward

14 a n d the v a r i a b l e s
former Peace

im p ac t

on attitudes

internetlo n a l l z l n g the college program.

T he

0. 6 0 c o r r e l a t i o n b e t w e e n v a r i a b l e

lends s o me c r e d e n c e
A lt h o u g h

to h y p o t h e s i s

48

n i ne w h i c h was r e j e c t e d .

t h e r e is not a s i g n i f i c a n t

relationship between

the p e r c e n t a g e of P e a c e C o r p s v o l u n t e e r s
and th e e n v i r o n m e n t a l v a r i a b l e ,

14 a n d

there

o n the f a c u l t y

is a s i g n i f i c a n t

r e l a t i o n s h i p b e t w e e n th e n u m b e r of P C V fs a n d t h e t o t a l
i n t e r n a t i o n a l d i m e n s i o n of th e co l le g e.
Finally,

the c o r r e l a t i o n b e t w e e n v a r i a b l e s

i nd i ca t es t h a t t he a d v a n c e d d e g r e e h o l d e r s

considerations.

46

t e n d to r e s t r i c t

th eir i n t e r n a t i o n a l a c t i v i t i e s b e c a u s e o f b u d g e t
ideological

11 a n d

not

68
Tat»le 4.5 s h o w s

the s i g n i f i c a n t

between other characteristics
of this

24,

of the

a n d the o t h e r v a r i a b l e s

study.

The
22,

correlations

correlation between variable

25,

29,

36,

a n d 39 s e e m to i n d i c a t e that

international

numb er of I nd i c e s
also seems

19 a n d v a r i a b l e s
the s i ze

l ib r a r y v a r i e s d i r e c t l y w i t h a

of the i n t e r n a t i o n a l d i m e n s i o n .

c l e a r th a t

the c o m m u n i t y

colleges

It

in this

sample have g i v e n s o m e a t t e n t i o n to t h e d e v e l o p m e n t of
library r e s o u r c e s

as o t h e r i n t e r n a t i o n a l

activities

have

progressed.
The r e l a t i o n s h i p b e t w e e n v a r i a b l e s
indicates

that

16 a nd 39

the f o r m a t i o n of an i n t e r n a t i o n a l

club

tends to e n c o u r a g e s p e c u l a t i o n c o n c e r n i n g a p o s s i b l e
dr amatic

i n t a k e o f f o r e i g n s tu de n t s .

Table

4.6 s h o w s the

correlations

n at i on a l c h a r a c t e r i s t i c s v a r i a b l e s

b e t w e e n the

inter­

and other variables

of

this study .
The relationship b e t w e e n variable
24, 25, a nd

27 i n d i c a t e s

that

courses w h i c h a r e o f f e r e d has
to two e n v i r o n m e n t a l v a r i a b l e s
which measures

the a m o u n t

administration feels

the n u m b e r

of I n t e r n a t i o n a l

a significant relationship
a n d a l s o t o the v a r i a b l e

of r e s p o n s i b i l i t y

it h a s

that the

for foreign s t u d e n t s .

The correlation b etween variables
that a m e a s u r e

21 an d v a r i a b l e s

24 an d 48 i n d i c a t e s

of the i n t e r n a t i o n a l d i m e n s i o n of the

TABLE 4.5.— Comparison of ether characteristics.
Variables

16
International
Club

22.

17
Library
Size

18

Relative
Library
Size

19
International
Library
Size

International
courses

0.78

International
dimension of the
curriculum

0.79

Total environment
variable

0.68

Obligation to
admit foreign
students

0.70

36.

Consortia membership

0.73

39.

Forsee foreign
student explosion
on community college
campus

24.

25.

29.

0.68

20

Age of
College

TABLE 4.6.— Comparison of international characteristics.
Variables
21

No. of
Courses

24.

25.

27.

48.

22
International
Courses

International dimension
of the curriculum

0.90

Total environment
variable

0.91

Responsibility for
foreign students

0.68

Total international
dimension

23
Foreign
Language
Courses

0.60

24
International
Dimension of
the Curriculum

0.88

0.68

71
curriculum is a good p r e d i c t o r of the t ot a l i nt e r n a t i o n a l
dimension of the c o mm unity college.
Table

4.7- shows

the s i g n i f i c a n t

the le adership v a ri a b l e s u s e d in this
Correlations between variable

correlations between
study.

48 a n d v a ri a bl e s

27*

29, 30 and 31 i nd i ca t e t h os e l e a d e r s h i p v a ri a b l e s w hi c h
are the best p re d ic t or s

of the to t al i n t e r n a t i o n a l

dimension.
Variable
the community

48 is the t o t a l I n t e r n a t i o n a l d i m e n s i o n of
colleges.

V a r i a b l e s w h i c h are good p r e ­

dictors include:
27.

The view that the c om munity c ol l e g e should
involve itself w i th e d u c a t i n g f o reign students.

29.

Th e view that p ub li c tax s u p p o r t e d c om m un i ty
colleges should se ek out and admit f or e i g n
students.

30.

The b e l i e f that mo s t of M i c h i g a n ' s community
col l eg e s are eq u i p p e d to ha ndle f o r e i g n
students.

31.

The be lief that the p a r t i c u l a r c om m unity
c ol l e g e of the r e s p o n d e n t is equipped to
ha n d l e the u n i q u e p r ob l e m s of fo reign students.

Table

4.8 shows the total e n v i r o n m e n t ,

le a de r sh i p

and i n te r na t io n al d i m e n s i o n of ea ch c o m m u n i t y c o ll e ge in
the study.

The range of the e n v i r o n m e n t

-28.30 to 17.46.

v a riable

is from

The r a n g e of the l e a d e r s h i p v a r i a b l e is

from 128.0 to 176.0.
The m e an of the e n v i r o n m e n t v a r i a b l e was c o m p u t e d as
2.34 and the m e a n of the l e a d er s hi p v a r i a b l e as 151.0.
leadership v a r i a b l e has b e e n d o u b l e d for this t able to

The

TABLE 4.7.— Correlations between leadership variables.

Variables

28

27

28

29

30

31

32

3*

36

37

38

.65

34

.66

35

.69

36

.75

.62

37

.67

.71

39

.87

41

.65

43

.66

44

.60

,74

45
48

40

.62
.69

Legend for Variables:

.65

.80

.72

.61

The leadership variables are shown by number in Appendix
C. Also noted are the responses to each statement by the
community colleges in the sample.

73
TABI.E 4 .8. — Total

College

e n v i r o n m e n t a l , l e a d e r s h i p and i n t e r ­
national dimensions.

Total
Environmental
Dimension

To tal
Leadership
Dimension

Total
International
Dimension

A

3.98

132.0

125 .98

B

3.75

160 .0

163.75

C

- 2 8 .30

142.0

113 .70

B

- 7.68

140 .0

132.32

K

9.07

176 .0

185.07

V

17 .'46

1 5 B .0

17 5.46

G

- 18.26

148.0

129.74

H

7.67

156.0

163.67

.T

0.93

128 .0

128.93

K

13.72

170.0

183 .72

insure nearly
ment and

equal

standard deviations

between environ­

leadership.

U s i n g t he m e a n s * o f the e n v i r o n m e n t a l and l e a d e r s h i p
variables as o u t - o f f p oints,

th e r e s u l t s

of a s s i g n i n g

each col l e g e to a p a r t i c u l a r

cell o n the i n s t i t u t i o n a l i t y

matrix are as f o l l o w s :

*The m e a n of the d i s t r i b u t i o n o n e a c h v a r i a b l e was
used* as a c u t - o f f p o i n t fo r t w o p r i m a r y r e a s o n s . F i r s t ,
no n o r m s exist o uts i d e t his stu dy w h i c h w o u l d o f f e r
ap p r o p r i a t e c o m p a r i s o n s for a s s i g n i n g the c o l l e g e s to

74
TABLE 4.9.— Institutionality

Leadership

totals.

Leadership
Favorable

Leadership
Unfavorable

Environment
Favorable

1

3

Environment
Unfavorable

2

4

Environment

Leadership

Environment

Cell

Total

3

135.98

B

80

es

F

3.75

- F

1

16 3 . 7 5

C

71

=

U

00

0
on

= U

4

113.70

D

70

a

U

8 U

4

132.32

E

88 = F

9. 07 8 F

1

185.07

F

79 = F

17.46 8 F

1

175.46

G

74 8 U

- 18.26 8 U .

4

12 9 . 7 4

H

78 = F

7.67 8 F

1

163.67

J

64 8 U

0 . 93 8 U

4

128.93

K

85 8 F

1

183.72

Means

75. 5

•

1

•

3.98 8 F

1

66 = U

CM

A

a\
00

Co lle ge

1 3 .72
2.34

8

F

151.23

sp eci fic c e l l s on t h e m a t r i x a n d s e c o n d l y , g i v e n the
e x p l o r a t o r y n a t u r e o f t his s tud y, m o r e s o p h i s t i c a t e d
s t a t i s t i c a l t e c h n i q u e s a r e p r o b a b l y no t a p p r o p r i a t e .
T h e s c a t t e r g r a m o f c o r r e l a t i o n s o n p a g e 54 is
d i v i d e d at the m e a n s to g r a p h i c a l l y i l l u s t r a t e cell
assignment.

75
Su mm a r y
El e v e n h y p o t h e s e s w e r e t e s t e d u s i n g the P e a r s o n
pr odu ct- mom ent
device.

c o r r e l a t i o n c o e f f i c i e n t as a s t a t i s t i c a l

N i n e of the e l e v e n h y p o t h e s e s w e r e a c c e p t e d a n d

two r e j e c t e d at an a l p h a level of

.0 5 *

A d i s c u s s i o n of the r e l a t i o n s h i p b e t w e e n a n u m b e r
of v a r i a b l e s w i t h hi gh c o r r e l a t i o n s was also i n c l u d e d
this chapter.

in

S e v e n of t he v a r i a b l e s us ed i n the study

had si g n i f i c a n t

c o r r e l a t i o n s w i t h the total i n t e r n a t i o n a l

di mension of the college s

studied.

It is p o s s i b l e that

the use of ju st these s e v e n v a r i a b l e s

could b e s u f f i c i e n t

for p r e d i c t i n g the total i n t e r n a t i o n a l d i m e n s i o n of other
community colleges.
The t o t a l i n t e r n a t i o n a l d i m e n s i o n for e a c h c o m m u n i t y
college in the sample was

c o m p u t e d by s u m m i n g the

tot al

en v i r o n m e n t a l v a r i a b l e a n d the t o t a l l e a d e r s h i p v a r i a b l e
times two.

The

l e a d e r s h i p v a r i a b l e was d o u b l e d t o i nsure

that the s t a n d a r d d e v i a t i o n s

of each of the d i s t r i b u t i o n s

were r e l a t i v e l y equal.
T h e r e are a d d i t i o n a l c o r r e l a t i o n s b e t w e e n v a r i a b l e s
which were

s ignificant.

T h e s e ot her c o r r e l a t i o n s

shown in the tables b e c a u s e ,

a l t h o u g h they a r e s i g n i f i c a n t

they are e s s e n t i a l l y u n i n t e r e s t i n g to this study.
Tables

are not

s h o w i n g all c o r r e l a t i o n s b e t w e e n the

variables are I n c l u d e d as A p p e n d i x P.

CHAPTER V

SUMMARY AND CONCLUSIONS
Summary
In C h a p t e r

I a case w a s m a d e

for a study

by i n d i c a t i n g t h e i n c r e a s i n g i n t e r e s t
cators in i n t e r n a t i o n a l
have t a k e n p l a c e

activities.

but

of ed u ­

A number of studies
and universities

studied with reference

a comprehensive

ternational involvement

and

has not yet t a k e n p lac e.

it is p o s s i b l e t h a t

some

to

s t u d y o f the t o t a l

o f the

in­

Although

this s t u d y has b e e n r e s t r i c t e d to M i c h i g a n p u b l i c
colleges,

type

s t u d i e s w e r e r e v i e w e d i n C h a p t e r II.

The c o m m u n i t y c o l l e g e has b e e n
foreign st ude n t s

and a w a r e n e s s

in f o u r y e a r c o l l e g e s

the r e s u l t s of t h e s e

of this

community

r e s u l t s m a y be

useful In p l a n n i n g s t u d i e s o f g r e a t e r m a g n i t u d e .
In C h a p t e r

III the v a r i a b l e s w h i c h w e r e

study w e r e i d e n t i f i e d a n d d e f i n e d in
variable was m e a s u r e d .

u s e d in t h i s

t e r m s o f the w a y

each

Th e e l e v e n p r i m a r y h y p o t h e s e s

were

tested and a c c e p t e d o r r e j e c t e d a c c o r d i n g to t h e r e s u l t s
of the c o r r e l a t i o n s .
The

community

colleges were

ma t r i x o f i n s t l t u t i o n a l i t y
colleges.

studied.

f o r t h e p u r p o s e o f c o m p a r i n g the

No v a l u e j u d g m e n t s

ternational involvement

a s s i g n e d c e l l s o n the

o f any

have been made about
of t he c o m m u n i t y

t h e i n-

colleges

T h r e e o f the

2*1 e n v i r o n m e n t a l v a r i a b l e s an d f o u r of

the 20 l e a d e r s h i p v a r i a b l e s

correlated significantly with

the t o t a l i n t e r n a t i o n a l d i m e n s i o n o f the
studied.

community colleges

The e n v i r o n m e n t a l v a r i a b l e s include:

Va ria ble 1*1:

Th e p e r c e n t a g e o f fo r m e r Pea ce Corps
v o l u n t e e r s on the faculty.
0.60 c o r r e lat ion .

Va ria ble 22:

Th e n u m b e r of c o u r s e s l i s t e d in the c o l l e g e
catalog which include references to inter­
n a t i o n a l i n s t i t u t i o n s , p r o g r a m s , or a c t i v i ­
ties.
0 .7 ** c o r r e l a t i o n .

Va riable 2**:

Th e i n t e r n a t i o n a l d i m e n s i o n of the cur ric ulu m.
This v a r i a b l e w a s c o m p u t e d by a s s i g n i n g 0 to
ea ch course l i s t e d w h i c h I n c l u d e d no i n t e r ­
n a t i o n a l r e f e r e n c e s , 1 for e a c h cour se w i t h
only i n c i d e n t a l r e f e r e n c e s to an I n t e r n a t i o n a l
d i m e n s i o n , 2 for eac h co u r s e w i t h a d e s c r i p ­
ti ve r e f e r e n c e t o i n t e r n a t i o n a l i n s t i t u t i o n s ,
and 3 for each c ourse w i t h a c o m p a r a t i v e e m ­
p h a s i s b e t w e e n c u l t u r e s , i n s t i t u t i o n s or
li t e r a t u r e .
0.70 c o r r ela tio n.

The l e a d e r s h i p v a r i a b l e s include:
Variable

27

R e s p o n s e s to the f o l l o w i n g s t a t e m e n t w e r e
u s e d to c o m p u t e t h i s va ria ble :
Community
c o l l e g e s s h o u l d i n v o l v e t h e m s e l v e s w i t h the
a d d i t i o n a l r e s p o n s i b i l i t y o f educating, s t u ­
d e n t s f r o m f or e i g n countries.
0.70 c o r r e la tio n.

Va ria ble 29:

R e s p o n s e s to the f o l l o w i n g s t a t e m e n t w e r e used
to com p u t e th is var iab le:
Public tax supported
c o m m u n i t y c o l l e g e s hav e the o b l i g a t i o n t o se ek
out a nd admit f o r e i g n students.
0.65 c o r r e l a ­
tion.

Va ria ble

R e s p o n s e s to the f o l l o w i n g s t a t e m e n t w e r e used
to co mpu te t h i s v aria ble :
Most Michigan two
y e a r p u b l i c c o l l e g e s are e q u i p p e d to h a n d l e
the un i q u e p r o b l e m s o f f o r e i g n s tud ent s.
0.80
correlation.

30

Variable 31

R e s p o n s e s to the f o l l o w i n g
to co mpu te thi s v a r i a b l e :
co l l e g e for w h i c h y o u w o r k
h a n d le £ h e unique problems
0.61 co rre lat ion.

s t a t e m e n t w e r e u sed
The c o m m u n i t y
is e q u i p p e d to
o f f o r e i g n students.

78
The results which were

o b t a i n e d f r o m t e s t i n g th e

hypotheses indicate t h a t :
1.

2.

Foreign

student enrollment has p roceeded hapazardly

the c o m m u n i t y

colleges

Institutional

conditions

in

studied.
of* l e a d e r s h i p a n d e n v i r o n m e n t

go h a n d - i n - h a n d in p r o v i d i n g a n a t m o s p h e r e

f or i n t e r ­

national activities.
3.

It is p o s s i b l e that p r e d i c t i o n s

of the total inter­

national dimension of community

c o l l e g e s m a y be m a d e

u s i n g J u s t a few o f the v a r i a b l e s
4.

The presence
college

of foreign students

ca m p u s

condition

for

desires

o n the

study.

community

is n e i t h e r a n e c e s s a r y n o r a s u f f i c i e n t
c o n c l u d i n g that

si on of that

u s e d in this

college

to i n c r e a s e

the international

is large.

If a c o m m u n i t y

dimen­
college

Its i n t e r n a t i o n a l d i m e n s i o n t h e r e

are a l t e r n a t i v e s o p e n w h i c h d o not

require

a large

foreign student population.
I n c r e a s i n g the
ar e a s o f f e r s

library resources

the p o s sibility

in n o n - W e s t e r n

o f an increase

in t h e

i n t e r n a t i o n a l d i m e n s i o n as d o e s r e c r u i t i n g a d d i t i o n a l
fo r m e r P e a c e C o r p s v o l u n t e e r s

as f a c u l t y m e m b e r s

and

r e v i s i n g the e x i s t i n g c o u r s e s

or p l a n n i n g new courses

with greater international emphasis.
Conclusions
B e l o w is a list o f h y p o t h e s e s w i t h
reject

or a c c e p t .

The

statements

of

conclusions whi c h may be drawn

from e a c h o f the h y p o t h e s e s

are also Included.

79
Hypothesis

1.

No p o s i t i v e r e l a t i o n s h i p b e t w e e n p e r c e n t a g e
of f o r e i g n s t u d e n t s a n d c o l l e g e age.
Accept.

Hypothesis

2.

No p o s i t i v e r e l a t i o n s h i p b e t w e e n p e r c e n t a g e
of f o r e i g n s t u d e n t s and c o l l e g e size.
Accept

Taking these
cluded t hat

two h y potheses

foreign

a haphazard manner
Since the

student
in the

s a m p l e was

this c o n c l u s i o n may
community

t o g e t h e r it m a y be

e n r o l l m e n t h as p r o c e e d e d

community

colleges

in

of the s a m p l e .

obtained through random selection,
be g e n e r a l i z e d to a l l M i c h i g a n p u b l i c

colleges.

In g e n e r a l th is

conclusion

that t h e r e has b e e n no s y s t e m o f f o r e i g n s t u d e n t
ment and that

con­

probably more

thought

indicates
enroll­

s h o u l d b e g i v e n to

admitting foreign students.
Hypothesis

This

3.

High positive relationship between institu­
tional conditions and total international
dimension.
Accept.

hypothesis

indicates

tha t the

Institutional

conditions which have bee n found essential
colleges

and universities

also

n a t i o n a l d i m e n s i o n of t h e
congruence between these

contribute

community
conditions

In f o u r y e a r
to the

college.
in the

Inter­

There

is

separate

institut ions .
Hy pot hes is

4.

No r e l a t i o n s h i p b e t w e e n i n t e r n a t i o n a l
library and total library h o l d i n g s . A c c e p t .

Hypothesis

4 reinforces

the f i r s t t w o h y p o t h e s e s .
where a n i n t e r e s t

exists

t he

conclusions drawn from

In t h o s e c o m m u n i t y

colleges

In i n t e r n a t i o n a l a c t i v i t i e s

s ome

80
library

resources

have been developed.

Such acquisitions

seem to f o l l o w no r a t i o n a l p a t t e r n w i t h r e f e r e n c e t o t o t a l
library

resources.

Hypothesis

This
about

5.

T h e r e is a h i g h p o s i t i v e r e l a t i o n s h i p
b e t w e e n the s i z e of th e i n t e r n a t i o n a l
l i b r a r y a nd the n u m b e r of i n t e r n a t i o n a l
c o u r s e s of fered.
Accept.

hypothesis

th e d e v e l o p m e n t

was

formulated

of a n i n t e r n a t i o n a l l y

library.

It seems

materials

h ave b e e n d e v e l o p e d as

International
Hypothesis

su ppo rts

i n d i c a t e d that
courses

resource
ar e g e a r e d

to

T h e r e is a h i g h p o s i t i v e r e l a t i o n s h i p
b e t w e e n the s i z e of t he i n t e r n a t i o n a l
l i b r a r y a n d the t o t a l e n v i r o n m e n t
variable.
Ac c e p t .

assumed

would b e a g ood
variable.

clearly

oriented

objectives.

6.

It was

to tes t a n a s s u m p t i o n

The

tha t

predictor

the i n t e r n a t i o n a l

library

of th e t o t a l e n v i r o n m e n t

correlation b e tween these two variables

the a s s u m p t i o n .

Hypothesis

7•

Although

Positive relationship between Inter­
n a t i o n a l d i m e n s i o n of t he c u r r i c u l u m
and m e m b e r s h i p In I n t e r n a t i o n a l
associations.
Reject.
there

Is not a s i g n i f i c a n t

b e t w e e n t h e s e t wo v a r i a b l e s
ship b e t w e e n m e m b e r s h i p

there

is a p o s i t i v e r e l a t i o n ­

in i n t e r n a t i o n a l a s s o c i a t i o n s

the t o t a l I n t e r n a t i o n a l d i m e n s i o n o f the
This seems

relationship

t o i n d i c a t e t hat

community

and

co ll e g e .

c u r r i c u l u m c h a n g e s h a v e not

81
developed

from an I ncr eased p a r t i c i p a t i o n In c ons or t i a -

llke arrange men ts
Hypothesis

8.

for i n t e r n a t i o n a l programs.

No r e l a t i o n s h i p b e t w e e n e n v i r o n m e n t a l
and le ade rsh ip variables.
Accept.

This hypoth esi s was d e s i g n e d p rim ari ly to test
whether the e n v i r o n m e n t a l and l e a d e r s h i p v ari ables were
Independent m e a s u r e s .

The 0.48 c o r r e l a t i o n indicates

that they are i n d e p en dent and the c o r r e l a t i o n b e t w e e n
these variables and the total
indicates
total.

i n t e r nat ion al d i m e n s i o n

that they both c o n t r ibu te s i g n i f i c a n t l y to the

The c o r r e l a t i o n be t w e e n e n v i r o n m e n t and the total

was computed as 0.84 and the c o r r e l a t i o n b e t w e e n le ade r­
ship and the total was
■/ Hypothesis

9.

computed as 0.87.

R e l a t i o n s h i p b e t w e e n per cen t a g e of Peace
Corps vo lun t e e r s and the e n v i r o n m e n t a l
variable.
Reject.

Hypothesis

7 was r e j e c t e d w h e n c o m p a r i n g the PCV's

with environment.

It should be not ed that the c o r r e l a ­

tion b e t w e e n var iable 14 ( P C V ’s) and the total i n t e r ­
national d i m e n s i o n is significant.
that the PCV's exerci se some

This seems

to indicate

leaders hip in d e t e r m i n i n g

international act ivi t i e s as well as m a k i n g some c o n t r i b u ­
tion to the e n v i r o n m e n t .
Hypothesis 10.

Some s ub-v a r i a b l e s of e n v i ron men t and
l e ade r s h i p will b e highly p r e d i c t i v e of
the m a i n e n v i r o nme nt and le ade r s h i p
variables.
Accept.

82
A l i s t i n g of the m o s t h i g h l y
and a d i s c u s s i o n of t h e m a p p e a r s

predictive variables

on p a g e s

76-77.

!

Hypothesis

11.

S o m e s u b - v a r i a b l e s w i l l be h i g h l y
p r e d i c t i v e of the t o t a l i n t e r n a t i o n a l
d i m e n s i o n for the c o m m u n i t y c o l l e g e s .
Accept.

A d i s c u s s i o n of t h e s e v a r i a b l e s
the s u m m a r y

of C h a p t e r V, p a g e s

is i n c l u d e d in

75 -77.

Discussion
Th is
theories

study has

in t h e

attempted

i n v e s t i g a t i o n of I n t e r n a t i o n a l a c t i v i t i e s

in M i c h i g a n p u b l i c
The R i c h a r d s ,

community
Rand

c o llege

characteristics

between

the

community

in this

A number

colleges.

and R a n d
f o u n d th at

study

of c o m m u n i t y

there was

c o l l e g e and f o u r - y e a r

u n i v e r s i t i e s when, m e a s u r e d
attributes.

to m a k e use of t h r e e

no c o n g r u e n c e
colleges

on specified e n v i r o n m e n t a l

of e n v i r o n m e n t a l m e a s u r e s

st u d y w h i c h w e r e

and

were used

i d e n t i c a l w i t h the R i c h a r d s

measures.
T h e d e s c r i p t i o n of m i n i m a l c o n d i t i o n s
institutional involvement

in i n t e r n a t i o n a l a c t i v i t i e s

these h a v e b e e n d e f i n e d by M i c h i e w a s
characterize the colleges

Finally,

as

a l s o u s e d to

in the s a m p l e .

noted that M i c h i e d e f i n e d the
to f o u r - y e a r c o l l e g e s

for effective

It s h o u l d be

conditions with reference

and u n i v e r s i t i e s .

the concept

of i n s t i t u t i o n b u i l d i n g w a s

used to f u r t h e r r e f i n e t h e c h a r a c t e r i z a t i o n of t he

colleges

83
In the sample.

Again,

this concept has b een d e v e l o p e d

with re fer e n c e to the se nio r institutions.
Environmental attributes

in the c omm uni ty college

and in the f our - y e a r c olle ge s e e m to be co ngr u e n t w h e n
they are used as a m e a s u r e of i n t e r n a t i o n a l activities.
This does not n e c e ss ari ly m e a n that these at tri b u t e s are
congruent in all d i m e n s i o n s but r a t h e r that, w h e n
addressed to a specific m e a s u r e ,

there is some sim ila rit y

The conditions d e s c r i b e d by M i c h i e app e a r to be as
essential in the d e v e l o p m e n t of com munity

co llege a c t i v i ­

ties in the i n t e rn ati ona l arena as they are for the
senior colleges.

It is clearly ind ic a t e d that the

ordering of p r i o r iti es for i n t e r n a t i o n a l i nvo lve men t
around the conditio ns M i c h i e so co gently def ines, wo uld
be an excel len t strategy

for i n c r e a s i n g the 3n t e r n a t i o n a l

dimension of community c o l l e g e education.
The r e l a t i o n s h i p b e t w e e n e n v i r o n m e n t and l ead ers hip
when m e a s u r e d on the scale of i n s t i t u t i o n a l i t y
close am ong all of the co mmu n i t y colleges

is very

in this s t u d y .

In nine of the ten colleges st ud i e d e n v i r o n m e n t and
leadership in dic a t e d a c o m m o n cell on the m a t r i x of
Institutionality.

The si ngl e e x c e p t i o n does not m e a n

that the concept breaks down.

This study has used the

concept of i n s t i t uti on b u i l d i n g str ictly as a d e s c r i p t i v e
device to compare community

colleges.

Implications
Th e a n a l y s i s
Michigan public

for F u t u r e R e s e a r c h

of t h e

i n t e r n a t i o n a l d i m e n s i o n of

community

college

e ducation clearly

colleges

shows

that so me of t he

community

I n the s a m p l e are

much m o r e a c t i v e

In p u r s u i n g a n I n t e r n a t i o n a l i n t e r e s t

than a r e others.
Ho w

far o u g h t

Increasing

its

the past

The w o r l d has
and

in i n c r e a s e d

of e d u c a t i o n .
still

indicated

twenty years

reflected

community

International dimension?

re s e a r c h Is c l e a r l y
ju dgm ent s.

th e p u b l i c

for the n e x t

In

Additional

in t h e p u r s u i t

of s uch

dramatically

changed during

part

change has been

of t hat

concern with

Certainly

c o l l e g e go

international aspects

the w o r l d Is not g o i n g to s t a n d

twenty years

but, w h a t d i r e c t i o n s

should e d u c a t i o n t a k e t o b e c o m e m o r e r e l e v a n t

to a n

additional

i n t e r n a t i o n a l i z a t i o n of a c t i v i t y ?

Speculation

along s u c h

lines

s t u d y but

is

outside

crucial to the d e v e l o p m e n t
communi ty

the s c o p e

of g u i d e l i n e s

fo r

fu t u r e

c o l l e g e o r i e n t a t i o n to i n t e r n a t i o n a l e d u c a t i o n .

Certain variables
predictive

of th e t o t a l

of t h i s

colleges

I n t he

i n dic ate d

in t e s t i n g w h e t h e r

indeed p r e d i c t i v e In all

study

s amp le.

Additional research

or not s u c h v a r i a b l e s

cases.

to p r e d i c t

is

are

Another sample might be

selected and only the highly

used in a n a t t e m p t

a p p e a r to b e h i g h l y

i n t e r n a t i o n a l d i m e n s i o n of the

co mmu nit y

r and oml y

of t h i s

predictive variables

comparative relationships

85
between the community

colleges

the p r e d i c t i o n s had b e e n made,

in the new sample.
this

replicated to d i s c o v e r a ctual scores

After

study could be
on the total and

the actual and p r e d i c t e d va l u e s could be compared.
A d d i t i o n a l res e a r c h is also i n d i c a t e d on a n a t i o n a l
scale.

It is po ss i b l e that the re sults

of this study

might prompt others to u n d e r t a k e r e s e a r c h w h i c h could
be ge n e r a l i z e d to the total p o p u l a t i o n of A m e r i c a n c o m ­
munity

colleges.

The r esu lts of this study can clearly

be ge n e r a l i z e d only to the p o p u l a t i o n of M i c h i g a n p ubl ic
community c o l l e g e s .

BIBLIOGRAPHY

86

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in the L i b e r a l A r t s
A s s o c i a t i o n of

APPENDICES

APPENDIX A
V A R I A B L E S A N D M E A S U R E S U S E D IN T H E
RICHARDS STUDY

92

APPENDIX A

P rivate versus p u b l i c
P ri v a t e score 1.

con t r o l

- public

score 0;

(N = 581)

D e g r e e of r e l i g i o u s

control

score 0;

s cor e 1; C a t h o l i c

Protestant

- nondenomlnational
sco re

2.

(N=58l)
L i b e r a l arts e m p h a s i s
li ber al arts pl us
arts

only

score

- n o l ib e r a l

arts

score 0;

othe r c u r r i c u l a s c o r e 1; l ib e r a l

2.

(N=57*0

Teacher training emphasis

U s e d in this

study.

- no t e a c h e r t r a i n i n g sco re

0; t e a c h e r t r a i n i n g plus o t h e r t r a i n i n g score 1;
t e a c h e r t r a i n i n g only sco re

2.

(N=57^)

U s e d in t his

study.
T e c h n i c a l t r a i n i n g e m p h a s i s - no t e c h n i c a l t r a i n i n g
score 0; t e c h n i c a l t r a i n i n g an d o t h e r t r a i n i n g sco re
1; t e c h n i c a l t r a i n i n g on ly sc ore 2.

(N=57*0

Used

in this s t u d y .
Tuition - non-resident

fees w e r e used.

(N**533)

Us ed in this s t u d y .
Endowment

- estimated market

O p e r a t i n g bu d g e t

value.

(N=509)

- annual expenditures

tional and g e n e r a l p u r p o s e s .

for e d u c a ­

(N“ il82)

C a p i t a l i nco me - g ift s a n d a p p r o p r i a t i o n s .

(N=191)

94
10.

Scholarship

funds - am o u n t of m o n e y

scholarships.
11.

available

for

(N=520)

Per cent of m a l e s

In the s tudent body.

(N=571)

Us ed I n this s t u d y .
12 .

Per cent of o u t - o f - s t a t e
body.

13.

in t he student

(N = 5 0 1 )

Per cent of f o r e i g n stu den ts
(N=578)

14.

students

Used in this

in the student

body.

study.

Per cent o f part t i m e s tud e n t s

in the stu d e n t

body.

(N-571).
15.

Per cent

of st ud e n t s

co lle ge expenses.

16 .

Total enrollment

e a r n i n g h a l f or m o r e o f th eir

(N=386)
- the squ are root

of the total

n u m b e r was u s e d in o r d e r to o b t a i n a m o r e nearly
normal distribution.
17.

A p t i t u d e level

(N*=579)

U s e d in this

- sco re o n the A m e r i c a n C o l l e g e T e s t ­

in g P r o g r a m n a t i o n a l test battery.

18 .

(N=3l4)

R e a l i s t i c o r i e n t a t i o n - p e r cent of st ude nts
agriculture,

19.

study.

forestry,

engineering,

etc.

studying

(N=497)

I n t e l l e c t u a l o r i e n t a t i o n - per cent of studen ts
s t u d y i n g sci ence, m a t h e m a t i c s ,

philosophy,

etc.

(N=4 97 )
20.

So cia l o r i e n t a t i o n - per cent
nu rsing,

21 .

etc.

s t u d y i n g ed uca t i o n ,

(N=497)

C o n v e n t i o n a l o r i e n t a t i o n - p e r cent
t a r i a l s cience,

accounting,

etc.

studying secre­

(N*496)

95
E n t e r p r i s i n g o r i e n t a t i o n - per

cent

cal s c i e n c e ,

administration,

pre-law,

business

studying politi­
etc.

(N=*I97)
23.

2' I .

Artistic orientation - per

cent s t u d y i n g art, m u s i c ,

journalism,

etc.

(N=^9 6 )

Homogeneity

- s c o r e on thi s v a r i a b l e

ence b e t w e e n the h i g h e s t

a n d low est

is t h e d i f f e r ­
Environmental

A s s e s s m e n t T e c h n i q u e v a r i a b l e f r o m t h e A s t i n study.
Measures

on th e E A T are

included

in v a r i a b l e s

18-23.

(N=499)

2 ‘5.

Per cent of f a c u l t y w i t h d o c t o r a t e .
in th is

26.

(N=577)

U s e d in

study.

27.

Per cent of full ti me

fac ulty.

28.

Paculty-Student

- number of full-time

ratio

(Nss579).

d i v i d e d by n u m b e r of full t i m e s t u d e n t s .
U s e d in this
29.

Library
(N=570)

30.

31.

size - n u m b e r o f b ook s
U s e d in this

enrollment.

Variety

size

in the

library.

study.
- number of books

(N=569)

U s e d in t h i s

divided

by

study.
fields

(N=575)

Per cent of g r a d u a t e s
(N=H67)

(N=575)

of c u r r i c u l u m - n u m b e r o f d i f f e r e n t

of st udy o ffe red .
32.

faculty

study.

Relative library
total

Used

study.

Per cent of f a c u l t y w i t h m a s t e r s .
this

(N=575)

g o i n g on to f o u r y e a r c o l l e g e s .

96
S •!.

drowl.h liato - p e r cent
tw e e n 1958 and 1962.

3^1.

California
1;

i n c r e a s e in e n r o l l m e n t

be­

(N=*J76)

l o c a t i o n - if l oc a t e d i n C a l i f o r n i a score

if l o c a t e d e l s e w h e r e s cor e 0.

35*

Age of i n s t i t u t i o n .

36.

Pla cement

(N=58l)

s e r v i c e - colleg es

v i c e sc o r e d 1; o t h e r colleg es

(N»58l)

Us ed in this

study.

having placement
scores

0.

ser­

(N**58l)

APPENDIX B
L I S T OF 100 B O O K S R A N D O M L Y S E L E C T E D F R O M
THE AMERICAN UNIVERSITIES FIELD
STAFF BIBLIOGRAPHY

97

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:

N e w York:

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C h i n e s e Pla.v^ 1 Y,
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Ike, N o b u t a k a .
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Landon, K e n n e t h P.
S l a m i n T r a n s i t i o n .'
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il.

Shanghai:

Lane, Ar thur.
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Persia. S y r i a ,
Eg ypt , T u r k e y . il.
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The Mi d d l e East in T r a n s i t i o n :
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Pr aeg e r , 195 8 •
L a t t i m o r e , Owen.
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Manchuria, Cradle of C o n f l i c t .
M a c m i l l a n , 1935*

Legge, J a m e s , tr.
A lden,

The Chinese

Classics.

11.

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1885.

Lemarchand, R e n e .
C o n g o . il.

Political A w a k e n i n g in the Belgian
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M a c a r t n e y , C a r l i l e A.
A History
N e w York:
P r a e g e r ^ 1956.

of H u n g a r y 1 9 2 0 - 1 9 M .

M a c D o n e l l , A. A.
A History of Sanskrit L i t e r a t u r e .
York:
A p p l e t o n , 1^00.
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New

N e w York:

Modern Far
il.
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Majumdar, R. C. An Advanced History of India,
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Ma jum dar , R. C.
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of 1 8 5 7 .

Maxon,

Yale C.
Berkeley:

Con t r o l o f J a p a n e s e F o r e i g n P o l i c y .
Univ. o r C a l i f o r n i a , 1957.

Moore,

B a r r i ngt on.
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Power; the R o l e of Ideas in S o c i a l C h a n g e . C a m ­
bridge:
H a r v a r d , 1950,

M u r a s a k i Shiklbu.
T h e T a l e of Qenj i . T r a n s l a t e d by
A r t h u r Waley.
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H o u g h t o n M i f f l i n , 1935.
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London:
Pares,

The R u b a i y a t .
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S i r Bernard.
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A Short H i s t o r y of M a l a y a .
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Mo o r e , 195*1.
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The Government
L o n d o n : P aber, 19^8.

of E t h i o p i a .

Singa­

il.

Pike, Douglas.
V i e t Cong; the O r g a n i z a t i o n a nd T e c h n i ­
q u e s o f th e N L F o f S o u t h VietnaiTI it1.
MI T P r e s s ,
1966

.

Prescott, W i l l i a m H.
H is t o r y of th e C o n q u e s t of M e x i c o .
an d Hi st o r y of t he C o n q u e s t o f P e r u . N e w York:
M o d e r n Lib r a r y , 1936.
Putnam, Samuel.
M a r v e l o u s J o u r n e y ; a S u r v e y of F o u r
C e n t u r i e s of B r a z i l i a n W r i t i n g . N e w York:
Knopf,
19*Jb.
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N e w York:
Knopf, 19^2.

il.

Reitz, Deneys.
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A B o e r J o u r n a l of the B o e r
W a r . L o n d o n :F a b e r , 19^5.
Rubissow, Helen, ed.
Art of R u s s i a .
P h i l o s o p h i c a l L i b r a r y , 19^6.

il.

N e w York:

Sansom, Sir G e o r g e B.
A H i s t o r y o f J a p a n to 133*t.
Stanford:
St anf o r d , 1958.

il.

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S a r d e s a i , G o v i n d S.
New History
B o m b a y : P h o e n i x ’^ 19^8.

of t h e M a r a t h a s .

11.

S c h a p l r o , L e o n a r d B.
T h e O r i g i n of the C o m m u n i s t
Autocracy; Political Oppos i t i o n In the Soviet
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London
S c h o o l o f E c o n o m i c s , 1955.
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C o m m u n i s m in G u a t e m a l a :
N e w York:
P r a e g e r , 1958.

194*1-195**.

Sh aba d, T h e o d o r e .
G e o g r a p h y of the U S S R , A R e g i o n a l S u r ­
vey . 11.
N e w York:
C o l u m b i a , 1951.
Simmons,

E r n e s t J.

Pushkin.

Cambridge:

Harvard,

Si n g e r , I s i d o r e , e d , T h e J e w i s h E n c y c l o p e d i a .
York:
P u n k & W a g n a l l s , 1901.
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Wolf, Jr.

Out of E x i l e .
N e w York:
D ay,

New

T r a n s l a t e d by C h a r l e s
19^9.

S k i n n e r , G e o r g e W.
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A n a l y t i c a l H i s t o r y . il.
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a n d E a s t E u r o p e a n Re vie w.

Lon d o n :

An
1957.

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1922.

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S m ith ,

Willi.am S.
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H a r m o n d s w o r t h , Middlesex;
Penguin,

S u m n e r , B e n e d i c t H.
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A Survey of Russian H i s t o r y .

London

A d a m B.
T h e B o l s h e v i k s ; The Intellectual and
P o l i t i c a l H i s t o r y of t he T r i u m p h o f C o m m u n i s m in
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Verisslmo, Erico.
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S i r D o n a l d Me.

Russia.

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1912.

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A pple of Dis cor d:
A S ur v e y
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Setting^
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St anf ord :

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New

ZInner, Paul E.
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Bost on:

Lothrop,

APPENDIX C
THE LEADERSHIP OPINIONNAIRE WITH
R E S P O N S E S TO E A C H S T A T E M E N T

APPENDIX C

A n a t t e m p t is b e i n g m a d e to m e a s u r e the i n t e r n a ­
tional d i m e n s i o n of c o m m u n i t y c o l l e g e e d u c a t i o n i n M i c h i ­
gan.
T h i s survey is In c o n j u n c t i o n w i t h a Ph.D. d i s s e r ­
tation .
Yo ur a s s i s t a n c e in f i l l i n g out t he a t t a c h e d o p i n i o n aire w ill be g r e a t l y a p p r e c i a t e d .
A s t a m p e d se l f ad d r e s s e d e n v e l o p e Is I n c l u d e d for the r e t u r n of th e c o m ­
pleted o p i n l ona lre .
Please I n d i c a t e y o u r r e a c t i o n to eac h of the f o l l o w ­
ing s t a t e m e n t s by c h e c k i n g the a p p r o p r i a t e r e s p o nse .

27

S t r o n g l y a gre e
Agree
No opinion
Disagree
Strongly disagree

7
3
0
0
0

1•
C o m m u n i t y c oll e g e s s hould
I n v o l v e t h e m s e l v e s w i t h the
a d d i t i o n a l r e s p o n s i b i l i t y of
educating students from foreign
coun tri es.

28

Strongly agree
Agree
No o p i n i o n
Disagree
Strongly disagree

5
5
0
0
b

2.
Community colleges should
participate In educational
exchange programs with other
nations.

29

Strongly agree
Agree
No op i n i o n
Disagree
Strongly disagree

2
3
1
A
0

3.
Public tax s u p p o r t e d
comm u n i t y c o l l e g e s h a v e the
o b l i g a t i o n to s e e k out and
a d m i t f o r e i g n st udents.

30

Strongly agree
Agree
No o p i n i o n
Disagree
St r o n g l y d i s a g r e e

0
1
2
it
3

^.
Mos t M i c h i g a n t w o y e a r
p u b l i c c o l l e g e s are e q u i p p e d
to h a n d l e the u n i q u e p r o b l e m s
of f o r e i g n students.

106

107

31

S t r o n g l y a^i-oe
Agree
No o p i n i o n
Disagree
Strongly disagree

5.
T h e c o m m u n i t y c o l l e g e for
w h i c h y o u w o r k is e q u i p p e d to
h a n d l e the u n i q u e p r o b l e m s of
f o r e i g n stu de n t s .

32

Strongly agree
Agree
No o p i n i o n
Disagree
Strongly disagree

6.
Community colleges should
seek to add foreign scholars
t o t h e i r staff.

33

Strongly agree
Agree
No o p i n i o n
Disagree
Strongly disagree

7.
The administration should
encourage faculty participation
in s e m i n a r s d e s i g n e d to p r o v i d e
information on internationaliz­
in g t h e c u r r i c u l u m .

0

3^1

Strongly agree
Agree
No opinion
Disagree
Strongly disagree

8.
A reasonable sabbatical
leave policy should provide
for f o r e i g n t r a v e l an d study.

35

Strongly agree
Agree
No o p i n i o n
Disagree
Strongly disagree

9.
T h e s a b b a t i c a l lea ve
p o l i c y of t h i s c o m m u n i t y c o l ­
lege d o e s p r o v i d e for f o r e i g n
t r a v e l a n d study.

36

Strongly agree
Agree
No o p i n i o n
Disagree
Strongly disagree

10.
Community colleges should
Jo i n other community colleges,
four year colleges and u n i ­
versities in consortia-type
arrangements to promote inter­
national development.

37

Strongly agree
Agree
No o p i n i o n
Disagree
Strongly disagree

_0_
1

11.
O n e of t h e g o a l s of t h e
a d m i n i s t r a t i o n o f t his c o m ­
m u n i t y c o l l e g e is to I n c r e a s e
the international dimension
of t h e college.

108

38

Strongly agree
Agree
No o p i n i o n
Disagree
St ro n g l y d i s a g r e e

0
0

12.
Stud y a n d a c t i o n h a v i n g to
do w i t h t h e e d u c a t i o n a l p r o b ­
lems o f t he d e v e l o p i n g c o u n ­
tr ies leads d i r e c t l y to a
m o r e s e n s i t i v e a w a r e n e s s of
the c h a r a c t e r a n d sc ope of
s i m i l a r p r o b l e m s in t his
country.

39

Strongly agree
Agree
No o p i n i o n
Disagree
Strongly disagree

13.
C o m m u n i t y c o l l e g e s are
on the threshold* during the
next d e c a d e o f a p o t e n t i a l
explosion from foreign student
s o u r c e s t h a t w i l l be on e o f
th e m o s t d r a m a t i c a n d s i g n i f i ­
cant c h a l l e n g e s t o h i g h e r
e d u c a t i o n , n a t i o n a l l y and
lntjsz^ft t o n a l l y * sin ce the
o f the l a n d - g r a n t
10 0 y e a r s a g o .
14.

40

Strongly agree
A gre e
No o p i n i o n
Disagree
Strongly disagree

The only t h i n g t hat is
stopping this c o m m u n i t y c o l ­
le ge from i n c r e a s i n g t he I n t e r ­
national dimension is a la ck

41

St r o n g l y a g r e e
Agree
No o p i n i o n
Disagree
Str o n g l y d i s a g r e e

15*
d ^ f ^ O l O n t f a c u l t y and
admliliata>«tlon c o m m i t m e n t can
be bhllt at tills i n s t i t u t i o n
to Increase the i n t e r n a t i o n a l
dimension of th e c o l l e g e .

42

St ron gly a g r e e
Agree
No o p i n i o n
Disagree
St r o n g l y d i s a g r e e

Id.
It is i m p o r t a n t to i n ­
volve at le iit a fe w u n d e r gradusteetudent l e a d e r s in
the planning. p r o c e s s if t h e
International d i m e n s i o n o f the
college la to he d e v e l o p e d .

43

St r o n g l y a g r e e
Agree
No o p i n i o n
Disagree
Strongly disagree

of fundd*

6

17* It la essential to i n ­
volve representatives of
minority groups o n cam pus in
the planning for a d d i t i o n a l
international

em pha s i s .

109
Strongly agree
Agree
No o p i n i o n
Disagree'
Strongly disagree

6

18.
O n e of t h e t o p p r i o r i t i e s
of t h i s c o m m u n i t y c o l l e g e is
to d e v e l o p a m e a n i n g f u l a n d
c o h e r e n t s t r a t e g y f or b u i l d i n g
t h e i n t e r n a t i o n a l d i m e n s i o n of
the college.

*45

Strongly agree
Agree
No o p i n i o n
Disagree
Strongly disagree

19.
If funds w e r e available
t h r o u g h th e I n t e r n a t i o n a l E d u ­
c a t i o n Act t o i n c r e a s e t h e
Inter n a t i o n a l d i m e n s i o n of
this, i n s t i t u t i o n , we w o u l d be
ready to move.

H6

Strongly agree
Agree
No opinion
Disagree
Strongly agree

20.
T h i s c o m m u n i t y c o l l e g e is
w i l l i n g t©^ b u d g e t for n e w
i n t e r n a t i o n a l p r o g r a m s if t he
InternifelOnai E d u c a t i o n A c t
w i l l f l m d ^ t h e m f or t h e first
three y e a r s .

Thank you very m u c h

F. T. F i n k
Doctoral candidate
C o l l e g e of E d u c a t i o n
MSU

for you r kind cooperation

APPENDIX D
CORRELATIONS PROM RICHARDS
VARIABLES COMMON TO
STUDY AND THIS

110

SURVEY

AMONG

THE RICHARDS
STUDY

APPENDIX D.— Correlations among community college characteristics.*

1. Lib. Arts

—

2. Teach. Tr.

09

2.

3.

5.

-28

25

5. Tuition

-07

-22

-19

7.

% Hales

-22

-01

44

-20

8.

%

Foreign

06

-06

-11

08

10.

Enrollment

-05

16

n .

%

Doctorate

19

02 -04

12.

%

Masters

33

31

12.

15.

17.

18.

20.

13

07 -04

Age

11

—

31 -22

—
-15

—

12 -07

12 -06

10

—

06

00 -13 -04 -09 -07
-16

08 -06

05 -08 -07
-28

13 -04

19 -12
09

60

—
—

-08

02 -18

—

12 -01 -02

03 -16

37 -31 -03

01 -03

15

00 -13

CO

Rel. Library

—

1

CD
•

11.

o

20.

-07 -14
09

10.

ill

17. Library size

8.

—

3. Tech. Tr.

15. Fac-Stu. Ratio

7.

:—

45

1
1

1.

0
VO

Variable

12 -07

30

18

Correlations are from the Richards survey among selected variables common to both
studies. The number of observations on each variable is shown in Tables 3.1 - 3*6.

APPENDIX E
RAW AND T R A N S F O R M E D D A T A FOR
EACH C O M M U N I T Y C OLL EGE

APPENDIX E

The
da ta

following tables

for e a c h

variable used
the

leadership

community

show the raw and tran s f o r m e d

college

in the s a m p l e o n e a c h

in c o m p u t i n g t h e e n v i r o n m e n t a l v a r i a b l e
variable.

113

and

114

COLLEGE "A"

Mo.

Variable

G
O
*H
P
CtJ
>
u
a>
to
,o

<L>
1— 1
P. c
£ cd
m <u
co

1.0
1.0

1.0
0.5

0.0
0.5

0.0
1.0

1
1

0.0
1.0

1.0

1.0

0.0

0.0

1

0.0

279.0
396.0

298 .2
47 2.3

4 3 . 1 6 -0 .44
65.6
-1.16

396 .0
68.0

555.9
62.8

100.6
-1.59
8.77
0. 59

0.5
0.8
65-6

0.14
0.7
0.4
-2.0
0.77
24 .27

o

1.
?.

3.
4.
5.
r>.
7.
8.
q.
10.
ii.
i;?.

13.
14.
15.

ir<.
17 .
18.
19.
20.
21.
22.
?3.
24 .

L i b e r a l Arta
Teacher Training
Technical T r a i n ­
ing
Tuition (Dis­
trict, )
T u i t i o n (Mich)
T u i t i o n (out
state)
% Males
% Foreign
Students
FE A d v i s o r
Total Enrollment
% Faculty
Doctorate
% Faculty
Masters
% Foreign
Faculty
% rev on S t a f f
Faculty-Student
Hat io
I n t n *1. C l u b
L i b r a r y S ize
R e l a t i v e Lib.
Si ze
lntn'l. L i b r a r y
Age of College
No. C o u r s e s
lntn'l. C o u r s e s
Foreign Language
lntn'l. Dim.
Currie.

•
•tJ
p
C
CO o •rH
a> p
l— I cd
O. *H
s >
co <l>
CO O

0.5
0.0
84 .26

X3
u
aS
'O
G
cd
P
CO

c
O

G

p

0)
G
o
O
CO

G
bO
•H
ai
-»

<u
rH

a>
Fh
O
o
CO

aj
*H
F-t
cd
tr-

1 -0 .44
1 - 1.1 6
-2
1

3.18
0.59

0 .42
3
3 -6 .0
1
0.77

7.0

4.6

2.37

1.01

65 .0

74 .8

4.75

-2 .06

1 -2.06

2. 45
0.71

1. 52 -0 .30
1.24
0. 23

3 -0 .90
3.72
3

0.03
0.9
41.7

0. 02 -1 .0
0.14
0.7
38.53 -0.15

1 -1.0
2
0.28
1 -0 .15

7.88 -0.71
6.78
o.6o
1.26
-0.95
77.0
1.57
8.3
1.13
4 .36 -0 .11

1 -0.71
2
1.20
1 -0.95
1
1.57
2
2.26
1 -0.11

18.8

3

2.0
1.0
0.01
1.0
36.0
5.1
26 .0
0.0
387 .0
56 .0
12 .0

1 0.7 5
21.9
1.2
265.8
46.6
12.5

99.0

85.5

0.72
Total

1

1. 01

1.46
3.98

115

COLLEGE "B"

Standard
Score

0.0
0.5

0.0
-1.0

1.0

0.0

0.0

l

0.0

2.06

1
l

2 .06
0.35

4 ->

No.

Variable

Ctf
>
u
0)

CO
X3

O

r>.
6.

7.
8.
9.

10.
11.
12.
13.
14 .
15.
16.
17.
18.
19.
20.
21.
22.
23.
24 .

•

'I.

L i b e r a l Arts
Teacher Training
Technical Train­
ing
Tuition (Dis­
tr ict )
T u i t i o n (Mich)
T u i t i o n (out
state)
% Males
% Foreign
Students
FS A d v i s o r
Total Enrollment
% Faculty
Doctorate
% Faculty
Masters
% Foreign
Faculty
% rev on S t a f f
Faculty-Student
Ratio
lntn'l. Club
L i b r a r y Siz e
R e l a t i v e Lib.
Si ze
lntn'l. L i b r a r y
A g e of C o l l e g e
N o . Courses
lntn'l. C o u r s e s
Foreign Language
lntn'l. Dim.
Currie.

o

1.
2.
3.

387 .0
495 .0

298 .2
472.3

531.0
59.0

555.9
62.8

0.80
1.0
38.73

43.16
65 *6

0.35

Score on
Variable

Sample Std
Deviation

1.0
0.5

•H

Weight

Sample
Mean

1 .0
0.0

H

c
o

1 0.0
l -1.0

100.6
0.50
-0 .25 -2
1 -0.43
8.77 -0.43

0.5
0.8
65.6

0.7
0.43
0.4
0.5
24. 27 -1.11

3 1.29
3 1.5
1 -1.11

1.0

4.6

2.37 -1.52

1 - 1 . 52

81.0

74-.8

4.0
1.0
0.05
0.0
26.0
17.3
12.0
1.0
197.0
46.0
9.0
83 .0

2.46
0.71
0.03
0.9
41.7
10.75
21.9
1.2
265.8
46.6
12.5
85.5

4.75

1.30

1

1.30

1.52
0. 23

1.01
1.24

3
3

3.03
3.7 2

0. 02
1.5
1.28
0.7
38.53 -0.41

1

7.88
6.78
1.26
77-0
8.3
4.36

0.83
-1.46
-0.16
-0.89
-0.07
- 0.80

1 0.83
2 -2.92
1 -0 .16
1 -0.89
2 -0 .14
1 -0.80

18.8

-0.13

3 -0.39

Total

1.5
2 -2.56
1 -0.41

3.75

116

‘3.
6.
7.
8.
9.
10.
11.
12.
1
1*1.
1*3.
J 6.
17 .
IB.
19.
20 .
21.
22.
23.
2*1 .

1 .0
0.0

1.0
0.5

0 .0
0.5

0.0
-1.0

1 .0

1.0

0.0

0.0

270.0
360 .0

298.2
*172.3

510.0
*48.0

555-9
62.8

0 .6
0.0
2? .*1

0.5
0.8
65.6

*43.16 -0.65
65.6
-1.71

0.1*4
0.7
0. *4 -2.0
2*4 .27 -1.79

*4.6

2.37

72.0

7 *».8

*1.75

o .08
1.0
15-0
29 •0
9.0
0.0
1*43 .0
28 .0
8.0
*47 .0

1 0.0
1 -1.0
1

0.0

1 -0.65
1 -1.71

100. 6 -0. *45 -2
0. 90
1
8.77 -1.69
-1.69

7.0

2.0
0.5

Score on
Variable

Standard
Score

'1.

Sample Std
Deviation

Liberal Arti;
Teacher Training
Technical T r ain­
ing
Tuition (dis­
trict. )
Tuition (Mich)
Tuition (out
state)
% Males
% Foreign
Students
FS Advisor
Total enrollment
% Faculty
Doctorate
% Faculty
Masters
% Foreign
Faculty
% PCV on StafT
Faculty-Student
Ratio
fntn'1 . Club
Library Size
Relative Lib.
Size
lntn'l. Library
Age oT College
No. Courses
Intn^l. Courses
Foreign Language
lntn'l. Dim.
Currie.

Sample
Mean

I.
2.
3-

1 .01

3 0 .*42
3 -6.0
1 -1.79
1

1 .01

C\

V.'iriab l.e

in
•
o
I

No .

Observatio

c

Weight

COLLliGK "C"

1 -0.59

2 .*46
0 .71

1.52 -0. 30
0.23 -0.90

3 -0.90
3 -2.70

0.03
0.9
*41.7

0. 02
2.5
0.1*4
0.7
38.53 -0.69

1
2.5
2 0.28
1 -0.69

7.88
6 .78
1.26
77 .0
8.3
*4.36

2.31
- 1.90
-0.95
-1.59
-2.2*4
-1.03

1
2
1
1
2
1

18.8

-2.05

3 -6.15

10 .75
21.9
1.2
265 .8
*46.6
12.5
85 .5

Total

2.31
-3.8
-0.95
-1.59
-*4 .*48
-1.03

-

28.30

117

No .

Variable

Observation

Sample
Mean

Sample Std.
Deviation

Standard
Score

Weight

Score on
Variable

COLLEGE "D"

1.
?.
3.

L i b e r a l Arts
Teacher Training
Technical Train­

1.0
1.0

1.0
0.5

0.0
0.5

0.0
1.0

1
1

0.0
1.0

ing

1.0

1.0

0.0

0.0

1

0.0

4.

Tuition

30 0.0
*<50 .0

298.2
4 7 2.0

600 .0
59. 0

555.9
62.8

(Dis­

trict )
.
6.

Tuition
Tuition

(Mich)
(out

state)
7.
8.
'J.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
2*1 .

% Males
% Foreign
Students

Pd Advisor
Total Enrollment
% Faculty
Doctorate
% Faculty
Masters
% Foreign
Faculty
56 PCV o n S t a f f
Faculty-Student
Ratio
I n t n ’l. Club
L i b r a r y Size
R e l a t i v e Lib.
Size
Intn'l. Li b r a r y
A g e of C o l l e g e
No. Co ur s e s
I n t n ’l. C o u r s e s
Foreign Language
Intn'l. Dim.
Currie .

0.5
1.0
5*< .77
1.0

0.5
0.8
65.6
4.6

0. 0*4
43-16
65.6
-0. 34

1
0 .0.4
1 - 0 .34

100.6
0. 4*4 -2 - 0 . 8 8
1 -0. 43
8.77 - 0 . 4 3
0.0
0.7
0.4
0.5
24.27 - 0 . 4 5

0.0
3
3
1.5
1 -0.45

-1.52

1 -1.52

2.37

74 .0

74 .8'

4.75 - 0 . 1 7

1 -0 . 1 7

1.0
1.0

2.46
0.71

1.52 - 1 . 0 1
1.24
0.23

3 -3.03
3. 72
3

0.03
0.9
41.7

0.02
0.0
-1.
28
0.7
38.53 - 0 . 5 6

0.03
0.0
20.0
6.0
23.0
0.0
185 .0
46.0
12.0
8*4 .0

10 .75
21.9
1.2
265.8
46.6
12.5
85.5

0.0
2 -2. 56
1 - 0.5 6

‘1

7.88
6.78
1. 26
77.0
8.3
4.36

-0. 60
0.16
-0.95
-1 .05
-0.7
-0.11

1
2
1
1
2
1

18.8

-0 .07

3 -0 .21

Total

-0 .60
0.32
-0.95
-1.05
-1.4
-0.11

-7.68

Standard
Secure

Weight
•
.Score on
Variable

1.0
1.0

l.o
0.5

0 .0

0.5

0.0
1 .0

1
1

0.0
1.0

1.0

1.0

0 .0

0.0

1

0.0

2*10.0
*400 .0

298.2

*450.0
56.0

555.9
62.8

cd

5.
6.
7.
8.
9.
10.
11.

1C .
17.
18.
19.
20.
21.
22.
23.
2*1 .

0 .8
65.6

1 -1.35
1 - 1.10

10 0 . 6

2 .10
-1.05 -2
-1 -0.77
8.77 -0.77

-0.28
0.7
0 .*4
0.5
2*4 .27 -0.56

3 -0 .7*4
3 1.5
1 - 0.56

6.0

*4.6

2.37

*4.75 - 0.17

1 - 0.17

1.52 - 0 . 9 6
1.2*4

3 -2.88
3 3.72

0.9
*11.7

0.02
0.0
0 .1*4
0.7
38.53 -0.6*4

1 0.0
2 0.28
1 -0.6*4

6.3
29.0
3.0
231.0
5*4 .0
12 .0

10.75
21.9
1.2
265.8
*46.6
12.5

7.88 -0.56
6.78
1.05
1.26
0.95
77.0
— 0 .*45
0.89
8.3
*4.36 -0 .11

1 -0.56
2 2.10
1 0.95
1 — 0 .*45
2 1.78
1 -0.11

113.0

85.5

18.8

3

•

1*1.
15.

0.5

CO

13.

*472 .3

*13.16 -1.35
65.6
-1.10

.=r

12 .

0.3
1.0
51.96

0

*1.

L i b e r a l Arts
Teacher Training
Technical Train­
ing
T u i t i o n (Dictrict)
T u i t i o n (Mich)
T u i t i o n (out
state)
% Males
% Foreign
Students
FS Advisor
Total Enrollment
% Faculty
Doctorate
% Faculty
Masters
% Foreign
Faculty
% PCV o n S t a f f
Faculty-Student
Ratio
Intn'li Clu b
L i b r a r y S ize
R e l a t i v e Lib.
Size
Intn'l. L i b r a r y
A g e of C o l l e g e
No. C o u r s e s
Intn'l. C o u r s e s
Foreign Language
Intn'l. Dim.
Currie.

.t

1.
2.
3.

Variable

*

No .

Sample Std.
Deviation

>
u
QJ
W
O

Sample
Mean

c
o
•rH-

'*

COLLEGE "E"

1.0
1.0

2 .*46
0.71

0.03
1.0
17.0

0.03

0.59

0.23

l.*46
Total

1

0.59

*4.38
9.07

COLLEGE

Sample
Mean

Sample Std
Deviation

Standard
Score

1 .0
0.0

1.0
0.5

0.0
0.5

0.0
-1.0

0.0

0 .0

1

0.0

43.16
65.6

0.04
1.03

1
1

0 .04
1.03

Cti
>
u
CD
CO

1.
2.

3.
4.

5.

6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.

19.
20.
21 .
22.
23.
24 .

L i b e r a l Arts
Teacher Training
Technical Train­
ing
T u i t i o n (Dictrict)
T u i t i o n (Mich)
T u i t i o n (out
state)
% Males
% Foreign
Students
FS A d v i s o r
To tal E n r o l l m e n t
% Faculty
Doctorate
% Faculty
Masters
% Foreign
Faculty
% FC V on S t a f f
Faculty-Student
Ra tio
Intn'l. Club
L i b r a r y Size
R e l a t i v e Lib.
S i ze
Intn'l. L i b r a r y
Age of C o l l e g e
No. Co u r s e s
Intn'l. C o u r s e s
Foreign Language
Intn'l. Dim.
Currie.

1.0

O

Variable

H

No.

300 .0
540.0

298.2
472.3

540 .0
58.0

555.9
62.8

0.4
1.0
72.1

0.5
0.8
65*6

5.0

4.6

71.0

74 .8

3.0
1.0
0.03
2.0
60 .0

Score on
Variable

£>

*H
-P

Weight

O

•

C
o

1
0.0
1 -1.0

100. 6 - 0.16 -2
0.32
1 -0 .55
8.77 - 0.55
- 0 .14
0.7
0.4
0.5
24 .27
0.26
2.37

3 -0 . 4 2
3
1.5
0.26
1
1 0.17

0.17

4.75 -0.8

1 -0.8

2.46
0.71

1.52
0.23

0.35
1.24

3
3

1.05
3.72

0.03
0.9
41.7

0. 02
0.7
38.53

0.0
1.57
0.47

1
2
1

0.0
3 .14
0 .47

11.5
31.0
0.0
362 .0
53.0
16 .0

10.75
21.9
1.2
265 .8
46.6
12.5

105 .0

85.5

7.88
0.09
6.78
1.34
1 .26 - 0 . 9 5
77.0
1,25
8.3
0.77
4 .36
0.8

1
0.09
2
2.68
1 -0.95
1
1.25
2
1.54
0.80
1

18.8

3

1.04

Total

3.12

17 .46

120
COLLEGE urn*
•

£
o

•H
-P
nJ

No .

Variable

>
£

a>
to
P

o
1.
2.
3.
'1.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22 .
23 .
24 .

L i b e r a l Arts
Teacher Training
Technical Train­
ing
T u i t i o n ( Dis ­
tr ict )
T u i t i o n (Mich)
T u i t i o n (out
state)
% Males
% Foreign
Students
FS A d v i s o r
Total Enrollment
% Faculty
Doctorate
% Faculty
Masters
% Foreign
Faculty
% F C V on S t a f f
Faculty-Student
Ratio
Intn'l. C l u b
L i b r a r y Size
R e l a t i v e Lib.
Si ze
Intn'l. L i b r a r y
Age of C o l l e g e
No. C o u r s e s
Intn'l. C o u r s e s
Foreign Language
Intn'l. Dim.
Currie.

P

£
•r—1

CO o

(D
i
—1
a, £
E cd
at <D
CO s

a> p
i— I at
o .*h
3 >
at CD
co a

*£
£
cd
T3 <u
£ £
at o
p
o
CO CO

p

.£
hO
•H
a)
ts

£ a>
O rH
P
<u Cd

£ «H
O £
o cd
CO >

1.0
0.0

1.0
0.5

0.0
0.5

0.0
-1.0

1.0

1.0

0.0

0.0

270 .0
540 .0

29 8 . 2
472 .3

750.0
65 .0

555 .9
62.8

10 0 . 6
8.77

1.92
0. 25

-2 - 3 . 8 4
1
0 .25

0.5
0.8
65 .6

0.7
0.4
24.27

-0.57
0.5
1.02

3 -1 .71
3
1.5
1.02
1

8.0

4.6

2.37

1.43

1

1.43

76. 0

74. 8

4.75

0.25

1

0 .25

0.1
1.0
90.55

1.0
0.0
0.03
0.0
150.0
18.3
21.0
3.0
292 .0
37.0
6.0
64 .0

43 .16 -0 .65
65.6
1.03

0 .0
1
1 -1.0
1

0.0

1 -0 .65
1
1 .03

2. 46
0.71

1.52 - 0 . 9 6
0. 23 - 3 . 0 5

3 -2.88
3 -9.15

0.03
0.9
41.7

0.02
0.0
- 1.28
0.7
2.81
38.53

1
0.0
2 -2 .5 6
1
2.81

10.75
21.9
1.2
265.8
46.6
12 .5

7.88
0.96
6.78 -0 .13
1.26
1.43
0 .34
77 .0
- 1.06
8.3
4 .36 - 1 . 4 9

0 .96
1
2 -0 .26
1
1. 43
0 .34
1
2 -2.32
1 -1.49

-1 .14

3 -3 . 2 4

85.5

18.8

Total

-18 .26

121
COLLEGE "H"
c
o

T3

C
CO O
•M

TJ
G

0) 4-5
rH Cd

cd
TJ 0)

4-5

4-5

cd

4.
5.
6.
7.
8.
9.
10.
11.
12 .
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24 .

Liberal Arts
Teacher Training
Technical Train­
in g
Tuition (Dis­
trict )
T u i t i o n (Mich)
T u i t i o n (out
state)
% Males
% Foreign
Students
FS Advisor
Total Enrollment
% Faculty
Doctorate
% Faculty
Masters
% Foreign
Faculty
% PCV on S t a f f
Faculty-Student
Ratio
I n t n ’l. C l u b
Library Size
R e l a t i v e Lib.
Size
I n t n ’l. L i b r a r y
Ag e o f C o l l e g e
No. C o u r s e s
I n t n ’l. C o u r s e s
Foreign
Language
I n t n ’l. Dim.
Currie.

>
4>
w
£3
o

<D
r*H

Q, G
e cd
cd <u

E
Cd

>

<D

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G •H
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co a

CO co

1.0
1.0

1.0
0.5

0.0
0.5

0.0
1.0

1
1

1.0

1.0

0. 0

0.0

1

0.0

30 0 . 0
540.0

298.2
4 7 2 .3

43.16
65.6

0.04
1.03

1
1

0 .04
1.03

540.0
63 .0

555.9
62.8

10 0.6
8.77

- 0.16 -2
0.02
1

0.32
0.02

0.5
0.8
65.6

0.7
0.4
24.27

-0 .14
0.5
0 .24

3 -0.42
3
1.5
1
0.24

3.0

4.6

2.37

-0.67

1

81.0

74.8

4.75

1. 30

1

0.40
1.0
71 .41

CO >

0.0
1.0

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CT\

1.
?.
3.

Variable

I
0

No .

G a>
O rH

1.30

2.46
0.71

1.52 - 0 . 4 3
0.23 - 0 . 4 7

3 -1.29
3 -1 . 4 1

0.03
0.9
41.7

0.0
0. 02
0.14
0.7
3 8 .53 - 0 .30

1
0.0
2
0.28
1 - 0.30

5.9
27 .0
0.0
319.0
53.0

10.75
21.9
1.2
2 6 5.8
46.6

7. 88 -0 .61
6.78
0.75
-1. 26 - 0 . 9 5
77.0
0.69
8.3
0.77

1 -0 .61
2
1.50
1 -0.95
1
0.69
2
1.54

22.0

12 .5

96.0

85.5

1.8
0.6
0.03
1.0
30.0

4.36
18 .8

2.18

1

2 .18

0.56

3

1.68

Total

7 . 67

122
COLLEGE ”J"
C
o

T3
P

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No.

CO O

cd

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CD P
rH Cd
o .t h
e >
cd Q>

TJ
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cd
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G G
cd
P
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Variable

CD
i i

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cd

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12.
13.
14.
15.
16.
17.
18.
19.
20 .
21.
22.
23.
24 .

co a

o

CO CO

0.0
0.5

0.0
-1.0

1.0

1.0

0.0

0.0

366.0
462.0

298 .2
472.3

702 .0
70.0

555.9
62.8

0.9
1 .0
6 0 .83
3.0

6.0
0.0
0.03
2.0
18. 0

43 •16
1.57
65.6
-0.16
100.6
8.77

G

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CD

CD

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G P
O

G
cd
CO >
cj

0.0
1
1 -1.0
1

0.0

1
1.57
1 -0 .16

1.45 -2 - 2.90
0. 82
0. 82
1

0.5
0.8
65.6

0.7
0.57
0.4
0.5
24 .27 -0 .20

3
1.71
3
1.5
1 -0 .20

4.6

2. 37 -0 .67

1 - 0 .67

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10.
11.

co S

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78.

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1.0
0.5

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6.

g

1.0
0.0

*

4.

L i b e r a l Arts
Teacher Training
Technical Train­
ing
Tuition (Dis­
trict )
T u i t i o n (Mich)
T u i t i o n (out
state)
% Males
% Foreign
Students
FS A d v i s o r
Total Enrollment
% Faculty
Foctorate
% Faculty
Masters
% Foreign
Faculty
% PCV o n S t a f f
Faculty-Student
Ratio
I n t n ’l. Club
Library Size
R e l a t i v e Lib.
Si ze
I n t n ’l. L i b r a r y
Age of C o l l e g e
No. C o u r s e s
Intn'l. C o u r s e s
Foreign Language
I n t n 11. D i m .
Currie.

-3

1.
2.
3.

G

4J

4.75 -0. 17

1 -0 .17

2.46
0.71

1. 52
2.33
0. 23 - 3 . 0 5

3
6.99
3 -9.15

0.03
0.9
41.7

0. 02
0.0
0.7
1.57
38.53 - 0.61

1
0.0
2
3 .14
1 - 0.61

4.1
18.0
3.0
225.0
43.0
16.0

10.75
21.9
1.2
26 5.8
46.6
12.5

78.0

85. 5

7.88
6.78
1.26
77 .0
8.3
4 .36
18 .8

-0.84
-0 . 5 7
1.43
-0.53
-0.43
0.80

1
2
1
1
2
1

-0.84
-1.14
1.43
-0.53
-0.86
0.80

0 .40

4

1.20

Total

0.93

123

'1 .
6.
6.
7.
8.
0.
10 .
11.

12.
13.
14.
l‘
j.

16.
17.
18.
19*

20.
21.
22.

23.
24 .

1.0
0.5

0.0
0.5

0 .0
1 .0

1
l

0.0
1.0

1.0

1.0

0.0

0 .0

1

0.0

270.0
540.0

298.2
472.3

5*10.0
82.0

555.9
62.8

0.4
1.0
109.54

0.5
0.8
65.6

43.16 -0.65
65*6
1.03

1 -0 .65
1 1. 03

100. 6 -0.16 -2
1
8.77
2.19
-0.14
0.7
0.4
0.5
1.81
24. 27

Score on
Variable

1.0
1. 0

Weight

Standard
Score

3•

L i b e r a l Arts
Teacher Training
Technical Train­
ing
T u i t i o n (Dis-'
trict)
T u i t i o n (Mich)
T u i t i o n (out
state)
% Ma les
% Foreign
Students
FS A d v i s o r
Total Enrollment
% Faculty
Doctorate
% Faculty
Masters
% Foreign
Faculty
% PCV on S t a f f
Faculty-Student
Ratio
Intn'l. Club
L i b r a r y Size
R e l a t i v e Lib.
Size
Intn'l. L i b r a r y
Age o f C o l l e g e
N o . Courses
Intn'l. Co u r s e s
Foreign Language
Intn'l. Dim.
Currie.

Sample Std.
Deviation

1.
2.

Variable

Sample
Mean

No .

Orientation

COLLEGE "KM

0.32
2.19

3 -0.42
3 1.5
1 1.81

5.0

4.6

2.37

0.17

1

0 .17

80.0

74 .8

4.75

1.09

1

1.09

1.52
0. 23

0.35
1.24

3
3

1.05
3 .72

3.0
1.0
0.01
1.0
45.0
4 .0
23 .0

2.0
317.0
50.0
12.0
86.0

2.46
0.71
0.03
0.9
41.7

0. 02 -1.0
0.14
0.7
0.08
38.53

1 -1.0
2 0 .28
1 0.08

10.75
21. 9
1.2
265.8
46.6
12.5

7.88 -0.86
0.16
6.78
1. 26
0.63
77.0
0.66
0.41
8.3
4.36 -0.11

1 -0.86
2 0. 32
1 0 .63
1 0.66
2 0. 82
1 -0.11

18.8

3

85.5

0.03
Total

0. 09
13.72

12*4
RESPONSES OP THE COMMUNITY COLLEGES TO
THE LEADERSHIP OPINIONNAIRE

Colleges

A

B

C

D

E

F

G

H

J

K

27

5

5

*4

*4

5

5

5

5

4

5

28

*4

5

*4

*4

5

5

5

5

4

4

29

2

2

2

3

5

*4

*4

5

2

4

30

1

3

1

2

*4

2

2

2

1

3

31

1

5

*4

2

5

*4

2

4

4

5

82

3

5

*1

3

3

2

*4

5

2

4

33

*1

*4

*4

*4

*4

*4 ‘

4

4

4

5

3*4

*l

5

*4

2

5

*4

*4

4

5

5

35

*1

5

*4

*4

5

*1

*4

4

5

5

36

5

2

*4

*4

5

5

5

5

4

5

37

O
*_

5

*4

*4

*4

3

2

4

3

4

38

*1

5

*4

5

5

*4

*4

5

2

5

39

*4

2

3

3

*4

5

*4

4

4

4

*10

*4

2

*4

*4

*4

5

2

2

2

4

*11

*4

5

*4

*4

*4

3

*4

4

4

4

*42

*4

5

*4

*4

*4

5

5

4

4

5

*13

*4

3

*4

*4

5

5

5

2

2

5

*4*4

2

*4

3

2

5

3

*1

2

2

3

*45

3

*4

3

*4

*4

*1

2

4

2

3

*46

2

*4

3

*4

3

3

3

4

4

3

Variables

APPENDIX F
CORRELATIONS BETWEEN ALL VARIABLES
USED IN THIS STUDY

125
i

126

1
1
1
#
9
*
7
•
•
14
11
It
17
1*
19
1*
17
Xf
19
1*
11
It
*a
1*
19
i*
17
■■
14
*a
11
11
aa
7*
74
7*
77
74
a*
4#
41
41
41
44
49
4*
47
4a
I*
U
1*
1*
1*
i*
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a.IMai
a.iua*
1,14944
4.4*a4l
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a,4a444
4.199*9
4.444*4
a.atata
4.4«9(|
•.•••*•
4.aa«*a
9.4*9*9
4.494*4
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•.••*44
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a.9*9aa
a.attaa
4.444*4
*.*••**
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4,4#••*
4.9*4*4
4.4*4*4
4.9«4a4
4.974**
9.*1414
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9.4C4&4
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9.9t9»9
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4.4949a
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4.49494
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4.47474
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•.•(•■a
j
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9.14949
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M

I.IMM
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it
99

It
IS

99
99
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9.14199
9,99999
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9.94979
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9.17991
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9.---,4*t-_
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4.97794
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19

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l.l*4*9

99
99
IT

19
99

tr

91

99
as

9*
19
99
9
9
99
99
99
91
99
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99
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19
19

19
99
II
91
II

94
99
91
9?
99
99
49
41
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49

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9 .99949

4 •49474
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94
99
94
97
99
99

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41
41
49
44
49
4*
47
49
49
47
49

19

1.9M49
1.74417
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4.11441
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4.19444
4.14999
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4.41449
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4,41749
9.49999
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1,99449
9.11999
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49

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1,19414
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4,17479
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1
I,M«*4

>4.14149
9,44949
9,41449
>4,77949
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4,17994
>4,*99|4
4,r«e*9

9,71941
9,1171*
9,97947
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>4,74441
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9,94719
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114*4
14914
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9,94117
9,49414
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1*
1.94444
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4,94111
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4,19499
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1.49999
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9
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9,74194

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4.71477
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4,17149
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1,99499
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